Egyptian king Essay Example for Free

Egyptian king Essay The two sculptures that I chose to compare and contrast were the Cycladic Woman Figure and the Menkaure and Khamerernebty sculpture. Though each is from a distinctly different culture and historical time period, each depicts the female form in a unique and positive light, utilizing characteristic artistic details from the time period in which it was created to highlight the beauty of the female figure and her role in society. The Cycladic Woman Figure was sculpted from marble around 2600 and stands just over 24 inches high. At this height it is less than realistic life size, yet the statue embodies many feminine characteristics that seem to bring it to life. The lines of the statue are straight and the figure has a straight posture and rigidly folded arms. Horizontal lines are used to indicate the bends of her knees, while diagonal lines are used to outline her pubic area. In contrast, curved lines emphasize the rounded sides of her head and the most emphasized part of her physique, the curve of her hips. More subtle curves outline her breasts and abdomen. Her hips stand out from her otherwise straight posture, giving her wider dimension in this area. Her breasts and abdomen, in contrast, smoothly integrate with her straight figure and are more subtle representations of her femininity. This subtlety provides a pleasant balance to her straight posture. The color and texture are both smooth, with the marble being smoothed carefully to create a smooth composition from head to toes. The texture helps to create a balance between the straight lines at the top of her head, her arms and her feet and the curves of her chin, breasts and thighs. The visual rhythm of the statue is very vertical, and the eye is drawn up and down. Her legs are only very slightly parted, allowing for some light to come through. There is little shadow to the figure because her curves and arms are so subtly formed against the rest of her figure. All use of positive and negative space is done within the rigid posture of the figure and lends itself to an organic, human shape. Menkaure and Khamerernebty, sculpted around 2540 BC, stands over four feet tall, making it twice as large as the Cycladic Woman Figure. It depicts Egyptian king Menkaure and his queen, Khamerernebty. In both figures in the sculpture, similar smooth textures contrasting with sharp lines and straight postures mirror those of the previous statue. The pose of each figure is slightly different. Menkaure is seen in a more authoritative pose, one typical for figures of kings. His foot is forward, indicating authority, and his arms are straight at his sides with his hands clenched. Definition in his arm and chest muscles along with his prominent jaw line give him a sense of maturity and power while also giving depth to the overall sculpture. His physique lends itself to creating light and shadow in the sculpture and there is a sense of depth achieved in his foot being placed forward and his beard extending from his face. Next to Menkaure stands his queen, Khamerernebty. There is evident repetition in their facial features, as well as in the angular shapes of their feet. Her posture is as stiff as his, but her legs are together and straight. There is also repetition in detail and texture between his headdress and her hair, with both extending to the same length on each of their shoulders. There is movement and rhythm incorporated into the statue by her arm holding on to his in a gesture that is both feminine and strong. The lines of her arm are straight, but the softness of her hand both on his arm and around his side suggests love. Her breasts and pubic area are defined with soft, rounded lines. This emphasizes her femininity and serves to balance his rigid authority. The curves of her pubic area and breasts also create shadow in the statue. This shadow along with the shadow created by Menkaure’s extended foot take the eye away from the negative space created between the two figures. Both statues represent an important cultural relationship between the sculptor and the subjects. The Cycladic Woman Figure represented a reverence for the female form and an understanding of the importance of the role of the female in society. Woman’s ability to reproduce and create new life is praised in the softness of her abdomen and breasts. In contrast, the figure of Khamerernebty suggests not fertility, but female power. She is posed alongside her king, holding on to him, and several prominent details place her at the same height and stature as him, indicating her role in the kingdom. She is seen as a powerful and influential figure. Her curves suggest strength rather than fertility and her main role is that of ruler. Both figures represent the female form and concepts of femininity and strength that were important aspects of their culture. In each, the sculptor represented the essence of female beauty that was most important to that culture at the time, and created examples of two of the many aspects of women that make them strong, beautiful creatures that are vital to any civilization.

My Philosophy of Teaching Essay -- Educational Educating Teaching Essa

Philosophy of Education As Malcom Forbes once said, â€Å"Education’s purpose is to replace an empty mind with an open one.† As a future teacher and educator, I heartily agree with the quote from Mr. Forbes, a successful businessman. Because I have been a student in school since I was five years old, I have had many opportunities to look at my education and assess what I have truly learned. Honestly, I can say that the most important part of my past and current education has been being exposed to the many ideas and concepts of our world today. Aside from learning about the all important â€Å"classic† subjects, I have been fortunate enough to be educated by individuals who truly wanted to teach me, as well as other students, to make a difference in the world. Due to the condition our world is in today, I feel it is extremely important to teach my future students about such issues as racism, gender inequality, war, legal matters and environmental issues, just to name a few. In order to be a successful person in the world today, it is imperative that all citizens are aware of the many non-educational issues surrounding them. It is vital that every person is capable of making rational decisions on his or her own. These ideas and skills are not something that parents alone can teach their children, simply because so many children do not have parents that are involved in their lives. Therefore, it is the school’s responsibility to teach the students about all areas of life. Every student, regardless of background, race, sex, and ethnicity will be educated on how the become a more worldly person. No one, thanks to a free public education, will be denied the right to learn. Because I hold these views, it is clear that I embrace a So... ...e, as well as observation hours and lessons to teach. Yet I know that deep down inside, I am making a good decision for my life. Teachers may not make the most money or have the most respected profession, but it is a job that is always needed. Teachers have helped encourage so many of the world’s brightest people; so many people have admitted that they wouldn’t be where they are today without the support from that one special teacher. I want to be that special teacher, the one who goes the extra mile for her students and pushes them to be the best they can be. But most importantly, I want to be able to teach my students to be worldly and independent. For Robert Hutchins once said, â€Å"It must be remembered that the purpose of education is not to fill the minds of students with facts†¦it is to teach them to think, if that is possible, and to always think for themselves†.

Holocaust – the avoidable genocide

The holocaust was the avoidable genocide of millions of â€Å"undesirable† citizens just because they were Jewish. Canada made egotistical decisions that lead to the death of thousands of Jews, which could have been prevented. Canada was a contributor to the holocaust and enabled Hitler to think his crimes were justifiable. Canadian politicians valued the strength of their economy over people lives, were anti-Semitic, and made Hitler feel like his views were unanimously agreed with and that his crimes were admissible. Canada didn’t want to accept refugees because they thought it would be bad for the economy. Canada thought that all of the Jews would be cheap labor, thereby drive the wages down. This would mean that the majority of people living in Canada would be affected by the income would drop, making it harder to support a family. This was especially scary for people who are just recovering from the Great Depression and had lived through ten years of economic hardship. Canada also thought that taking in Jewish refugees would mean that there would be more competition. More job competition would mean that existing Canadian citizens would have to compete for job with Jewish refugees. The Jewish refugees would work for less than the Canadians, which wouldn’t be appealing for the Canadians. In the 1930’s, Canada was largely anti-Semitic and Prime Minister Mackenzie King didn’t necessarily agree with them, but he just wanted to keep the country united and keep both Ontario and Quebec happy. Mackenzie King’s biggest focus was keeping the citizens of Canada on his side. He wanted to make sure he would stay in office by doing what the people of Canada wanted. The Jews were given the lowest tier immigration. They were considered less desirable and it was almost impossible for Jews to get into Canada. Canada wanted to bring in farmers to help feed the population and they wanted to make use of the vast amount of land that they had. In order to enter Canada, immigrants would need to prove to the government that they had enough money. The Jews had all of their possessions taken from them by the Nazis and therefore Canada wouldn’t let them in the Country. Canada thought if they let a couple of Jews come to Canada, then many more would try to follow. Canada’s unwillingness to take in Jewish immigrants further showed Hitler that his views were unanimously agreed upon. The â€Å"SS St. Louis† was a ship carrying 1000 Jewish refugees escaping from Germany and going from country to country trying to find a place that would accept them. It travelled to Cuba, America, and Canada and was turned down by all of the countries. The US coast guard even fired warning shots to keep the ship away from Florida’s shores. The ship was eventually sailed back to Europe and the UK, Belgium, the Netherlands, and France absorbed the refugees. The Canadian government showed Hitler that they to didn’t want Jews in their country and further supported Hitler and contributed to the Holocaust. The Evian Conference was a meeting of 32 countries to discuss the increasing number of Jewish immigrants that were fleeing Nazi prosecution. Hitler said â€Å"I can only hope and expect that the other world, which has such deep sympathy for these criminals [Jews], will at least be generous enough to convert this sympathy into practical aid. We, on our part, are ready to put all these criminals at the disposal of these countries, for all I care, even on luxury ships†. Even with Hitler saying that he would allow Jews to leave the conference was seen as a failure. The only country willing to accept a significant amount of refugees was Jamaica but only 800 made it. This truly shows that Canada is a contributor to the holocaust and they didn’t assist the Jews. Canada was a contributor during the holocaust and chose not to help out the Jewish refugees and put a stop to the inexcusable extermination of millions. They valued the strength of their economy over everything, were anti-Semitic, and made Hitler feel like his views were agreed with. The Holocaust was one of the biggest calamities in human history and will go down in history as an event that could have been avoided if other countries such as Canada didn’t contribute to the massacre.

General Terms and Conditions for Customers - 1132 Words

Tele2 General Terms and Conditions for Customers Article 1 General provisions 1.1. These General Terms and Conditions, Tele2 doo (Terms) regulate the relations between Tele2 d.o.o from Zagreb, Vukovarska ulica 269/d (Tele2) as a provider of public communication services using radio frequency spectrum for public mobile communications network, for which Tele2 has been granted a concession or other authorization in accordance with applicable regulations (Tele2 network), and the applicant for the establishment of a post-paid and pre-paid user account (hereinafter referred to collectively as „Customersâ€Å"). All relations between Tele2 and the Customers which are not specifically regulated by these General Terms and Conditions will†¦show more content†¦2.3 Tele2 offers all Customers the option of restricting access to content that is not suitable for children, which will be introduced to the Customers by Tele2 appropriately. If the Customer chooses this option, they can start using it any time during the valid Customer Agreement, and it will remai n in effect until the Customer requests a cancellation. Details of the offer and the activation of restricted access to content that is not suitable for children will be offered to the Customer at the signing of the Customer Agreement. 2.4 Tele2 enables all Tele2 users to make free calls to the universal European emergency number 112 from any telephone device, as well as other emergency services phone numbers in the Republic of Croatia in accordance with the Numbering plan. 2.5. Tele2 provides its Customers free access to Customer Service. Article 3. Pre-paid 3.1. 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