Saturday, March 14, 2020

Biography of Louise Nevelson, American Sculptor

Biography of Louise Nevelson, American Sculptor Louise Nevelson was an American sculptor best known for her monumental monochromatic three-dimensional grid constructions. By the end of her life, she was met with much critical acclaim. She is remembered through many permanent public art installations throughout the U.S., including New York City’s Louise Nevelson Plaza on Maiden Lane in the Financial District and Philadelphias Bicentennial Dawn, made in 1976 in honor of the bicentennial of the signing of the Declaration of Independence. Fast Facts: Louise Nevelson Occupation: Artist and sculptorBorn: September 23, 1899 in present-day Kiev, UkraineDied:  April 17, 1988 in New York City, New YorkEducation: Art Students League of New YorkKnown For: Monumental sculptural works and public art installations Early Life Louise Nevelson was born Louise Berliawsky in 1899 in Kiev, then part of Russia. At the age of four, Louise, her mother, and her siblings set sail for America, where her father had already established himself. On the journey, Louise fell sick and was quarantined in Liverpool. Through her delirium, she recalls vivid memories which she cites as essential to her practice, including shelves of vibrant candies in jars. Though she was only four at the time, Nevelson’s conviction that she was to be an artist was present at a remarkably young age, a dream from which she never strayed. Louise and her family settled in Rockland, Maine, where her father became a successful contractor. Her father’s occupation made it easy for a young Louise to interact with material, picking up pieces of wood and metal from her father’s workshop and using it to construct small sculptures. Though she began her career as a painter and dabbled in etchings, she would return to sculpture in her mature work, and it is for these sculptures that she is best known. Though her father was a success in Rockland, Nevelson always felt like the outsider in the Maine town, notably scarred by the exclusion she suffered based on her height and, presumably, her foreign origins. (She was captain of the basketball team, but this did not help her chances at being crowned Lobster Queen, a distinction awarded the most beautiful girl in town.) Though her father was known around Rockland due to his professional activities, Nevelson’s mother secluded herself, rarely socializing with her fellow neighbors. This hardly could have helped young Louise and her siblings adjust to life in the United States. The feeling of difference and alienation drove young Nevelson to escape to New York by any means possible (a journey that reflects somewhat of an artistic philosophy, as she has been quoted as saying, â€Å"If you want to go to Washington, you get on a plane. Someone has to take you there, but its your voyage†). The means that presented itself was a hasty proposal from Charles Nevelson, who young Louise had only met a handful of times. She married Charles in 1922, and later the couple had a son, Myron. Advancing Her Career In New York, Nevelson enrolled in the Art Students League, but family life was unsettling to her. In 1931, she escaped again, this time without her husband and son. Nevelson abandoned her newly-minted family- never to return to her marriage- and departed for Munich, where she studied with the famous art teacher and painter Hans Hoffman. (Hoffman would himself eventually move to the United States and teach a generation of American painters, perhaps the most influential art teacher of the 1950s and 60s. Nevelson’s early recognition of his importance only reinforces her vision as an artist.) Louise Nevelson with her work in the 1950s.   Getty Images After following Hoffman to New York, Nevelson eventually worked under the Mexican painter Diego Rivera as a muralist. Back in New York, she settled in a brownstone on 30th Street, which was filled to bursting with her work. As Hilton Kramer wrote of a visit to her studio, â€Å"It was certainly unlike anything one had ever seen or imagined. Its interior seemed to have been stripped of everything...that might divert attention from the sculptures that crowded every space, occupied every wall, and at once filled and bewildered the eye wherever it turned. Divisions between the rooms seemed to dissolve in an endless sculptural environment. At the time of Kramer’s visit, Nevelson’s work was not selling, and she was often by her exhibitions at the Grand Central Moderns Gallery, which did not sell a single piece. Nevertheless, her prolific output is an indication of her singular resolve- a belief held since childhood- that she was meant to be a sculptor. Persona Louise Nevelson the woman was perhaps more well-known than Louise Nevelson the artist. She was famous for her eccentric aspect, combining dramatic styles, colors, and textures in her clothing offset by an extensive collection of jewelry. She wore fake eyelashes and headscarves that emphasized her gaunt face, making her appear to be somewhat of a mystic. This characterization is not contradictory with her work, which she spoke of with an element of mystery, as if it arrived from another world. Louise Nevelson in the eccentric costume she was known for, photographed in her New York studio in 1974. Jack Mitchell / Getty Images Work and Legacy Louise Nevelson’s work is highly recognizable for its consistent color and style. Often in wood or metal, Nevelson primarily gravitated towards the color black- not for its somber tone, but for its evincing of harmony and eternity. [B]lack means totality, it means contains all†¦ if I speak about it every day for the rest of my life, I wouldn’t finish what it really means, Nevelson said of her choice. Though she would also work with whites and golds, she is consistent in the monochrome nature of her sculpture. A characteristically monochrome abstract sculpture by Nevelson. Corbis/VCG via Getty Images / Getty Images The primary works of her career were exhibited in galleries as â€Å"environments†: multi-sculpture installations which worked as a whole, grouped under a single title, among them â€Å"The Royal Voyage,† â€Å"Moon Garden One,† and â€Å"Sky Columns Presence.† Though these works no longer exist as wholes, their original construction gives a window into the process and meaning of Nevelson’s work. The totality of these works, which were often arranged as if each sculpture were a wall of a four-sided room, parallels Nevelson’s insistence on using a single color. The experience of unity, of disparate gathered parts which make up a whole, sums up Nevelson’s approach to materials, especially as the spindles and shards she incorporated into her sculptures give off the air of random detritus. By fashioning these objects into grid structures, she endows them with a certain weight, which asks us to reassess the material with which we come in contact. Louise Nevelson died in 1988 at the age of eighty-eight. Sources Gayford, M. and Wright, K. (2000). Grove Book of Art Writing. New York: Grove Press. 20-21.Kort, C. and Sonneborn, L. (2002). A to Z of American Women in the Visual Arts. New York: Facts on File, Inc. 164-166.Lipman, J. (1983). Nevelsons World. New York: Hudson Hills Press.Marshall, R. (1980). Louise Nevelson: Atmospheres and Environments. New York: Clarkson N. Potter, Inc.Munro, E. (2000).  Originals: American Women Artists. New York: Da Capo Press.

Wednesday, February 26, 2020

South Africa Essay Example | Topics and Well Written Essays - 750 words

South Africa - Essay Example ured according to age as follows; children who are below the age of 15 years constitute 28.4% of the country’s total population with an almost equal sex ratio. The second group in the age structure is those between the ages of 15-24 years who make up 21% of the entire population. Like the first group, the ratio of male to females is almost balanced with a slightly higher number of males. The third group in the age structure is persons with the ages between 25-54 years. This group makes up 37.9% of the total population with a slightly higher male to female ratio. Persons in the age structure between 55-64 years constitute 6.8% of the country’s entire population. However, this group has different male to female ration with more females than males as compared to other groups in the structure. The final groups of persons are those above 65 years. This group contributes to 5.9% of the total population with more females than males in the structure. These statistics are based on the 2012 estimates. The net migration flow lies at 6.22 migrants per a 1000 population. South Africa’s urban population is 62 % of the total population with an annual rural to urban migration rate of 1.2 % as per the estimates for the years 2010 to 2015. â€Å"Majority of these urban dwellers are found in Johannesburg and Cape Town where an estimated 3.6 and 3.3 million people dwell in the two cities respectively† (Johan, 78). Other residential towns with a substantial number of people include Ekurhuleni having a population of more than 3.1 million people, Durban 2.8 million, and Pretoria capital 1.4 million people. The male per female sex ratio between the ages of 0-64 years is above 1% whereas that above 65 years is below 1 %. This is an indication that there are more young male populations than their old counterparts. This group of persons constitutes a target market in marketing the World Cup 2017 Football T-Shirts. This paper uses the chain-ratio method to compute the number of this

Monday, February 10, 2020

No child left behind Essay Example | Topics and Well Written Essays - 250 words

No child left behind - Essay Example Until 2008, all students who are in elementary through high school will be required to take a science exam. Second, based on test results, there are many students who didnt receive good grades on their tests. As such, the school must do everything in their power to improve these grades. If the students dont do well, the school must reduce the number of teachers, which would make class sizes larger. Also, the government will reduce the number of supplies that the school gets. Third, if a teacher cannot improve the students’ grades three years in a row, then the government can fire the teacher. The educational process should be evaluated because it has become a big problem. Children with disabilities are excluded from schools, and therefore proper education, and teachers can also conduct problems, which affects the way that students learn. Furthermore, assessments for children with disabilities need specific adjustments that modify the line of achievement goals, regardless of a child’s disability, that can be applied to all students. There greatest problem with this is that many disabled children are unable to learn at the same pace as other students, and they may not have the same capacity for retaining knowledge. It would be unfair to judge disabled kids with abled kids, and vice versa. However, some people agree with this policy. Even those who made the education policy mandates on assessments by the execution of educational research and policy, as well as the annual math and reading tests to follow the students learning progress, believe that there is a lot to b e argued about No Child Left Behind. Most schools do not want want to accept this law and many people, including experts, feel that the entire legislation should be

Thursday, January 30, 2020

Geographic coordinate system, Essay Example for Free

Geographic coordinate system, Essay Sextant- allowed users to determine their latitude to within a sea mile or two The gnomon or sun-shadow disk- operated like a sundial, enabling the user to determine his latitude by the length of the suns shadow cast on a disk floating level in water. The Arabian kamal- a rectangular plate that one moved closer or farther from ones face until the distance between the North star and the horizon exactly corresponded to the plates upper and lower edges. The distance the plate lay away from the face—measured by a string tied to the center of the plate and held at the other end to the tip of the nose—determined the latitude. cross staff Tools used to measure longitude (Lesson 02.01) (use the first resource in this lesson to help you) Be able to list and describe the 2 main tools used to measure longitude in early navigation the chronometer- the sextant to figure longitude using the lunar-distance method Current Navigation Tools (Lesson 02.01) What tool do we currently use to determine location (latitude and longitude)? The Global Positioning System, Longitude and Latitude (Lesson 02.01) Know the ways that longitude and latitude run (N to S or E to W) and what they measure Longitude E to W know how far east or west they were of the Prime Meridian Latidude N to S how far north or south they were from the equator What are longitude and latitude measured in? they measure in degrees Challenger Expedition (Lesson 02.02)—Best resource link to use = â€Å"Account of the Voyage of the Challenger† Besides conducting sampling of the waters on its journey, what were the main findings from the Challenger voyage? found many new species, and provided collections for scores of biologists. What tool was used to do measure the depths of the ocean? The Challenger was equipped with 144 miles of sounding rope What are the 2 pieces of equipment used to collect bottom samples on the Challenger? At left is a shallow-water dredge, whereas a deep-sea trawl is shown at right. What was a newly invented piece of equipment used on the Challenger ship to get water samples called? Buchanan Water Sampler In which zone of the rocky shore would you most likely find only grasses and patches of lichens? splash zone What type of animal uses the rocky shore for their ‘feeding’ grounds? white-tailed deer in the winter What is the name of a plant-like species found in rocky shores? seaweed What is the special adaptation of these organisms found in the rocky shore ecosystem?—to do this, match up the following (Match the organism with its adaptation) Cky shore and tidal pools—what kinds of adaptations do they have that enable them to survive the pounding waves while staying in place, tidal changes (periods of time covered with water or periods of time with no water), sunlight exposure, evaporation of water that may leave concentrated salts behind, blending in to avoid predators What are the physical changes that occur in the rocky shore (3 main ones—think tides, salt content, and wave action)? Rock pools flat area of rock, back part forms a cliff where the front part is flat and in the water, formed by waves, wind, and rain Platform sloping shoreline where group of large rocks found on calm shorelines Boulder fields?depression left from a boulder grinding into a rock that hold water Crustaceans (Lessons 02.05 and 02.04) What 3 special adaptations do crustaceans have that allow them to survive in the rocky shore ecosystem? What characteristics do all crustaceans share (need to be specific) What is the best characteristic to help you identify a crustacean? What are the 3 main example types of crustaceans? Referenses: Baker, K. B., and S. Wing. A new magnetic coordinate system for conjugate studies at high latitudes. Journal of Geophysical Research: Space Physics 94.A7 (1989): 9139-9143. Dabek, Frank, et al. Vivaldi: A decentralized network coordinate system. ACM SIGCOMM Computer Communication Review. Vol. 34. No. 4. ACM, 2004. Gustafsson, G., N. E. Papitashvili, and V. O. Papitashvili. A revised corrected geomagnetic coordinate system for Epochs 1985 and 1990. Journal of atmospheric and terrestrial physics 54.11-12 (1992): 1609-1631. Priyantha, Nissanka B., et al. Anchor-free distributed localization in sensor networks. Proceedings of the 1st international conference on Embedded networked sensor systems. ACM, 2003. Goodchild, Michael F. Citizens as sensors: the world of volunteered geography. GeoJournal 69.4 (2007): 211-221.

Wednesday, January 22, 2020

Comparing A Turn with the Sun and A Separate Peace :: comparison compare contrast essays

Essay Comparing A Turn with the Sun and A Separate Peace  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although many similarities exist between A Turn with the Sun and A Separate Peace, both written by John Knowles, the works are more dissimilar than alike.   A Separate Peace is a novel about the struggle of a senior class in the face of World War II, and it focuses on two best friends, Gene Forrester and Phineas.   A Turn with the Sun is about a young man who struggles to fit in as a freshman in the closed microcosm of a senior dominated school who struggles, vainly, to make a name for himself.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Knowles wrote A Turn with the Sun in the third person.   His character, Lawrence is trying to make a name for himself as an underclassman.   He suffers from a poor self image, as "Lawrence sensed once again that he was helplessly sliding back, into the foggy social bottom-land where unacceptable first-year boys dwell." (A Turn with the Sun:12) He sees his achievements and failures as analogous to his worth as a person.  Ã‚   He feels that he is a failure, yet is thankful that, "...the hockey captain had never invaded his room, as he had Fruitcake Putsby's next door, and festooned his clothes through the hall; he had never found a mixture of sour cream and cereal in his bed at night, no one had ever poured ink into the tub while he was bathing.   The victims of such violations were genuine outcasts." (A Turn with the Sun: 12) The other boys see Lawrence as an annoyance rather than an exile, while he feels that he is better than the other boys at Devon. This is reinforced when he thinks, "When he plunged from the railing he had been just another of the unknown new boys, but when he broke the surface of the water in that remarkable dive, one that he had never attempted before and was never to repeat, he became for his schoolmates a boy to be considered."   (ATurn with the Sun:13) The dive serves as an inauguration into the school's social system.   It is symbolic of risk, achievement and imperfection; it brings together the gap between the river, which represents the unknown, and the bridge one stands on, the tangible world where the boys feel secure.   Lawrence, like Leper who will be discussed later, "...merely inhabited the nether world of the unregarded, where no one bothered him or bothered about him.

Tuesday, January 14, 2020

Causes of Imperialism

Causes of Imperialism In the nineteenth and twentieth centuries, imperialism- a force of a greater nation that controls a smaller, weaker nation- began to take over many parts of the world in a frenzy. The more dominant countries at the time, such as the United States and many European countries began extending their influence to areas all over the world, from the Phillipines (which would be 56. 5% controlled) to the Africa (which would be 90. 4% controlled) , because they felt their â€Å"nations' will to power† was the best. Document 3) England began showing signs of wanting to control other nations, because this meant that there would be more trade with other countries. Imperialism meant more trade with other countries, and more trade meant more money. The more money meant that the country had more money to invest in industrialization. Industrialization also meant that buyers and customers had to be found in which to sell their products- another benefit of imperialism. Last ly, raw materials could be obtained cheaply, as could cheap labor.Because the English were ? The machinerization of England's factories did not only change England's economy, it changed the world. They were the first in the entire world to experience things like materlialistic benefits, and social pricetags of industrialization. This had happened for several reasons. England had good transportation, an abundant labor supply, inventions that revolutionized the manufacturing of many products (mostly the textile industry), and a stable government. All of a sudden, factories were making hings so quickly, so efficiently, that more and more materials were needed. Although certain machines and inventions helped, it simply wasn't enough. There was a very big piece of the manufacturing process missing, a piece that would improve England's manufacturing even further. And that was the very concept of unlimited supplies. Supplies come at a very heavy price, so the idea of an unlimited source of supplies was a novel idea. The problem was where to get them from†¦ And imperialism was the answer.The ability to control country naturally weaker yet rich with resources was absolutely perfect, and important for the development of of the country. Africa was the perfect choice to begin with. It was rich in many natural resources such as gold, platinum, diamond, gas, oil, coal, water, and free labor which â€Å"lay ungarnered in Africa because the natives did not know their value. † (Document 1) ? The English also felt a moral obligation to help the natives, whom they saw as cannibals and infidels. The English felt that they were not only â€Å"unfit for elf-government† (Document 7) but also â€Å"degraded, ignorant, and swept by disease. † (Document 4) They would continue to look down on them, mistreat them, and use them as a labor force. They felt that they could not be left by themselves, and had no choice but to be ruled over by a higher force; in this case, the English. This is why the English ultimately ruled over Africa for so long. Overall, the English were the number one force of nationalism. This is due to industrialization and their strong sense of nationalism.

Monday, January 6, 2020

Design And Load Analysis Of Storage Bins - 1638 Words

[C.E.2.1] INTRODUCTION: Project Title : Design and Load Analysis of Storage Bins Using CREO 2.0 and CATIA V5 R18 Software. Duration of Project: March 2010 to May 2010 Organization : Swinburne University of Technology (SUT), Melbourne. Position : Team Leader Location : Industrial research institute, Swinburne University of technology, Melbourne, VIC, Australia [C.E.2.2] OVERVIEW: A project titled â€Å"Design and load analysis of storage bins using CREO 2.0 and CATIA V5 R18 software†. I carried out this project in order to fulfill the requirements for my first semester study during my Masters Degree. In this project a sheet metal component was designed and load analysis carried out using CATIA V5 R18. I selected a sheet metal storage bin†¦show more content†¦These results are from guidelines for the design and manufacturing department from Swinburne University of Technology. From this data designers could redesign or rework the component for better efficiency and better aesthetics. In this project I designed the component in CREO 2.0 and the model was then exported to an IGES format. The IGES file was then exported to CATIA V5 for further analysis. This helped me to determine the ideal combination of the part’s geometry design, material used, and ideal load conditions that would produce quality storage bins with the sheetmetal process. [C.E.2.4] ORGANIZATIONAL STRUCTURE This project was carried out at the Faculty of Engineering and Research, Swinburne University of Technology, Melbourne, Victoria, Australia. I was guided by the CAD/CAM laboratory faculty at the University for this Project. The organization structure of the project is as follows: Prof. Syed Masood (Course Coordinator, Faculty of Engineering and Industrial Sciences) Prof. Romesh (Project Supervisor) Tim Barry (Research Fellow, Laboratory In Charge) SaiNarasimha Rao Maddali (Team Leader) Sajjie c.Joseph (Team Member) [C.E.2.5] COURSE OF ACTION: In this project I designed a sheetmetal component and static and thermal analysis using CATIA V5 was performed. The component selected for this project was a Sheet Metal storage bin. The steps carried out