Harriet Martineau (June 12, 1802 – June 27, 1876
http://www.spartacus.schoolnet.co.uk/Wmartineau.htm
• English writer, journalist, political economist, philosopher, abolitionist and feminist
• In 1823 she wrote an article titled “on female education” but it was published by “Monthly Repository as anonymous
• After discovering she was the author to the article, her brother strongly encouraged Harriet to become a writer and “leave it to the other women to make skirts and darn stockings”.
• After her father’s death she moved to London and worked for a small newspaper, where she received a small pay
• She began to write books on a variety of subjects such as religion, politics and the economy. These writings showed her passion for social reform and were published as a series of stories.
• Soon the popularity of her stories brought her wealth and financial independence
• While traveling the USA, Harriet wrote stories about the poor treatment of women and argued that women should have more education so they can be beneficial to the world in ways besides child bearing and marriage.
• In 1866 she joined with other women to present a petition for the women’s right to vote, to Parliament.
• Throughout the years she wrote over 1600 articles for the daily news on a number of subjects. One subject which she liked to write about was The Contagious Diseases acts. She objected to the laws that only applied to women.
• She “got the campaign going” for the National Association for the Repeal of the Contagious Diseases Act
Monday, February 9, 2009
Friday, February 6, 2009
Persuasive Speech Outline to Complete
General Purpose: to present information about homeschooling
Specific Purpose: to persuade the audience that all children should be socialized in schools
ATTENTION STEP
I. Opening Statement of Interest why should children be confided to their homes to learn material which should be learned in schools? If a child is home schooled they lose major social interaction which their lack of social interaction will hurt them later in life.
A. Reason (s) to Listen Even if you are not homeschooled and you don’t know someone who is, there are many children in the world who have not been able to experience school because they are homeschooled. There is more to school then just the education aspect, but if a child is homeschooled that is the only part of school they experience.
B. Speaker Credibility Through research many government officials have found that homeschooling causes a child to miss out on interaction with people outside the family, cause them to have a difficult time “developing emotionally in a broader world than the parents' 'cloistered' setting", and homeschooling restricts children from having more people in their life to help them if they are having a problem. By confining children later in life if they decided to attend college they will enter being very naive about other people and how different types of people may act. Because of these reasons, in California homeschooling has been banned and children ages 6-18 MUST attend a private/ public fulltime day- school or be tutored by a teacher with teaching credentials.
C. Thesis Statement As a result of homeschooling many children enter college and the work force without the life experiences to socially interact at the same level as their peers.
NEED STEP
II. Statement of Need: It is very important that children should have the experience of schooling amongst peers to help them develop and mold into well rounded adults.
A. Illustration: Their whole life a child may be educated by their parent(s) which may work for the time being but if the child decides to attend college they may have a problem. When entering college, they will be unaware of how other people their age may act. Also they may be naïve and inexperienced in social situations. They will also be very impersonal which could seriously hurt them in life.
B. Ramifications
1. It has been proven that to be a healthy individual one must obtain good emotional, spiritual, physical, mental and social health. By excluding children from their peers in school their social and emotional health is being jeopardized. Children learn so much more in school besides the educational value, they learn about themselves and people in general. They also learn how to work with others and trust other people. School is a place where children can make mistakes and not have to suffer extreme consequences, as they would as an adult.
C. Pointing: Homeschooling is more hurting a child and their emotional and social development than helping them. Homeschooling should only be allowed in severe situations where the child is disabled or cannot attend school for a medical reason.
SATISFACTION STEP
III. Statement of Solution : Banning homeschooling is essential to the health of our children, the future leaders of the world.
A. Explanation of Solution : Parents should not be allowed to home school their children unless there is a medical problem which prevents the student from attending school and in that case the student should have a certified tutor. If the family cannot afford a tutor, one will be provided by the state.
B. Theoretical Demonstration
1. By having children enrolled in schools they then get interaction with other and can learn from and be positively influenced by others.
C. Practical Experience : In California they have successfully implemented restrictions against homeschooling. Also by knowing more people children have more of an opportunity to get help if they need it. And in school they will have a greater chance to learn to develop successfully, emotionally.
D. Meeting Objections
1. Many may protest that they do not want their children to interact with others and learn about things, that the parents want to shelter them from. But in the end what is best for the child must be done.
VISUALIZATION STEP
IV. Restatement of Proposed Solution
A. Negative Visualization: If more states do not develop laws against homeschooling there will be many children each year which do not get the full experience of being a child and growing up. Also many children will learn later in life that they are just not as completive in the work force, because of their restrictions earlier in life.
B. Positive Visualization: if more states do develop laws prohibiting homeschooling then all children will have equal opportunities later in life.
ACTION STEP
V. Restatement and Summary
A. Statement of Specific Action or Attitude Change
B. Statement of Personal Interest
C. Reason to Remember
SOURCES:
1. http://www.worldnetdaily.com/index.php?fa=PAGE.view&pageId=58053
General Purpose: to present information about homeschooling
Specific Purpose: to persuade the audience that all children should be socialized in schools
ATTENTION STEP
I. Opening Statement of Interest why should children be confided to their homes to learn material which should be learned in schools? If a child is home schooled they lose major social interaction which their lack of social interaction will hurt them later in life.
A. Reason (s) to Listen Even if you are not homeschooled and you don’t know someone who is, there are many children in the world who have not been able to experience school because they are homeschooled. There is more to school then just the education aspect, but if a child is homeschooled that is the only part of school they experience.
B. Speaker Credibility Through research many government officials have found that homeschooling causes a child to miss out on interaction with people outside the family, cause them to have a difficult time “developing emotionally in a broader world than the parents' 'cloistered' setting", and homeschooling restricts children from having more people in their life to help them if they are having a problem. By confining children later in life if they decided to attend college they will enter being very naive about other people and how different types of people may act. Because of these reasons, in California homeschooling has been banned and children ages 6-18 MUST attend a private/ public fulltime day- school or be tutored by a teacher with teaching credentials.
C. Thesis Statement As a result of homeschooling many children enter college and the work force without the life experiences to socially interact at the same level as their peers.
NEED STEP
II. Statement of Need: It is very important that children should have the experience of schooling amongst peers to help them develop and mold into well rounded adults.
A. Illustration: Their whole life a child may be educated by their parent(s) which may work for the time being but if the child decides to attend college they may have a problem. When entering college, they will be unaware of how other people their age may act. Also they may be naïve and inexperienced in social situations. They will also be very impersonal which could seriously hurt them in life.
B. Ramifications
1. It has been proven that to be a healthy individual one must obtain good emotional, spiritual, physical, mental and social health. By excluding children from their peers in school their social and emotional health is being jeopardized. Children learn so much more in school besides the educational value, they learn about themselves and people in general. They also learn how to work with others and trust other people. School is a place where children can make mistakes and not have to suffer extreme consequences, as they would as an adult.
C. Pointing: Homeschooling is more hurting a child and their emotional and social development than helping them. Homeschooling should only be allowed in severe situations where the child is disabled or cannot attend school for a medical reason.
SATISFACTION STEP
III. Statement of Solution : Banning homeschooling is essential to the health of our children, the future leaders of the world.
A. Explanation of Solution : Parents should not be allowed to home school their children unless there is a medical problem which prevents the student from attending school and in that case the student should have a certified tutor. If the family cannot afford a tutor, one will be provided by the state.
B. Theoretical Demonstration
1. By having children enrolled in schools they then get interaction with other and can learn from and be positively influenced by others.
C. Practical Experience : In California they have successfully implemented restrictions against homeschooling. Also by knowing more people children have more of an opportunity to get help if they need it. And in school they will have a greater chance to learn to develop successfully, emotionally.
D. Meeting Objections
1. Many may protest that they do not want their children to interact with others and learn about things, that the parents want to shelter them from. But in the end what is best for the child must be done.
VISUALIZATION STEP
IV. Restatement of Proposed Solution
A. Negative Visualization: If more states do not develop laws against homeschooling there will be many children each year which do not get the full experience of being a child and growing up. Also many children will learn later in life that they are just not as completive in the work force, because of their restrictions earlier in life.
B. Positive Visualization: if more states do develop laws prohibiting homeschooling then all children will have equal opportunities later in life.
ACTION STEP
V. Restatement and Summary
A. Statement of Specific Action or Attitude Change
B. Statement of Personal Interest
C. Reason to Remember
SOURCES:
1. http://www.worldnetdaily.com/index.php?fa=PAGE.view&pageId=58053
Persuasive Speech Outline to Complete
General Purpose: to present information about homeschooling
Specific Purpose: to persuade the audience that all children should be socialized in schools
ATTENTION STEP
I. Opening Statement of Interest why should children be confided to their homes to learn material which should be learned in schools? If a child is home schooled they lose major social interaction which their lack of social interaction will hurt them later in life.
A. Reason (s) to Listen Even if you are not homeschooled and you don’t know someone who is, there are many children in the world who have not been able to experience school because they are homeschooled. There is more to school then just the education aspect, but if a child is homeschooled that is the only part of school they experience.
B. Speaker Credibility Through research many government officials have found that homeschooling causes a child to miss out on interaction with people outside the family, cause them to have a difficult time “developing emotionally in a broader world than the parents' 'cloistered' setting", and homeschooling restricts children from having more people in their life to help them if they are having a problem. By confining children later in life if they decided to attend college they will enter being very naive about other people and how different types of people may act. Because of these reasons, in California homeschooling has been banned and children ages 6-18 MUST attend a private/ public fulltime day- school or be tutored by a teacher with teaching credentials.
C. Thesis Statement As a result of homeschooling many children enter college and the work force without the life experiences to socially interact at the same level as their peers.
NEED STEP
II. Statement of Need : It is very important that children should have the experience of schooling amongst peers to help them develop and mold into well rounded adults.
A. Illustration : Their whole life a child may be educated by their parent(s) which may work for the time being but if the child decides to attend college they may have a problem. When entering college, they will be unaware of how other people their age may act. Also they may be naïve and inexperienced in social situations. They will also be very impersonal which could seriously hurt them in life.
B. Ramifications
1. It has been proven that to be a healthy individual one must obtain good emotional, spiritual, physical, mental and social health. By excluding children from their peers in school their social and emotional health is being jeopardized. Children learn so much more in school besides the educational value, they learn about themselves and people in general. They also learn how to work with others and trust other people. School is a place where children can make mistakes and not have to suffer extreme consequences, as they would as an adult.
C. Pointing: Homeschooling is more hurting a child and their emotional and social development than helping them. Homeschooling should only be allowed in severe situations where the child is disabled or cannot attend school for a medical reason.
SATISFACTION STEP
III. Statement of Solution : Banning homeschooling is essential to the health of our children, the future leaders of the world.
A. Explanation of Solution : Parents should not be allowed to home school their children unless there is a medical problem which prevents the student from attending school and in that case the student should have a certified tutor. If the family cannot afford a tutor, one will be provided by the state.
B. Theoretical Demonstration
1.
2.
3.
C. Practical Experience :
D. Meeting Objections
1.
2.
VISUALIZATION STEP
IV. Restatement of Proposed Solution
A. Negative Visualization
B. Positive Visualization
ACTION STEP
V. Restatement and Summary
A. Statement of Specific Action or Attitude Change
B. Statement of Personal Interest
C. Reason to Remember
SOURCES:
1. http://www.worldnetdaily.com/index.php?fa=PAGE.view&pageId=58053
General Purpose: to present information about homeschooling
Specific Purpose: to persuade the audience that all children should be socialized in schools
ATTENTION STEP
I. Opening Statement of Interest why should children be confided to their homes to learn material which should be learned in schools? If a child is home schooled they lose major social interaction which their lack of social interaction will hurt them later in life.
A. Reason (s) to Listen Even if you are not homeschooled and you don’t know someone who is, there are many children in the world who have not been able to experience school because they are homeschooled. There is more to school then just the education aspect, but if a child is homeschooled that is the only part of school they experience.
B. Speaker Credibility Through research many government officials have found that homeschooling causes a child to miss out on interaction with people outside the family, cause them to have a difficult time “developing emotionally in a broader world than the parents' 'cloistered' setting", and homeschooling restricts children from having more people in their life to help them if they are having a problem. By confining children later in life if they decided to attend college they will enter being very naive about other people and how different types of people may act. Because of these reasons, in California homeschooling has been banned and children ages 6-18 MUST attend a private/ public fulltime day- school or be tutored by a teacher with teaching credentials.
C. Thesis Statement As a result of homeschooling many children enter college and the work force without the life experiences to socially interact at the same level as their peers.
NEED STEP
II. Statement of Need : It is very important that children should have the experience of schooling amongst peers to help them develop and mold into well rounded adults.
A. Illustration : Their whole life a child may be educated by their parent(s) which may work for the time being but if the child decides to attend college they may have a problem. When entering college, they will be unaware of how other people their age may act. Also they may be naïve and inexperienced in social situations. They will also be very impersonal which could seriously hurt them in life.
B. Ramifications
1. It has been proven that to be a healthy individual one must obtain good emotional, spiritual, physical, mental and social health. By excluding children from their peers in school their social and emotional health is being jeopardized. Children learn so much more in school besides the educational value, they learn about themselves and people in general. They also learn how to work with others and trust other people. School is a place where children can make mistakes and not have to suffer extreme consequences, as they would as an adult.
C. Pointing: Homeschooling is more hurting a child and their emotional and social development than helping them. Homeschooling should only be allowed in severe situations where the child is disabled or cannot attend school for a medical reason.
SATISFACTION STEP
III. Statement of Solution : Banning homeschooling is essential to the health of our children, the future leaders of the world.
A. Explanation of Solution : Parents should not be allowed to home school their children unless there is a medical problem which prevents the student from attending school and in that case the student should have a certified tutor. If the family cannot afford a tutor, one will be provided by the state.
B. Theoretical Demonstration
1.
2.
3.
C. Practical Experience :
D. Meeting Objections
1.
2.
VISUALIZATION STEP
IV. Restatement of Proposed Solution
A. Negative Visualization
B. Positive Visualization
ACTION STEP
V. Restatement and Summary
A. Statement of Specific Action or Attitude Change
B. Statement of Personal Interest
C. Reason to Remember
SOURCES:
1. http://www.worldnetdaily.com/index.php?fa=PAGE.view&pageId=58053
Thursday, June 12, 2008
found critque #2
As David Carrier noted in his 1985 essay Suspicious Art, Unsuspecting Texts (Arts Magazine, November 1985), Lawsons argument leads a little too conveniently to a solution found in art like that which Lawson himself produced. (Last Exit: Painting appeared in Artforum with reproductions of paintings by Salle, Lawson, Walter Robinson, Troy Brauntuch and Jack Goldstein, suggesting the range of relevant painting to be quite narrow, yet to also include Lawson.) To be fair, of course, Lawsons writings and his work both came out of what he believed painting should be and do, as well as the historical position painting was in. To that end, his 1981 painting Dont Hit Her Again, an agreeably sized canvas in monochromes that goes almost abstract while clearly revealing the face of a child with a black eye, seems iconic of that moment in painting.
That moment is still very much with us. Nowhere has it been more evident than in two recent exhibitions, both in Los Angeles: Jack Goldstein: Paintings from the 1980s, organized by Julie Joyce at the Luckman Gallery, California State University Los Angeles, and The Undiscovered Country, organized by Russell Ferguson for the Hammer Museum at UCLA. To be clear, neither of these was an exhibition about the death of painting or a crisis in painting, but both shows resonated withand showed the reverberations ofthe discourse of paintings implied death or crisis. Initiating a wave of interest that has only accelerated since his suicide in 2003, Goldsteinwho stopped making work and disappeared from the art scene in the early ninetiesresurfaced in the new millennium, exhibiting some of his work through Brian Butler at 1301PE Gallery in Los Angeles. The 2002 exhibition of his paintings at CSULA was a punctuating momentan incredible visual postscript to the writings of Crimp and Lawson. In that show, one could see that Goldsteins paintings did what Crimp wanted art to do, pulled off what Lawson believed painting could pull off and, equally important, they looked like they could have been made yesterday.
Everyone quibbles about inclusions in group exhibitionsand everyone did so regarding The Undiscovered Countrybut Goldstein was the only painter I thought really was missing. A strange echo of New Image Painting, the exhibition explored representational painting from the 60s onward and specifically tried to address paintings place in a post-photographic, post-abstract field, thus inevitably rubbing against some of the anxieties involved in the death of painting discourse. It brought together works from the likes of John Baldessari, Vija Celmins, Philip Guston, Neil Jenny, Gerhard Richter, Richard Hamilton, Thomas Lawson and Richard Princeall artists who through their work and painted representations have dealt, in different ways, with questions about what painting should and could dohung with younger artists like Luc Tuymans, Enoc Perez, Kirsten Everberg and Laura Owens.
Among the assorted possibilities it raised, the exhibition confirmed that (1) painting had been capable of what Crimp considered impossible well before he made such a declaration and that (2) in the wake of the surge from the seventies through the eightiesin what really is an older, ongoing discourse of the crisis of paintinga younger generation of painters has emerged bearing the mark of a climate informed by the likes of both Crimp, with his naysaying, and Lawson, with his strained boosterism.
The product of this generation is that of artists who came of age amidst both the pressures and permissions imposed by the emergence and subsequent dominance of a culture of critique within the field of contemporary art. This critique, thrust negatively by Crimp and somewhat more positively by Lawson into the field of painting, yielded results, which are not all Lawsonesque in appearance. In fact, they reflect the full breadth of pluralism that has come to define contemporary painting, from the sort of edgy, painterly representation exemplified by Tomory Dodge to the odd mlange of style and reference offered by the likes of Anton Henning and Richard Hawkins; from the self-conscious and self-effacing abstraction of Pia Fries to the color-field graffiti of Katharina Grosse and the new-and-improved Neo-expressionism of Cecily Brown; from the hyper-fauvism of Daniel Richter to the recent, quasi-abstract text paintings of Monique Prieto. As David Joselit, riffing on the sentiment of Yve-Alain Bois 1986 essay Painting: The Task of Mourning, commented in a roundtable on paintings death published in Artforums March 2003 issue, the death of painting might more have been a case of the end of one game of painting, played by specific rules, and the emergence of a new game of painting with new rules. These artists indeed seem to be working with an awareness of a changed or changing set of rules of the game.
As Crimp wrote of the term postmodernism in Pictures, to be meaningful the term needs to do more than signal chronology; it needs to signal a change. With such a demand for useful terminology in mind, it seems reasonable to refer to much of our current painting not in terms of post-death or post-crisis but, in consideration of the influence it shows and the role it assumes via such varied forms, as post-critique.
By Christopher Miles
That moment is still very much with us. Nowhere has it been more evident than in two recent exhibitions, both in Los Angeles: Jack Goldstein: Paintings from the 1980s, organized by Julie Joyce at the Luckman Gallery, California State University Los Angeles, and The Undiscovered Country, organized by Russell Ferguson for the Hammer Museum at UCLA. To be clear, neither of these was an exhibition about the death of painting or a crisis in painting, but both shows resonated withand showed the reverberations ofthe discourse of paintings implied death or crisis. Initiating a wave of interest that has only accelerated since his suicide in 2003, Goldsteinwho stopped making work and disappeared from the art scene in the early ninetiesresurfaced in the new millennium, exhibiting some of his work through Brian Butler at 1301PE Gallery in Los Angeles. The 2002 exhibition of his paintings at CSULA was a punctuating momentan incredible visual postscript to the writings of Crimp and Lawson. In that show, one could see that Goldsteins paintings did what Crimp wanted art to do, pulled off what Lawson believed painting could pull off and, equally important, they looked like they could have been made yesterday.
Everyone quibbles about inclusions in group exhibitionsand everyone did so regarding The Undiscovered Countrybut Goldstein was the only painter I thought really was missing. A strange echo of New Image Painting, the exhibition explored representational painting from the 60s onward and specifically tried to address paintings place in a post-photographic, post-abstract field, thus inevitably rubbing against some of the anxieties involved in the death of painting discourse. It brought together works from the likes of John Baldessari, Vija Celmins, Philip Guston, Neil Jenny, Gerhard Richter, Richard Hamilton, Thomas Lawson and Richard Princeall artists who through their work and painted representations have dealt, in different ways, with questions about what painting should and could dohung with younger artists like Luc Tuymans, Enoc Perez, Kirsten Everberg and Laura Owens.
Among the assorted possibilities it raised, the exhibition confirmed that (1) painting had been capable of what Crimp considered impossible well before he made such a declaration and that (2) in the wake of the surge from the seventies through the eightiesin what really is an older, ongoing discourse of the crisis of paintinga younger generation of painters has emerged bearing the mark of a climate informed by the likes of both Crimp, with his naysaying, and Lawson, with his strained boosterism.
The product of this generation is that of artists who came of age amidst both the pressures and permissions imposed by the emergence and subsequent dominance of a culture of critique within the field of contemporary art. This critique, thrust negatively by Crimp and somewhat more positively by Lawson into the field of painting, yielded results, which are not all Lawsonesque in appearance. In fact, they reflect the full breadth of pluralism that has come to define contemporary painting, from the sort of edgy, painterly representation exemplified by Tomory Dodge to the odd mlange of style and reference offered by the likes of Anton Henning and Richard Hawkins; from the self-conscious and self-effacing abstraction of Pia Fries to the color-field graffiti of Katharina Grosse and the new-and-improved Neo-expressionism of Cecily Brown; from the hyper-fauvism of Daniel Richter to the recent, quasi-abstract text paintings of Monique Prieto. As David Joselit, riffing on the sentiment of Yve-Alain Bois 1986 essay Painting: The Task of Mourning, commented in a roundtable on paintings death published in Artforums March 2003 issue, the death of painting might more have been a case of the end of one game of painting, played by specific rules, and the emergence of a new game of painting with new rules. These artists indeed seem to be working with an awareness of a changed or changing set of rules of the game.
As Crimp wrote of the term postmodernism in Pictures, to be meaningful the term needs to do more than signal chronology; it needs to signal a change. With such a demand for useful terminology in mind, it seems reasonable to refer to much of our current painting not in terms of post-death or post-crisis but, in consideration of the influence it shows and the role it assumes via such varied forms, as post-critique.
By Christopher Miles
found critque #1
IT has a really flat, tempera kind of feel. I would suggest when "speed painting" to block out the form in your darkest color, and build it up by painting light shapes (or doing the reverse... block it in lightest value, build up shadow shapes.)If you feel you are losing track of foreshortened portions or shapes, get a new layer up for some quick finding lines.I'm not sure what brush you are using, but it is making it look like finger painting.That orange slit doesn't do anything for the painting. Is it supposed to be the stand-by "squinty eye of doom?" I would recommend reaching deeper and finding an idea for a brilliant eye that invokes "death" rather than "Spawn" (like the comic book.)The "eye" is also in a spot where it doesn't seem to correspond to a face... if feels more like a visor or something.But I think the biggest thing is to gesture out the painting, block in your lights and darks based on a pre-conceived light source, and let the painting find detail when you feel the values actually read as rough volumes.Oh, and, as far as I handle digital painting, which I admit I am still working out my style, I tend to want start with darks and paint in lights with opaque medium, and the opposite for translucent medium.
Websites
Websites
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www.toeflaccess.com/
www.lifesciences.com
www.scoop.com
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www.chron.com
http://www.conceptart.org/
www.shocksocieties.com
www.merck.com
www.associated content.com
www.shockjournal.com
www.toeflaccess.com/
www.lifesciences.com
www.scoop.com
www.tooshocking.com
www.chron.com
http://www.conceptart.org/
www.shocksocieties.com
www.merck.com
www.associated content.com
more excerpts
“Michael Corleone: Italian politics have had these men for centuries. They are the true Mafia.”- the godfather II
“I’m sick, I have leukemia”- A Walk to Remember
Forrest Gump: One day it started raining, and it didn`t quit for four months. We been through every kind of rain there is. Little bitty stingin` rain... and big ol` fat rain. Rain that flew in sideways. And sometimes rain even seemed to come straight up from underneath. – Forest Gump
“I’m sick, I have leukemia”- A Walk to Remember
Forrest Gump: One day it started raining, and it didn`t quit for four months. We been through every kind of rain there is. Little bitty stingin` rain... and big ol` fat rain. Rain that flew in sideways. And sometimes rain even seemed to come straight up from underneath. – Forest Gump
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