Essay --

Sex in Advertising Advertisement is thought to be the foundation and economic lifeblood of the mass media, and the primary purpose of the mass media is to sell audiences to advertisers. The 130 billion advertising industry is a powerful educational force not only in the United States. For example, the average American is exposed to over 1500 ads a day and will spend 1 1/2 years of his or her life watching TV commercials. Ads sell a great deal more than products. They sell values, images and concepts of success and worth, love, sexuality, popularity and normalcy. Although ads sometimes seem to be trivial, their cumulative effect may be serious. Moreover advertisements are, in my view, a product of cultural evolution. If we take the product as the individual, the customer (and sales) as the resource, advertisement is supposed to enhance the fitness of the product. In the course of time advertisements thus will "evolve" towards an optimal exploitation of the adapted mind. One if the the mes that are prone to exploitation are human mate-selection criteria. Basically, two advertisement strategies could be used to exploit men's and women's cognitive adaptations to mate-selection and the prototypic "triggering-signals" associated with this complex. The first strategy is sensory exploitation of the opposite sex. This means that advertisement would pair products for one sex with the stimulus of the other sex, thus exploiting the possible excitation the stimulus would evoke which then would be paired with the product. The second strategy could be called comparison with a normative self. In this case, the product for one sex is paired with same sex-stimuli that would be a perfect stimulus for the other sex, and the product is what makes the d... ...women are used in advertisement in order to exploit male perception. Indoctrination through identification is the main strategy. Thus, the use of sex in advertising is a two-edged sword. Although it is extremely powerful and effective when aimed at one gender, it often does so at the social expense of the other. Since humans live in a social world, consideration must be given to the feelings of the people in that world. If advertising uses the sex appeal, it must be carefully aimed and tastefully done. There is no sense in appealing to one sex by offending the other. Bibliography Morgan, Joan. When Chicken heads Come Home to Roost: My Life as a Hip-hop Feminist. New York: Simon and Schuster, 1999. 74. Cahn, S (1994) Coming on Strong. Cambridge MA: Harvard University Press. Pornography and Sexual Aggression edited by Neil M. Malamuth and Edward Donnerstein, 1984

Me Against the Media

I stroll into my Critical Media Studies classroom, drinking an icy bottle of Pepsi and wearing a Nike baseball cap. A few of my students glance up from their cell phones and iPods long enough to notice me. â€Å"Um, nice hat,† someone comments. â€Å"Thank you,† I say. â€Å"Today’s class is proudly sponsored by Nike, a strong advocate of education. When it comes to education, Nike says, ‘Just do it! ’. † I take a swig of my Pepsi. â€Å"Can you guess who else is sponsoring our class today? The few students who have actually done the reading chuckle because they know that today’s class is about the pervasiveness of consumerism in popular culture and in the schools. Over the years, I’ve resorted to lots of gimmicks like these in my quest to teach students about consumerism. I try to make my students more aware of how the media naturalize consumerism through advertisements, product placement, and especially through advertiser-frie ndly programming. You might be surprised to hear that I find this to be the single most difficult topic to teach.I teach about many controversial media issues — ownership, violence, race and gender representation — and students contemplate these topics enthusiastically. But when it comes to consumerism, it’s a brick wall. Five minutes into any such discussion, I brace myself for the inevitable chorus of, â€Å"Oh, come on. It’s just a bunch of ads. † Corporations and advertising executives should rejoice, as this reticence of young people to think critically about the role of consumerism is money in their pockets.Advertisers have always coveted the 18-34 year old group—the legions of the so-called â€Å"Age of Acquisition† who have few established brand loyalties and lots of pocket change. Today’s Generation Y youth, born roughly between 1977 and 1997, are especially desirable because they are the children of Baby Boomers, and therefore represent a population explosion. Run the term â€Å"Generation Y† through a search engine, and you’ll find dozens of sites with information about how companies can take advantage of this marketing gold mine.Multinational corporations are deeply invested in the collective consumer choices of my students. When my students fail to show concern, these corporations become all the more powerful. So why is it that Generation Y is so uncritical of consumerism? I offer you this report from the trenches, from my college classroom in Fort Collins, Colorado, with my insight into how students view consumerism and why lack concern. I also discuss how I have addressed these attitudes. My hope is that media activists of all stripes can draw upon my experience.To demonstrate to my students how media content itself naturalizes consumerism, I used to show my students a clip from the movie Father of the Bride. In this clip, the father is horrified that his daughter wants him to spend about $130,000 on her wedding. He would prefer to have a simple wedding reception at the local Steak Pit, but the whole family rejects this idea. Even the adolescent son understands this is â€Å"unacceptable†; he comments, â€Å"I don’t think you want the word ‘pit’ on a wedding invitation. When he complains that his first car cost less than the wedding cake, the wedding coordinators bursts into laughter and says, â€Å"Welcome to the ‘90s. † After the daughter agrees to downsize the wedding, her father discovers her, asleep, reading a magazine article with tips on how to throw a budget wedding. Suddenly ashamed of himself, he agrees to fund the extravagant wedding. Dad learns his lesson, so to speak. Consumerism-fueled expectations may be outrageous, but they are necessary, and failure to adhere to these expectations is silly, miserly, and downright unloving.I quit showing this clip. It didn’t work. Oh, they got the point, tha t media content often promotes the agenda of advertisers. Unfortunately, the clip would inevitably lead to a version of the following discussion. A female student raises her hand shyly and says, â€Å"I understand why this is bad, but I want a big wedding. † A dozen ponytailed heads nod in harmony. â€Å"I mean, not as big as the one in the movie,† someone responds, â€Å"but you know, the flowers, the cake, the dress, the ring, all that stuff. I’ve daydreamed about my wedding since I was a little girl. † Me too,† the first student says, and frowns. â€Å"Does that make me a bad person? † Therein lies the trouble. The dreams, the memories, the rites of passage of Generation Y — all of these are intertwined intricately with consumerism. By placing wedding consumption under scrutiny, this student feels like she is being attacked personally, because her sentimental dream of a wedding is linked so closely to products. To this Generation Y student, the suggestion there is something wrong with consumerism is akin to the suggestion that there is something wrong with her.While all of us in the post-war Western world have grown up with the association between happiness and consumption, this association is all the more powerful with Generation Y. They have grown up with unlimited advertising and limited models of social consciousness or activism. Let’s look at the experiences of my students, a fairly typical U. S. American sample of Generation Y. Their happiest childhood memories are thoroughly linked to consumption. They were born in the 1980s under the Reagan administration, when two important trends in children’s television occurred.Reagan, ever the media deregulator, relaxed requirements for educational programming at the same time as he relaxed restrictions on adverting to children. This helped bring forth a new marketing strategy—which Tom Engelhardt has called the â€Å"Shortcake Strategy† — in which children’s television shows were created for the exclusive purpose of marketing large collections of children’s toys. The prized childhood memories of Generation Y are filled with these shows and toys: Strawberry Shortcake, He-Man, the Care Bears.Discussing the politics of this kind of marketing with students is even harder than discussing wedding excess. A student once wrote in my teacher evaluation, â€Å"Great class, but please don’t go hating on Strawberry Shortcake. † And then there was high school. This is the first generation that came of age in the era of rampant advertising in the schools, as well as Channel One, the news program piped into schools complete with advertisements. As a Generation Xer who graduated from high school in 1988, I recall very few ads in school. A relatively short time later, the hallways, lunchrooms, and sports facilities f cash-strapped schools frequently are sponsored by corporations. When I ask stud ents if this happened in their schools, they supply never-ending examples: stadiums dotted by Nike swooshes, lunchrooms filled with Pizza Hut and Chic Fil-A, a back-to-school party sponsored by Outback Steakhouse, even book covers sponsored by corporations. Then, of course, there’s the prom. Eschewed by some of my Gen X counterparts, the prom is back and bigger than ever, teaching future brides and grooms important lessons about gowns, limos, and flowers.Oh, and ask a Generation Y member which mall he or she grew up in, and you may well get an answer. In addition, many young people don’t take consumerism seriously because they feel that as individuals, it does not affect them. As media activists like Jean Kilbourne have argued, this illusion that advertising affects â€Å"everybody else but me† is nothing new, but I think this is even more the case with Generation Y. I find that young people have a hard time understanding media effects in any way other than thei r own experience.Students claim violence in the media doesn’t matter because they grew up playing Doom and they didn’t turn out violent. Or they claim that unrealistic images of women in the media do matter because they know a lot of girls with eating disorders. Young people don’t seem to have a language for understanding that the media doesn’t just affect us on an individual level — the media impact society politically, economically, and ideologically. A student might dismiss ads in his high school by saying they did not affect him.But nonetheless, the proliferation of ads in high schools have affected U. S. American culture as a whole — and that’s what young people do not seem to understand. Again, this individualistic way of looking at media effects isn’t entirely new, especially in an individualistic culture like the United States, where social scientists for years have been obsessed with trying to draw links between indivi dual behavior and the media. But Generation Y is a particularly individualistic cohort. The Me Generation is back.Just like in the 1970s, young people are frightened and disgusted with current events and have retreated away from politics, with their iPods, Playstations, and all the other isolating technology the consumer market can offer. But the 1970s were different because the 1960s didn’t die overnight. Me Generation or not, the language of activism was still spoken in the 1970s, and in fact many young people were involved in movements such as Women’s Liberation. To what activist language has Generation Y been exposed? It’s three years into their own Vietnam, and Generation Y isn’t exactly flooding the streets with protestors.Often students tell me that they find politics to be boring and irrelevant to their own experiences. In other words, it’s pretty hard to engage a group of young people in a discussion of the political implications of consum erism when they are not engaged in politics much at all. Consumerism is a personal choice, and most of my students cannot see beyond that. They shop at Wal-Mart because it’s cheap, and buy coffee at Starbucks because they like the mochas. Sweatshops? Globalization? It’s not so much that young people don’t care about these things (though many don’t).Rather, they haven’t been taught to think of consumerism as something that extends beyond their own enjoyable trip to the mall, or that their personal consumer decisions are political. To me, perhaps the most frustrating argument students make about consumerism is that it shouldn’t be a societal concern because â€Å"it’s the parents’ responsibility. † Parents are responsible for refusing to buy their kids $200 basketball shoes, for making sure they eat a healthy lunch in the cafeteria, and for instilling values that, according to my students, will somehow make their children immune to the effects of advertisements.This argument disturbs me in part because very few of my students are parents, and in part because they seem to show no compassion for kids who have parents unwilling or unable to be this active in their kids’ development. But most of all, this disturbs me because it places corporations off the hook for the effects they have on society. It doesn’t matter how or to whom a company markets their products; it only matters how parents raise their children. Once again, consumerism becomes the business of individual families, not society. So, what can media activists do?I think the first step is to find ways to appeal to members of this generation on the level of the individual. Young people might not care about plight of a Nike worker in Vietnam or a Wal-Mart worker in Houston. They may, however, be concerned with how credit card companies lure in college students, or how college bookstores jack up prices needlessly, or how car insuran ce companies charge young people exorbitant amounts. When I ask students to give examples of how corporations have screwed them over personally, the room fills up with raised hands.This is a good way to show young people that although consumerism has brought them happiness in their lives, it has also brought them problems. A second activist strategy of reaching Generation Y is to find examples of popular culture that promote consumption. Generation Y is all about popular culture. I’ve found that my students are amenable to discussions about how advertisers and media producers consciously create media content that â€Å"trains† young people to be consumers. Young people need to know that corporations see them as a market to manipulate, and often will respond to this argument, because who wants to be manipulated?The trick is to find popular culture texts they relate to that have a strong pro-consumerism bent. No, don’t show them Father of the Bride, but one thing I have shown with more success to my students is the â€Å"Pottery Barn† episode of Friends. In this episode, Rachel lies to her roommate Phoebe and tells her their new furniture is antique. Actually, it came from Pottery Barn, but Phoebe hates commercial furniture. Rachel is caught in her lie at when the two walk by Pottery Barn and see most of the furniture in the display window.But then Phoebe sees a lamp in the window and decides she must buy it. Phoebe learns her lesson. Commercial furniture is good. Another good source of pro-consumerism media is reality television, a favorite of students and chock filled with product placement. A third strategy is simply to get young people to talk to their parents about their experiences growing up and how people â€Å"back in the day† felt about corporate power and consumerism. These are the children of Baby Boomers, after all, so even if they haven’t been around activism, their parents have.One of my favorite assignmen ts is one in which I have students interview older family members about popular culture and their past experiences. Students love this assignment. So, there’s hope. When I wear my Nike hat to class, some of the students get it, and inevitably, a student stops by my office at the end of the semester and announces she has stopped going to Starbucks. But this is no easy task, and activists would be well advised to work on the issue of Generation Y and consumerism. The advertisers are certainly paying attention to Generation Y, and so should we.

Id Theft Literature Review - 3137 Words

Ide ty Thef entit T ft Lit ture Re w terat e eview Vinod K Kumar, MS080 055 Identity thef is the faste growing white-collar crime. ft est r Identity thef and identi fraud are terms used to refer ft ity to all types of crime in w which someo wrongfu one ully obtains and uses anothe person‘s p d er personal dat in ta some way th involves f hat fraud or dec ception, typi ically for economic ga In this r gain. review I have presented some of the cases if identity thef and tried t classify th f ft to hem according to their purpose and the harms cause o ed because of i it. 01-Oct-11 IISER Mohali Table of Contents†¦show more content†¦At the same time that stricter privacy laws made it easier for identity thieves to commit identity theft, information technology also proliferated. When this happened, there was much more information available to identity thieves, so they naturally used this information to commit identity theft. Id guess thats why identity theft is a bigger problem today than it once was, and that the increased amount of identity theft isnt related to the stricter privacy laws at all. On the other hand, I could be wrong. If thats the case, then I would expect LoPuckis model to predict that identity theft will decrease over the next several years as the proliferation of social networking web sites provides a handy source for lots of public information about our identities. Or I would expect his model to predict that users of social networking web sites suffer less identity theft than people who dont. I dont believe that either of these will turn out to be true. 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Hacker theft the personal identication number (PIN) and ATM card number when we use that kinds of electronic card. Mainly when we use ATM card and give a PIN number, then there should be a great chance to be theft the information. For the online pay-ment the same procedure followed by the hackers when we give PIN and card number. The increase in growth of online

The Medical and Ethical Perspectives of Human Cloning Essay

The Medical and Ethical Perspectives of Human Cloning In our modern day world, the technology of genetic engineering and human cloning for the use of asexual reproduction has reached a point to where we must ask ourselves if it is a good practice for medical purposes, or if it presents issues of ethical and moral concern. Human cloning is a very cmplex process; it is very multilayered in the promises and threats that are suggested by scientists (Kolata 8). In the basic definition, cloning is accomplished by removing the nucleus of a mature, unfertilized egg and replacing it with a specialized cell from an adult organism. The nucleus taken contains most of the hereditary material from the original human source, and it†¦show more content†¦And then, on February 24, 1997, newspapers around the world reported the successful cloning of a lamb. This lamb, nown as Dolly, was cloned by Ian Wilmut and his fellow scientists at the Roslin Institute near Edinourgh, Scotland (Pence: Flesh ix). Even though scientists ssaid this method o f cloning couldnt be applied to humans yet, Bill Clinton asked The National Bioethics Advisory Commission to study the ethical and legal implications of human cloning (Biomedical: Roleff, ed. 16). They recommened a three-to-five-year moratorium on human cloning research to give the public time to debate and examine the issues involved (Biomedical: Roleff, ed.16). We are still in the midst of this period, and many people in society have been writing books, responding to the issue in journal articles, and creating web sites that discuss and debate the pros and cons of human cloning. The Council for Secular Humanism has written the Declaration in Defense of Cloning and the Integrity of Scientific Research, and is broadcasting it on the Internaet. There are many arguments for and against it. Some interesting arguments revolving around the debate for and against human cloning are the use of cloning for asexual reproduction, basic human rights, and its use for gene therapy. All of these arguments have a group of people from all realms in society that use the arguments to support human cloning, and a group of people that use them to show thatShow MoreRelatedEthical Issues Related to the Cloning Debate1389 Words   |  6 PagesThe act of cloning a human being comes dangerously close to human beings acting as God. Do human beings have the right to tamper with nature in this way? This essay explores the various ethical issues related to the cloning debate, and seeks answers to this deep philosophical question at the heart of bioethics. As a student of genetic biology and future biologist, this question also has personal relevance. Our science is evolving at a rapid pace. 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More precisely, an act is considered right if it creates the most happiness (pleasure), and the least pain, for the greatestRead MoreIs Human Cloning Legal? Essay1147 Words   |  5 PagesHuman cloning has not been legally used in humans because many people and experts are still discussing its effectiveness, worthiness and effect on humanity. Human cloning, also known as human genetic engineering, can be divided into two main types, which are therapeutic cloning, growing cloned tissue from individual, and reproductive cloning, genetically identical copy of an individual. Human cloning have drawn people’s attention because people are become more concerned about health problems and

African Americans And The European System Of Africa

Many different races once considered Africa, as a continent that could not support itself since Africans were savages who were not able to prosper on their own. Because of this, life was not easy for Africans and their way of living was very mediocre. Africans’ weakness eventually became evident to the other nations of the world. The European system for instance, fortunately for them, decided to take control of Africa. This was a decision that benefited them financially as they exploited the richness that Africa enfolded. Although many Europeans believed that Africans were much more inferior to them because of their skin color, they knew the significance of the richness that Africa’s soil could give them. It is true that the European’s†¦show more content†¦In my opinion, there is no amount of good that could excuse or justify the way the actions of European nation during colonialism in Africa. For instance, cotton was very difficult for Europeans to obtain from their soil and climate. Cotton is a plant that demands specifics requirements in order for it to continuously grow and prosper. The Europeans unsuccessfully met these requirements. Cotton was a necessity that was excessively useful and it was very much demanded. When Europeans took control of Africa, the need of cotton was no longer a problem for them. Africa has a rich soil, a warm climate and provided all the requirements that cotton demanded to flourish. Eventually, Europeans benefited from their gain of the continent and their economy was growing exponentially. Cotton was not the only resource that Europeans needed from Africa. Europe was in need of many raw materials that they could not produce or did not have access to abundantly. This was one of the many reasons why the European system acquired territories on the African continent. The industry was a crucial part of European economy. In order to remain financ ially successful and continue to grow economically, they (Europeans) had to rely on the raw materials that were available in Africa. In the process of becoming wealthy nations, European countries brutally mistreated, humiliated and eventually dehumanized the African people. Slavery was justified to

Monets use of color Essay Example For Students

Monets use of color Essay Monets use of color along with use of intricate brush strokes and composition is outstanding. The vast variations of brush strokes and color placement techniques are what make his work so unique and individual. Grand Canal, Venice, 1908 is a prime example of Monets talents in these areas. The structure of the painting is very loose. There are few hard lines in the composition that represents solid structure. The curves in conjunction with the shades of color as well as light usage give the piece a mirage-like effect. It is easy to imagine Monets vantage point while he was painting the picture by the way the composition is set up. One can tell he was looking towards the buildings on the other side of water because its obvious that the building are being reflected as well as the wooden poles sticking out of the water. It is quite evident that Monet is observing a sunset and that he is painting quickly to capture the full effect of light during this short period of the day with the study of light being the main focus in this work. Shadow also plays a large part in the make up the painting. Monet uses an even tonality of blues, lavenders, oranges and pinks to create the buildings across the water, thus showing the sunlight reflecting off the sides of them. Its quite amazing how he uses many different colors to create one large color. For instance, in the sky he uses a mixture of greens, pinks, oranges and blues to create the feeling of dusk as the sun slowly sets to the right of the picture. In the far edge of the water he uses greens and blues with a hint of lavender here and there to show the darkness of the water behind the buildings where the sunlight isnt reaching. When the water comes closer to the bottom of the painting there is a heavier use of oranges, yellows and pinks creating a golden mirror-like effect reflecting the light coming off of the buildings. At this point it is hard to determine if the sunlight is actually striking the surface of the water or if it is just the reflection of the sun off of the buildings alone. Once one looks at the poles sticking out of the water its easier to determine if the sun is hitting the water or not. It must be hitting a good portion of the water because only the closest pole is dark, with no sun hitting it, but the poles which are farther away have light, then again it may just be the reflection of the light off of the buildings. This is why the painting has such a mirage-like effect because the viewer cannot really decipher what he or she is supposed to perceive the work as. The actual form of the building is less evident due to the brilliant atmosphere of the painting making it quite clear that Monets main concern with this piece, as well as many of his others, is light. How he uses color to express his concern for light is outstanding. In this particular piece Monet uses sketch-like brush strokes to create the main objects of the scene. The water consists of numerous horizontal brush stokes in varying color to create the look of reflection. The buildings are more blended and the use of impasto is less evident mainly in the sky. The surface of the painting from the upper parts of the building to the top of the canvas gets smoother as the eye rises. The layering of the colors in the water and heavier strokes of paint allow Monet to create the reflectiveness he is trying to accomplish in order to portray the time of day. The use of smaller strokes and lighter colors over the heavier strokes and darker colors strengthens the effect of the sunlight on the water. For the sky Monet blends the colors together and uses very light shades of them to create the pastel, soft, late day effect. .u6cc785084ec3c1811f375d7e25d35f45 , .u6cc785084ec3c1811f375d7e25d35f45 .postImageUrl , .u6cc785084ec3c1811f375d7e25d35f45 .centered-text-area { min-height: 80px; position: relative; } .u6cc785084ec3c1811f375d7e25d35f45 , .u6cc785084ec3c1811f375d7e25d35f45:hover , .u6cc785084ec3c1811f375d7e25d35f45:visited , .u6cc785084ec3c1811f375d7e25d35f45:active { border:0!important; } .u6cc785084ec3c1811f375d7e25d35f45 .clearfix:after { content: ""; display: table; clear: both; } .u6cc785084ec3c1811f375d7e25d35f45 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6cc785084ec3c1811f375d7e25d35f45:active , .u6cc785084ec3c1811f375d7e25d35f45:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6cc785084ec3c1811f375d7e25d35f45 .centered-text-area { width: 100%; position: relative ; } .u6cc785084ec3c1811f375d7e25d35f45 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6cc785084ec3c1811f375d7e25d35f45 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6cc785084ec3c1811f375d7e25d35f45 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6cc785084ec3c1811f375d7e25d35f45:hover .ctaButton { background-color: #34495E!important; } .u6cc785084ec3c1811f375d7e25d35f45 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6cc785084ec3c1811f375d7e25d35f45 .u6cc785084ec3c1811f375d7e25d35f45-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6cc785084ec3c1811f375d7e25d35f45:after { content: ""; display: block; clear: both; } READ: Monet And His World EssayFor the buildings he uses a more erratic technique, blending less than the sky. He tends to follow through with the stroke and use less paint to cover more area at a time, unlike the fast, thicker strokes used in the water. Monet is a genius when it comes to using many different colors and brush strokes to create one specific tone of a color and create specific effects with those colors. For example, from a distance the largest pole coming out of the water seems to be mainly brownish-blue color but up close it is actually a conglomeration of purples, greens, reds, oranges and even some black. The same holds true in the rest of the painting. The water is especially intriguing. Monet uses such a vast array of colors mixed together to create the reflective aspect he is trying to portray. It looks as if he started with the darker colors along the edge of the buildings working his way toward the bottom of the canvas. The brush strokes look very quick and abrupt as if he was painting hastily. Once the bluish tones of the water were established Monet continues to work his way towards the bottom of the canvas using layers. He moves into greens and continues to layer with lighter and lighter colors working in conjunction with the colors used to create the shadow and light on the buildings above. The pinks and oranges begin to play a key role in portraying the reflection in the top layers on paint. The final layers of paint also tend to be thicker than the rest. This gives the impression no pun intended that this portion of the painting may have been rushed, or maybe even completed at a later time due to the fact that Monet was trying to capture the effects of light at a particular time of day. When one looks much closer it looks as if the actual reflection was captured at the time of the painting on the underneath layers of paint. The more I look at the painting I begin to believe that Monet went over the painting again adding the thicker, smaller strokes of varying color in order to accent the rest of the painting. These particular details seem to occur only in the water and seem to have taken some undetermined length of time to think about it. However, the length of time taken seems to be greater than them amount of time Monet had to paint since the time of day he is working with doesnt allow much time for thinking. These particular techniques seem to be very effective and appropriate for the subject. Monet is basically painting a study of light in this piece. The varying brush strokes and wildly variable use of color brings out the effect of light in this piece magnificently. Though he is using a limited number of colors he can still manage to create a specific tone of color with what he is using. It seems as if Monet is trying to get across to the viewer what it is really like to witness a sunset on the Grande Canal and how fascinating the actual colors are. The view seems to lack a certain crispness though as if the air was heavy or moisture filled, in turn making the building across from him less detailed allowing Monet to focus on the aspect of shadow in the composition instead of being distracted by the detail of the buildings. The same can be said about the water. The thick moist air seems to act a prism allowing Monet to scatter the different colors all over the canvas, still making it known that it is water, especially by implementing the reflective techniques which he has used so greatly. .u29a9eea78732d54b99f0cde3deff28b5 , .u29a9eea78732d54b99f0cde3deff28b5 .postImageUrl , .u29a9eea78732d54b99f0cde3deff28b5 .centered-text-area { min-height: 80px; position: relative; } .u29a9eea78732d54b99f0cde3deff28b5 , .u29a9eea78732d54b99f0cde3deff28b5:hover , .u29a9eea78732d54b99f0cde3deff28b5:visited , .u29a9eea78732d54b99f0cde3deff28b5:active { border:0!important; } .u29a9eea78732d54b99f0cde3deff28b5 .clearfix:after { content: ""; display: table; clear: both; } .u29a9eea78732d54b99f0cde3deff28b5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u29a9eea78732d54b99f0cde3deff28b5:active , .u29a9eea78732d54b99f0cde3deff28b5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u29a9eea78732d54b99f0cde3deff28b5 .centered-text-area { width: 100%; position: relative ; } .u29a9eea78732d54b99f0cde3deff28b5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u29a9eea78732d54b99f0cde3deff28b5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u29a9eea78732d54b99f0cde3deff28b5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u29a9eea78732d54b99f0cde3deff28b5:hover .ctaButton { background-color: #34495E!important; } .u29a9eea78732d54b99f0cde3deff28b5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u29a9eea78732d54b99f0cde3deff28b5 .u29a9eea78732d54b99f0cde3deff28b5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u29a9eea78732d54b99f0cde3deff28b5:after { content: ""; display: block; clear: both; } READ: The color purple and Girl EssayI think that Monet had a passion for studying light and its effects with the use of color and considered this particular viewpoint an excellent opportunity to further his studies. I believe he enjoyed exploring reflections on water and maybe wanted to encourage others to do the same, not necessarily exploring reflections on water but to explore anything which he/she may have a passion for. With Monet in particular, his juxtaposition of complimentary colors allowed him to gain the effect he was going for in his study of reflections, especially in the Grand Canal, Venice, 1908.

Solar and Lunar Eclipes free essay sample

We avoid whats painful and stay in our comfort zones. Thats why we occasionally need a little cosmic kick in the pants to push us off the fence and into action. Eclipses are these agents of change. They fall four to six times a year and turn things upside-down. In our disoriented state, we may act out of character or see turbulence in the world. Eclipses can also help break patterns and shift dynamics. However, most astrologers suggest waiting a week or so before taking drastic action, allowing the eclipse energy to settle first. A lunar eclipse occurs when the Moon passes behind the Earth so that the Earth blocks the Suns rays from striking the Moon. This can occur only when the Sun, Earth, and Moon are aligned exactly, or very closely so, with the Earth in the middle. Hence, a lunar eclipse can only occur the night of a full moon. We will write a custom essay sample on Solar and Lunar Eclipes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The type and length of an eclipse depend upon the Moons location relative to its orbital nodes. The most recent total lunar eclipse occurred on December 10, 2011. The previous total lunar eclipse occurred on June 15, 2011; The recent eclipse was visible from all of Asia and Australia, seen as rising over Europe and setting over Northwest North America. The last to previous total lunar eclipse occurred on December 21, 2010, at 08:17 UTC. [1] Unlike a solar eclipse, which can only be viewed from a certain relatively small area of the world, a lunar eclipse may be viewed from anywhere on the night side of the Earth. A lunar eclipse lasts for a few hours, whereas a total solar eclipse lasts for only a few minutes at any given place, due to the smaller size of the moons shadow. Also unlike solar eclipses, lunar eclipses are safe to view without any eye protection or special precautions, as they are no brighter (indeed dimmer) than the full moon itself. Two solar and two lunar eclipses take place in 2012 as follows. 2012 May 20: Annular Solar Eclipse| 2012 Jun 04: Partial Lunar Eclipse| 2012 Nov 13: Total Solar Eclipse| 2012 Nov 28: Penumbral Lunar Eclipse| Annular Solar Eclipse of May 20 The first solar eclipse of 2012 occurs at the Moons descending node in central Taurus. An annular eclipse will be visible from a 240 to 300 ilometre-wide track that traverses eastern Asia, the northern Pacific Ocean and the western United States. A partial eclipse is seen within the much broader path of the Moons penumbral shadow, that includes much of Asia, the Pacific and the western 2/3 of North America (Figure 1). The annular path begins in southern China at 22:06 UT. Because the Moon passed through apogee one day earlier (May 19 at 16:14 UT), its large distance from Earth produces a wide path of annularity. Traveling eastward, the shadow quickly sweeps along the southern coast of Japan as the central line duration of annularity grows from 4. to 5. 0 minutes. Tokyo lies 10 kilometres north of the central line. For the over 10 million residents within the metropolitan area, the annular phase will last 5 minutes beginning at 22:32 UT (on May 21 local time). The annular ring is quite thick because the Moons apparent diameter is only 94% that of the Sun. Traveling with a velocity of 1. 1 kilometres/second, the antumbral shadow leaves Japan and heads northeast across the Northern Pacific. The instant of greatest eclipse [1] occurs at 23:52:47 UT when the eclipse magnitude [2] reaches 0. 9439. At that instant, the duration of annularity is 5 minutes 46 seconds, the path width is 237 kilometres and the Sun is 61Â ° above the flat horizon formed by the open ocean. The shadow passes just south of Alaskas Aleutian Islands as the central track slowly curves to the southeast. After a 7000 kilometre-long ocean voyage lasting nearly 2 hours, the antumbra finally reaches land again along the rugged coastlines of southern Oregon and northern California (Figure 2) at 01:23 UT (May 20 local time). Redding, CA lies 30 kilometres south of the central line. Nevertheless, it still experiences an annular phase lasting 4 1/2 minutes beginning at 01:26 UT. It is already late afternoon along this section of the eclipse path. The Suns altitude is 20Â ° during the annular phase and decreasing as the track heads southeast. Central Nevada, southern Utah, and northern Arizona are all within the annular path. By the time the antumbra reaches Albuquerque, NM (01:34 UT), the central duration is still 4 1/2 minutes, but the Suns altitude has dropped to 5Â °. As its leading edge reaches the Texas Panhandle, the shadow is now an elongated ellipse extending all the way to Nevada. Seconds later, the antumbra begins its rise back into space above western Texas as the track and the annular eclipse end. During the course of its 3. 5-hour trajectory, the antumbras track is approximately 13,600 kilometres long and covers 0. 74% of Earths surface area. Path coordinates and central line circumstances are presented in Table 1. Partial phases of the eclipse are visible primarily from the USA, Canada, the Pacific and East Asia. Local circumstances for a number of cities are found in Table 2 (Canada, Mexico and Asia) and Table 3 (USA). All times are given in Universal Time. The Suns altitude and azimuth, the eclipse magnitude and obscuration are all given at the instant of maximum eclipse. The NASA JavaScript Solar Eclipse Explorer is an interactive web page that can quickly calculate the local circumstances of the eclipse from any geographic location not included in Table 1: This is the 33rd eclipse of Saros 128 (Espenak and Meeus, 2006). The family began with a series of 24 partial eclipses starting on 0984 Aug 29. The first central eclipse was total and took place on 1417 May 16. After three more totals and four hybrid eclipses, the series changed to annular on 1561 Aug 11. Subsequent members of Saros 128 were all annular eclipses with increasing durations, the maximum of which was reached on 1832 Feb 01 and lasted 08 minutes 35 seconds. The duration of annularity of each succeeding eclipse is now dropping and will reach 4 minutes with the last annular eclipse of the series on 2120 Jul 25. Saros 128 terminates on 2282 Nov 01 after a string of 9 partial eclipses. Complete details for the 73 eclipses in the series (in the sequence of 24 partial, 4 total, 4 hybrid, 32 annular, and 9 partial) may be found at: Partial Lunar Eclipse of June 04 Observers in western Canada and the USA will have the best views with moonset occurring sometime after mid-eclipse. To catch the entire event, one must be located in the Pacific or eastern Australia. The June 04 partial lunar eclipse belongs to Saros 140, a series of 77 eclipses in the following sequence: 20 penumbral, 8 partial, 28 total, 7 partial, and 14 penumbral lunar eclipses (Espenak and Meeus, 2009). Complete details for the series can be found at: Total Solar Eclipse of November 13 The second solar eclipse of 2012 occurs at the Moons ascending node in central Libra. The path of the Moons umbral shadow crosses the South Pacific Ocean where it makes no landfall except for northern Australia. The Moons penumbral shadow produces a partial eclipse visible from a much larger region covering the South Pacific (including Australia and New Zealand), southern South America, and part of Antarctica (Figure 4). The central eclipse path begins in Australias Garig Ganak Barlu National Park in the Northern Territory about 250 kilometres east of Darwin at 20:35 UT (Figure 5). Traveling southeast, the umbral shadow quickly crosses the Gulf of Carpentaria and reaches the Cape York Peninsula at 20:37 UT. The first and only populated region in the path lies along the east coast of Queensland. Gateway to Australias Great Barrier Reef, Cairns is about 30 kilometres south of the central line. Its residents and visitors will enjoy an early morning total eclipse lasting 2 minutes with the Sun just 14Â ° above the eastern horizon. Observers on the central line can eek out another 5 seconds of totality, but local weather conditions will play a far greater role in choosing a viewing site than a few seconds of totality. After leaving Australia, the umbral shadow glides over the ocean, undisturbed by further landfall for the remainder of its track. Greatest eclipse occurs in the South Pacific at 22:11:48 UT. At this instant, the axis of the Moons shadow passes closest to Earths centre. The maximum duration of totality is 4 minutes 2 seconds, the Suns altitude is 68Â °, and the path width is 179 kilometres. Continuing across the vast South Pacific, the umbral shadows path ends about 800 kilometres west of Chile at 23:48 UT. Over the course of 3. 1 hours, the Moons umbra travels along a path approximately 14,500 kilometres long covering 0. 46% of Earths surface area. Path coordinates and central line circumstances are presented in Table 4. All times are given in Universal Time. The Suns altitude and azimuth, the eclipse magnitude and obscuration are all given at the instant of maximum eclipse. This is the 45th eclipse of Saros 133 (Espenak and Meeus, 2006). The series began on 1219 Jul 13 with the first of 13 partial eclipses. The first annular eclipse was non-central and occurred on 1435 Nov 20. Five more annular eclipses followed until a hybrid eclipse on 1544 Jan 24. Subsequent eclipses in the series have been total with a steadily increasing duration of totality until the peak duration of 6 minutes 50 seconds was reached on 1850 Aug 07. The duration of totality has been decreasing since then. The remaining 20 total eclipses will see totality drop to below 2 minutes. The series ends with a set of 7 partial eclipses the last of which occurs on 2499 Sep 05. Penumbral Lunar Eclipse of November 28 The last lunar eclipse of 2012 is a deep penumbral eclipse with a magnitude of 0. 9155. It should be easily visible to the naked eye as a dusky shading in the northern half of the Moon. The times of the major phases are listed below. Penumbral Eclipse Begins: 12:14:58 UT Greatest Eclipse: 14:33:00 UT Penumbral Eclipse Ends: 16:51:02 UT Note that the beginning and end of a penumbral eclipse are not visible to the eye. In fact, no shading can be detected until about 2/3 of the Moons disk is immersed in the penumbra. This would put the period of eclipse visibility from approximately 14:00 to 15:00 UT. Keep in mind that this is only an estimate. Atmospheric conditions and the observers visual acuity are important factors to consider. An interesting exercise is to note when penumbral shading is first and last seen. Figure 6 shows the path of the Moon through the penumbra as well as a map of Earth showing the regions of eclipse visibility. Eastern Canada and the USA will miss the eclipse entirely since it begins after moonset. Observers in western Canada and the USA will have the best views with moonset occurring sometime after mid-eclipse. To catch the entire event, one must be in Alaska, Hawaii, Australia, or East Asia. The November 28 penumbral lunar eclipse is the 11th member of Saros 145, a series of 71 eclipses in the following sequence: 18 penumbral, 10 partial, 15 total, 20 partial, and 8 penumbral lunar eclipses (Espenak and Meeus, 2009). Complete details for the series can be found at: eclipse. gsfc. nasa. gov/LEsaros/LEsaros145. html Explanatory Information Solar Eclipse Figures Lunar Eclipse Figures Shadow Diameters and Lunar Eclipses