Saturday, March 14, 2020

Proving the lens formula Essay Example

Proving the lens formula Essay Example Proving the lens formula Essay Proving the lens formula Essay When light passes from air to a denser material it slows down. In a concave lens the light has to travel further through the middle then through the sides. This has the affect of pushing the waves back in the middle and forward around the edge therefore effectively adding curvature to the wave. A similar thing happens when passing through a concave lens but obviously vice-versa, taking away curvature of the wave. The curvature that the lens adds or takes away is the Power of the lens, measured in dioptres. P=1/f, P is the power of the lens and f is the focal length. The focal length of a lens is the distance from a lens to its focal point, which is where the image of a distant object is formed. The shorter the focal length the more powerful the lens. The following formula is what I am going to attempt to prove that it is valid. It is used to give the focal length, and hence where the image is focused. 1/v+1/u=1/f Where v is the distance from the lens to its focal point, u is the distance from the object to the lens and 1/f is the power of the lens. This follows from the above, the power shows how much curvature is added to the wave. As a wave moves further away from an object the curvature of it decreases. This formula may also help me with my progress, as I can use it to calculate the magnification of the lens. m=v/u (when in focus) Where m is the magnification, v is the distance from the lens to the image and u is the distance from the lens to the object. The further away the image is from the lens the lower the magnification, and the closer the image is to the lens the higher the magnification. Hypothesis The lens formula for a convex lens valid. Apparatus I will use the following equipment during me experiment. A Convex lens and lens holder Small convex lens used to focus the image on the screen. Small plastic holder used to keep the lens in place. A Metre rule Will be used to measure both the object distance (U) and the image distance (V). It has millimetre units, although large and hard to take a precise measurement in mm. A 30 cm rule Will be used to increase the accuracy of the measurements, where the metre rule proves difficult to use to get an accurate result. A Small screen Flat white screen on a stand, used for the image to focus on. Image distance measured from the front of the screen. A Light source (Mains or Low Voltage) small Lamp, 40-watt bulb. Used to emit light and is part of the object. A wire mesh on a stand Used to create a clear, sharp focus-able image that I can take measurements from. Placed in front of the light source. Jack Webdale 02/05/2007 Page 2 Most of the apparatus I will use are self explanatory due to the background information. I will use the Wire mesh on a stand as part of the object, as I am satisfied that it will be easy to produce a clear, sharp image with it. If I was to use A light bulb with text printed on it, it may be harder to get a clear image as if I used ink, it may smudge or become blurred due to the heat of the lamp. I have also chosen to use a 30cm rule as well as a metre rule, as the metre rule may be inaccurate or cause problems when trying to measure to mm. A 30cm rule could be used to do this easily and to a better degree of accuracy. Prediction I would choose to predict that the formula is valid. Avoiding the fact that people have used the formula for years, especially opticians, and I gather it must work as they still use it! However, my task is to prove that it works. The diagram below shows what occurs when light travels through a converging lens. It shows where the focal points image and object distances are represented. Due to the proportions of the diagrams I have studied, it would seem logical that two reciprocals added together would produce a reciprocal which its decimal value would be less, which confirms the diagrams. Therefore, I believe that my experiment, if done accurately, should prove that the lens equation is true. Diagram of apparatus Consideration of the variables This Experiment relies heavily on accuracy of measurements and distances. Therefore, it is imperative that these are not affected while measurements are taken. I will take 2 measurements of Jack Webdale 02/05/2007 Page 3 Each required distance to ensure I should not have made an error. Ideally, if I would have time, I could do an average of results for one distance to ensure a reliable result each time. However, I feel checking twice, taking the distances where the image appears focused, and taking a middle value, will give reliable results. Another Variable that could affect the point where the image is focussed is exterior light not emitted from the object (lamp and mesh). Therefore, I will compose my experiment in a dark room, so that sunlight will not affect the image, and this should also help me to get a clearer focus of the image on the sheet. I will stick all apparatus to the bench when they are not being used, so that the non-variables are not affected or altered. Method Before I begin the real experiment, I have chosen to perform a preliminary experiment to discover a suitable range of distances I will get results from. I will also have an idea of the power of the lens, so I can judge its minimum and maximum distances to get a clear image on the sheet. To do this I will set-up the apparatus as shown in the diagram of apparatus, And I have chosen to make the Object and the lamp a constant position, due to the wires etc and difficulty of shifting it about all the time. Therefore, the Lens and the image sheet are the elements that I will move to focus the image. Preliminary research I began with a crude test, to get an approximate result for the focal length of the lens. I simply got a piece of paper, put it against a ruler, and with the lens; I placed it in front of a window, and focussed the image on the paper. I then had a measurement of approximately 15 cm. This would help me greatly in my experiment, as it would indicate immediately any results way off the mark, considering the variables and errors. I then also set up the apparatus as shown in the diagram, and used them to determine what distances I would use in my experiment. I placed a metre rule on the bench, and put on one end, the screen that the image would focus, and at the other, the object. I decided that I would not exceed this Object to Image (U V) distance, as measuring over a metre would cause problems, as I would need to have to metre rules, increasing the chance of making the results inaccurate. I then discovered how close I could put the lens to the object, until I could not get a focus on the screen (Where The focal length equals the object distance, and the image distance = ?). This was in between 13-18 cm for the object distance. Preliminary research Summery Part 1 * Collect all of the equipment displayed in the diagram of apparatus. * Check that the lamp works, and that the lens is not cracked or dented. * Place the lens on a flat surface, facing a window so that light from outside travels through the lens. Place the screen at the opposite end, so that it looks similar to the diagram above, but using the outside as the image. Move the screen until an image (Real, inverted) is focussed on the paper. * Measure the image distance, using a 30 cm ruler. (This is the approximate focal length). Part 2 * Collect all of the equipment displayed in the diagram of apparatus. * Check that the lamp works, and that the lens is not cracked or dented. * Set-up the equipment as shown in the diagram of apparatus, placing the object at one end of the metre rule, and the screen at the other (this is the maximum object to image distance). * Move the lens close to the object, and experiment with the lens and the screen until it is Jack Webdale 02/05/2007 Page 4 Impossible to get a focussed image on the screen. * Find the bounds which this occurs, and record the results (This is the area where the focal length is approximately the same as the object distance). There is no need for a table of results for this preliminary experiment, as not many results are taken, they are merely to give an idea of the expected results in the real experiment. Real Experiment * Collect all of the equipment displayed in the diagram of apparatus. * Check that the lamp works, and that the lens is not cracked or dented. * Set-up the equipment as shown in the diagram of apparatus, placing the object at one end of the metre rule, and the screen at the other (this is the maximum object to image distance). * Turn on the lamp; line it up with the mesh so that the lens, screen and the object line up against the metre rule. * Keeping the Screen and the Object stationary, move the lens up and down the metre rule until a clear, focused image of the mesh can be seen on the screen. * Measure the object distance to the lens, using the white mid-point line on the lens holder as a marker, then measure the Image distance, using the front of the screen as the marker. Use the 30cm rule so that the mm can be measured as accurately as possible. * The lens can move around 5 mm and still produce a clear and focussed image on the screen. This is merely due to the sensitivity of our eyes. For the following results, keep the object stationary, and move the screen 10 cm down the metre rule, decreasing the distance to the object each time. Measure the distances. For the Image distance, you will need to record two results, where the image beings to lose focus between the 5mm focus gap. These results can be used to obtain a midpoint, where the real focus is occurring. * Repeat this so 8 records have been taken. For each, be-aware of the results been recorded, and be aware that the focal length is approximately 15mm, and repeat any result that appears irregular. * As the experiment goes on, eventually a focused image will be impossible to obtain. This is where the image distance is equal to the focal length. You should not try and record results at this point and beyond. Table of results example My table will take this form: U (object distance) cm Min. V (Image distance) cm Max. V (image distance) cm Avg. V (image distance) cm 1/U + 1/V = 1/F F (Focal length) cm . . . . . . Risk Assessment All things considered, there are little risks presented with this experiment. I feel confident no special precautions need to be taken to ensure the safety of people partaking, or working near the experiment. The are few dangers which in extreme circumstances could cause a problem is the Light bulb. First because of the heat and the risk of burning a hand, which can be avoided by using a metal cover, not touching the bulb, and a cap over the cover to expose little of the lamp. The electricity supply could also be a danger, but I will ensure the wires are out of the way of tripping over, pulling the plug and causing any problems. Jack Webdale 02/05/2007 Page 5 The Second is the possibility of a dropped lens, leaving shards of glass on the floor, and in extreme circumstances these shards going into someones eye. To avoid this as much as possible, the lens will be placed in its holder, away from the edge of the bench. Also, if the lens is dropped, it is to be swept up immediately and a new lens to be used. The Results The experiment worked out sufficiently, although one result, where the object distance was 20.6cm, the Avg. V Distance was around 60.4 cm. I knew this must be an error due to the pattern of the decreasing V distance, and the Focal Length of this result would have worked out to be 15.361 cm, which is quite far out from the other results. Due to this I repeated the experiment for this result, using the same apparatus, which I had numbered in case this occurred. The Graphs of these results are on a separate sheet of graph paper. To be precise, I performed each measurement twice to ensure I hit the mark each time. The second measurement was basically a check for the first. I could not take results more than two decimal places for accuracy, as I merely used my own vision and judgement. If however, I had Specialised measuring equipment, this could have been more accurate. Evaluation and Conclusion For plotting the graph, I also needed the separate data for 1/V and 1/U. So I put them in the following table to allow me to successfully draw the graph. After analysing the graph, it can be seen that a strait line can be drawn through the points. This means that the Object distance (U) is Inversely proportional to the Image distance (V). Thus we can say that when any result is taken for say U, put in its reciprocal form, and then added to the reciprocal of V, the result is always the reciprocal of the focal length of the converging lens being used (discarding errors and inaccuracy in this statement). On my graph, it can be seen that the line doesnt travel exactly through every point, but in all cases travels through the error box. This shows that if the results were perfectly calculated without any chance of error, all the points would lie on a strait line. It also shows that although I conducted my experiment as accurately as possible, small errors did occur. With the graph, I have determined that the equation of the line is 1/v = (-1)1/u+1/f. From this statement the gradient of the line is always -1, and this is always the case wha tever the reciprocal of the focal length. Also, due to the -1 gradient, the X-axis intercept is also the reciprocal of the focal length. With the graph, I can determine the experiment was successful, as the straight line travels through both axis and at almost the same points. On the Y-Axis 1.167cm and on the X-axis 0.066cm. They both give a focal length of approximately 14.9cm Knowing that the focal length is approximately 15cm, I can conclude that my experiment was successful, and thus proves that the lens formula 1/U + 1/V = 1/F is valid. I decided not to put error bars on my graph, as I was not using the whole values of v and u, where I knew the errors spread over a 0.5cm distance for each measurement taken. However, even though I took middle values of v, it is still evident that errors took place. If I were to repeat the experiment, I would choose to take two values of u, the object distance as well as v then take the middle value. This may also reduce the chance of inaccuracy due to the human eye. There are little ways in which I could improve this experiment, except take many readings of a result, then take an average value. Doing this for every measurement taken, however, would be very time consuming, and if one reading happened to be far out, the average would not be that accurate.

Wednesday, February 26, 2020

Of Thinking Globally and Acting Locally Essay Example | Topics and Well Written Essays - 500 words

Of Thinking Globally and Acting Locally - Essay Example Thus, business organizations like Coca-Cola (Coca-Cola) Company take on the challenge of "thinking globally but acting locally." Coca-Cola is currently one of the most recognizable and widely sold commercial brands in the global arena. The company capitalizes on its extensive distribution network comprised of 9 million retailers in more than 200 countries (Klebnikov 2003). Amidst its being a global brand, what is apparent is the company's innate desire of satisfying each locale according to their needs. This aim of Coca-Cola can be seen its products and promotion strategies. Coke, the flagship brand of the company is marketed worldwide. It should be noted that this product has been warmly accepted by the global market because of its universal taste. Coke has a "universal taste" which discounts the differences in nationality, culture, and traditions. However, the company recognizes that the product portfolio offered in each foreign market should be differentiated as not all product appeal to all consumers. Thus, Coca-Cola strives to develop a product portfolio which is unique for each market. Quoting the company's annual report: "Consumer demand can vary from one locale to another and can change over time within a single locale.

Monday, February 10, 2020

Sociol Economics Status Essay Example | Topics and Well Written Essays - 1000 words

Sociol Economics Status - Essay Example This brings back the issue of socialization where irrespective of the class learners should be taught how to interact with each other by not considering their social classes. In reality, this may not be the case as the educational institution has taken another route when it comes to handling such issues of social class. This is attributed to the fact that children of the high class find themselves in very expensive schools with high rates of school fees and other requirements (Marsh, 2010). As for the middle and those of the lower class, they have a chance to socialize with each other as they can only afford education in the average schools which may not even have quality facilities for learning. The facilities and opportunities offered to those in the upper social class are not the same when compared to those in the lower and middle social classes. This in itself is challenging even when the students are outside the academic setting. The perception that the students have about each other is one that depicts a negative impression towards each other and it is the responsibility of the teacher to ensure that such a perception is handled while in school so that all social classes are able to merge well. The language used may not be a pleasing one for the different classes as it tends to depict a trait of discrimination for each other (Killen, 2009). Social stratification in society is becoming evident with the technological advances and it is upon those with the economic will to adopt the changes in order for them to change their social classes. This may not be possible for those in the lower and middle class as they may not be financially stable to adopt such changes. This leaves those in the upper class as the ones who are advanced through embracing changes and this determines the mode of interaction even while at school. This becomes a challenge especially for children in the upper class who are disengaged than their less fortunate peers. In a class setting the y are likely to portray weird characters such as fidgeting with objects when they are being addressed. As for those in the middle and lower classes they are confident and always maintain an eye contact when being addressed with several head nods an indication that they are concentrating (Churchill et al, 2011). This can be attributed to the fact that children in the upper social class are more reserved and are rarely exposed to environments that will allow them to gain rapport and become social in the social settings. This may affect their performance in class. In an educational institution attention has to be paid on both the class differences and the courses that are to be offered so that the content of the syllabus meets the demands of both social classes. This can be done by developing a better student support system where specific strategies are used in handling students of different social classes without concentrating on one social class than the other (Woolfolk & Margetts, 2 010). The teachers have to be specific about the classroom norms and rules of operation while in class as this can be a remedy to several challenges that are as a result of class differences. It is advisable that during teaching, the instructor should

Thursday, January 30, 2020

Tyger Anthology Poem Essay Example for Free

Tyger Anthology Poem Essay The poem begins with the speaker asking a fearsome tiger what kind of divine being could have created it: â€Å"What immortal hand or eye/ Could frame they fearful symmetry? † Each subsequent stanza contains further questions, all of which refine this first one. From what part of the cosmos could the tiger’s fiery eyes have come, and who would have dared to handle that fire? What sort of physical presence, and what kind of dark craftsmanship, would have been required to â€Å"twist the sinews† of the tiger’s heart? The speaker wonders how, once that horrible heart â€Å"began to beat,† its creator would have had the courage to continue the job. Comparing the creator to a blacksmith, he ponders about the anvil and the furnace that the project would have required and the smith who could have wielded them. And when the job was done, the speaker wonders, how would the creator have felt? â€Å"Did he smile his work to see? † Could this possibly be the same being who made the lamb? Form The poem is comprised of six quatrains in rhymed couplets. The meter is regular and rhythmic, its hammering beat suggestive of the smithy that is the poem’s central image. The simplicity and neat proportions of the poems form perfectly suit its regular structure, in which a string of questions all contribute to the articulation of a single, central idea. Commentary The opening question enacts what will be the single dramatic gesture of the poem, and each subsequent stanza elaborates on this conception. Blake is building on the conventional idea that nature, like a work of art, must in some way contain a reflection of its creator. The tiger is strikingly beautiful yet also horrific in its capacity for violence. What kind of a God, then, could or would design such a terrifying beast as the tiger? In more general terms, what does the undeniable existence of evil and violence in the world tell us about the nature of God, and what does it mean to live in a world where a being can at once contain both beauty and horror? The tiger initially appears as a strikingly sensuous image. However, as the poem progresses, it takes on a symbolic character, and comes to embody the spiritual and moral problem the poem explores: perfectly beautiful and yet perfectly destructive, Blake’s tiger becomes the symbolic center for an investigation into the presence of evil in the world. Since the tiger’s remarkable nature exists both in physical and moral terms, the speaker’s questions about its origin must also encompass both physical and moral dimensions. The poem’s series of questions repeatedly ask what sort of physical creative capacity the â€Å"fearful symmetry† of the tiger bespeaks; assumedly only a very strong and powerful being could be capable of such a creation. The smithy represents a traditional image of artistic creation; here Blake applies it to the divine creation of the natural world. The â€Å"forging† of the tiger suggests a very physical, laborious, and deliberate kind of making; it emphasizes the awesome physical presence of the tiger and precludes the idea that such a creation could have been in any way accidentally or haphazardly produced. It also continues from the first description of the tiger the imagery of fire with its simultaneous connotations of creation, purification, and destruction. The speaker stands in awe of the tiger as a sheer physical and aesthetic achievement, even as he recoils in horror from the moral implications of such a creation; for the poem addresses not only the question of who could make such a creature as the tiger, but who would perform this act. This is a question of creative responsibility and of will, and the poet carefully includes this moral question with the consideration of physical power. Note, in the third stanza, the parallelism of â€Å"shoulder† and â€Å"art,† as well as the fact that it is not just the body but also the â€Å"heart† of the tiger that is being forged. The repeated use of word the â€Å"dare† to replace the â€Å"could† of the first stanza introduces a dimension of aspiration and willfulness into the sheer might of the creative act. The reference to the lamb in the penultimate stanza reminds the reader that a tiger and a lamb have been created by the same God, and raises questions about the implications of this. It also invites a contrast between the perspectives of â€Å"experience† and â€Å"innocence† represented here and in the oem â€Å"The Lamb. † â€Å"The Tyger† consists entirely of unanswered questions, and the poet leaves us to awe at the complexity of creation, the sheer magnitude of God’s power, and the inscrutability of divine will. The perspective of experience in this poem involves a sophisticated acknowledgment of what is unexplainable in the universe, presenting evil as the prime example of something that cannot be denied, but will not withstand facile explanation, either. The open awe of â€Å"The Tyger† contrasts with the easy confidence, in â€Å"The Lamb,† of a child’s innocent faith in a benevolent universe.

Wednesday, January 22, 2020

Patriot Act Essay -- essays research papers

The USA Patriot Act is very important to everyone in the United States of America. There are many people that are anti-patriot act because they feel it infringes on there constitutional rights. At the same time, there are enormous amounts of people that are pro-patriot act putting the safety of the home front as their number one priority. This act was very instrumental in giving our intelligence agencies the tools necessary to intercept terrorist messages and fore warn us of any possible attacks.   Ã‚  Ã‚  Ã‚  Ã‚  The Patriot act positives out weigh the negatives. The positives are law enforcement being able to use surveillance that investigators used to investigate organized crime and drug traffickers. The Federal Bureau of Investigations can now use wiretaps to investigate possible terrorist when before they were only allowed to use them to investigate organized crime and drug traffickers. The Patriot Act allowed enforcement or investigating agencies to collect information when looking into terrorism-related crimes, including: chemical-weapons offenses, the use of weapons of mass destruction, killing Americans abroad, and terrorism financing. The Act allowed the FBI to seek court authorization to use the same actions in national security investigations to track terrorists such as roving wiretaps. Federal courts in constricted circumstances have allowed law enforcement agencies to delay for a limited time when the person’s judicially approved search warrant is...

Tuesday, January 14, 2020

Mexico, Central America and the caribbean

The book, Victors and Vanquished: Spanish and Nahua Views of the Conquest of Mexico, made use of extracts from an report taken by Bernal Diaz in 1632 regarding the victory of the Spaniards. The book also made use of the statements made by the native Nahua survivors which were collected by Bernardino de Sahagun. The book showed how differences of opinion or biases as well as personal interests could play as a major factor in the interpretation of a particular event. Among the many strong points of the book is the fact that it gave its reader a broad assessment and analysis of the main sources which historians used when describing the events that occurred and the consequences that the conquest of Mexico had entailed.   The fact that Schwartz divided the book into two central sections is proof enough that he considered his readers to be primarily composed of students. The book had been divided into two separate sections, â€Å"Chronology of the Conquest of Tenochtitlan† and a helpful dictionary which tackles terms used by both the Spanish and the Nahua. Mexica is used as a reference to those people who have control of the Tenochititlan before the arrival of the Spaniards in 1519. Today’s modern day Mexico had been dominated by the Mexica and that is primarily the reason why the people they have conquered speaks their tongue, Nahuatl thus not all those who speaks the language of Nahuatl can be considered as a Mexica. But there are people living in the South (which we now refer to as Central America) who make use of some Mayan dialects in speaking. The Nahua’s are Native Americans who lives in Central and eastern Mexico. The first part of the book provided us with an introduction of the history of the Mesoamerica during the conquest. It also showed how diverse those Mesoamericans are during that time. Another important thing that the writer of the book considered is how the difference of ethnicity could affect a retelling of a particular history thus the author made use of the primary sources gathered by both Spanish as well as the indigenous people. Schwartz gave an illustration of the coming of the Mexica. He also described how the Mexica build their capital, Tenochtitlan. The book also showed in detail how bitter the relationship of the indigenous people is with their conquerors, the Mexica. It also offered a description of the character of those Spaniards conqueror that inhabited both the Caribbean and the Central America. Schwartz also showed how greatly the Spaniards differ from the Natives especially in recording important events on their history. The latter made use of hieroglyphic texts which are usually accompanied by dance, tales and songs. Schwartz also made it a point to show how different the stories presented by both sides in recounting the events that occurred during the conquest. It is very puzzling how the same event could be recounted differently, dependent on who is the teller of the said event. Schwartz said that the primary reason for this difference is the fact that both sides had their own interests they wish to preserve. Those interests includes a mixture of politics, personal as well as cultural things each side wish to protect. Schwartz analyzed the texts based on the reasons which motivated different writers into writing the event between the indigenous people and the Mexica. He showed some examples on which a particular author made his report not merely because he wants to recount the exact things which happened during that time, but rather because he that author wants to please a certain patron. There are other examples which showed that religion affected the retelling of the said events. It showed that there are people who tried to justify their joining of the conquest in terms of their religion, particularly that of the Roman Catholic Church. On one particular chapter on the book, Schwartz noted that Diaz Del Castillo (one of his primary sources) had made use of other sources on recounting the events which occurred on the massacre of Mexica aristocrats (Things Fall Apart). Another thing Schwartz pointed out is the fact that previous enemies of the Aztecs (Mexica) had written most of the Tlaxacallan accounts and thus these writers had been biased on their retelling because of their yearning for people to view the Mexica as despicable people. I would rather make use of the term conquest in defining the relationship between the Nahua and the Spaniards. I have made use of that particular term because that is exactly what happened between the Spaniards and the Nahua. The Spaniards gained the lands the Nahua previously had by conquering its people and everything that goes within it. I mean they did not acquire the land by buying them, did they? The term cultural exchange may also be appropriate in describing the relationship between the Spaniards and the Nahua because it is very common for the conquerors to make those people they have conquered adapt to their cultures. This is very evident on the fact that the indigenous people have learned the language of their conquerors and they are using it even up to now. This adaptation could occur because of the length of exposure they have had with each other and mostly because of cross-marriages. Also, as conquerors they would want their religion to be known worldwide and thus they have made use of their power in order to make the natives into Christians. One of the primary reasons the Spaniards have in justifying their conquest is to make the word of their God be known to all and thus it is no wonder that they have made use of their power in order to convert the people they have conquered into Christians. However, religion could be just a tactics the conquerors may have employed for some other ulterior motives which could either be gold or glory or a combination of both. As I have said the term conqueror would be more appropriate than the term cultural exchange because the change of culture is more predominant to the conquered rather than to the conquerors. Of course, the native may have had influenced their conquerors in one way or another but most of these conquerors views the indigenous people as inferior and thus they would not want these people to influence them in any way. Thus, it is possible that no real exchange of culture really occurred especially since the change of culture is expected only from the conquered. The Conquest of Mexico City could also be viewed as a war between Spaniards and Spaniards as well as between Natives American and the Native Americans. This is very evident that the recounting of this historical events vary not only between the Spaniards and the Natives, rather the stories of the Spaniards vary even among themselves and same things can be told between the Natives. These differences among themselves may have occurred because of their differences of interests. For the Natives for one, some of them have adapted completely with the terms required by their conquerors and they view their being conquered as a blessing thus they support the Spaniards wherein some Natives do not want the conquerors in their lands and they view the things done by the Spaniards as nothing but abused on the Natives and thus they would recount their tales in such a way that the Spaniards would look like a real villain. To conclude, I think that the book presented both sides of the story well in such a way that the author did his best in order not to pick sides. He recounted the Conquest in a manner which attempted to give his readers a good view to both sides of the parties involved. Thus, all in all, the book is an interesting read and it is very beneficial especially for those who want to gain knowledge about the Conquest of Mexico. Reference: Schwartz, Stuart B. Victors and the Vanquished: Spanish and Nahua Views of the Conquest of Mexico (2000). Bedford/St. Martin's, 2000.      

Monday, January 6, 2020

The Aim Of Art. Artists All Over The World Explore Different

The aim of art Artists all over the world explore different concepts though their art. The environment is increasingly becoming an important topic of discussion; as well as a much more personal subject for everyone, let alone artists. Because of the increasing amounts of damage to the earth, many artists have participated in this movement in hope to show the public the beauty in nature. Three artists, in particular, express their concept of environment in a physical representation to be interpreted by their audience in all sorts of ways. William Robinson, shows the beauty of simplicity in everyday life, Nancy Holt allows her audience to interact with the beauty of being in nature and Andy Goldsworthy brings nature to his audience. An†¦show more content†¦His art stands by Aristotle’s statement in that he paints what things make his life beautiful. Their inward significance. For example, in his piece â€Å"JACARANDA WITH GINGER AND LILIES† (oil on linen, 112cm x 168cm 2014), R obinson creates a physical representation of his love for his backyard. The Australian jacaranda tree was painted in 2014, it was appealing as it was fluorescently decorated and had a dreamlike atmosphere; this was combined with the other plants and flowers in the artwork so that there it was intensely saturated in pigment, showing his backyard is his heaven. Robinson paints what he sees while combining it with how he feels about what he sees. Making his art unique and an expression his passion. He seeks an environment that influences his work as a life-spring... â€Å"Make a life, create your art out of this life making art... provide the life-spring of your art.† (William Robinson, April 2016) This is relevant because both artworks show not the outward appearance of things, but their inward significance of his childhood experiences and life itself. Nancy holt was a successful artist predominantly known for her land art and sculptures. She created art that brings attention and respect to our natural world. One of her most famous works was the Sun Tunnels, (1979) where four colossal tubes frame the rising and setting of the sun. Her sculpturalShow MoreRelatedPublic Art in the United Arab Emirates799 Words   |  3 PagesPublic art is the art that has been planned to of being staged in public and its usually outdoor, it can be carved sculpture, cast or built or painted. What’s special about public art is the way how it is made, the place where it is and what meaning it has behind it. Public art can express community value or describe a cultural related point, and its placed in public for everyone to see. Public art is a reflection of how the artist sees the world and response to his time and space. 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