Demoraliztion at Walt Disney essays

Demoraliztion at Walt Disney essays Human Relations/Resources Approaches 1. What factors have led to the demoralization of employees at Walt Disney? In the case of Walt Disney, there are quite a few factors that have led to the demoralization of their employees. Before I begin with the factors that have led to their demoralization within the organization, let me cite some outside sources of low morale. I am convinced that the high contrast and quick, almost violent transitions caused a lot of the employee demoralization. I say this because the employees just struck gold when fierce competition for their talents started sprouting around like crazed mushroom patches. New animation companies began coming out into the playing field, hoping to get a piece of the action, ironically, most probably inspired by the outstanding success of the Lion King. Employee pay shot up more than 100% in some cases, and this must have been a big morale booster. Then, all of a sudden, an unfortunate turn of events. A huge slump in the success of Disney films began to take form. Duds such as Atlantis and the Emperors New Groove brought Walt Disneys upward climb to an abrupt change of course, this time, downwards. This and the dropping out of other competitors, caused Disney administrators to reassess why so much was being spent, and yet they were reaping so little profit. Tarzan was a wake-up call . Its satisfactory returns made management assess what went wrong and how it could have been better. They realized it was actually a huge margin. A staggering 21% more could have been profited from the said project had management been more effective in seeing to it that costs were as low as possible without compromising quality. This caused employee wages to go back to the bottom, a great and imaginably depressing change from what they had gotten used to. I am convinced it Is safe to assume that had this prelude to the cost cutting not taken place, employee morale would no...

Work! Study! Party!

Work! Study! Party! This article is all about opening up your mind to the possibility that you can work, study and party all on your own from the comfort of your home, frat house or dilapidated dorm room. In fact, all you really need to take care of the working part is a PC and an internet connection! Just imagine it. You make the money you need for partying and taking care of yourself while building your professional resume all on your own independently! No working in the cafeteria or slaving away as a teacher’s aide so all you can afford is the cheapest beer known to humankind! Welcome to the Future of Work In early August of 2013 oDesk announced that their online workplace reached the 1 billion dollar landmark. Yep, millions of people (not much unlike yourself) working from their own lives and at the speed of their own lifestyles from around the world helped oDesk earn 1 billion smackaroos! That’s nothing. Right now as you read this the estimated online workforce is worth 1 TRILLION. It’s so big and the marketplace has grown so fast it’s hard to really get any concrete numbers on just yet†¦ Here’s a pretty serious nugget though: â€Å"By 2018 online work is projected to be a $5B market.† Think about it. If you owned a big or small corporation right now and saw workforces on the local level shrinking and reeling under the rise of 21st century technology, wouldn’t you turn to hiring people online? 1. Global access to skilled workers 2. 24 hour productivity 3. Super-fast and efficient hiring process Need we go on? Within the year prior to releasing this information 2,389 different marketable skills were added to oDesk workplace. That’s just oDesk. Then there’s Elance and many other startups catering to YOU! Giving you a way to work with a PC from anywhere, at any time, and at any price. Here’s the three steps to getting started. Set up Your Website! Yes, you need a website. It’s no different than needing a toothbrush, smartphone or a car or any other modern technology. A website has become part and parcel to affluent life. Even if you don’t own (host) your own right now, you already probably have websites set up in your name on social media profiles: Facebook, Instagram, LinkedIn, etc. Don’t take it too seriously, like what to name it. The point is to just get it started and think professionally. Your website will evolve as you do though. Just because you can post links on your Twitter profile doesn’t mean you’re tech-savvy. Once you set up your own web platform and begin growing it you learn a master’s worth of web-skills inside the first year or two even when you only use it passively. Establish a Service Provider Profile Optimize It What service can you provide via your computer? Name it. Create something new. There are thousands of current skill sets to choose from. There are hundreds upon hundreds of ways to make active and passive income online today. Many more will be created in the next few months from now as you read this. Here’s the trick though: you need to pick just one to three things and focus on them. Don’t try to make money 10 different ways while also chasing down a degree and a social life. It won’t work. It might work for a little while but eventually you’ll crash and burn. Try to pick one skill, for example if you’re an English Major you could write or edit things. If you study math you could offer to balance people’s books for them. Whatever. So, you’ve got your website on the side building and then you set up a service provider profile on oDesk-eLance or any other online work platform where people can hire you directly and you can begin collecting stats: jobs completed, logged hours (virtually), reviews, feedback and testimonials, a portfolio, etc. Optimize around your skills so that the people looking to hire you can find you and do so. Start Building Your Digital Name Right now, everything you do in life is building your name in both the real and virtual worlds. Simply Google your name to see what kind of presence you currently command. After you realize how powerful your online behavior is, you can steer it like a ship and create any virtual persona around your name that you like. It’s going to happen either way, so why not control it? You can begin making money within a few days to a few weeks. That’s the reality. It’s being done on by students on campuses all over the world right now. In fact, there are probably some students around you who are already doing it. They set their own rates, work for who they want, do what they want and work when they want. Get started. Begin actively building your brand, choose a small set of skills or ideally just one to focus on and begin growing in digital value. And, always keep your eye on the future!

Business management Essay Example | Topics and Well Written Essays - 1250 words

Business management - Essay Example The book gives clear reflections encouraging the application of personal experience and critical thinking on these aspects of management. This paper is a report on some key aspects on this book. Very fundamental to this report are the aspects of individual differences and diversity and control and power within an organization. The book covers these aspects very comprehensively and in a clear way. 1.1. Aims and Objectives The aim of this report is to appreciate the presentation of individual differences and diversity in an organization and appreciate the aspects of control and power while ensuring that they are used effectively towards the realization of an organization’s goals. 2. Individual differences and Diversity This report appreciates the individual differences that exist in organizations. The differences exhibited by Different people in organization explain the differences of people’s behaviour in any organizational set up. This diversity is very critical to the understanding of employees in an organization. The fact that an organization is composed of different stakeholders of different cultural backgrounds, ethnicity, and religious affiliations should be understood from the onset so that they can be understood. This should be besides the personality differences. These differences best explain why different people respond to different circumstances differently. Mullins explains these fundamental differences comprehensively thereby assisting the managers and other stakeholders in an organization understand their employees including the government (2011). The understanding of the individual differences is the first step to ensuring peaceful coexistence and harmonious social relations among people of all walks of life brought together. People in an organization need to have a healthy and friendly environment that favours both work and social interaction. This cannot be realized in an environment where the individual divergences and diversity are not understood let alone appreciated. This understanding also minimises the conflicts that are likely to arise due to the diversity of cultures and other personality related differences. It should be understood very clearly that everyone in an organization has attributes unique to only him/her. It is these attributes that influence the behaviours of different people in the organization. The book provides a deep insight in to these differences and is a great tool not only for learning, but also the application by many organizations in order to develop the skills, talents and capacities of employees (Mullins, 2010). The diversity and differences between the different members of an organization also lends credence to the fact that every can best specialize in a given field. It is, therefore, important, upon this understanding that each individual be allowed to pursue his talents, abilities and skills to enhance his individual potential while at the same time contributing to the dev elopment of the organization. It is important to note that the employees are very important assets in any organization. As a system, they form a significant part of the organization without which the organization cannot perform. Therefore, understanding them and their differences lead to the appreciation of who they are and what they can add to the realization of the aims of the organization. An organization that does not understand its employees is one

Money and Banking Essay Example | Topics and Well Written Essays - 1750 words

Money and Banking - Essay Example One of the shortcomings of an economy with a fixed exchange rate is that monetary policy cannot be utilized to stimulate the economy, although an economy with a floating exchange rate like the U.S. can employ monetary policy to stimulate economic growth. The macroeconomic shock, interest rates in the domestic economy fluctuate with respect to foreign interest rates. For instance, when there is an expansionary monetary policy, it will cause interest rate to decline in the domestic economy, as a result, domestic investors will have an opportunity to invest in the foreign market that will cause a capital account deficit and cause the exchange rate to decrease. The monetary growth causes a raise in domestic income that in turn causes an increase in imports and a current account deficit. When the domestic money supply increases in the foreign market because of an increase in imports and net capital outflows, it leads to depreciation of the domestic currency due to the weak association between supply and demand. The decline in the exchange rate will cause domestic capital to be attractive for foreign investors and the domestic economy will start to draw foreign investment as the exchange rate declines until the BOP equals zero that lead t o interest rate parity . 1b The BOP factors that affect the supply for domestic currency in the foreign economies are a raise in imports and an increase in capital outflows in search of higher rates of return. These factors lead to a BOP deficit in the domestic economy and are frequently affected by expansionary monetary policy that causes a decrease in the domestic interest rate. 1C Increase in exports and an increase in capital inflows where foreign investors are in search of higher rates of return in the domestic economy are factors that affect the demand for domestic currency in the foreign economies. In addition, if the domestic economy cause an increase of exports, it indicate that domestic goods are relatively less expensive compared to foreign goods. Consequently, foreigners will demand more domestic currency as they import compared to domestic exports. When, the domestic rate of returns is more in respect to foreign economies, there will be a raise in demand for the domestic currency, as foreign i nvestors will require domestic currency to buy domestic capital. 2A Based on flexible exchange rates and relatively responsive capital flows, we can establish that any fluctuate in the capital financial account will be greater in magnitude than fluctuate in the capital account. Thus, the EE curve will be flat compared to the LM curve. A fiscal expansion causes IS curve to shifts up and to the right that lead to increase of interest rates and output (y) .The increase in interest rates lead to increase of inflow of KA and a demand for domestic currency in magnitude than the CA deficit affected by increase in revenues that in turn increases imports relative to exports. This causes a BOP surplus that causes the exchange rate to appreciate and lead to shift of the EE curve up and to the left. The exchange rate will appreciate to the point where the BOP comes back to equilibrium. When exchange rate appreciates, the rate of return on domestic capital gets smaller due to diminishing margina l returns, which will reduce the rate of capital inflows to the domestic econ

Observe and describe two separate play activities

Observe and describe two separate play activities While referring to literature and play theories, criticallly analyse the play episodes observed. Play can take many different forms and can have various aims. Play can be solitary, in pairs, parallel, in a group and communicative among other things. The aim can be simply fun, to learn physical motor skills, to learn to be imaginative and creative, to build teamwork, to learn communication skills and problem solving. Studies show that all young animals play to acquire the necessary skills for life. Play has an enormous impact on the childs development. Many believe that it is one of the primary needs of a child and is often said to be a childs work (Tassoni Hucker, 2005, p. 1). It helps the child for his development in: Social skills, Physical skills, Emotional skills, Language skills and Cognitive development Play can be either structured or free. Most of the time, the structured play is organized by an adult or an older peer. It is usually guided and planned, and very often theres only one way to do it. In the meantime, free play is often self-initiated which encourages the child to be creative and imaginative. Play involves exploring feelings, ideas, materials, relationships and roles, making connections between one experience and another and representing ideas, objects and environments. (Pound, 2000, p. 74) The Observations of the Structured and Free Play activities took place in a classroom environment. The class consists of twenty four children, the teacher and a Learning Support Assistant. This is an inclusive school and there is one child with special needs. At the time all twenty four children in the class were playing with the same things. They are all girls and aged between 4 years and 5 years. Six children were observed during these two activities. The sessions lasted between 20 minutes and half an hour each. Photos were taken of the children playing. The person observing the children sat to the side and did not participate in the play. Communication with the children was kept to a minimum and the childrens actions and some dialogue were noted. Structured Play In Structured play activities the adult usually has a high profile role (Tassoni Hucker, 2005, p. 74) and the child has a more passive role. The adult teaches or demonstrates to the child how the activity must be done and the child follows instructions. Very often the activity can only be carried out in one way, for example completing a puzzle or painting a specific art project and the children tend to be less involved in structured play and loose interest more quickly. However there are benefits in structured activities. They allow the adult to focus childrens attention on a specific concept, skill or knowledge(Tassoni Hucker, 2005, p. 73) and by using structured activities the adult can also ensure that the child is developing specific skills like hand and eye coordination and fine motor skills. Observation of a Structured Play Activity Wooden jigsaw puzzles of varying difficulty were used for this activity. Aims Improve hand and eye coordination Fine motor skills Attention span Develop reasoning and problem solving skills Understand shapes and colours Spatial awareness The teacher put out a number of jigsaw puzzles for the children to choose from. The puzzles were put in the middle of a large table and the children were able to choose at will and encouraged to share and swop puzzles when ready. The children started playing by picking a puzzle each and tipping the pieces on the table. The teacher said that this was not the first time they have played with these puzzles so they were confident in their actions and did not need her to guide them in what they were doing. The teacher walked around the classroom supervising their play. After a few minutes of playing the children were observed talking about the puzzles they had picked out for themselves and commenting about which ones were difficult and which were easy. FA and P wanted to play with the puzzle L had picked so, after a short discussion, they came to an agreement; once L finished playing with her puzzle, she would give it to P to play with and when she was ready from playing with it she would then pass it on to FA. This sort of negotiation can be described as social play since almost every aspect of play in a social group involves negotiation and conversation over the ownership of bikes and blocks (Riley, 2007, p. 46). TD also wanted the same puzzle so the teacher intervened and told her that she must wait for the others to finish playing with it and then it would be her turn. TD accepted this compromise and continued playing with the puzzle she had originally chosen. Although this play activity could be quite solitary with each child having their own puzzle, in reality the children were observed sharing, discussing and cooperating in their play. K was helping TD and P as they had similar puzzles and some of the pieces were mixed up. She showed them which pieces fit in which puzzles and they continued to complete their puzzles following her instructions. This was a good example of scaffolding where more knowledgeable others provide assistance to learners (Wood Attfield, 2005, p. 94). R and FA were playing parallel to each other without any communication at first, and then they started to talk and joined their play by comparing puzzle pieces and discussing the characters on them. The children played with the puzzles in a structured way for about ten minutes. Suddenly the play activity did not remain structured any more as one of the children started to use the jigsaw pieces in symbolic play. Symbolic play occurs when the child either pretends to be something that he or she is not or uses a material as something that it is not normally used for (Charlesworth, 2008, p. 73). In this case P started to pretend to eat the pieces of the puzzle she was playing with (her puzzle was of a bear). The teacher played along with this and asked her what it tasted like and P replied of a bear. She then continued with her symbolic play and pretended she was baking the puzzle pieces in the oven. The table she was playing on took on the symbolic role of the oven and P started putting the completed wooden puzzle underneath the table. P, who seemed to be a very popular girl, took on the role of leader and it was observed that she was very creative. Within a couple of minutes some of the other children took up the idea and R and FA started baking their jigsaw puzzles underneath the table too. P then changed the game and tried to encourage the other girls into a competition by having a race. Lets see whos going to be the fast one! she said. However the other girls either ignored her or were too busy thinking about their play and nobody took on her challenge. FA changed her play. She was neither cooking nor putting the pieces in their place. She was making the puzzle pieces stand up. Her puzzle portrayed a construction site complete with people and machinery. She used the pieces in a type of small world play, where the figures became characters in an imaginary world (Tassoni Hucker, 2005, p. 274). At one point FA became a bit worried as her pieces kept falling down so she asked for Ps help, who then joined in the game. After a few minutes of playing in this way, they changed their play again. This time it changed into celebratory play. This type of pretend play represents a form of celebration whether a birthday, a feast, or a holiday. In this case the two girls began to pretend that the puzzle pieces were the candles on a birthday cake. They pretended to blow out the candles and FA started singing the Happy Birthday song while the other girls round the table; R, P and K joined in. Another girl who has special needs and who was playing on another table heard the enthusiasm of the group and came to join them too. It is worth noting that just before this play occurred some older children from another class came to our classroom with pieces of a birthday cake to offer to the teacher and LSA. The teacher said that this is a common occurrence which the younger children are used to, she also said that it is a tradition for all children to bring a cake to school on their birthday and celebrate with their class friends. Free Play Aims Communicative skills Developing the imagination and creativity Personal and social development Very often during free play, children imitate life situations and take part in role play. Adults can provide play opportunities and make suggestions. They can organise material and equipment as well as listen and take part in the play, however only if they are asked to. It is important that adults support free play or the children will get the idea that free play is not as important as structured play and end up associating play with work-related activities, which destroys the whole experience for the child (Tassoni Hucker, 2005 p. 5). Free play is also very important for the childs self esteem and for his overall development (Tassoni Hucker, 2005). This is because when two or more children are given the opportunity to self-initiate play, they will be encouraged to communicate between themselves and develop their socially interactive skills, which helps to gradually develop their self-concept. Moreover being allowed to play freely, gives them the opportunity to make decisions and choices for themselves, which enhances a positive self-esteem. Above all, communication between them leads to the increase of their vocabulary from their peers and from the adults watching or taking part in their play. Usually during free play, the children concentrate longer as the play and the ideas are chosen by themselves (Bruce, 2004). Very often during the self-initiated play, children tend to play by using their imagination which includes pretending, fantasy play and symbolic play (Tassoni Hucker, 2005). In our observation, pretend play was the most common one together with the symbolic play. Fantasy play was not rehearsed in our observation. It was very clear that all the play was part of their life experience, what they encountered when they were at home or when they were with their mothers or other relatives. The imaginative play develops self expression as well as giving children the opportunity to explore their experiences. (Tassoni Hucker, 2005, p. 10). Sometimes this is noted when the child expresses anger or maternal care during their play. Observation of a Free Play Activity Six girls were observed playing in the various areas of the classroom. These areas were the home corner, the reading area and the toy box area. The children used various items in their imaginative play and their role play. They moved from one play scenario to another fluidly and had no problem changing roles as they went along. They used the items in their playing areas symbolically to represent something else according to their play like a small doll used as a hairdryer. The adult observing sat to the side. The teacher told the girls that they could play wherever they wished. Some girls who were sitting at the same table got up and went to the reading area. TC pretended it was her birthday. The other girls joined her in associative play where they played with each other and came together because they shared an interest. They gave her books from the reading area, which were symbolically changed into presents. One of the wooden puzzles that they had been playing with earlier, was turned into a birthday cake. FP went round with the puzzle pieces pretending to give cake to the rest of the girls. The girls pretended they were having a party and the teacher was invited to sit down and join in the play. The girls brought cups and plates to the teacher who sat down near them. They pretended to give her all kinds of food, the teacher took part in their play by pretending to eat what she was given and asking questions about the food, aiming to introduce new vocabulary during their play. J was mixing the imaginary food using a cup and a spoon. Then she poured it in the teachers plate for her to eat. MC pretended that it was her babys birthday party and used a book to represent the cake. MB, who was cooking, pretended to drop sauce on the teacher, who played along by pretending she was a mess and needed to get cleaned up. This comment made the girls change their play. While the teacher sat on the same chair in the same place, the girls started to put cream and make up on her face. Glitter was also mentioned. They used Teletubby plastic toys as their tools and started styling the teachers hair. J imagined having a hair dryer in her hand and styled the teachers hair while making a humming sound. Another girl associated a toy in the box with the play scenario and got a toy hairdryer and started doing the same motions. In the meantime C and FP went to the library area where they found a large plastic box and sat in it pretending it was their cot. They imagined they were babies, and one of them said Trid tirrabja mieghi? Int il-mummy! MB pretended to put nail polish on the teachers nails and then she started painting the teachers hand. The teacher explained that during the school bazaar, which was held the month before, some children were allowed to have their face painted and other parents preferred that their children have just their hands painted instead of their face, so that is what this girl was doing to her teacher using the Teletubby toy as her tool. At the same time MC and TC were playing doctor and patient. MC was lying on two chairs while TC was checking her back with a toy toaster which she symbolically used as a medical instrument. During the observation it had been noted that during free play the students were playing imaginatively and preferred using the provided toys symbolically rather than using them with their original play intentions; like the teletubby toy being a hairdryer and the toy toaster being a medical instrument. The theme of a birthday celebration was observed in both the structured and free play activities. The children were fascinated by the festive environment; the gifts, the food and above all the cake. They were engrossed in their pretend play and the teacher could use this to great advantage by planning learning activities around this idea. The teacher could use the birthday theme and provide many opportunities for literacy, numeracy, creative and social skills. She can do this by preparing activities such as painting, story telling, encouraging children to write cards to each other, as well as preparing the classroom environment to suit her purpose.

Revolution Politically Considered Essay

The word Maccabean comes from Judas Maccabeus, the leader of the Jewish revolt against Syria which took place from 167 – 160 B. C. E. In 2nd Maccabees 15 v 30 he is described as â€Å"The perfect champion of his fellow citizens. † The story is recorded in the Apocryphal Biblical Books Ist and 2nd Maccabees, the sources written closest in time to the events and to a lesser extent by the Jewish 1st century C. E. historian Flavius Josephus in his Antiquities ( Books XII and XIII) who wrote some 200 years later. Martin Cohen ( The Hasmonean Revolution Politically Considered,1975, page 21) describes all three of authors, those of the Maccabean books and Josephus, as being overly partisan and seems to be saying that the so called sinners weren’t as black as they are painted. Some might say however that his article is in danger of going too far the other way in parts. The name means ‘hammer’ and was used to describe Judas’ immense strength. It was then taken as a name by his brothers, two of whom succeeded him, and other followers. The conflict had been stirred when, after a period of increasing Hellenisation, Syrian ruler Antiochus IV Epiphanes gave orders forbidding certain Jewish customs and practices and turned the Temple into a shrine for the pagan god Zeus – the idol the Jews refer to as ‘the abomination of desecration’ mentioned in Daniel 11. Judas Maccabeus and his followers incited a revolt. In 164 B. C. E they were able to regain control of the Temple, which was then cleansed and rededicating to the God of Israel. To this day Jews celebrate the feast of Hanukkah to recall these events. The story ends with the death of Nicanor in 2 Maccabeans 15 and also the idea of dedicating a special day to its remembrance- the thirtieth day of the twelfth month. The use of the menorah, the seven branched candlestick, is a reminder of the same events. Members of Judas’ family, the Hasmoneans, continued to rule in Israel until the Romans arrived in force in 63 B. C. E. Ist Maccabees was originally written in Hebrew, but that version is now lost and the text used is taken from the Greek Septuagint. The book is set in the period of Greek rule and covers the period of revolt from 175 to 134 B. C. However it also describes how many Hebrews actually welcomed the coming of Greek customs, even to the extent of trying to pass themselves off as Greeks. In 1st Maccabees 1 v 15 the writer tells how some were trying to hide the marks of circumcism i. e. the very mark of their Jewishness. In 2nd Maccabees the events are again related, but this time seemingly with the intention of showing God’s continued care for his people. It begins by urging Alexandrian Jews to keep the feast of Hanukkah and looks back at the events that led up to the first celebration. At the same time it castigates several people – the Hellenistic Jewish priests, in particular including High Priest Jason who was said to have sent money for statue of Herakles, something Martin Cohen ( Page 15 ) sees as a bribe rather than as a genuine donation because of faith.. Robert Doran ( 2006, The revolt of the Maccabees) looked for historic similarities and likened it to the modern day insurgency in Iraq. He tells how for the first years of Seleucid rule there were no major problems between the two groups. He describes the main problem as being about Jewish identity and who controls that definition. He makes the point that some would not have considered Jason to be a Jew at all, whereas he, as Jewish high priest, presumably did. He cites 20th century Jewish scholars Elias Bickermann and Victor Tchenikover who put the blame not on the Seleucids, but upon the Jewish leaders of the time. While I Maccabees blames the Seleucid leader, it has been pointed out by scholars such as Otto Morkholm (Antiochus IV of Syria, 1966) that in general he supported local cultures. The writer of 2nd Maccabees blames the institution of Greek education, even though there were a number of years between the opening of the Greek school and the revolt. The truth seems to be that when a villager from Modein, the Hasmonean home town, went to make sacrifices, Mattathias, the father of Judas, struck him with his sword. The family then fled, but also began a campaign of throwing down the pagan alters that they found and killing those who opposed what they felt was right. By the opening of 2nd Maccabees the father had died and it is Judas who is leading the revolutionaries. There are other major differences between the accounts, namely with regard to fighting on the Sabbath. This happens in the first book, but not in the second. According to Doran, in what seems to be a quite objective account ( page 107), upon the death of Antiochus his successor seems, to have let the matter stand, with the Hasmoneans in charge in Jerusalem. However the revolution was spreading to other areas. Jerusalem became the center for a general revolt against Seleucid rule. In 162 B. C. E. Judas finally lost control of the Temple area and was killed. Josephus describes in the opening words of his second book about the period, (Antiquities of the Jews, Book 13) how, after the death of Judus Maccabeus ‘all the wicked, and those that transgressed the laws of their forefathers, sprang up again in Judea. ’ And so the battles continued under new leadership. However soon after this the Seleucid Empire began to crumble because of its own internal divisiveness and Simon, brother of Judas, was able to expel the Seleucids. He was recognized as high priest of Judea in 140 B. C. E. So what had begun as a religious protest ended up as the basis for an independent kingdom – at last for a while. Martin Cohen took a new look at the events portrayed in the scriptures. He sees it as much as an internal fight among Jews as a revolt against foreign rule. He states (page 26) that Antiochus believed that no Jewish group was capable of holding the peace. He had trouble elsewhere and this is why he came down hard, turning Jerusalem into a fortress and he also removed the power of the Jewish constitution. This turned many into revolutionaries. If they had no Jewish law how could they be Jewish? Cohen describes how the revolt has often been viewed as a class struggle between the Hellenistic rulers and the ordinary people, despite the fact that there seems to have been grass roots support of Hellenisation. The Maccabees were not just non Hellenistic however, they were totally anti – Hellenistic, not just for themselves, but for Judaism as such. Cohen points out that the two accounts are both conflicting and inadequate and that the facts cited by Jewish historian Josephus don’t add a great deal to historic knowledge. He also describes how the Jewish Hellenistic aristocracy were very small in number. If they had not had popular support then the Selucid would have had to come down hard. Right from the beginning. The priests concerned are condemned in passages such as 2nd Maccabees 4 v 11 and 14. In the former passage they are accused of adding to the Pentateuch. The Pentateuch was scripture, but it was also the basis for all Jewish life. At the time of the revolution religion and politics, as far as the Jewish people were concerned were one and the same thing. But the Hellenistic Jews did not deny Judaism and the priests amongst them continued with their sacrificial roles, which they do not seem to have considered as being in opposition to their Hellenistic practices. Conclusion Whatever the truth of the matter regarding the origins of the revolt and wherever the true blame should lie, essentially this was about preserving Judaism as it had been for hundred of years and was about defining what is a Jew – an argument that can still be seen to be going on, even if sometimes in silence, in the differences to be observed daily in the 21st century between those who call themselves Orthodox Jews and others of the same faith and race, believers and otherwise. Works Cited Bible, King James, â€Å"2nd Maccabees†, Electronic Text Center, University of Virginia 12th May 2010, Libraryhttp://etext. virginia. edu/toc/modeng/public/Kjv2Mac. html Bible, Revised Standard Version, â€Å"Ist Maccabees†, National Council of Churches of Christ in America 12th May 2010, http://quod. lib. umich. edu/cgi/r/rsv/rsv-idx? type=DIV1&byte=4219672 Cohen Martin, â€Å"The Hasmonean Revolution Politically Considered: Outline of a New Interpretation,† The Journal of the Central Conference of American Rabbis , (Fall 1975 ): 13-34 Doran , Robert, â€Å"The Revolt of the Maccabees â€Å" The National Interest ( September –October 2006):99, 100 Josephus , â€Å"Antiquities of the Jews† , Book XII ,12th May 2010, http://www. ccel. org/j/josephus/works/ant-12. htm Josephus , â€Å"Antiquities of the Jews† , Book XIII 12th May 2010 http://www. ccel. org/j/josephus/works/ant-13. htm Morkholm, Otto,† Antiochus IV of Syria†, Classica et Mediaevalia Dissertationes VIII, Copenhagen. 1966

Art History Essay Topics: No Longer a Mystery

Art History Essay Topics: No Longer a Mystery Lies You've Been Told About Art History Essay Topics Let's look at the most obvious spans of art history. Also during the Renaissance there were many folks who used art as a means to record discoveries and inspired folks to take pleasure on earth around them. Bear in mind that one of the main characteristics of a brilliant art history paper is a fantastic introduction which contains your thesis statement that functions as an axis for your art history thesis. The history of postcards on the planet. How art cannot always be trusted. If you're discussing a particular art movement, you might want to use a chronological format. The history of fine arts is extremely renowned which is why the majority of the painting forms continue to be being used by the folks. On the flip side, there's also a philosophy of art, which deals with the fundamental character of art. The 30-Second Trick for Art History Essay Topics I am certain that many different colleges do, too! If a student believes that it's simple to select what things to compose about, that student isn't right. Therefore, many students and employees decide to purchase affordable essay rather than writing it themselves. When you understand how to compose an art essay, you will recognise that it's important to be certain your details are logical and selected with care and they help to build to the primary point you're trying to make. When it is something very famous, it is going to be difficult to add something new to the quantity of information which was already gathered. Toulouse-Lautrec, At the Moulin-Rouge This picture is among my favorites, on account of the representation of the folks in Moulin-Rouge. To encounter a subject that has been researched adequately but not too much can be an intimidating issue to do. The ideal writer is the person who admits to being in a need of assistance. One of the very first things you must understand in earning your topic choice is that there's a difference between history and current affairs. Therefore your choice may be limited to what you will probably finish. The very first thing you ought to determine is meant by contemporary history. What Is So Fascinating About Art History Essay Topics? Most art historians incorporate formal analysis sooner or later in their essays, so there are a great deal of examples to take a look at in the textbook and other readings, however you will most likely have to be more in-depth than they are. Comparative art essays are aimed toward comparing a few parts of art with the intent of identifying the similarities and differences between them. You just have to look closer to locate some fantastic art essay ideas. In your thesis paper, you can watch the bit of art through the framework of a specific theory. Essays are a main portion of your written work in the majority of history subjects. Prove your viewpoint utilizing logical reasoning and improved arguments. Incorporate religious themes and the effect of imperialism. The research topics that I will provide you're just general ones you may utilize to have suggestions for your topic. Try out anything which broadens your understanding of likely future topics. Real leadership might be the ability to receive visitors to contribute their efforts in a sense that's productive something which you just cannot do on your own. Genuine leadership might be the ability to acquire visitors to contribute their efforts in a sense that's productive something you just can't do all on your own. Becoming acquainted with the five types will allow you to start to comprehend your assignment. The essay outline is pretty simple since there are no special restrictions. After that, return to the catalog and look for the title of the journal the report appears in. Somebut not alldatabases offer full-text articles. You can go on the internet and hunt for contemporary history thesis topics. For instance, suppose that you choose to compose a paper on the usage of the films of. Therefore, it's required to glean from a large number of sources the essential info and rating criteria to provide a current and productive evaluation of the state of rating materials for their sustainable price. Regardless, it's of excellent use information for example! Don't be afraid to take that stressful step away with these topics.