The Impact of Ethics Education on Reporting Behavior - Free Essay Example

Sample details Pages: 4 Words: 1218 Downloads: 4 Date added: 2018/12/15 Category Psychology Essay Type Research paper Level High school Tags: Behavior Essay Did you like this example? This psychological study focuses on examining the impact of ethics education on reporting behavior using the cue-target judgment of learning on accurate cue only. Ethical education is the education that teaches people in the society the importance of being trustworthy and honest in all matters and especially when it comes to employment sector,(Brian Pamela, 2008), employees particularly those who work in the department such as finance they are expected to be very honest and trustworthy. Don’t waste time! Our writers will create an original "The Impact of Ethics Education on Reporting Behavior" essay for you Create order This paper focuses on drawing the relationship between the impacts of ethical education on the ethical behavior of people. This will be our memory debate. Many people claim that there is a relationship between the impact of ethical education that ones receives and his/her general response to ethical behavior,(MontuoroLewis, 2017). Although there have been claims by past researchers that presented their research on this topic. For instance, According to Deanne (2005), claimed that some business students showed a reasoning improvement in their behavior after they had undergone a program in business ethics. But he noted that this improvement did not last long and that it appeared to be short-lived. The stand that is taking is that there is no correlation between impacts of ethical education and the reporting behavior or ethical behavior of any individual,(Brian Pamela, 2008). We will use hypotheses and cue-target judgment of learning on accurate cue only to make our inferences on this topic relating to the relationship between the impact of ethical education and the ethical behavior that one displays. Examining hypothesis will be, Null: There will be no correlation between the impact of ethics education and reporting behavior, and any correlation will be due to chance. Alternative: There will be a correlation between the impact of ethics education and reporting behavior. This study is set to examine the impact of a particular education program to the reporting behavior in a given community. Some of the examinable questions would be, what will be the effect of higher level of the impact of the particular ethic education to the reporting behavior, will it be high, low or no effect. And the general interpretation that will be taken will depend on the relationship that has been traced using the after the cue-target judgment of learning on accurate cue only has been done. To establish the claim, we used psychological methods that included natural observation. A group of master students undertaking Accounting was selected since this group had already undergone through the ethics program,(Brian Pamela, 2008). Students specializing in accounts are expected to have high ethical morals since most of the time they are involved with matters relating to companies funds. We also included another group of students of the fifth year that had not yet been exposed to ethics program. This second group was intended to draw understand the behavior of an individual that has not been exposed to ethical education towards their ethical behavior (reporting behavior). And thus these two groups were used for analysis. Two social conditions treatment were designed that included public disclosure and anonymity to help in providing opportunity and motivation to money misreport,(Brian Pamela, 2008). This was intended to examine the effect of ethics education to the report level of the participants. Thus drawing out the impact of ethics on the trustworthy level of the participants involved in this psychological study. If the number of misreporting is high, then there is no impact of ethics education and if low then the ethics education has impacted and hence very effective in solving the problem. The key focus was that if the total observed reports on relating to the honest behavior of the involved participant were higher than the expected reports, then the ethical education was effective. Note that we expected at least observed reports to be equal to the total number of mater students since they all had been exposed to ethical education. The results obtained, there were significantly lower rates of program misreport on the participants that completed the ethics program (the master students) than the participants that did not participate in the ethic program (the other students that had not undertaken ethical education). Thus the observation psychology suggesting that there is no effect of ethics education on ethical behavior. This is because it was expected that the response from students who had undergone ethics program to be higher compared to the response from another group. We could not make a general conclusion unless we conducted another research that was intended to prove that our claim will be valid. To do this, we used laboratory research as another psychology method in this study case. We carried out laboratory research to strengthen the judgment of learning and to verify whether the results obtained using natural observation of the participant was correct in as used to examine the whether there is any correlation between ethics education and ethical behavior in a given community. We could not apply random assignment on the ethical program since not all students had undergone through this program,(Brian Pamela, 2008). And thus we designed quasi-experimental. There was a possibility that other ethical programs that had been offered not only in college but also in secondary school could also affect our result. By putting this consideration, we divided our participants depending on their knowledge towards ethical programs. We aimed to analyze several social conditions that may result in public moral intensity,(Drumright at el, 2015). This could only be achieved by exposing each of our participants into different circumstance and have the responsibility in which the participant would react to such circumstance. All these circumstances related to matter to do will finance. We conducted experimental sessions one day which minimized the opportunity for the participants to share their experience towards their responses in the different circumstances that they were ex posed to. After analyzing participants responses, our result showed that different social condition increased moral intensity. This can be interpreted that, most of the factors that influence individual trustworthy were social related,(Brian Pamela, 2008). This may also mean that irrespective of the impact that one had acquired from the ethical program, the ethical behavior was different. For instance, if an individual is poor, then there is a high possibility of being untrustworthy. This result affirmed our initial study that moral education does not affect ethical behavior. This affirmed our initial conclusion that there is no relationship between the impact of ethical education and the reporting behavior (ethical behavior). Thus, we fail to reject our null hypothesis and conclude that, no correlation between the impact of moral education and individual moral behavior. And that the individual ethical behavior is affected by other social factors. Bibliography Brian W. Pamela R. (2008), The Impact of Ethics Education on Reporting Behavior journal of business ethics pp. 398-416 Drumright, Prentice Biasucci (2015), Behavioral Ethics and Teaching Ethical Decision makingjournal of innovative education (431-445). Kariame K,Deanne N (2005), Ethical leader behavior and leader effectiveness. International journal of leadership studies (103-120). Sorensen, D. P., Miller, S. E., Cabe, K. L. (2017). Developing and measuring the impact of an accounting ethics course that is based on the moral philosophy of Adam Smith.? Journal of Business Ethics,? 140(1), 175-191. Montuoro, P., Lewis, R. (2017). Personal responsibility and behavioral disengagement in innocent bystanders during classroom management events: The moderating effect of teacher aggressive tendencies.? The Journal of Educational Research, 1-7.

The Pros And Cons Of Standardized Testing - 1286 Words

\ 42% of high school seniors in Ohio are not set to graduate because of their poor scores on standardized tests. Students all over the United States are forced to participate in statewide standardized tests each year. Many claim that standardized testing allows for teachers to help their students easier, and that it holds school districts accountable. While school mandated standardized testing can be useful, statewide standardized testing is ineffective and negatively impacts students. Standardized tests can cause unnecessary stress on, already stressed, students. Reports show that stress levels increase during standardized testing. Three fourths of psychologist in New York claimed that statewide assessments create larger amounts of†¦show more content†¦Because statewide testing is mentioned at the beginning of the year, the stress can become chronic. Chronic stress is defined as emotional pressure suffered for a prolonged period of time in which an individual perceives he o r she has little or no control. The stress put onto students during periods of standardized tests also worsens their grades. While small amounts of stress can heighten students’ ability, chronic stress can cause poor decision-making qualities, increased mistakes, and lowers productivity. These three characteristics are all important for test-taking strategies. Stress can also affect the ability to comprehend new material; therefore, impairing their learning. Also, not every class has a mandatory state test. While high schoolers may have three classes that have state tests, the rest of their classes are continuing as normal. This adds to their stress because not only do they have to prepare for a test, but also keep up their other classes. Not only do standardized tests affect students, but they also affect taxpayers. Each state spends about $1.7 billion on standardized testing. Think about that, $1.7 billion of an education fund goes to standardized testing. It has been like this since the early 2000s. Before the No Child Left Behind Act was passed by President George Bush, states spent $423 million on standardized testing. Funds spent on standardized testing could be used for higher quality of education, afterShow MoreRelatedPros And Cons Of Standardized Testing801 Words   |  4 Pagescontroversial topic Since Middle School, I was not opposed to standardized testing. I thought of it as a way of testing us of what we have learned. Although, after reading some articles about standardized testing I am re-thinking the pros and cons. From personal experience, I thought of it as a challenge to pass them. But now that reminisce about it, I noticed some of the cons of standardized testing. I remember having a week or two dedicated for testing, and in case of students failing they had to take timeRead MorePros And Cons Of Standardized Testing1400 Words   |  6 PagesEven though there are many downsides to standardized testing there are still viable reasons why they are still being used today. One of the main reasons includes the easy and quick access of testing students. Standardized testing allows schools to quickly access a large amount of students at one time. This is also one of the cheapest ways to tests such a large crowd due to machinery that grades which results in low tests costs f or students. These tests also help by setting a national curriculum forRead MorePros And Cons Of Standardized Testing1025 Words   |  5 PagesWhat are standardized tests? Standardized tests are exams that are administered, scored, and interpreted in the same way for all students. Now there are many pros and cons of standardized testing however, I believe that public and private schools should just abolish standardized testing all together. These tests determine a student’s academic performance and each student is given the same test with the same questions and answers. These tests are designed to measure the students learning capabilitiesRead MoreThe Pros and Cons of Standardized Testing1050 Words   |  5 Pageseducational world is standardized tests. All fifty states have their own standards following the common core curriculum. There are many positives and negatives that go with the standardized tests. A standardized test is any type of â€Å"examination thats administ ered and scored in a predetermined, standard manner† (Popham, 1999). These standardized tests are either aptitude tests or achievement tests. Schools use achievement tests to compare students. There are pros to standardized examinations as toolsRead MorePros and Cons of Standardized Testing583 Words   |  2 PagesStandardized testing has its pros and cons I do not believe in it but I will give you proof for and against the testing. We will cover some the history and where the testing came from and why we do it. I will talk a little bit of how I feel about testing and how much we should focus on how the students do on the test. I have interviewed a few teachers that I had when I went to school and some personal friends that are teachers now and how it effects how they teach. Most historians trace the beginningRead MoreThe Pros and Cons of Standardized Testing Essay674 Words   |  3 PagesStandardized testing is a down fall to many students but also an opportunity for many others. Standardized testing has its pros and its cons. It can be the make it or break it factor into getting into colleges you are hoping to attend or the scholarships you want to earn. Some people may have their opinions about the test, whether they hate it or not but the fact is that it’s here to stay. What exactly is standardized testing you may ask, it is a test which measures the knowledge among differentRead MoreThe Pros And Cons Of Standardized Testing1491 Words   |  6 PagesStandardized testing was introduced by French psychologist Alfred Binet in 1905. The test originated because Binet was commissioned by the French government to create a tool to identify which students needed remedial studies. Over time, the standardized tests evolved into multiple different tests in multiple subjects for varying age groups of students. The tests were initially seen as a way to test a large sum of people with the same general questions to see an individual’s knowledge. Some peopleRead MoreThe Pros And Cons Of Standardized Testing1511 Words   |  7 PagesOver the years the educational system has faced various controversial issues, but the most recent one making a negative impact on students, is standardized testing. Standardized testing is a type of testing used to evaluate stud ents academic abilities . It is a way to measure if standards are being met but does not provide a variation in the type of administration based on the students needs (Sacks, 2000). In other words, all children are provided these test to track their learning progress basedRead MoreThe Pros And Cons Of Standardized Testing1100 Words   |  5 Pagesscience, history, and science. Then, every year, students typically take one big standardized test, or even more. These tests are claimed to give educators an objective that’s unbiased. Standardized testing supposedly helps identify the natural tendency of individual students, identifying skill development and progress. However, are these things what standardized testing really do for students? Standardized testing only measures a small portion of what makes education substantial. This means thatRead MorePros And Cons Of Standardized Testing1201 Words   |  5 Pages Standardized testing is all based on your performance as a student on a specific day, time and place. What it doesn’t show is how you perform on a day to day basis. These types of test can be given in any type of form that requires test takers to answer the same questions, and is then scored in a â€Å"standard† or consistent manner. Students should not have to take standardized test because of many reasons. As a human I have days where I’m tired and didn’t get enough sleep the night before or it is

How does Shakespeare make this passage from Act 3 Scene 1 dramatic and powerful for the audience Essay Example For Students

How does Shakespeare make this passage from Act 3 Scene 1 dramatic and powerful for the audience Essay Shakespeare creates a very powerful and dramatic for the audience in this passage. By using repetition, tri-colons and rhetorical question Shakespeare is able to make this passage both striking and intense for the audience. Shakespeare is able to convey Shylock’s emotions about what he is feeling when he is abused by Salarino and Solanio but also is able to show the first showings of his feelings about his daughter’s elopement and the destruction of Antonio’s fleet. The opening to the passage immediately begins with a deadly and angry serious point made by Shylock which immediately draws the attention of the audience and creates the beginnings of a build-up to Shylock’s dramatic speech by using repetition to reinforce Shylocks anger. â€Å"I say my daughter is my flesh and my blood† and Salarino in response to this says, â€Å"There is more difference between thy flesh and hers than between jet and ivory; more between your bloods that there is between red wine and Rhenish.† Shylock here argues that â€Å"flesh and blood† are the true measure of kinship. Shakespeare emphasises the word â€Å"my† and repeats it three times in this short section again to try to reinforce the ownership Shylock has over her but also perhaps the feelings of love and dependence Shylock has for her as well. However Salarino and Solanio next reply with an insult, that says Shylock is completely unlike Jessica by comparing them by using the metaphor â€Å"red wine and Rhenish (white). It indicates that the two Christians believe that one’s manners, or ones willingness to be Christian, define relatedness instead of â€Å"flesh and blood†. It shows the audience again the attitude Salarino and Solanio have towards Jews and gives the audience a further insight into the relationship between Jews and Christians. Shakespeare here uses Solanio and Salarino as a way of provoking and further enraging Shylock; the audience is able to see Shylocks fury through the use of repetition, creating a dramatic and powerful start for the audience. Salarino and Solanio completely disregarding Shylock’s problems and sorrow at the loss of his daughter, begin talking about the obviously more important Antonio. It aggravates Shylock into another angry response in how he will take revenge on Antonio; Shakespeare use of repetition again which creates a somewhat dark atmosphere for the audience. â€Å"There I have another bad match.† It is interesting how Shylock makes an association between Jessica and Antonio on an emotional level as they have both taken money from him, even though in Solanio and Salarino eyes the two issues are completely different. However, the audience will make that connection between Christians and Jews. â€Å"Let him look to his bond. He was wont to call me a usurer, let him look to his bond† Shylock mentions the word â€Å"bond† thrice, when he says, â€Å"Let him look to his bond†. The tri colon that Shakespeare uses creates a powerful and threatening image of Shylock. The repetition of the phrase â€Å"Let him look to his bond† gives an impression of an almost manic Shylock who is pleased at the chance for revenge but angry at how Antonio has humiliated him in past. In turn creates a more villainous Shylock who creates a more dramatic and striking image for the audience. Next, again Salarino expresses his complete ignorance to Shylocks feelings or his want for revenge. â€Å"I am sure if he forfeit thou wilt not take his flesh. What’s that good for?† It shows the complete lack of genuine understanding the two men possess about how Shylock is feeling. Moreover, they are in-able to see that if a Christian wrongs a Jew several times then a Jew will in turn want revenge. The comment he makes is dramatic in the sense it is quite a shocking thing to say and leaves the audience quite stunned. In the days of Shakespeare when this play was showing I’m sure this comment would not of have had a bearing on the audience however now-a-days certainly the comment made by Salarino is quite disconcerting. This fact that he asks the question leaves the audience wandering what Shylock response will be, creating tension and further dramatizing this part of the scene. .ubabb60c8b7fabc25d0be235aaccb5f9f , .ubabb60c8b7fabc25d0be235aaccb5f9f .postImageUrl , .ubabb60c8b7fabc25d0be235aaccb5f9f .centered-text-area { min-height: 80px; position: relative; } .ubabb60c8b7fabc25d0be235aaccb5f9f , .ubabb60c8b7fabc25d0be235aaccb5f9f:hover , .ubabb60c8b7fabc25d0be235aaccb5f9f:visited , .ubabb60c8b7fabc25d0be235aaccb5f9f:active { border:0!important; } .ubabb60c8b7fabc25d0be235aaccb5f9f .clearfix:after { content: ""; display: table; clear: both; } .ubabb60c8b7fabc25d0be235aaccb5f9f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubabb60c8b7fabc25d0be235aaccb5f9f:active , .ubabb60c8b7fabc25d0be235aaccb5f9f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubabb60c8b7fabc25d0be235aaccb5f9f .centered-text-area { width: 100%; position: relative ; } .ubabb60c8b7fabc25d0be235aaccb5f9f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubabb60c8b7fabc25d0be235aaccb5f9f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubabb60c8b7fabc25d0be235aaccb5f9f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubabb60c8b7fabc25d0be235aaccb5f9f:hover .ctaButton { background-color: #34495E!important; } .ubabb60c8b7fabc25d0be235aaccb5f9f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubabb60c8b7fabc25d0be235aaccb5f9f .ubabb60c8b7fabc25d0be235aaccb5f9f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubabb60c8b7fabc25d0be235aaccb5f9f:after { content: ""; display: block; clear: both; } READ: How far do Walton's letters prepare us for the tale which is about to unfold? EssayShylock begins his speech by reminding the audience of the pain Antonio has caused him. Shakespeare starts by listing how and what pain Antonio has inflicted up him. â€Å"He hath disgraced me, and hindered me half a million; laughed at my losses, mocked at my gains, scorned my nation, thwarted my bargains, cooled my friends, heated mine enemies; and what’s his reason? I am a Jew†. Shakespeare allows the audience to sympathise, with how Shylock is feeling, they also able hear the anger and fury in Shylock’s voice. Shakespeare uses powerful words like â€Å"mocked†, â€Å"scorned† and â€Å"thwarted† which all have dark connotations to convey Shylock anger, creating powerful and dramatic atmosphere around Shylock. In his effort to justify his planned revenge on Antonio, Shylock reminds his fellow Venetians that a Jew has the same capacities as a Christian, and is therefore allowed to succumb to the same emotions as a Christian. â€Å"Hath not a Jew hands, organs, dimensions, senses, affections, passions; fed with the same food, hurt with the same weapons, subject to the same diseases.† Probably the most famous line in the â€Å"Merchant of Venice, Shylock begins to elaborate on the point that everyone is human. Shakespeare uses an extended metaphor to show how Jews are the same as Christians. Furthermore, the use of lists by Shakespeare suggest an emotional out pour from Shylock, as though he wishes to spit it out. In this section, Shakespeare uses ten rhetorical questions to emphasise and create an even more dramatic and powerful argument. However as the speech moves on, Shylock’s pledge to carry out his revenge, more or less changes the audiences view of Shylock as to being villainous; this stereotypical view of a Jew, moreover causes the audience to feel less sympathetic than before. Shakespeare use of the word â€Å"you† seven times in this section of the scene directs the attention even further upon Salarino and Solanio who until this point are speechless as they yet have not interrupted Shylock. But similarly the use of the words â€Å"my† and â€Å"mine† several times emphasises to the audience and Salarino and Solanio that it is Shylock who is feeling this pain but also at the same time assists Shylock’s justification for his revenge. The speech ends with somewhat awkward silence, Shakespeare’s use of this silence allows the speech to ring around the audience and sink into the stunned Solanio and Salarino. It creates a dramatic and tense atmosphere which if finally broken by the entrance of a serving man. Solanio and Salarino never give a direct response to Shylocks’ dramatic speech, although when Tubal another Jew enters Solanio says, â€Å"Here come another of the tribe; a third cannot be matched, unless the devil himself turn Jew.† This is another reference and association made between Jews and the devil but the response may suggest Shylock’s speech didn’t change their view. However, before Shylock can reply they quickly leave perhaps implying they are afraid of being accused and being put in the spot light again. Shylock is somewhat consoled by Tubal, they both share a camaraderie that is also seen in Venetian Christians. Shylock is able to speak more openly about his feeling without being ridiculed. â€Å"A diamond gone cost me 2000 ducats in Frankfurt! The curse never fell upon our nation till now, I never felt it now† Shakespeare makes it Shylock seems more anxious and emotional as this section of the scene is less ordered unlike before. Shylock seems to care more suggesting he now hates his daughter and does not now wish to have her back. Shakespeare next poses a rather grotesque image when Shylock says, â€Å"I would my daughter were dead at my food, and the jewels in her ear.† This is a very powerful and shocking comment, at this point the audience would be quite taken aback. The comment emphasises the anger Shylock is feeling but also gives the audience the sense that he is in fact quite villainous. Having said that, Shylock says he feels cursed (bad luck) and thinks bad things happens to him which casts him into a different light and makes the audience feel somewhat more sympathetic. .udf220c5dc8d491c2cbd8719b7f5aac14 , .udf220c5dc8d491c2cbd8719b7f5aac14 .postImageUrl , .udf220c5dc8d491c2cbd8719b7f5aac14 .centered-text-area { min-height: 80px; position: relative; } .udf220c5dc8d491c2cbd8719b7f5aac14 , .udf220c5dc8d491c2cbd8719b7f5aac14:hover , .udf220c5dc8d491c2cbd8719b7f5aac14:visited , .udf220c5dc8d491c2cbd8719b7f5aac14:active { border:0!important; } .udf220c5dc8d491c2cbd8719b7f5aac14 .clearfix:after { content: ""; display: table; clear: both; } .udf220c5dc8d491c2cbd8719b7f5aac14 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udf220c5dc8d491c2cbd8719b7f5aac14:active , .udf220c5dc8d491c2cbd8719b7f5aac14:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udf220c5dc8d491c2cbd8719b7f5aac14 .centered-text-area { width: 100%; position: relative ; } .udf220c5dc8d491c2cbd8719b7f5aac14 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udf220c5dc8d491c2cbd8719b7f5aac14 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udf220c5dc8d491c2cbd8719b7f5aac14 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udf220c5dc8d491c2cbd8719b7f5aac14:hover .ctaButton { background-color: #34495E!important; } .udf220c5dc8d491c2cbd8719b7f5aac14 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udf220c5dc8d491c2cbd8719b7f5aac14 .udf220c5dc8d491c2cbd8719b7f5aac14-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udf220c5dc8d491c2cbd8719b7f5aac14:after { content: ""; display: block; clear: both; } READ: The novel represents cycle EssayShylock again insist he will carry out and have his planned revenge. Shakespeare uses only repetition in Shylock’s last two lines of the scene. â€Å"What, what, what? Ill luck, ill luck.† And â€Å"I thank God, I thank God. Is it true, is it true?† Shakespeare uses repetition to show Shylock’s excitement at hearing the news of Antonio’s disaster; here the audience see him somewhat pleased at a chance to carry out his revenge. It again plays on the idea that Shylock is a villain. The insistence that he will get his revenge ends the scene powerfully but also dramatically with a sense of darkness. Overall, Shakespeare is able to create a dramatic and powerful scene for the audience; through the use of imagery, metaphors, repletion, rhetorical questions and tri-colons he successfully is able convey Shylock’s emotions effectively and give us a further insight in how he is really feeling as well as show us how some Christians interact with Jews creating further a compelling and dramatic scene.

Last Supper By David Lachapelle Analysis Art Essay Example For Students

Last Supper By David Lachapelle Analysis Art Essay I am traveling to analyze the image taken by mentioned creative person above. The essay will cover broad scope of descriptive linguistic communication from focal point, visible radiation, deepness of field, contrast ET all. In other words I will seek to give an accurate elaborate description of the image. The series of Jesus is a homeboy demonstrates God on unsmooth urban streets and in the vicinity between homeboys.Except for one white looking cat who is Jesus. The writer composing of the image is to pull viewer attending to the tabular array and the Jesus posing in the center but non merely because straight off your oculus traveling to the beginning of aureole visible radiation and Jesus face which is focal point in the image. Further the exposure is staged we can see Jesus and immature people in modern scenes sitting around the tabular array but all of their faces looking at Jesus as to some treatment is traveling on there. Besides Jesus unfastened custodies lying on the table symbolise peace and hope for the topics around. In fact merely males are represented that creates the diverseness and a sense of the corrupt company that was kept by Jesus.As good the wooden floor makes the room looking homely besides the roses in the left back corner of the frame are demoing us there is a life and fact that they are kept in H2O shows that this people do attention. Even they had jobs in the yesteryear they are still fixing to travel in right way. Fu rthermore there is besides a sense of geographic expedition that engages the spectator.We could look at the image over and over once more and each clip we will happen something new that or arouse a different narrative based on what temper you are in when you approach the piece. Surely we can see a enigma or wonder, confusion or exhilaration or intuition or dirt besides societal battle and claustrophobia. Either the lighting in the image is unreal chiefly coming from above of the topics but besides behind Jesus caput, they are three high W Ne bulbs on the ceiling as you can recognize in the left window behind. Along the light expressions diffused as you can non see any shadows on the wall. By and large the top portion of the image is lighten the most through the visible radiations you see a fly traps hanging from the ceiling what shows that the minute is situated presents but non merely that is assisting you recognise what is the clip line. In peculiar we can recognize the modern urban society by the manner they dressed or their organic structure linguistic communication plus the Burger and the beers across the tabular array. We see that largely they are coming from condemnable activity background as they holding tattoos all over their organic structures. Again we would state that there is another visible radiation set up in forepart of the topic because their faces are lighten from t he side. To look at this another manner the light composing create bright instead cold ambiance. The exposure allows us to think a clip of the twenty-four hours which is a dark clip sing to the lamp station recognize in the left side window. Differently the texture is oculus catching colorful and ask foring the walls covered in light brownish patterned wallpaper creates a clear unfastened infinite but at the same clip sum of people in the room makes you experience claustrophobic. The tabular array screen texture feels smooth and is patterned excessively besides colorful because of the light falling on it. Similarly top of the tabular array surface value is smooth instead the bottom portion where the shadows country of the table expressions glossy in high spots but overall is looking like a cloth texture.In add-on the darkest value of the exposure is in the left corner somewhat traveling through the foreground when the lightest value is the really top portion of the image the same as the Jesus aureole bright visible radiation. .u5b304020974720f4ba42eafdb93260dd , .u5b304020974720f4ba42eafdb93260dd .postImageUrl , .u5b304020974720f4ba42eafdb93260dd .centered-text-area { min-height: 80px; position: relative; } .u5b304020974720f4ba42eafdb93260dd , .u5b304020974720f4ba42eafdb93260dd:hover , .u5b304020974720f4ba42eafdb93260dd:visited , .u5b304020974720f4ba42eafdb93260dd:active { border:0!important; } .u5b304020974720f4ba42eafdb93260dd .clearfix:after { content: ""; display: table; clear: both; } .u5b304020974720f4ba42eafdb93260dd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5b304020974720f4ba42eafdb93260dd:active , .u5b304020974720f4ba42eafdb93260dd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5b304020974720f4ba42eafdb93260dd .centered-text-area { width: 100%; position: relative ; } .u5b304020974720f4ba42eafdb93260dd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5b304020974720f4ba42eafdb93260dd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5b304020974720f4ba42eafdb93260dd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5b304020974720f4ba42eafdb93260dd:hover .ctaButton { background-color: #34495E!important; } .u5b304020974720f4ba42eafdb93260dd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5b304020974720f4ba42eafdb93260dd .u5b304020974720f4ba42eafdb93260dd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5b304020974720f4ba42eafdb93260dd:after { content: ""; display: block; clear: both; } READ: Melonoma EssayAppears to that the camera angle is lower than the oculus degree and the spectator is looking directly on the focal point already mentioned Jesus so the eyes following to the one side so to another carefully watching the topics sitting around the tabular array. The artist angle of position make the spectator feel like the image is straight seeking to clash our heads to rethinking do us cognizant of something. Furthermore the camera is placed in forepart of the topic and the vantage point is right in the center of the frame. What is more the focal point is crisp through the foreground and acquiring soft focal point while you are making the background. The bord ers of the topics are soft because writer utilizing selective focal point by altering the aperture scene. The writer placed the topics and the lighting in the boundaries of the frame. In position of this it is truly doing the image looking narrow its forcing the spectator to look consecutive foremost and creates lines in trigon form making the focal point. Then the scene and its physical milieus looks existent as we can detect the Windowss and opened doors, walls with wall paper on a furniture which is adding to it. Notably the house does non looks attention about every bit seems to be merely be than being lived in by people possibly it is merely the meeting locale instead than a household place. The topics are non surprised that Jesus appeared possible because they were anticipating him to come and assist them or reply the inquiries they might hold about their hereafter. Besides the miss in the door is looking up besides keeping her custodies up in the air like she is praying for something of import the look on her face make us experience incapacitated and the fact that she is merely merely one female in the room. Although she looks like she was non in the room from the beginning because the fact that she is between the door and state of affairs so she appeared after everybody else. Unsurprisingly creative person usage a coloring mate rial to accomplish many effects on the spectator because it is giving a sense of temper and topographic point besides clip of the twelvemonth. When the spectator traveling his eyes around the composing coloring material creates a sense of infinite on a level surface which is the image. If for illustration the image would be in black and white our reading might be wholly different to the 1 we see in coloring material. Either the colors in the image are saturated and broad scope of them doing us prosecute the relationship between topics and what we see. Furthermore we besides can see the bowl on the floor with H2O in the bottle next to it. Artist attempt to animate the Christaa‚Â ¬a„?s last repast from Bible but in a modern manner as for the H2O is present for Jesus to rinse his pess after. Sing to the bible the vino represents Gods promise in blood poured out in a world wickedness. It means that we have to self-examine ourselves and take part in organic structure of Christ but alternatively the topics are imbibing beer and eating Burgers and that is what the universe came excessively. Therefore our reading shows that Jesus spent clip with people from the street, streetwalkers because he feels comfy and empathised with. The Bible reading of the Last Supper was considered profane but is when Jesus really pulled his believe for the people of the street. In a manner that is why they are have oning modern apparels and they are in modern scenes because this is the scenery would look like if we could acquire a 2nd coming. Overall the bulk were a fly-by-night characters as are we at best but many people do non detect that he tells this narratives after when aa‚Â ¬A?good peopleaa‚Â ¬A? were oppugning him. They are surprised that how he could pass clip with this ch aracters and dine with them. In short maybe that is the topographic point where he found unfastened Black Marias and room to rest. Jesus is giving to hapless understands them help them he says we all should be the same the more we give the more satisfaction from life we receive. .u10da03182ff1270b504396bbf1d9115c , .u10da03182ff1270b504396bbf1d9115c .postImageUrl , .u10da03182ff1270b504396bbf1d9115c .centered-text-area { min-height: 80px; position: relative; } .u10da03182ff1270b504396bbf1d9115c , .u10da03182ff1270b504396bbf1d9115c:hover , .u10da03182ff1270b504396bbf1d9115c:visited , .u10da03182ff1270b504396bbf1d9115c:active { border:0!important; } .u10da03182ff1270b504396bbf1d9115c .clearfix:after { content: ""; display: table; clear: both; } .u10da03182ff1270b504396bbf1d9115c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u10da03182ff1270b504396bbf1d9115c:active , .u10da03182ff1270b504396bbf1d9115c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u10da03182ff1270b504396bbf1d9115c .centered-text-area { width: 100%; position: relative ; } .u10da03182ff1270b504396bbf1d9115c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u10da03182ff1270b504396bbf1d9115c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u10da03182ff1270b504396bbf1d9115c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u10da03182ff1270b504396bbf1d9115c:hover .ctaButton { background-color: #34495E!important; } .u10da03182ff1270b504396bbf1d9115c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u10da03182ff1270b504396bbf1d9115c .u10da03182ff1270b504396bbf1d9115c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u10da03182ff1270b504396bbf1d9115c:after { content: ""; display: block; clear: both; } READ: A Farewell To Arms Critique EssayFor if you give, you will acquire! Your gift will return to you in full and afloat step, pressed down, agitate together to do room for more, and running over. Whatever step you use to give big or little will be used to mensurate what is given back to you. ( TLB, Luke 6:38 ) Do nt judge other people, and God will non judge you. If you judge other people, you will be judged in the same manner you judge themaa‚Â ¬A? . Matthew 7:1-5 ( ERV )