Comparing Apocalypse Now and Heart of Darkness :: Compare Contrast Comparison

Comparing Apocalypse Now and Heart of Darkness Francis Coppola’s movie Apocalypse Now was inspired by the world famous Joseph Conrad novel Heart of Darkness. A comparison and contrast can be made between the two. Both have similar themes but entirely different settings. Heart of Darkness takes place on the Congo River in the Heart of Africa, while Apocalypse Now is set in Vietnam. "Heart of Darkness , which follows closely the actual events of Conrad's Congo journey, tells of the narrator's fascination by a mysterious white man, Kurtz, who, by his eloquence and hypnotic personality, dominates the brutal tribesmen around him. Full of contempt for the greedy traders who exploit the natives, the narrator cannot deny the power of this figure of evil who calls forth from him something approaching reluctant loyalty."[1] The main characters in both have the same general personalities but have different names. Of course, Kurtz is Kurtz, Willard parallels Marlow, and the American photojournalist corresponds to the Russian Harlequin. Willard is a lieutenant for the US Army and Marlow is a captain of a steamboat of an ivory company. The first images of Willard and Marlow differ to some degree. The movie begins with Willard lying in an apartment room lost from reality with the song ‘The End’ playing by The Doors. He is haunted by his earlier deeds and he is getting very drunk. Willard smashes the mirror while fighting himself and cuts his hand. Marlow is portrayed as a wanderer of the sea. The narrator described him to somewhat of a hero. Their mission is to find Kurtz and take him down at all costs. In both stories Kurtz is a psychotic rebel, worshipped as a god, who threatens the stability of his original unit, but in one it is an ivory trading company and in the other it is the US Army. Kurtz, who had begun his assignment a man of great idealism and the highest morals, had become strangely savage. Tribes of natives worship the man who lives in a hut surrounded by fence posts topped with recently acquired human skulls.

Native American V.S. African American Education Essay

In assessing the differences in education between African Americans and Natives Americans in the U. S. , the ideals shared by western culture towards these respective minority groups must be taken into account. It is almost as though a triangular relationship is taking place, one in which both parties are a direct byproduct of their interactions with the third. The way in which the American society has viewed American Indians in contrast to members of the black community since 1900 has a dramatic effect on the way Universities and Western society interacts with individual members of the respective groups. Research shows that despite an underlying push among college faculty to better support Native Americans, and even the multiple campaigns for young white western women to take on marriages with Native American in a hope to integrate them and buy their land, what Africans Americans lack in the benefits of being awarded this hospitality and helping hand by the U. S. government they make up for in a willingness to further integrate into American society than the American Indian. The fact of the matter is both Native Americans and African Americans have demonstrated difficulty in transitioning from their respective cultures into the western society, but the possibility for Native American education is virtually crippled by the lack of representation within the western world. Public School System From 1980 throughout the 1990’s, American Indian public schooling was at risk. The Indian Education Act of 1972, also known as Title IV of public law, was the only federal legislation that provided funding for all American Indians and Native Alaskan students in public schools. By 1995, the budget had fallen to 1$ and the entire program was in risk of being shut down until President Clinton vetoed the bill and re-established the bill as a proper source of funding for potential Native American college students. To this day, this act serves as the sole source of federal funding for native American students in the public school system accounting for the very poor quality educational facilities bordering and residing in Native American reservations (Banton, 1998). In 1954, Brown v. Board of Education ruled that segregated education was unconstitutional (Savitt, 2000). In 1963, it was found in the case of Jackson v. the Pasadena City School District that Pasadena manipulated school boundaries in order to maintain racial segregation at Washington Junior High. Washington Junior High was located in a neutral zone, many white parents started moving their children out of the school in the early 1940’s. The result of this was a shift from a 10 percent black population in 1946, to 52 percent in 1958, and then 84 percent in 1964 (Savitt, 2000). Jackson v. the Pasadena City School District marked the courts awareness of this overlooked segregation in the school system. The image of the black America has evolved over the past couple hundred years, since the end of slavery. The media has had a major influence on this as well. This is the same for all races in American society. Joane Nagel addresses this concept in her essay on American Indian Ethnic Renewal. She claims ethnic identity is a trans-historic concept. Scientist, near the end of World War II, classified ethnicity as something that would eventually fade away with evolution, but their theory was continuously opposed by the ethnic resurgence of each generation. People were reclaiming their ethnic identity in newly changing ways. Nagel’s essay argues that even grounds for the definition of ‘blackness’ is up for debate. Where whites can freely choose whether to be considered ethnic or not, blacks don’t have the same choice. On top of this, the media characterizes what it means to be black, and this is done from a white perspective. But Nagel argues that the identification of blackness is no longer as easy a label to assign. This is especially true if one tries to characterize race based solely on the statistics. It is true that the majority of the minorities in this country are in the low income bracket. It’s almost like the definition of ‘ethnic’ has been replaced with ‘poor’. Racial stratification that existed in the U. S. at the beginning of the last century also deprived its colored citizens from the access to the most valuable resources the American society had, from the education, proper medical treatment etc. To make the Afro-Americans believe in the uniqueness of the whites they developed ridiculous theories of the mental or physical prevalence of their race. (Banton, 1998)Despite of the principles about the equality of all of the society’s members that are declared in the contemporary society nowadays, the phenomenon of discrimination still exists in our country. From one viewpoint it is natural for people to treat those who surround them regarding to their age, gender, religious beliefs, physical condition or some other parameters, but when these peculiarities are used for to determine the person’s rights or regulate his or her freedom of action and choice, it created huge problems in interpersonal and social communication, and other processes. Tally’s Corner is the sociological interpretation of the culture of negro street-corner men. Elliot Liebow sets out to show the hypocrisies that lead black men to this circumstance. The study is carried out in Washington D. C. The key argument posed by Liebow is that black males are incapable of attaining jobs because they lack education (1967). He also argues that this is a cycle that inevitably results in a trans-generational marginalization of the black race. On top of this, he argues that the white middle class are unrelenting with their methods of depriving black advancement in American society. Knowledge of this incites many blacks to take dead-end jobs, or to settle for mediocrity in the face of adversity. A large number of black males in America find themselves forced to take jobs that offer no security, or socioeconomic growth. He also argues that many blacks are not very literate and therefore left behind in cultural revolutions like the information age. The main thesis of Liebow’s argument is that black men lack self fulfillment (1967). Liebow’s conclusion is that men can only find self-fulfillment as family providers. He credits their diversion from mainstream society to many different aspects, the fear of failure, the contentment with mediocrity, and the fear that loved one’s will abandon them. This is a very depressing and pessimistic view, considering that the family structure is more prevalently a support system in most cultures. Liebow tributes this difference in family ideals to the conflicted relationship between black men and women (1967). The income that these men bring in is a direct result of their education; ironically, their income will also directly effect the quality of education their children have. Dually, very little research takes into account the affect social environment has on the education of inner city blacks. In their study The Roles of Stress and Coping in Explaining Gender Differences in Risk for Psychopathology Among African American Urban Adolescents Ginger Carlson and Kathryn Grant assess the relations among gender for 1,200 low income African American urban adolescents. In this study girls reported having more symptoms than boys, and having a higher tendency to internalize their responses to stress. Boy stress stemmed from major events, they experienced more exposure to violence, and they had more sexual stressors than girls. Boy in gangs specifically reported a higher rate of sexual stressors and having substance abuse problems (Kazdin & Johnson, 1994; Loeber & Keenan, 1994; Overbeek, Vollebergh, Meeus, Engels, & Luijpers, 2001). Researchers were also adamant to pint out that ethnic minority groups, such as African Americans, are highly underrepresented in gender study literature, which made this collection of information that much more valuable. They found that the lower socioeconomic status and urban environment increased the frequency of stressors as well as the intensity of stressful circumstances. Gender differences in stress, coping, and psychological symptoms in adolescents have been well documented with White, middle-class samples. Results suggest that female adolescents have a higher incidence of psychopathology than do male adolescents (Romano, Tremblay, Vitaro, Zoccolillo, & Pagani, 2001; Steinhausen, 1992). This gender difference appears to be fully accounted for by gender differences in internalizing problems, such as depression and anxiety. (Carlson & Grant, 2001) Dually this inclination towards social anxiety it was reported made African American female adolescents more prone to the insecurities that peer pressure to have sexual intercourse at a younger age only enhancing the threat of catching sexually transmitted diseases, as a well as contributing to emotional distraction from education. A wide range of theorists and politicians have used the American educational system as a platform on which to gain civil approval. There is a popular consensus that income designates the quality of one’s education in America. This state of socioeconomic prejudice has a detrimental effect on the face of American society. The Ebonics controversy in America has developed into a major conflict over the years. It has become a more serious concern within the public school system. The complex where the nation’s school systems lower their expectations of black youth to coincide with the patterns of Ebonics, the word used to refer to African American Vernacular English, has resulted in an epidemic where blacks graduate from High School reading three grade levels below their white counterparts (Griffin, 2006). For the multiple number of theories that attempt to explain this phenomenon, very few have been able to counter the adverse culture that has developed in America as a product of Ebonics being considered a valid dialect. A major cause of the low expectations placed on black youth in schools can partly be credited to those doing the research, as Kimberly Griffin points out in her article Striving for Success: A Qualitative Exploration of Competing Theories of High-Achieving Black College Students’ Academic Motivation, when she says, research on the academic performance of Black students has focused on low-achievers, framing their academic motivation as maladaptive and driven by externally (e. g. , competition or compliance) rather than internally (e. g. , love of learning) generated forces (Griffin, 2006). This heavy focus on those blacks who have low quality achievement, has led to a neglect in the understanding of what drives the higher achieving students to be successful. Findings show that self-determination theory, socio-cognitive theory, and attribution theory cannot individually explain the motivation of these Black high-achievers. Instead, a multidimensional framework that incorporates all three models and that highlights internal and external sources of motivation best accounts for these students’ experiences (Griffin, 2006). Griffin goes on to cite an interview with a young black student that was less affluent than others. The dialogue reveals that the pressure of stereotypes and low expectations has a weighing effect on the level of effort and achievement that black students have in the class room. This is a stigma that is present whether the student is of a lower or higher class, but the lower the class of the student the even heavier the stereotypes are that weigh on them. A wide range of theorists and politicians have used the American educational system as a platform on which to gain civil approval. There is a popular consensus that income designates the quality of one’s education in America. This state of socioeconomic prejudice has a detrimental effect on the face of American society. It can be argued that a single standard curriculum should be equally implemented and taught throughout the nation, and that this curriculum should be similar to the elite executive curriculum, which Jean Anyon identifies as the best education our country has to offer. Anyon’s article argues in favor of integrated curriculums to equalize the educational system. She feels that lower classes are being exploited; and instead of being substantially educated, the students are being herded into remedial jobs. In compliance with traditional standardized test laws, both public and private schools will be tested, whether they are in the poorest communities or the wealthiest. These will be the new tests to decide whether students carryover to the next grade, whether the schools remain in session, and whether certain children are awarded grants and scholarships. Authentic assessment asks that students acquire knowledge and be able to practice logic as apposed to just being able to regurgitate pre-fed facts. The main characteristics of these evaluations, is that they apply standardized test curriculum to real life circumstances. Authentic assessment is the product of a reform in education, and the ultimate realization that our educational system may not be serving the best interests of its students. This shift is to make standardized testing less drill oriented and applicable to what is expected will be necessary in the students’ adult life. These tests hold students to higher standards as well as create a growing body of accurate awareness pertaining to student learning. This way the teacher learns from the student as well. (Wiggins, 1990) Standardized testing has been long been viewed as the final equalizer for the American Education system. Every top student from every high school, regardless of where their schools rank academically, is given first priority to attend the top private and state Universities. America creates a myth in placing so much faith in these tests that proposes the best of society rise to the top. In all actuality, success on these tests is largely dependant on the quality of schooling provided by the country, or the amount of money one has to shell out on test preparation. In her essay, From Social Class and the Hidden Curriculum of Work Jean Anyon observes the hypocrisies prevalent in the education system. One of her major points is that in the higher income classrooms the majority of the students’ parents are executives, and only 10% are minorities. A common finding in her research is that the working class schools lack the necessary materials and often enough faculty to be considered equal with the other school systems. Anyon also argues that the curriculums are different. Historically, the most efficient form of learning used in America, more so than even the textbook, is the field trip; this is also known as project based learning (B. I. E. , 2002). It is also a very expensive learning tool, which is why most lower class curriculums are deprived of it. Project based learning has a long lived tradition of learning through the implementation of field trips, labs, investigations and other projects. It is considered to be part of the American dream, as well as a substantial method of teaching. The premise backing this form of learning revolves around the idea that students will be more liable to gain interest in curriculum that they can connect to their surroundings. Just studying the work in a text can grow to be mundane. When she analyzes elementary and secondary classroom curriculums, she finds a methodology very different from what is inherent in Project based education. Anyon discovers that the majority of contemporary textbook instruction is designed for the working class. PBL programs are usually not supported in public schools because of the amount of funding they require. This discrepancy is usually applicable to public schools and whether one is located near high income housing or low income housing. This is a difficulty that both Native and African Americans share alike. Starting in elementary school on through high school, since the integration of the education system in 1950, minority students such as blacks, Native American and Hispanics, have been geared toward working class fields as opposed to handling positions of an executive nature. Current advancements in Project Based Learning and authentic assessment attempt to counter the herding of minority students into the lesser of what Anyon proposes are the two main types of learning in America. Jonathan Kozol describes the discrepancies between these two types of schooling in his interview with Marge Scherer. In the interview titled, On Savage Inequalities: A Conversation with Jonathan Kozol, he talks about his experience in St. Louis and how the schools in low income areas barely have money for water, while the schools near by in the wealthier districts could buy advanced school supplies as well as carryout project based learning, such as field trips (2005). Kozol credits this problem to the use of property tax to fund schools in low income areas. He states: we ought to finance the education of every child in America equitably, with adjustments made only for the greater or lesser needs of certain children. And that funding should all come from the collective wealth of our society, mainly from a steeply graduated progressive income tax. (Kozol, 2005) This particular tax could make project based learning more affordable, which would be the most influential step to improving classroom education. The most common contemporary example of PBL is dissecting insects and animals. It has become an American tradition and almost a right of passage in high school. Project Based Management has a very beneficial influence on the education of our country. One might wonder why it’s not the only curriculum used. The use of chaperones, instructional tools, and methods of transportation are often required and considered expensive. The benefit is that people tend to remember more from their field trips than textbook lessons and many of these labs require authentic assessment, which is good considering the new shift in standardized testing. The downfall is in the fact that authentic assessment is dependent on the student’s past experiences. This allows for some projects to result in the isolation of certain students. The inner city children are deprived because their school systems can’t afford implementing PBL curriculums. Chairperson of the Department of Education at Rutgers University, in her essay From Social Class and the Hidden Curriculum of Work Jean Anyon analyzes the nature of underprivileged education (2006). Anyon argues that depending on their social class, different levels of educations are available to young people. This mostly applies to schools in different districts and social communities and it can particularly be seen in the difference between private and public schooling. To make the concept clear, she further applies this to a description of a kind of mental segregation happening within the classroom; in which, students sitting next to one another are rewarded differently solely based on their socioeconomic standing in the community. She does this by pointing out that, †¦students in different social-class backgrounds are rewarded for classroom behaviors that correspond to personality traits allegedly rewarded in the different occupational strata – the working classes for docility and obedience, the managerial classes for initiative and personal assertiveness. (Anyon, 2006) This is the key ideal of Anyon’s theory. An example of the theory at work can be seen in research that finds project based learning prepares students for more abstract assessment, and prepares them to handle real world situations, as opposed to those in the textbook. PBL is most prevalent in private and high income community public schools. This creates a system where the students taught in the private schools are taught to think independently in a rational but unconfined way, while the lower income children are only taught to follow instructions. These differing perspectives on education have had a controversial and conflicting history in America. Gary Colombo based much of his research on this conflict. Aware that the Constitution would be opposed by the working class, who made up the majority of the people, the construction of the deceleration and its signing were held in private. The media was used conceal the constitution’s actual goal, while at the same time to persuade people in its favor. Along with a literate media Colombo points out that the American government found it necessary, particularly during Thomas Jefferson’s presidency, to promote and finance a literate working class. It is Colombo’s view that the sole purpose of their education was to develop individuals who would maintain the nation (2005). These educated individuals were viewed as secondary to their task. This is the first sign in American history of education being used to exploit people for the benefit of the government. By identifying the failure of Thomas Jefferson to educate the Native American people, Colombo shows that American education was initially designed with absolutely no regard for the people. He best displays this conflict when he cites a letter written by a Native American to the President. †¦our ideas of this kind of education happen not to be the same with yours†¦several of our young people were formerly brought up at the college of the northern provinces they were instructed in all your sciences; but when they came back to us, they were bad runners; ignorant of every means of living in the woods; unable to bear either cold or hunger; knew neither how to build a cabin, take a deer, or kill an enemy†¦they were totally good for nothing. (Colombo, 2005) Here Colombo identifies that, quality in education is deemed only as good as its ability to assimilate one into the culture in which they live. This assimilation is not one that produces equal opportunity for its participants. As previously proven by Anyon, socioeconomic conditions impede this dream dramatically from coming into fruition. Anyon argues that today’s working class curriculums center more on teaching students to follow instructions rather than teaching them how to authentically assess problems (2006). It just so happens the majority of these working class group tend to be Black students. She undeniably proves that the children of higher income families are not taught in this fashion, and they are steered more towards developing skills in problem solving and decision making. If students are subject to the exact same nationwide testing, it is only just that they receive the same educational curriculums. Lower income students are being herded into remedial work, while the upper class students are being prepared for executive positions. This is an immoral practice, but there are risks that can occur if Anyon’s elitist curriculum is equally distributed throughout the country (2006). Everyone can not manage the corporation some have to toil for the sake of the company. The working class may potentially have a better understanding of executive duties, if Anyon’s curriculum is implemented (2006). With a greater appreciation for the business structure, working class employees may be educated enough to demand more benefits from their companies. The end result of implementing Anyon’s theory is that there will be a more diverse group of qualified candidates from which corporations select. This makes the face of corporate America as cultured as the nation it’s in, and it eliminates much of the disadvantaging prejudice that comes with elitism. This is proof that it is wise to utilize Anyon’s elite curriculum throughout all school systems. Universities & Extended Education In 2002, Native Americans made up less than 1% the student population enrolled in college, and most of them attended two year programs in tribal regions (Guillory & Wolverton, 2008). It is was also found that Native Americans reported having a low retention rate in American Universities, estimated as low as 15%. The statistics and the circumstance differing between Native Americans and African Americans in the their relationships with Western culture. While blacks have had a complex history with the United States, the history of Native Americans has been virtually non-existent. The relationship the black community has with western culture has a much different effect on the young black college student attending for the first time than the native American community backing the young American Indian student. Numerous studies of Native American students who attend mainstream colleges and universities suggest that factors such as precollege academic preparation, family support, supportive and involved faculty, institutional commitment, and maintaining an active presence in home communities and cultural ceremonies are crucial elements that impact these students’ ability and/or desire to persist in college. (Guillory & Wolverton, 2008) These concerns by the Native American student are no different from those of any other student from any other cultural background; the conflict arises when the ideals developed within the confines of the reservation contrast those in the outside world and the University. While African American communities, throughout the years, have had a history of political and social descent from the American government and western culture, they are still legally a part of America and by that rule of law they can only revolt so much without impeding their own away of life. Studies show that there is an overwhelming push by the Indian community in American reservations to stray from leaving the land and to avoid integration with the government. With over 304 American Indian reservations, the U. S. Federal government would just as easily prefer to give the land to the Indians for a decided value and then have them pay property tax. This is a tactic that has long been avoided by the Native American Tribes, since 1887, when the Dawes Act legislated wide-scale private ownership of reservation lands in the United States strictly for American Indians. The plan called for an allotted 80 acres to be given to each Native American from each respective Tribe. It was the job of the Bureau of Indian Affairs (BIA) to make sure these allotted lands stayed in a trust for at least 25 years, after which Native American land owners would receive a patent for their land. The a fear that arose from this in many tribes was that the land would eventually be sold to non-Indian citizens run corporations or citizens, or that the tax on the land would be overwhelming for Tribal members who had no way of accruing income. The end result was a rejection of this proposal by native American Tribes. This only further exemplifies the nature of the relationship between Native Americans and the United States government. This inherent distrust of western culture is carried into the first year adjustment process for Native American students and makes it very difficult for them to integrate and eventually graduate from the program. In the article, It’s About Family: Native American Student Persistence in Higher Education, researchers asses barriers to degree completion as they relate to Native American students at Washington State University, the University of Idaho, and Montana State University (Guillory & Wolverton, 2008). And 2002 May Americans represented less than 1% of all students enrolled in college. Year to year persistence rates were uncertain, but throughout the years Native Americans have proven to have the lowest retention rate. The study points out that the lack of Native American faculty contributes to difficulty American Indians have in adjusting to Universities, but there has also been a recent push to train university faculty in better handling Native American. While this is also often true for African American students, it is very rare in the modern era that one can find a University where there are absolutely no black faculty, or at least some form of Black student organization for community support. The major conflict that arises for a Native American student in an American University stems from an unwillingness or incapability to integrate into western culture. While the same could be argued in reference to blacks, American Indians lack the same level of community support that is present in western society for black Americans. There are very few clubs in colleges for American Indians, very few organizations to address American Indian issues. On the other hand, because there is such a miniscule presence of Native Americans in the public school system, there is an unsaid push by school officials as well as western society to incorporate Native Americans into popular culture. This push is not promoted for the sake of bettering the American Indians In her article Margins of Acceptability, Katherine Ellinghaus assess the impact of reservation ideals on the ability of the Native American student to cross-over into the culture of Western Universities, but she points out America’s desire to claim land reserved for Native Americans and incorporate them into American society inadvertently created a need for these men and women to be adopted into the culture. Methods of promoting young men and women to marry Native Americans on college campuses and in different communities was widely encouraged due to this need. This is something that is very different from how the interracial relationships between blacks and whites are perceived. The majority of African American physicians graduated from universities specifically designated for blacks. There was only a small number of northern universities that accepted black candidates for medical degrees following the Civil War (Savitt, 2000). Following emancipation white northern missionary groups and former abolitionists, specifically the American Baptist Home Mission Society, American Missionary Association, and Freedmen’s Aid Society of the Methodist Episcopal Church constructed a number of schools in the south to teach basic educational skills to blacks. These schools basically taught former slaves practical job skills, literacy and eventually extended their teachings to medical education. The most distinguished and successful of these medical schools were in universities such has Howard in Washington, D. C., Leonard Medical,School of Shaw University in Raleigh, North Carolina, and Meharry Medical College in Nashville (Savitt, 2000). During the late 1880’s, the majority of the African American population resided in the south, those blacks who studied to be physicians in missionaries eventually followed in the path of the white medical tradition and constructed their own medical school proprieties. The first of these institutions was Louisville National Medical College in 1888, then Hannibal Medical College (Memphis, 1889), and Chattanooga National Medical College (1899) (Savitt, 2000). The ability of African American students to establish early on success in the medical world and then return to establish black run institutions is prime example of the difference between the reluctance of Native Americans to participate in education and the opportunities created for themselves. Black medical schools encountered many difficulties that their white counterparts did not. They also faced problems that black missionary schools didn’t have to confront. Missionary and proprietary school officials had equal ability and opportunity to raise money and garner community support among whites and blacks, but missionary schools have the advantage of being connected to a major university and being able to benefit from the resources. Missionary schools also held the advantage of being connected with nationally known and respected church organizations, which also served well in gaining sympathy a mom white Northerners. Proprietary colleges on the other hand were isolated and independent. There were no missionary magazines to report on their successes or to provide them with free advertising. These up-starting universities also had very few wealthy alumni to help funding for classrooms or to pay faculty. Nevertheless, these minor steps are more like leaps compared to the Native American experience in the medical field. Of the small few who did manage to attend universities and graduate, the likely-hood of them going on to become medical partitions was largely impeded by a sacred adherence to the medicinal pr

Art Must Give Its Audience a New Perspective - 1412 Words

Some may believe that art as art serves beauty, not morality. They believe that the purpose of art is only to express beauty and it may do as it chooses in search for this perfection. As defined by dictionary.com, art is â€Å"the quality, production, expression, or realm, according to aesthetic principles, of what is beautiful, appealing, or of more than ordinary significance.† Others believe in â€Å"art for art’s sake.† However, Tolstoy opposes this when he contends, â€Å"there is no such thing as art for art’s sake, anymore than science for science’s sake, since every human function should be directed to increase morality and to suppress violence† (Corey 113). People who believe that art should be kept separate from anything else might compare it†¦show more content†¦Then, the artist is only responsible for himself; he selfishly only reflects life in small fragments, losing any sense of totality. War propaganda, another art form , belongs in the art category since it was created with the intention of having more than â€Å"ordinary significance.† The posters meant to incite a reaction in order to bring America into one cohesive unit and have everybody contribute to the war effort. One such poster effectively brought women to fill empty manufacturing jobs left by men when they left to serve in the war. This poster depicted Rosie the Riveter, a strong, independent woman dressed in overalls and a bandana, flexing her arm muscles while stating, â€Å"We Can Do It!† Rosie became a symbol of feminism and represented women’s economic power. The influence of this image spread to other countries, such as Britain, where similar images of women war workers appeared. The slogan tries to appeal to a woman’s morals and reminds female viewers to be patriotic by joining the working world and help contribute to the nation’s success in the World War II conflict. Furthermore, this poster has all the characteristics of a work of art. The artist, J. Howard Miller, used bold colors to catch the viewer’s eye. Rosie has an intense gaze that seems to reach into the viewer’s space, and her flexed arm points up, which directs the viewer’s gaze to herShow MoreRelatedPostmodern Concepts Influence on Museology934 Words   |  4 Pageswhich determine the audiences’ perspectives on exhibitions. Postmodernism is highly influential and appealing because it is avant-garde (challenging past traditions). People appreciate new concepts, especially those that challenge the concept of art. The process of curation not only considers the organisation of the exhibition but is highly influenced by conceptual frameworks, postmodernism being part of the world agency. 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Solitary Confinement A New Idea Of Punishment And...

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MBA leadership and organisational behaviour at W L Gore Free Essays

string(99) " motivate employees in the global business world is a fundamental managerial and leadership skill\." Abstract This paper provides an exploration of leadership and organisational behavioural issues at W L Gore Company, which is the UK branch of a renowned US company. The introduction section of the paper includes details about the company’s performance and context industry setting. Moreover, the paper focuses on three major paradigms that are discussed in the literature review, such as management and leadership, motivation, groups and teams, and group leadership. We will write a custom essay sample on MBA leadership and organisational behaviour at W L Gore or any similar topic only for you Order Now Once these concepts are presented, the researcher moves onto a critical analysis of how these paradigms are applied in the organisational context of Gore. The paper concludes with a summary of major conclusions drawn from the case study of Gore and recommendations to improve the situation in the company. Introduction and Context Setting W L Gore has emerged as a company which succeeded to maintain high performance in the service industry regarding the manufacturing of Gore-Tex. The unique form of work organisation is designed to support employee creativity and contribution (Gore Official Website, 2014). As a result of the transformation of traditional management principles, Gore’s managers and leaders have developed a quite innovative platform for the company. Delivering continuous innovation within the organisation has become the primary principle of operating and communicating (Gilbreath and Karimi, 2012). Moreover, it has been emphasised that the company has implemented rules of transparency and fairness (Gore Official Website, 2014). It is apparent that teams are changing constantly, which means that the organisation adequately implements a vision of change. The operating teams are kept small because this is considered an appropriate strategy to address the individual needs of each stakeholder (Gore Official Website, 2014). Team members at Gore are free to determine their objectives that are aligned with the organisation’s core values and mission. Therefore, leadership and organisational behaviour is properly developed at this company. The innovative work organisation of Gore implies that leaders are constantly working to embrace a culture of highly innovative and flexible principles of operation (Luthans and Youssef, 2007). Each employee in the organisation has a clear perspective of assigned roles and responsibilities, and this contributes to better organisational performance. The concepts that are used to analyse the case study of Gore refer to management and leadership, motivation, groups and teams, and group leadership. These paradigms are found useful in the discussion of leadership and organisational behaviour issues within the selected organisation (Gilbreath and Karimi, 2012). The purpose of this paper is to provide an analysis of how the paradigms of management and leadership, motivation and group leadership can be applied in the context of Gore (Lian and Tui, 2012). A section of literature review is included in order to expand individual perspectives into essential leadership and organisational behavioural issues identified in the company. In addition, the paper critically discusses the application of these three main theories to the case of the company. In an attempt to set the context of the case study, it is important to clarify that Gore is the UK branch of a US multi-national company that specialises in the manufacturing of the Gore-Tex textile. This is the product for which the company is widely known around the world (Rehman and Afsar, 2012). Moreover, Gore indicates a commitment to developing various products for next-generation electronics, for medical implants and for innovative fabrics (Gilbreath and Karimi, 2012). The unique business strategy adopted by the company illustrates its dedication to innovation which is obvious in all organisational processes. Literature Review Management and Leadership In the leadership development world, substantial confusion exists regarding the relationship between management and leadership. Many individuals tend to use these concepts in an interchangeable manner, while others consider them as separate categories in the business field (Lian and Tui, 2012). Researchers have emphasised the necessity that management and leadership should be balanced in contemporary organisations (Sharma and Jain, 2013). Although the two concepts do not imply the same thing, they are closely linked. While managers are more likely to focus on systems and structures as well as administer specific rules and procedures, leaders are focused on innovation and change within the organisational context. Leaders also consider the importance of people and the development of their skills in a proper direction (Northouse, 2007). In the modern business environment, employees do not simply expect that their managers should assign them specific tasks but they also seek a purpose pe rtaining to those tasks. Managers try to organise employees in order to expand organisational efficiency along with the idea to develop talent and inspire achievement (Sharma and Jain, 2013). The emergence of the ‘knowledge worker’ is a significant tendency in most organisations. Such change requires that employees should not be managed. It becomes apparent that the main objective of combining management and leadership in companies is to lead individuals, with the utmost goal to expand the strengths and knowledge of each employee (Rowe, 2007). Management and leadership are fundamental for the delivery of high quality products and services. A common rule has been identified in terms of expecting that good managers should possess adequate leadership skills, while good leaders are recognised as those professionals who need an array of management skills to increase their effectiveness (Gilbreath and Karimi, 2012). Leadership is mostly based on the concept of creating a strong sense of mission and vision, while management refers to the idea of getting things done. One of the conditions for good management practices is that both managers and team members should be selected on the basis of merit (Sharma and Jain, 2013). The balanced involvement of individuals is an important element of management and leadership concepts that are applied in modern organisations. It has been argued that management is mostly about making decisions (Rowe, 2007). Planning is an essential tool for both management and leadership, as professionals in these fields are expected to anticipate unplanned events in a relevant manner by considering the needs and interests of all stakeholders in business (Moynihan and Pandey, 2007). Motivation Demonstrating adequate knowledge of how to motivate employees in the global business world is a fundamental managerial and leadership skill. You read "MBA leadership and organisational behaviour at W L Gore" in category "Essay examples" Motivation is referred to as a set of factors that cause individuals to select specific behavioural patterns from other alternatives (Burton, 2012). In organisations, employee performance is affected by motivation and the precise work environment. It can be suggested that motivation is a significant determinant of performance. There are different historical views of motivation as presented in the management literature (Moynihan and Pandey, 2007). The premise of scientific management is that work normally emerges with inherently unpleasant characteristics for the majority of employees. As a result, their income is more important than the specificity and nature of their job. Furthermore, the human relations movement stressed the impact of social process es that occur in organisations (Gilbreath and Karimi, 2012). For instance, this management philosophy illustrates the principle that the individual need for contribution, importance and usefulness is more relevant than income in motivating employees (Mizuno et al., 2006). In line with the ideology of the human resource approach, individuals are determined to contribute to team effectiveness. Yet, organisations are required to establish a solid work environment that properly utilises all available human resources (Mizuno et al., 2006). The human resource approach is the most relevant approaches used by contemporary organisations regarding motivation. However, there are certain integrative approaches that provide a better conceptualised view of employee motivation, such as need-based, process-based and reinforcement-based models (Burton, 2012). Need-based approaches to motivation mostly focus on the aspects that motivate employees to select specific behaviours among others. Initially, a certain need or deprivation is identified in the organisational context, followed by drives to fulfil that particular need, actions and satisfaction (Morris, 2009). Maslow’s hierarchy of needs is the most widely used need-based approach, according to which people’s motivation is driven by their willingness to satisfy five distinct levels of needs. These are physiological needs, sense of security, belongingness, esteem, and self-actualisation as the highest need in the hierarchy to be satisfied (Mizuno et al., 2006). Individuals usually progress in terms of determining specific objectives and thus needs to meet in the process of such hierarchical organisation. Process-based approaches to motivation focus on how exactly motivation occurs in organisations. It is important to determine the way in which employees evaluate their own satisfaction once they have achieved their goals (Moynihan and Pandey, 2007). A common process-based approach to motivation is expectancy theory which was introduced by Victor Vroom. Expectancy theory indicates that motivation along with effort leads to performance which is directly linked to outcomes (University of Cambridge, n. d.). As a result, high performance may lead to high satisfaction of employees. Another process-based approach to motivation is identified as equity theory which was developed by J. Stacy Adams (Gilbreath and Karimi, 2012). The main assumption of equity theory is that upon the selection of particular actions to satisfy employee needs, individuals tend to evaluate the equity of the expected outcome. The equity element is important to maintain principles of accountability and transparency in t he workplace. Equity emerges as the firm belief that employees are treated in a fair and transparent manner which is relative to the treatment of other individuals in the workplace (Burton, 2012). Reinforcement-based approaches to motivation emphasise the impact of rewards on causing certain changes in individuals’ behaviour. For instance, such approaches are based around understanding that behaviour which arises from rewarding factors or consequences is more likely to be repeated in the future (Mizuno et al., 2006). Reinforcement contingencies reflect the emergence of possible outcomes that individuals may experience due to their specific choice of behaviour. Employees tend to select behaviour that can bring them immediate satisfaction and motivation to work in order to meet their personal and professional goals. Moreover, there are different approaches that have been implemented to provide reinforcement which is closely associated with motivation (Morris, 2009). A fixed-interval schedule has been found useful to reinforce employees at fixed intervals of time, irrespective of behaviour. A variable-interval schedule provides reinforcement at various times (Gilbreath and Karimi, 2012). Regardless of the specific way of providing reinforcement, it may be indicated that this technique is considered a valuable method to increase employee motivation. Groups and Teams, Group Leadership Research shows that effective leaders are expected to manage their responsibilities of being leaders and members of a team (Wu et al., 2010). It is important to ensure throughout the process that goals are realistic and measurable. It has been indicated that when groups and teams properly integrate their actions, the final result is improved performance. They have distinct roles in organisations, as the fulfilment of each role corresponds to collective goals and success (Val and Kemp, 2012). Team processes emerge as an adequate aspect of team performance. The formation of teams is necessary to facilitate the work of the entire organisation. Groups and teams are expected to perform in dynamic business environments. Therefore, group leadership appears an essential characteristic of effective team performance. Group leadership emphasises the necessity for leaders to define a proper team direction (Wu et al., 2010). The organisation of groups and teams should be done with the objective t o optimise progress at all organisational levels. Researchers have stressed the substantial amount of interdependence which exists among team members. Constant collaboration is required in the process of achieving specific team goals (Li et al., 2012). For instance, groups and teams devote their efforts and time to exchange important information and resources in companies. The adaptation of team interaction is usually flexible considering the specific conditions that are present in organisations. Highly efficient groups and teams are identified as individuals whose aim is to demonstrate dynamic collective performance (Boos et al., 2014). Promoting individual and collective flexibility is a main driver of team effectiveness. As a result, group leadership is noted for its impact on team effectiveness. This type of leadership provides a realistic framework to team members of how they can complete their collective tasks in an efficient manner (Wu et al., 2010). Leaders usually emphasise the necessity of collaboration and active communication among team members. Leader planning and coordination activities represent part of the overall concept of group leadership. Group leadership suggests a solid element of facilitating the actions of groups and teams. The group efforts mostly matter in this process in terms of shared responsibility and accountability. The laissez-faire style is a relevant approach to group leadership, as emphasised by some researchers. It is commonly described as a ‘hands-off’ method, in which the group is provided with the resources which are necessary for the completion of a particular project (Li et al., 2012). However, group members are free to complete the outlined tasks with virtually no direct involvement by the group leader. In this case, the group leader serves a major facilitating function in the sense of being available to answer appropriate questions and motivate team members (Gilbreath and Karimi, 2012). Another approach to group leadership is identified as the abdacratic style, in which the group leader has no authority over team members. Even though this model of group leadership enhances individual and group creativity in organisations, it has been considered insufficient to perform major corporate tasks (Morris, 2009). The autocratic approach to group leadership places importance on a central process for making decisions in companies. The main leadership responsibility in this approach is usually given to a group of managers (Wu et al., 2010). They are held accountable for the decisions they make. Employees are free to discuss any suggestions or recommendations for improvement with their managers as part of this flexible approach to group leadership. Another style associated with team performance and group leadership is the democratic approach to leadership (Mizuno et al., 2006). This approach refers to extensive freedom and flexibility granted to employees who feel empowered to initiate certain activities in the workplace. The most proper utilisation of this method is in situations where different individuals indicate a high level of group shared responsibility for the actions of team members. The key decision-maker within the group tends to act as a facilitator of team goals and effectiveness. Critical Evaluation of Leadership and Organisational Behavioural Issues at Gore The fact that Gore is extensively focused on innovation at all organisational levels is indicative of the presence of strong leadership skills in the company, which along with good management practices have contributed to its success over the years (Gore Official Website, 2014). Considering that leaders replace managers to deliver high levels of innovation shows a strong commitment to an innovative corporate culture which aims at expanding the potential of employees and increasing the organisation’s capacities to differentiate the products and services it provides. This is important in achieving a substantial competitive advantage (Mizuno et al., 2006). The model of blending management and leadership can help individuals clarify specific categories or practices that help businesses prosper with time. At Gore, all employees communicate in a free and open manner which is an essential requirement to maintain a flexible, innovative corporate climate. In turn, employees are empower ed to expand their knowledge and responsibility (Boos et al., 2014). They clearly know that their opinion and practical contribution to the company is highly valued, and as a result, they devote their time and resources to demonstrate their capabilities in practice. Gore’s managers and leaders work together to improve organisational efficiency and productivity which would not have been possible without adopting an integrated and holistic approach to management and leadership (Gore Official Website, 2014). The company provides adequate examples of the role played by the ‘knowledge worker’ in the organisation’s procedures, plans and activities. Such type of employees is known for being able to boost productivity in organisations. Engaging the right people at Gore is crucial for its optimal performance throughout the years (Cicero et al., 2010). The ability to make commitments and keep them is a strong differentiating factor that has helped the company maintains a solid market presence. In addition, it has been indicated that the levels of employee motivation at Gore are high considering their constant engagement in different organisational activities, with the purpose to contribute to organisational excellence and success (Li et al., 2012). The specificity of work at Gore as well as the present relationships between the company and employees shows that employee motivation cannot be identified with the principles of scientific management (Cicero et al., 2010). The impact of human relations movement is quite strong at this organisation because all employees are motivated not by monetary rewards but by the necessity to be recognised for their contribution. Based on the performance of employees at Gore, it can be concluded that process-based approaches to motivation are mostly applicable. Motivation at this company is perceived as process oriented in the sense that employees are extensively focused on how they can participate in various processes to expand their knowledge and competencies (Gore Official Website, 2014). Gore’s employees act upon certain expectations in terms of motivation. This means that they clearly know that their actions will produce important results for the company, and thus their motivation is outcome based (Gilbreath and Karimi, 2012). In addition, the company’s employees try their best to ensure that they remain flexible and open to new suggestions for improvement within the organisation. It can be suggested that Gore has succeeded in building trust through the consistent engagement of teams. Therefore, the model of teams and group leadership corresponds to the specific business environment in this organisation (Li et al., 20120. The core activities of the team are important for achieving initially set goals for organisational performance. Gore has adopted a promising philosophical paradigm because it has persistently relied on prospects of developing the people (Wu et al., 2010). The lack of strict rules in the company implies that managers and leaders are oriented to ensuring a flexible culture in which employees have an opportunity to develop and share their voice in the company’s policies and procedures (Gore Official Website, 2014). It has been recognised that the company can function better without written rules. It can be more effective when all team members are enabled to participate actively in changing certain practices within the organisation. Gore’s philosophy of sharing values has been properly developed to reflect the company’s focus on introducing successful initiatives. Trust is one of these shared values making employees function as one whole (Morris, 2009). Innovation has become the norm, and the exploitation of new information technology has led to a better understanding of the dynamic relationship among all stakeholders. Teams set specific targets themselves, and this serves as a basis for their motivation to perform better in the long term (Mizuno et al., 2006). The sense of engagement of all team members in the projects introduced by leaders is evident throughout the organisation which has maintained a competitive position in the industry. Gore has been devoted to maintaining such culture of shared values. An important norm adopted by the organisation refers to the structure of a culture that energises associates. The expected outcome is the formation of effective teams, implying that the concept of group leadership is mostly relevant to the specific circumstances in which the organisation functions (Cicero et al., 2010). Sustained business success has become achievable because the company has placed importance on developing and enhancing its culture in a flexible way. The implementation of high performance practices shows that the company is results oriented in the sense that leaders introduce a framework of change and innovation with the presumption to achieve adequate results (Gilbreath and Karimi, 2012). As mentioned, traditional management practices are not valued at Gore because of its innovative direction presented by leaders. The pursuit of group objectives indicates high levels of motivation in the company whi ch employees accept as an opportunity to prove they are capable to fulfil their responsibilities. The replacement of management directives and rules with forms of constant, open communication has become one of the determining factors for Gore’s success. Research indicates that organisational communication is interrelated to better organisational efficiency and productivity (Morris, 2009). Regular communication also facilitates associates to share their ideas and insights into the performance of the organisation. The result is the formation of a flexible corporate culture that motivates employees to grow and develop in their area of expertise (Gore Official Website, 2014). When providing employees with freedom, they tend to demonstrate an intrinsic belief that they should deserve the trust of their managers and leaders. The company is constantly seeking new improvements in order to defend its prestigious image as an innovator in the field. The valuable contribution that employees make to the company is an indicator of the successful strategies implemented by leaders (Mizuno et al., 2006). Continuous innovation and success are the two main drivers of the organisation’s performance. Conclusion and Recommendations This paper focused on the exploration of major leadership and organisational behavioural issues in the context of Gore Company. The main conclusion drawn from the case study of this organisation is that it has a unique form of organisation when it comes to work responsibilities and employee relations (Gore Official Website, 2014). Gore has emphasised that constant communication and employee participation in work processes are fundamental for the success of the company. The paper also illustrated that leaders have been continuously introducing a culture of innovation which contributed to the substantial success of the organisation (Li et al., 2012). Therefore, another important conclusion that was derived from the critical evaluation of Gore’s case study is that the model of group leadership has proven efficient and reliable to improve employee productivity and motivation. However, it is important to provide specific recommendations to improve the situation in the company in terms of enhancing the group leadership model. The company should analyse its strengths and weaknesses in order to explore all relevant parameters of leadership (Wu et al., 2010). Being natural and humane in practice is an important condition to improve the performance of all stakeholders within the organisation. Humanity serves as an inspiring element as well as allows individuals to base their decisions on organisational reality (Cicero et al., 2010). Understanding of corporate unwritten rules is also fundamental for the future growth of the organisation. Team discussion should be encouraged along with training opportunities that can expand individual performance. Consistency and integrity of leaders’ actions are expected in the process of improving the company’s rules and principles which are applied in practice (Li et al., 2012). Individuals should have a clear id ea of any shortcomings pertaining to leadership and organisational behavioural issues in the company so that they can act accordingly to attain better performance indicators. References Boos, M., Pritz, J., Lange, S. and Belz, M. (2014). ‘Leadership in Moving Human Groups’. PLoS Computational Biology, vol. 10(4), pp1-9. Burton, K. (2012). ‘A Study of Motivation: How to Get Your Employees Moving’. Thesis. Indiana University. Available at: http://www.indiana.edu/~spea/pubs/undergrad-honors/volumn-6/Burton,%20Kelli%20-%20A%20Study%20of%20Motivation%20-%20How%20to%20Get%20Your%20Employees%20Moving%20-%20Faculty%20Cheryl%20Hughes.pdf [Accessed: 7 August 2014]. Cicero, L., Pierro, A. and van Knippenberg, D. (2010). ‘Leadership and Uncertainty: How Role Ambiguity Affects the Relationship between Leader Group Prototypicality and Leadership Effectiveness’. British Journal of Management, vol. 21(2), pp411-421. Gilbreath, B. and Karimi, L. (2012). ‘Supervisor Behaviour and Employee Presenteeism’. International Journal of Leadership Studies, vol. 7(1), pp114-131. Gore Official Website (2014). About Gore [online]. Available at: http://www.gore.com/en_gb/ [Accessed: 6 August 2014]. Lian, L. K. and Tui, L. G. (2012). ‘Leadership Styles and Organizational Citizenship Behaviour: The Mediating Effect of Subordinates’ Competence and Downward Influence Tactics’. Journal of Applied Business and Economics, vol. 13(2), pp59-96. Li, Y., Chun, H., Ashkanasy, N. and Ahlstrom, D. (2012). ‘A Multi-Level Study of Emergent Group Leadership: Effects of Emotional Stability and Group Conflict’. Asia Pacific Journal of Management, vol. 29(2), pp351-366. Luthans, F. and Youssef, C. M. (2007). ‘Emerging Positive Organizational Behaviour’. Journal of Management, vol. 33(3), pp321-349. Mizuno, M., Yamada, Y., Ishii, A. and Tanaka, S. (2006). ‘A Human Resource Management Approach to Motivation and Job Stress in Paramedics’. 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Caspar David Friedrich Example For Students

Caspar David Friedrich Biography To begin with, Caspar David Friedrich  is one of the leading figures that represent the German Romantic movement. Although he lived and worked in the nineteenth century, Friedrich is still remembered, and his creative legacy hasn’t been forgotten. The majority of researchers continue studying the artist’s challenging path to a great success of this prominent artist. Such a vivid interest and amusement that have arisen in the public mind may be caused by a great significance of this painter for the development of German Romanticism. Generally speaking, the notion of German Romanticism can be defined as an exciting artistic, musical, intellectual, and literary movement that reached its peak at the beginning of the nineteenth century. As a result, Caspar David Friedrich  managed to become a famous  painter  that had been recognized by the individuals from all corners of the world. The German artist  had a unique understanding of art that helped Friedrich develop the unequaled characteristic style of his drawings.  In turn, Friedrich believed that a truly gifted artist  should paint  not only the images gleaned by his physical eyes but also the pictures that arise in his mind. What is more, the German painter  said that â€Å"if he sees nothing within him, then he should also refrain from a painting  that which he sees before him; otherwise, his pictures will be like those folding screens behind which one expects to find only the sick or the dead.† Outline1 Biography of a Leading Figure of German Romanticism2 Friedrich’s Key Ideas in Painting2.1 List of Famous Paintings Created by Caspar David Friedrich2.2 â€Å"The Wanderer Above the Sea of Fog† and â€Å"The Abbey in the Oakwood† Biography of a Leading Figure of German Romanticism Early Years Caspar David Friedrich, a prolific artist that represented German Romanticism movement, was born on September 5th  in 1774. Being born in the city of Greifswald, currently known as the University and Hanseatic City of Greifswald, the young Friedrich did not enjoy a happy and careless childhood. The reason for his deprived childhood is his early familiarity with death, loss, and grief. Firstly, when Friedrich was seven years old, his mother Sophie Dorothea Bechly passed away. Having reached the age of thirteen, the teenager witnessed the death of his brother Johann Christopher who fell into the frozen lake and drowned. Some historians suppose that Johann Christopher lost his life while trying to shield Caspar David from danger. Apart from that, when Elizabeth died in 1782, the young painter  experienced another great loss that made him suffer deep grief over the death of his sister. A number of researchers argue that all the personal tragedies experienced by the artist  in the e arly years had a significant impact on his career in the field of art. Middle Years Since 1790, the young Friedrich had studied the disciplines of literature and aesthetics with the Swedish scholar Thomas Thorild at the University of Greifswald. At the beginning of the same year, Johann Gottfried Quistorp began to teach the fundamentals of art to the young Friedrich. Four years later, the gifted youngster managed to enter the renowned Academy of Copenhagen, which was regarded as the prestigious educational institution. Being a student of this much-celebrated academy, Caspar David had a great opportunity to study under the famous professor Christian August Lorentzen. In addition, Jens Juel, a famous landscape painter shared his knowledge and the gained precious experience with the young Friedrich. Advanced Years At the age of 34, Caspar David Friedrich  created one of his first major paintings. At present, we know this particular masterpiece as ‘The Cross in the Mountains† that was introduced to the society in 1808. Two years later, he was offered the opportunity to become a member of the Berlin Academy. In 1818, a prolific artist  had married Caroline Boomer, a gentle and unassuming woman that delivered three children in the future. In 1835, Friedrich suffered a stroke at the age of 53. Respectively, the artist was not able to move the limbs as a result of a specific form of paralysis caused by a stroke. .uc892b0d0065ad7ee937456af87e463e5 , .uc892b0d0065ad7ee937456af87e463e5 .postImageUrl , .uc892b0d0065ad7ee937456af87e463e5 .centered-text-area { min-height: 80px; position: relative; } .uc892b0d0065ad7ee937456af87e463e5 , .uc892b0d0065ad7ee937456af87e463e5:hover , .uc892b0d0065ad7ee937456af87e463e5:visited , .uc892b0d0065ad7ee937456af87e463e5:active { border:0!important; } .uc892b0d0065ad7ee937456af87e463e5 .clearfix:after { content: ""; display: table; clear: both; } .uc892b0d0065ad7ee937456af87e463e5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc892b0d0065ad7ee937456af87e463e5:active , .uc892b0d0065ad7ee937456af87e463e5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc892b0d0065ad7ee937456af87e463e5 .centered-text-area { width: 100%; position: relative ; } .uc892b0d0065ad7ee937456af87e463e5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc892b0d0065ad7ee937456af87e463e5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc892b0d0065ad7ee937456af87e463e5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc892b0d0065ad7ee937456af87e463e5:hover .ctaButton { background-color: #34495E!important; } .uc892b0d0065ad7ee937456af87e463e5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc892b0d0065ad7ee937456af87e463e5 .uc892b0d0065ad7ee937456af87e463e5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc892b0d0065ad7ee937456af87e463e5:after { content: ""; display: block; clear: both; } READ: Heinrich HeineA prominent German physician and natural philosopher Gotthilf Heinrich von Schubert mentioned that Friedrich suffered from the regular mood swings. In one of his publications, this philosopher wrote that â€Å"Caspar David Friedrich  was  indeed  a  strange  mixture  of  temperament,  his moods ranging  from the gravest seriousness to the gayest humor; but anyone  who  knew only  this  side  of  Friedrichs personality,  namely his deep melancholic seriousness,  only knew half  the  man.†Ã‚  The prominent representative of German Romanticism movement passed away in 1840. Friedrich’s Key Ideas in Painting Needless to say, that Caspar David Friedrich  had a unique style that distinguished him amount the other representatives of this particular art movement. At first glance, it may seem that the artist created the pictures that depicted simple landscapes and the beauty of nature. However, it should be mentioned that Friedrich managed to transform the  ordinary and unremarkable forests, hills, and dales into the places that could be regarded as ‘the wonderlands’. The reason for this issue is the symbolic meaning given by the artist  to every element depicted in his paintings. In this case, it can be concluded that the Romantic painter took significant efforts to connect with the potential viewers emotionally. Apart from that, the key feature of Friedrich’s unique style was his tendency to infuse the  drawings  with a deep religious and spiritual significance. The majority of his  drawings  implies a certain visual minimalism created by means of subtle color palettes. What is more, the German artist embraced the romantic notion of ‘sublime’. Usually, this concept refers to the issue of infinite power represented by the painter.  A detailed description of Friedrich’s artworks  can be found in the following sections of this writing. List of Famous Paintings Created by Caspar David Friedrich As it was already mentioned, Friedrich put a great emphasis on the landscape painting due to his special attitude towards nature. A list of the most famous his drawings includes: â€Å"Monastery Graveyard in the Snow (Cloister Cemetery in the Snow)† – (1817-1818); â€Å"The Wanderer Above the Mist† (1817-1818); â€Å"The Cross of the Mountains† (perhaps 1814); â€Å"The Monk by the Sea† (1809); â€Å"Giant Mountains Landscape with Rising Fog† (1809-1810); â€Å"The Stages of Life† (1835). â€Å"The Wanderer Above the Sea of Fog† and â€Å"The Abbey in the Oakwood† The picture entitled â€Å"The Wanderer Above the Sea of Fog† is a great example of Friedrich’s unique painting  style. In this case, a wanderer depicted in this particular work of art conveys the meaning of the unknown future. Furthermore, the main idea of this painting  has a strong relation to the concept of self-reflection developed by Immanuel Kant, a renowned German philosopher. Another masterpiece is â€Å"The Abbey in the Oakwood† that was created between 1809 and 1810. In the center of this drawing, Friedrich embodied the ruins of the Gothic church, and in the foreground, you may notice a newly dug grave. While creating this artwork, the artist drew a parallel between the destructive character of the Thirty Years War and the challenges faced by German soldiers as a result of this armed conflict. In fact, they were forced to use the churches of Greifswald as barracks. In turn, the newly dug grave may symbolize the fading hopes for Germany’s reb irth. Pic. 2 – â€Å"The Wanderer Above the Sea of Fog† Pic. 3 – â€Å"The Abbey in the Oakwood†