Non-Accounting Majors

Various accounting principles plays vital role in the success of efficient management of inventories of any companies. Inventories are important aspect of the company since it is the one the determines the available raw materials for the production of the organization, or it could be that it determine the available stocks of the company on their warehouses to be distributed to the market (Robertson, 1998). So much with the importance of inventory management, let us now pay more attention on the importance of accounting to inventory management. Well, the idea of check and balance of accounting could be used by managers assigned in inventory management. Inventories must be checked every now and then depending on the need of the company, the demand and supplies of raw materials must be on balance in order not to affect the operation of the business. Moreover, inventory managers having knowledge in accounting would enables them to determine the allowable level of ending inventories by the end of every period so as to make the financial condition as well as the assets to be stable. There are also times that there are inventories that are non-taxable, therefore, the inventory manager must know how to present those non-taxable inventories to the accountant of the company. The inventory manager should know this kind of principles in order not for the company to pay too much tax and for the smooth flow of data transfer from one department to another since the inventory manager has to identify first those non-taxable inventories before presenting the report to the accounting division. With this, even simply knowledge in accounting would give companies chances of working things smoothly. I am not saying that inventory managers have to acquire accounting studies as well. But the mere basic principles of accounting would be just enough for us to perform our responsibilities well and to avoid committing mistakes as to the proper ways of presenting the needed data of various departments of the organization. REFERENCE Robertson, L. (1998). Managing Inventory [Electronic Version], 1. Retrieved 9-20-07 from http://www.asashop.org/autoinc/july98/mech.htm. Â   Â  

Case Study: Managerial Finance Chapter 14

BUS650: Managerial Finance Chapter 14 Closing Case Professor: Darrell Early October 8, 2011 1. If Stephenson wishes to maximize its total market value, would you recommend that it issue debt or equity to finance the land purchase? Explain. If Stephenson wishes to maximize the overall value of the firm, it should use debt to finance the $95 million purchase. Since interest payments are tax deductible, debt in the firm’s capital structure will decrease the firm’s taxable income, creating a tax shield that will increase the overall value of the firm. 2. Construct Stephenson’s market value balance sheet before it announces the purchase.Since Stephenson is an all-equity firm with 15 million shares of common stock outstanding, worth $34. 50 per share, the market value of the firm is: Market value of equity = $34. 50(15,000,000) Market value of equity = $517,500,000 So, the market value balance sheet before the land purchase is: Assets $517,500,000 Debt -Equity $517,500 ,000 Total assets $517,500,000 Debt &Equity $517,500,000 3. Suppose Stephenson decides to issue equity to finance the purchase. a. What is the net present value of the project? As a result of the purchase, the firm’s pre-tax earnings will increase by$23 million per year in perpetuity.These earnings are taxed at a rate of40 percent. Therefore, after taxes, the purchase increases the annual expected earnings of the firm by: Earnings increase = $23,000,000(1– . 40) Earnings increase = $13,800,000 Since Stephenson is an all-equity firm, the appropriate discount rate is the firm’s unlevered cost of equity, so the NPV of the purchase is: NPV= – $95,000,000 + ($13,800,000 / . 125)NPV = $15,400,000 b. Construct Stephenson’s market value balance sheet after it announces that the firm will finance the purchase using equity.What would be the new price per share of the firm’s stock? How many shares will Stephenson need to issue in order to finance the p urchase? After the announcement, the value of Stephenson will increase by $15. 4 million, the net present value of the purchase. Under the efficient-market hypothesis, the market value of the firm’s equity will immediately rise to reflect the NPV of the project. Therefore, the market value of Stephenson’s equity after the announcement will be: Equity Value = $517,500,000 + $15,400,000 Equity Value = $ 532,900,000 Market value balance sheetOld assets $517,500,000Debt NVP of project$15,400,000Equity $532,900,000 Total equity$532,900,000Debt & Equity$532,900,000 Since the market value of the firm’s equity is $532,900. 000 and the firm has 15 million shares of common stock outstanding. Stephenson’s stock price after the announcement will be: New share price: $532,900,000/ $15,000,000 New share price: $35. 53 Since Stephenson must raise $95 million to finance the purchase and the firm’s stock worth $35. 53 per share, Stephanie must issue: Shares to issu e = $95,000,000/$35. 53 Shares to issue = $2,673,797 c.Construct Stephenson’s market value balance sheet after the equity issue, but before the purchase has been made. How many shares of common stock does Stephenson have out- standing? What is the price per share of the firm’s stock? Stephenson will receive $95 million in cash as a result of the equity issue. This will increase the firm’s assets and equity by $95 million. So, the new market value balance sheet after the stock issue will be: Market value balance sheet Cash$95,000,000Debt Old assets$517,500,000Equity$627,900,000 NPV of project$15,400,000 Total Assets$627,900,000Debt & Equity$627,900,000The stock change will remain unchanged. To show this Stephenson will have to: Total shares outstanding = $15,000,000 + 2,673,797 Total shares outstanding = 17,673,797 So the share price is: Share price = $627,900,00/$17,673,797 Share price = $35. 53 d. Construct Stephenson’s market value balance sheet after t he purchase has been made. The market value balance sheet of the company: Old assets $517,500,000Debt Building $95,000,000Equity$627,900,000 NVP of project$15,400,000 Total assets $627,900,000Debt& Equity$627,900,000 4. Suppose Stephenson decides to issue debt in order to finance the purchase. . What will the market value of the Stephenson company be if the purchase is financed with debt? Modilgliani-Miller states that in a world with corporate taxes: Vl = Vu + cB As was shown in question 3, Stephenson will be worth $627. 9 million if it finances the purchase with equity. It is to finance the initial the outlay of the project with debt; the firm would have $95 million. So the value of the company if it financed with debt is: Vl = $627,900,000 + . 40 ($95,000,000) Vl = $665,900,000 b. Construct Stephenson’s market value balance sheet after both the debt issue and the land purchase.What is the price per share of the firm’s stock? After the announcement, the value of Step henson will immediately rise by the percent value of the project. Since the market value of the firms debt is $95 million and the value of the firm is $627. 9 million w can calculate the market value of Stephenson’s equity. Stephenson’s market value balance sheet after the debt issue will be: Value unlevered$627,900,000Debt$95,000,000 Tax sheet$38,000,000Equity$570,900,000 Total assets $665,900,000Debt& Equity$665,900,000 Since the market value of Stephenson’s equity is $570. million and the firm has 15 million shares of common stock outstanding. Stephenson’s stock price after the debt issue will be: Stock Price = $570,900,000/$15,000,000 Stock Price = $38. 06 5. Which method of financing maximizes the per-share stock price of Stephenson’s equity? If Stephenson uses equity in order to finance the project, the firm’s stock price will remain at 35. 53 per share. If the firm uses debt in order to finance the project, the firm’s stock pri ce will rise to $38. 06 per share. There fare, debt financing maximizes the per share stock price of a firm’s equity.

Colonialism and the Political and Economic Problems in Africa Essay

The impact of Africa’s colonial heritage has long been debated by experts. Some say that colonialism was not completely disadvantageous to Africans because it opened the continent to the rest of the world. Others maintain that colonialism did nothing to significantly improve the lives of Africans. While it is true that Africa’s colonial heritage has some positive effects, the negative effects are still harder to ignore. Seveal independent African states emerged after colonial rule in Africa. Countless clans, kingdoms, city-states and mempires were replaced with forty-eight new states, many of them with clear boundaries. Negative effects of this division outweigh the positive ones, however. The process of the establishment of each state’s boundaries was arbitrarily done by European chancellors, so what resulted were artificial nation states (Boahen 96). Their borders divide pre-existing ethnic groups, kingdoms, and states. For example, the Bakongo are virtually â€Å"chopped† by the boundaries of Gabon, congon, Zaire, and Angola. Each Africation nation today is composed of a variety of peoples with different cultures, language, and traditions. Nation-building has therefore been a problem for these nations because of the arbitrary boundaries which could be traced back to colonial years (Boahen, et al. 329). Problems related to arbitrary borders don’t stop at nation-building, however. Today, natural resources are unequally distributed among African states because of their different sizes. Huge countries such as Algeria, Nigeria, and Sudan have vast territories while others such Lesotho, Burundi, Togo, and The Gambia are too small, limiting their economic capacities. The positioning of African countries is also awkward and almost helter-skelter. Uganda, Malawi, Niger, and Chad are landlocked while others have long stretches of sea coast useful for fishing. Zambia, Zaire, and and Nigeria are rich in natural resources, while Burkina Faso, Chad, and Niger have less to get by. National security is also a problem since some countries, like The Gambia, has a single border to protect, while others such as Zaire has as many as ten borders to patrol (Boahen, et al. 329). During the colonial era, Africans were made to produce cash crops to export to their colonizers and they were compelled to ignore growing food for their own consumption. Africans therefore had to buy imported food at high prices (Boahen, et al. 330). The imprint of colonialism on the mentality of Africans also affects their economic ways. Years after their independence, there are still people in sub-Saharan Africa who believe that they are incapable of producing manufactured or processed goods. They are under the impression that they can only produce and export raw materials. The truth is that there are no natural barriers preventing Africans to process the raw materials that they produce (Mshomba 118). Commercialization of land also brought about widespread poverty in Africa. People fought over ownership of land, resulting in a flood of litigations, causing poverty among land-owning families and ruling houses. Inter-African trade also ended with the rise of colonialism, stopping the spread of indigenous African languages like Swahili and Hausa in different parts of the continent. Ancient caravan routes were blocked and trading between members of the same ethnic group from either side of new borders turned into smuggling (Boahen 102). Colonialism also left political instability behind. After their independence, many African nations succumbed to dictatorships, which discouraged investment in sub-Saharan countries and destroyed resources (Mshomba 118). Finally, Africa’s colonial heritage is also responsible to the growing number of expatriate banking, shipping and trading companies which later consolidated into oligopolies. These compnies controlled the import and export of commodities produced by Africans, which meant the lion’s share of profits go to them and not to the real producers (Boahen, et al. 332). African nations clearly have to address these challenges head on to improve their economic standing. Works Cited Boahuen, A. Adu. African perspectives on colonialism. Baltimore: JHU Press, 1989. Boahen, A. Adu et al. The general history of Africa: Africa under colonial domination 1880- 1935. Oxford: James Currey Publishers, 1993. Mshomba, Richard E. Africa in the global economy. Boulder: Lynne Rienner Publishers, 2000.

Research methodology Essay Example | Topics and Well Written Essays - 2500 words - 1

Research methodology - Essay Example The use of technology has also been implemented in the social workers education and has impacted the overall working and education performance of the social workers. The use of computers, management systems, databases and internet has made it possible for the social workers to identify and research on the problems associated to people that need to be addressed to higher authorities and be resolved as soon as possible. The introduction of digital libraries and internet databases including projects of different researchers has helped in improving the knowledge and researching abilities of students. Moreover, technology has made it possible for the social workers to conduct researches in the limited time and resources available. Information soft-wares have helped them reducing the costs of researches and saved their time. In addition, the use of internet and technology has made it possible to access important information in a matter of seconds. However, researchers indicate that educati onal institutes lack technological studies as a part of their curriculum and the IT infrastructure creates problems for the qualified social workers when they enter in to the practical life. This paper further elaborates the situation. How can technology impact the efficiency of social work? How well has technology been integrated in social work education? What are the problems associated with the IT infrastructure for social work purposes? MIS: Management information system is a set of programs used to manage the internal controls of an organization. MIS is used for decision making for the operations of any organization like deciding on a cost/price etc. (Carrilio, 2005). User-friendly system: A computer system designed to help people who are not aware of the technicalities of the computer system. These are normally designed to facilitate people using computers at work and home but are not computer specialists. Distance Education: The use of

First Growing Chinese Companies Essay Example | Topics and Well Written Essays - 1500 words

First Growing Chinese Companies - Essay Example In 1994, Lenovo made its stock public by selling its shares. In 1999, Goldman Sachs managed the sale of the company’s new shares. The company’s shares were at peak in 2000. A year later, Dell took the largest share of the personal computer market. Lenovo acquired its original name in 2003 to avoid the oversee brand infringement. Lenovo prepared its expansion outside the country of China, which overtook Japan to be the 2nd largest personal Computer market. In 2004, Lenovo changed its name to Lenovo Group. The company’s 1st quarter Personal Computer shipment growth in the country lags competitors like Dell. The company holds 11% of the Asian market. Sales of services for Lenovo and hand held electronics grew at a faster rate of all its products in the latest 2003 and 2004 financial year. On December 3rd 2004, the company discussed with IBM about selling its Personal Computer business. Four days later, the purchase of the IBM PC was announced. The internationally co mpetitive tasks in crucial sections of the ICT emerged from the technology and science institutions that already existed. The key example of a company is Lenovo. The company was developed after China realized that it needed to invest in a computer. One of the challenges that the company faces is the absence of Chinese language processing instruments in the machine. The company overcame the above obstacle by coming up with sophisticated indigenous creativity. During the process, they set up themselves on the direction that allows the company to compete globally with other leading computer companies and become a leader in their own way. Consequently, the Chinese processing expertise that Lenovo used came from institutes that conducted research. The Chinese language applications and other capabilities, Lenovo was able to grow at a faster rate. The company came up as the leading success story of China. The success of the company was a benchmark when it went global. In 2005 the company a cquired IBM Personal Computer. IBM later gave birth to the mass Personal Computer computing era and Wintel guidelines that ensured that Intel and Microsoft gained a better place in the industry. The brief analysis of the Lenovo focused on the earlier times when the needed conditions were in a position that would result to a learning growth trajectory that is sustainable. The trajectory led China to become a major player in Layer one of the global ICT ecosystem. China is strong in the equipment’s and computers of telecoms. In the telecoms equipment Huawei is making a significant effect on the global market. Other firms found in this market are Ningbo Bird and Datang. The country has become a leader in consumer electronics due to the migration of Chinese in the production from Taiwan, Korea, and Japan. Various mediums sized companies have erupted and are struggling to find the Chinese market niches. Layer 2: China Telecom China Telecom established in 1999 after previously China Telecom split into China Satcom, China Mobile, and new China Telecom. China Telecom was mandated to mobile phones. The newest China Telecom held about seventy percent of the old China Telecom resources. China Telecom is found in Telecom Services Industry. The industry is facing very little competition. The two main companies in this industry are the China Netcom and China Telecom. The two companies are geographically separated and their competitive relationship is limited with one another.

Criminal Procedure as Regards Arrest, Interrogation, and Essay

Criminal Procedure as Regards Arrest, Interrogation, and Identification Procedures - Essay Example In this paper, I will attempt to address not only how Miranda altered the balance of power between those accused of a crime and the need for police to do their jobs, but also how Miranda warnings could affect those with diminished mental capacity, and measures that could be taken to ensure complete understanding of guaranteed individual rights by anyone, regardless of their mental capacity. Response Paper Number Two: The Miranda Warnings as They Pertain to Criminal Procedure Miranda v. Arizona, 384 U.S. 436 (1966): Helping the Accused While Hampering the Accuser The landmark case of Miranda v. Arizona, 384 U.S. 436 (1966) set a new legal precedent, and the repercussions are still being felt today. The result of the decision in Miranda, 384 U.S. at 436 was that the confession of one Ernesto Miranda was declared by the United States Supreme Court to be inadmissible in his trial, due to the fact that Miranda had not been advised that he had the right to remain silent, or to have counsel present prior to making the confession. Because of this, according to the Fifth Amendment, which states, in part, that â€Å"No person shall†¦be compelled in any criminal case to be a witness against himself†, his rights had been violated, and his confession was therefore inadmissible. Directly due to this, the conviction that had been originally found was reversed, and the case was sent back for a new trial. This decision by the United States Supreme Court, in considering the balance between abuse of individual rights and freedom for the innocent while allowing police to do their job in maintaining justice swung the balance powerfully in favor of those that stand accused of crimes, while negatively impacting the interests of the police in doing their job to put those who are guilty in prison. Miranda warnings are the same overall, no matter who receives them; they were designed that way to give a standard warning of rights that the accused was entitled to. The first se ntence states that the accused has â€Å"the right to remain silent† (Scheb & Scheb II, 2012). This means that as long as a person says absolutely nothing, unless the police have some form of hard evidence, they most likely cannot gain a conviction. Professor James Duane backs this up in the video lecture â€Å"Don’t Talk to Police† when he gives eight top reasons as to why no one, under any circumstances, should ever talk to the police. Chief among these reasons is that even if someone is innocent, something that is said, however innocent, even if it is the barest tidbit of information, could cause them to be accused or even convicted of a crime (Duane, 2008). That being said, again, as long as the accused remains silent, they retain the power of not only their right to do so but the power to hinder the police that are trying to convict them. The Miranda warnings also shifted power to the accused while negatively impacting police in their last statement, which states that the accused has â€Å"the right to an attorney; if you cannot afford one, one will be appointed for you† (Scheb & Scheb II, 2012). All that the accused has to do is to state that they wish an attorney, and the interrogation must cease

The Trans-Atlantic Slave Trade Essay Example | Topics and Well Written Essays - 750 words

The Trans-Atlantic Slave Trade - Essay Example The Europeans would transport manufactured commodities from Europe to Africa. These commodities included guns, metal items, cowrie shells, tobacco and clothes. Guns enhanced the expansion of empires and access of slaves from among Africans. European traders transported slaves to the Americas on ships across the Atlantic Ocean (Rawley and Stephen 35). Besides the initiatives that the Europeans took to get slaves, some Africans were more than willing to help in enslaving their fellow Africans. It was not hard for these Africans to do this because it was not their first time to deal with slaves. Even before the coming of the Europeans, there were Africans who had their own slaves.Also, some Africans had dealt in the slave trade with Islamic Arab merchants in North Africa from as early as 900. African traders would capture slaves, and transport them to seaports that were convenient for European traders (Lovejoy 23). If there were no people eligible for enslavement in their local communit ies, African traders would raid other communities. The Europeans then transported the slaves back to their homeland to work in their plantations. These activities are what made up the stages that made the Trans-Atlantic trade triangular. Notable occurrences marked the middle passage. The middle passage refers to the transport of slaves from Africa to America. It took the Europeans up to three months to get the slaves to the Americas. Slaves experienced many challenges all the way through the middle passage.... Besides the initiatives that the Europeans took to get slaves, some Africans were more than willing to help in enslaving their fellow Africans. It was not hard for these Africans to do this because it was not their first time to deal with slaves. Even before the coming of the Europeans, there were Africans who had their own slaves. Also, some Africans had dealt in the slave trade with Islamic Arab merchants in North Africa from as early as 900. African traders would capture slaves, and transport them to seaports that were convenient for European traders (Lovejoy 23). If there were no people eligible for enslavement in their local communities, African traders would raid other communities. The Europeans then transported the slaves back to their homeland to work in their plantations. These activities are what made up the stages that made the Trans-Atlantic trade triangular. Notable occurrences marked the middle passage. The middle passage refers to the transport of slaves from Africa to America. It took the Europeans up to three months to get the slaves to the Americas. Slaves experienced many challenges all the way through the middle passage. These challenges started with the slave ships carrying more slaves than their capacity could allow. Slaves were, therefore, congested in ships and had no choice but to live through immense fatigue and risk of contagious diseases. Many succumbed to diseases such as small pox and dysentery, and some captains would throw sick slaves into the ocean. Slaves endured the solar heat and the heat that came from their congestion. They put up with whipping, torture and abuse by the shipping crew. At some point, the slaves joined in resisting and revolting against mistreatment

Love is a theme long explored by poets whether it is love won or lost, Essay

Love is a theme long explored by poets whether it is love won or lost, unrequited love, erotic love or familial love. Show how poets work within this classic theme in at least two poems - Essay Example â€Å"Funeral Blues† talks about how the extinguishing of one’s love in death seems to extinguish everything else in life, how one cannot imagine the world continuing when one’s beloved has died. â€Å"When You Are Old† takes a slightly different track, focusing on the wide variety of loves one experiences throughout one’s life, either â€Å"false or true† (l. 6) and from a wide variety of people. But this poem also contains a touch of the triste, asking the subject to remember how â€Å"Love fled† to be lost â€Å"among the stars,† which could either refer to an unrequited love (for example, in the subject’s youth) or losing one’s love â€Å"among the stars† through their death (l. 10-11). One of the most interesting things about these poems it that they both adhere to a very strict rhyme scheme that they does not vary in the slightest throughout. Auden’s rhyme scheme is perhaps much more obvious, a simple A B A B pattern which draws the reader’s attention to itself, as opposed to Yeats’s more subtle A B B A which hits the reader a bit less forcefully. Auden’s rhyme scheme, by being so obvious, somewhat removes the speaker of the poem from its events. Rhyme, like any artifice takes time and energy to create, and thus makes its creator seem in control of their faculties and at the peak of their art. This, however, jars somewhat with aspects of the poem that make the pain of death seem immediate to the speaker. Firstly, the speaker uses phrases like â€Å"The stars are not wanted now† (emphasis mine) which create immediacy and make the reader think that the sorrow has just befallen the speaker (l. 13). Secondly, the speaker uses first person, â€Å"I thought that love would last forever, I was wrong† which emphasizes that the speaker is indeed the person who has suffered the loss. This jarring contrast between the artifice of rhyme and the immediacy of pain seems somewhat problematic in this poem. Yeats’s

Inquiry Based Project for Literacy Learning Assignment

Inquiry Based Project for Literacy Learning - Assignment Example †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 Reference list†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 Abstract According to Talay-Ongan, literacy learning is a continuous process that needs consistency to have apt performance. This is especially so when it comes to youngsters that need to grasp enough information in accordance to learning. Therefore, children between the ages of five to eight have to be given ample assistance in coming up with a developed learning. The person in control of their learning, especially teachers are to encompass all developmental approach to students to make a perfect learning practice. This will assist the students at this tender age to amass enough opportunity to make better educational standards. The use of balanced approach to development is a system that has been noted to reflect plausible results to the concerned students. The students end up having a balanced learning experience that institutes greater learning, especially when the children are growing up (Talay-Ongan, 2004). This shows why many students with balanced developments during their initial learning have better performance as compared to students with reduced keenness during their initial learning stages. Therefore, it is a prudent approach to design a succinct development project that could be used with the children at their tender ages. This will assist in amassing enough knowledge that could be used in the course of their learning. In addition to this, appraising the developmental project is a point that will reflect a better approach to educational standards. 1.0 Theoretical Perspectives and Rationale Theoretical perspective and rationales are used to ensure there is better performance in accordance to the learners. They are used to measure the performance and effectiveness of the learning in accordance to the youngsters. In this design, the decision was to engage in reading of different texts during the learning. The language has a variety of phonics used to make a difference between the sounds and the letters. This is the initial stage that should be mastered by children during their early ages of growing. Therefore, there is need to have a reelection of the stated phonics, in every language. Though some languages have the same phonics with different pronunciation, banking on the ostensible language is an appropriate measure. This states why people from different continents spell and read the same word in a totally different pronunciation (Talay-Ongan, 2004). This is basically due to their induction in the phonics of their basic language. It is widely known as a

Nokia & Microsoft Alliance Essay Example for Free

Nokia Microsoft Alliance Essay Microsoft would in turn provide support to Nokia in selling its new Windows Phone powered smartphones. Nokia’s Canadian CEO, Stephen Elop, and Steve Ballmer, his Microsoft counterpart, announced that Nokia would make Windows Phone its main phone platform, a move that effectively confirms that Nokia’s own platforms, Symbian and MeeGo, were uncompetitive and they would be tossed onto the technology scrap heap. There were mixed reactions from analysts to the alliance between Nokia and Microsoft. The challenge before the senior management at Nokia and Microsoft was how to make the alliance work. Nokia once dominated the market for standard â€Å"feature phones† and smartphones, the Internetenabled, multi-media devices that are becoming must-have tools for the business and high-end consumer markets. But Nokia’s Symbian OS has not proved popular with consumers, who have been migrating en masse to Android and Apple phones. As a result, Nokia began to face severe competition from companies like Google, Inc. and Apple, Inc. ho entered the market for high-end smartphones after 2007. Analysts said Nokia’s poor focus on software and the lack of the latest OS on its smartphones were the main reasons for its declining market share in the last years. In the autumn of 2010, Nokia faced three choice: the first was to keep developing its own OS, Symbian and MeeGo; the second was to adopt Google’s Android system; and the third was to go with Microsoft. The first option was dropped because of the long lead times that would be required to update Symbian and get M eeGo launched. Android dropped off the list because of the difficulties they were facing in â€Å"differentiating [ourselves] in that ecosystem †¦ [Going with Google] would have felt a bit like giving up†. In the smartphone industry, an ecosystem is the association of hardware developers (in this case Nokia), software developers and the builders of applications, ecommerce, advertising, social applications, multimedia services and the like. The last option – the partnership with Microsoft – was considered the best option. As a result, in September 2010 Nokia’s board appointed a new CEO, Stephen Elop, who was a former executive at Microsoft, to bring more of a focus on software and put the basis of NokiaMicrosoft partnership. Referring to this partnership and the attempt to prevent Google’s Android 1 OS and the Apple’s iPhone from owning the entire smartphone market, Mr. Elop said that â€Å"this is now a three-horse race†. Seated next to Mr. Elop in a London hotel auditorium, Mr. Ballmer said â€Å"this partnership with Nokia will accelerate – dramatically accelerate – our Windows phone ecosystem†. However, the partnership did not impress investors, who drove down Nokia’s shares in Europe at the beginning of February 2011. Analysts said the plunge was in good part due to Nokia’s warning of â€Å"significant uncertainties† over how the changes would affect the Finish company’s performance. Soon after taking over as CEO of Nokia, Elop sent out a memo to the employees emphasizing the need to bring about drastic changes at the company. On the other hand, Mr. Elop said the partnership with Microsoft was only part of Nokia’s strategy to recapture market share and improve profitability in a viciously competitive market, meanwhile extensive firings at both the senior management and factory level were expected in various parts of the world, including Finland. In a Reuters report, Finland’s Economy Minister Mauri Pekkarinen said that Nokia’s restructuring after the partnership with Microsoft â€Å"is the biggest structural reform which has ever impacted new technology in Finland†. As a result of the partnership agreement, Nokia’s hefty research and development budget would also come down. The partnership with Microsoft will see the fledgling Windows Phone 7 platform become the dominant platform on Nokia phones. This means that Nokia will eventually cease shipping phones equipped with its workhorse Symbian system, though the company still expected to sell another 150-million products in 2011. Microsoft Phone 7 was launched in 2010 and the first phones with the OS arrived on the market in October 2010; still, the system’s market share is tiny – no more than 3 per cent.

Strategies to Motivate and Manage Employees

Strategies to Motivate and Manage Employees Introduction:- Motivation is one kind of behaviour of man which related with economics, psychology to qualified morality, initiation, direction, intensity and persistence with desire object, hobbies, goal and ideal activities. At present environment, success of any commercial organization depends on employees using their full talents motivation. There are available theories and practices, managers often view motivation as something which is mysterious to them. The core thing of motivation is to give people what they really want most from the work. The more the managers provide what they want, the more they can expect what they are looking for like productivity, quality, and services. A positive motivation philosophy and practice should improve productivity, quality, and service. Motivation helps people to achieve goals, to gain a positive perspective, to create the power to change, to build self-esteem and capability, to explore potentiality with creativity, to manage their own deve lopments and their own abilities. Description: There are few popular method of motivation, for example, An employee stock ownership plan (ESOP) is a way in which employees of a company can own a share of the company they work for profit sharing also one kind of motivation, scanlon plan, it is a type of gain sharing plan that pays a bonus to employees for incremental improvements, merit plan, gain sharing, annual bonus etc, these all are the way to reward people. Dessler discussed (1999), the scanlon plan is actually an early version of what today is known as a gainsharing plan, an incentive plan that engages many or all employees in a common effort to achieve a companys productivity objectives;any resulting incremental cost-saving gains are shared among employees and company. (588) According to Adair (2003), selecting the right man for right job, punishing the bad and rewarding the good, winning the goodwill of those under them, altering allies and helpers, keeping what they have gained, being strenuous and industrious in their own work (p.16). this strategy should be followed properly to get more from the employee.If we look at the disadvantages of motivation, actually there are no real disadvantages to successfully motivating employees, but there are many obstacles to overcome. Barriers may include unaware or absent managers, inadequate buildings, outdated equipment, and entrenched attitudes, for example: people might think that weare not getting paid extra to work harder etc. McGregors X and Y theories and Maslows hierarchy of need, although these theories date back some years, they are still valid today. the main theme of their theory, it will be helpful for building a climate of honesty, sincerity, and trust.Nickson said, (2007), performance management is about getting better results from the organization, (page, 169) People may want more status, higher pay, better working conditions, and flexible benefits. But it is easy to find out what really motivates employees by asking them in performance appraisals, attitude surveys, and informal conversations what they want most from their jobs. People might want, for example; more interesting work, more efficient bosses, more opportunity to see the end result of their work, greater participation, greater recognition, greater challenges, more opportunities for development, friendly environments, helps from others, respect and flexibility.Clearly one of the most important aspects of enhancing performance is perfo rmance appraisal.A recent survey by IRS (2005a) suggests that over 90 per cent of workplaces have some form of performance appraisal, Nickson (2007) Clegg (2003) said, It cant be so depressive that your staff, your peers, your boss, your friends and family can achieve more and yet they dont. Often all that is latching is the motivation succeed. Motivation is one of those terms that can mean very different things depending on exactly where you sit. According to the dictionary its about giving someone a motive or an incentive or rather more darkly, about inducing something. If I am motivating someone else, its easy to see that it is positive. Who can be motivated :-Anyone can be motivated and a trained up manager can be the one to do it. In fact, the potential for motivation starts with a responsible person .The cynical view of motivation is that it is a matter of subtle manipulation; that motivation is just a way of getting other people to do what you want them to do. Probably the hardest individual motivation is dealing with the high performer, some-one who is already doing the job well. So, why bother to motivate them at all? In part because of retention. Just become someone does a job superbly well, it doesnt mean that they want to stay in it. They are susceptible to outside lures that makes positive motivation to stay a real benefit for the company (page.4). Managers responsibility/role: Harzing (2004) said, there is an indication of a lack of commitment to the organization by employeesas as we have seen in the context of Africa (Blunt Jones, 1992).Corporations in Japan have been successful in harnessing the wider societal cllectivisism to corporate life, in order to foster commitment by employees in a reciprocal relationship with the corporation, (240) A manager should find someone doing something well and tell the person that the company is appreciating his work.. The manager should make sure the interest he showed is genuine which is without being bore or something just for showing people that he is interested to do this job . If the manager has ideas as to how employees work could be improved, he shouldnt shout them out, but help them to find their way to do more efficiently the same job because we know that, it is not necessary to be able do everything better. A manager should help to the employee to make it clear what levels of support employees can expect. The Manager should have proper trained up to be a mentor of the employee. they should know the position, time, situational demand to exchange any idea with them or any kind of teaching, training if required, sometimes managers need to keep silent, and wait for the proper time to teach or trained up the employee, because if every time managers try to teach them, it might be the cause of unexpected situation to the employee, so sometime managers should keep quiet to make a real situation to say something to the employee. According to Bell (1998), well timed silence hath more eloquence than speech (p124) The reason for Pay for performance, Dowling (2008) discussed, to increase the pay of those employees with superior performance, to reduce upward and pressure on base salaries, to detect those employees whose performance was unacceptable and take steps to remove them from the organisation (Page 351). A manager should be able to find out or identify factors that demotivates staff they may be physical like any kind of equipment, or psychological like boredom, unfairness, barriers to promotion, lack of recognition etc. Among these sorts of problems, some can be dealt with quickly and easily; others require more planning and time to work through. The fact that a manager concerned to find out what is wrong and do something about it is in itself a motivator. Working environment is one that is full of mistakes and penalizes error .Sometimes, it might happen that some mistakes promote as learning opportunities. However staff need to understand the kind and levels of support they can expect. Motivation practice and relationship building often hesitate because staff do not feel they are receiving adequate support. Many people say they are working for money and claim in conversation that their edge benefits are an incentive. But money actually comes low down in the list of motivators, and it doesnt motivate for long . Edge or fringe benefits can be effective in attracting new employees, but benefits rarely motivate existing employees to use their potential more effectively. Actually company should consider policies, that affect flexible work, reward, promotion, training and development, and participation, Dowling (2008). Rewards impact: As clegg said (2000), Reward people and recognition are important tools for any organization or work places .Reward can vitally enhance employees morality with explore potentiality through the organization and increase the realization of belongings of the employees. though a great deal of research has been conducted on merit pay, employees who have worked under a merit pay system have been given little opportunity to express what is in their mind about the job and what they think of this reward system. As the definition of merit, it seems relatively straightforward, for example, in the context of retention, promotion; since everyone who is meritorious can be rewarded, there is no need to compare different kinds of achievement. The paper reports on a performance-based pay plan implemented in a large company and employees reactions to the plan. Employees should have the right t to say their honest opinions on merit pay and indicate whether they believed the concept to be worthwhile. Th e reply was resoundingly positive, with forceful support for the idea of merit-based compensation. The effective use of money as a motivator, employees attach a high value to pay, employees believe good performance will result in higher pay, employees have enough control over the job and superior performance to more positive than negative result. Dessler (1999) told in his discussion, remuneration, benefits and rewards are ways in which an organisation recognises and remunerates its employees.Financial rewards such as salary, merit increases, benefits and employee bonuses can reinforce desirable or undesirable behaviours.For example, term based reward that have been well designed help to reinforce and encourage team behaviours.Individual recognitiosn by a manager as a, wel done;can be also help to encourage and reinforce positive behaviours.However, an organisation that encourages term based behaviours but rewards individuals will find it difficult to institute a teaming culture. (4 20). Reward system and designing In corporate culture where non-management employees earn raises through seniority only, there is always a group calling for merit raises. The common tendency to take it easy is greatly increased by bringing a number of men together on similar work and at a uniform standard rate of pay. When a naturally energetic man works for a few days beside a lazy one, the logic of the situation is unanswerable. A question can comes in the energetic employees mind that is why should I work hard when that lazy one gets the same pay that I do. that sentiment expressed in practically so many employees mind. But the fact is that their supervisors and co-workers do not share their self-assessment.Performance-related pay is a method of remuneration that links pay progression to an assessment of individual performance. Pay increases awarded through are Performance-related pay normally consolidated into basic pay although sometimes they involve the payment of non-consolidated cash, while the focus of this factsheet is individual, consolidated Performance-related pay as a means of pay progression, Performance-related pay can be defined more broadly to include many differing systems that link individual and group performance to pay, as for example bonus schemes, Dr.Gilam (2004). How a manager measure performance and what should be the strategy of rewarding strategy, in this case Dr.Gilam (2004)s opinion is, on first examination this model of strategic reward management seems highly rational, but it makes significant assumptions.First consider the main driving force of the rewads strategy.The business strategy and external operating environment Organisations business strategy Required employee behaviours Reward strategy Organisations core reward values Reward process Reward structure Internal Operating Environment Fig:-Key elements of reward system design Paying for Indivisual job performance is, for many organisations, at the heart of a reward strategy, this raises what for many employees is a highly contentious issue.the putting at risk of a employees think about pay in terms of base pay (Schuster and Zingheins, 1992): The fixed amount which traditionally has increased yearly to reflect inflation and often, length of service.Base pay will also change of course, upon promotion to a more responsible job.For some organisations base pay is of declining importance.This raises the question:how can the traditional reward objectives of attracting, retaining and motivating people be achieved while making the pay budget most cost effective.One of the key decisions that needs to be taken into account is whether to pay the variable elements as a lump sum bonus or to consolidate this into salary.The trend in the USA has been for variety pay to be one off cash bonus (Kanter 1987).This is hardly surprising given the cost saving that the organisati on enjoys.By not raising base pay, one-off cash bonuses do not affect future base pay increases or other associated payments such as overtime and, of course, pensions. (Page.436) However, in order for performance to be rewarded, it is first necessary to have an effective means of measuring that performance most commonly via a performance appraisal or review system. Using this approach, each employees performance is ranked on the scale, like ranging, for example, from unsatisfactory to superior. Some systems allow for management discretion in translating these scores into levels of pay rise. However, it is more usual for the performance element of the pay rise to be determined by the use of formula or a matrix system as an example each grade of employee, level of the employee or zone of work of the related employee to each of the performance categories. This may involve the use of a comparison ratio, this term given to the relationship between each employees current salary and the mid point of their grade. Thus for an employee at the mid point of their pay range, the comparison ratio would be hundred percent., Dr.Gilman (2004). Performance related pay in public sector: Considerable interest in linking pay to performance in the public sector dating back many years, this has proved harder to translate into practice. If we want to know the placeses where the performance pay does occur, as an answer, we will get the result is, it often takes the form of non-consolidated bonus, or team based incentives, individual merit pay etc. However, there have been recent years of a high-profile initiatives such as the introduction of a performance related pay scheme for employee, which has resulted in some discernible performance improvements. A number of distinct issues arise when introducing performance-related pay into a public sector setting, including the real difficulty of measuring individual effort in certain roles and actual result of the findings, Martin (2000). Moreover, public sector workers such as nurses, teacher, trainer are arguably motivated by a public service which could actually be undermined by some forms of performance-related pay, performanc e related pay in a public service setting can help employees to work more effectively rather than to work harder without a correct instruction, with the proper guideline which encouraging employees to focus on key objectives what they actually have to do.This is a very important part to perform at the best level .Again we can say that there are various forms of incentive pay and bonuses in the public sector, as an example, public sector workers do respond to financial incentives and, while responses are sometimes small, this reflects the fact that the incentives are also small. Any overall benefits to society in respect of higher levels of public service are harder to assess.So, whenevr the resposibility is small or less harder than other job, the incentives also become less, this is completely different in case of higher responsibility.The higher the responsibility the higher the incentive rate is. If we want to make effective Performance-related pay, employees need to perceive a c lear and prompt link between the effort expended and the reward that will be obtained, and it is necessary to feel that the level of reward on offer is based the effort. These are the main issues for employers implementing performance related pay, Martin (2000). The role of the higher manager is make sure to the effective implementation of Performance-related pay and necessary steps should be taken to involve this group at an early stage in arranging systems, and to ensure consistency and transparency while the management team assessing performance of the employee. Some time it can be happen that all managers make a certain proportion of staff as a group for each performance pay. The management should be careful in those serious, potential for unlawful discrimination for example by gender, ethnicity, discrimination. It is important for appraising managers to have proper training and awareness of these issues and for monitoring of merit pay awards to take place . Training and Development: Taining and practice can be helpful to perform very well., in this case Martin (2000) discussed, Reference information on matters such as employment legislation and training material on almost any business subject readily available through the interest and through the internet and through organisationss intranets.This means better informed personnel staff.When used for training, such material creater the potential for greater performance from all employees in their job areas. (page149) If we talk about distribution of pay awards, pay might not be the only motivating factor, even it might be proven that it is not so important for some kind of employees. The problem is occured during times of low inflation when the pay bill increase is usually limited to relatively small percentage. Even where the performance related pay may have a motivational impact for high performers, and it might be unacceptable to the people of the bottom performers, even they might be demotivated from that. Afte r a very careful assesment and careful consideration of pay distribution, the use of performance management techniques in support of performance related pay can help to tackle such kind of issues, it means it can be helpful for those who are bottom performer in the work place Martin (2000). In the case of identification of development needs, a major concern for human resource practitioners is that the when they will go for finalize the award like pay awards on the performance basis, review process may inhibit an open, clear and honest discussion of an employee, then training and development might be a needAs Armstrong (2006), in this case management development activities might need, the management development strategy will be concerned overall with what the organization intends to do about providing for its future management needs in the light of business plans.The startegy will be concerned with the roles of the parties involved and with the approaches the organization proposed to use to develop its managers. (pages 594-95) One solution is to separate the pay review aspect of performance measurement from the broader performance and development review. By arranging separate meetings some weeks or months to asses the performance of a employee and the development requirement can be set up.. But still it is ime-consuming in nature, the processes associated with Performance-related pay can be very time-consuming. In general, it is important to allow sufficient time away from day-to-day duties for managers and employees to be able to engage in the performance related pay process respectively. Armstrong discussed (2006), learning is the process by which a person acquires and develops new knowledge, skills, capabilities and attitudes.A williams (1998) defined it, learning is goal directed, it is based on experience, it impacts behaviour and cognition, and the changes brought about are relatively stable, (559). Performance-related pay is approaching to succeess, so an reliable and effective arrangements must be in place to define, measure, appraise and manage performance. The focus should be on encouraging high performance by effective performance management and appraisal systems and only this time higher on pay as an incentive to help achieve that goal. To create and maintain a sustainable high-performing workplace, the whole range of financial and non-financial rrewards or incentives should be be carefully planned to ensure that they are supported by Performance-related pay . If the manager cant afford significant pay differences between high and low performers, or if the manager believes that his staff is underpaid in relation to the cost of living in labor market, then he should postpone the implementation of merit pay for non-management employees, but it is in rare case. Instead of this, give everyone predictable seniority and reward the high performers with positive response, new resp onsibilities, and promotions will be more acceptable. A manager should put his managerial time and attention into better coaching and counselling of employees with performance problems, and more timely corrective action, including removal of poor performers who demoralize the rest of the workforce, or to find out the strength and weakness in the employee and find a solution to help them to come out from their limitations. Conclusion:- If the management is happy to implement merit pay, then they should separate the performance and pay reviews by at least several weeks or months. At the time of the pay review, management should set a pay decision on their performance which is progressing day by day or on progress observed toward the goals set in the performance review. Also the management should make sure that the pay ranges are wide enough to make the employee happy after winning the reward. In true sense, there is no pay system on earth that will satisfy all the employees. But a successful management team can have a pay system that supports their goal for a high-performing and motivated staff.. Thats why motivation is a basic and important tool for a commercial organization to go ahead with creative structure and innovative changing aspect of globalization. Reference: Adair, J (2003) Effective Strategic Leadership, Panbook, 2nd edition (page.16-38) Armstrong, M (2006), A handbook of Human resource management practice, Kogan page, UK, 10th edition, pages (559, 594-95) Bell, C (1998) Managers as Mentors, A bard press, Inc.production (page.124-135) Clegg, B (2000) Instant Motivation, Kogan page ltd.1st edition (page.4-25) Dessler (et.al), (1999), Human resource management, Prentice Hall, AustraliaPages (420-432, 588-590) Dr.Gilman, M (2004), The Management of Human Resourses, Pearson Education Limited, (Page.436- 4450) Dowling, P, Festing, M Engle, A (2008), International Human Resource management, Cengagae Learning, 5th edition (Page351-368) Harzing, A Ruysseveldt, J (2004), International Human resource management, Sage Publications, London, Page (240) Martin, M Jackson, T (2000) Personnel Practice, Cromwell Press, 2nd edition (page149-158) Nickson, D (2007), human resource management, Elsevier Publications, Uk, pages169-172 Bibliography: Barrett.R (1998) Liberating the corporate soul, Elsevier Prints. Cava, R (1990) Dealing with difficult people, Judy PiatkusLTd. Dr.Hunt, N (2007) Conducting staff appraisals, How to books Ltd.6th Edition Fowler, A (1998) Get more and more valu from your people, Crowell press. Forsyth, P (2001) Develpoing your staff, Kogan Page Limited. Fournies, F (2000), Coaching for improved work performance, R.R donnelly Sons company Fowler, A (1999), Good practice Induction, Short Run press, Exeter Leigh, D (1996) Practical Trainer Series, Kogan Page Ltd.2nd edition Mannering, K (2000) managing difficult people, How to books Ltd Rabinovici, M (1997) An expect eye on pay roll, International R D business education Ltd. Thomson, R (1998) People Management, Orion Business press.

King Leopolds Ghost Essay -- Essays Papers

King Leopolds Ghost King Leopold's Ghost tells a story of the Belgian King Leopold II and his misrule of an African colony, named (at the time) the Congo Free State. It is a wild and unpleasant story of a man's capacity for evil and the peculiar manifestation of it. In telling this story, Hochschild does a wonderful job of giving detailed descriptions, especially of the colorful individuals involved, both good and bad. His analysis of the situation is very solid, starting with the movement when the Congolese hero (Morel) finds out a very terrible fact and moving on through his (Morel) analysis and actions, all the while telling the story of a treacherous monster. Set in the palaces and boardrooms of Europe and in the villages of central Africa, it tells the story of the tragedy that took place during Leopold's so called rule, a tragedy that is so familiar to African-Americans, being told of our African brothers residing in the homeland. This "horror" story is just in fact that, a horror story, giving and revealing the utter most secrets of the respected King Leopold. Allow me to take you on a journey, pointing out the King's determination and, reasoning for what he'd done and the scars he left deep within the heart of the Congo. In the introduction I stated that Morel was the character that I considered to be the hero of this story, now the main question behind that would be, why? Along with, Who is Morel? His complete name was Edmund Dene Morel; he was a young clerk who worked for a Liverpool based firm where his duties were to supervise the unloading and reloading of the ships arriving in Antwerp, Belgium. As Morel watched the shipments arrive he noticed something, a great amount of ivory and rubber were being transported into Belgium but nothing was being taken out, as the book states: "There is no trade going on here. Little or nothing is being exchanged for the rubber and ivory†¦with almost no goods being sent to Africa to pay for them, he realizes that there can be only one explanation for their source: slave labor." (p.2) With his newfound revelation at hand Morel does not sit still. Demonstrating that he refused to turn a blind eye to what fortune had allowed him to see, he soon becomes active with his newfound knowledge. Soon afterward Morel devoted his life to stopping slavery in the Congo. From the early 1900's until afte... ... their own, getting educated, and even going to the lengths of forming Greek organizations, that their fellow brother in Africa were being brutally mutilated and stripped of their humanity. Hochschild has done an exemplary job of writing this book by gathering details and evidence not to mention the wonderful writing skills that he's displayed throughout the entire book. In my opinion, the account of shocking and brutal nature of Belgian colonial rule, is worth reading on it's own, if only to remind us of the horror of the colonialism from which the US has recently escaped. And anyone with an interest in the way we car for or mistreat other humanbeings may find a great deal of food for thought here as well. ABOUT THE AUTHOR Hochschild, a renowned journalist has taken on Stalin and Russian psyche in previous books. He has been criticized the almost exclusive focus of the CRA movement on Belgium, citing comparable brutality by the US in the Philippines, the British in Australia, the Germans in what is now Namibia. Bibliography: Hochschild, Adam "King Leopold's Ghost:a story of greed, terror, and heroism in colonial Africa. First Mariner Books 1998. New York

japanese internment :: essays research papers

[47] - (2x) Death Monster [48] - (3x) Chimera Hawk [49] - Luther sequence [II] Boss Fights / Forced Battles - Aquatic Gardens of Surferio [A.1] - Sculpture Lord and (2x) Sculpture Guard [III] Boss Fights / Forced Battles - Ancient Ruins of Mosel Underground [R.1] - Amoeba Giant [R.2] - Aurora Monster [R.3] - Spirit Trio [IV] Boss Fights / Forced Battles - Maze of Tribulations [M.1] - Render [M.2] - Succubus [M.3] - Basilisk King [M.4] - 9 Sets of Aqua Wisps [M.5] - Earth Dragon [M.6] - Springer [M.7] - Alei [M.8] - Mighty Vox [M.9] - Sootie [M.10] - Floor 8 Minibosses [M.11] - Gabriel Celesta [V] Boss Fights / Forced Battles - Sphere 211 (Floors 101 - 211) [S.1] - Norton Redux (floor 101) [S.2] - Enraged Crosell (floor 115) [S.3] - Shadow Dragon (floor 126) [S.4] - Vengeful Shelby (floor 137) [S.5] - Frenzied Biwig (floor 147) [S.6] - Green Thing (floor 159) [S.7] - Arch Demon (floor 170) [S.8] - Angry Azazer and Raging Belzeber (floor 181) [S.9] - Furious Berial (floor 192) [S.10] - Super Blair (floor 200) [S.11] - Lenneth (floor 210) [S.12] - Ethereal Queen (floor 211) [S.13] - Freya [VI] Boss Fights / Forced Battles - Urssa Cave Temple [U.1.1] - Albel and Romero [U.1.2] - Nel and Zorto [U.1.3] - Peppita and Hodge Podge [U.1.4] - Roger and Farbnil [U.2] - Fayt + Whoever he was paired with in the ending [VII] Albel [Al.1] - Albel 2 [Al.2] - Albel 3 [Al.3] - Albel 4 [VIII] Gemity Arena [G.1] - Reigning Champions =============================================================================== Abbreviations and Introduction [In] =============================================================================== Abbreviations: -AAA: Anti-Attack Aura. There are two main types of attacks in this game: Strong and Weak. If a weak attack is launched at a target that is at 100% fury, the attack will be guarded and an Anti-Attack Aura emitted. There are a variety of Anti-Attack Auras available in the game, but the best overall is the first one you get, called Standard. It simply emits a beam towards the attacker that, when it hits, causes Stun. On the other hand, a Strong attack launched a target with 100% fury will break the target's guard and reduce its fury to 50%. The terms "AAA" and "guard" are interchangeable. -HP: Hit points; Consumed when using physical battle skills. You die (are "incapacitated") when your HP reaches 0. The same is true for enemies. -MP: Magic points; Consumed when using magical battle skills and Spells (Symbology). You die (are "incapacitated") when your MP reaches 0. The same is true for enemies. This leads to some interesting options against foes with high HP but low MP. =============================================================================== Introduction: I wanted a comprehensive faq for every single "forced" battle in the game.

Protestant Vs. Socially Engaged Buddhism :: essays research papers

Protestant vs. Socially Engaged Buddhism   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Somewhere in the sixth century BCE Buddhism was born, born from a single man Siddhartha Guatama, the Buddha. After gaining his enlightenment under the Bodhi tree, the Buddha didn’t think that the rest of the world could handle all that he had learned. He did not want to teach others, nor did he want to spread his wisdom. Until at last his great compassion came over him and he started to gain the respect of few by going to his old peers first. By starting with other intellectuals he secured that they at least had the capacity to learn what he had to teach. From this point on he spread his philosophy on the middle path with everyone who would listen.   Ã‚  Ã‚  Ã‚  Ã‚  He preached pacifism and that it was wrong to take any life be it a man’s or any lesser being’s. He taught that the noble eightfold path was the route to end all suffering, and that the individual was the most important factor in achieving enlightenment. The Buddha taught about the five aggregates, the notion that the human being is made up of matter, sensation, consciousness, perception, and mental formations. In all of his teachings however the Buddha did not do so much as a lay a groundwork for which his followers could build a society on.   Ã‚  Ã‚  Ã‚  Ã‚  The Buddha was acting out of compassion in that he had found the way to end his suffering and wanted to help others do the same. He was not however trying to build himself up as a God, and create a religion under which he was the focal point. Since this was not his goal, he did not get into politics, social formations, or anything else of the like. However, sooner or later, with the rapid growth of Buddhism in India, and the whole of Southeast Asia, these were the things that would determine the survival of its followers. That is, an entire society of Buddhists had emerged, far greater numbers and organization than even the Buddha had imagined. With this emergence of community came more and more problems with which the leaders had no frame of reference to combat. For instance, what to do when pacifism doesn’t work in protecting your community. How to maintain peacefulness when outside forces are conquering violently. In many areas, where this sense of a Buddhist community had been created, the members had a great deal of pride in what they had created and were a part of, but their pride was kept in check by their inability to justify the right course of action.

Enterpreneurship Education

UNIVERSITY OF PETROLEUM & ENERGY STUDIES DEHRADUN BUSINESS PROCESS RE-ENGINEERING ASSIGNMENT ON RE-ENGINEERING ENTERPRENEURSHIP EDUCATION IN INDIA SUBMITTED BY SUBMITTED TO LOVENEET VIRK DR. NEERAJ ANAND MBA(LSCM) SEM-3 ROLL NO- 24 TABLE OF CONTENTS Particulars Page No.Concept of Entrepreneurship Education†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 Contribution to National Economic Growth†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Entrepreneurship Education in India †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5-13 Support of entrepreneurship teaching†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Recent development for MSMP in India†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Disseminators†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8-9 Focus†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 Challenges in designing an EEP†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11-12 Factor in success of EEP†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 Re-engineering Process†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦15 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Re-engineering Enterpreneurship Education In India The Concept of Entrepreneurship Education Entrepreneurship education is an educational programme that provides the students with the knowledge, skills and motivation needed to start up a small scale business. In other words, it promotes innovation or r ather introduces new products or services and market strategies to the students to become outstanding entrepreneurs.Kenton and Ervin (2000) define entrepreneurship education as an educational discipline that prepares people, especially youth to be responsible, enterprising individuals who become entrepreneurs or entrepreneurial thinkers that contribute to economic development and sustainable communities. In other words, entrepreneurship education is a programme that provides discipline to an individual to assume the responsibility and the risk for a business operation with the expectation of making a profit. If this succeeds the entrepreneur reaps profits; and if it fails, he takes the loss.Hisrich (2002) in Kurya (2006) defines entrepreneurship as the process of creating something different with value by devoting the necessary time and efforts, assuring the accompanying financial, psychological and social risks, and receiving the resulting rewards of monetary and personal satisfact ion. Another definition of entrepreneurship that is worthy of note is Miami University of Ohio (2003) quoted in Kurya (2006) which states that Entrepreneurship is a process of identifying, developing and brings a vision to life.The vision may be an innovative idea, an opportunity or simply a better way to do something. The end result of this process is the creation of a new venture, formed under conditions of risk and considerable uncertainty. Also according to Kuryi (2006), entrepreneurship is a process through which individuals and groups pursue opportunity, leverage resources and initiative change to create value. Therefore, considering all the works cited, entrepreneurship education generally provides creative skills and knowledge needed to start and grow a business.In other words, it prepares individuals to create and successfully operate a business enterprise. Business education is a vocational education programme that provides skills and competence for business, office occupa tion and for self-reliance. In support of this definition, the National Board for Technical Education (1987) states that business education revolves around job skills, employability and self-dependency. The Contributions of Entrepreneurship Education to National Economic Growth and Development.Entrepreneurship education, in combination with business education programme in Indian universities will contribute to the nation’s economic growth and development in the following ways:- 1. It will help to discover talented, competitive, creative and very skillful individuals that are the nation’s innovative assets. 2. It will prepare individuals to be responsible and entrepreneurially conscious to contribute significantly to economic growth and development. 3. It will build a connecting link that creates productive and very thoughtful citizens that can contribute to local, regional and national competitiveness. . Entrepreneurship education inspires and motivates students to ach ieve while in school and use their knowledge in a real world setting. 5. It will encourage the business education graduates to establish small scale businesses and sustain them. These small businesses form the cornerstone of future economic growth, job creation and wealth generation. ENTERPRENEURSHIP EDUCATION IN INDIA India has a pioneering status among developing countries for its early start on a variety of entrepreneurship education programs.For the most part, entrepreneurship education in post-independence India has been focused on measures designed to encourage self-employment and founding of Small and Medium Enterprises (SMEs). The Industrial Policy Resolution of 1956 has, for instance, a very strong emphasis on the SME sector. As the economy transitioned from being primarily agrarian into one that has significant contribution from other sectors, it was felt that the most pressing requirement was education that would enable need-based entrepreneurs to make forays into these e merging sectors.Consequently, in the 1960s and 70s, entrepreneurship education was almost exclusively delivered in the form of training programs, offered by institutions under the aegis of State and Central Governments, and by financial institutions receiving support from the Government. Some of the institutions delivering such programs were: * Industrial estates and in common service facilities (like tool rooms) * Training and counseling institutions (NISIET, SISI, TCOs, EDI) * Financial institutions like SBI, IDBI, TDICI, RCTC, etc. * Development boards (STEPs, EDCs, TBIs)The table below shows the development of Micro, Small and Medium Enterprises (MSME) during the first few post-independence decades. In the 80s, entrepreneurship education continued to focus primarily on entrepreneur training aimed at creating self-employment ventures. Like in the 70s, such programs were mostly under the umbrella of Entrepreneurship Education Programs (EEPs) offered by Government agencies, financi al institutions and banks. However, recognition of the requirement for a more holistic entrepreneurship education, which included the ecosystem partners, was beginning to grow.The 80s also saw the entry of entrepreneurship education into technology and management institutions. At the IIM Ahmedabad, for example, faculty members started offering Achievement Motivation Training. Other management institutions also began offering similar courses, driven mainly by faculty interest. However, none of these institutions took on a pioneering role to emerge as a thought-leader. Governmental effort oversaw the founding of an initiative to set up Science and Technology Parks (STEPs) and incubation centers at a few reputed technical institutions.With the advent of liberalization in the 90s, the country saw the potential of entrepreneurship not only as an entry-level employment generator, but also as a means of wealth creation. Success stories, especially in the IT sector, were viewed by entrepren eurs as role models. Support for entrepreneurship teaching The latest surveys of the trends of entrepreneurship education in India indicate that 44,500 students are currently enrolled in entrepreneurship programs across the country. This number is expected to grow at a CAGR of 20. % to reach 54,700 by 2012. The liberalization of the Indian economy in the 1990s has encouraged entrepreneurship in the country by facilitating the reducing of barriers of entry to start businesses, making financing more easily available and the setting up of institutions for the development of entrepreneurial talent. Revenues from Entrepreneurship Education Programs reached INR7. 9 billion in 2010 and are estimated to grow at a CAGR of 13. 7% to INR10. 7 billion by 2012 Recent Developments for MSMP in IndiaDISSEMINATOTRS Based on the type of organization, disseminators of entrepreneurship education in India can be categorized as follows: * Government institutions * Academic and training institutes * Banks and financial institutions * Industry associations NGOs Of all the types of knowledge disseminators above, the public sector is indisputably the most important one in India, with the broadest reach, ranging from national-level institutions all the way down to grass-roots organizations.The education imparted by the institutions above range the entire gamut of pedagogical choices: * Training and diploma programs (both long and short duration) * Term-based courses and electives, Conceptual and introductory lectures * Idea and business plan competitions * Research and consulting projects * Incubation, networking and mentoring facilities * Conferences, seminars and workshops * Journals, newsletters and publications There is mismatch in the Indian entrepreneurship education system, between what knowledge disseminators are offering, and what entrepreneurs really need.Following are key differences between the requirements and what is being delivered in the name of entrepreneurship educatio n in B-schools. FOCUS Though the EEPs presented do target the general population, emerging and established entrepreneurs, the focus seems to be skewed primarily towards developing the emerging entrepreneurs. Indian entrepreneurship education is mainly geared towards the need-driven entrepreneur. This is in line with the recommendations of Porter and Schwab, who argue that in ? actor-driven countries with mainly extractive type economic activity, government attention is best focused on providing a basic foundation for enabling this activity, rather than, for example, providing sophisticated training in opportunity-driven entrepreneurship In India, roughly 13% of the adult working-age population (between the ages of 18 and 64) has received some form of training in starting a business. The chart below shows the percentages of these recipients who undergo this training voluntarily versus compulsorilyCHALLENGES OF DESIGNING AN EEP Clearly, in order to navigate this variegated network of ideologies, attitudes, skills, teaching methods and assessment tools, etc. there is a pressing need for a framework that would allow the practitioner design an educational program to provide maximum value to both the entrepreneur and to the society in which s/he thrives. There exists a range of tools, traits, motives and attitudes that are required for both the creation and the success of entrepreneurs.Some of the skills required for entrepreneurship to take root, and to develop the knowledge-base for enterprise creation and growth are illustrated in the diagram below. Which of these skills should an EEP include in its curriculum? A clear understanding of the needs of the entrepreneur is required in order for an EEP to be deemed successful by its recipients. Similarly, among other considerations, the design of an EEP must also be cognizant of: ? The type of disseminator(s) that will deliver the EEP.For example, a course designed for delivery by a high school is likely to have differ ent constraints that one designed for dissemination by a corporate entity. ? The pedagogy best suited for the EEP under consideration (training program, journal article, seminar, etc. ). ? The delivery mechanism (classroom atmosphere, television broadcast, reading material, etc. ). ? Existing models and success stories from India and abroad. Case studies can serve as springboards for new programs, and avoid having to rediscover well established approaches. Success metrics or ways of measuring effectiveness. In addition, an EEP must also be aware of how it might fit into the curriculum at primary, secondary and higher educational levels, of how to incorporate best practices from previous programs, deciding whether it is necessary to assess and accredit entrepreneurship education, the implications of the linkages between business and education, etc. FACTORS IN SUCCESS OF EEP ARE :- Clearly, in order to navigate this variegated network of ideologies, attitudes, skills, teaching methods and assessment tools, etc. here is a pressing need for a framework that would allow the practitioner design an educational program to provide maximum value to both the entrepreneur and to the society in which s/he thrives. RE-ENGINEERING PROCESS Existing Practices| Re-engineering| Prevalent only at higher levels of education| Should be introduced at lower level also. | EEP is not sufficiently differentiated from business management education in many institutions. | Clear and specific curriculum should be introduced for both. Limited focus on research and publications| More focus should be given to research and publications| No degree awarding programs at academia| Degree awarding programs should be introduced at academia. | Lack of experienced faculty| Experienced faculty should be recruited and training should be imparted to existing faculty. | Weak linkages of University and R&D centers with entrepreneurs. | Linkages should be improved. | Absence of mentor pool at all stages. | M entor should be provided. | Policies are not responsive. | Policies need to be more responsive to emerging trends, both local and international. Overall state of affairs is confused. | Should have clear and broad vision, goals and systematic planning. | Missing culture of educating long term impact. | Training in specific skills should be introduced and also aspects of ethics, risk taking, social responsibilities, etc. | RECOMMENDATIONS * Teachers should be recruited, trained and re-trained in the area of entrepreneurship education. They should be sponsored to attend local and international conferences to acquire more knowledge so that they can effectively impart the entrepreneurial skills to the students. The university management should contact some NGOs or banks to give soft loans/grants to entrepreneurship educators to establish and run their own businesses. This will enable them to acquire practical experience from their own initiatives for onward transmission to business educa tion students. * Business education students should be thoroughly taught how to troubleshoot, service, maintain computer and other related office equipment. They should also be provided with adequate information about starting a new business and about business trends in order to minimize future risks and maximize success rates.This will help them to establish consultancy firms to sell and service the computers and other office related equipment, and also run business centres. * The department of business education should constantly organize workshops for the students and invite successful businessmen and women to give talk on how to initiate, source for funds, start and run a business successfully. * The students should be made to go on attachment to successful entrepreneurs for a period of three months.This will also help them to practically acquire entrepreneurial skills that will enable them initiate, establish and run their businesses after graduation. * In order to help the stu dents to raise capital to run an enterprise, they should be grouped. Each group will contribute money to rent a shop, equip it and run it for their practical. BIBLIOGRAPHY * http://en. wikipedia. org/wiki/Tacit_knowledge. * http://en. wikipedia. org/wiki/List_of_countries_by_GDP_(real)_growth_rate. * www. nenonline. org/page/orientation-entrepreneurship-education

History of Arts Notes

WEEK 1 PREHISTORIC Hybrid figure, mammoth ivory, ca. 40,000-28,000 BCE – To make: split dry mammoth tusk, scarpe into shape (using sharp blad) – half human, half animal= human dressed as animal for hunting purpose Bear, Chauvet Cave, ca. 30,000-28,000 BCE – hand paintings, hand silhouettes depict animals – took advantage of walls – eg. bump creates bear's shoulder – discovered in 1994 So-called â€Å"Venus of Willendorf,† limestone, ca. 28,000-25,000 BCE – no naturalism- stress fertility emphasizing reproductive features= fertility object Spotted horses and human hands, Pech-Merle Cave, ca. 16,000-15,000 BCE – shamanism- belief in spirit world accessed through alternative states of consciousness – hand dots- can find how many artists painted in one cave – saliva, water, blood- MIXED- applied with brush, finger, moss, chewed stick, feather Rhinoceros, wounded man, and bison, Lascaux Cave, ca. 15,000-13,000 BCE – sense of power – pathetic, no power – powerful Hall of the bulls, Lascaux Cave, ca. 5,000-10,000 BCE – human never lived in Lascaux cave (no objects, remains ; instead; bear bones, torches) – not optical images; instead; COMPOSITE- many details of animal Stonehenge, ca. 2,100 BCE, Salisbury Plain, Wiltshire, England – marked passing of time/seasons – megalith(stone forming prehistoric monument) in circles= CROMLECHS – simple structure= post and lintel Babylonian deed of sale, clay with cuneiform writing, ca. 1,750 BCE – refined pictogram pressed in series of wedge-shaped signs= CUNEIFORM – used for dministrative accounts ; poetry – invention of writing WEEK 2 SUMERIA;EGYPT Remains of the â€Å"White Temple† on its ziggurat, ca. 3500-3000 BCE Uruk, Iraq – Tripartite layout – from 3sides- can see ceremonial ascent of priest ; leaders – stairs- counter clockwise around mound= indirect approach= Mesopotamian temple archietecture Cylinder seal of priest-king feeding sacred sheep, ca. 3300 – cylindrical made of stone with hole running through centre – design carved into surface of seal- when pressed in soft clay= reverse im age unfoldStatues from Abu Temple, Tell Asmar, ca. 2700-2500BCE – maybe worshipers – exaggerated eyes- responding to God’s awe, warding off evil Relief Panel of Hesy-ra, ca. 2660 BC – wooden stele nonnaturalistic – 3000 years of same system of showing body – same composite artificial way of showin g body – SHOWS that it was much more important to follow tradition – instead of realism, point is not that they cannot make naturalistic art – this convention was chosen on purpose Imhotep, Step Pyramid and Necropolis of King Djoser, ca. 681-2662 BCE – made for King Djoser-ruled 2630-2611- king [email  protected] was NECROPOLIS-cemetery -encircling entire complex is rectangular stone wall stretchign over mile in length and 33ft high -DOMINANT FEATURE= STEPPED PYRAMID-oriented to cardinal points of compass – zygarat- elevate temple in mesopotamia- this is not a temple but a grave – this is only image of pa lace meant for eternity – there was a statue of king in center – believed that soul could live in a staute of king – statue enclosed in a room in center with windows and look out rest of complex so king could live eternily – monumental archeitectureRoyal Standard of Ur, ca. 2600 BCE – bottom= charioteers pulled bu oagers. Riding over enemies – middle= prisoners stripped of clothing ; armor are escorted – top= prisoners brought to central figure- head is off canvas – banquet= top= seated for banquet, cups raised to music played by harp – PANELS represent Kingship Prince Rahotep and Nofret, 2580 BCE – carved from limeston- softer than diorite- painted skin tones, hair, garments, jewelry – rahotep is government official and wife is dependent of king- ritualized gesture in full frontality – rigid frontality norm for royal and elite sculpturesPyramids of Menkaure, 2533-2515 BCE, Kafra, 2570-2544 BCE, and Khufu, 2601-2528 BCE, Giza pyramid only a part of necropolis- city of dead – King djoser had a mudbrick palace made of wood, mud brick, reeds – has archeitect which suggest how important buildling is – stones cut precicly so that they can interlock together and create smooth surface – pyramid 440ft tall- 45 stories Menkaure and Queen Khamerernebty II, 2515 BCE – carved in one piece with an upright back slab, rigid frontality – almost identical height, left foot forward King is more muscular and half nude and queen draped in thin dress hemmed at ankles= smooth surfaces and high polishestablish appearance of unity – man both arms down and woman arms around man- dependent Seated Scribe, ca 2400 BCE, limestone -frontal, stiff in traditional poses – in earlier society- fat and marks of age could be signs of honour- experience – sallow cheeks, sagging jaw, loose stomach= social status: succeed in career, eats well, relies on s ubordinates to do physical work on his behalf Head of an Akkadian ruler, ca.2250-2200 BCE naram-sin (sargan’s grandson) – stretched Akkadian empires – explited art to reflect and establish power= abstract hair and beard= strong symmetry= contrl and order – damage done maybe by Medes- who invaded Nineveh= gaughe eyes, ears and nose hacked= as if really attacking person Great Ziggurat of King Urnammu, Ur, ca. 2100 BCE – Mud bricks: clay mixed with vegetable and straw to prevent clay cracking when dry – mud mixture put into wodden frames- knocked out and backed under sun – joined wall with wet clay – not durable so sealed with BITUMEN buttresses= articulate walls= impression of strength, lines= add dynamic energy, 100 steps Stele with the Law Code of Hammurabi, ca. 1760 BCE – TOP- hammurabi appears in relief- standing with arm raised in greeting before the enthroned sun-god Shamash- god's shoulders emanate sun rays- god ext ends hand, holding rope ring and the measuring rod of kingship= THIS GESTURE unifies scene's composition and purpose of the two leading characters – smaller scale of Hammurabi compared to seated god= â€Å"shepherd† rather than god himselfFemale figurine, 12th-13th dynasties (ca. 1650 BCE), faience – object placed in tombs along with dead – from tomb in Thebes, represents a schematized woman- legs stop at knees, restrict her mobility/ or legs maybe not essential to her function – painted cowrie-shell girdle to emphasize belly and hips, delineate breats and pubic area= function may have been as fertility objects, enhance family continuity – blue-green color of faience associated with fertility, regeneration and goddess hathor Temple of Hatshepsut, ca. 478-1458 BCE – New Kingdom funerary temple= Hatshepsut- female king – crowning pyramid- mastaba and terraces extending into cliff face – ascending white limestone courts, li nked by wide ramps on a central axis – trees lined entrance way and paired sphinxes faced each other Queen Hatshepsut kneeling, ca. 1473-1458 BCE – Hatshepsut kneeling as she makes offering – because kingship is male office, she wears regalia of a male king(kilt, false beard and nemes headdress(striped cloth worn by kings))Akhenaten and his family, 1355 BCE – akhenaten with family- consort Nefertiti and 3 oldest daughters – sun life-giving beams radiate downward with hands at their terminals- reed columns suggest scene is within garden pavilion stocked with wine jars – king and wife sit facing each othe on stools- hold daughters, on laps, in arms, uniting composition with animated gestures- contrast to STATIC quality of scenes of other times – emphasis on daughters’ childishness marks changeAkhenaten, 1353-1335 BCE – break dramatically long-established conventions for depicting royal subjects- different proportions- narr ow shoulders, lacking musculature, marked potbelly, wide hips, generous thighs, large lips, distinctive nose, chin, narrow eyes make face recognizable. Queen Tiy, 1352 BCE Akhenaten’s mother- used dark wood of yes tree with precious metls and semiprecious stones for details – downturned mouth and modeled lines running from sides of nose to mouth= advancing years – initially queen wore gold jewlry and silver headdress decorated with golden cobras= identify her with funerary goddesses Isis and Nepthys – wig embellished with glass beads topped with plumed crown Queen Nefertiti, 1348-1335 BCE – Nefertiti’s bust- plastered over limestone core and painted – left eye not inished- bust remained unfinished but elegance still derives from sculptor’s command of geometry The weighing of the heart and judgment of Osiris The Book of the Dead of Hunefer, 1285 BCE books of dead – instructions on how to escape the great beast and make it through afte rlife – needed to go ceremony and weight their heart with ostrich feather- if free from sin- heart should be lighter than ostrich feather Temple of Ramses II, Abu Simbel, ca. 1279-1213 BCE Ramesses commissioned most architectural projects- including monumental temple – king marked his claim to the land of Kush in Lower Nubia(origin of old, viroy and enimal pelts) – between statues’ legs- small figures represent member of royal family.INTERIOR- colossal figures of Ramesses- 32ft Fugitives crossing a river, ca. 883-859 BCE – walls covered with large scale stone reliefs – narrative images- painted in places for emphasis- glorified king with detailed depictions – archer and two women look on with hands raised NO RELATIVE SCALE, primary purpose of scenes to recount specific enemy conquests Gate of Citadel of Sargon II, with lamassu, 742-706 BCE (photo taken during excavation) – lamassu- great guaridian figures – powerful and terrifying deities to anyone who might enter – embody king's fearful authority- tall horned headdresses, deep-set eyes, powerful muscularity of legs and bodies Reconstruction of Citadel of Sargon II, Dur Sharrukin, ca. 21-705 BCE – Sargon II had plan for city of Dur Sharrukin where he had royal residence – unexcavated but estimate to cover a square mile – enclosed within an imposing mud-brick wall – 30 court yards- 200 rooms Lion hunt, ca. 645 BCE – king slay lion – way of demonstrating power over beast – EGYPT- royal lion hunts were events that took place in palace grounds – roal attendants released animals from cages into a square formed by troops with shields – ritual symbolic showcasing king's strength and serving as metaphor for military skillsPalette of King Narner, ca. 310-3125 BCE – TOP CENTER: hieroglyphs spell out narmer's name – BESIDE hieroglyphs= cow heads represent sky god dess – LEFT= King Narmer holds enemy by hair and raises mace- sign of kingship – KING- wears white crown of Upper Egypt and belt of kilt hangs tail of bull- symbole of power kings wear as part of ceremonial dress-larger scale establish authority – BOTTOM-enemy stripped of clothing- humiliateion – BEHIND king attendant carries king's sandals RIGHT of Narmer appears falcon holding rope – OTHER SIDE- king wears red crown of LOWER egypt- by sandal carrier and long-hared figure= FOLOWS FOUR people holding something to inspect bodies of prisoners with their heads between their legs – CENTRAL register= 2 animals roped by male figure- twist long necks to frame a circle in composition – symmetrical, balanced= ma'at – LOWER- bull rep. king attack city and tramples down enemy – COMMUNICATE BY!!!! ombine several diff types of signs on one object – some literal representations and symbolic representations- bull=strength â€⠀œ MESSAGE: king embodied unified UPPER and LOWER EGYPT- though human, he occupied divine office shown by placement of name in sky WEEK 3 GREEK Amphora with meander pattern and funeral, ca. 750 BCE – vase from cemetery- known as Dipylon Vase- one of a group of large vessels Athenians used as funerary markers over burials- holes in its base allowed mourners to pour liquid offerings during funerary rituals- ashes of dead inside vases placedBlack-figured amphora Exekias, Achilles and Ajax Playing Dice, ca. 540-530 BCE – black-figured technique- painted design in black silhouette against reddish clay- incised details into design with needls, painted white and purple over black to make chosen areas stand out – Athenian amphora- signed by Exekias- both potter and painter- painting shows Homeric heroes Achilles and Ajax playing dice- episode not exist in surviving literary sources- two figures lean on their spears; shields stacked behind them – black silhouettes create rhythmical composition, symmetrical around table in centerKouros, ca. 540-525 BCE (means youth) – male- slim, broad-shouldered, left leg forward, arms by side, clenched fists, shoulders, hips and knees are level Kore, ca. 530 BCE (wearing a peplos) (means maiden) – female- -BOTH HAVE stylized wig-like hair, show techniques and proportional systems used by Egyptian sculptors- rigid, frontal, four distinct sides, no backslab, (GREEK: space between forms, public nudity acceptable for males/not females. EGYPT: figures embedded in stone. forced nudity on slaves) Red-figured amphora: Euthymides, Dancing revelers, ca. 510-500 BCE – black-fig. imit artist to incision for detail- develop red-figured tech- scence not dependent on profiles- freedom with brush translates into freedom of movement in dancing- range of poses, twisting bodies, age of intensive and self-conscious experimentation Red-figured kylix (wine cup) Douris painter, Eos and Memnon, ca.490-480 BCE – Eos, goddess of dawn lifts limp body of her dead son, Memnon whom Achilles killed- Douris(maker)- traces contours of limbs beneath drapery and balances vigorous outlines with more delicate strokes- dead weight of memnon’s body contrats with lift of Eos’ wings Kritios Boy’, ca. 480 BCE (marble) – contrapposto – weight shifted creating asymmetry in two sides of his body. Knee of forward leg is lower than the other, right hip is thrust down and in, left hip up and out, axis of body not straight vertical line, reversed S-curve – stands at ease- CHIASTIC POSE (balanced asymmetry of relaxed natural stance) – muscles suggest motion Temple of Hera II at Paestum, ca. 460 BCE building made of DORIC order simple capital, no base, columns sit directl on step platform – columns look massive, little space between them – archeitects worried about rooms falling down Zeus or Poseidon, ca. 460-450 BCE, bronze – nude bronze from sea near Greek coast- 7ft tall- depicts spread-eagled male figure in act of throwing- Zeus casting thunderbolt or Poseidon throwing his trident. -sculptor catures and contrasts vigorous action and firm stability- express god’s awe-inspiring power.Shows artist’s understand of bodies in motion and also knowledge of strength of bronze= allow god’s arms to stretch out without support. Warrior, ca. 450 BCE, found in the sea off of Riace, Italy – over-life-size figure found in sea near Riace- used lost-wax technique- not just cutting away stone- artist build clay model- where marble absorb light, bronze surface reflect= explore surface texture for hair and skin Roman copy after a bronze original by Myron, Diskobolos, ca. 50 BCE – bronze, Myron condensed a sequence of movements into single pose, achieved through violent twist of torso that brings the arms into same place as legs -Pose conveys essence of action by presenting coiled figure in perfect balance Iktinos and Kallikrates, Parthenon, 447-432 BCE – building made when athens was at war- created by money in military- dominant temple on Akropolis- Perikles conceived it to play focal role in cult of Athena- chief center of cult practice remained on Erechtheion(north f Parthenon)- built of gleaming white marble- Architects Iktinor and Kallikrates – OCTASTYLE(eight-column arrangement)- continuous sculpted frieze runs around all sides in variation of Ionic style- depicts procession moving from west-east- horsemen jostle with musicians,water carriers, sacrificial beasts- figures overlap to create illusion of crowd- encircling colonnade gave impression that visitor can approach temple from all sides.– appears less massive than TEMPLE OF HERA II at PAESTUM= columns more slender, capitals smaller and less flaring-cornice projects less. East freize of the Parthenon, ca. 440 BCE part of festival held to honor Athena- exalts mortal Greeks by deicting them in spac e reserved for divine and mythological scenes. – cloth is a new robe for Athena(woven by Athenian girls and depicting Athen’as triumph against giants in gigantomachy) Model of Pheidias, Athena Parthenos, ca. 438 BCE – enormous statue of Athena by sculptor PHEIDIAS- stood with one hand supporting a personification of Victory, and shield resting against her side. Figure out of ivory and gold(combo known as CHRYSTELEPHANTINE)- supported by wooden armature- valuable Three goddesses, from the east pediment of the Parthenon, ca. 38-432 BCE – Hestia, Dione and Aphrodite (recent, Leto, Artemis, Aphrodite)- pediment figures embedded in building- forms are strong and solid- masterpiece of swirling drapery, garments cling to bodies beneath as if wet- drapery not follow lines of body- there is twisting around legs(struggle with them) Temple of Athena Nike, 427-424 BCE, Akropolis, Athens (ionic order) – has a bas- thinner columns- taller- fluting on columns is like womens robe or skirt- base is like shoes- more feminin and elegant- tiny temple of athena nike- godess of wisdom and war- nike= VictoriaAkropolis, Athens, 421-405 BCE – dedicated to goddess Athena Erechtheion, 421-405 BCE, Akropolis, Athens – Mnesikles’ project-architext had to deal with difficult terrain- built to serve several religious functions- included four rooms and basement on western side- two porches attached to its flanks- one dedicated to Poseidon face north and is main entrance- smaller one juts out toward ParthenonErechtheion, Porch of the Maidens 421-405 BCE, Akropolis, Athens – 6 caryatids of columns support roof- represent women of Caryae (city-state in Peloponnese that formed alliance with Persians in Persian wars)- when war over, Greeks took women as slaves- architects THUS designed images of these women to bear the burden of their state’s dishonor in perpetuity Nike, from the balustrade of the Temple of Athena Nike, ca. 10- 407 BCE – Nike taking off sandles-about to step on holy ground-wings keep her stable so she performs awkward act with elegance and ease- Pheidian style evident in deeply cut folds of her â€Å"wet look† garments clinging to her body and fall in deep swags between her legs. Grave stele of Hegeso, ca. 410-400 BCE – Pheidian style recognizable in drapery and also in smooth planes of faces- delicacy of carving clear in forms fathest away from viewer- servant’s left arm, veil behind Hegeso’s right hsoulder= relief merges with background strengthening illusion that background is empty space rather than solid surface.Roman copy after an original by Praxiteles, Aphrodite of Knidos original from ca. 340-330 BCE – first nude monumental statue of godess in Greek world- about to bathe, or rising from bath- right hand, she covers nudity in gesture of modesty, grasping for robe with her left- head slightly turned so does not engage viewer’s gaze di rectly Roman copy after an original by Praxiteles, Hermes and the infant Dionysius original from ca. 320-310 BCE – Hermes holding infant Dionysos- sandals=roman in style- chiastic pose is exaggerated and creates fuly relaxed curve of torso- youthful more than athleticWEEK 4 ROMAN & ITALY Ara Pacis Augustae, 13-9 BCE – Republican practice of commissioning narrative reliefs to record specific events- reliefs mounted on public buildings and monuments(ara pacias augustae) Imperial procession, Ara Pacis Augustae, 13-9 BCE below: Parthenon frieze, ca. 440 BCE – inclusion of women and small children= denote importance of dynasty as well as referring to moral legislation Augustus enacted to promote child-birth among the elite. Roman copies of a Greek original by Lysippos, Portrait of Alexander the Great, original late 4th C.BCE – to have idealized quality- planes are smooth especially around brow and individuality emerge in unruly hair, raised at fron (cowlick) a nd twist of head- does not engage with a viewer- has distant gaze The Abduction of Persephone, wall painting in Tomb 1, Vergina, ca. 340-330 BCE – from small tomb at Vergina- subject=abduction of Persephone- appropriate to funeral setting-Pluto-carries away Persephone to be queen-pluto seizes Persephone into speeding chariot-her handmaiden rearing back in fright The Battle of Alexander and the Persians mosaic copy of ca. 00 BCE of a Hellenistic painting of ca. 315 BCE – roman copies of Greek wall painting- may be copy of Philoxenos’ painting- depicts Darius and the fleeing Persians on right and damaged left-hand portiong depict figure of Alexander- mosaic- follows four—color scheme(yellow,red,black,white)- widely used in late 4th century Portrait, called â€Å"Brutus,† ca. 300 BCE rome- develop upon greek style-form art that became popular in this period= REALISTIC PORTRAIT lips thin, lips one over the other, overbite= similar notion of greek empha sis on individual = maybe a republican ideal, showing elf as god, flaws, suggest philosophical stance Epigonos of Pergamon (? ), Dying Gaul trumpeter, perhaps a Roman copy of a bronze original of ca.230-220 BCE – found in Sanctuary of Athena on Akropolis of Pergamon- sculptor identifies enemy as Gaul through his bushy hair and moustache and by torque around his neck(braided gold band)- dies sinking quietly to ground/struggling to prop imself up as blood pours from wound in chest. Drunken old woman and market woman, Roman copies of originals of ca. 00 BCE – depict unidealized and realistic everyday life- genre=Hellenistic realism- Roman- crouches on ground, clasping wine bottle, head flung far back-wrinkles cover face, skin on her exposed shoulder and chest sags with age- wears buckled tunic= identify as member of wealthy social class- (other sculptures of this kind focus on rustic life on poor) Nike of Samothrace, ca. 190 BCE – celebrates naval victories-nike-me ans victory- of Eudamos- Rhodian marble of sculpture’s base suggest sculpture comes from Rhodes.Victory goddess seems to be landing on prow of ship as if to bestow crown of victory upon Eudamos- maybe about to take flight, massive wings soar out behind her, wings make statue appear weightless despite mass of stone- neither leg holds the body’s full weight. Great Altar of Zeus at Pergamon, ca. 166-156 BCE – Eumenes II or Attalos II built it to commemorate territorial victories over Pontos and Bithynia and establishment of a grand victory festival(Nikephoria). Altar stood high on a podium with large rectangular encloser defined by Ionic colonnade. wide staircase at fron provided access. Stood on Pergamene Akropolis- reconstructed in Berlin-frieze encircle base-extends 400ft in length and 7ft in height-subject is battle of Gods and Giants Athena and the giants, from the frieze of the Great Altar of Zeus at Pergamon, ca. 166-156 BCE – muscular bodies rush at each other, overlapping, entwining, wings beat and barments blow in wind or twist around those they robe, texture contrasts with smoothness of giants’ flesh. -giants’ emotion – agonize in torment of defeat- brows creased in painSanctuary of Fortuna Primigenia, Praeneste, early 1st C. BCE -in italy- made to celebrate military victory of sola- oracular center where priests interpreted divine will- architec used concrete to mold structures over entire surface of hillside and to craft spaces- sanctuary ascend in 7 levels- BOTTOM=basilica&senate house- UPPOER TERRACE=rose in grand crescendo-4TH=colonnaded exedrae framed altars Wall paintings from the villa of Publius Fannius Synistor at Boscoreale, mid 1st.Century BCE – second style- employed architectural vistas to open wall into a fantasy realm suggest another world beyond room Portrait of a man, early 1st century BCE – wrinkles cover face, etching deep crags into cheeks and brows- depicted distinguis hing marks=warts,hooked nose, receding hairline Temple of Portunus, Rome, ca. 80-70 BCE – borrow Greek forms- in Italic style- stands on podium and engaged lateral columns emphasize frontal approach- Ionic coluns have slender proportions of Classical Greek temples Scenes of Dionysiac mystery cult, Villa of the Mysteries, Pompei, ca. 0-50 BCE – 1st of MAU’S FOUR STYLES OF PAINTING-(4 styles of roman wall painting=: used paint and stucco to imitate expensive colored marble paneling- lower part of walla(the dado) and upper section above the cornice level are painted in rich mottled colors to resemble exotic stoneWall painting of a garden, Villa of Livia at Primaporta, ca. 20 BCE fresco -dining room- painted on all of the walls and ceiling so it looks like you are in a garden- frescos on all sides- light hitting different kinds of leaves- birds- leaves move in the wind- moving sensation Augustus of Primaporta, possibly a later copy of an original of ca. 0 CE  œ depicted as ageless youth- appears in battledress with arm raised in gesture of address- – romans clothe sculptures, relaxed gesture- armor- pictures of his family, battles- represent life in armor- showing status- romans show specificperson- more political purpose, leading war with hand, armor, heigh preist, leader-CUPID=rides dolphin- acts as strut to strengthen marble- dolphin eoked sea Wall paintings, Ixion room, House of the Vettii, Pompei, 63-79 CE – fourth style- united aspects of all three preceding styles tocreate extravagant effect- combine imitationmarble paneling, framed mythological scenes resembling panel pictures set into wall Atrium of the House of the Vettii, Pompei, 2nd century BCE-79 CE – eilte Roman house-distinct feature=atrium-square of oblong central hall lit by opening in roof with shallow pool(impluvium) in ground to collect rainwater-airy quality=grandeur upon house, romans kept portraits of ancestorsWEEK 5ROMAN & BYZANTINE Icon of th e Madonna Enthroned, late 13th c. CE, tempera Interior, Cathedral of Monreale, Italy, 1180-1190 CE Interior, St. Mark’s, Venice, begun 1063 CE Dome with mosaic of the Pantocrator, 11th c. CE Church of the Dormition, Daphni, Greece Crucifixion, mosaic, 11th c. CE Church of the Dormition, Daphni, Greece Emperor Justinian and his attendants, 547 CE mosaic, San Vitale, Ravenna Empress Theodora and her attendants, 547 CE mosaic, San Vitale, Ravenna Anthemius of Tralles and Isidorus of Miletus, Hagia Sophia, Istanbul (previously Constantinople), 532-7 CE San Vitale, Ravenna, 526-47 CE Interior, San Vitale, Ravenna, 526-47 CEIcon of Christ, 6th c. CE, encaustic Iconoclasm Mausoleum of Galla Placidia, Ravenna, 425-50 CE Good Shepherd, mosaic, Mausoleum of Galla Placidia, Ravenna, 425-50 CE The Good Shepherd and Stories of Jonah, 4th c. CE Catacomb of Ss. Pietro e Marcellino, Rome Constantine the Great, early 4th century CE – large and deeply carved eyes- see something beyond t his world-soft modeling to cheeks and mouth-more natural than tetrach-full cap of hair and absense of beard it reference to Trajan and Augustus Santa Costanza, Rome, ca. 350 CE Interior of Old St. Peter’s, Rome, built 324-400 CE (drawing by Jacopo Grimaldi, 1619) – Arch of Constantine, Rome, 312-315 CE people of rome dedicated triple-bayed arch to Constantine near colosseum to celebrate 10 year anniversary- largest imperial arches- little of sculptural relief on its surface was specifically designed for this monument- – free-standing Dacian capties on attic originated in Trajan’s Forum as did Trajanic Frieze on ends of attic and inside central bay- Arch of Constantine, 312-315 CE detail of Hadrianic rondels and Constantinian relief Constantine addressing a crowd, Arch of Constantine, 312-15 CE – figures crowd the scene- heads are disproportionatel large- bodies stocky- poses unnaturally rigid- lines cared on flat surface render anatomical details- second row of heards arranged above first indicates recession- The Tetrarchs, 305 CE, porphyry during tetrachy-portraiture took radically abstract quality- two porphyry sculptural groups mounted on columns- each group shows two tetrachs in elaborate military dress with bird-headed sword hilts and flat pannonian caps=represent powerful Illyrian officer class-proportions are squat and nonnaturalistic, facial features abstract rather than individualized.=portrait suggest authority resides in office of emperor not in who holds office. =sameness of portraits underlines the tetrachs equality-porphyry-hard Egyptian stone reserved for imperial use Hadrian’s Villa, Tivoli, 130-138 CE – emperor built magnificient residence for self- built on site of Republican villa- villa’s form follo natural line of landscape but massive earthworks rearranged terrain to accommodate architecture – water is a common feature- in pools, running channels=adding sound,motion,reflecting light, offering coolness in summer heat-canal has been known as CANOPUS Pantheon, Rome, 117-125 CE Augustus’ right-han dman=Agrippa built first Pantheon-name intended it as temple to gods- fire destroyed this temple and Domitian built reconstruction- Pantheon now work of Trajan’s architect=APOLLODORUS- completed in Hadrian’s reign-In roman times pantheon stood raised on a podium at south end of large rectangular court-octastyle facade- dome pierced with 27ft hole(OCULUS open to sky)- 143ft(total interior height is also dome’s diameter=sphere=eternity and perfection Trajan’s Column, Rome, 106-113 CE (height 38 m) – support gilded statue of emperor- winding through interior of shaft is a spiral staircase leading to a viewing platform- credited as work of Apollodorus-role as velvedere(viewing station) Titus riding in triumph, Arch of Titus, 81 CE rides triumphal chariot, high above a teeming crowd- horses appear in profile but chariot is front al=illusion that procession is approaching viwer before turning sharply- behind emperor-personification of victory crowns him for his success Procession of spoils from the Temple in Jerusalem, Arch of Titus, 81 CE – soldiers carry booty through the streets including seven-branched menorah and other sacred furniture looted from Temple- panel marks important move toward spatial illusionism Colosseum, Rome, 72-80 CE – held over 50 000 spectators-concrete-faced with travertine- 80 arched entrances led into building framed with tuscan columns- second story, Ionic columns framed second set of arches, third engaged Corinthian columns. WEEK 6Sinan, Mosque of Selim II, 1569-74, Edirne, Turkey Sultan-Muhammed, Allegory of Heavenly and Earthly Drunkenness, from a manuscript of the Divan of Hafiz, 1529 Detail of a carpet from Iran, ca. 1575-1600 Behzad, Poor man refused admittance to a mosque, from a manuscript of the Bostan of Sa’di, 1486 CE Court of the Lions, Alhambra, 1 4th c. CE, Granada, Spain Dome, Hall of the Abencerrajes, Alhambra, 14th c. CE, Granada, Spain Cloak of Roger II of Sicily, 12th c. CE The Temptation and Fall, Doors of Bishop Bernward, Hildesheim Cathedral, ca. 1015 CE Detail of qibla wall, Great Mosque, Cordoba, 10th c. CE Interior of Prayer Hall, Great Mosque, Cordoba, 8th-10th c.CE St. Matthew, from the Gospel Book of Archbishop Ebbo of Reims, 816-835 CE St. Matthew, from the Gospel Book of Charlemagne, ca. 800-810 CE Equestrian Statue of a Carolingian Ruler, 9th C Kufic script from a Qu’ran, 9th c. Chi Rho Iota Page, Book of Kells, ca. 800 CE St. Matthew, Lindisfarne Gospels, tempera on vellum, ca. 700 CE Cross Page, Lindisfarne Gospels, tempera on vellum, ca. 700 CE Dome of the Rock, Jerusalem, ca. 690 and later Interior, Dome of the Rock, Jerusalem, ca. 690 CE and later Belt buckle, Sutton Hoo Ship Burial, ca. 600-650 CE Purse cover, Sutton Hoo Ship Burial, ca. 600-650 CE Clasp, Sutton Hoo Ship Burial, ca. 600-650 CE