Shift - Mathematical Perspective in Art

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Perspective, as used in the context of paintings and drawings, has been a device used by artists to provide the viewer with an interpretation as to the make up and/or meaning signified in a piece of art by way of use of artistic elements such as, color, contrast, shading, proportion, etc.

Linear perspective as used in the context of paintings and drawings, is a device used by artists and designers as a method of adding a third dimension to two dimensional space by way of use of one, or multiple vanishing points. Its use was undeveloped in medieval times, then focusing more so on proportion and positioning as a means of implying value to a subject in a work of art. Attempted uses of linear perspective were seen, but its correct mathematical approach was not observed. Not until early in the renaissance did linear perspective begin to emerge as a refined form. Its early development is witnessed in the work of Giotto, Masaccio, and Brunelleschi (and others) between the end of the 1th century and onward until the late 14th century.

My paper will focus on this period as a time when use of linear perspective was gaining acceptance among patrons and popularity among artists

as a new means of portraying subjects and settings in a composition. I will address and discuss specific works of Giotto, Masaccio, and Brunelleschi and their significance in the early development of mathematical perspective. I will attempt to provide the reader with a thorough background of the development of perspective within the time frame outlined. Bibliography

Bunim, Miriam Schild. Space in Medieval Painting and the Forerunners of Perspective. New York AMS Press IN, 140.

Holt, Micheal. Mathematics in Art. New York Van Nostrand Reinhold, Company. 171.

Edgerton, Samuel Y. Fr. The Renaissance Rediscovery of Linear Perspective. New York Basic Books Inc., 16.

Ruurs, Rob. Saeredam, The Art of Perspective. Philadelphia Benjamins/Forsten, 187.

White, John. The Birth and Rebirth of Pictorial Space. New York Thomas Yoseloff, 158.

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Moral's

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How does morals pertain to childfs social development? Morals pertain to character and behavior from the point of view of right and wrong, and obligation of duty (Funk, 86). Moral education in schools are usually called ghidden curriculum.h The conception of the constructivist teacher child relationship as one of the mutual respect in which the teacher minimizes the exercise of the unnecessary authority in relation to children (Devries, ). The teacher child relationship is facilitated throughout the Lab School. In the explorerfs classroom, Megan and the other kids are allowed to make their own decision on what to do during activity and singing time. For instance, Roshanda the assistant asks Megan what song she would like to sing and she says Twinkle, Twinkle, Little Star. (observation, 04-1-0,104a.m.) Moral learning plays a big part in the Lab School especially when it comes to autonomy and egocentric play. Megan has been observed for sixteen hours since February 5,00. (Date Log, 00) She has continued most of her same patterns throughout observation. Some things that Megan has done could be assumed to be egocentric play. Egocentric play is when children typically imitate their elders but play either alone without bothering to find a playmate. (Kamii, ) During activity time, Megan is trying to fix the blocks that her and Audrey did together. Audrey leaves and goes to see Chris who is the teacher. Chris is asking Audrey what she did this week and he is writing it down. Megan is playing by herself with the blocks. (observation, -11-0,1100am) Megan was imitating what Chris had shown her earlier when demonstrating the blocks. When the kids were outside, Megan starts running around the playground. She is in the front and the other kids are following. After they run they sit down on the bench together huffing and buffing. (observation, -1-0,4a.m.) This also showed egocentric play imitation. Piaget found four levels in ways children play, egocentric being one of them. (Kamii, ) Most of Meganfs activities were done alone at her own time and pace. Meganfs actions fit into the age group of Piagetfs play level, which helps contribute to autonomy. Autonomy cold be described when people have there own convictions about what is right or wrong under a particular set of circumstances. (Kamii, 15) Megan has to give her smock up to Joey because it is his turn. She is really upset that she has to get up because of the frown that appears. (observation, 4--0,1050a.m.) By Megan having to give up her place at the messy corner when Joey came over, it help promote freedom as an individual to do it by herself. The teachers also help promote autonomy by letting the children find their name on their place-mates, which allows the child to think for themselves in finding the right place to sit at. Megan stands up and throws away most of her leftover food in the trash and then puts her place-mate up. She then walks over to the learning circle looking for her name on the place-mate. (observation, 4-1-0, 104a.m.) According to Piaget, cooperation with other individuals permits the development of the morality of autonomy. (Kamii, 16) By this, he means that with a teacher or parents help, the child could come to their own conclusion by de-centering and seeing the other peoplefs point of view. (Kamii, 16) After Chris explains the different activities the kids have to choose from, the kids are told to go play. (observation, 4-1-0, 10a.m.) Megan is playing with the cylinder blocks. Megan is handing Mason different pieces of blocks to Mason as he places them on the floor. Mason is standing the blocks up in a certain way while he tells Megan which block he wants next. (observation, 4-1-0, 108am) This example demonstrates how Megan can make her own decision on what interest her most. Sometimes children must be assisted to their decision making. All children are made to obey adults at least sometimes, but most are included in the decision making process. (Kamii, 17) During playtime, the children cause conflict and it is left up to the teacher to resolve it. For example, Audrey points to Megan saying that Megan something to her. Megan starts crying and saying that she wants her mom. Chris is talking to Megan and trying to calm her down. Chris says that she needs to stop screaming. Chris sits her down at the table all by herself to stop screaming or crying. Chris walks over to ask her if she has stop screaming. Chris tells Megan, gthat she needs to stop screaming before she comes to eat snacks,h and Megan continues to cry. ( observation, 4--0,1004a.m.) Megan is done crying. Chris asks Megan, gif she is ready to come inside with her classmates,h and she nods yes. (observation, 4--0, 100 a.m.) Chris, as the adult, had to intervene to resolve the situation at hand. He first gave Megan the decision to stop crying so she can come inside with her class. Megan continued to cry, so it lead to her having to sit and think about what she wanted to do. Exclusion from the group is an example of an effective sanction (Kamii, 17) Another example of the child making their own decision, is when Megan and Joey are snatching blocks from each other until Megan gets mad and tells Roshanda. Joey leaves the confrontation when he sees that Megan is mad. (observation, 4-1-0,104a.m.) In the theories of moral stages of Piaget (1), Mead (14), and Baldwin (106), parental training and discipline are viewed, as influential only as a part of a world or social order perceived by the child. Children can internalize the moral values of parents and culture and make them their own only as they come to relate to a comprehended social order and to their own goals as social selves. (Kohlberg, 7) This statement is basically stating that a parent or teacher has the capability of influencing a child from learning what is right and what is wrong. In conclusion, autonomy being showed in schools could help the children to be a better decision- maker when they grow up. The children will construct their own views instead of doing something just to get a reward. Children have to learn how to take responsibility for their actions. In the course of gnormal g development, however, the conflicts between demands of groups and individuals constitute conditions of cognitive- moral conflict that stimulate the development of structures or stages of moral judgment. (Kohlberg ,14)

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Zarathustra

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In Thus Spoke Zarathustra, by Friedrich Nietzsche, we are taken on a journey of a man who seeks to teach and share his wisdom and love with humanity. Zarathustra has learned of the overman, a creator who is free from all the prejudices and moralities of human society, and most importantly, creates his own values and purposes. It is because the overman pulls himself from the herd, and creates his own way of life, which makes him a creator. Nietzsche believes everyone should be a creator. By doing this, we are living life by our own volition, pleasing ourselves and abiding by morals, which we understand and appreciate. However, one may question what it takes to be a creator. Is it possible for any one person to be a creator? Could a 'bad' creator exist? Nietzsche sends Zarathustra on a long, thoughtful voyage that touches on each of these points, and gives him the opportunity to truly comprehend humanity.

In order to understand certain aspects about a creator, it is important to clearly comprehend what Nietzsche really means. While there is no clear definition of a 'creator', Zarathustra explains in different areas what it takes to become a creator, and from that it is a little easier to define. On page 14, Zarathustra explains, "I disturbed this somnolence when I taught that nobody yet knows what is good and evil unless it be the creator! But he it is who creates a goal for mankind and gives the earth its meaning and its future he it is who creates the quality of good and evil in things." From this, one may determine that in order to be a creator, one must essentially create. Knowing this it seems possible for anyone with the proper motivation to become a creator. Zarathustra was a creator because he refused to become a sheep. He created his own standards to live by, and sought out to teach his wisdom to others. In this sense, Zarathustra created a new way of living, whether people chose to follow or not. Keeping with this mindset, he believed people needed to come to him because they wanted to, not because he appeared a leader or Shepard. Zarathustra felt by luring his people from the flock, and teaching them new laws and values, this could be an extraordinary example of creation. He states on page 1, "And he who has to be a creator in good and evil, truly, has first to be a destroyer and break values."

Understanding what a creator is makes it easier to determine whether or not it is possible for a bad creator to exist. Due to the basic definition of a creator, it is nearly impossible for a bad creator to subsist. In becoming a creator, one develops a new system of laws and values that are understood and appreciated. If in the creator's eyes, murder is not evil, then by the laws of the creator, murder is not wrong. Using this logic, it is difficult to construe Hitler as a bad creator. Although Hitler's ideals seemed radical and disturbing, in his own mind as the creator, they was justified. It is hard to imagine how a creator can be bad, when it is he who defines good and evil.

Nietzsche urges everyone to follow his or her own path. Being a creator allows mankind to value what they are living for. Even though Zarathustra did not believe Jesus is the Son of God, he urges humanity to be like him a creator, giving himself or herself something to believe in. Zarathustra encourages people to sing, dance, love life, and create a way of living that allows them to do so.

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Nubian's influence on Egypt

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History is a clock people use to tell their historical culture and political time of the day. It's a compass that people use to find themselves on the map of human geography. The history tells them where they have been, where they are and what they are! But most importantly history tells a people where they must go and what they still must be. However, for Egypt not many people are aware of Egypt's successor Nubia. Egypt was a country that was greatly influenced by the civilization of Nubia and at one time the kingdom of Nubia even ruled over Egypt.

The Nubian kingdom now resides in the country of Sudan. The first sign of Nubian civilization appeared about 800B.C. The capital of this great African Kingdom was Qustul also called "the land of the bow". At the site of Qustul in the 150s archeologist found an engraved on the side of a burner are a seated ruler, a palace portal (a doorway or entrance to an official residence of a royal passage.), a crown, and a falcon, motifs that were to become symbols of Egyptian pharaohs. Historians also believe that the idea of earthly gods could have been a Nubian inspiration and some scholars also believe that the idea of kinship was established first by Nubia and then traveled to Egypt. For almost a century various Nubian kings ruled Egypt during the 5th dynasty. The Nubian king Piankhy sent troops north, seizing the ancient Egyptian capital of Memphis and uniting Egypt and Nubia under his rule, beginning in 747 B.C. This resulted in the Nubian kings being pictured in temples and tombs as black pharaohs of Egypt and Egyptians adopting most of their customs and traditions. However, the Nubian elite therefore adopted many aspects of Egyptian culture, including mummification, the pyramid, tomb and artistic styles.

The Nubians are believed to be the primary race on Earth. To the Greeks, they were known as Ethiopians which meant burnt faces and Nubia was the land of Punts that means "the land of gods". Nubia was a neighbor to Egypt. It occupied the banks of the Nile River South of Aswan all the way to the sixth cataract. Nubia was a black African culture long overshadowed in history by Egypt, but brilliant and innovative in it's own right. Their best-known achievement was the dismantling and reconstruction safely above the water line of the splendid temple at Abu Simbel, erected by Ramses II in the 1th century B.C. The temple symbolized Nubian's reputation a remote upriver land prey to Egyptian conquests and the source of gold, ivory, and slaves that embellished the downriver kingdom of the pharaohs. Scholars are finding in the artifacts striking evidence of Nubian's influence on Egyptian culture and it's development of kingly rule, a pivotal political innovation that may have influenced the rise of pharaohs in Egypt.

"Nubia was an important civilization in it's own right and not just a stepsister of Egypt", states Dr. Emily. Nubia is a region in what is today Southern Egypt and Northern Sudan. A thousand miles from south to Khartoum Anthropologists say historical images and skeletal remains suggest that the ancient Nubians were much like the people living their now with medium brown skin, broad features and tightly curled hair. Egyptians and Nubians also came close through trade in ivory, gold, animal skin, ebony and had their own way of antibiotics.

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Unlocking the secrets of the Nubian civilization has been a difficult task because historians have not accumulated the key to deciphering the Meroitic writing system of ancient Nubia. Unlike the Egyptians, Nubians did not write in hieroglyphs but, developed a writing system that is the second oldest in Africa, after Egyptian hieroglyphics. At the Museum of Fine Arts Boston Nubian Gallery there is a tablet, with funeral inscriptions in Egyptian and in Meroitic is one of three hundreds and fifty objects on display.

One fact that cannot be deciphered is whether or not Nubian's and Egyptian's shared the same race. Many historians due to racist sentiments have pondered this question. One reason may be because a lot of scholars discredit Africans regarding Egypt and accredit all African achievement to the presence of European genes. To furthermore, many historians are biased and still believe that Africans are inferior to Europeans. However, it is said that the ancient Greek writers Herodotus, Diodorous Siculus, and Aristotle all described the Egyptians as "blacked skinned people." Yet that was not enough for George Reisner who was an archeologist who pioneered in Nubian archaeology with his excavations in the early 100s of a five thousand year old Nubian royal cemetery. He argued that the pottery he uncovered must have been essentially Egyptian and that they soon declined as a result of the "increasing change in the racial character of the people therefore the Negroid became dominant. He then twists his argument and says, "Thus a race was revealed which had only a political and geographical connection with Egypt. The Nubian race as Negroid, but not Negro; it was perhaps a mixture of the pro-Egyptian and a Negro or Negroid race. This was a common argument used to justify their theory of the Nubians sharing everything with Egyptians except the same race.

Throughout history Egypt and Nubia has been intertwined since the beginning of time. Nubia traded ivory, animal skins, and pottery for cheese, oil, honey, and linen cloth from Egypt. At one time in 800B.C. Egypt took over Nubia and it was referred to as the C-group. It was a time when Nubia and Egypt coincide during the C-group. After many years Kerma captured all of Egypt and along with lower Nubia. They destroyed Nubian's capital city and from then on Egypt and Nubia ceased to coexist for the next thousands of years. For Egypt and Nubia their history will forever be connected due to their family like connection; you could say their relationship resembles that of a new mother nursing her new born baby during it's first weeks of life.

General sources

http//www.cnn.com.education/nubia and Egypt

http//www.askjeeves.com.Egypt and Nubia

http//www.excite.com Egypt and Nubian's connection

Sudan,

Nubia and Egypt

Microsoft Encarta Encyclopedia

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Most Dangerous Game

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Rainsford

In the short story, The Most Dangerous Game, written by Richard Connel, the main character is

Rainsford. Rainsford posses the great personality traits such as being well mannered, stable, and stuborn.

This gentleman finds himself in a very complex scenairo in the begining of the story. In the introduction to

the story, Rainsford is on a boat, questioning the reason for a certian island, and its existance. Eventually,

Rainsford falls off the boat leaving him trapped the mysterious island. On this island he discovers the owner of

the island General Zarof. Zarof is a well rounded intelligent man, with a rather odd interest in hunting a species

that has the ablility to challenge his intelligence. The only species General Zarof finds to challenge him enough

to hold his interest, is human beings. The story leads into a game of chase, with Zarof making an attempt to

trap Rainsford as his next hunting challenge. This leaves Rainsford to the desicion of being anlimal like, or to

hold his position as a well mannered human being. In making this desicion, he maintains a strict mind frame

and civil behavior. At no point in the story did Rainsford lose grace or control.

Through the story, Rainsford never lost character or changes personalities drasticaly. He kept a stable

attitude and viewpoint towards his scenaireo. Rainsford never made a false move while trying to escape

General Zarof. As a reader, yuo could almost feel Rainsfords eye contact, movement, and strong emotions

through the story. Even while trying to lose General Zarof on the island, Rainsford kept a sturdy way of

though and organization.At one point in the sstory, Ganeral Zarof attempts to kill Rainsford with a series of

traps. Outwitting Zarof, Rainsford makes his own traps, causeing Zarof an injury. Rainsford refuses to give up

this battle, and remains stuborn towards the situation.

In conclusion to The Most Dangerous Game, Raonsford overcomes all traps and obstacles, making

himself the winner. Only with his well understood personality, and his gentleman like brillance, did Rainsford

win his freedom.

Please note that this sample paper on "the Most Dangerous Game" is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on "the Most Dangerous Game", we are here to assist you. Your cheap custom college paper on "the Most Dangerous Game" will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!