The global cold war in Latin America Essay Example | Topics and Well Written Essays - 500 words

The global cold war in Latin America - Essay Example Another important factor that helped to protect Latin America was the defeat engineered by Fidel Castro in Cuba. It was of great importance since it helped in determining how the united states would come up with policies and how they would be implemented. The policies were concerned with mainly the social and economic welfare of the people. Furthermore, the Defeat by Fidel Castro saw the alienation of American companies in the whole Latin America. This was a drawback to the United States and as he signed pacts and treaties that benefited the economy and military of his country.Cold war in Latin ends with the end in Fidel Castro’s revolution. At the moment, the Latin America had little or no support from the neighboring nations that is Moscow and United States. Since it became an isolated place, it sized to be the strategic point after the cold war. In the end, it becomes of no value to the two countries, which implied that they attained little help in building their political and economic pillars.Rwanda, Somalia, and Yugoslavia are among the many countries that have experienced instances and situations of mass violence. Many other countries were being affected by mass violence at an alarming rate and this resulted in the emergence of support organizations such as United Nations Conventions for the prevention and punishment of the crime of Genocide.The United Nations had to take action especially after the mass violence genocide in Rwanda and the ethnic killings in Yugoslavia.

Renaissance architecture, sculpture, & painting Essay

Renaissance architecture, sculpture, & painting - Essay Example The essay "Renaissance architecture, sculpture, & painting" explores architecture, sculpture, & painting of Renaissance. The Renaissance artists depicted the world in its natural situation in their art forms. They had the sense of space and perspective that medieval artists lacked. Their representation of the natural world is most evident in the paintings of the time. Landscapes became the â€Å"earthly settings† of the paintings. For instance, consider Andrea Mantegna’s Arrival of Cardinal Francesco Gonzaga. This fresco, completed in 1474, features a landscape as the setting, depicting the trees, hills, and the surroundings in their natural look. Pietro Bruegel, the Elder, in his The Peasant Dance (1568), painted his subjects over a natural setting of a village. It is not only in the settings of the Renaissance art forms that the beauty of the natural world was portrayed; it was depicted as well in the human figures as subjects. As paintings of the time became less of religious forms, they came to portray subjects realistically. Apart from the representation of the natural world in the paintings, the liveliness of the human form became evident in the artworks. Da Vinci’s ever-famous Mona Lisa was such a humanistic portrayal. The smile on that womanly face had caught the attention ever since. In sculpture, Michelangelo’s Moses is a good example. He was dedicated to portraying lifelike human details that he even pared muscles and veins. The humanistic approach to paintings was also implied.

The Lord of the Flies is just a simple, happy ending Essay Example for Free

The Lord of the Flies is just a simple, happy ending Essay Adventure story. It is about children, for children and told from their perspective To what extent do you agree with this? Do you think being a savage; killing, hunting and fighting represents a simple adventure story? The first two chapters of this novel may show innocent and young boys on an island where no fear is held, and maybe that is what it is; referring to the original sin. Which is a story from the Bible showing that everyone is born with evil inside them and it seems that the island has brought this out of the boys. You may be thinking, what about Piggy and Simon? The amount of conflict between the boys increased throughout the book. It started between Jack and Piggy, Jack through insults at him such as Shut up yah fatty! and Piggy stated things directed towards Jack in the form of an insult too, You and your blood Jack Merridew! and then Piggy just refers to Jack as him when Jack leaves Ralphs leadership. Adventure books arent supposed to have arguing, all the boys are supposed to get along! During chapter four, Golding shows that its not only Piggy that Jack hates, but Ralph too, splashing and laughing are just about enough to bring them back together again. At the start of the book it seems a happy adventure as all the boys do get along and listen to Ralphs rules but things start to change as Jack realises theres no point in listening to Ralph as he wanted to be leader all along. As Ralph is leader and made rules for the other boys, calling an assembly, this shows the maturity in the book and his adult characteristics. He seemed to handle things well but then knew he could not think as well as Piggy. Jack shows the immaturity on the island as he treats everything as a game. When the boys had been showing a role-play of their hunt and Robert was the pig, Jack had become quite aggressive hurting Roger, but afterwards all he said was, That was a good game. And when he left the others he said, I dont want to play with Ralphs lot anymore. When Jack first entered the island he was a fair skinned boy who attended the choir and was thought of as a leader, so he didnt take it well when Ralph was chosen as leader instead of him. So to make things even he was made leader of the hunters. At first Jack grimaced distastefully at the touch of blood. This then changed and he had a sharpened stick at one endtattered shorts held up by a knife belt. Does this show an innocent choirboy from an adventure story? Simon was Goldings way of expressing nature in the novel and when the boys killed Simon, they did not as they thought kill the beast but they let the beast out and killed hope and peace. Piggy and Simon were the means of civilisation. Piggy was the only one besides Ralph who stood up to Jack and he was the one who always remembered rescue, hope, signal fire and innocence. When the savages took away Piggys glasses they also took away civilisation and soon after that they took away his life. Adventure stories always end with a happy ending so how could Lord of the Flies be an adventure story? Unless Ralph is being hunted down is happy. I suppose in away it is happy because Ralph received what he had wanted from the moment they set foot on the island; rescue. The ending was ironic as all the way through Ralph had wanted his fire and depended on signal and Jack had been the same about hunting. They both got what they wanted as they were rescued by Jack hunting down Ralph with a fire. Putting all my points together I have come to the conclusion that The Lord of the Flies novel is surely an adventure but not the simple, innocent little boy type as it involves hunting, death, fighting and conflict. It shows the break up of society, lack of civilisation, evil and sin. But on the other hand it shows sunlight, fun, games, nature, happiness and laughter. Although the simple adventure part of this novel would show little boys stuck on an island having fun and trying to be rescued and would not add in the death and arguments.

Remediation of Technology for Media Essay

Remediation of Technology for Media Essay Krishna Cahanoo Remediation project- Zombie Apocalypse- Curtin University In your own words, briefly describe the process of remediating your text I began by selecting and using my favorite hobby which is playing video games. I chose a gameplay and part of â€Å"Last of Us† on the PS3 system and as it is a horror game and opted for a creepy music which is â€Å"Sweet Dreams† by Marylyn Manson. I used a simple and easy editor which is â€Å"Microsoft Movie Maker† to edit the gameplay chosen, creating effects/music and animations. I have an experience over using the editor as I’m used to create videos and familiar with it. Aster inserting the music file, I added some animations and edited the original voice of the main character (the man) and inserted subtitles to describe his movements and actions. I’ve encountered some problems while editing and saving the video as it was quite a large Format (Full HD), for a result I had to convert and compress the file into an Mp4 format which really made it easier. Another issue was when creating subtitles I had to choose a visible font and color as the video itself is a dark concept. The biggest challenged I faced was to look for the perfect music, before choosing â€Å"sweet dreams’ by Marylyn Manson, I tried with many other, this took time every time I had to insert and edit a music file. This project took me a long time to do and thanks to it I’ve gained knowledge of copyrights and to further improve my understanding. Finally, I uploaded my remediated work via you tube and also shared it to my Facebook page. In what ways does your remediated text demonstrate an understanding of how remediation impacts on the contemporary media environment? To my understanding innovation and new resources proceeds to the leading role through the concept of remediation. If we consider my own remediated work that I made, it required heavy use of new resources and technology, those are different software’s applications which all forms part of a new technology. In other words nowadays a remediated work or concept is more likely to be created and made through the contribution of new and efficient media identities. Whats more is that in today’s era an audience have grown into creators and distributors compared to long ago an audience were only regarded as consumers. The new media environment somehow turned each and every one of us with the capability and skills to generate, share and having access to media, thus this make us a â€Å"Participatory culture† (Botler Grusin, 2012) Referring to the music by Marylyn Manson â€Å"Sweet Dreams† if we compare the remediated project to the original one, there were a significant change in their original conception. A huge gap of difference is to be noted like the original music was released in the late 1990’s and at that time there were no Mp3’s or devices thus the music could only be played through audio CD. Now thanks to technology I converted the audio CD into an easier format which is accessible everywhere that is the MP3. In my remediated project those changes are superficial through the production and editing, thus the most noticeable modification would be use of technology. What key themes and/or concepts covered in the unit do you think are raised by your remediation? Why/How? In this unit of Engaging Media 104, the key concepts covered through my remediation are the different concepts of this unit, those are of ‘New Media’, ‘Participatory Culture’, ‘The Fair use’, ‘Copyright’ and ‘Media Convergence’. The approach my remediated work reflects those concepts are in diverse ways. Through the conception of â€Å"New Media†, for my project I used different practices of â€Å"New Media†. Those are the access to the internet and using the latest software on a laptop to create my remediation work. From using â€Å"Media Convergence†, with the mixture of a music form artist Marylyn Manson and using the gameplay video of the game â€Å"Last Of us†, animations and subtitles which I mixed to generate the remediated concept. Referring to another approach which is the â€Å"Participatory Culture†, my remediated project made me not only an audience member or public but turned me into a creator and producer. The notions of â€Å"Copyright† and â€Å"Fair Use† were reproduced in my remediated work in the video description. I’ve mentioned use for an academic use and also mentioned and gave credit to the original owners which is Sony Computer Entertainment and Marylyn Manson on the description figure. My remediation work reflect a different approach from the original gameplay of â€Å"Last of Us† as I’ve describe it with different captions and added a music effect. To conclude, my remediated work followed and amplified the trend of new media and also traditional media. In the case of new media I’ve used an audio CD of the music â€Å"Sweet Dreams† which is now considered as a traditional media and turned it into a new format to be able to use it in my remediation work. (Botler Grusin, 2012) References Botler, J., Grusin, R. (2012). Bolter and Grusin Remediation: Understanding New Media. LaToya L. Sawyer. Retrieved 8 May 2014, from http://latoyasawyer.com/2012/07/11/bolter-and-grusin-remediation-understanding-new-media/ Cahanoo, K. (2014). Remediation Project- Zombie Apocalypse- Curtin University. YouTube. Retrieved 8 May 2014, from https://www.youtube.com/watch?v=7EmmWfAaYZw Marilyn Manson,. (2014). Sweet Dreams (Are Made of This) Marilyn Manson. Retrieved 8 May 2014, from http://marilynmanson.com/video/sweet-dreams-are-made-of-this/ Thelastofus.eu.playstation.com,. (2014). The Last of Us for PS3 Story Trailer | Only on Sony PlayStation. Retrieved 8 May 2014, from http://thelastofus.eu.playstation.com/en_GB/lastofus 104 Engaging Media Assignment 2: Remediation Project Marking Rubric This assignment will be marked according to how well it: Demonstrates an understanding of the shifts in production, consumption and distribution in a new media environment effectively engages an audience, working appropriately within the medium chosen displays evidence of research and planning in terms of remediation and written component Links remediation to unit themes and concepts 1. process (Remediation written component) 2. Presentation (Remediation) 3. Research planning (Remediation written component) 4. concepts (written component) Comments Final Grade: /30

When Worlds Collide Essay -- Culture Anglo Saxon Essays

When Worlds Collide The world of Beowulf and that of modern America have some interesting similarities. The Anglo- Saxon belief in "wyrd," or fate, is alive and well in the 21st century. Like the Anglo- Saxons, our culture regards the crime of killing one’s own kin or family to be the most heinous of all. Americans love entertainment just as much as the Anglo- Saxons of Beowulf’s time did. Of course, with our modern technology like movies, television, and the Internet, we are allowed to experience many more methods of enjoyment than medieval people were able to enjoy. However, their culture is remembered through portions of our popular culture. Within its pages, Beowulf contains the notion of â€Å"wyrd.â€Å" This is the Anglo- Saxon concept of fate, the idea that everything is destined or planned to happen. The Anglo- Saxon people believed that everything was predetermined and that all their fates were already fixed. Beowulf says to Unferth that â€Å"Fate often saves an undoomed man when his courage is good,†(p.12) meaning that fate may save a warrior if he has true courage. In modern- day America, this idea of fate is similar to the idea of having ‘an angel on your shoulder.’ Many of the people who survived the September 11th tragedy did so by missing their train that day or getting struck in traffic. One gentleman who worked high up in the first tower surfed down twelve flights of stairs as the building collapsed and survived with only a broken leg. Some believe that it was just chance or a random thing, but many believe that it was fate that saved them, the idea being that some other force had pl ans for these people and that their time on this earth was not yet over. In Beowulf’s time, the w... ... Lord of the Rings, originally a trilogy of books written by J.R.R. Tolkien, pays respect to the ancient culture and ways of the Norse people, with their traditions of oral story telling and epic quests embedded within the story’s plot. These similarities show where some of our roots as Americans come from. Our culture is a massive patchwork quilt of various cultures and ethnicity. There are strong strains of this ancient culture running through our modern society. Beowulf is only one example of the Anglo- Saxon literature we possess today, but from it, we obtain more of what their culture was and we keep some these values alive in our own ways. Works Cited Associated Press. â€Å"Doctor: Yates felt she had no choice.† http://www.msnbc.com/news/709713.asp 5 March 2002. Howe, Nicholas ed. Beowulf: A Prose Translation. New York: W.W. Norton & Company, 2002.

Life after Guanajuato :: Personal Narrative Essays

Life after Guanajuato    My experience on the service-learning trip to Guanajuato, Mexico was one where I connected information to experience to gain true wisdom and knowledge about the people, culture, and world view of Mexico. When I began the class portion of this experience, I was unsure of how the background information on the history of Mexico we were required to read would influence my service-learning experience in Guanajuato. What I expected of the trip was assisting in and teaching some English to a class of preschoolers-all other experiences would be extraneous and `touristy.' I poured over the readings and classroom information anyway, assuming that even if it would not be useful on this service-learning trip, it was interesting information that I could apply to my Spanish major. I quickly found out once in Guanajuato that the information learned in class would apply in nearly every way to my experience, and the synthesis of it with my experiences would change my opinion of the volunteer work I w as doing, throw off my understanding of myself and my goals, make me reevaluate the motives of my future students and my country, and develop a greater understanding of the Mexican perspective.    I think the point at which everything I learned in the course previous to my time in Guanajuato formed from information into knowledge and paved that road for all the rest of my experiences there was during a meeting with some Mexican University of Guanajuato students. One student, who I later came to know as Adà ¡n, during our conversation asked our group why we study Spanish. After a few of us gave answers listing our hope to forge friendships with Mexican immigrants in the US or to be able travel in Latin and South America, we were blown away by the answer that Adà ¡n believed was the real reason in all of us-to come into their country to dominate and take over. First of all, this blew my mind! I had never thought of that as a motive for learning Spanish, but apparently this Mexican student believed it was Americans' number one reason! After first being appalled at his stereotypes of Americans, I realized that I wanted to uncover the reasons behind this strong and real belief an d to change his mind about all Americans being this way.    A few of the girls in our group and I started a small conversation with Adà ¡n and two of his friends. Life after Guanajuato :: Personal Narrative Essays Life after Guanajuato    My experience on the service-learning trip to Guanajuato, Mexico was one where I connected information to experience to gain true wisdom and knowledge about the people, culture, and world view of Mexico. When I began the class portion of this experience, I was unsure of how the background information on the history of Mexico we were required to read would influence my service-learning experience in Guanajuato. What I expected of the trip was assisting in and teaching some English to a class of preschoolers-all other experiences would be extraneous and `touristy.' I poured over the readings and classroom information anyway, assuming that even if it would not be useful on this service-learning trip, it was interesting information that I could apply to my Spanish major. I quickly found out once in Guanajuato that the information learned in class would apply in nearly every way to my experience, and the synthesis of it with my experiences would change my opinion of the volunteer work I w as doing, throw off my understanding of myself and my goals, make me reevaluate the motives of my future students and my country, and develop a greater understanding of the Mexican perspective.    I think the point at which everything I learned in the course previous to my time in Guanajuato formed from information into knowledge and paved that road for all the rest of my experiences there was during a meeting with some Mexican University of Guanajuato students. One student, who I later came to know as Adà ¡n, during our conversation asked our group why we study Spanish. After a few of us gave answers listing our hope to forge friendships with Mexican immigrants in the US or to be able travel in Latin and South America, we were blown away by the answer that Adà ¡n believed was the real reason in all of us-to come into their country to dominate and take over. First of all, this blew my mind! I had never thought of that as a motive for learning Spanish, but apparently this Mexican student believed it was Americans' number one reason! After first being appalled at his stereotypes of Americans, I realized that I wanted to uncover the reasons behind this strong and real belief an d to change his mind about all Americans being this way.    A few of the girls in our group and I started a small conversation with Adà ¡n and two of his friends.

English Technology Essay Essay

The amazing thing about cell phones is that they are no longer just used for calling or texting. They have become an indispensable multi-tool wonder. Today’s cell phone is cutting-edge technology at your fingertips. With this in mind, should students be permitted to use cell phones in school? I believe they should not just be permitted to use cell phones; they should be required to use them. Cell phones don’t just allow students to stay connected with family and friends, they are also an excellent learning resource, and they encourage the responsible use of technology. To begin with, cell phones make it possible for students to stay in touch with family and friends. A student can call home and ask a family member to bring them a forgotten assignment or lunch money or to come pick them up if they are sick. Also, cell phones allow parents to keep track of their children’s whereabouts before, during, and after school. And, of course, there’s always the possibility of a student needing to contact a parent because of a dangerous situation. Thus, having a cell phone is like having a guardian angel. Students can also connect with friends, but not just because it’s a fun thing to do; A teacher can ask to text or email friends when they are absent to let them know what’s going on in class and to inform them of any homework. When used responsibly, a cell phone can be an excellent communication tool. Also, cell phones – especially smart phones – are a great learning resource. Students can use tools such as the calculator, a map finder, and the calendar. You can use cell phones for all classes to keep track of homework. Instead of having to go to the computer lab teachers can let students use their smart phones to do research when doing group work, or working on a project. For example, if you have to study for ecology you can research on local jobs having to do with protecting the environment right from your classroom seat. Plus there are lots of great learning websites – including essay-writing websites – we can use to supplement the learning in classes like English. Cell phones are a quick and easy way to incorporate technology in the classroom. Finally, cell phones encourage the responsible use of technology. Students can learn when and how to use their cell phones to enhance their learning. They will become more independent in their work and more motivated to learn. Students like being allowed to make choices, and they understand consequences. If a student is texting when he/she should be paying attention to the teacher, the teacher should take the cell phone temporarily away. No big deal. Before a test, all cell phones should be placed on the teacher’s desk with no problems. By allowing the uses of cell phones, students will feel like they are being treated like responsible young adults, and they will appreciate that. If teachers are patient, understanding, and consistent, students will surely become responsible users of technology in schools. In conclusion, people who oppose the use of cell phones in school do it because of the disruptions and distractions cell phones can cause. But we must accept that we live in a world of technology and that cell phones are an important and very useful part of that world. We miss out if we fail to take advantage of the educational power of the cell phone. All in all, cell phones improve communication, provide learning resources, and encourage appropriate use of technology. Teachers and administrators must find ways to incorporate this excellent multi-tool in our schools. As you’ve learned from this essay, it’s really not that difficult. Let’s make the most of the day and age we are living in.