Canada's cultural diversity purely reflects the overall history of the Essay

Canada's cultural diversity purely reflects the overall history of the country - Essay Example The increase in migration of between Canada and America has led to the transfer of cultural traits between these two countries. Canada’s culture as result of this interchange has developed diverse characteristics that are found in Europe and America, as well. The immigration from the neighboring countries to Canada has led to the development of diverse culture in the country. The diversified population of Canada is represented by several races that have migrated across the borders of Canada. These people vary in their food habits, language, culture and lifestyle. The integration of the indigenous culture with this diverse population has led to the cultural diversity of Canada. Background: reflection of the overall history of the country The cultural background of Canada in the overall history of the country could be termed as heterogeneous with people from different countries migrating to Canada and setting up establishments in the region. Thus the ethnic origin of the populat ion is heterogeneous. The people from different countries have come and settled in Canada. They are from different origins and background and thus the composition of the country’s demographics is diverse in nature. In the early stages of history, the population was mainly dominated by the British and the French. Over the years, due to increase in immigration from the other parts of Europe and America, the composition of the population and the cultural aspects of the Canadian land has undergone rapid changes. The mix of different cultures, religion and language has led to the diversity of the Canadian culture1. Before the First World War and the immense migration from other parts of Europe, the Canadian culture was mainly predominated by the British and the French. In the initial stages of history, Canada accepted immigrants mainly from the parts of Western Europe. Till 1960, the immigrants from United States, United Kingdom and France were preferred by the Canadian government . After 1960, the policy on immigration underwent changes that led to immigration from other nations. These immigrants were selected based on their educational and occupational skills. Thus the immigrants varied in terms of their background, origin and culture and integrated in the Canadian culture and economy. All these led to the diversity of the Canadian culture over the times in the different periods in history. Thesis The thesis statement includes identification of the underlying factors and reasons behind the cultural diversity of Canada and the benefits of the cultural diversity to the country. Analysis of primary & secondary sources: reasons behind cultural diversity in Canada The analysis of the reasons behind the cultural diversity of Canada has been done with the help of primary and secondary sources of information on the cultural diversity of Canada. The sources of information include the books and online articles and statistics on the Canadian culture. The statistical d ata collected for census of the country of Canada has also been used for undertaking the analysis. The major reasons for the diversity

Two Works Of Art Essay Example for Free

Two Works Of Art Essay Italy experienced a massive art boom in the early fifteenth century, or as Italians themselves call it â€Å"Quattrocento†. This especially concerns the art of painting, deeply affected by changes, inspired by approaching Renaissance. It is hard to say, that paintings of that time belonged to pure Renaissance, however, their style already could not be attributed to earlier Gothic. The transition period generated a number of painters and entire painting schools each of them with it’s own original manner. This paper is to compare and examine the similarities and differences between the paintings of Gentile da Fabriano (1370-1427), as representative of late Gothic iconographic painting and Paolo Ucello (1397-1475), whose paintings more likely include Renaissance trends. Fabriano’s â€Å"Coronation of the Virgin† (1420) and Ucello’s â€Å"Madonna and Child† (1470) shall be taken as examples. Both paintings can be found in the The J. Paul Getty Trust museum, Los Angeles, California. The theme of coronation of Virgin Mary by her Son Jesus as Queen of Heaven was quite popular in the medieval painting. Almost all the artists of the time, including Michele Giambono Lorenzo Monaco and later Raphael and Velasques   have once tried to depict this event[1]. Fabriano himself turned to it for a few times. The â€Å"Coronation† being described here belongs to one of his late paintings and should not be confused with the most famous â€Å"Coronation of the Virgin and Saints†, painted in 1400. The style of the â€Å"Coronation of the Virgin†, painted by tempera and gold leaf on panel may be called both Gothic and Renaissance. It can be noticed, that Fabriano has been strongly influenced by the Byzantine style, which has been accepted in Southern Europe for many centuries[2], and made artist’s paintings in a way similar to Orthodox icons of Byzantium and Russia. The main characteristics of such combined style, often called International Gothics, are the strict situation of figures and groups, flat plain background and absence of perspective, special set of brightly contrasting colors, including usually yellow, golden, red and blue, as well as vivid symbolism of each object, being depicted. Especially the Italian Gothic, which arose in during the second quarter of the fourteenth century, is characterized by balanced forms and a grave mannerism. Figures are painted against monochrome or gold backgrounds in a formula that barely hints at a third dimension, but never shows it.   Nevertheless, this style appeared to be much more realistic, than the one of earlier centuries. This panel of Christ crowning his mother, Mary, originally formed the front of a two-sided processional standard carried in religious ceremonies in Gentiles native town of Fabriano. In this shimmering image, Gentile makes effective use of the complex patterning and wealth of surface ornamentation that is characteristic of the International Gothic style and that recalls the rich fabrics woven in Florence. â€Å"Madonna and child†, painted by Paolo Ucello 50 years later by tempera on panel demonstrates a breakaway from international Gothic and turning to Renaissance. Ucello belongs to painters, who first started experimenting with one of the basic elements of new art style – linear prospective. This even caused the famous Italian expert of arts Vazari to call Ucello â€Å"an eccentric† and add, that he has been â€Å"intoxicated† by prospective. At the picture we can see the green meadows, yellow fields and blue skies, spreading up to horizon behind Virgin’s back. In contrast to Byzantium and Gothic art, which is almost always â€Å"frozen out of time and space†, now it is possible to identify the place, time of year and often even time of day, which brings an element of action and development to the painting, although prospective   still remains more an element of decoration. The new style is also characterized by increased volume of figures, and a depth of emotion which suggests human feeling instead of static and passive icons[3]. The medieval tradition of using religious subjects is now combined   with classical ideals of the human figure and an increased interest in depicting nature. In contrast to International Gothic, the colors become more varied and not so dramatic, with more overtones being used. â€Å"Coronation of the Virgin† belongs to one of the few surviving Fabriano’s masterpieces, since most of his early paintings and frescos have been destroyed[4]. Gentiles most famous surviving works were made during a short but influential stay in Florence in the 1420s, where he probably encountered the austere realism of his younger contemporary Masaccio. This golden picture is almost entirely taken up by the symmetrical figures of the seated Christ on the right, placing a bejeweled golden crown on the inclined head of the Virgin Mary, who sits on the left, her hands crossed over her chest. Above them, centered in the rays of a golden sunburst, hovers a white dove with grey-tipped wings and bearing a halo. Standing below and beside the figures, three miniature angels are aligned in two vertical rows. The Christ is wearing a medieval-style tunic of gold gathered at the waist by a narrow golden sash. The garment is embroidered with five-pointed golden stars, surrounded by stars of blue, and encircled by red stars. Falling from his shoulders as he raises his arms is a rich burgundy gown bordered in patterned gold, bearing vines with golden leaves and five-petaled golden flowers with hearts of blue. The Virgins gown, which she holds close to her, has tightly-clustered seven-petaled floral pinwheels of gold over a background of royal blue. Behind the two figures, from their shoulders down, flows a patterned dark green tapestry reminiscent of Christs robe with its five-pointed snowflakes of red and gold. The figures and the background, absent of depth, are laid virtually flat against each another. Standing in the lower corners on either side, the angels, partially obscuring each other in descending columns, look upward toward the figures of Mary and Christ, their lips open in song, their hands holding an unfurled white parchment ribbon with musical notes and Latin words that wind in and out of view. The hands and faces of the principal figures are painted realistically in a greyish pink, making their skin ashen, and their placid, almost expressionless features, look otherworldly, in great contrast to the richly-tooled golden crown, the embossed halos, and opulent, embellished fabrics. Presiding over all this, Christs uplifted hands, in the moment between setting the crown and blessing the Virgin Mary, are set against a broad sheet of pure gold that rises behind the figures until it vanishes under a gilded arch of carved leaves supported by spiral columnsan ornately-carved wooden frame through which we view the coronation. To create a sumptuous surface resembling tapestry, Gentile da Fabriano used extensive tooling, decorative patterning, gold leaf, and rich pigments. Considerable features of International Gothic Style can be noticed on the painting, including complex patterning, elaborate materials, and long flowing lines of the robes of the Madonna and Christ[5]. At the time the gold-encrusted panel functioned as a processional standard held aloft in parades that honored the Virgin Mary and originally depicted The Stigmatization of Saint Francis on the reverse. The centre of the composition is formed by the hands of Saviour, raised to bless his Mother and put a crown on her head, which contrasts to the painting of Ucello, where centre is formed by faces of Mary and Christ. The two pictures represent different approaches towards position of head and eyes of the figures. The Gothic style pays almost no attention to eye contact of the depicted person with a spectator, and the eyes of the Saints are always in a way divert. In Fabriano’s case the Virgin is looking down, vailing before her Son, while Jesus is looking directly at Mary. In contrast, the painting by Ucello brings in a brilliant example of fresh Renaissance relationship between the figure and the spectator. His Mary and Child are looking closely at the spectator and it seems, that they are trying to see that what is behind his outlook and spot his soul. Both paintings are deeply symbolic. The most recognizable Fabriano’s symbol is, definitely, the white dove over Madonna’s head, symbolizing the Holy Spirit, descending upon her. The red color of the gown, falling down from Christ’s shoulders, is a symbol of His Oblation to the humanity and it’s green backing, noticeable on top, is to point on the Resurrection. Finally, the golden color of Jesus tunic is to prove him as the Heavenly King. The clothes of the Virgin are depicted golden and blue, symbolizing   divinity, combined with purity and faith. The nimbuses of both figures are almost invisible in the golden light, streaming through heaven. The symbolism of Ucello’s â€Å"Madonna† is not so sophisticated as Gothic one. The divine Child is depicted, holding his mother’s clothes with his fingers, which is to hint the connection between them. The nimbuses of both figures differ, since the nimbus of Christ includes a cross – a traditional element of earlier iconographic schemes. This cross is red, once again symbolizing Christ’s Oblation[6]. In the years which passed between the creation of these two paintings, the ideas of humanism changed the attitude to human’s body. Fabriano covered the corpses of both figures with reach adorable dresses, leaving no space to any bodily features. In contrast, Ucello’s Madonna and Child displays a type of hushed beauty lost with the advent of the High Renaissance style in Italy. Her face and the body of the child are still pallid and far from Raphael’s vision, however, the Maid is depicted as a beautiful woman with golden hair, appearing from under her modest mantle. While Fabriano used medieval monochromic background, Ucello is one of the first artists, who used landscape to underline prospective in three well-rounded dimensions. Painting now becomes a window on the physical world rather than merely the spiritual one. In an effort to open up the scene, the artist from Paolo Uccellos workshop placed a landscape behind the Virgin and Christ. Instead of trying to show depth, however, the countryside simply forms a pattern of almost abstract trees and zigzags. The resulting design has a flatness and regularity that subtly enlivens the picture and complements the elusive three-dimensionality of the figure group.   Summarizing the overstated one can say that the two discussed may be found both similar and difficult. They are noticeable examples of corresponding painting styles – namely International Gothic and Early Renaissance. Being connected by the religious topic and symbolic filling, they differ in attitude between the characters and the spectator, the special position of figures and attempt to use a prospective in the later work, as well as use of more pigments and tones. It should be pointed, that Ucello’s   perspective studies were to influence the Renaissance art treatises of artists such as Piero della Francesca, Leonardo da Vinci, and Albrecht Dà ¼rer[7]. Due to the changed attitude and eye contact, Jesus and Madonna by Ucello seem to be much closer to us and more human, than Jesus and Madonna by Fabriano, which embodies the ideals of upcoming era of Renaissance. REFERENCES Bernhard Berenson., The Central Italian Painters of the Renaissance. 2nd New York: G. P. Putnams Sons, 1909 Germain Bazin., Italian Painting in the XIVth and XVth Centuries. New York: French and European Publications, 1938 Michael Levey., A Concise History of Painting: From Giotto to Cezanne. New York: Frederick A. Praeger, 1962 Linda Murray, Peter Murray., The Art of the Renaissance. New York: Praeger, 1963 Frank Jewett Mather Jr., A History of Italian Painting. New York: Henry Holt, 1923 [1] Bernhard Berenson., The Central Italian Painters of the Renaissance. 2nd ed. New York: G. P. Putnams Sons, 1909, at p. 131 [2] Germain Bazin., Italian Painting in the XIVth and XVth Centuries. New York: French and European Publications, 1938, at p. 26 [3] Bernhard Berenson., supra note, at p. 133 [4] Michael Levey., A Concise History of Painting: From Giotto to Cezanne. New York: Frederick A. Praeger, 1962 at p. 44 [5] Linda Murray, Peter Murray., The Art of the Renaissance. New York: Praeger, 1963, at p. 257 [6] Germain Bazin., supra note at p. 29 [7] Frank Jewett Mather Jr., A History of Italian Painting. New York: Henry Holt, 1923, at p. 144

Overview Of Musical Intelligence English Language Essay

Overview Of Musical Intelligence English Language Essay The third grade student Johnny who seems to involve skill appreciation and composition of the melodic pattern in his performance clearly displays more characteristics on the musical intelligence than linguistic and interpersonal intelligence. Why musical intelligence Since he also vocalizes a variety of sounds during playtime and he can reproduce birdcalls and songs. He has the capability of recognizing and composing musical rhythms pitches and tones. Johnny also has some characteristics of the linguistic intelligence since he has the sensitivity to rhythms and sounds as well as the various language functions. He also has some aspects of the interpersonal intelligence since he is able to sense the feelings of his classmates and respond empathetically to their emotional state thus being able to relate with them very well. On the other hand, his openness and honesty when he expresses himself is also a characteristic of the interpersonal intelligence and his tolerance of his classmates actions and opinions characterizes him as a person who understands the relations between people. The musical intelligence capabilities displayed by Johnny indicate that he appreciates the various forms of music expressed in different moods pitches and rhythms. Teaching and assessment strategies For Johnny who mainly possesses musical intelligence abilities and skills, several teaching and assessment strategies can be employed during his learning processes. When using the multimodal curricular design model the teacher should put a lot of emphasis on Johnnies musical intelligence and see it like a point of entry into the learning content. On the other hand, the single grade and the multi grade classrooms would be the best instructional strategies to adapt. Secondly, on the developmentally based curricular design model the teachers emphasis should be on using Johnnies musical intelligence ability as a tool of instruction in the direction of development and profound knowledge. The instructional strategies for Johnnie based on this model would be based on his choice as a student such that he makes choices in his learning activity. The second strategy that could be used includes, cooperative learning where he learns together with the other students jointly as they all participate in the learning processes since this would also make it easy for the group processing. Another strategy that could be used in his learning is on the development of his life skills. The teacher could also give Johnny less information and allow him to do more application during his learning process. For example, he should be given various sounds, which he should identify, by the tone and rhythm. In this case, this is done in helping memorize more on a taught concept that is presented on a more musical oriented angle. In the assessments, Johnnies teacher should use the skills checklists, portifolis, the S-U lettering grades, as well as the hyperactive card piles. Similarly the teacher could also use both non-graded and the graded music lessons following up with the checklists and the progress charts which highlight the areas of Johnnies achievement and the areas which he needs improvement. Linguistic intelligence For the seventh grade student ,Susie, the most clearly displayed multiple intelligence is the linguistic intelligence since her most preferred learning hints are language and words. She also possesses some characteristics of bodily kinesthetic intelligence since she often uses her hand gestures to express herself and come up with great routines and through this, she conveys her messages very effectively as the junior varsity cheerleader. Why linguistic intelligence The linguistic intelligence for Susie makes her very sensitive to any written or spoken language, which she uses as a way of remembering information. Teaching and assessment strategies The teacher should consider using support materials while teaching Susie to provide some tangibility of the items related to the content for her to examine because of her linguistic nature. The teacher should also review the use of some examples related to sports such as throwing a ball to Susie so that she can answer a question. On the other hand, the teacher should verbally present her content and loudly as Susie questions and look for her feedback. The teacher could also interview Susie, as she should also allow her to make a presentation of her assignments or group work. Susie could also be allowed to prepare class and group presentations as she reads the content aloud as well as be allowed to debate over certain issues in her learning environment. Susie should create chart and graphs which will help her in explaining her written information. In assessing Susie, the teacher should grade her verbal and presentation skills as well as use the hyperactive card files, which would help Susie remember the memorized content. She would also be taught on how to present her work, which would most likely bend on made up stories that she is told to present to other students. Since she is more on linguistic intelligence, it would be of importance that she learns new words and tested on the latter to improve in her work. This should be of great importance both to her and to the assessor. Role-playing could also be a very effective assessment strategy as this can be done through dancing, acting narrating as well as crafts and athletics and this could be done through charts and graphs. This would enable the teacher to follow up with the checklists and the progress charts, which highlight the areas of Susie achievement and the areas, which she needs improvement. Logical-mathematical intelligence Tommy, who is a particular and diligent student, questions events and situations by looking for hidden rationales or reasons has the characteristics of a logical-mathematical intelligent student. His development of a shorthand system for effective note taking, where he always use a prewriting strategy for his major papers and projects make him have traits of the logical-mathematical intelligence. On the other hand, Tommy has introspective intelligence traits, which are highly reflected in his ability to be very single-minded focusing all of his energy and attention to tasks. His preference to work independently and be self-directed makes him an introspective intelligent student and his ability to see his assignments in terms of his own life experiences as well as paying close attention to the events that have correlative importance to his schoolwork. Teaching and assessment strategies Since Tommy possesses both logical-mathematical intelligence and retrospective intelligence, which involves numbers abstractions logic and reasoning. It is assumed that he is naturally intelligent. The teacher should involve him more in activities that are numerical and that require more reasoning and scientific thinking. He should be involved in exercises that involve number sense and numeration too as the assessor by now knows that he is rich in analytical and statistical problem solving. It should be noted that Tommys abilities to evaluate and utilize spatial and quantitative information in solving problems boost his personal self-confidence even when dealing with other life issues.

Macbeth :: essays research papers

In the first act of the play, Macbeth, by William Shakespeare, the reader is introduced to the two characters that will play the most significant part in the play's storyline. Even though they are man and wife, Macbeth and Lady Macbeth have much dissimilarity. One can tell how their personalities differ as the plot moves forward. Though they are married and undying in their love, it can be plainly seen that they have many differences.In the opening scene of the play, Macbeth and friends, on one of their travels, encounter a trio of witches who chant prophecies. To sum up their decree to Macbeth, the witches inform Macbeth that it is his fate to be king. This promise of fate worries Macbeth because he thinks that the present king and his friend, Duncan, is a very good ruler. Macbeth's opinion of King Duncan supercedes his desire to rule the kingdom. Therefore, Macbeth is somewhat hesitant to accept his fate.As Macbeth arrives at his manor after the encounter with the witches, he tell s Lady Macbeth of prophecy. Though she meets the news with the same startling surprise as her husband did, Lady Macbeth is much more positive of the impending fate. She thinks that the impending fate of her husband is a very positive thing and she will do everything in her power to help the prophecy come to pass.The night of Macbeth's return to his home, King Duncan is scheduled to have dinner at Macbeth's manor. This event starts off the chain of events that fuel the entire play. While Macbeth downplays the prophecy and is worried of what will happen, as well as the fate of King Duncan, his wife Lady Macbeth acts very proactive. Her thought processes are sinister and devious, as she conjures up a plan to eliminate Duncan as king and put her husband into power.In the first act of Macbeth, one can see the huge gap between the personalities of Macbeth and Lady Macbeth.

Lord Liverpool Government’s Reactionary Policies in the Years

In early 19th century Britain, law enforcement e. G. The police, was unheard of, this was a problem for Lord Liverpool government due to the fact that there was no physical means of controlling activity on a public level. When rebellions began to take place and started occurring more frequently Liverpool decided that something needed to be done. As a response, particularly to Spa fields, Liverpool Imposed the ‘Suspension of Habeas Corpus' in 1817.This suspension along with the Sedulous meetings act worked as a short-term deterrent to protesters and due to Its severity of enmeshment, meant that it was particularly effective at stopping any form of revolt. The physical protesting was bad enough for Lord Liverpool, however it was only small part of why he imposed reactionary measure; a large part of it was down to fear and paranoia. In 1789 Lord Liverpool had been in France and witnessed firsthand the storming of the Pastille.The fall of the Pastille signified the fall of order, p ower and structure of the hierarchy in France; this was exactly what Liverpool was most afraid of happening in England, and that people would turn against the overspent the country and each other. In 1819 60,000 people met at ‘Petrol' to listen to Henry Hunt talk about reforms, It was a peaceful protest that went wrong. Cavalry had been sent by magistrates who feared there would be a revolution due to the sheer amount of people, magistrates lost their nerve and sent In the cavalry causing major panic – 11 people were killed and over 400 Injured.As a response the Six Acts was introduced giving magistrates powers to invade people's privacy if they ever suspected any conspiracy or plot to create a mass gathering, it provided more representative actions to stop people in their tracks. Lord Liverpool paranoia meant that he was transfixed on keeping control on power, an idea that could be considered as the root of his reactionary policies. In response to the Coat Street consp iracy and the Derbyshire risings spies were used infiltrate radical groups.Spies enabled the government to stay one step ahead of the protesters. Staying In power was vital for Liverpool, he was very aristocratic and most of his reactionary policies benefited those of higher classes; as they provided the cost political support for Lord Liverpool. By using spies there was the allusion that the government were out to protect the monarchy and the aristocracy, further building support for Lord Liverpool.It also gave Liverpool means of keeping tabs on want was going on In ten puddle demeanor, tans links Dacca no law enforcement so spies were used instead. Tanat tanner was During the first half of this ministry the cabinet consisted of eighteenth century politicians who were unwilling or unable to see the need to alter a constitution which invited them, yet still wanted to have total control over the people of England; this was virtually impossible when the rate of expansion, industry and rebellion was so fast.It wasn't until the second half of this period, with the influence of younger men from different backgrounds and of differing outlooks, that major reform took place. Liverpool followed reactionary policies with the sole intention of them to be short- term fixes in society, made as a response to rebellions that were simply unheard of in Britain at this time. The main driving force behind these policies being made wasLiverpool paranoia of a revolution occurring fuelling his need to keep and maintain control over the people of Britain. Liverpool also had to contend with the fact that he had never planned to come across such anger and desire for change that he had to think quickly to put measures in place that would make a difference, whether they be harsh or not. They were simple a means of gaining control and power back over the people so some reformations could be made without the imminent threat of revolution, as was thought by Lord Liverpool.

A Fairy Tale Christmas Essay

Once upon a time there was a very handsome boy. He was going on vacation with his family. The boy was called Sebastian. He was going to celebrate Christmas in Austria with his mom and dad, his grandmother, and his older brother and his older brothers wife and two kids. They were all very exited about it. They had been renting a big cabin 800m up, on a mountain. It was a skiing vacation, so the villa was in the middle of a big slope. The whole family was having a good time. They celebrated Christmas and ate some delicious food. But on the third day, something terrible happened. Sebastian and his big brother was skiing in an area were they hadn’t been skiing before. It was very exiting. The two guys knew about the famous and very dangerous tree-monster. Sebastian had heard some stories about the tree-monster. It was supposed to live in the area where they were skiing. But Sebastian didn’t care. He was very good at skiing and he was skiing very fast sometimes. He was fearless. Sebastian loved to ski off-piste. But Sebastian forgot that there is a lot of trees off-piste. And suddenly, when he was skiing very fast, something grabbed his leg. It was the dangerous tree-monster who had caught him. It tore his ski and helmet off. Luckily his big brother had heard him scream. So he was now running toward the tree-monster with a big axe. He chopped up the big tree-monster into many pieces. Sebastian was saved. The two guys skied back to the cabin where the family was waiting. They were very surprised to see that Sebastian had lost his helmet and skies. But when they heard was had happened. And they were very relieved that the two guys did not hurt themselves. So the family celebrated in seven days and seven nights. And they lived happy ever after†¦