Neoottomanism in Turkey and the Role of Turkey in the new formation of Essay - 1

Neoottomanism in Turkey and the Role of Turkey in the new formation of the Arab world - Essay Example Thus, ottomanism transformed into the ideology of pan-Turkism. The Turkish leaders of the late XX - early XXI century, especially Recep Tayyip Erdogan, updated the doctrine of ottamanism-pan-Turkism, turning it into so-called neoottomanism. Modern Turkish leaders advocated the creation of an integrated economic and cultural-linguistic space that has commonality of interests; it is the main essence of this ideology. However, neo-Ottomanism implies the dominant influence of Turkey not only on Turks, but even more - non-Turkic peoples and countries that were part of the Ottoman Empire at different time. The doctrine of "neoottomanism" was not completely comprehended even by its originators. Nowadays a lot of European and American politicians are greatly concerned about the given ideology and they do not want to stay away from it. United States, for example, hatch the plans to create a unified Turkic political space dominated by Turkey, and are interested in supporting the sovereignty of newly independent states of Central Eurasia. A heavy blow to this "subtle pan-Turkism", i.e. neoottomanism, was stroke by the Collective Security Treaty Organization, members of which were two Turkic states - Kazakhstan, Kyrgyzstan, and the Islamic one – Tajikistan. Uzbekistan led its own political game for a certain period, but then, joined the CSTO. Turkmenistans foreign policy tends to neutrality at the present time. Under the auspices of the U.S., such projects as The Black Sea Cooperation and GUAM were developed. If earlier the U.S. was more interested in strengthening Turkeys influence on the Balkans, nowadays - on Northern and Southern Caucasus, Crimea, Ukraine, Bessarabia, as well as Syria, Lebanon and Iraq - as vectors, amplifying the Turkish-Russian confrontation. "Political and operational" role of Turkey in these regions is the most attractive for the U.S. But practice shows

Final Examination Assignment Example | Topics and Well Written Essays - 1250 words - 1

Final Examination - Assignment Example Employee X and employee Y. It say that employee X are bad employee that are not motivated by the job they are doing and need coercion to work productively. Most managers will not have incentives for employees falling in category X instead they use coercion. On the other side employee Y have natural liking of their job and little motivation can double their productivity. Other theories such as Maslow hierarchy of need indicate the progressive need of motivation. As one motivation is satisfied it means a lot to productivity and reenergize for another achievement. All motivation theories address one outcome in there explanation aspect of motivation. On the same note, every theory has a role and every theory has one way or the other that can be used by a manager to increase the productivity in the company. A good example is the comparative picture that the theory of Maslow and that of McGregor when viewed in unison they draw. On commonality, they all share one fabric: the fabric of motivation. However there approach is different. On one hand the of X and Y which is a school of thought of McGregor explains that there exist two types of employee one who is self-initiated, self-motivated and work productively under supervision and coercion. Such employee is grouped as an employee Y. In real sense such an employee could be following the ladder of hierarchy postulated by Maslow being motivated at every stage. After achieving on physiological need the self-motivation of moving to safety need arises and on and on till the self-actualization is achiev ed. Consequently, the two theory fit together. On the other side, an employee who is fixated on one step of Maslow theory tend to be frustrated or retrogress to the lower hierarchy for the purposes of feeling satisfied. These employees tend to fit in category X according to McGregor. Many other theories have a commonality point of view. Public employee determine

The White Cube Museum Essay Example for Free

The White Cube Museum Essay Introduction: White cube was set up by art dealer Jay Jopling, an ex-Estonian and son of a Conservative MP who is married to artist Sam Taylor Wood. It was first opened in a small, square room in May 1993 in Duke Street. Indeed, it was the smallest exhibition space in Europe at the time, and yet, for such a small space white cube became, arguably, one of the most influential galleries of the past decade. Situated at 44 Duke Street, St James, one of London’s most traditional art dealing streets, surrounded by auction houses, old master galleries and specialist art bookshops.   The central concern of White cube was to create an intimate space in which an artist could present a single important work of art or a coherent body of work within a focused environment. In this regard, the gallery achieved its reputation by being the first to give one person shows to many of the so-called Young British Artist [YBAs]. Even when it moved to its present location at Hoxton Square, it still held on to its unique gallery rule that an artist could only be exhibited once. By this time, white cube had built up an international reputation for showing international artists such as Chuck Close, Richard Prince and Jeff Wall but interspersed with this Jay Jopling had also shown, cutting edge, YBAs including Gary Hume, Mona Hatoum, Marc Quinn and Sarah Lucas. Alfred H. Barr. Jr., director of the Museum of Modern Art, MoMA, is credited for transforming the white cube concept into a functionalist ideology that conveyed purity and restraint, hence setting up the canon for modern art. On the other hand, Carol Duncan has attempted to bring out the effect caused by MoMA’s imposition of the masculine gaze to modern art galleries. Indeed her writings have given feminists an impetus to show that the personal is political and hence, women can channel there own experiences to disrupt the masculinity of the museum’s space. Ideally, Carol Duncan challenges the white cube’s functionalist concept of purity and restraint by directing us to begin to think about ‘female form’ and its cultural significance. The concept of purity and restraint conveyed by the white cubes has its basis in the ideology that representations of the female body can be though to be less of a static object and more as a limit point or set of exclusions, for while an image of the body of a woman can represent all that is pure or worthwhile, it can also embody that which is thought to be the most contaminated and disgusting. It is this objectivism of the female body by male artists’ that Duncan describes as male artists’ attempts to reach abstraction. The white cube captures this abstraction in such a way that it bars women artists from admittance to its canon. She seems to portray the idea that this canon emanates from the view point of a heterosexual male audience whose desires activated the modernism of the white cube art concept. In essence Carol Duncan’s main critique of MoMA’s white cube is based from its perceived attempt to foster stereotypes in society. From her are led to imagine exhibition sites to be quite the opposite of the white cube, to be social spaces based on the model of a living, responsive, organic entity. This is because to her, the white cube deliberately restricts the range of sensorial input to the viewer as works are spatially isolated in uncluttered, pristine environments characterized by large expanses of bare, unadorned wall. The cool aesthetic of the modern art institution, to her, only serves to emphasize the architecture as a functional container and a set of solid surfaces. This makes the art museum appear like a ritual site whose aesthetic exhibition, courtesy of the white cube, distinguishes viewers from art works both conceptually and spatially, which is an ideal of the neutralized relationship between art and space. Emma Baker also presents a different angle to the critique on the white cube. She argues that by interpreting artistic statements concerning art and space within the expanded notion of interior space, better understandings and more appropriate solutions will result. This solutions are necessary because the modernist idea of a universalized and neutral environment for art as espoused by the white cube concept impinges on the interior space in the gallery, and therefore on the artwork. The idea of space itself is considered an ambiguity, and it is this ambiguity that the white cube concept capitalizes on, presenting an unobstructive gallery space characterized by sterile and lifeless walls. This is a marked contrast from the artists of the past who expressed their spatial concerns within the abstract notions of the interior, architecture, environment, and /or space; hence there is a lot of interest expressed by artists, in negotiating concerns associated with the physical, psychological, and experiential implications of space. In as much as Emma Baker declines to support the white cube concept, which has been the traditional approach of a modernist museum to the collection and exhibition of art work, she also does not go out to support the artists of the past since, according to her today’s museum’s privileging of newness, non-linearity, and post modernity seems to disavow the influence of history and the relevance of modernity. Her writings instead seem to allude to an approach which is concerned with the mediation of that art work to a diverse public, rather than the cultivation of the artist within a historical context. This is because, today architecture is the prevailing element that determines the quality and characteristics of art related spaces and therefore dictates the interrelation of art and space. Thus, because of the psychological, aesthetic, and behavioral implications, the notion of the interrelation of art and space needs to be considered within the complexity of interior space. Essentially, Baker advocates for a generic post modern approach style, which presents the concept of space in a fashion that is without precedent in architectural style, something which is widely apparent in recently constructed museums and shopping malls globally. And yet, the fundamental structure underlying these new effects can also be seen as maintaining clear connections with past incarnations of the institution’s built form. Precedents for this approach include the exhibitions from the Education and Community Program, such as Unspoken Truths (1993), and Once is Too Much (1997-1998). These exhibitions, and the programs of work from which they derived, set standards for education and community work within, rather than parallel to, the museums activities. Hence the idea of neutrality as espoused by the white cube is in this context dismissed within a design sensitive framework.   Furthermore, Emma Baker considers that one of the key functions of a museum of modern art, through the acquisition of art works, is to challenge rather than to reinforce assumptions about definitions of art and artists. This viewpoint contributes to make a powerful argument for a new way of looking and thinking about art that is open and inclusive rather than closed an exclusive. As such, this viewpoint employs features of modernity at a generally invisible albeit fundamental level. This is so in regard to history, display and communication on the one hand, so that on the other, it can attempt to undercut the problems of representation associated with modernity, by referencing a post modernity that denies both historical precedents and the connection between museums and modernity as a progress-oriented project. This is ironic in relation to modernism’s belief that ‘ornament is a crime’ because it   looks as if post modernity has been appropriated within Emma Baker’s view point not as a cohering style, or as a guiding principle, but as precisely that: adornment. In both asserting and critiquing the idealized modernity of white cube exhibition spaces through their strategies of display, Emma Baker’s viewpoint may be physical evidence for the argument that modernity and post modernity do not exist in a dialectical relationship, but as influences that overlap and compete for attention. In conclusion, it is important to note that both authors, Emma Baker and Carol Duncan attempt to critique the white cube’s concept of artworks that speak for themselves by employing neutrality to achieve the needed effect. Carlo Duncan approaches her criticism from the standpoint that rather than have museums with bare and unadorned walls, art exhibitions were designed to be   social spaces based on the model of a living, responsive, organic entity. Emma Baker on the other hand argues that what is essentially needed is some sort of mediation of that art work to a diverse public, rather than the cultivation of the artist within a historical context. Reference: Marie Fitzpatrick, D. The Interrelation Of Art And Space: An Investigation Of Late Nineteenth And Early Twentieth Century European Painting And Interior Space http://64.233.183.104/search?q=cache:StnTM_h7QVAJ:www.spokane.wsu.edu/Academics/Design/documents/Theses/d_fitzpatrick_10568509.pdf+Emma+Barker+*white+cubehl=enct=clnkcd=24gl=keclient=firefox-a Toorn, T. Sensing Bodies: Documentation, Preservation and Wearable Computer Art http://64.233.183.104/search?q=cache:ClLDm5PRsH4J:www.docam.ca/Pedagogie/Seminaire_2006/Tai_van_Toorn.pdf+Carol+Dunkan+*white+cubehl=enct=clnkcd=10gl=keclient=firefox-a

The First World War (WWI) :: World War 1 I One

World War I was definitely a greater contributor to the course if European civilization than the French revolution. WWI dissolved empires and shaped a generation of men, Where as the French Revolution primarily affected France and didn’t even abolish the monarchy. WWI brought things like the Treaty of Versailles in 1919, this dissolved Germany as a power, but also brought forth mass retaliation in the form of Nazi movement. Because of this Czechoslovakia emerges as independent. WWI also started the League of Nations, which was brought out internationalized thinking. And in reference to the dissolved empires I’m speaking of primarily the Ottoman, German, and Austro-Hungarian monarchy. Where in Germany we saw the fall of Wilhelm II.   Ã‚  Ã‚  Ã‚  Ã‚  During the war there was footage of the battle of Somme released by the British government, which altered the way, we viewed war at that time. This brought forth the end to the â€Å"gentlemen’s war† and brought forth trench warfare and gassing. This also coined the term shell-shocked as 7 million men were permanently wounded and had things such as deafness, blindness, stutters, and hallucinations. Junger wrote, â€Å"a battle such as the world had never seen.† He called it a scientific war, and pointed out the machine-made destruction. He wrote, â€Å"Chivalry took a final farewell†. John Reed in the 10 days of war wrote about the Russian revolution where they revolted against â€Å"strong and rich nation dividing.†   Ã‚  Ã‚  Ã‚  Ã‚  Where as the French Revolution affected mostly themselves and it really didn’t even do what it started out to do, end the Monarchy and the Old regime. Sieyes wanted a citizenship based on usefulness not birth. Plus at the end of the revolution we see the restoration of the monarchy and the old regime.

Memories of My College Life Essay

When I was younger and someone asked me what I wanted to be when I grew up it was always the same response, a Nurse. In fifth grade I broke my wrist on Thanksgiving Day. I was jumping on the bed and got pushed off and of course I had to immediately go to the hospital. Once we got there the Nurses were super nice and took care of me the whole time. Since that moment, I have just wanted to have the same effect on other people as they did for me. Also I want to be the first to graduate from college in my family. I want to show my family that I will succeed in life just like they want me to. My family wants to me to get a good job and not have to worry about money so much unlike they have. My parents showed me how important it is to continue schooling. They live paycheck to paycheck and I know what it feels like to not be the kid with more money. I don’t want to have to live like that or have my future family have to live like that. I want to show everyone that I can do it and make a difference in people’s lives. College will help me become a Nurse and do what I have always wanted to. I want to be able to be a travel Nurse and help people in poorer areas that can’t travel to hospitals and help them get better and know that they have a chance to live again. I have always wanted to make a difference and fortunately JJC will help me do that. Right now especially it is important to get a degree in something because our economy is not the best and you need a lot of schooling to go far. That’s why I am here at JJC to better my life and other people’s life too.

Classic Tale of Little Woman Acting Project Paper

The classic tale of â€Å"Little Woman† has taken a place on many bookshelves throughout the world. The story follows the March girls through 15 years of their lives and is written in a very pronounced omniscient voice. Jo, Meg, Beth, and Amy live with their mother in New England. The Civil War is upon the nation and the March’s father is off serving as a preacher for the soldiers. The March women are back at home trying to keep the family together with the little money that they have. But life is not all gloom and dark for the March girls. A handsome boy comes to live next door, Theodore Laurence, which they soon learn to call â€Å"Laurie† or â€Å"Teddy†. Each March girl learns her life lesson in Little Woman. Meg, the oldest, puts aside her love for fine things to marry a tutor and live her life simply. Jo, the second oldest, is very boyish and wishes to own the same freedoms that men do, she learns to embrace her womanhood. Beth is too terribly shy and learns to be brave in her last hours of life. Amy, the youngest of the March family, is very selfish and wishes to live the life of a queen. She then learns that money is not everything and that love is worth more than gold. One of the major key components of the drama starts when Meg marries John Brooke. Jo is afraid of change and tries to ruin their relationship. Laurie takes this emotional time to express his love for Jo. Jo is shocked and refuses him hardily, saying that she only thinks of him as a true friend. Jo leaves the MarchShow MoreRelatedEssay on Silent Spring - Rachel Carson30092 Words   |  121 PagesBeacham. The following sections, if they exist, are offprint from Beachams Guide to Literature for Young Adults: About the Author, Overview, Setting, Literary Qualities, Social Sensitivity, Topics for Discussion, Ideas for Reports and Papers.  © 1994-2005, by Walton Beacham. All other sections in this Literature Study Guide are owned and copywritten by BookRags, Inc. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means graphic, electronicRead MoreFrankenstein Study Guide14107 Words   |  57 Pagesin ways that students may find to be of fensive. You may wish to point out that at the time when Shelley was writing, people typically had little access to information about other cultures, and it was not uncommon for people to hold negative views toward cultures they didn’t understand. SYNOPSIS Frankenstein is a frame story, a structure of tales within tales. 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Daddy!† â€Å"My little girl was trying to wake me up and tell me about the fire,† he said, adding, â€Å"I couldn’t get my babies out.† While he was talking, a fireman emerged from the house, cradling Amber. As she was given C.P.R., Willingham, who was twenty-three years oldRead MoreTrial by Fire16445 Words   |  66 Pageschaplain named George Monaghan led him to the back of a fire truck and tried to calm him down. Willingham explained that his wife, Stacy, had gone out earlier that morning, and that he had been jolted from sleep by Amber screaming, â€Å"Daddy! Daddy!† â€Å"My little girl was trying to wake me up and tell me about the fire,† he said, adding, â€Å"I couldn’t get my babies out.† While he was talking, a fireman emerged from the house, cradling Amber. As she was given C.P.R., Willingham, who was twenty-three years old

Sir Gawain and The Green Knight Essay - 1109 Words

â€Å"Sir Gawain and the Green Knight† Sir Gawain and the Green Knight is a very interesting and stimulating narration, filled with mystical creatures and wonderful details, the author known as Gawain-poet did a wonderful job in portraying the characters throughout the story. During the story, The Green Knight challenges King Arthur to a game, which Sir Gawain accepts. Gawain participates in the game by chopping the head off of the green knight, who picks it up and leaves, Gawain is to meet the green knight in a year to receive his blow. The theme of the narration is simply youth compared to age, which is implied at the beginning of the story because of the New Year’s feast. â€Å"The youthfulness of Arthur and of Arthurs folk ... introduces†¦show more content†¦Ã¢â‚¬Å"The other protagonist, the Sir Gawain of our poem, is correspondingly related to a traditional Gawain who (Miss Weston tells us) did not originally belong among Arthurs Knights any more than does the Green Knight. Gawains traditional role ( she convincingly establishes) was that of the hero, the agent who brought back the spring, restored the frozen life-processes, revived the god--or (in later versions) cured the king† (Speirs 4). The dynamic, antagonist is the Green Knight, who is the mysterious, supernatural creature of the story and later we learn is actually Sir Bertilak. â€Å"With a similar counter-romance effect, piety, elegance, and courtesy set the tone at Bercilaks halls; the magic antagonist and his retinue offer the stranger warm hospitality and display exemplary courtly behavior† (Bercovitch 4). There are many aspects when it comes to the plot of a narrative poem including the exposition, which is the moment Gawain agrees to the Green Knights challenge, chops the Green Knight’s head off and is to meet with the Green Knight in one year to receive his blow. With the agreement made between the Green Knight and Sir Gawain, in turn begins the foreshadowing of the event between the two, which is to come. The rising action is when Gawain accepts the challenge of the Green Knight and chops off the Green Knight’s head. The falling action is the moment of the story where the Green Knight explains all the mysteries the story had previously and theShow MoreRelatedSir Gawain And The Green Knight1359 Words   |  6 PagesIn the poem â€Å"Sir Gawain and The Green Knight,† a protagonist emerges depicting an Arthurian knight named Sir Gawain. Sir Gawain, King Arthur’s nephew, takes initiative by accepting the challenge requested by the Green Knight in place of h is uncle. He undergoes a perilous adventure, seeking for the Green Knight to receive the final blow. Although Sir Gawain is not viewed as a hero for his military accomplishments, he is, however, viewed as a heroic figure by the Knights at the Round Table for hisRead MoreSir Gawain And The Green Knight862 Words   |  4 PagesIn Sir Gawain and the Green Knight, by an unknown author referred to as the â€Å"Pearl Poet,† we are introduced to Sir Gawain. Gawain is a knight of the Round Table and he is also the nephew of King Arthur. As a knight, Gawain is expected to possess and abide by many chivalrous facets. Throughout the poem he portrays many of the qualities a knight should possess, such as bravery, courtesy, and honor among others. Because of his ability to possess these virtues even when tempted to stray away from themRead MoreSir Gawain and the Green Knight1100 Words   |  5 PagesThe poem of Sir Gawain and the Green Knight compares a super natural creature to nature. The mystery of the poem is ironic to the anonymous author. The story dates back into the fourteenth century, but no one knows who originally wrote the poem. This unknown author explains in the poem of Sir Gawain not knowing of the location of the Green Chapel and or who the Green Knight really is. This keeps the reader entertained with the suspicion of not knowing. The author then does not give his name orRead MoreSir Gawain And The Green Knight Essay1687 Words   |  7 PagesSir Gawain and the Green Knight contains ambiguity and irony that make it interesting to read and teach. Gawain’s conflict arose when he accepted the girdle that could protect him and when he lied to his host, severing fellowship with the lord for courtesy with the lady. By utilizing a social reconstructionist philosophy of teaching that emphasizes personal beliefs and ethics, a teacher will help the students establish their identities and learn to appreciate classic literature. Sir Gawain and theRea d MoreSir Gawain And The Green Knight1514 Words   |  7 PagesSir Gawain and the Green Knight is an epic poem written in the mid to late fourteenth century by an unknown author. Throughout the tale, Sir Gawain, a Knight at the Round Table in Camelot, is presented with many hardships, the first being a challenge on Christmas by a man in which, â€Å"Everything about him was an elegant green† (161). This â€Å"Green Knight† challenged someone in Camelot to accept his game which they will chop off his head with his axe and the Green Knight will do the same to the playerRead MoreSir Gawain And The Green Knight1335 Words   |  6 PagesSir Gawain: The Ironic Knight Sir Gawain and the Green Knight is a tale of the utmost irony in which Sir Gawain, the most loyal and courteous of all of King Arthur’s knights, fails utterly to be loyal and courteous to his king, his host, his vows, and his God. In each case, Sir Gawain not only fails to perform well, but performs particularly poorly, especially in the case of his relationship with God. Ultimately, Sir Gawain chooses magic over faith, and by doing so, shows his ironic nature as aRead MoreSir Gawain And The Green Knight906 Words   |  4 Pagesusually the latter. In Sir Gawain and the Green Knight we see Sir Bertilak go off to hunt three very specific animals as a game with Sir Gawain. They agree that â€Å"what ever [Bertilak catches] in the wood shall become [Sir Gawain’s], and what ever mishap comes [Sir Gawain’s] way will be given to [Bertilak] in exchange.† (Sir Gawain†¦, ln 1105-1007). In this deal we slowly see Gawain loose his honor as paralleled with Sir B ertilak’s hunt. The first animal that is hunted by the knight is a deer, while thisRead MoreSir Gawain And The Green Knight Essay1521 Words   |  7 PagesFall 16 Donnelly Many years ago, knights were expected to form a certain type of relationship with their king, this relationship was otherwise known as fealty. Fealty is a knight’s sworn loyalty to their king (in other words a loyal relationship should be formed between the two). The use of this relationship is shown in the poem called â€Å"Sir Gawain and the Green Knight† ( the author is unknown). This poem has a classic quest type of formula, with a knight receiving a challenge and then going outRead MoreSir Gawain And The Green Knight1455 Words   |  6 PagesHowever, for Gawain in Sir Gawain and the Green Knight temptation existed around every corner while he was playing the game of the Green Knight. Temptation existed every day and each day it existed in a new way. Gawain never knew what was coming his way throughout the grand scheme of the game, but one thing was for certain he was being tested. Without his reliance religious faith and dedication to his reputation, Gawain wo uld not have been able to make it through the game of the Green Knight alive andRead MoreSir Gawain And The Green Knight Essay1020 Words   |  5 PagesBoth Sir Gawain, from â€Å"Sir Gawain and the Green Knight† translated by Marie Borroff, and Beowulf, from Beowulf translated by Burton Raffel, serve as heroes in different times of Medieval English Literature. Many of the basic principles that describe heroes in Medieval Literature are seen in both of these characters even though they were written in different times. There are distinct similarities, differences, and also a progression of what the hero was in English literature, between Sir Gawain and