Macroeconomics. Unexpected changes in the money supply Essay

Macroeconomics. Unexpected changes in the money supply - Essay Example In that case, however, a monetary disturbance has large effects on relative prices and induces different responses of output in different sectors of the economy. Monetary shocks, in this way, may contribute to sectoral shifts in the economy. Nominal price sluggishness also affects the short-run response of the economy to real disturbances (e.g., to changes in technology), even in sectors of the economy with flexible prices. We begin with a simple flexible-price equilibrium model that we have also examined in Ohanian and Stockman (1994) and (in a two-country framework) in Stockman and Ohanian (1993). The model has two consumption goods, X and Y, and labour. We introduce money through a cash-in-advance constraint, intended to stand in for a more general transactions model of money. We assume, for simplicity, that there are complete asset markets. The representative household maximizes utility: each period. Equation (2) is a budget constraint for period t asset markets and is the cash-in-advance constraint which applies to period t product markets (which immediately follow period t asset markets as in Lucas [1982]). ... The terms x and y refer to consumption of goods X and Y, LX and Ly refer to labour hours producing goods X and Y, 0 is less than or equal to delta First, alpha is a parameter describing tastes. Because Alpha helps determine the equilibrium share of good X in total output, we will vary it in "The Size of the Sticky-Price Sector" subsection of Section 2 to discuss changes in the relative sizes of the X and Y industries. Next, p is the inverse of the intertemporal elasticity of substitution; an increase in p means households are less willing to trade current consumption for future consumption (that is, they are willing to pay more for a more constant consumption stream). The subsection "The Size of Intertemporal Substitution" explains how the size of p affects our results. Third, Sigma is the elasticity of substitution between goods X and Y; a larger sigma means the goods are better substitutes. The impact of the size of sigma on our results is the subject of the subsection "The Size of Intratemporal Substitution." Finally, delta determines the curvature of the production function, with

Article Summary Assignment Example | Topics and Well Written Essays - 500 words

Summary Assignment - Article Example The problem however is – how can the performance rating of employees be made accurate? It is hard to unanimously vouch for the accuracy of any one rating system. Rather than the actual accuracy of the rating system, as DeNisi (2011) argues, the perception of the employee as to the accuracy of the rating system is more important. The aim of performance management should be to motivate employees to change their behavior. Simply put, improved performance calls for behavioral changes on the part of the employees. If this is to occur, the employees need to see the need for the change, for this they need feedback and ratings. For this, the rating system needs to be transparent so that the employees perceive the accuracy of the performance ratings. This can be done by not only elaborating the rating mechanism to employees but also by giving them a chance to appeal or question the ratings. If employees trust the feedback and see that to achieve a certain goal, they need to change a be havior, they will do so. DeNisi (2011) argues that if employees can see how their behavior improves their performance at a higher level and how it will improve the performance of the firm itself, it will make it easier for them to change their behavior to improve individual as well as organizational performance. This article is of high relevance to organizational development. It scrutinizes every aspect of performance management and how it can be implemented to encourage performance improvement through employee engagement and behavioral changes. The article stresses on the importance of introducing a transparent rating and feedback system so employees know what behavioral changes are required and how these changes will affect their as well as their organization’s performance. Organizational leaders need to introduce a robust mechanism of performance management that goes beyond just training and coaching employees and

The Culture and History of the Shawnee Indians Research Paper

The Culture and History of the Shawnee Indians - Research Paper Example Although, by 1730s, the Shawnee had returned to their homeland, they faced relocation by American settlers whereby they moved first to Missouri and then to Kansas. Most of members of the Shawnee tribe finally settled in Oklahoma after the end of the Civil War. In 1793, some of the Shawnee tribe received a Spanish land grant at Missouri (Clark 5). Nevertheless, in 1803, the land was came under American control and the Shawnees had to settle in Southern Oklahoma, becoming the Absentee Shawnee. The Shawnee people view themselves as the descendants of the Delaware, considered to be their grandfathers. They also possess strong links with the Kickapoo, who manifest linguistic ties. Original estimates of Shawnee population in the pre European era ranged around 10,000. The first official accurate count occurred in 1825, which placed the count at 1,400 in Missouri, 110 in Louisiana, and 800 in Ohio. The decrease in the population arose from conflicts and diseases such as the flu and scarlet f ever. Some of diseases that decimated the population emanated from the settlers from Europe. The Shawnee demonstrated a strong tribal identity. The largest group comprised of loyal Shawnee, who numbered about 8,000 individuals recognized by the United States Government as the Cherokee nation. The Eastern Shawnee tribe of Oklahoma comprised of about 1,600 members while there were about 2,000 Absentee Shawnee. The Shawnee Nation United Remnant Band numbered about 600 (Clark 8). Prior to contact with Europeans, the Shawnee tribe comprised of coalition of five divisions, which boasted of a shared language and culture. The divisions encompassed Chillicothe, Hathawekela, Kispokotha, Mequachake, and Pekuwe (Warren 14). Each of the five groups operated individually, and membership in each division was inherited from the father. The villages were usually named after the division. The central chief presiding over the divisions could ever come from one division or what is referred to as Chilli cothe. Headship of the different divisions hinged on hereditary (Murphree 410). How they got their name The word Shawnee stems from the Algonquin word â€Å"shawun† (shawunogi), which means Southerner (Pritzker 4). The Shawnee was the southernmost group, as the name implies. The original Homeland of the entire Algonquian population was centered in the eastern subarctic region of Canada. The meaning of â€Å"shawun† points that they originally lived to the south of Kickapoo, of the Ohio valley. The name â€Å"Savanoos† was applied by the early Dutch writers referring to the Indians who occupied the north bank of Delaware River within New Jersey. The name mainly applies to their initial locality within the Ohio Valley comparative to other Great Lakes like Algonquin. Shawnee habitually prefers to refer to themselves the Shawano or Shawanoe or Shawanese. The Shawanee dialect encompasses Southern Great Lakes (Wakashan) closely related to Fox, Sauk, Mascouten, and Kic kapoo. Language Linguistically, the Shawnee tribe is identified with the group of Central Algonquian dialects, inclusive of the Miami, Kickapoo, Illiniwek, and Sauk and Fox. The Shawnee Indian language is credited for being the most expressive and eloquent of all the other Indian languages. The Shawnee managed to retain their folklore despite the dispersion and loss of contacts with other languages and cultures.

Assess the Reasons for the February Revolution Essay Example for Free

Assess the Reasons for the February Revolution Essay He was also Anti-semitic, a quality which is why he did nothing about attacks by the black hundreds or the like, and this is also why many Jews joined the revolutionary parties. Nicholas also appointed many bad ministers, who actually worsened the situation, rather than keeping the better ministers such as Stolypin and Witte, who had aimed to reform Russia, instead dismissing them. He refused to grant political reforms such as those demanded in the 1905 revolution. His government’s failure to politically reform also led to problems. They promised reforms that weren’t carried out, didn’t pass reforms that could have been extremely helpful to Russia’s situation. They also didn’t accept ideas such as liberal freedoms, and Stolypin’s own reforms soon proved to be too little, too late. Nicholas’ Failure to reform due to his conservatism, as well as his government’s failure, proved to be its downfall. Lack of reform left the working classes in poor conditions, which let Socialism grow rapidly, with the middle class becoming Critical of the Tsar and his system. The Government didn’t deal with the peasantry and the land hunger, and Stolypin’s reforms did not aid the situation in the end. They increasingly used suppression as War grew closer, causing more and more discontent. As well as this, if Nicholas II hadn’t been the way he was, there wouldn’t have been the revolutionary parties that pushed for change. The First World War is a highly important factor, and Russia’s entry into it was due to its foreign policy, and it ties to France due to loans. There were three years of very little success, which demoralised the people. The army was highly inefficient and unorganised, with massive casualties in battles. The war caused a great strain on the economy, which affected the working class and the peasantry, in that the peasantry were pushed to produce food which was hard to produce in the harsh conditions of Russia, and the working class were pushed hard to produce weaponry in the factories. And this caused discontent among the many classes of Russia. There was also a strain on social cohesion, with people beginning to grow more discontent on the whole, and with less unity. As well as this the incompetence of the government was revealed, which was shown to all the people of Russia now that it couldn’t be hidden. To add to this, the government began to increase its use of suppression, forcing Russian culture on Minorities, persecuting Jews, using reactionary actions to deal with protest, and continuing with the oppressive Okhrana. The government also showed its lack of understanding on how to deal with protest, as it most often simply reverted to suppression rather than negotiation, which just led to more discontent and riots. Industrialisation is another important factor, as well as the working class. The proletariat was growing, with poor conditions and overcrowding, combined with the lack of reforms by the government. Socialism was becoming huge in working class circles, and they began to move for change. There were many working class strikes, especially during the February revolution. The higher industrial demand of the war as well as the growing industry put strains on the peasantry, with high taxes, which caused mass discontent. The peasantry as well as the land hunger in Russia was also a factor of fair importance. The Peasants wanted the land that belonged to the gentry, and Stolypin’s reforms hadn’t resolved this, as peasants began taking land for their own. As well as this, the peasants that were conscripted into the army became disillusioned and would eventually join the others in the February revolution against the Tsar and his regime. There was also a lack of food, and the failure to supply sufficient amounts of grain led to urban unrest. The Middle class’ opposition towards the government began to grow in the lead up to this period. There was a growth in Political debate, despite Autocracy’s ongoing reign, as well as a growing middle class involvement in the Zemstva and a general belief in the need to widen the basis of the regime. There began a development of Professions, and the Intelligentsia that had been educated in the Universities began to see what was going wrong. As well as this, Education was becoming more widespread, so more and more people were becoming disillusioned about the government and its actions. The lower classes began seeing what was wrong with the country and its government, and began wanting change. Alexandra and Rasputin were a strong influence on Nicholas II, and she reinforced his belief in autocracy. As well as this, Alexandra’s German origins led to fake rumours of her treason against Russia, which although fake, still sowed discontent among the people, especially in Petrograd. Rasputin gained influence over the Royal Family, leading to people being unsure who was really in power. Nicholas was influenced by both of these people, and this means they too contributed to Russia’s problems. The Revolutionary parties only really took control after the revolution, but they still had their part to play in it, albeit a more passive part. Their propaganda undermined loyalty to the Regime, and they reduced the quality of the Bureaucracy by drawing away the able young ministers. The Government grew afraid of them, and tried to use increasing amounts of suppression to try and control them, which just increased discontent. Overall, Nicholas II is the most important factor in the outbreak of the Revolution. If he had not been there, the other factors would probably not have existed. He caused the discontent and protest simply because of the failure of his government to reform, rather they chose to uphold Autocracy and not give any power to the people of Russia. The least important factor is the Revolutionary parties, as although they played a more active and important part in the aftermath of the Revolution, they were mostly passive in the largely spontaneous February revolution.

Buddhism Essay -- Buddhism India Buddha Religion Essays

Buddhism Buddhism is the great oriental religion founded by Guatama Buddha, who lived and taught in India in the sixth century BC All Buddhists trace their faith to Buddha and "revere" his person (Frederic 15). Nearly all types of Buddhism include monastic orders whose members serve as teachers and clergy to the lay community (Maraldo 19). However, beyond these common features the numerous sects of modern Buddhism exhibit great variety in their beliefs and practices. In its oldest surviving form, known as Theravada or Hinayana. Buddhism is primarily a spiritual philosophy and system of ethics (Frederic 16). It places little or no emphasis on deities, teaching that the goal of the faithful is to achieve nirvana, a blissful state of insight and release from the bonds of the self, the world, and an endless round of births, deaths, and rebirths in successive lives (Maraldo 20). The state of spiritual perfection is achieved through the practice of humility, generosity, mercy, abstention from violence, and above all, self-control. The latter forms of Buddhism, known as Mahayana, however, often worship a pantheon of divine Buddhas and future Buddhas (Zwalf 20). Some have a elaborate hierarchies demons as well. Several varieties of Mahayana Buddhism promise the worshiper a real paradise rather than a perfected spiritual state ( Zwalf 21). Several sects emphasize faith more strongly than works. "One sec seeks to induce in the believer a jarring, intuitive, nonrational insight into true reality" (Maraldo 24). In all lands to which Buddhism has spread it has made adaptations to local conditions. For example, in Japan extreme nationalist sects have developed. Differences may be seen in Buddhist art, architecture, inconograph, ritua... ...one percent of the population) in India, Pakistan, the Philippines, and Indonesia (Frederic 46). Outside Asia, a few thousand live in North America (300,000), South America (160,000), and Europe (20,000) (Frederic 48). The total number of Buddhists in the world is not surely known; estimates vary from less than 200,000,000 to 500,000,000 (Frederic 48). Buddhism is one the major religions of the world. Buddhism is become a dominant religious, cultural , and social force in most of Asia. It has combined with elements like Hinduism. Buddhism will continue to spread out across the world. Works Cited Maraldo, John. Buddhism in the Modern World. New York: Macmillan, 1990. Zwalf, W. Buddhism Art and Faith. New York: Macmillan, 1990. Frederic, Louis. Buddhism. New York: Flammarion, 1995. Snellgrove, David. The Image of Buddha. New York: Serindia, 1991.

Pop Art Movement Essay

The word Pop Art is an abbreviation for Popular Art. The name says it all. The Pop Art movement wanted to bring art back into the daily life of people. It was a reaction against abstract painting, which pop artists considered as too sophisticated and elite. Pop Art emerged in the mid 1950s in England, but realized its fullest potential in New York in the ’60s where it shared, with Minimalism, the attentions of the art world. In Pop Art, the epic was replaced with the everyday and the mass-produced awarded the same significance as the unique; the gulf between â€Å"high art† and â€Å"low art† was eroding away. The media and advertising were favorite subjects for Pop Art’s often-witty celebrations of consumer society. They admired the singular artworks of Pablo Picasso’s Plate with Wafers and Stuart Davis’ Lucky Strike. They also appreciated the work of Marcel Duchamp whose ready-mades, as he called them, added a new sense of completion for the Pop artists. Marcel Duchamp was dismayed that the Pop artists appreciated his work. He stated, â€Å"I threw the bottle rack and the urinal into their faces as a challenge and now they admire them for their aesthetic beauty† (Wikipedia, 2006). Pop Art had an unusual kind of history for a modern art movement; it existed in the United States, England, California, and even in Canada. For the first few years of its existence, and especially in New York, Pop Art went relatively unnoticed. Eventual, recognition of Pop Art began in the early 1950’s and slowly developed over the next few years. Pop Art developed mostly because artists began to re-direct their attention to the possibilities of change. The term â€Å"Pop Art† was first used by the English critic Lawrence Alloway in a 1958 issue of Architectural Digest to describe those paintings that celebrate post-war consumerism, defy the psychology of Abstract Expressionism, and worship the god of materialism (Pioch, 2002). It was also related closely to Dada, an earlier movement (largely French) that poked fun at the highbrow and serious nature of the art world and also used everyday objects and mundane subjects. Warhol’s rows of Campbell’s tins of tomato soup are equivalent to Marcel Duchamp’s bicycles and urinals placed in galleries. The artists began to associate more often with one another in the 1960’s. In 1961, the Pop artists showed their work at the Young Contemporaries Exhibition. The list of artists included David Hockney, Peter Phillips, and Derek Boshier. On the New York side of Pop Art, such artists as Andy Warhol, Roy Lichtenstein, and Tom Wesselmann, began exploring their own aesthetic program. Throughout the 1950’s and 60’s, these artists created work that was deeply rooted in culture, both in the United States and Europe. By 1965, when Pop artists showed their work at the Milwaukee art center, Pop Art had become well defined and regarded. It marked a return to sharp paintwork and representational art. It was an appreciation of theretofore-unappreciated objects and images of mass culture and ordinary commerce. The most famous of the Pop artists, the cult figure Andy Warhol, recreated quasi-photographic paintings of people or everyday objects. References Wikipedia. Fountain (Duchamp). 27 November 2006.Wikipedia. December 10, 2006. http://en.wikipedia.org/wiki/Fountain_(Duchamp) Pioch, Nicolas. Pop Art. 14 October 2002. WebMuseum. December 10, 2006. http://www.ibiblio.org/wm/paint/tl/20th/pop-art.html Andy Warhol Andy Warhol was born Andrew Warhola on August 6, 1928, in Pittsburgh. He received his B.F.A. from the Carnegie Institute of Technology, Pittsburgh, in 1949. That same year, he moved to New York, where he soon became successful as a commercial artist and illustrator. During the 1950s, Warhol’s drawings were published in Glamour and other magazines and displayed in department stores. He became known for his illustrations of I. Miller shoes. In 1952, the Hugo Gallery in New York presented a show of Warhol’s illustrations for Truman Capote’s writings. He traveled in Europe and Asia in 1956. In 1952 Andy Warhol had his first one-man show exhibition at the Hugo Gallery in New York. In 1956 he had an important group exhibition at the renowned Museum of Modern Art. In the sixties Warhol started painting daily objects of mass production like Campbell Soup cans and Coke bottles. Soon he became a famous figure in the New York art scene. From 1962 on he started making silkscreen prints of famous personalities like Marilyn Monroe or Elizabeth Taylor. In addition to painting, Warhol made several 16mm films, which have become underground classics such as Chelsea Girls, Empire and Blow Job (Andy Warhol Foundation, 2002). In 1968, Valerie Solanis, founder and sole member of SCUM (Society for Cutting Up Men) walked into Warhol’s studio, known as the Factory, and shot the artist. The attack was nearly fatal. After this assassination attempt the pop artist made a radical turn in his process of producing art. The philosopher of art mass production now spent most of his time making individual portraits of the rich and affluent of his time like Mick Jagger, Michael Jackson or Brigitte Bardot. Warhol’s activities became more and more entrepreneurial. He started the magazine Interview and even a nightclub. In 1974 the Factory was moved to 860 Broadway. In 1975 Warhol published THE philosophy of Andy Warhol. In this book he describes what art is: â€Å"Making money is art, and working is art and good business is the best art† (Wikipedia, 2006). The artist began the 1980s with the publication of POPism: The Warhol ’60s and with exhibitions of Portraits of Jews of the Twentieth Century and the Retrospectives and Reversal series. He also created two cable television shows, â€Å"Andy Warhol’s TV† in 1982 and â€Å"Andy Warhol’s Fifteen Minutes† for MTV in 1986. His paintings from the 1980s include The Last Suppers, Rorschachs and, in a return to his first great theme of Pop, a series called Ads. Warhol also engaged in a series of collaborations with younger artists, including Jean-Michel Basquiat, Francesco Clemente and Keith Haring. Following routine gall bladder surgery, Andy Warhol died February 22, 1987. After his burial in Pittsburgh, his friends and associates organized a memorial mass at St. Patrick’s Cathedral in New York that was attended by more than 2,000 people. Two years later, in May 1994 the Andy Warhol Museum opened in his hometown Pittsburgh in Pennsylvania. References Andy Warhol Foundation. 2002.Andy Warhol: Biography. December 10, 2006. http://www.warholfoundation.org/biograph.htm Wikipedia. Andy Warhol. 10 December 2006. Wikipedia. December 10, 2006. http://en.wikipedia.org/wiki/Andy_Warhol Bauhaus School The Bauhaus School is a school of design founded in Weimar, Germany in 1919 by Walter Gropius. Its signature modernist style, integrating Expressionist art with the fields of architecture and design, was enormously influential throughout the world. The foundation of the Bauhaus occurred at a time of crisis and turmoil in Europe as a whole and particularly in Germany. Its establishment resulted from a confluence of a diverse set of political, social, educational and artistic shifts in the first two decades of the twentieth century. After the Bauhaus moved to Dessau, a school of industrial design with teachers and staff less antagonistic to the conservative political regime remained in Weimar. This school was eventually known as the Technical University of Architecture and Civil Engineering and in 1996 changed its name to Bauhaus University Weimar. In 1927, the Bauhaus style and its most famous architects heavily influenced the exhibition â€Å"Die Wohnung† (â€Å"The Dwelling†) organized by the Deutscher Werkbund in Stuttgart. A major component of that exhibition was the Weissenhof Siedlung, a settlement or housing project. Ludwig Mies van der Rohe succeeded by Hannes Meyer, and then in turn Gropius. The Bauhaus art school existed in four different cities (Weimar from 1919 to 1925, Dessau from 1925 to 1932, Berlin from 1932 to 1933) and Chicago from 1937-1938, under four different architect-directors (Walter Gropius from 1919 to 1928, Hannes Meyer from 1928 to 1930, Ludwig Mies van der Rohe from 1930 to 1933 and Là ¡szlà ³ Moholy-Nagy from 1937-1938) (Wikipedia, 2006. When the school moved from Weimar to Dessau, for instance, although it had been an important revenue source, the pottery shop was discontinued. When Mies took over the school in 1930, he transformed it into a private school, and would not allow any supporters of Hannes Meyer to attend it. Under increasing political pressure the Bauhaus was closed on the orders of the Nazi regime on April 11 1933. The Nazi Party and other fascist political groups had opposed the Bauhaus throughout the 1920s. They considered it a front for communists, especially because many Russian artists were involved with it. Consequently, many Weissenhof architects fled to the Soviet Union, thus strengthening the effect. Nazi writers such as Wilhelm Frick and Alfred Rosenberg called the Bauhaus â€Å"un-German,† and criticized its modernist styles.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the main objectives of the Bauhaus was to unify art, craft, and technology (National Arts Centre, 2006). The machine was considered a positive element, and therefore industrial and product design were important components. Vorkurs (â€Å"initial course†) was taught; this is the modern day Basic Design course that has become one of the key foundational courses offered in architectural schools across the globe. There was no teaching of history in the school because everything was supposed to be designed and created according to first principles rather than by following precedent. One of the most important contributions of the Bauhaus is in the field of modern furniture design. The world famous and ubiquitous Cantilever chair by Dutch designer Mart Stam, using the tensile properties of steel, and the Wassily Chair designed by Marcel Breuer are two examples. References Wikipedia. Bauhaus. 8 December 2006. Wikipedia. December 10, 2006. http://en.wikipedia.org/wiki/Bauhaus National Arts Centre. 2006. Eras and ‘Isms’: Bauhaus. December 10, 2006. http://www.artsalive.ca/en/dan/dance101/glossary.asp Lyonel Feininger Lyonel Feininger was born in New York City to German immigrant parents. He left for Europe in 1887 to study at the Kà ¶nigliche Akademie Berlin under Ernst Hancke and art schools in Berlin with Karl Schlabitz and in Paris with sculptor Filippo Colarossi (Did you mean, 2006). He quickly established a reputation as one of the foremost political cartoonists in Germany before being offered a contract to produce caricatures for the Chicago Sunday Tribune, for which he created one of his most famous strips in 1906, ‘The Kin-der-Kids’. He is also working as a caricaturist for several magazines including Harper’s Round Table, Harper’s Young People, Humoristische Blà ¤tter, Lustige Blà ¤tter, Das Narrenschiff, Berliner Tageblatt and Ulk. Feininger married Clara Fà ¼rst, daughter of the painter Gustav Fà ¼rst and they had two daughters. Later he had also several children together with Julia Berg and they later married. In 1907 Feininger dedicated himself to painting. On a visit to Paris he came into contact with Cubism and, with the support of Robert Delaunay, he began to develop a distinctive style of painting. He became a member of the Section door in 1912 and exhibited with the Blue Rider group the following year. He remained in Germany throughout the First World War and in 1919 he was appointed â€Å"master† at the Bauhaus in Weimar where he taught until its closure by the Nazis in 1933. During this period he developed his woodcutting techniques. The Nazi exhibition of Degenerate Art, however, persuaded him to return to the United States in 1937, and he remained in New York for the rest of his life. Famous for his Cubist paintings, Feininger was an essential member of the Bauhaus school. Most recognizable for his Cubist architectural scenes, Feininger’s range of art stretches to woodcuts, cartoons, drawings, pen and ink, and watercolor, depicting subjects ranging from people to still life to sketches of landscape vistas. He made use of rhythmic interpretations of natural forms, studied the effects of transparency and prismatic planes, and used light to reconstruct elements from the real world (Art Industri, 2006). Feininger strove to â€Å"transform in the mind and crystallize what one sees.† Reality in his work does not rely strictly upon the representation of observed impressions but in the appropriation and transformation of perceptions into spatial and plastic, multidimensional pictorial structures. Feininger’s work is built up of layers of prismatic and crystalline forms, one above the other. Only their mutual interpretation produces the object, and it leads into the depth of the pictorial space rather than to its surface. Aside from the use of pictorial space for purely architectural depiction, the fundamental innovation in his work is the creation of formal volume through the overlapping of color planes. Spatial depth and volume, intrinsic to Feininger’s work, changed with his development as an artist. In his first paintings, compositions deal with earthbound energies trying to disengage them. Conflict between the aspiring verticals and the gravitating horizontals result in diagonal forms, exuding a dynamic ascent. As the war ended, the tension, which had held him since 1910, began to relax. His great seriousness gave way to a more serene and lyrical mood, softer and finer. In the pictures he created in the second half of the 1920s, Feininger achieved ever-greater calm and clarity of form. References Did you mean. 2006. Lyonel Feininger. December 10, 2006. http://www.did-you-mean.com/Lyonel_Feininger_9c5f.html Art Industri. 2006. Lyonel Feininger. December 10, 2006. http://articons.co.uk/feininger.htm The New York School The New York design avant-garde did not think in pure painterly terms, but drew their inspiration from protean notions of need and function; in this respect, they echoed not only European trends as represented by De Stijl and El Lissitzky, but also elegant Modernists of an earlier era, like Raymond Loewy and Norman Bel Geddes (Art and Culture, 2006). In the hands of designers such as Herb Lubalin, the quantum kernels of design — letter forms themselves — became objects of meaning. Just as phototypography appeared, liberating designers from metal type, Lubalin appeared in the late ‘50s with his own creative misuse of the new technology. He became known as a type basher, an experimenter who imbued individual characters with meanings of their own. In the process, Herb Lubalin’s name became synonymous with innovative advertising, as well as iconoclastic package design and editorial content. The music business is often credited for the cultural foment of the 1960s, but the advertising world had planned pop cultural upheaval nearly a decade before. Leading the creative revolution on Madison Avenue was the agency Doyle Dane Bernbach, whose copywriters were the first to use cynicism and irony in the formulation of a new â€Å"anti-advertising,† which stimulated sales. The agency’s enormously successful campaign for the Volkswagen Beetle lampooned the auto manufacturer’s static designs, the innate homeliness of the car, and the disingenuous marketing of Detroit-made cars. The ads made consumers feel as though they were in collusion with the advertiser, fellow skeptics who were in on the same joke. The rise of anti-establishment ad agencies such as DDB is chronicled in Thomas Frank’s â€Å"The Conquest of Cool,† which chronicles the rebel talents in marketing that jump-started American consumerism at the dawn of the ‘60s. References Art and Culture. 2006. New York School Design. December 10, 2006. http://www.artandculture.com/cgi-bin/WebObjects/ACLive.woa/wa/movement?id=357 Paul Rand Paul Rand (born Peretz Rosenbaum, August 15, 1914-November 26, 1996) was a well-known American graphic designer, best known for his corporate logo designs. Rand’s education included the Pratt Institute (1929-1932), the Parsons School of Design (1932-1933), and the Art Students League (1933-1934). He was one of the originators of the Swiss Style of graphic design (Area of Design).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Paul had completed his first career as a designer of media promotion at Esquire-Coronet – and as an outstanding cover designer for Apparel Arts and Directions. Paul Rand’s book, Thoughts on Design, with reproductions of almost one hundred of his designs and some of the best words yet written on graphic design, had been published four years earlier – a publishing event that cemented his international reputation and identified him as a designer of influence from Zurich to Tokyo. Paul Rand’s first career in media promotion and cover design ran from 1937 to 1941, his second career in advertising design ran from 1941 to 1954, and his third career in corporate identification began in 1954. Paralleling these three careers there has been a consuming interest in design education and Paul Rand’s fourth career as an educator started at Cooper Union in 1942. He taught at Pratt Institute in 1946 and in 1956 he accepted a post at Yale University’s graduate school of design where he held the title of Professor of Graphic Design. In 1937, Paul launched his first career at Esquire. Although he was only occasionally involved in the editorial layout of that magazine, he designed material on its behalf and turned out a spectacular series of covers for Apparel Arts, a quarterly published in conjunction with Esquire. Paul spent fourteen years in advertising where he demonstrated the importance of the art director in advertising and helped break the isolation that once surrounded the art department. The final thought of his Thoughts on Design is worth repeating: â€Å"Even if it is true that commonplace advertising and exhibitions of bad taste are indicative of the mental capacity of the man in the street, the opposing argument is equally valid. Bromidic advertising catering to that bad taste merely perpetuates that mediocrity and denies him one of the most easily accessible means of aesthetic development†. In 1954, the Museum of Modern Art cited him as one of the ten best art directors. This was the same year in which he received the gold medal from the Art Directors Club for his Morse Code advertisement addressed to David Sarnoff of RCA. By the time that Paul started working out of his Weston studio he was well known as a designer of trademarks. He had completed designs for several companies including Esquire, Coronet Brandy, and Robeson Cutlery. By 1955, the fates that continued to play a fortuitous role in channeling the Rand talent toward critical areas of design began to set the stage for his third major design career – corporate identity. Thomas J. Watson, Jr., had come recently to the presidency of the International Business Machines Corporation, and his search for a graphic designer to create the corporate image led to Paul Rand. The rest is design history. Towards the end of his life, Rand taught at several colleges and universities. He published children’s books with his wife, Ann Rand, which is notable for their clear and youthful style. They lived for many years in Weston, Connecticut; in a home of Paul’s own design. Paul Rand died in 1996. References Area of Design. 2006. American Icon: Paul Rand. December 10, 2006. http://www.areaofdesign.com/americanicons/rand.htm Coyne & Blanchard.2006.Pioneers: Paul Rand. December 10, 2006. http://www.commarts.com/CA/feapion/rand/

The Intergenerational Differences

The Intergenerational Differences of the Japanese canadian issei, nisei, and sansei In the wake of World War II, The Japanese Issei and Nisei both experienced extreme racial prejudices brought about by pre-existing anti-Asian racism and fear driven panic from the bombing of Pearl Harbor, and as a result became enemy aliens. However, pre-war intergenerational differences between the Japanese Canadian Issei and Nisei such as; traditional values, education, language, and age directly influenced the differences of the reactions that the Issei and Nisei had during the prooting and internment of Japanese Canadians during World War II. The racism and prejudices against the Japanese Canadians can be traced back to when Japanese Immigrants first began to settle in Canada. This hatred was mainly triggered by the Canadians em. y of the Japanese Canadians hard work, discipline, and contempt with the low pay and living standards that were pushed upon them. l Many of the Japanese Canadian Issei sp ent an average of 30 years working as fisherman, small business owners, and farmers, and due to the looming racism were declared to be unable to assimilate into Canadian Society.As a result Japanese Canadians Formed small communities in which they lived. Ken Adachi best summarizes the effects of this pre-war racism of the Japanese Canadians in this passage from his book The Enemy That Never Was: Canadian society all at once totally rejected the Japanese, confronted them with negative sanctions, and apparently doomed them and their Canadian born children to remain, in essence, a permantley alien, non-voting population.But at the same time, few immigrant Japanese wanted any part in the larger society. 3 This passage helps explain why the Canadian-born Nisei children experienced the same prejudices as their Japanese- born parents despite the fact that they were Canadian-educated and had little if any to the Japanese way of life. 4 It is important to note the generation differences that existed among the Canadian Japanese Issei and Nisei prior to World War II.The Japanese Canadian Issei continued to practice traditional Japanese values, ideals and authoritarian parenting style in their adopted homeland. The Issei tried to pass these ideals down to their children, however the children's involvement in the Canadian school district had a greater nfluence on the Nisei children and pushed them away from the Japanese ideals of their parents, and towards that of the Western Cultures. In fact, the majority of Japanese Canadian Nisei and Sansei disliked the forced Japanese teachings so much that Muriel Kitagawa explained that when the three Japanese newspapers and Japanese schools shut down following the bombing of Pearl Harbor, the Nisei and Sansei were overjoyed because they had more time to play6 Immediately following the bombing of Pearl Harbor on December 7 1942, the Canadian Government began the persecution and suspicion of all Japanese Canadians.On December 8 1942 t he Royal Canadian Navvy impounded 1,200 vessels owned by Japanese Nationals. 7 The Issei willingly obliged to the confiscation despite the fact that their income relied on the vessels8. It is important to note that when the decision to evacuate all males of Japanese descent between the ages of 18 and 45 from the West Coast into the interior, there were only 5,000 of the 13,600 Nisei who were over twenty years of age. 9 The effects of the evacuation, tore the Japanese community apart.As a result of the uprooting and incarcerations, Japanese schools nd newspapers were shut down, which had a huge effect on the Japanese Canadian Issei because many had a very small knowledge of the English language so they relied on the Japanese newspapers for information on the war. After the shutdown of Japanese newspapers and the confiscation of radios and other communication devices, the Imprisoned Issei had little means of knowing what was going on, and mainly relied on circulating rumors.The effect of the uprooting and evacuation caused the Japanese Canadian Issei to be torn between their mother country Japan and their adopted country Canada. During this time many Issei chose to turn toward Japan for comfort and reacted to the expulsion by following their Japanese principles of cooperating with the Canadian Government, and accepted their punishment and had faith in Japans victory. 0 This excerpt from the diary of Koichiro Miyazaki explains his feelings during expulsion, â€Å"We Japanese who are overseas, have been isolated in enemy countries and our families are scattered. But despite our hardships we believe that everything is for our native country's future. This faith keeps me going. I believe that I am not the only one filled with confidence. † 1 1 The Nisei generation had little to no traditional ties to their parents mother land Japan, and thought themselves to be completely Canadian.Many Nisei such as Muriel Kitagawa tried to maintain a positive outlook when th e expulsion of Japanese Canadians first went into effect and tried to rationalize the Canadian Governments actions and had faith that they would protect the loyal Japanese Canadian Nisei. 12 Like the Issei many Nisei encouraged Japanese Canadians to cooperate with the government, and have faith in the RCMP. However political and age differences within the Nisei society, caused some Nisei to react differently to the expulsion. Many younger Nisei tried to fght against the Canadian Government and refuse to obey.These Nisei experienced severe backlash from the Government and were immediately imprisoned or beaten. 13 As the war continued the expulsion of the Japanese Canadians from the West Coast was no longer Just for the men but now for people of all people of Japanese origin, including women and children. At this point the Canadian Government has full control over Japanese Canadians property and can sell it without the owner's consent, and many Japanese Canadian families have been sep arated from the uprooting.On August 4 1944 Prime Minister King states that it is desirable that Japanese Canadians are dispersed across Canada. Applications for reparation† to Japan are sought by the Canadian ernment. Those who do not apply must move east of the Rockies to prove their loyalty to Canada. The Issei faced the difficult decision to apply for reparation and be back in their familiar homeland where some still had family, however the Issei who had been separated from their family during the expulsion faced the fear of their family being left behind to suffer in camps.Some Issei who chose to apply got their application denied and were orced to move across the Rockies, this caused many Issei to lose all hope of ever returning to Japan. 14 The Nisei, even those who initially trusted the Canadian Government to take care of the loyal and innocent citizens, felt that they had been absolutely betrayed by the country that they loved. They were being forced to give up everyth ing that they own and had worked so hard for Just to prove their loyalty to Canada.Some younger Nisei reacted to the move with an adventurous spirit, however many Nisei that had families of their own were faced with a very difficult decision with very uncertain outcomes. 5 Muriel Kitagawa voices her concerns in a letter to her brother: And the Nisei, repudiated by the only land they know, no redress anywhere. Sure we can move somewhere on our own, but a Job? Who will feed the family? Will they hire a Jap? Where can we go that will allow us to come? The only place to go is the Camp the Government will provide when it gets around to it.Ah, but we are bewildered and bitter and uncertain. 16 The expulsion of the Japanese Canadians from the West Coast during World War II Shattered the strong communities that existed among both the Japanese Canadian Issei and Nisei. Hard-working people were fired from their Jobs by employers that they had worked many loyal years for solely because of thei r race. The property that they worked for and and rightfully owned, could be taken away from them with as little as 24-hour notice, and sold by the Canadian Government without the need of consent from the owner.Families were torn apart and sent to camps where they were forced to work and live in harsh and extreme conditions. Despite the fact that both Japanese Canadian Issei and Nisei experienced these hardships as a result of he uprooting and expulsion during World War II, intergenerational differences such as traditional values, education, language and age, directly influenced the different and changing reactions that the Issei and Nisei had throughout their experience of expulsion from Canada's west coast during World War II.