Forbidden Fruit free essay sample

Of all life’s wild flavors, I’ve learned to savor each taste, touch, and smell, however lovely or horrid, I’d love nevertheless. There are the spices, fire burning in me, my reckless passion for adventure; challenges I can never refuse. The saccharine honey, sticky in its grace always to be eminently inspiring, to be the novelty moments I cherish; the irreplaceable memories I’ll never forget. Then there are the bittersweets, callous and murky—hazy in its stupor, its tantalizing mystery; I wouldn’t get to taste until the repercussion, chilling me to my bones bit by bit. The bittersweets have always been the most life changing, the most haunting. I began to appreciate its cruel taste after the end of sophomore year when I learned how to be grateful. It was the bruised reality of dark flavored ferments—I learned how life was exceptionally fragile. The car accident for one, during sophomore year, the moment my mom flipped our SUV down peri meter road. We will write a custom essay sample on Forbidden Fruit or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I remember breathing silence, the rolling of the car far away, and the frozen road ahead glaring back at me. From waves crashing and slapping my insides, I’d be too numb to scream, too numb to hear the snaps and the crunch beneath my head. Then the violent, colourful hashes of glimpsed faces behind closed doors that I’d wake under a hot blue sky, a throbbing head to the ambulances cries and mother’s â€Å"Im sorry, so sorry†¦Ã¢â‚¬  Her eyes like sea glass, eroded and jaded. My sophomore year had been the most eventful, a thundering maelstrom of all different kinds of flavors. From the bittersweets, the exotic, the sour, to the succulent sugars, I’ve savored each, and by junior year I realized that I craved to feel every flavor, to breathe it in, soak it up and taste its wisdom with stretched out hands; I’ll never want anything more. To fear nothing but the tasteless normality, it had occurred to me that life was short, too short. I’v e become filled with compassion for the world: its nature, its history, its people, its cultures, and the love I’ve seen in even the darkest of places. By senior year I found myself having affairs with words, realizing the writer in me, the artist fully bloomed, and it shaped my character indefinitely. I was inspired by the tiny moments in life I learned to be the most grateful about. The moments that came like magic, too quick to capture on film, too quick to remember—and the vivid image of time had always been ticking, never enough; I wanted to fill each minute in caramel riches, to its full sweet, sweet potential. I know life is filled with colors I’ve never seen, words I’ve never heard, like the forbidden fruit dangling just a bit out of reach. It calms me knowing its mystery will in the end unfold to me, as long as I keep chasing it.

How to Use Sentence Connectors to Show Contrast

How to Use Sentence Connectors to Show Contrast Once you have mastered the basics of correct usage in written English, you will want to express yourself in increasingly complex ways. One of the best ways to improve your writing style is to use sentence connectors. Sentence connectors are used to express relationships between ideas and to combine sentences. The use of these connectors will add sophistication to your writing style. After you study these constructions, take the  contrasting ideas quiz  to check your understanding. Common Connectors for Contrast Type of Connector Connector(s) Examples Coordinating conjunction but High level positions are stressful at times, but the financial rewards make these positions very desirable indeed. Subordinating conjunctions whereas, while While high level positions are stressful at times, the financial rewards make these positions very desirable indeed. Conjunctive adverbs in contrast, on the other hand High level positions are stressful at times; on the other hand, the financial rewards make these positions very desirable indeed. Prepositions unlike Unlike the undesirable stress of high level positions, the financial rewards make these positions very desirable indeed. Common Constructions for Contrast Formula Example Explanation the main statement, but contrasting statement Id really like to come to the film, but I have to study tonight. Use a comma or semicolon (;) with but. But is the most common way to show contrasting ideas. the main statement, in spite of contrasting statement OR in spite of contrasting statement, main statement They continued on their journey, in spite of the pouring rain. Use in spite of plus a noun, noun phrase or gerund the main statement, despite contrasting statement OR Despite the contrasting statement, main statement They continued on their journey, despite the pouring rain. Use despite plus a noun, noun phrase or gerund the main statement, although contrasting statement OR Although contrasting statement, main statement We wanted to buy a sports car, although we knew that fast cars can be dangerous. Use although with a subject and a verb. Learn More About Sentence Connectors Sentence Connectors: AdditionSentence Connectors: OppositionSentence Connectors: Cause / EffectSentence Connectors: Comparison

Prepare a Strategic Plan Term Paper Example | Topics and Well Written Essays - 1750 words

Prepare a Strategic Plan - Term Paper Example Hence, considering the current scenario of the business environment, it is important for every company to carry out strategic planning before functioning in the market place. In this paper, the strategic planning process of Vodafone will be presented. This project is not only aimed at studying the existing strategic planning of Vodafone, but the aim is also to formulate a strategic plan for the business to grow over the next three years. The company chosen for this assignment is Vodafone. Thus, a brief overview of Vodafone, prior to recommending the strategic plan for the forthcoming years, will be important. This will enable the readers to gather better understanding of the scenario. Vodafone Group PLC, commonly known as Vodafone, is a UK based global telecommunication firm. The company had started its operation from 1991 and before that, Vodafone used to function as Racal Telecom. Vodafone has its registered office at Newbury, Berkshire and is headquartered at London, UK. The company is adjudged as the third largest telecommunication company of the world, in terms of revenue and number of subscribers. The global telecommunication industry is led by China Mobile with a staggering 453 million subscribers (Vodafone, 2013). At present, the company operates in more than 21 countries and has licensed partners in 40 other countries. It is noticed that the Vodafone Global Enterprise division alone offers IT and telecommunication services catering to corporate clients in more than 65 countries of the world. The total employee strength of the company is 91,272. The company is listed at London Stock Exchange and is a London Stock Exchange constituent. In the financial yea r 2012-13, the company has earned revenue of  £44.445 billion and made a profit of  £429 million (Vodafone, 2013). Some of the important products of the company, apart from core service offerings (telecommunication and IT services), are Vodafone Mobile Connect USB Modem,

How the writing about skateboarding reflects the views of Essay

How the writing about skateboarding reflects the views of skateboarders - Essay Example Skateboarders have always viewed the sport this way. On the other hand, if you ask non-skateboarders about what they think of skateboarding the responses will vary. Society’s perception of skateboarding is always changing. The early writings about skateboarding show that society’s appreciation for the sport outweighed the public’s frustrations with skateboarders. By the late 1980’s when skateboarding showed resurgence, writings about skateboarding voiced frustrations with the skateboarding culture and even tried to deter people from skateboarding. Today there still exists some negative stereotypes from the past, but society is more careful when writing about skateboarding. To examine the changing perception of skateboarding, this essay examines writings about skateboarding in the late seventies, and late eighties (both eras had a resurgence of popularity to the sport) then the present date, to illustrate the changing views of the activity. Technological ad vances in the design of the skateboard in the 1970’s created an explosion of new skateboarders around the world. As a result, the skill level of skateboarders progressed quickly. Skateboarding was just beginning to become recognized as a sport in the late 1970’s. This resulted in skateboarding companies flourishing. Skateboards, skateboarding paraphernalia, and plenty of skateboarding magazines emerged. The skateboarding magazines eager to profit from this new sport would have to be careful with their treatment, as to make it appealing to young skateboarders, but also write cautiously about the problems associated with skateboarding. One considers that an article ‘There’s more than one shiny pebble on Brighton Beach’ (1977) discussed the planning stages of a skateboarding club. Still, they only briefly mention the problems associated with skateboarding, noting â€Å"there was a general discussion about the new sport – its popularity and its problems.† Although, one may find articles in skateboarding magazines that mention that skateboarding has its problems, it is very difficult to find any articles which go into detail about those problems. This article is selective in how it chooses the material to present the problems associated with skateboarding because during the late 70’s skateboarding was just beginning to gain popularity. The explosion of many new skateboarders meant lots of new skateboards and skateboard paraphernalia to be sold. Hence, skateboarding magazines would have been cautious in what they choose to portray. When this article refers to trouble making kids they say are inferring that the group prevents them from causing trouble. The articles notes It’s all worth it and very refreshing for those of us involved. Kids who are normally out in the streets aren’t – they come skateboarding with us instead. We get some of the young hoods with us but they never cause trouble. A ll they want to do is skateboard – and that’s why it’s so rewarding. (para. 6) When this article refers to kids who cause trouble being when there out on the streets, it does not go into to detail about those problems. The article illustrates how it is rewarding to see the group have a positive effect on the youth, as it keeps them out of trouble. Since skateboarding was only beginning to gain popularity during the late 1970’s, it is possible that the general public was not entirely frustrated with skateboarders yet. Teeter (1979) further expands the discussion on skateboarding, in a newspaper article from the Lethbridge Herald. This article is also only slightly suggestive of the public’s frustrations with skateboardin

Inclusion in the classroom Term Paper Example | Topics and Well Written Essays - 750 words

Inclusion in the classroom - Term Paper Example As a result, the children with disabilities are not receiving sufficient and much needed care and attention, and the regular education of students is interrupted all the time. If there are students with special needs, then the educator is obliged to direct disproportionate attention to a small number of students, thus lessening the quantity of energy and time aimed at the rest of the class. Certainly, the variety of abilities is simply too big for one educator to sufficiently teach. As a result, the commission for greater educational responsibility and accomplishment are incapable to be met. There is also great concern for an emotional well being of the students with special needs. Many parents are concerned that other students will be ridiculing the one that stand out in some way. And the teacher cannot always be nearby to support the student with disabilities or protect him. One of the teachers’ goals is to help his students to develop as individuals, with is hard to achieve when some of his students, on the ground having some disabilities, have lowered self-esteem and stigmatized and even persecuted by other students. The learning disabilities field seems to recognize that being treated as an individual can usually be found more easily outside the regular classroom" (Lyon & Vaughn. (1994). p. 15). There are many reasons why the majority of students with special needs benefit more from services received outside the regular classroom. ... Also, as far as the educators’ trainings and abilities, ordinary teachers seldom have a desire or patience for a special student in their class Inclusion is a matter of concerns not only for the parents of children with special needs. There are number of voices against it coming from parents of the students with no disabilities. They are concerned that academic achievements of their children will suffer due to the teacher’s shift of attention to those with disabilities, thus leaving his regular students to be more on their own. Parents of children without disabilities often worry that the curriculum standards will be lowered by the inclusion of students with disabilities and those students with ADHD. Some special educators voice concerns that full inclusion may result in diminished or inadequate specialized services for students who have special needs. They point out that the regular classroom may not be the best setting for every child. Violent and emotionally disorder ed children, for example, may pose a threat to themselves and to their classmates. Overworked classroom teacher have complained that they are given inadequate resources and training to deal with students with disabilities. Ideally, when students with disabilities are included in regular classroom, their teachers receive special training and help from special education teacher who serves as either a co-teacher or a consultant. (Ryan, 2008, p.76-77) The hard work of inclusion do not bring success often because educators in conventional classrooms do not have proper preparation; there is a lack of knowledge about inclusion amongst supervisors, and the financial support for training and resources is usually short. One

Perspectives Of Moral Development

Perspectives Of Moral Development Morality has different principal meanings. In its first, descriptive usage, morality means a code of conduct or belief which is held to be authoritative in matters of right and wrong. Morals are created and defined by society, philosophy, religion, and/or individual conscience. Morality is also synonymous with ethics. Ethics is the philosophical study of the moral domain. Ethics seeks to address questions such as how a moral outcome can be achieved in a specific situation, how moral values should be determined, and what morals people actually abide by. This paper and presentation will discuss morality as it relates to the learning and cognitive perspectives in psychology, with the primary goal of discovering which perspective is stronger and why. There are many different theories of moral development, all with their own strengths and weaknesses. Perspectives, such as the competing learning and cognitive perspectives in this paper, try to explain why morality exists amongst humans. In this paper, we will discuss several important learning and cognitive theories of moral development and their associated critiques. More specifically, from the learning perspective, we will discuss Banduras social learning theory of moral development, Kohlbergs stages of moral development and Gillians expanded research on Kohlbergs stages of moral development. In particular, the cognitive perspective also shows to be particularly convincing in presenting morality in its light. The cognitive perspective brings many things to the table, such as, how evolutionary adaptive selfishness and never feeling anonymous can create ethical behavior and morality. The cognitive perspective ventures to say morality is only understood when seen in collections of people seeking their own self interest. Included in this paper is a study that supports this selfish tendency of humans. Morality can also been seen as an interplay of emotions and cognition. Lastly, through the cognitive perspective, cause and effect and brain structures are used to help explain morality. Learning Perspectives Social Learning Perspective Social learning is the acquisition of new behavior from watching others demonstration actions (children see, children do) (Bandura, 1969). It is important to note that just because you learn an observable behavior from someone else does not mean that you fully imitate that behavior. When discussing morality, people may pick up only certain pieces from observing others moral action, emulating to achieve the same goal, not imitating the exact motor functions. This is prevalent when discussing how we develop our morality. Most moral development theories state that acquisition of morality often occurs during childhood, as explained later on. One of the most important theories of moral development is Banduras social learning theory of moral development. According to social learning, a childs acquisition of adult moral standards is a gradual process of imitating the observable values and behavior of others. In this theory, moral development is learned through modeling (Bandura, 1969). Bandura believed that direct reinforcement does not account for all learning and intrinsic reinforcement as a form of internal reward, such as pride, satisfaction, and sense of accomplishment (Wagoner). Modeling teaches new behaviors, influences the frequency of previously learned behaviors, encourages previously forbidden behaviors, and increases the frequency of similar behaviors (Bandura, 1969). In order for modeling to work accurately, a person must be paying attention to the observable behavior, retain knowledge of the behavior, be able to replicate it, and have motivation of intrinsic-positive reinforcement. Modeling can be seen in the variety of ways people acquire their personal moral behavior. Primary attainment of morality is derived from immediate family. As a child your parents teach you their perspective of right and wrong through both contingencies and observational learning. For example the parents donate their clothes to the Salvation Army as an act of good will; by the child observing this behavior, he learns to be charitable and donate his clothes as well. Religion also heavily influences moral development by teaching a child to believe and ask for help from a higher power or creator. If a child were to go to church every Sunday growing up they would learn to have similar morals as the congregation such as helping others, living for the higher power, and differentiating between good and evil. Another important influence on childrens moral development is their education. In school, if a child sees another child get in trouble for cheating, that child will view the punishment a nd choose not to pick up the unmoral behavior of the other student. Other moral inspirations can include, but are not limited to media, peers, mentors, and positive role models. Overall, this model is the most frequently used when discussing moral development, but no theory comes without critiques. Our evaluation of this theory leads us to believe that this theory does not take into account that everyone has different ideas of morality. Therefore, what may be seen as just in ones life may not be for another. Another issue is whether morality develops out of intention or behavior. For example, if a person knows that his married friends husband is cheating of her, and tells her with the good intention of helping their marriage and it actually causes a murder, even though the friends intention was moral, the end result is not. This theory does not account for such ambiguities. Kohlbergs Stages of Moral Development Another important theory is Kohlbergs stages of Moral development. He based his theory on research and interviews that he conducted with children at younger ages. Kohlbergs theory consisted of six stages, and he was not so interested in the yes or no answers he received, but more on the logic behind the response (Jorgenson, 2006). The six stages included obedience and punishment orientation, individualism and exchange, good interpersonal relationships, maintaining the social order, social contract and individual rights, and universal principles (Jorgenson, 2006). Along with these six stages were three levels: pre-conventional morality, conventional morality, and post-conventional morality. Through the stages and levels the children begin to see that there is not just one authority, and there are different sides to all situations (Jorgenson, 2006). They also emphasize on being a good person, obeying laws, and concentrate on values that will make for a good society. Pre-conventional le vel holds stages one and two, and is when the child focuses on external consequences of a certain action (Jorgenson, 2006). At the conventional level the person is concerned with right or wrong and obeys laws rules and societys norms without consequences, and contains stages three and four (Jorgenson, 2006). Last the post-conventional level which composes stages five and six allows the person to realize to live by their own principles and definition of right and wrong (Jorgenson, 2006). Is it right or wrong to take something that is desperately needed if you have been turned down to receiving it? In one of Kohlbergs examples a women has a deadly disease and needs some rare medicine that the town druggist makes and sells for way too much. The husband of the women gathers some money, but not enough and asks the druggist for to give him the drug for what money he does have. The druggist of course says no, and later that night the husband breaks into the store and takes the medicine, so his wife does not have to suffer (Jorgenson, 2006). There are many different answers to this question, but your morals would be justified with your response. As any other theory Kohlbergs had critiques as well. The major dilemma with this particular theory is that some psychologists found it sexist. The six stages were more directed towards men than women (Jorgenson, 2006). Another problem with Kohlbergs theory is that is limited to morals and excludes moral values such as caring, and that there is an overlap between some of the stages. Critics also state that Kohlberg overemphasizes justice when making a moral decision. One last critique that seems to be an issue is the difference in knowing what we need to do and actually doing it. Gilligans Perspective of Moral Development Expanding on Kohlbergs theory, Carol Gilligan complained against male-centered psychology including Kohlbergs theory of moral development. Gilligan proposed stages of moral development for women. Her theory is very similar to Kohlbergs stages in that there is a preconvention, conventional, and post conventional stage, but what she discovered through her years of work with women is that when women make monumental moral decisions they are more concerned with caring than the rules of the game (Jorgenson, 2006). For Gilligan, the transitions between the stages are fueled by changes in the sense of self rather than in changes in cognitive capability (Jorgenson, 2006). With that in mind, Gilligan explained that the goal of the first stage is individual survival, transitioning from selfishness to responsibility for others. The second stages goal is to learn that self-sacrifice is goodness and a person transition is from goodness into truth that you are a person. Followed by the third, post conventional stage, where the goal is learning the principle of non-violence. (Jorgenson, 2006) Cognitive Perspectives Adaptation From the cognitive perspective, one way of explaining morality is by using evolution. From this viewpoint it is argued that more altruistic behavior was (in our ancestry) more beneficial than selfish behavior, which increased fitness for the non-selfish competing homo-sapiens. This would indeed allow more success than selfish behavior (Gintis, Henrich, Bowles, Boyd, Fehr, 2008). When it comes to surviving, it is of course easier to work as a group. This goes along well with the discussion that took place in Intro to Cognition class about whether or not there is truly a genuine altruistic act. In this particular case, the homo-sapiens that are less selfish are more altruistic, however, they are acting in their best interest. So it really depends on how one defines altruism. If altruism is defined by a person receiving zero benefit from a selfless act, then defending true altruism is quite difficult. It could be argued that a seemingly selfless act always provides a reward to an organ ism, whether it is internal or external. If the reward is not material, then it could be in the form of, for lack of better terms, a warm cozy feeling. Anonymity Discounting morality as an adaptation, Price explains being charitable to strangers as a carry over from our Pleistocene ancestors. In the past we encountered few strangers and our Pleistocene brains confused strangers with acquaintances and even kin. Furthermore, Price believes we act ethically under anonymous conditions, because anonymity was rare in our hunter-gatherer times. With anonymity being so rare, our stone-age brains never really act as if we are not being closely watched and socially evaluated (as cited in Gintis, Henrich, Bowles, Boyd, Fehr, 2008). It seems that we always think we are on stage even though we are not. Group survival One may argue that genuine altruism exists, but consider that an altruistic act, which may be costly to an individual may benefit the survival of a group (Gintis, Henrich, Bowles, Boyd, Fehr, 2008). Benefiting the group also benefits the individual that acted altruistically. So is this true altruism? Could our morality be based off of cognitive processes that are just a long run of our own self interest (Dawkins, 1989)? This further highlights the evolutionary advantages of morality. Taking the perspective that humans are purely survival machines, it is clear that ones self-interest is best preserved when being a team player. As R.D. Alexander put it in The Biology of Moral Systems, ethics, morality, human conduct, and the human psyche are to be understood only if societies are seen as collections of individuals seeking their own self-interest (as cited in, Gintis, Henrich, Bowles, Boyd, Fehr, 2008). Saving yourself vs. others To further show the evolutionary ingrained self-interest to act morally, a study by Moore, Clark, and Kane (2008), accurately predicted that killing to save oneself and other people would be more acceptable than killing to save only other people. When the situation called for inflicting harm to save only others, the harm was considered especially inappropriate. However, when the situation called for saving themselves and others, the harm was particularly appropriate. Factors such as personal or impersonal nature of inflicted harm, the benefit to the agent, the inevitability of victims deaths, and individual differences in Working-Memory-Capacity were all factors taken into account with this study. Emotion and Cognition Both emotion and cognition are at play with moral judgment, but it is still unclear as to how they interact. One view suggests that even though emotion and cognition operate together, they are dependent on largely separable neural systems. This is best seen when looking at difficult moral decisions associated with response conflict, leading to a competition between the limbic (emotional) and cognitive brain regions. In this scenario, automatic emotional responses must be suppressed by rational (cognitive) top-down processes so that better decisions can be made (Moll, de Oliveira-Souza, Zahn, 2008). Cause and Effect A way to look at the cognitive perspective of morality is based off of influence and consequence. People tend to make decisions based on the nature of the effect their actions will have on them. Moral judgment is said to be a cognitive process which is developed naturally. Cognitive scientists believe that the mind functions by means of heuristics-fast and frugal procedures for forming beliefs, reaching decisions, and performing actions (W. Armstrong, 14). Piaget states that morality is acquired through construction-actively thinking about multiple aspects of situations in which social conflicts arise and deriving new moral understandings. According to Lawrence Kohlberg, a strong follower of Piaget, the center of moral choice and feelings are based on the outcome of personal well being (Garcia, Solis p. 349). Kohlberg lays out six stages of moral development. In his book, Theories of Development, W.C. Crain summarizes Kohlbergs stages well. Collectively, in the six stages, a child co nceives right and wrong according to his authorities, then notices differentiating sides to issues and decides to pursue his own interest. As the child develops, he begins to absorb the societys values and expectations, and finally decides to adhere to the morals he thinks are accurate. This coincides with the beliefs that morality is both a learned and mental process. Brain Structures Morality is also said to be connected with brain structures and chemical reactions within the brain. These findings are mainly the result of the analysis and study of patients with changes in their social and moral behavior as a consequence of acquired brain injuries, as well as the study of normal and pathologic behaviors with structural and functional neuroimaging (Garcia, Solis p. 352). Lets go to the case of Phineas Gage. Gage was a railroad worker who had an accident on the job resulting in a rod piercing his brain and destroying his frontal lobes. Prior to his accident, Gage was well balanced, intelligent, and respectful. Afterwards, his friends described him as fitful, irreverent, and grossly profane, showing little deference for his fellows (Macmillan). The frontal lobe is believed to be the motor house for morality and cognition. According to researchers, any dysfunction in the frontal lobes of the brain shows a disassociation between social cognition and moral knowledge. Th e person no longer understands what morals are and how they affect his behavior. Research done by scientists at Harvard, Caltech, and the University of California concluded that there is a direct link between the neuro-anatomy of emotion and moral judgment. According to F. A. Von Hayek, humans do not directly perceive and respond. Instead, human perceptions, thoughts and actions are the result of internal transformations and computations that follow from processes repeatedly carried out by our minds (E. Gick). This belief associates with the dual process theory of moral judgment. Hayek supposes that we as individuals live in two worlds, a substantial one and phenomenal one. In our bodies, our minds are always processing new information. Our neurotransmitters, when excited by a stimuli, will send messages to our brain, which will in turn elicit a certain response. At times, a person can react one way when enticed by a stimulus, and a completely different way when enticed by that same stimuli in a different environment. Conclusion Both the learning and cognitive perspectives bring great arguments to the table; however, our group believes that the cognitive perspective wins out with more supporting scientific evidence. There is an obvious interplay between both perspectives. You must have a predisposing for moral development but you also must have an aspect of social learning involved. We have reasoned that people act morally by socially learning from their family, peers and other environmental factors, nevertheless, morality is ingrained in our brain. There are no morals without a place to put them. With that in mind, organisms have evolved into moral beings because it is beneficial to the person; making altruistic acts nonexistent. Another reason we believe the cognitive perspective to be stronger is because of the anatomy of the brain. Damage to the frontal lobes will change cognition, specifically moral cognition. Also, in general moral development is a cognitive process, led by the idea of heuristics. The social learning theory may explain morality in one aspect, but the organism still has to choose what they think (cognition) is moral behavior. Therefore, choosing the learning perspective as the strongest argument would be understandable and debatable, but without the cognitive backbone, morality would not exist.

Arcimboldos Water :: Visual Arts Paintings Art

Arcimboldo's Water The picture is of a head made up of many different sea features with a plain black background. It would be nearly impossible to name all the aquatic animals that make up this head. It seams as though there is a chest plate at the top of the body which is made of a crab and there are also shoulder plates which are made up by using a turtle and a large mussel, an octopus has also attached itself to the shoulder plates. Hanging around the neck there is a necklace made of pearls. The cheek is a ray of some sort, the ear is a mussel with a pearl as an earring. There is some sort of crab in place as the eyebrows and the mouth seams to be a dogfish with its jaws open revealing all its teeth. The figure seams to be wearing a crown which is made up of whales, seals, sea horses and coral. The nose is also made up by a fish. There is an array of different colours used but only the coral and a lobster seam to be bright and really stand out. Arcimboldo has arranged this piece so that when you look at the picture you are not struck by individual features but the picture as a whole and I found that happened with me. Arcimboldo has used oil on limestone to create this picture and it seams as though he has built the picture up from the background and added layers as he painted. The ideas used are obviously derived from the sea and sea creatures and are created together in a harmonious way and it shows a sign of peace with so many different creatures layed together in harmony. I think it was made to show that people can live together peacefully just as the animals are in the picture. It shows that fighting and arguing can be discarded and that everyone can get along no matter what or who they are: within the picture many of the animals would be each others enemy and prey. I like this picture because Arcimboldo has incorporated so many different species into the image but it is still very clearly a face and shoulders. Also the message of peace is clearly illustrated and is