The Aftermath Of The Scramble For Africa History Essay

The Aftermath Of The Scramble For Africa History Essay Scramble for Africa, an expression used to explain the frantic demanding of African region by half a dozen European countries that happened in most of Africa becoming part of Europes colonial kingdoms. Africa, in the symbolic allegory of royal chauvinism, was a ripe melon awaiting carving in the late nineteenth century. Those who scrambled quick achieved the biggest portions and the legal means to devour at their free time the sweet, juicy flesh. Stragglers grasped only small servings or flavorless sections; Italians, for instance, discovered only sweet dishes on their serving dish. In this crazy instant of royal atavismin Schumpeterian conditions, the aimless temperament to unlimited boundary extensionno one expected that a structure of states was being formed. Colonial rule, considered by its initiators to be eternal, afterward verified to be a sheer intermission in the broader removal of African history; however, the steel gridiron of regional division that colonialism enforced se ems enduring. (Harlow, 2002) Aftermath of scramble of Africa has the mainly significant issue of colonial heritage. It is the compulsory position of departure for breakdown analysis of African international associations. The country systemwhich is, international vectors despite, the basic structural foundation of the worldwide empiresucceeds the colonial division. A few African states have a significant pre-colonial identity (Morocco, Tunisia, Egypt, Ethiopia, Burundi, Rwanda, Madagascar, Swaziland, Lesotho, and Botswana), but nearly all are goods of the aggressive subordination of Africamajority between 1875 and 1900by seven European powers like Great Britain, France, Germany, Belgium, Portugal, Italy, and Spain. (Kobia, 2001) The scramble for Africa started with an effort by King Leopold II of Belgium desiring to attain power of the region of the Congo Basin. Pressure occurred between the British and the French, because of the British attaining additional power over Egypt, which was the country they once had combined power over the finances of. France was also contending with Italy in northern Africa, so tensions were tough all over the place. Germany felt stressed by the other European nations who were attaining power over regions on Africa (Neumann, 2002). Bismarck, who happened to be leader at the time, acknowledged power over three regions in eastern and western Africa, which created even more damage between European states. Since the power for African regions occurred very rapidly, the Berlin Conference was arrange to talk about the strategies of demanding realm in Africa to avoid any more harsh competitions. The motives for Scramble in Africa are described extensively as: Capitalists may have seen the light over slavery, but they still wanted to exploit the continent new legitimate trade would be encouraged. Explorers located vast reserves of raw materials, they plotted the course of trade routes, navigated rivers, and identified population centers which could be a market for manufactured goods from Europe. (Boddy-Evans, http://africanhistory.about.com/od/eracolonialism/a/ScrambleWhy.htm) After some adventurers looked deeper into the heart of Africa, the Europeans shortly comprehended how reasonably significant this region was, and how much they could take benefit from it. After the completion of servitude in Africa, Europeans desired to extend their kingdoms for industrialization and business to ensure the movement of supplies and services. Economic, communal, and political atmosphere in Europe produced an awareness of urgency amid viable countries to bet demands in and separation of the Dark Continent. In an attempt to produce some organization throughout the scramble, the Berlin Congress was held and European countries sliced up the African countries like a cake, every country got a piece of the land. The major countries comprised in the colonization of Africa contained France, England, Portugal, Germany, Great Britain and Denmark. Great Britain was the ultimate supremacy on earth at the time, and throughout the Scramble for Africa, it was the British who did most of the grasping. (Robinson, 1961) The five key grounds for the imperialism were supposed to be political, military interests, charitable and religious objectives, ideological, investigative, and finally, but most significantly, economic interests. One case of the monetary interest was the Industrial manufacture. Fabrication was attaining such extreme stages, Europeans concerned about over-production and finding customers for all the supplies in Europe. Their financial system mainly rested on trade, and because colonies could be added as a structure of royal power, it only furthered and extended trade. England had trade accords with nations in Africa sometime before the scramble in progress. These accords were fresh and allowed trade to occur without any disturbance. The responsibility and significance of Africa to England shortly changed because of royal rivalry among countries. Beneath the antagonistic strategies of Bismarck, Germany also deployed to obtain prime positions in Africa. Similarly, France was hoping to strengthen an empire by attaining new control over region and increasing areas of power. All the political forces, such as the rivalry with France, the demand to keep the Suez Canal, and the media well-versed public, forced England toward Africa. England incurred heavy losses from Africa. They lost thousands of soldiers to the combats, in which they were beaten quite a few times before finally adjoining some people who disliked them. (Pinfold, 2007) Besides, they mislaid thousands of dollars managing governments of nations such as Egypt. However Englands involvement di d benefit certain divisions of Africa through the charitable assistance and finally ending the slave trade. The results of the European takeover on Africans were substantial. In the short term, the Scramble noticeably guided to Africans defeat of power of their own relationships. While it also brought huge difficulty to the majority of Africans. In addition to the deaths caused by the victory itself, numerous Africans died as a consequence of disturbed standard of living and activity of people and animals among different diseased surroundings. Africas inhabitants did not initiate to recover from the destruction caused by the Scramble and its aftermath until healthy into the 20th century. In the enduring, the Scramble was component of a larger development of bringing non-Western peoples into the world economyin the majority instances as exporters of agricultural goods or minerals and importers of contrived or processed supplies. Colonial governments levied their African matters and utilized the revenues to advance the colonys infrastructure: building roads, bridges, and ports that associate d remote locales to the outer world. In the meantime, institutions to get better peoples lives, for example hospitals and schools, seemed more gradually. Colonial rule also brought fundamentals of Western culturefrom the French and English languages and Western political models to Coca-Cola and automobiles. It was in response to European regulation that Africans developed an awareness of patriotism that would assist them attain freedom in the mid of the 20th century. Imperialism influenced colonized states in numerous customs particularly economically, politically, and culturally. There were frequently numerous positive and negative results of imperialism on the colonies that were taken over. The civilization and religion of the colonized citizens was frequently destined to attempt to contain the citizen move in the approach of the westerners. In Africa, economically, Africans created very modest profit off of the supplies they produced. All of the assets went to the Europeans. Also, earlier than colonization, Africans traded inside the continent, but this exercise was finished once the westerners became engaged in their associations. So if anything, the colonial era, was one of monetary corruption, rather than economic growth. Colonization in Africa was somewhat beneficial to the African inhabitants. The value of life was enhanced by better infrastructure including hospitals, a sewage structure, and sanitary conveniences and there was also a boost in employment openings. Western discoveries for example, the steam engine and other equipment were introduced to Africa. Christianity and Islam were extended and so was western education. Colonialism created a modification in the social structure of Africans as it permitted mobilization among the categories. Social category was not verified by birth, but by ones achievement independently. Behind all of the optimistic social consequences, there were numerous pessimistic ones. A larger separation was produced among those who lived in urban regions and those in rural regions. Western education had created the barrier among these people even larger. Colonization permitted the wealthy, white Europeans to get the entire fertile and productive lands and also to dominate in trade in Africa. Although there were educational institutions build, they were inefficient in education the poor and needy. There were still very huge illiteracy levels. Also, there was no emphasis on technical or industrial education, which would have been further functional. Racism was prevalent throughout imperialism in Africa and ran rampant for people in the lower echelon of society. ( ) Politically, colonialism in Africa produced a superior level of peace and constancy than there ever was before. There were specific limitations in Africa, which was an excellent call in conditions of organization. There was also an established patriotism that extended all over the continent. On the other hand, a lot of the political modifications were negative. Because of limitations constructed by the westerners, numerous cultural and religious groups were ragged separately, which influenced the existences of the citizens on an individual level and formed numerous arguments (Kerr-Ritchie, 2007). The borders also did not make certain that natural resources were dispersed evenly, which would act as a difficulty since the economy of Africans was reliant on what they could collect from their ground. Africans lost their freedom and were fundamentally governed by the white colonial leaders, who also possessed approximately all of their property. For a long time, the people of Africa had l ost their right of autonomy. The significance of the colonial history in shaping modern African worldwide associations is thus ahead of argument. At the same time, the colonial system acted-paradoxically as a pessimistic point of allusion for the African performance of states. The authenticity of the first generation of African governments was rooted in the governments successby take-over or negotiationof self-government. The two superior united main beliefs of the pan-African action from its beginning have been resistance to both colonialism and racism, problems that were amalgamated on the African continent. The autonomous states that accumulated to generate the OAU in 1963 were separated on numerous questions of philosophy and understanding of objectivity; a convention behind the battle to complete the freedom of Africa from colonial occupation and governments of white racial supremacy. Within their own local area, self-governing states faced an obligation to separate themselves from their colonial history, t o render noticeable the new position. The superficial representative trappings of independenceflags and postage stampsmight help for an instance. Africanization of the situation apparatus might assist as well, though over time, the awareness could take place that the actual benefits of this transform accumulated above all to state employees. (Schneider, 2009) The obligation for separation from the colonial history was forced by mental as well as political and economic aspects. Mainly in sub-Saharan Africa, the colonial period brought a broad-front physical attack upon African culture that was far inclusive than alike practices in the Middle East and Asia. The colonial state of affairs, to borrow Georges Balandiers suggestive notion, was drenched with racism. (Carton, 2003) African culture was, for nearly all part, regarded as containing little worth, and its religious aspectouter the sectors in which Islam was well implantedwas aimed to pulling up through exhaustive Christian evangelical exertions, which were frequently state-supported. European languages displaced native ones for the majority of states; for the colonial matter, communal flexibility, obligatory mastering the idiom of the colonizer. In countless customs, colonial suppression in Africa brought not only political domination and economic utilization but also deep mental disgr ace. In the nationalist reply to colonialism, psychological subjects are widespread to a level exclusive in Third World anti-imperialist consideration. Frantz Fanon, the Martinique analyst who provided so influential a voice to the Algerian rebellion, was only the most expressive such spokesperson. Such policies as negritude and African personality were central elements in nationalist consideration, declaring the legitimacy and worth of African culture. This aspect of African nationalism gave a particular touching rim to the postcolonial mission for separation, as well as to the passion of African state response to racism and colonialism. A last heritage of the colonial system is the sequence of local disasters it has left in its wake, mainly in southern Africa and the Horn. In southern Africa, the basis of disagreement can be finally traced to the disastrous British fault of conveying authority to a solely white government in South Africa in 1910. Royal security calculus at the instance focused solely upon the associations among the English and Afrikaner communities. Practically the only dispensation to African interests was the preservation of colonial dominance over the Basutoland, Bechuanaland, and Swaziland protectorates. The terms of the Act of Union ultimately led to apartheid in South Africa. The year prior to the policy of paramount of local interests was announced for Kenya in 1924, Great Britain approved complete domestic autonomy to the white settlers in Southern Rhodesia (now Zimbabwe), a mistake that led to an expensive freedom war, prior to self-government stand upon equivalent rights for all Zimbabwean s was succeeded in 1980 (Cochran, 2000). When the moment of decolonization sounded somewhere else in Africa, South Africa, Rhodesia, and the Portuguese were in a situation to build a hard redoubt of white power, which left the subjugated no other options than the inert approval of enduring utilization or armed rebellion. The Scramble and its aftermath held huge sarcasm. While the take-over was going on, proceedings in Africa were of the utmost meaning in all over Europe. European rivalry for African area dominated captions, brought down governments, and approximately moved countries to war. For Europeans, the Scramble for Africa helped arrange the stage for World War I. Rivalry for African land boosted nationalist feelings and created pretentious awareness among Europeans that war was good for national character and not so taxing on financial plans and labour force. World War I quickly demolished these fantasies. Yet for Africa once the take-over was complete, Africa was mainly forgotten about and not acknowledged again until the movement for African freedom of the 1950s and 1960s. Thus, in different customs, the colonial heritage encroaches into post freedom African worldwide associations. More than half a century subsequent to the huge rush to freedom in 1960, the remnants of colonial shade still r emain. The intensity of the financial disaster and a broadening agreement that regional assimilation, which overpasses the old colonial separations is crucial to conquering them might guide to novelties in the state system that will start to rise above the colonial separation. The conclusion of apartheid in South Africa has shown hope of bringing harmony to a beleaguered area and authorizes movement beyond the harsh remainders of the colonial state of affairs. Even so, colonial inheritance at present continues to strongly form the African worldwide system.

Japanese literature :: essays research papers

Vernon McCalla Japanese Literature Question #2  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  2. Individualism has been seen as a characteristic feature of the modern world. How do we see the issue of individualism being dealt with in the works we have read? Discuss examples of individualism in both modern and pre-modern texts.   Ã‚  Ã‚  Ã‚  Ã‚  In the works we have read, the characteristic of individualism has played a strong role in the lives and decisions of three characters in particular. The characters Basho, Chockichi, and Okada all display similar acts of individualism in their own stories as they depart not only from their homes but also the traditions that have helped shape their lives for many years. These characters leave behind the familial and societal values that were vastly present in Japanese tradition. With their decisions to be individuals, they obtain new attitudes and standards that relate to, money, education and security. The new values attitudes are what brought Japan into a modern way of thinking and left old values and traditions behind.   Ã‚  Ã‚  Ã‚  Ã‚  Individualism is the belief in the primary importance of the individual and the virtues of self reliance and personal dependence. Basho shows his independence by leaving his home front and traveling north. He does this in order to see new places, visit sites of earlier poets, and to spread his views. For Basho traveling is a way of life, and because he travels alone one could say that Basho is very much an independent individual. Throughout Basho’s Narrow Road it seems as if there is a lack of people he encounters on such a long journey. The reader does not know if this is because Basho chooses to leave out the people he meets from his story or because he truly does not encounter many. In any way, the lack of people in the story puts the spotlight solely on the main character, Basho. With this, Basho rejoices in his individualism by going against traditional Japanese values and the unknown. Basho can be described as a pre-modern individual. His journeys are not for money or to enhance his social status; they are for his own personal benefit in order to see more of Japan and to become inspired by nature and its beautiful surroundings. Traveling for Basho is his life, unlike many traditions of Japan where supporting a family and working are a way of life, he chooses a different path. By this Basho chooses a life that is centered around himself and based on personal dependence and happiness.

The Progression of Gender Roles in American Society Essay -- Gender Ro

The Progression of Gender Roles in American Society Throughout life every man and woman fits into a specific gender role. We are told what is expected of men and women from birth until death. Many people influence our view of how we should act and what we should say such as our parents, friends, and even the media. Males and females play very different roles and these differences are apparent in our every day lives. These differences are not the same as they used to be. Society has changed the way it treats men and women over time. Around the beginning of the 20th century men and women had very specific gender roles. Women in the past were usually looked at as the homemaker types. Very few women had jobs of any type during this time period. Women usually stayed home and cared for children and cared for the home. At this time women had no voting rights either. They were practically a man’s property. Men of this time period also played a different role than they do today. The males of this era made all of the money for the household. They were the ones who went to work and provided for the family. They were looked upon as the head of the family and were expected to act as such. Males were also the ones who voted, so all of the leaders around this time were elected by men. Women are still expected to care for the children and take care of the home, but it is more acceptable these days for a man to take a more active role in sharing those types of responsibil...

The Story of Lot and His Daughters Essay examples -- Religion Theology

The Story of Lot and His Daughters As discussed in class, the Old Testament is a story of the constant struggle between the Lord and his authority, and humans and their rebellion. God brings down punishment upon Man, but saves a few righteous individuals. It is within the framework of this constant struggle that the rules of an evolving society are laid down and recorded. In the story of Lot and his daughters, we see the taboos of disobedience to the Lord, incest and poor hospitality condemned. The pericope begins in Genesis 19, when the Lord tells Abraham that he will destroy Sodom unless he can find ten righteous men in the city. The angels of the lord come to Sodom to find its righteous men, and Abraham’s nephew, Lot, receives them. He treats them as honored guests, washing their feet and feeding them. A crowd of overly curious Sodomites harass Lot, demanding to see his guests. Lot protects his guests, even offering his two virgin daughters up in their stead. This can be read in two ways. One sees this as an act of pandering his daughters out. This calls into question Lot’s values. His good treatment of the angels, and God’s subsequent protection of Lot, shows him to be righteous, so this must not be the case. I choose to go with the chain of thought that this is meant to be an example of the Sodomites’ lack of interest in women. They ignore the offer and try to attack Lot and his household. Lot’s actions stress the importance of being a good host at a time when the only things that mattered were one’s family or tribe name, and one’s fair treatment of those one came in contact with. In Dante’s Inferno, in the Ninth Circle of Hell, traitors to guests are second only to traitors to benefactors as far ... ...ventually attempting to curse and rule over them. In Deuteronomy 2:8-21, we see that the Lord had the Israelites leave both tribes alone, showing a small amount of favor for Lot and his descendants. In fact, the Moabites resurface throughout the Old Testament, at times even subjugating the Israelites (Judges 3:12-29). It is possible that the Lord used the Moabites to teach the Israelites the importance of staying true to him, again echoing the constant struggle between the benefactor and his family. This rebellion and punishment simply repeat the cycle of the power struggle between God and Mankind that the Old Testament is based on. It is a book of lessons for living a life in a time when societies were still learning how to function. Through the story of Lot, three rules of society are re-stressed. They are to obey authority, be hospitable, and avoid incest.

Micro-finance and its Impact on Poverty Essay -- Economy, Interest Rat

Despite the growing body of literatures about the microfinance and its impact on poverty, there are counter growing criticisms against microfinance in issues such as reaching the poor, unchanged poverty level, high interest rate, brutality in repayment processes, financial sustainability, and women empowerment. (Hossain, 2010). In terms of poverty reduction and reaching the poor people, the studies edited by (Hulme & Mosley, 1996) on the impact of microfinance on poverty found that poor people do not benefit from microfinance; it is only non-poor people who do well with microfinance and achieve positive impacts. (Morduch & Haley , 2002) points out that studies that have been conducted to examine the microfinance targeting and impact illustrate that MFIs show considerable diversity in their ability to reach poor people and the MFIs that have excellent financial performance do not imply excellence in outreach to poor people. However, (Odell, 2010) thinks it’s impossible to answer the question, does the microfinance work? (Odell, 2010) argues that the microfinance is a collection of tools and there are different types of MFIs, clients, and offered services .MFIs work in different environments, in different countries and it’s not correct to generalize the findings of a single impact study on the m icrofinance on the world. In addition, the measurement of microfinance impact is surprisingly difficult, because it’s not easy to isolate the impact of microfinance from other factors (CGAP). Fore instance, if the clients who got microfinance services are not doing better in their business than those who didn’t, this not means this caused by the microfinance services. There are other factors that could be involved in this impact such as the ... ... and in the term of physical mobility, ownership and control of productive assets, and their status within the community. A second viewpoint believes that microfinance do little to women empowerment and may contribute to reinforcing existing gender imbalances. (Cheston& Kuhn, 2002) conclude that empowerment is a complex process and MFIs microfinance is not always empowering for all women. MFIs need to improve their services and processes to ensure that they support the empowerment of women. Critique and criticism against microfinance extended to argue many other issues such as considered microfinance as a tool of economic globalization, or creation of technology dependency. Millions poor women and men in the world need access to microfinance.Hoewver; Microfinance is need to be review and evaluated objectively to improve its services and learn from its mistakes.

Assessment Methods 3

Assessment Methods Assessment is the means of obtaining information or can be defined as a method of evaluating learning (The starting point for this is the curriculum along with the process of learning and teaching). This helps to know when a concept is understood or not, whether you have re-teach a topic or can move on, allowing teachers, pupils, and parents to make judgments about the pupil progression. (Wilson 2009) When choosing assessment items, it is useful to focus on the immediate task of assessing student learning in that particular unit of study. The primary goal is to choose a method, which effectively assesses the objectives of the unit. Choice of assessment methods should be aligned with the overall aims of the program, and may include the development of disciplinary skills (such as critical evaluation or problem solving) and support the development of competencies (such as particular communication or team skills. ) (Wilson 2009) When considering assessment methods, it is particularly useful to think first about what qualities or abilities you are seeking to engender in the learners. It is also important not to seem discriminating in any way and supportive to any learners who may have additional needs, giving the best opportunity to demonstrate their ability in respect to the course. There are wide ranges of assessment methods used to measure learning some I will touch briefly, two of these methods would be used for my subject area, which I will elaborate on. Assessment methods can be: †¢ Formative – the purpose is to indicate the effectiveness of teaching and learning. Formative assessment and the way it is used, is crucial to effective learning and teaching. It can identify areas of learning forgotten or misunderstood by the pupil, reveal unsuspected knowledge of skills, identify possible barriers and provide information on relevance, pace and interest of teaching for a learning group. †¢ Diagnostic – to indicate strengths and weaknesses of the learner †¢ Summative – for recording and reporting purposes at the end of the curriculum †¢ Informal – on-going for teacher and pupil information †¢ Self and peer assessment †¢ Verbal/oral- questions are asked in efforts to establish depth of knowledge and are useful assessment tool to complement observation in order to check understanding. Observation – this is used in practical situation when a learner demonstrates their competence or natural ability while being observed by the assessor. You can also observe group work, encouraging †¢ Simulation – this is similar to observation, but uses a simulated activity rather than a task or n atural performance. While this method is not generally supported by National Vocational Qualifications it can be appropriate when using high cost materials or in dangerous situations. Project and Assignments If assessment is to be seen as a valuable tool and respected by learners it must be seen to work effectively. For my subject area I would concentrate on Formative assessment and Initial /Diagnostic assessment. Formative Assessments Formative assessment is an interim judgment also known as ‘continuous assessment’ this mean it is ongoing, this give the learner the opportunity to know how they are progressing, giving them the opportunity to improve (Wilson 2009, Gravells 2008). This type of assessment is very motivational as it is seen as a review rather than an assessment, helping learners to progress and maximize their potential. Theorist David Kolb (1984) is used frequently to explain learning processes he describes how individuals learn from their experiences by trial and error. Reflective practice builds upon things that happen (concrete experience) and develop through understanding, like having another go at it, this Kolb suggest is a logical development, which constantly (through repetition) leads to better practice. Formative assessment method helps the student to constructively identify achievement and areas for further improvement. The teacher is able to evaluate the effectiveness of his own teaching to date, and to centre future plans based upon that evaluation During a Formative assessment (Minton 2009). Because of the flexibility of its application formative assessment is a great way for teachers gauge how effective their teaching is as it shows up areas of strengths and weakness in time for corrections to be made sooner than later. Formative assessment can be seen as a measure of the teacher’s ability to teach effective lessons by the results of student performance (Gould 2009, Minton 2009). Initial/Diagnostic assessment Initial assessment is a term given to that part of the learning process that aims to combine the learner, the teacher and the curriculum. Carrying out an initial assessment helps to plan appropriate sessions for learners, this is to identify the specific needs of learners and to devise the best teaching strategy. Wilson 2009, Petty2009) Initial assessment is really the first stage in a process designed to create an interesting and relevant program of study for learners, Looking at how Achievable and relevant the proposed course is the potential learner (Gould 2009). This type of assessment immediately gives credibility to the fact that assessment is very influential throughout the process of learning; it measures attainment, potential and identifies skill gaps, aspirations, support neede d and the level of ability of learners. A good initial assessment of learners’ suitability for a course can positively affect continual attendance and successful completion of a course (Minton 2005). Initial assessment sets out to do quite a lot and depending on the individuals. Individual differences will have impact upon teaching and it is important to recognize that as much as the individual is affected so also is the style and manner in which teaching is delivered, therefore expectations must be communicated in such a way as to positively influence students (Petty 2009, Gould 2009, and Minton 2005). It is very important the learner is well informed about the course before starting so a decision can be made about the suitability of the course for the learner. Diagnostic assessment is additional information, which is linked to information gather from the initial assessment. Together they help both teacher and the learner build a clear picture of the individual, based on the skills and knowledge already achieved. In order to begin the process of personalizing learning, developing an individual learning plan and begin the process of assessment for learning that will continue throughout the learner’s program make links to progression routes and prepare for the next steps (Gould 2009, Petty 2009). Individual differences will have impact upon teaching, so it is important to recognise that as much as an individual is affected so also is the style and manner in which teaching is delivered. Therefore expectations must be communicated in such a way as to positively influence students (Petty 2009, Gould 2009, and Minton 2005). It is important that teaching strategies are seen to be, and treated as strategies. These are always changing and it is important to make it a point of duty to be conversant with the all strategies that may be appropriate for the individual and collective needs of students as needs as well as pupils vary. Learning is cumulative that is to say that as a result of continuous and varying experiences human beings gain knowledge, form concepts, increase in skills and attitudes and thus are able to apply understanding and grow. During this process feelings are discovered about environmental factors and intrinsic values, learning can be viewed as a combination of cognitive, social and affective elements (Pollard 2008). The true focus of assessment is learning and how we learn. Adversely when intelligence and ability has become the focus, many authors have shown in their research that it is a nebulous concept to focus on measuring pupils’ intelligence or ability. Learning is crucial to the way in which human beings deal with different stages of life and determines whether or not good or bad experiences re-occur (Minton 2009). Over the course of time it has been realised that knowledge, understanding and learning is crucial and should be the focus of any form of assessment. Learning is constant and takes different shapes whether academically or socially it is a part of our lives whether you realize it or not life. Everyday we learn something new, how important it is to us, only an individual will know, this is determine through assessment whether self or secondary. . Bibliography 1. Practical Teaching A Guide to PTLLS& DTLLS: Linda Wilson 2009. 2. Reflective Teaching: Andrew Pollard 2008 3. Achieving your PTTLS Award: Mary Francis and Jim Gould 2009 4. Achieving your PTTLS Award: Mary Francis and Jim Gould 2009. 5. http://www. brookes. ac. uk/services/ocsld/resources/methods. html. 6. Preparing to Teach in the Lifelong Learning Sector: Ann Gravells 2008. 7. Reflective Practice in the Lifelong Learning Sector: Jodi Roffey-Barentse and Richard Malthouse 2009

Augustus of Primaporta Analysis

The statute Augustus of Primaporta depicts the Roman emperor Octavian, son and heir of Julius Caesar and defeater of Mark Antony and Cleopatra. Created circa 20 C.E., and found in the home of Octavian’s wife Livia at Primaporta, this marble statue today stands in the Musei Vaticani in Rome (Janson 2007b 191).Measuring 6 feet 8 inches in height, and perhaps a copy of a bronze from around 20 BCE, the Augustus of Primaporta depicts Octavian as an â€Å"ageless youth,† as did all statues of Octavian until his death in his late seventies (Janson 2007b 191). Based on the bronze Doryphoros (â€Å"spear bearer†) by Polykleitos, which depicts a perfectly harmonious and balanced male athletic body in contrapposto (hips tilted such that one leg seems to be moving while the other stands still) supported by a tree stump, the Augustus of Primaporta presents Octavian Augustus in a heroic, idealized contrapposto form (Janson 2007a 121).Smooth-faced Octavian is shown in this stat ue wearing battle armor, with his arm raised â€Å"in a gesture of address† in order to signify his claim to authority (Janson 2007b 192).This orator’s gesture had been adapted from another historical statue, the first century BCE Aulus Metellus, a bronze statue depicting an orator that today can be seen in the Museo Archeologico Nazionale in Florence (Stokstad 197). Next to his right ankle, a small Cupid (also known as Eros, the son of Venus) can be seen playing with a dolphin. This cupid is not merely decorative, but rather serves as a â€Å"strut† to strengthen the statue (Janson 2007b 192).The statute contains many symbolic references to Octavian Augustus’s claims to power. His divine claims to power are represented through several visual references. To begin with, like the Egyptians and Greeks before him, and many Roman emperors after, Augustus’ statue represents him as being â€Å"enveloped in an air of divinity† (Janson 2007a 121).The statue’s generally godlike appearance is augmented by Octavian’s bare feet, which are the mark of a god, and the Cupid, which represents the descent of the Julian family (of which Augustus was part) from Venus through Aeneas, his Trojan ancestor (Janson 2007b 192). His earthly claims to power are displayed through references to his military and diplomatic victories.The dolphin represents his earthly claim to power by evoking the sea at Actium where Octavian Augustus defeated Mark Antony and Cleopatra and ended 100 years of civil war in the Roman Republic (Janson 2007b 192, Lodge 1).Augustus’ breastplate, which depicts an allegory in which either Tiberius or the god Mars accepting Roman standards from a Parthian soldier, recalls his diplomatic victory over the Parthians in 20 BCE, when he was able to negotiate the return of some Roman legionary standards that had been captured in 53 and 36 BCE (Janson 2007a 122). Finally, his orator’s pose symbolizes his ability to rule by reason and persuasion, rather than through force (Stokstad 198).The Augustus of Primaporta was a part of the Augustan period, a new Roman idealist movement that was â€Å"grounded in the appearance of the everyday world† (Stokstad 197, Honour 198). This type of sculpture assimilates the traditions of ancient Greece with more modern Roman references. This statue, a good representation of the movement, has been described as a â€Å"sophisticated combination of Greek idealism and Roman individuality,† which came together to form â€Å"a new Augustan ideal† (Stokstad 197).The godlike idealized body of Augustus, with its perfect Greek athletic figure, its tight cap of layered curls, its prominent brow and nose, and its contrapposto pose, is combined with realistic portraiture in the head so that Augustus’ features are clearly distinguishable (Stokstad 197, Lodge 4).This type of Roman idealist sculpture was frequently used as imperial politic al propaganda. The references to divine and earthly claims to power and the posture and beauty of the statue, combined with the distinctive portraiture, stand for the proposition that the individual Octavian Augustus was a noble and powerful ruler.The visual imagery of the statues of this time, such as the Augustus of Primaporta, was key in creating a â€Å"new mythology† of the imperial line (Lodge 2). This statue solidified and paid homage to Augustus’ claim to authority by depicting his many claims to rule. Later statues of Roman emperors would draw on the Augustus of Primaporta as propaganda to tie them closer to the Julian line (Lodge 3).Another example of the Augustan style, which similarly shows Augustus in a particular light for propagandistic purposes is the Via Labicana Augustus, which originally dates from 20 BCE, and a copy of which can be found in the Palazzo Massimo alle Terme at the National Museum in Rome (Lodge 2).This sculpture shows Octavian Augustus —again with distinguishable features on the head—dressed as pontifex maximus, the highest priest in the ancient roman religion. Showing Augustus as an idealized religious figure spoke of him as a virtuous and pious citizen of Rome, and a conserver of traditional Roman values, which conveyed another type of authority in addition to the more military and diplomatic authority portrayed in the Augustus of Primaporta (Lodge 7).The image in the Via Labicana Augustus, when combined with that of the Augustus of Primaporta, shows an imperial figure who ruled justly, piously, and well, and with the support of both heaven and earth.Works CitedHonour, Hugh & John Fleming. A World History of Art. London: Lawrence King Publishing, Ltd., 2005. 196-199.Janson, Anthony F. & H.W. Janson, A Short History of Art. 7th ed. New Jersey: Pearson Education, Inc., 2007a. 121-122.Janson, Anthony F. Janson’s History of Art. 7th ed. New Jersey: Pearson Education, Inc., 2007b. 191-193.Lodge, Nancy. â€Å"Images of Roman Power: Roman Imperial Sculpture.† 1-7. available at http://www4.vjc.edu/gems/NancyLodge/ArtasPropaganda.pdf.Stokstad, Marilyn. Art History. 2nd ed. New Jersey: Pearson Education, Inc., 2005. 197-198.