Jewellery Technology :: Visual Arts Paintings Art

Jewellery Technology 1. What was the first type of jewellery made by people? Jewellery had begun in Africa about ten thousand million years ago. Africans in the Semlike River Valley of Congo (Zaire) in 100,100 BC to 70,000 BC were creating complex tools from stones, shells, bones and any other material found in the area. Some materials came from animals and humans. Inside the Blombos Caves of South Africa, there were facts of engraved pictures on the walls such as a block of red ochre which is dated to be about 70,000 to 100,000 years old. In the exact same cave, the very first evidence of jewellery was found and to be over 50,000 years old. 2. What sort of people made this jewellery? People who made this kind of jewellery I believe were the Africans and their unique tools made from stones and bones. Some of these jewellery might have come from the environment itself but people claimed it too be their own. Only people who have the skills to make jewellery and who have the tools. 3. What type of material is used today in the manufacture of jewellery? Metal Gold Silver Bronze Plastic Glass Diamonds 4. Why has change in Jewellery material occurred over time? The making of Jewellery using ivory was banned because of the people needed it more than just Jewellery and they were running out on supplies for it. Due to the policy, instead of using ivory to make jewellery, they have been using plastic or bone. In the future, they might plan to use ivory again. 5. How has Jewellery been used in society over time? People have been using Jewellery mainly for fashion designs and decoration; I believe that countries that use diamonds often to just cut glass, since diamonds are sharper and stronger than a plane old knife. People might use Jewellery as tools instead of wearable piece. 6. How has Jewellery affected the natural environment? Jewellery has endangered and affected the natural environment in many different ways. People in our world have been mining all over the world. They have been destroyed forest caves, banks, hills and rivers. Some cruel people still mine. In ancient times, people make special temples from the side of a mountain or cliff just to hide their treasure. Major Impacts on the environment can occur at most stages of mining, from exploration through to mine closure, and may result from both large- and small-scale mining operations. Impacts could have an effect on the natural environment such as the water, soil, air and even human beings health. The public understands on the environment which has changed very much in the recent years and the mining Jewellery Technology :: Visual Arts Paintings Art Jewellery Technology 1. What was the first type of jewellery made by people? Jewellery had begun in Africa about ten thousand million years ago. Africans in the Semlike River Valley of Congo (Zaire) in 100,100 BC to 70,000 BC were creating complex tools from stones, shells, bones and any other material found in the area. Some materials came from animals and humans. Inside the Blombos Caves of South Africa, there were facts of engraved pictures on the walls such as a block of red ochre which is dated to be about 70,000 to 100,000 years old. In the exact same cave, the very first evidence of jewellery was found and to be over 50,000 years old. 2. What sort of people made this jewellery? People who made this kind of jewellery I believe were the Africans and their unique tools made from stones and bones. Some of these jewellery might have come from the environment itself but people claimed it too be their own. Only people who have the skills to make jewellery and who have the tools. 3. What type of material is used today in the manufacture of jewellery? Metal Gold Silver Bronze Plastic Glass Diamonds 4. Why has change in Jewellery material occurred over time? The making of Jewellery using ivory was banned because of the people needed it more than just Jewellery and they were running out on supplies for it. Due to the policy, instead of using ivory to make jewellery, they have been using plastic or bone. In the future, they might plan to use ivory again. 5. How has Jewellery been used in society over time? People have been using Jewellery mainly for fashion designs and decoration; I believe that countries that use diamonds often to just cut glass, since diamonds are sharper and stronger than a plane old knife. People might use Jewellery as tools instead of wearable piece. 6. How has Jewellery affected the natural environment? Jewellery has endangered and affected the natural environment in many different ways. People in our world have been mining all over the world. They have been destroyed forest caves, banks, hills and rivers. Some cruel people still mine. In ancient times, people make special temples from the side of a mountain or cliff just to hide their treasure. Major Impacts on the environment can occur at most stages of mining, from exploration through to mine closure, and may result from both large- and small-scale mining operations. Impacts could have an effect on the natural environment such as the water, soil, air and even human beings health. The public understands on the environment which has changed very much in the recent years and the mining

Stylistic Means

All stylistic means of the English languages can be divided into expressive means (EM) and stylistic devices (SD). â€Å"The expressive means of a language are those phonetic, morphological, word building, lexical, preseological or syntactical forms which exist in language as-a-system for the purpose of logical and various dictionaries. Among lexical EM we must mention words with emotive meanings, interjections, polysemantic words, vulgar words, slang etc. The fact that polysemantic words retain their primary and secondary meanings is of great importance for stylistics. It is quite easy to understand the meaning of the following phrases; He grasped the main idea; a burning question; pity melted her heart. The italicized words are used in their secondary transferred dictionary meanings. But the primary and secondary meanings are realized simultaneously. The expressiveness of these words becomes obvious when compared with neutral equivalents; He understood the main idea; an important question; pity softened her heart. According to Prof I. R. Galperin`s definition Stylistic Devise is a conscious and intentional intensification of some type structural or semantic property of a language unit promoted to a generalized status and thus becoming a generative model. SD must always have some function in the text, besides they bring some additional information. The conception that words possess several meanings gives rise to such SDS as metaphor, metonymy, irony, epithet and others. Thus, a metaphor is a conscious and intentional intensification of typical sema ntic properties of a word: â€Å"Oh, Rain†-said Mor. He enveloped her in a great embrace. (I. Murdoch). The dictionary meaning of the verb â€Å"envelope† is â€Å"to wrap up, coer on all sides†. The contextual meaning is â€Å"to embrace† The typical features of proverbs and sayings serve as the foundation for an SD which is called epigram, i. e. brevity, rhythm and other properties of proverbs constitute a generative mo0del into which new content is poured A thing of beauty is a joy for ever. (J. Keats) Sweet is pleasure after pain (J. Dryden) What the eye does not see, the stomach doesn’t get upset (J. K. Jerome). These phrases are not proverbs; they are the creations of individual writers and poets. When such phrases are used in the text they accumulate great emotive force and function. They acquire a generalized status and thus easily become an SD while proverbs remain EM of the language. The some may be said about syntax. The typical structural features of oral speech (violation of word order, omission of some parts of the sentence, repetition of certain words etc) may be intensified and promoted to a generalized status. Such SDs as inversion, parallel constructions, chiasmus is the result of these stylistic transformations. It is important to know that the stylistic use of EM must not necessarily lead to the formation of an SD. For example, repetition is widely used in folk song and poetry and in oral speech to make our speech emotional and expressive, but we can’t say that in such cases we use a SD. When the weather is wet We must not fret,- When the weather is cold We must not scold When the weather is warm We must not storm. Thus we may draw the conclusion that EM are the facts of the language, while SDs are the property of the speech. They are the creation of individuals (writers and poets) and are based on the peculiarities of existing EM of the language. This is in short the difference between EM and SD. While speaking about SD we must always remember: the force of one and the same SD may be different. In some cases the emotive charge may be very strong, in others it may be weak. It depends on the use of a SD in one and the same function. Due to the overuse of the SD it may become hackneyed, trite and looses its freshness and brightness; 1. The best pens of the world A sweet smile 2. with his mousing walk Speaking about SDs we must mention the cases when two or more EM or SD meet at one point, it one utterance. Such clusters of SDs are called convergence. â€Å"Together each SD adds its expressivity to that of the others. In general, the effects of these SDs converge into one especially striking emphasis† (M. Riffaterre) For example: When everyone had recovered George said; â€Å"She put in her thumb and pulled out a plum†. Then away we were into our merciless hacking-hecking laughter again. (S. M. Maugham). In English examples we find the convergence of several SDs: decomposition of a proverb (to put one’s thumb into smth), a bring case of an onomatopoeia in the function of an epithet (Hacking-hecking), inversion (adverbial modifier stand before the subject). â€Å" †¦ and heaved and heaved still unrestingly heaved the black sea as if its vast tides were a conscience. Here the convergence comprises repetition, inversion and simile†. [1]

Critique: Effects of Class Size and Instruction on Kindergarten Achievement Essay

Introduction This article discusses some very important points that will affect many children as they begin the first steps of their education. It is fairly clear that the authors have done quite a bit of research on the effects of the classroom size and the achievement of kindergarten students. Both authors are affiliated with the same school, the University of Wisconsin-Madison. In reviewing the article, the authors point out some important details pertaining to the quality of the teacher as well as their method of teaching in an effort to keep in line with the NCLB Act(No Child Left. Behind Act). The main aim of the authors is to prove that the size of the class may affect a student’s academic progress because there have been mixed findings in the past as to the validity of this issue. Literature Review One of the main sources used by the authors in their review of literature was an experiment done by students in Tennessee in the 1980’s called STAR (Student Teacher Achievement Ratio). â€Å"Researchers have referred to STAR as: â€Å"one of the great experiments in education in U. S. history (Mostellar, Light, & Sachs, 1996). † The variables are mainly the  Kindergarten class size and the teacher’s instruction methods which are well defined throughout the article. Statement of Problem This research study was conducted to determine whether teacher quality is more important than class size for achievement. The hypothesis is explicitly stated in this article and gave sufficient understanding of the specific variables that were to be studied in the article. An example of the hypothesis would be â€Å"teachers may teach differently in larger and smaller classes, Experimental Design 3 some instructional practices may be more effective than others in a smaller class, students may  behave differently in larger and smaller classes†. (Milesi & Gamoran, 2006, pp. 291-293) The authors have made a very convincing argument concerning the stated hypothesis because they used reading and math data collected from children’s classroom experience, classroom size and their teacher’s instructional methods to come up with their definitive conclusion. Methodology The kindergarten class size was measured from a sample of 21,260 children that were enrolled in approximately 1,000 kindergarten programs. It also consisted of children from various racial and ethnic backgrounds as well as socio-economic backgrounds. Some of the children studied were from private kindergartens and others were from public school kindergartens (Milesi & Gamoran, 2006, pp. 293-294). Data was collected twice throughout the year, during the spring and the fall. Most of the authors mentioned used data that was supplied at the beginning and at the end of the student’s kindergarten year. The parents were asked questions concerning their socio-economic background. In determining the student’s cognitive achievement, information was gathered from the children using a one-on-one computer assisted interview. Data in the areas of reading, math and general knowledge was used to assess the students. In evaluating the teachers, they were interviewed in the fall and in the spring of a particular kindergarten year (Milesi & Gamoran, 2006, pp. 291-293). There was some concern about the validity of the study because there were some limitations on how the data was gathered from the teachers. There were questions as well as interviews which investigated the teacher’s instructional methods because it captured more of what a teacher’s intentions were as opposed to the teacher’s accomplishments through the year. Experimental Design 4 The authors had a few limitations but if they wanted to use the descriptive method to demonstrate whether or not the quality of a teachers’ instructional method versus the size of the class played a larger part in a kindergartner’s achievement, it was a necessary step (Milesi & Gamoran, 2006, pp. 296-297). Results The researchers presented very descriptive statistics for all the student levels and class level variables that were used in the analysis. There were descriptive statistics presented for large and small classes. The researchers weighed the statistics at the student level but not at the class levels but they used descriptive statistics for both the original and the mean-imputed variable (Milesi & Gamoran, 2006, pp. 299-306). Discussion The researchers have offered no evidence that the class size affects reading or math achievements for kindergarten. The major findings were that class size does not affect the achievement of kindergarteners on an average nor does it affect any particular group of students. The researcher’s findings for the class size differ from those of Project STAR (Student Teacher Achievement Ratio). It was not determined whether the same teachers use different instructional methods in classes of different sizes (Milesi & Gamoran, 2006, pp. 299-309). Experimental Design 5 References Mosteller, F. , Light, R. J. & Sachs. J. A. (1996). Sustained injury in education: Lesson from skilled grouping and class size. Harvard Educational Review, 66, 797-842. Retrieved on February 17, 2011 from ERIC. Milesi, C. , Gamoran, A (2006). Effects of Class Size and Instruction on Kindergarten Achievement. Educational Evaluation and Policy Analysis, 28:4, 287-313. Retrieved on March 17, 2010 from http://eepa. aera. net.

Grammar rules - Emphasis

Grammar rules Grammar rules Grammar sends many people into a panic, as they desperately try to recall what they learned in English lessons at school. But grammar doesnt have to be an impenetrable mass of rules and regulations. Breaking the English language down into bite-sized chunks and understanding the basic principles of grammar can really help you to improve your writing and make it clearer for others to understand. So here are a few basic tips to help you with grammar in your writing. 1. Parts of speech English can be complicated and its easy to get in a muddle. Heres a reminder of some of the languages parts of speech: A noun. This is a naming word to indicate someone or something. There are various types of noun: common nouns (cat, flower); proper nouns (Berlin, Andy Warhol); and collective nouns (group, team). A verb. This is most easily remembered as a doing or action word, for example, the boy eats a big bag of sweets. All sentences must contain a verb. An adjective. This is a word that describes a noun. There are different sorts of adjective: descriptive adjectives (a brilliant party, a sunny day); numerical adjectives (seven apples, five gold rings); and possessive adjectives (my hat, your coat). An adverb. There are several categories of adverb: adverbs of manner (he ran quickly, she walked slowly); adverbs of time (I hope that Gran will visit us soon); and adverbs of place (please sign here). In each instance, the adverb tells us more about the verb. 2. Match your subjects and verbs Make sure that the verb you use always matches your subject. Consider the following sentence: A bunch of grapes cost 1.99. This is incorrect, because the subject is a bunch of grapes, so you should treat it as singular. The correct version would be: A bunch of grapes costs 1.99. 3. Make words in a list match When listing items in a sentence, make sure that the words you use complement each other. Consider the sentence: You can get to sunny Scunthorpe by train, car or cycling. Here two nouns (train and car) have been mixed with a verb (cycling). It would be better to say: You can get to sunny Scunthorpe by train, car or bicycle. You can find out more about grammar on an Emphasis in-company or public course. Or you can email us to find out how we can help your organisation.

An Analysis of the Kouros essays

An Analysis of the Kouros essays At the beginning of the Archaic Period of ancient Greece, circa 680 B.C.E., several bronze figures of male youths appeared on the artistic landscape and served as the forerunners of later and similar statues known as kouros, based on Egyptian and Mesopotamian figures which were essentially geometric, with a triangular torso, a narrow waist and bulging thighs without any concern for anatomical accuracy (Williams, 324). But with the Greek kouros, we find a naked and rather muscular male figure with long braided hair, a tall and slender body and broad shoulders and chest with the arms held tightly against the body and the hands clenched. The most important trait of this statue is its freestanding posture with one foot ahead of the other as if the figure is in the process of walking, known in art history as contrapposto (de la Croix There are two basic kouros figures from the Archaic Period of ancient Greece-the kouros from Tenea, circa 570 B.C.E. and approximately five feet tall, and the kouros or kroisos from Anavysos, circa 530 B.C.E. and approximately six feet tall. The first example contains anatomical details which are carefully molded as in the chest and in the knee joints. The head is geometrically simplified into flat planes with the large eyes staring out at us and somewhat protruding from the orbits. The nose, mouth, ears and hairstyle are all greatly stylized; however, this kouros figure from Tenea is quite un-Egyptian-like in its nudity and in the more dynamic, half-striding stance upon its square marble base (Williams, 325). Moreover, this kouros figure is quite slender and elegant and displays the stance of a ...

How to Use Quand, Lorsque, Lors de, and Pendant

How to Use Quand, Lorsque, Lors de, and Pendant Time doesnt have to be a point on a clock or any other exact measure. It can be a moment or a duration, simultaneous actions or repeated actions, and every discrete difference in between. Thats what the following analysis of these time-related expressions is all about. Were going to look at  the differences between the conjunctions quand and lorsque, the similar-looking expressions lorsque  (conjunction) and lors de  (a preposition), and the temporal prepositions lors de and pendant. This may sound like a mouthful, but its actually pretty straightforward once you know the story behind these words to see how theyre utilized. Here are explanations and examples to help you use all of these correctly in French sentences. 'Quand' versus'Lorsque' The conjunctions quand and lorsque both mean when. They are interchangeable when they indicate a simple correlation in time, although lorsque is a bit more formal. However, quand and lorsque each have unique, non-interchangeable meanings as well. 'Quand' ('When') 1.  Temporal correlation (interchangeable with lorsque) Je marchais quand tu mas tà ©là ©phonà ©.   I was walking when you called me.Quand je tai vu, javais peur.   When I saw you, I was afraid.Je te verrai demain quand jarriverai.* I will see you tomorrow when I arrive. 2.  Repetition correlation (meaning chaque fois que) Quand il est l, elle ne parle pas.   When(ever) he is there, she doesnt speak.Quand il sera l, elle ne parlera pas.*   When(ever) he is there, she wont speak. 3.  Quand as  interrogative adverb Quand vas-tu arriver?   When are you going to arrive?Je ne sais pas quand il reviendra.   I dont know when he will return. 'Lorsque' ('When') When the action that follows  lorsque  or  quand  has not yet occurred, the subsequent  French verb must be in the  future  tense, whereas in English the present tense is used. 1.  Temporal correlation (interchangeable with quand) Je marchais lorsque tu mas tà ©là ©phonà ©.   I was walking when you called me.Lorsque je tai vu, javais peur.   When I saw you, I was afraid.Je te verrai demain lorsque jarriverai.   I will see you tomorrow when I arrive. 2.  Simultaneous opposition (meaning alors que or tandis que) Jai crià © lorsquil a fallu courir.   I screamed when / whereas I should have run.Je crierai lorsquil faudra courir.   Ill scream, when / whereas I should run. 'Lorsque' versus 'Lors de' ('During,' 'At the Time of') Lorsque and lors de may look similar, but thats all they have in common. Lorsque  is a conjunction. Meanwhile,  lors de is a preposition  used to provide the background for another action; it means at the time of or during. Lors de son anniversaire, elle à ©tait contente.   At the time of her birthday, she was happy.Je suis arrivà © lors du mariage.   I arrived during the wedding. 'Lors de' versus 'Pendant' ('During') Be careful not to confuse the prepositions  lors de and pendant. They can both be translated by during, but lors de refers to a single moment in time, while pendant indicates a duration of time. Il à ©tait content lors de son sà ©jour.   He was happy (at some point) during his stay.Il à ©tait content pendant son sà ©jour.   He was happy during his (entire) stay.Il à ©tait content lors de son anniversaire.   He was happy (for a moment) on his birthday.Il à ©tait content pendant son anniversaire. He was happy during his (entire) birthday.Il a travaillà © lors des trois dernià ¨res annà ©es.   He worked (at some point) during the last three years.Il a travaillà © pendant les trois dernià ¨res annà ©es. He has worked (throughout) the last three years.

Elizabeth Cady Stanton Essay Example | Topics and Well Written Essays - 500 words

Elizabeth Cady Stanton - Essay Example Elizabeth Stanton was born in 1815 in New York. She received the best education that was available during the time, in an academy but had regrets for not getting full- fledged college education. She got drawn to her husband to be who was a player in politics as well as reform, the world she was much more interested in. After marriage in the 1840, both had their honeymoon in London where they had to attend the antislavery convention of the world. It is in this convention where Mrs. Stanton met Lucretia Mott, who was a leading female abolitionist in America and they started studying the Anglo American women’s rights traditions. The efforts of Elizabeth Cady Stanton assisted in bringing about the 19th amendment eventual passing, which made it possible for every citizen to possess a voting right (A+E NETWORKS, 2015). In the year 1848, Elizabeth Stanton assisted in the organization of the world’s first rights convention of women, with her counterpart Susan Antony. Mott became reluctant but Mrs. Stanton persisted on inclusion of woman suffrage right in the in the convention’s resolutions. Cady Stanton came to meet the lady by the name Susan Antony in the year 185i, ad both of them created a long life partnership on the basis of their dedication to liberation of women.