Frederic Edwin Church Essay Example for Free

Frederic Edwin Church Essay Frederic Edwin Church was born on May 4, 1826 in Hartford Connecticut. He passed on April 7, 1900 at the age of 73. (Bereading for pleasure. blogspot. com/ /Fredrick-Edwin-Church-Twilight) Frederic was a talented nature artist. He painted many beautiful scenes of the countries wilderness. The painting I have chosen to write my analysis on is â€Å"Twilight in the Wilderness. † This painting was done in 1860 right around the civil war time period. At the same time peoples minds were set on manifest destiny. Manifest destiny was the belief that Americans would own coast to coast in America and flourish in wealth by creating new jobs and using their new land to do so. Churchs intention, by painting these scenes of nature, was to draw more attention to the wonderful scenery and away from the monetary element of this new land. Although there have been many different opinions and views on his paintings, they all seem to point in the same direction of his views on â€Å"Nature† and the future of our great nation. Now that I have given you a little history on Frederic Edwin Church and his painting â€Å"Twilight in the Wilderness,† I will give you my formal analysis on this painting. Based on what I have learned from the history of this painting I will elaborate on the attention to detail that Frederic has put into this painting. The first thing that I notice is the focal point seems to be the mountains in the background. The sky around these mountains is bright with yellow and white that fades away into the darker sky and dim landscaping. The forefront of this painting had dying trees and a broken tree stump. As the river flows away from the forefront, it gets smaller as do the trees and mountains. Attention to detail gets less from the forefront to the background. These things combined gives the painting depth. With the clouds and mountains rolling soft edges gives the viewer a sense of relaxation and comfort. But yet when you think of the history of the painting you can draw a different view. It is interesting that Frederic not only uses the normal colors of nature but, uses the influence of red, hite, and blue to illustrate the patronage of the time period in which it was painted in. In conclusion I feel that the composition that Church uses in this painting gives his views in motion. In the forefront is dying trees. This shows the struggle that is occurring at this time. The skyline is red with water reflecting that color, an illustration showing the blood that is being shed. As the painting fades off from the forefront to the background the skyline clears up and gets brighter. This shows that his belief is that times will get better and the country will be beautiful once again.

Economy During Civil War and Slavery

Economy During Civil War and Slavery Group A: Colonial Experience 3. How could each of the various labor arrangements extant in the colonies be characterized? Why did the mix of people working under different arrangements change over time? The labor arrangements in colonial times widely varied from indentured servitude, redemptioners, prisoners, African slaves, to those from the free population. Indentured servants were individuals contracted to a certain type of work for an agreed upon amount of time, typically lasting from four to seven years (Hughes Cain, 2007). Their contracted work is in return for transportation across the Atlantic, as well as food, clothing, housing and perhaps training in a specific craft. Redemptioners were immigrants from Europe who were brought over by ship captains and were allowed a specified time to pay the captain back after arrival; according to Hughes Cain, payments were often made by placing one of their children into indentured servitude. While the transportation of prisoners over to colonial America was not the most popular of methods to acquire workers, it was still an important one nonetheless. Men and women convicted of a crime punishable by death in England were allowed to liv e on the condition of transporting themselves elsewhere. Ship captains welcomed prisoners on their voyage, as they proved to be a valuable commodity since they would trade them for produce before making the voyage back to Europe. The most well-known of all labor arrangements was that of African slaves. They were not protected as British subjects nor had any status in court, which means the slaves were unable to contract their own labor. Slaves were also considered their master’s property for life, including any children the slaves may bear. Lastly, the final form of labor was those from the free population who on their own funds purchased transportation to the colonies, which therefore made them eligible for individual land grants. Over time, indentutured servants became less enticing to employers, as slaves were cheaper for unskilled labor; most indentured servants were eventually replaced by African slaves or white servants. Once America gained its independence, British prisoners were understandably less welcomed in the new country as well. As new circumstances arise, the labor market changes accordingly to fit with the needs of the new market. Group B: Slavery and the Civil War 4. In what ways were the economic situations and economic policy interests of the south and other regions shared and different, in the years leading up to the civil war? While the Civil War mainly revolved around the fundamental differences between the north and the south, often times the similarities of economic policy of the two sides can be overlooked. For starters, both economies relied heavily on farming and they both used similar methods while working the land, even if the north was far more advanced from an industrial manufacturing point of view. As far as the economic differences, one need not look any further than the labor market of the two sides. In the south, the labor market was obviously driven by slave labor, as that was one of their main fighting points and a direct reason for secession; while the north did not allow slavery, but as a consequence, the labor was significantly more expensive than that of the south. Tariffs were a fundamental difference between the two sides as well; the south opposed tariffs entirely, as they wanted to keep the price of imported goods low. The north on the other hand was a proponent of imposing high tar iffs; this is because the higher the tariff from other countries, the more competitive the price of goods produced in the north would be. Without such tariffs, the goods from Europe were a cheaper option for the south to purchase, instead of directly benefitting the northern economy. As Baack and Ray assert, â€Å"the fact that tariff cuts were systematically associated with fast growth industries†¦lends support to our contention that tariff rates across industries and tariff changes over time were structured to serve the narrow economic protectionist needs of special interest groups† (Hughes Cain, 2007). The north had narrow interests in supporting their own economy and imposing tariffs served as that protection for special interest groups, exactly as Baack and Ray contended. This idea also lends itself with the concept of infant industry, where new economies may achieve domestic economic growth if only they initially shield themselves from foreign competition. The fin al difference lied in industrial manufacturing, as it was almost solely occurring in the north while the south had little involvement in the initial American industrial revolution. Group C: The Nineteenth Century 8. What were the key characteristics of industrialization in US, and important contributing factors? Immediately following the Civil War, the United States underwent what is now referred to as the â€Å"industrialization† process, where production by machine replaced manual labor and where new inventions and applied science were greatly emphasized. Some key characteristics of American industrialization include an increasing proportion of workers involved with manufacturing, as well as an overall greater availability of labor. Hughes and Cain (2007, p. 343) contend, â€Å"[w]orkers generally made their way into the industries experiencing the most rapid growth and demand for labor, producing relatively rapid labor force expansion.† Other key characteristics included growth of a national transportation network and expanded markets with ability to move products and raw materials quickly. Industrialization necessitated a wide-reaching transportation system for rapid movement of raw materials and finished products, which gave way for the steam engine and the railroad system . As Hughes and Cain (2007, p. 287) assert, â€Å"[t]he products of farm and factory, thousands of miles apart in their origins, were now easily mixed in the country’s new establishments of manufacturing and distribution.† The rail network provided a way for products to be shipped from New York to far reaching west coast towns at a pace previously unimagined. Isolated markets quickly became a thing of the past in the United States, as individuals living in previously unreached economies now had the access to products that were completely unavailable before the advent of the railroad. One of the final key characteristics of American industrialization included a steady increase in size and population of urban areas. As the population and labor availability increased, cities meant jobs and a variety of opportunities for a myriad of individuals. The extent of the economic scale of cities includes: transportation, education, medicine, sewage systems, central water, commutat ion, etc. The different amenities and job prospect attracted individuals to urban areas across the United States. Industrialization was clearly a major component of the advanced society of today, as it connected America through transportation, communication, utilizing cheaper raw goods, and taking advantage of an abundance of employment opportunities.

World War I :: World War 1 I One Essays History

World War I During W.W.I the Austrian wore the pike gray 1909 pattern tunic and trousers. They have three white stars on the collar which indicate Sergeants rank. Some have leather gaiters worn by mountain troops; others wore the ordinary trousers with the integral gaiter which fastened around the ankle with two buttons. Men and women wore tunics made of khaki serge flannel or cord. Most men, and some women, also wore leather cartridge pouches and a slouched hat. Women were seen wearing long, more fuller skirts. Blouses usually had a high neck line and the sleeves were full length. Women also wore their hair longer but usually pulled it back into a bun or pony tail. Fashions were very conservative. On the Eastern Front, German infantry wore white coats with fur on the inside. They did this for warmth and camouflage. They wore the field gray cap with black/white and red at the top, and state blockade on the band. The band was red for infantry, black for rifles and artillery, and brown for machine gun battalions. The German Army uniform began to change in 1915. They went from buttoned cuffs to a simple turned back cuff. During W.W.I. tobacco was not frequently used, but drinking tea and whisky was used more for entertainment and relaxation. During W.W.II. materials were scarce. Skirt hems were much shorter and skirts were more form fitting. The clothes could not have any cuff, ruffles or flap pockets. Pants could be no more than 19 inches wide. There were also shortages of fabric such as silk, rayon and nylon. American women were starting to become fashionable by wearing military hats, men's pants, and patches. Women also stopped wearing large jewelry such as bangles and beads. Short haircuts were considered much safer at work and less trouble. The short hairstyles became popular during the war. Men's suits were rationed and each man was only allowed one suit per year. Men were allowed to only have four cigarettes per day. The styles during W.W.I were not as conservative as the styles during W.W.II. The styles during W.W.II. indicate a shortage of products which mandated the fashion industry during that era for both men and women. The changing of the fashions from W.W.I. to W.W.II. show that men and women were becoming more in tune with fashion. Styles were not as conservative as they used to be.

Scientific Murder Essay examples -- essays research papers fc

Scientific Murder: Human Experimentation in Nazi Germany The Nazi's were infamous for their cruel and unusual experiments on humans. Although they played a small part of Nazi Germany's attempt at racial hygiene, these experiments desecrated and exterminated thousands of humans (Lifton 269). "The Nazi medical experiments of the 1930's and 1940's are the most famous example of recent disregard for ethical conduct " (Polit & Hungler 127). For the sake of science, thousands lost their lives "I have no words. I thought we were human beings. We were living creatures. How could they do things like that?" (Auschwitz survivor as quoted in Lifton 269). Was it really science, or was it murder? After the Nazi's seized power in 1933, patients no longer had protection by law from German scientists. These scientists could use any method of "research or treatment". "Terrible experiments carried out in the concentration camps were symptomatic of this amoral attitude of the German scientific community" (Friedlander 131). Prior to 1933, scientists promoted radical measures in the study of racial science. "Prominent eugenicists-anthropologists, geneticists, psychiatrists-influenced both Nazi ideologues and a generation of scientists and physicians" (Friedlander 123). Literature from these scientists influenced Adolf Hitler and many scientists during the Nazi period (Friedlander 123). Science in Germany quickly adjusted to the ideas of race and eugenics. "The enthusiastic participation of the scientific and medical establishment in the sterilization program was an indication of the fact that its ideology meshed with that of the Nazi movement' (Friedlander 125). The concept of racial hygiene was the foundation of Germany's eugenic and racial policy. State hospital directors and scientists founded institutes and departments for researching heredity. In order for scientist to move up in rank, they were coerced to comply with racial hygiene as prescribed by the regime. "Loyalty to ideology determined access to research grants and job opportunities" (Friedlander 126). Euthanasia became a solution to the problem of the slow process of mass sterilization. German scientists were eager to benefit ... ...wledge in science and medicine" (Caplan 65). The German anthropological and psychiatric scientists trapped themselves with their own mythological beliefs. "Every science at its beginning builds on its own mythological foundations. As it progresses, those parts which can no longer be integrated into the whole are dropped" (Muller-Hill 101). The scientists of the Third Reich proved to be malicious and destructive and "in the last analysis, stupid" (Muller-Hill 101). German scientists proved themselves to be traitors to science as they spilled the blood of innocent victims to consecrate their myth (Muller-Hill 101). Bibliography Caplan, Arthur L. When Medicine Went Mad. Totowa: Humana Press, 1992. Friedlander, Henry. The Origins of Nazi Genicide From Euthanasia to the Final Solution. Chapel Hill: London: University of North Carolina Press, 1995. Lifton, Robert J. The Nazi Doctors. New York: Basic Books, Inc., Publishers, 1986. Polit, Denise F., and Bernadette P. Hungler. Essentials of Nursing Research. Philadelphia: New York: Lippencott-Raven, 1997. Muller-Hill, Benno. Murderous Science. Oxford: New York: Tokyo: Oxford University Press, 1988.

An Analysis of Robert Frosts Mending Wall :: Mending Wall Essays

An Analysis of Robert Frost's Mending Wall Mending Wall, by Robert Frost portrays the routines of two neighbors who are constantly mending the fence, or wall, that separates their properties. If a stone is missing form the fence, you can bet that the two men are out there putting it back together piece by piece. Frost's description of every detail in this poem is quite interesting, very pleasant to read, and extremely imaginable. He leaves the reader to decide for himself what deductions he is to make from the reading. On one hand, Frost makes literal implications about what the two men are doing. For instance, they are physically putting the stones back, one by one. Their dedication, commitment, and constant drive shines through when reading how persistence these men seem about keeping the wall intact. Quite the contrary however, is the inferences that something even deeper is going on. There is a sharing experience taking place here. Indeed, by laboring so hard, each man is experiencing physical repercussions, but they are also using this time as a "meet and greet" period. We can gather from the beginning of the poem that the wall has many forces that keep's it in shambles. For instance, Frost writes; "...that sends the frozen ground swell under it and spills the upper boulders in the sun...", and "I have come after them(hunters) and made repair where they have left not one stone on a stone..." The man and his neighbor don't seem to have time for anything else, for it sounds as if they are constantly making repairs. Is there a reason for this? It is important to note that not only are these men completing a manly task, but they are also "building" some type of relationship. If this were not an issue, the neighbor would not repeat; "Good fences make good neighbors." As the man tells his story, we find that even though the two men may be conversing and interacting, there is some distance between them at all times. The man says; "...on a day we meet to walk the line and set the wall between us once again." It seems to show that even though there is a need for friendship in each of us, it is equally as necessary for us to have our own space.

Interview with and Research on an Alzheimer’s Disease Patient

I chose to interview my father’s aunt, who is 85 years old and suffers from Alzheimer’s Disease. The reason I chose to interview her is because she is at Stage 6 of the disease, which means she is at the mid to severe level. At this stage, she is manifesting almost all the symptoms of the disease but is still verbally active. Alzheimer’s Disease is a progressive, disabling degenerative disease which has no cure. There are however, drugs such as tacrine and donepezil that can slow certain symptoms of Alzheimer’s.However, our patient has not received any treatment for the disease as she does not believe in drugs and does not realize that she is suffering from anything other then old age. Alzheimer’s Disease 4 Interview with and Research on an Alzheimer’s Disease Patient The Interview Our patient is an 85 year old Caucasian female, residing in Ontario, Canada. She currently lives with her daughter. Her husband passed away about 10 years ago. She has a college education and was once an elementary school teacher. She suffers from stage 6 Alzheimer’s Disease, which means she has lost almost all her cognitive abilities, but still is somewhat verbal.She shuffled into the room with the assistance of my aunt, whom she resides with. As she entered the room, I caught her eye and she gave me a friendly smile, but showed no sign of recognition. After she comfortable seated herself across from me, I started asking her questions. When asked about her name, she smiled excitedly, almost like a little girl, and answered â€Å"Agnes†. Agnes is her correct name, so she does remember certain things about herself. I went to ask her about her age. She looked at me with a puzzled look on her face and said, â€Å"Do I know you?†.I told her who I was, but she still did not seem to show any sign of recognition. I enquired about her age again. She ignored my question completely and said, â€Å"My dad must be getting very worri ed about me, I should get home. † I informed her that she was home, with her daughter. Her face took on a distressed expression and she starting insisting on calling her â€Å"dad†, who passed away about twenty years ago. I attempted to change the subject and asked her about her gender, to find out if she remembered that piece of information about herself.She giggled in a childlike manner and stated, â€Å"I’m a girl, silly! †. When asked about what she does, she said she goes to high school, and wants to become a teacher some day. The patient seemed to have lost almost all her short term memory and had regressed to her teenage days, a symptom commonly associated with Alzheimer’s Disease. Surprisingly enough, Agnes remembered her birthday, and that her favorite person in the world was her Alzheimer’s Disease 5 mother. She could not recognize the very commonplace items in my hand, however, a paper and pen. She then went about asking me for a b rownie.When I answered that I hadn’t any, she accused me of lying to her. I informed her once more that I hadn’t any brownies, but I would be more than happy to get her some, if she so desired. At this point, the patient’s face went completely blank and she began staring into space and stopped answering any questions. . Judging from this short interview, it is evident that the patient’s cognitive abilities are severely impaired and she needs constant care and supervision. Due to the fact that Alzheimer’s is a progressively degenerative disease, her condition is only bound to worsen.There are plans for hiring an in-home caretaker for the patient in the near future. Definition of Alzheimer’s Disease Alzheimer’s disease is a progressive degenerative disease of the brain, with unknown causes and cure. It is characterized and associated with clumps of neorofibrils and microscopic brain lesions, disorientation, confusion, memory loss, speec h disturbances and eventual loss of all mental capacity. Patient suffers from loss of mental function. Origin: The disease was first discovered by accident in the year 1906 by a German physician called Dr. Alois Alzheimer.When she passed away, an autopsy it was discovered that there were dense deposits called neuritic plaques around her nerve cells and neurofibrillary tangles inside the cells. Theories Regarding Alzheimer’s Disease: There is more than one theory attempting to explain the causes of Alzheimer’s disease, although the exact cause is still undecided. Among the existing theories are age, family history and genetics, head injuries and heart disease. Alzheimer’s Disease 6 Pathology of Alzheimer’s Disease: Clearly visible in AD brains are amyloid plaques and neurofibrillary tangles.The disease comes from severe atrophy of certain regions in the brain, including the temporal lobe and parietal lobe. Levels of the neurotransmitter acetylcholine are r educed, along with the levels of seratonin, somatostatin and norepinephrine. There is a loss of neurons and interfrence with neuronal processes in the cerebrl cortex and other regions within the brain. Signs and symptoms of Alzheimers Disease As observed during the interview and research process, our patient suffers from advanced stage symptoms of Alzheimer’s disease.Signs and symptoms of Alzheimer’s disease, which may manifest themselves as early as in an individual’s 40s or 50s, include but are not limited to the following: Forgetfulness to the extent of interference with normal everyday functions. Impaired speech. Difficulty reading and writing. Anxiety and agression. Recollection of very old events, and forgetting recent ones. Loss of control over urinary and bowel moevements. Eventually, complete loss of cognitive abilities and verbal speech. A return to an earlier stage in life. ComplicationsThe patient often opens the front door and walks out, stating tha t she is going home to her father, which puts her at great risk for an injury or becoming lost outdoors. On certain days, she becomes aggressive and refuses to get out of bed to go to the bathroom. This causes hygeinic complications because she is not in control of her bowel Alzheimer’s Disease 7 movements. Patient wears adult diapers and often suffers from diaper rash. Patient does not recognise family or caretakers, including the daughter she lives with and often becomes aggressive with them.Prognosis Eventually, patient will lose all congnitive and verbal ability. In-home care will be needed in the near future as it is becoming more difficult for her family to provide her with proper care. The patient is having more and more trouble moving around. Evetually she will become completely bedridden and may in the future suffer from related complications like bedsores, etc. Loss of cognitive abilities will also cause the patient to suffer from malnutrition, for she is slowly for getting how to chew, suck, etc.Therefore, she will probably need to be fed through a nasogastric tube. ADLS Patient cannot function through every day life without extensive assistance. She attempts to but cannot groom herself. She has lost all control over her urinary and bowel movement, and neglects her hygeine. The patient needs to be bathed by another person every day. Her skin is thin and translucent, but that is commonly associated with old age. She has trouble feeding herself and needs to be fed by another person; she often forgets how to chew or swallow.

Education and Industrialism Essay

† Hard times† is a novel about people who lived in English factory towns at the height of the industrial revolution. In the opening chapters, Dickens shows the brutally- practical philosophy of utilitarianism could influence life in schools and factories. He shows how pupils are â€Å"educated† in a school run by Thomas Gradgrind, and then goes on to describe the fictional town of Coketown, and the appalling conditions its factory workers had to endue. The novel â€Å"Hard Times† is divided into three books, the first of, which is called â€Å"sowing. † Dickens calls the first book this to refer on the one hand to plants: how they are treated when going affects their development; for example, if you leave a plant in a cellar with no water its not going to be as healthy as a well looked after plant. This is the same for children: if they are brought up by just facts then when they are adults they’re not going to be healthy mentally emotionally for the creative side hasn’t been fostered. â€Å"Now, what I want is, facts. Teach these boys and girls nothing but facts. Facts alone are wanted in life. Plant nothing else and root out everything else. † In this quotation from the first line of the book, the word â€Å"facts† is repeated to emphasise the heart of the speaker’s attitude to teaching children. We later learn the speaker is named Mr. Gradgrind. Dickens gives his characters names, which indicate their personality, for Mr. Gradgrind grinds children down with facts. From the first paragraph, the reader learns about the opinion of Gradgrind not the character or place. The tone is crisp, and no-nonsense, which helps suggest the attitude of the speaker to give the children as many facts as possible. In the second paragraph the words â€Å"plain, bare, monotonous† convey the depressing environment of a school room. Dickens describes Mr. Gradgrind with features to also show his attitude and personality. For example, he describes parts of Gradgrind’s appearance as being square (square also being associated with mathematical precision). â€Å"The speaker’s obstinate carriage, square coat, square legs, square shoulders,† which indicates maths and facts. He also uses metaphorical language to create irony because you can’t just use words literally in real life â€Å"hair, which bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface. â€Å"