Riegl. The Modern Cult of Monuments Essay Example

Riegl. The Modern Cult of Monuments Essay Name: Tutor: Course: Date: We will write a custom essay sample on Riegl. The Modern Cult of Monuments specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Riegl. The Modern Cult of Monuments specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Riegl. The Modern Cult of Monuments specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Riegl: The Modern Cult of Monuments This article explores the history of creation of monuments, the value attached to them and the need to preserve such works of art. It explains the obsession with preservation of monuments as dictated by their value. The origin of the monuments stems from ordinary works of art, both artistic and literary. They are created by humans to commemorate or keep certain events and deeds alive for future generations. According to the author, preservation of monuments is connected to their value. In earlier centuries, the value of what was considered a monument rested on its artistic and historical features. However, modern monuments are valued according to our perception of them, or the kind of feelings they evoke in us. Intentional monuments are created to remember specific people and events, with their value solely at the hands of their makers. Historical monuments vary broadly, but their most significant characteristic is that their value is determined by our modern perception. Some of the monuments in this class are unintentional, and are not made to commemorate specific events and persons. Rather, they include all the artifacts of an event, thus leaving the commemorative value of such artwork at the viewers’ discretion. Age value monuments are also not created with specificity in mind; instead their main characteristic is that they signify the passage of time. These are classifications of monuments created in earlier centuries, indicating concern for pure art and incorporation of history. The cult of monuments arises from the value that humans attach to them. Earlier monuments possess both age and historical and intentional value, all of which are commemorative. The value given to age value monuments is derived from the passage of time, implying that the older a monument, the more valuable it is. An example is The Temple of Antoninus and Faustina, now transformed into The Church of San Lorenzo in Miranda. Historical value, on the other hand, commemorates a particular time in the history of human development, with the aim of freezing time to revolve around that specific period. An example is a scrap of paper, such as one containing the address of Andreasi’s letter to the Marques of Mantua, 12 February 1483. Intentional value is more relevant to current monuments as it represents a sense of immortality. Such monuments are always preserved, with laws governing their protection from destruction. They symbolize an event or person whose deed should not be forgotten, more so, if they have a bearing on the present events, such as the Trajan’s Column in Italy. This transition to modernity has been witnessed since the Italian renaissance, when people started appreciating monuments for their value. Modern monuments are created to satisfy human senses and intellect, as opposed to ancient ones, which had commemorative value. The cult of monuments has evolved from commemorative significance to focus more on artistic value. This means that they are preserved for different reasons than in earlier centuries. For instance, focus has shifted to use value, art value and newness value with attention also being paid to the monuments’ secular and religious value. An example is the â€Å"Let the Children Come unto Me† painting by Fritz von Uhde, which Catholic adherents term as secular. Monuments are being maintained for their practicality as seen in use value, including the dome of St. Peter’s in Rome. This aspect of practicality is what prompts preservation. Newness value aims at ensuring a monument is made to look as fresh as it was when first created. This causes conflict with the earlier cult of age value whereby the uniqueness of a monument was derived from it bei ng old. Obviously, modern monuments are more aesthetic oriented than before and may eventually lose their cultural value. According to the author, â€Å"Thus we also require that the old monuments have the external appearance of a (fresh) artifact; that is to say, that they make a complete and pristine impression (Riegl 21).† This sums up the modern cult of monuments, a struggle to preserve not the cultural or historical value, but the aesthetic value of monuments. Response to question: Is our current plethora of monument making without a clearly defined style or use of culturally understood symbolism indicative of a loss of a clear cultural understanding that art and history are both significant attributes involved in the making of a monument? It is true that our current plethora of monument making lacks a definite style and cultural symbolism. This is because more attention is paid to beauty, hence the rush to regenerate some works of art. This is with disregard to the historical and artistic value attached to monuments. Modern monuments are created to please the eye rather than for commemorative purposes. Additional questions Are the current works of art befitting of the term â€Å"monument†? Given the current deflection from history, is there a place for monuments of intentional value in these modern times? Is there a way for modern architects to adhere to newness value without conflicting with age value when designing monuments? Works Cited Riegl, Alois. The Modern Cult of Monuments: Its Character and Its Origin. Cambridge (Mass.: MIT Press, 1982. Print.

Politics and Society essays

Politics and Society essays Media, money, and the First Amendment are three key influences in a successful political run. Media coverage is important to familiarize the public with the candidate and to show where he stands on certain issues. Money is needed to buy television and radio time. The First Amendment guarantees everyone the freedom of speech, but how can this be reasonably defined. One possible solution would be restrictions on the amount of money that individuals can donate to support their candidates. Modern media has influenced and possibly altered the history of politics. As stated by Washington Post reporter Dan Morgan, The most valuable commodity in American politics today is advertising time on TV. The problem with this statement is that only the people with money have access to this option. Republican campaign chairman, Mark Hanna, was quoted saying, There are two things that are important in politics. The first is money and I cant remember what the second is. In support of this quote, millions of dollars are spent on political campaigns in one week. One example of this problem is demonstrated by Ralph Nader, the candidate for the Green Party, who is not as well-known as George W. Bush or Al Gore. His popularity has lagged because he does not have the funds to buy as much television time as the other, more funded, candidates. When Nader, ran for Presidency in 1996, he only spent $5,000 of his own money and received only one percent of the votes. Also, on October 3, 2000, he was denied access into the third and final debate at Washington University, and as a result, he filed a lawsuit against the Commission of Presidential Debates. Even though all the necessary passes were presented, the CPD security still would not let him enter onto the Washington University campus, where he had a previously scheduled interview with the campus television station. In contrast, when multimillionaire Ross Perot ran ...

Depend on the information that will given which 1) a narrative memoir Essay

Depend on the information that will given which 1) a narrative memoir of a vacation, journey, or experience. Use first person I and either chronological order or flashback of events - Essay Example I remember meeting an old school friend, on the first day of school in August 2004, who also happened to join the same high school. We had made a few acquaintances by then. Introducing those across gave us the opportunity to get together after classes and have a chat. I was happy enough with a trusty bunch of friends, having a sport to put my passions into was just an add on. Before I knew it, I found myself always playing football, the most popular high school sport (Mueller et. al p. 57), in the free time. I was quite popular as a goalkeeper among my friends because of my extreme saves. That was all I liked – being popular, but only among my friends, rather than in the clichà © sense of being popular, for extreme things I could do with confidence. There was nothing I could remember better than flashbacks of playing football in the previous year. Starting the final year we got a match set up with a seventh grade team. This seemed quite boring because I was of the opinion that this - rather unmatched - match was set up because there was no other team available. Little did I know from my previous year’s football passion that I and my friends were not the only ones who loved the game - there were others, who took it much more seriously than our time killing passion approach. The match, that we expected to be very uneventful, soon proved to be a spectacular match. As I remembered saving goals day in and out with my friends, my tunnel vision world started spinning out of focus when I saw the seventh graders score goals after goals on me; passing the football with a single touch kick. As I thought of the scores I had dived to save all year back, I couldn’t say I didn’t enjoy being beaten by seventh graders. A me mory of being beaten is a lesson on the game I thought I had passion about, I learned there is always someone out there who takes your passions much more seriously than you. But what makes you unique is your own ability to learn

Reflection Essay Example | Topics and Well Written Essays - 250 words - 82

Reflection - Essay Example This did not go down well with some of the group members because they did not feel competent with the kind of knowledge other had gathered. On the other hand the new skill increased our engineering knowhow. The mistake that the group did was to assign the part of assignment instructions to an individual like we did with the other questions. With this the person mistakenly omitted some parts of the instruction and no other group member detected. For instance he did not see the part of the instructions that the engineers were to integrate the sustainable development with their suggestion for projects fighting poverty, climatic changes and so on. Though achieved all the learning objectives that were laid down, we got feedback from the lecturer that would help us improve our work in that group for the subsequent projects. It is more effective to work in a group than singly. It is important for all of us to go through the instructions together in future. To avoid the feeling of incompetence, we will find everyone will search for enough information. For the group to be effective we will make sure that we have carried out research and consult each other to have thorough research. The group should have a leader an elected leader, to direct on how the assignments would be carried. Rules must be there to guide on what to do with the errant members and the division of labor (LEVIN, 2005). LEVIN, P. (2005). Successful teamwork! for undergraduates and taught postgraduates working on group projects. Maidenhead, Open University Press.

Global Umbrella Branding and Marketing Essay Example | Topics and Well Written Essays - 2000 words

Global Umbrella Branding and Marketing - Essay Example Centrica Plc. effectively disputes the above stated theoretical propositions on consumer resistance to umbrella brands as an outcome of corporate practices or the poor performance of other products sharing the same brand name. While it publicly engages in philanthropic activities, the corporation has a poor labour relations record, has consistently proven itself a socially irresponsible company, and has fuelled claims that it is, in essence, a monopolistic, exploitative entity. Yet, this has not resulted in the above theorised consumer resistance and, indeed, has not halted Centrica Plc's expansion or stemmed its ever-spiralling success. While it can be argued that this is partially because there are no substitutes to Centrica's products and services, it is the position of this study that the aforementioned evidences the fact that the marketing and brand management of umbrella brands have the potential to overcome the challenges posed by corporate practices. The study proposes to examine umbrella brand management within the context of a global company. In so doing, the dissertation will argue that effective marketing strategies have the potential to negate the forces which incite consumer resistance. ... The study proposes to examine umbrella brand management within the context of a global company. In so doing, the dissertation will argue that effective marketing strategies have the potential to negate the forces which incite consumer resistance. The aforementioned shall be argued and established through reference to Centrica Plc. As presented in the preceding paragraph, the importance of the topic stems from its theoretical and practical implications. While not arguing against the validity of consumer resistance theories, the research will dispute the proposition that it cannot be offset by marketing strategies. Indeed, brand management, such as which Centrica Plc has proven itself proficient at, can negate the forces which incite consumer resistance to umbrella brands. Insofar as it will focus upon the validation of the aforementioned, the study's theoretical value derives from the fact that it will highlight the potential of the marketing of umbrella brands to offset consumer resistance. Furthermore, to the extent that it will highlight how Centrica managed to do so, the study has practical value. 3 Company Background Centrica Plc was formed in 1997 in the wake of the demerger of British Gas. Over the past decade, the corporation has experienced significant growth levels, largely due to its expansion both beyond Britain and beyond the energy market. With operations in all of North America, Germany, Norway, Spain and Belgium, Centrica is a testament to effective and successful strategic global brand management. Controlling 76% of the UK's domestic energy market and sourcing and supplying energy across the world, Centrica also owns the Automobile Association (AA), Goldfish (a credit card company), and has interests in the residential phone market, to

Socio Cultural Factors In Child Development Education Essay

Socio Cultural Factors In Child Development Education Essay Children are the future of every nation and people have always strived for helping them to reach the most of their potential in the life span. Todays children have more complex needs which should be fulfilled for their proper level of development. In this work we will try to overview three well-known theories of child development and analyze the similarities and differences between them, as it is very topical to know already existing theories to evaluate properly modern approaches to child education; and find out the essence of interaction of cognitive, physical and emotional development of children to realize the importance of knowing o their needs. Lev Vygotsky focused on the socio-cultural factors in child development which he considered the most valuable. He stated that most of knowledge which every child gets in the course of his development is provided by a wise and experienced tutor (mostly parent or teacher). The tutor provides the child with both verbal and nonverbal instructions which the child is meant to follow. And natural curiosity of the child helps him to do this. Vygotsky believed that higher mental processes in the individual have their origin in social processes.  [1]  Moreover Vygotsky maintained that that social learning had a tendency of preceding development. Vygotsky was sure that learning was a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function.  [2]   Also Vygotsky developed a system of higher mental functions. These functions are developed from the cultural tool, which are got by children unconsciously, in the process of getting the cultural, historical and other information through the verbal and nonverbal interaction with a tutor. In the process of development children learn how to use these cultural tools. Higher mental functions include: attention, verbal thinking and memory. It is interesting that among all the mental tools Lev Vygotsky considered language as the most specific and important one. On the one hand it is a necessary mean to provide children with verbal instructions, while on the other hand it serves as an effective means for intellectual adaptation of a child. Private speech according to Vygotsys theory helps children to make needed strategies to their activities  [3]  . Thus, language is nothing else, but a boost for thinking and understanding. Jean Piaget Jean Piagets theory of child development is cognitive and is based on the system of stages of cognitive development of a child. Following this system we may recognize such stages as: Sensorimotor stage (0 -2 years). At this stage children investigate the environment around them with the help of their sense. They also start learning how to master the things around them. For example, they get to know that if to throw an object it will fall and make some kind of noise. During this stage children realize that even if the object is not near them it still doesnt stop existing. Preoperational stage (2 7 years). This stage is mainly characterized by childrens inability to see things from the different point of view, but their own one they are very ego-centric. At this stage children learn how to use language to describe objects in the world. Concrete operational stage (7-11). During this stage children can already think logically and predict the sequence of their actions. They also can classify objects into several categories. Formal operational stage (11+ years). At this stage children may think abstractly and can plan their actions through hypothesis. Moreover they are deeply concerned about the future. The key concept of the developmental theory of Jean Piaget is that nature is dominant over nurture.  [4]  Out of his system of stages of cognitive development of children we see that the first stage is sensorimotor one. At this stage the infants movements, physical and intellectual lack precision and his activities and attention are dominated by external stimulation  [5]  Piaget underlines that the initial instincts including the influence of sight, taste, touch, and hearing- of people are the most powerful and it is they which make their personalities on the whole. Jean Piaget believes that children are no less intellectual than adults, but they think differently. From the very moment of birth of each child he has to do a lot of things: to understand how people interact and how the whole world works, therefore we suppose that they are less mentally powerful. Indeed, children have more intricate brain abilities than adults, so if to take this suggestion as a starting point it is possible to overestimate our methods of teaching and educating. Arnold Gesell The maturational theory of Arnold Gesell, which is characterized by biological perspective, is based on the belief that every child has a specific plan or programme within his body as for his development. Gesell was convinced that heredity or nature has a primary influence on the development of a child. Gesell is known for establishing certain norms for children at every stage of their growth and developed the so-called gradients of growth. Among them we may find: motor characteristics, personal hygiene, fears, emotional expression, play, school life, ethics, and philosophic outlook  [6]  . Gesell believed that the development of the child through either education or play should be spontaneous. He suggested that through the course of evolution children inherited some kind of code which prescribed their actions and needs, so if a parent wants to help his child o find his life path the most effective way would be to let the child choose it himself. The key similarity in the developmental theories of Jean Piaget and Arnold Gesell lies in their belief in the dominance of nature over nurture  [7]  . Both theorists also developed original systems of measuring either the stages of child development or the indicators of their growth. Moreover it is needed to point out that all the three theories are promoting effective interaction of tutors and children in the process of their development although according to each of the theories their work is differently directed. Unlike Vygotskys thought that social learning should obviously precede the development Piaget considered that learning was less important thing in the child development the main influence instead he saw in nature. Also it is necessary to mention that Vygotsky paid much more attention to the socio-cultural factors in child development than other theorists  [8]  . Although the theories of Gesell and Piaget are alike in many aspects, the difference is that Piaget underlined the major influence of sensorimotor stage on child development while Gesell believed much in heredity, i.e. Piaget maintained that the child cannot enter the next stage until he fulfills the previous one, while Gesell was sure that child would be whom he ought to be due to the biological scheme within his body. Analyzing the theories of child development makes us ponder over importance of effective interaction of cognitive, physical and emotional interaction in the process of development of children. In the matter of fact unless all these aspects are properly accomplished the child has fewer chances to realize him or her in life as it is needed. Cognitive development refers to memory, concentration, attention and imagination  [9]  . It helps children to do well at school, dream, pretend what they will be in future, model different life situations, understand and use symbols, count and even write compositions. On the whole cognitive development is necessary for a child to solve their problems at every stage of their development. Proper physical development is responsible for childrens coordination, motor abilities and other physical skills. Emotional development helps children to possess such traits as self-regulation, self-sufficiency, self-concept and proper self-esteem  [10]  . If only the previous aspects of development are in proper level child has chances to make a positive and healthy self-image. The main point is that poor physical development may influence badly the level of attention or even memory of a child which would certainly lead to problems at school and thus to under-self-estimation. And vice versa: if a child is poorly developed emotionally he may be passive and ignorant which will lead to poor physical and cognitive development  [11]  . Therefore interaction of physical, emotional and cognitive development is of primary importance both for tutors and children. Evidently knowing the principles of forming of the childs personality is of great importance both for parents, teachers and psychologists. Unless we know the needs of the child or an adolescent at the particularly stage of his development we will hardly be able to help him. Knowing the key milestones of the development at childs age group it is possible to evaluate his or her physical, cognitive and emotional development and find the best way fro every concrete child to improve each aspect. It is far more important nowadays, when children have access to the media, computers and Internet and can themselves find all the answers(as it seems to them) to their questions, so they seldom ask their tutors how to solve their problems instead they make decisions by themselves, often no the most reasonable ones. In such situations it is particularly valuable to be aware of the peculiarities of development of children at this age and what problems most of them usually face. It goes without sayi ng that knowing norms of children and adolescents will help to find adequate advice to promote children to reach their potential in life. All the three theories of child development proved to be reasonable and useful. We found out that Lev Vygotskys theory was based primarily on socio-cultural factors of development. The theorist believed that learning preceded development and that made the main difference between his theory and the theory of Jean Piaget who was sure that the childs potential depended on the development of his senses and instincts first of all. Another prominent theorist Arnold Gesell was sure that nature dominated over nurture too and his key concept was that heredity was absolutely responsible for the development of particular child. Gesell and Piaget even developed their own systems of evaluating of either the stages of child development or the indicators of their growth. Although the theories differ in many aspects, every of them is directed on effective interaction between tutors and children and that is the key value of every of them. It is important to be able to realize the needs of children an d adolescents to help them in reaching their potential. In this process it is necessary to each a well-organized interaction between cognitive, physical and emotional development of children.

Authentic Dialogue and Ethical Behavior

By definition, a dialogue is never superficial – it is always a shared inquiry in which the participants eek greater understanding of each other and the truth. The ability to engage in dialogue is a key skill required by leaders for building and maintaining relationships (Kohlrabies, 2006:36) Sam Grant (2010:5) said: â€Å"What we bring to dialogue Includes all of the beautiful heart, openness, creativity, courage and story we have sustained and developed throughout our lives up to that point, and, all the toxic socially constructed norms we have internalized, and therefore practice as well.What we take and apply FIFO to co-creating a healthier mutual world together. † Authentic dialogue may or may not e the solution getting along, but positive dialogue between different parties is definitely a problem. During this discourse authentic dialogue will be evaluated and defined by comparing it to ethical behavior. Secondly the characteristics of authentic dialogue and ethica l behavior will be analyses and discussed.Thirdly the structure of authentic dialogue and ethical behavior, in South African schools, will follow. Furthermore the parties involved will be evaluated and why they are targeted. Then the effects of fake dialogue, unethical behavior and other issues will be stated. Lastly, the discourse will be concluded by looking at suggestions on ways to improve the negative effects and summaries the argument by looking at the main points again and providing a short overview on authentic dialogue. 2.Dialogue can be formally defined as an honest and open exchange between two or more people in which winning points is not the agenda of any parties to it, but rather, the mutual objective is to hear diverse perspectives on a topic in order to come to a more open understanding of how people make meaning, how they each arrived at he meaning they attach to something, and whether and how that meaning is frozen in place and may be unfrozen and changed (Grant, 2 010:8).Therefore dialogue, if it is allowed, helps people to see the world more openly, more complexly, more dynamically and thus, more clearly (Grant, 2010:10). Authentic dialogue can be classified as the combination of being real and really open in both conversation and in relationship (Grant, 2010:5). Grant (2010:5) further states that the universe itself is a grand relationship, and when people recognize that their whole life is a nonunion of diversity and wholeness they partner with the energy of transformation, rather than attempt to assert narrow and short term control for shallow self-interest (Grant, 2010:5).Domination falls away and partnership emerges. Fear falls away and love emerges. Therefore when people really start listening to each other, it opens up the space to genuinely relate to each other, which in turn, opens up a deeper conversation (Grant, 2010:5). Empathy toward themselves and each other moves people from their default consciousness into a co- evolving cons ciousness that is precious and fragile (Grant, 2010:5). The deeper conversation co-generated is, all at once inside them, in their relations, and in their way of engaging in systems. By using authentic dialogue it can open people minds, hearts and will.This creates the ability to co-generate a new presence, which invites a new world (Grant, 2010:5). Authentic dialogue can be used as a transitional tool that opens up people's minds touching their deeper knowledge and picking up from Aristotle five forms of inquiry (Grant, 2010:6). These forms of inquiry can be classified as: science, art, practical wisdom, theory, and intuition. All these ways of owing can be used to bring into embodiment the future that people want to create (Grant, 2010:6). Too get there, people must let go of their preconceptions and conditioned habits (Grant, 2010:6).Moreover authentic dialogue sets the conditions for authentic organizations and institutions with words and deeds truly in alignment. Once in alignm ent, people may realize that their existing perspective on how their more open to changing their will (Grant, 2010:6). AFRICAN SCHOOLS According to Rule (2004:324), dialogue is not merely an educational technique; it is something fundamental to the process of becoming a human being. Further dialogue is also a moment when humans meet where they reflect on their reality as they make and remake their reality (Rule, 2004:325).Rule (2004:325) emphasizes that dialogue and political action are related and that dialogue is not simply talking for its own sake. Moreover dialogue is part of transforming the world by using the reflections of what people know and may not know to change and transform reality. Thus Rule (2004:326) argues that learners are not empty vessels which need to be filled by the teacher and rejects ‘banking education'. Therefore the teacher can no longer be classified as the-one-who-teaches, UT rather one who is himself taught in dialogue with the students, who in tu rn while being taught also teach (Rule, 2004:326).Further the learners and the teacher becomes Jointly responsible in the process where both parties experience grow (Rule, 2004:326). Furthermore Rule (2004:326) proposes that teachers become students and students become teachers during the dialog process. It becomes more clearly that the role of the teacher is to guide learners and facilitate positive dialogue in the classroom (Rule, 2004:326). The teacher can guide the learners through own life experiences, knowledge and examples. Therefore the teachers must always behave in such a way that they set a good example for learners (Rule, 2004:326).Thus teachers have the ability to change the learners' attitudes by using authentic dialogue and ethical behavior. Teachers can build foundations of trust, truth, safety and respect (Rule, 2004:326). When making use of authentic dialogue in a classroom, it helps to promote inclusively and equality. Teachers direct learners to acknowledge that there are: different cultures in South Africa, different languages, different races and different life views (Rule, 2004:326). The moment the learners realism that there are more than Just, ‘me, myself, and I in this world', there can be a positive change.Learners will realism that no matter their background, culture, religion or race, they are all equal and the same (Rule, 2004:326). It is a teacher's Job to always be true to the learners, to guide them and to create a platform where they can freely speak their minds (Rule, 2004:326). In conclusion authentic dialogue is a formal conversation between more than one party where the parties argue and share their views and perceptions regarding a specific topic. It is a key instrument which can be used to stop conflict and help promote positive change in this world.