Essay Writing Role - Free Essay Example

Sample details Pages: 5 Words: 1499 Downloads: 8 Date added: 2017/09/21 Category Advertising Essay Type Argumentative essay Tags: Development Essay Did you like this example? Vishal Retail Limited – Stock Count Vishal Retail Limited Guidance Sheet for Stock Count at Retail Stores S. N o. Activity Responsibility 1. a. The stock count is to be carried out for 14 divisions, wherein, one division will be covered in one day. b. The stock count is required to be conducted by scanning all stock items in a given division. c. The stock count has to be carried out during the night between 10:00pm – 8:00am to ensure timely and accurate measurement of stock. Physical verification of the stock at stores shall be carried out as per the attached schedule. Refer Annexure 1. Project Team, CA Firms and Store. 2. Key Responsibilities a. Ensure stock count is carried out as per the prescribed schedule b. Ensure that all items of a given division are counted. c. Ensure that each item is counted only once and that there is no duplication d. Identify the damaged / unsaleable stock and prepare an article wise list of such items. e. Report all deviation from the prescribed process. Internal Auditors (CA firms) 3. Stores have to follow the guidelines as described in Annexure 2 Store, Internal Auditors (CA firms) 4. Stock count is to be carried out by scanning all items as per the Store, Internal Auditors (CA 2010 Axis Risk Consulting. All rights reserved Vishal Retail Limited – Stock Count S. N o. Activity Responsibility prescribed process given in Annexure 3. firms) 5. The CA firm / internal auditors are required to prepare a report in the prescribed format as given in Refer Annexure 4 and email the same daily at [emailprotected] in Internal Auditors (CA firms)  © 2010 Axis Risk Consulting. All rights reserved Vishal Retail Limited – Stock Count V ishal Retail Limited – Stock Count at Stores – Project Team Vishal Retail: Mr. Sudhanshu Agarwal Mr. Manshu Tandon Mr. Pius Monteiro Mr. Rahul Ranjan Singh Regional and Area Managers Axis Risk Consulting Services Pvt. Ltd. : Team Axis Contact Details: Ema il: [emailprotected] in internal. [emailprotected] in  © 2010 Axis Risk Consulting. All rights reserved Vishal Retail Limited – Stock Count ANNEXURE  © 2010 Axis Risk Consulting. All rights reserved Vishal Retail Limited – Stock Count Annexure 1 Stock Count Schedule: Day No. Date (Tentative) Day Division to be covered Day 1 4-Aug-10 Wednesday Mens Ethnic Day 2 5-Aug-10 Thursday Lifestyle Day 3 6-Aug-10 Friday Ladies – Western Day 4 9-Aug-10 Monday Kids Infants Day 5 10-Aug-10 Tuesday Kids – Boys Footwear Day 6 11-Aug-10 Wednesday Mens Lower Day 7 16-Aug-10 Monday FMCG – Non Food Branded Day 8 17-Aug-10 Tuesday Kids Girls Day 9 18-Aug-10 Wednesday CDIT Ladies Ethnic Day 10 19-Aug-10 Thursday Home Furnishing Day 11 20-Aug-10 Friday Mens Upper Day 12 21-Aug-10 Saturday Household  © 2010 Axis Risk Consulting. All rights reserved Vishal Retail Limited – Stock Count Annexure 2 Guidelines for Stores: 1. All customer transactions should be stopped and all GRCs pending in the receiving area should be completed; 2. NO requests for Sales / GRC transactions should be entertained during physical verification; . Proper stacking and arrangement of stocks should be ensured before commencing with the stock scanning activity; 4. The bar code label should be kept facing out to make it easier for scanning. 5. The store should identify and segregate the damaged article and it should be scanned separately, the list of damaged articles kept at DC (at store) should be updated for the given divisions before commencement of the stock take activity. 6. The bar code / article details of the stocks not kept in packed condition should be easily identifiable.  © 2010 Axis Risk Consulting. All rights reserved Vishal Retail Limited – Stock Count 7. Stock takers shall proceed in an orderly manner to ensure that no item is missed and no item is checked twice. For this purpose, counting shall be done in a sequence, starting from the location of item. Each Gandola / Rack is to be marked with a damage free sticker (22 inch) When the same is completed to avoid duplication. 8. Stocks not present in the store premises i. e. materials sent out to other stores, main DC, etc. should be taken into consideration. Confirmation from the holders of such stock shall be obtained that these items are in their possession; . Ensure that there are no pending manual bills (if any); 10. Collect all items from return counter including dummy(s); 11. Store should plan that there is adequate manpower to support stock take activity. All activity (i. e. scanning) for a particular division should be completed in one night.  © 2010 Axis Risk Consulting. All rights reserved Vishal Retail Limited – Stock Count 12. During the stock count, all items which are unscannable or do not have bar codes need to be segregated out and should be manual entered in the scanning software after completing the scanning for all other items. Rep resntative of CA firm needs to be notified whenever an item needs to be manually entered in the scanning software.  © 2010 Axis Risk Consulting. All rights reserved Vishal Retail Limited – Stock Count Annexure 3 Stock count process to be followed by Store Scanning Process  © 2010 Axis Risk Consulting. All rights reserved Vishal Retail Limited – Stock Count Annexure 4 Report format: Please note: †¢The firm needs to prepare a report for each division (i. e. each Day). †¢This checklist should be prepared by the firm’s representative responsible for a location or department and should be completed and sent before leaving the store. Name of Company Vishal Retail Limited (VRL) Store Code Store Location Division Scanned Date of Stock Count Start Time, End Time and Total Duration of Stock Count CA Firm Name Stock count done by CA Firm Representative(s) Store Manager / other client representative present  © 2010 Axis Risk Consulting. All rights reserv ed Vishal Retail Limited – Stock Count (A) Provide your input based on your observation of stock count and discussion with the Stores Manager: General Description of Inventory (indicate those that apply): Available (Yes / No)* Retail Merchandise Damaged Goods Pending for GRC Special Order / Other Categories * Please mention ‘NA’ if not applicable (B) Obtain the details of the following from the Stores Manager: Special categories of Inventory: Please mention Quantity Value (Rs) * Goods billed / transferred but not dispatched Stock owned by others Goods in transit to other locations / return to DC Goods in transit from vendors * Please mention ‘NA’ if not applicable  © 2010 Axis Risk Consulting. All rights reserved Vishal Retail Limited – Stock Count (C) Physical Inventory Procedures: Details Yes / No Remarks 1. Did the Companys personnel follow the inventory instructions 2. Were inventory items arranged in an orderly manner prior to th e inventory to facilitate the counting? 3. Were different types, special categories and special classes of inventory properly segregated to facilitate proper inclusion/exclusion from the physical count? 4. Was the store team familiar with the inventory? 5. Were sales / dispatch and receiving operations suspended during inventory taking? (If not, describe procedures employed by the Company to assure an accurate cut-off. ) 6. Were the items in the dispatch and receiving area(s) properly segregated between items to be included in stock and those not o be included in stock? 7. Were discontinued/ damaged items clearly segregated by the store team? 8. Was a list of updated damaged / Unsalable was available at DC? 9. Did all LOB heads and store manager signoff that all items in the store has been scanned and counted? 10. Were their any items without bar codes or had a bar code but could not be scanned. If yes, please mention the quantity of such items for each division.  © 2010 Axis Risk Consulting. All rights reserved Vishal Retail Limited – Stock Count  © 2010 Axis Risk Consulting. All rights reserved Vishal Retail Limited – Stock Count Stock Count details to prepared by the CA Firms POS No. Division covered Start Time End Time Total Time Taken Quantity Scanned No. of Persons involved 1 2 3 4 5 6 Total Cut-off Procedure:** Last MRN / GRN No. Vendor Name Date and Time Has material been included in the Inventory? (Yes / No) Amount of Invoice (Rs) Last Sales Invoice No. Date Times Amount of Invoice (Rs) ** Guidelines: 1. Describe reference source.  © 2010 Axis Risk Consulting. All rights reserved Vishal Retail Limited – Stock Count 2. When pre-numbered receiving document or sales invoices are used, note the last number and any unused prior numbers. When pre-numbered documents are not used, obtain information about several sales and receipts immediately prior to the inventory date. 3. Trucks on premises containing either in-bound stock or out-bound stock should be listed, showing number of truck / vehicle, whether full or empty and whether or not contents are included in inventory. Inventory file / result: Please collect the . exe file i. e. the stock count result file on completion and send it with the report. Please mail the final report to: Rahul Ranjan: internal. [emailprotected] in Axis: [emailprotected] in 2010 Axis Risk Consulting. All rights reserved Vishal Retail Limited – Stock Count Declaration: The stock was carried out in my presence on ____________ (Date) for ____________ (Division). All stock available at the store of the above mentioned division has been scanned once and there has been no duplication of stock count. There is no other inventory in my possession for which I am accountable except as noted above. Store Representative – Store Manager / ASM (Name, Signature and Date) In presence of: Internal Auditor Representative (s) (Name(s), Signature(s) and Date)  © 2010 Axis Risk Co nsulting. All rights reserved Don’t waste time! Our writers will create an original "Essay Writing Role" essay for you Create order

Guinea Grass And The Mango Tree - 1627 Words

Producers in an ecosystem are typically plants or other autotrophic organisms. The Hot Zone by Richard Preston implies that mango trees and African grasses serve as producers in their respective ecosystems. The mango tree is native to central Africa. Mango trees achieve heights of 90ft and widths of 80ft because of their deep-set roots and stable bases (Wanitprapha). The mango tree belongs to genus Mangifera and the most common mango species is Mangifera indica. The mango is a food source for frugivores, and its soft skin allows many species access to its sugary pulp. Guinea grass is another producer on the African continent. Guinea grass is the favored food for all grazing herbivores that inhabit the African plains. This absolute†¦show more content†¦The wingspan of a megabat can range from 6cm to 1.7m and they weigh up to 3.5lb. Their diet consists of vegetables, nectar, coconut, and mango. Megabats help pollinate flowers by storing pollen on their chests; this is an examp le of interdependency between producers and consumers. Therefore, the fruit bat concomitantly serves an abiotic factor in an ecosystem. In 2007, fruit bats in Gabon were found to be carriers of the deadly Marburg virus (Deadly). This carrier function affects other consumers by potentially killing off a predatory population. The Cape buffalo is another commonly found African consumer. Cape buffalos are the only indigenous bovines to roam the African plains. Cape buffalo are massive creatures; they weigh one ton and stand five feet above the ground (Estes). A Cape buffalo’s diet consists of grass and other vegetation; therefore, they are herbivores. Cape buffalo belong to the genus Syncerus and species S. caffer. The Cape buffalo contributes to the ecosystem by consuming grasses and then converting them into decomposable excrement. The Cape buffalo also servers as potential food for secondary consumers and tertiary consumers. Consumers are vital to an ecosystem because they hel p maintain population equilibrium. Abiotic components serve as the foundations for an ecosystem; they implicitly dictate which types of organisms can inhabit certain environments. Sunlight is an abiotic factor that affects a plant species’ growth and ubiquity. The

Biography of Garrett Morgan, Inventor of the Gas Mask

Garrett Morgan (March 4, 1877–July 27, 1963) was an inventor and businessman from Cleveland who is best known for inventing a device called the Morgan Safety Hood and Smoke Protector in 1914. The invention was later dubbed the gas mask. Fast Facts: Garrett Morgan Known For: Invention of safety hood (early gas mask) and mechanical traffic signalBorn: March 4, 1877 in Claysville,  KentuckyParents: Sydney Morgan, Elizabeth ReedDied: July 27, 1963 in Cleveland,  OhioEducation: Up to sixth gradePublished Works:  The  Cleveland Call, a weekly African American newspaper that he established in 1916, which became the  still-published Cleveland Call and Post in 1929Awards and Honors:  Recognized at the Emancipation Centennial Celebration in  Chicago, Illinois, in August 1963; schools and streets named in his honor; included in the 2002 book,  100 Greatest African Americans  by  Molefi Kete Asante; honorary member of  Alpha Phi Alpha  fraternitySpouse(s): Madge Nelson, Mary HasekChildren: John P. Morgan, Garrett A. Morgan, Jr., and Cosmo H. MorganNotable Quote: â€Å"If you can be the best, then why not try to be the best?†Ã‚   Early Life The son of former slaves, Garrett Augustus Morgan was born in Claysville, Kentucky, on March 4, 1877. His mother was of Native American, black, and white descent (her father was a minister named  Rev.  Garrett  Reed), and his father, was half-black and half-white, the son of the Confederate Colonel John Hunt Morgan, who led Morgans Raiders in the Civil War. Garrett was the seventh of 11 children, and his early childhood was spent attending school and working on the family farm with his brothers and sisters. While still a teenager, he left Kentucky and moved north to Cincinnati, Ohio, in search of opportunities. Although Morgans formal education never took him beyond elementary school, he worked to give himself an education, hiring a tutor while living in Cincinnati and continuing his studies in English grammar. In 1895, Morgan moved to Cleveland, Ohio, where he went to work as a sewing machine repairman for a clothing manufacturer, teaching himself as much as he could about sewing machinery and experimenting with the process. Word of his experiments and his proficiency for fixing things traveled fast, and he worked for numerous manufacturing firms in the Cleveland area. In 1907, the inventor opened his sewing equipment and repair shop. It was the first of several businesses he would establish. In 1909, he expanded the enterprise to include a tailoring shop that employed 32 people. The new company turned out coats, suits, and dresses, all sewn with equipment that Morgan himself had made. Marriage and Family Morgan married twice, first to Madge Nelson in 1896; they were divorced in 1898. In 1908 he married Mary Anna Hasek, a seamstress from Bohemia: It was one of the earliest interracial marriages in Cleveland. They had three children, John P., Garrett A., Jr., and Cosmo H. Morgan. The Safety Hood (Early Gas Mask) In 1914, Morgan was awarded two patents for the invention of an early gas mask, the Safety Hood and Smoke Protector. He manufactured the mask and sold it nationally and internationally through the National Safety Device Company, or Nadsco, using a marketing strategy to avoid Jim Crow discrimination—what historian Lisa Cook calls anonymity by dissociation. At the time, entrepreneurs sold their inventions by conducting live demonstrations. Morgan appeared in these events to the general public, with municipal fire departments, and city officials representing himself as his own assistant—a Native American man called Big Chief Mason. In the South, Morgan hired whites, sometimes public safety professionals, to stage demonstrations for him. His newspaper advertisements featured smartly dressed white male models. The gas mask proved very popular: New York City quickly adopted the mask, and, eventually, 500 cities followed suit. In 1916, a refined model of Morgans gas mask was awarded a gold medal at the International Exposition of Sanitation and Safety and another gold medal from the International Association of Fire Chiefs. The Lake Erie Crib Disaster On July 25, 1916, Morgan made national news for using his gas mask to rescue men trapped during an explosion in an underground tunnel located 250 feet beneath Lake Erie. No one had been able to reach the men: Eleven of them had died as had ten others attempting to rescue them. Called in the middle of the night six hours after the incident, Morgan and a team of volunteers donned the new gas masks and brought two workers out alive and recovered the bodies of 17 others. He personally gave artificial respiration to one of the men he rescued. Afterward, Morgans company received many additional requests from fire departments around the country that wished to purchase the new masks. However, the national news contained photographs of him, and officials in a number of southern cities canceled their existing orders when they discovered he was black. In 1917, the Carnegie Hero Fund Commission reviewed the reports of heroism displayed during the disaster. Based on news reports that downplayed Morgans role, the Carnegie board decided to give the prestigious Hero award to a minor figure in the rescue effort who was white, rather than to Morgan. Morgan protested, but the Carnegie Institution said he hadnt risked as much as the other person had because he had safety equipment. Some reports say the Morgan gas mask was modified and used in World War I after the Germans unleashed chemical warfare at Ypres on April 22, 1915, although theres no strong evidence for it. Despite Morgans popularity in the United States, there were dozens of other masks on the market by then, and most used in WWI were of English or French manufacture. The Morgan Traffic Signal In 1920, Morgan moved into the newspaper business when he established the Cleveland Call. As the years went on, he became a prosperous and widely respected businessman and was able to purchase a home and an automobile, invented by Henry Ford in 1903. In fact, Morgan was the first African American to purchase an automobile in Cleveland, and it was Morgans experience while driving along the streets of that city that inspired him to invent an improvement to traffic signals. After witnessing a collision between an automobile and a horse-drawn carriage, Morgan took his turn at inventing a traffic signal. While other inventors had experimented with, marketed, and even patented traffic signals, Morgan was one of the first to apply for and acquire a U.S. patent for an inexpensive way to produce a traffic signal. The patent was granted on November 20, 1923. Morgan also had his invention patented in Great Britain and Canada. Morgan stated in his patent for the traffic signal: This invention relates to traffic signals, and particularly to those which are adapted to be positioned adjacent the intersection of two or more streets and are manually operable for directing the flow of traffic...In addition, my invention contemplates the provision of a signal which may be readily and cheaply manufactured. The Morgan traffic signal was a T-shaped pole unit that featured three positions: Stop, Go, and an all-directional stop position. This third position halted traffic in all directions to allow pedestrians to cross streets more safely. Morgans hand-cranked semaphore traffic management device was in use throughout North America until all manual traffic signals were replaced by the automatic red-, yellow-,  and green-light traffic signals currently used around the world. The inventor sold the rights to his traffic signal to the General Electric Corporation for $40,000. Other Inventions Throughout his life, Morgan was always experimenting to develop new concepts. Though the traffic signal came at the height of his career and became one of his most famous inventions, it was just one of several innovations he developed, manufactured, and sold over the years. Morgan invented a zig-zag stitching attachment for ​the  manually operated sewing machine. He also founded a company that made personal grooming products  such as hair dying ointments and the curved-tooth pressing comb. As word of Morgans life-saving inventions spread across North America and England, demand for these products grew. He was frequently invited to conventions and public exhibitions to demonstrate how his inventions worked. Death Along with many others, Morgan lost most of his wealth with the stock market crash, but it didnt stop his inventive nature. He developed glaucoma, but at the time of his death he was still working on a new invention: a  self-extinguishing  cigarette. Morgan died on August 27, 1963, at the age of 86. His life was long and full, and his creative energies were recognized both during and after his lifetime. Legacy Morgans inventions have had a tremendous impact on the safety and well-being of people all over the world—from miners to soldiers to first responders to ordinary car owners and pedestrians. Another ongoing legacy is his weekly newspaper, originally named the  Cleveland Call and now called the  Cleveland Call and Post. His achievements as a son of slaves, against all odds, and in the face of Jim Crow era discrimination, are inspiring. Case Western University awarded him an honorary degree, and his papers are stored there.   Sources Asante, Molefi Kete. 100 Greatest African Americans: A Biographical Encyclopedia. Prometheus Books, 2002.Cook, Lisa D. Overcoming Discrimination by Consumers During the Age of Segregation: The Example of Garrett Morgan. The Business History Review vol. 86, no. 2, 2012, pp. 211–34.Evans, Harold, Gail Buckland, and David Lefer. Garrett Augustus Morgan (1877–1963): He Came to the Rescue With his Gas Mask. They Made America: From the Steam Engine to the Search Engine: Two Centuries of Innovators. Little Brown, 2004.  Garner, Carla. â€Å"Garrett A. Morgan Sr. (1877?-1963) †¢ BlackPast.†Ã‚  BlackPast, 2 Aug. 2019, https://www.blackpast.org/african-american-history/morgan-garrett-sr-1877-1963/.King, William M. Guardian of the Public Safety: Garrett A. Morgan and the Lake Erie Crib Disaster. The Journal of Negro History vol. 70, no.1/2, 1985, pp. 1–13.Smart, Jeffrey K. History of the Army Protective Mask. NBC Defense Systems: Army Soldier and Biological Ch emical Command, 1999.â€Å"Who Made America? | Innovators | Garrett Augustus Morgan.†Ã‚  PBS, Public Broadcasting Service, http://www.pbs.org/wgbh/theymadeamerica/whomade/morgan_hi.html.

Kants Views on Morality - 949 Words

Morality has been a subject of many philosophical discussions that has prompted varied responses from different philosophers. One of the most famous approaches to morality is that of Immanuel Kant in his writing Groundwork of Metaphysics of Morals. Kant in this work argues that the reason for doing a particular action or the drive to do good things is a fundamental basis of defining moral quality in a person. To him, an action could be considered morally right only if the motivation behind doing that action was out of ‘goodwill’. When he defines these moral rules, he characterizes them in the form of imperatives – the hypothetical imperative and categorical imperative. While hypothetical imperatives deal with motivations and actions that†¦show more content†¦As a result, a utilitarian would promote the acts of sympathetic individuals helping others as opposed to the non-sympathetic individuals as the happiness of society as a whole is higher in the former action. Although a strictly Kantian philosophy may not be the more popular philosophy at least when it comes to altruistic deeds, Kant is right to consider the person of cold temperament to be more morally worthy than the one who is happy to help others. This is because, morality is not something that should be motivated by what one gets out of it even if the reward for acting morally is only an emotional benefit. This however does not make the acts of sympathetic individuals immoral. It just makes their motivations less morally worthy than a person who does it without any inclination for helping others. There is a fundamental difference as Kant puts it in the actual moral actions and the drive for moral actions. The actual acts or ends in the case of both kinds of individuals helping is moral but their drive for committing those actions rank differently on a scale of moral worthiness. This is especially true since we differentiate ourselves from the other members of the animal kingdom due t o our ability to think through our actions. It is a sense of rational objectivity that renders this capability in us. Hence, Kant is right to view morality as rational product of our actions. It should be largely based on what our reason allows us to do. DoingShow MoreRelatedKant And Mill : Morality As A Responsibility Towards Positive Impacts1578 Words   |  7 PagesBoth Kant and Mill describe morality as a responsibility towards positive impacts. Kant views morality as thought out actions leading to positive outcomes for others through means of using ones conscience (Kant, Immanuel, 2). Therefore, a person’s actions should result in a positive impact on others, and a person should think carefully before doing something to ensure that. 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Mappes also illustrates that voluntary inform ed consent can be undermined through both deception and coercion. This helps us in the understanding of sexual morality. It is important to understand what Kant means when claimingRead MoreKant and Sexual Morality1394 Words   |  6 Pagesjudgement helps us to understand and determined sexual morality. Thomas A. Mappes supports Kant’s claims and helps to further explain Kant’s statement by defining it and introducing the idea that one must give their voluntary informed consent in order for certain actions to be moral. Mappes also illustrates that voluntary informed consent can be undermined through both deception and coercion. This helps us in the understanding of sexual morality. 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Working during the Enlightenment, he contributed to the flow of similarly progressive ideas during this pivotal era in human development and knowledge. Brought

Abortion Should Not Be Legal Essay - 1596 Words

Abortions have been performed on women for thousands of years. Abortion is the deliberate termination of a human pregnancy. Most often it is performed during the first 20 weeks of being pregnant. The controversy over whether or not abortion should be legal continues to divide Americans till this day. An important landmark case was the Roe v. Wade case, where the Court argued that the zone of privacy was broad enough to encompass a woman s decision whether or not to terminate her pregnancy.(McBride, Alex). Abortion should be legal under specific circumstances because women deserve to be in control of their own bodies, abortion should not have anything to do with religion, and access to professionally-performed abortions reduces death caused by unsafe, illegal abortions. Women who went through rape or incest should have the option to abort their pregnancy as well as women whose life is it risk by giving birth, it empowers them. Also, abortion is not a religious issue, everyone has thei r independent rights and the option to have an abortion is a woman s right. Lastly, maternal deaths have decreased dramatically since abortion has been legalized in America. Roe v. Wade is a case filed by Norma McCorvey (Jane Roe), against Henry Wade, who was the district attorney of Dallas County from 1951 to 1987 and who mandated a Texas law that prohibited abortion, unless if it was to save a woman s life (CNN. Roe v. Wade Fast Facts. ). This caseShow MoreRelatedAbortion Should Not Be Legal1647 Words   |  7 PagesOne of the most highly debated topics is abortion and whether or not it should be legal. People who oppose abortion, meaning they are pro-life claim that abortion should be completely illegal with no aspects of it whatsoever; it can be a murder for the people standing against it. The other side of the argument, meaning people who are pro-choice, defend it by believing it to be a right been given to the women. 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Those who are pro-choice believe that every individual should have control over their own reproductive systems. Pro-life supporters strongly believe that even an undeveloped fetus has life; it is still growing and it needs to be protected. And this soundsRead MoreShould Abortion Be Legal?1217 Words   |  5 PagesNovember 2015 Should Abortion be Legal Among all the issues that have been fought for or against in the United States, abortion may be one of the most popular issues that Americans are passionate about. Abortion is defined as the removal of the embryo or fetus from the uterus in order to end a pregnancy. Thousands of abortions take place every single day, and yet public opinion remains at a standstill as to whether or not abortion is ethical. Everyone holds different opinions on abortion. The proponentsRead MoreShould Abortion Be Legal? Essay1089 Words   |  5 PagesWhen the word abortion is heard, it is always associated with many negative things such as murder and inhumanity. However not legalizing abortion creates a huge problem for women around the world. Having a child takes consideration, planning and preparation and if pregnancy happens without any of this, why bother to have it at all? The reasons why abortion should be legal is that it supports the fundamental human rights for women by giving them a choice, it reduces crime by reducing the number ofRead MoreShould Abortion Be Legal?1135 Words   |  5 PagesKelsi Hodgkin Composition 1 Professor Chipps 19 October 2015 Should Abortion Be Legal A common debate in the world today involves abortion, the deliberate end of human pregnancy, and whether or not it should be legalized. â€Å"Every year in the world there are an estimated 40-50 million abortions. This corresponds to approximately 125,000 abortions per day† (â€Å"Abortions Worldwide this Year†). On one side of the argument, people are not disturbed by this grotesque number, and on theRead MoreShould Abortion Be Legal?963 Words   |  4 PagesLegal or Illegal? Which would you prefer? Not many are willing to discuss such a gut wrenching topic, but this needs to be addressed. It is a very controversial topic with having to do with women rights and activists. Since there are two sides to every argument, there is one side such as to make abortion legal and the opposing side to keep abortions illegal. In my opinion making abortion illegal can regulate the amount of women who do get pregnant. I believe that making abortions legal will let womenRead MoreShould Abortion Be Legal?867 Words   |  4 PagesABORTION Abortion is a deliberate termination of a human pregnancy, most often performed the first 20 weeks of pregnancy. There are series of legal, moral and ethical issues which may arise about abortion. Most arguments about abortion are often focused on political insinuations and the legal aspect of such actions. Some frequently asked questions’ regarding the issue is if the practice should be outlawed and regarded as murder or should women have the right to practice it. For example, prior toRead MoreShould Abortions Be Legal?939 Words   |  4 PagesShould abortions be legal? Abortions have been a big issue since the Roe v Wade case. There have been a lot of disagreements between the Pro-life supporters and the pro-choice supporters. Pro-life supporters feel like abortions deter murder, while pro-choice supporters believe that the women should be able to make their own decisions. I am a part of the pro-life supporters because I feel like abortions are wrong for several of reasons. Why should women get an abortion if there are other choices forRead MoreShould Abortion Be Legal?1052 Words   |  5 PagesAbortion is a personal matter and is a very sacred and sensitive topic. The deliberate termination of a human pregnancy is what we know of as an abortion. Although abortion is considered to be immorally wrong to some people, it should be a fundamental right for women to control their own bodies. Abortions are one of the many things that everyone has an opinion on. It is one of the most controversial topics anyone will not agree upon. When abortion is discussed, people tend to assume one of two positions:

Defining Jazz Music Lesson Plan in Music free essay sample

Time This lesson Is composed of four integrated teaching sessions designed for 45-55 minute class periods. Taught as a complete unit, the lesson may span two to three weeks, depending on the amount of time allowed for in-class sharing and writing. The objectives and materials are listed in individual sections. Overview Louis Armstrong said, Jazz is music thats never played the same way once. Ralph Ellison said, Jazz Is an art of Individual assertion within and against the group With this lesson students will attempt to develop their Individual and collective definitions of jazz.In most cities today, continuous jazz can be heard on a local FM radio station. Usually, the music will be easy listening or smooth Jazz, as it is commonly referred to In urban settings. However, this music does not completely define Jazz. Does this music represent a particular kind of Jazz? Are there other sounds, that are not mellow and quiet storm sounding music? If so, where did the sounds come from, and who were the early players? How does this sound distinguish Itself from the sounds of earlier years, or is there a distinction?Does everyone Like this type of music? What do Likes and dislikes have to do with the benefiting of the jazz art form? The lessons and activities assembled here will answer these questions and perhaps raise additional questions for students to explore. Objectives Session 1 session 2 Session 3 Session 4 Recommended Resources Relevant U. S. National Standards Students will read two selected texts and extract definitions of Jazz from various famous people, such as Duke Elongating, Louis Armstrong, and Ralph Ellison. Students will compose a working definition/explanation of jazz.Students will develop a time line of the jazz era from the early sasss to mid-century using multiple resources. Students will read selected biographies. Students will listen to selected interviews with Jazz artists who describe the art form of Jazz. Students will listen to music composed or performed by Jazz artists. Return to TOP Session One Time: One to two 45-minute class periods. Students will read for Information and take notes. Students will develop a personal explanation of jazz based on their readings and 1 org Overhead projector with transparencies Copies of selected readings: Dance, Stanley.The World of Duke Elongating. The Art Is in the Cooking. Decapods Press, Inc. : New York, 1970, (2-6). Audio tape recordings of music by Elongating, Armstrong, Chlorate, or other legendary Jazz artists Computers with Internet access Pen and paper or Journals to record notes Large sheets of paper to record definitions Tube markers (both for transparencies and for paper) Warm-up Activity Copy the following statements about Jazz. If you agree with the statement, place a positive symbol (+) next to the number; if you disagree with the statement, place a negative symbol (-) next to the numbered statement. . Jazz is noise. 2. Jazz is music thats always different. 3. Jazz is an American art form. 4. Jazz is revolutionary. 5. Jazz is the same as bebop, hip-hop, and the blues. 6. Jazz is new and old. Procedure 1 . Students will share and compare statements of agreement and disagreement. Students may tabulate their answers to determine which statement most people agreed and/or disagreed. 2. Have students listen to a selection by Duke Elongating or Louis Armstrong. Ask them if they would like to adjust their lists of statements after hearing the two pieces. 3.Explain to students that they are going to read a short essay written by Duke Elongating. He discusses what he thinks Jazz is and why there has been some confusion about the way it is described. If you do not have copies of Elongations essay, see the PBS JAZZ Web site, Jazz Lounge, (http://www. PBS. Org/]jazz/ lounge) for background information about Jazz. Alternatively, students might explore the Jazz Improvisation Primer(http://www. Outsiders. Com/primer/primer/ index. HTML) or Verve Music Groups Jazz History(http://www. Overproducing. Com/ vault. Asps).Carl Sandburg poem Jazz Fantasia may also be a useful addition. 4. Have students take notes as they read. The double-entry Journal format is recommended for their use as follows: A double entry Journal can be made using taboo paper and folding it in half vertically. Draw a line with a pen or pencil down the fold to allow for two columns. Label the left-hand column Notes and the right- hand column Reflections. Under Notes record important information; under Reflections record questions, impressions, connections, etc. 5. Have students read aloud in pairs; taking turns reading and writing notes.They might want to skim the article silently first and then read it aloud to their partners, stopping to record notes they agree are important. Students should discuss the reading and enter their comments under Reflections on their Journal pages. Closure/Evaluation Have groups share one note and their corresponding reflection with the class. They can write them on large sheets of paper with markers or on transparencies so that their ideas are displayed visually as well. Homework Students are to use their notes and reflections to answer the following question: explain it? Return to Top Session Two Students will: read actively to answer comprehension and implied meaning questions using the text as support, and write and speak to inform. Materials Readings and writings from previous days session Your selections of recorded Jazz music Write a short essay or paragraph to describe language and the importance of communication. Think about these questions as you write: Have you ever misunderstood something or had someone misunderstand you because they thought you meant something other than what you meant? Why are words confusing sometimes?Why is it important for people to have a shared understanding of what a word means? Procedure 1 . Have students read their essays (written during the warm-up today, and the homework writing from the previous session) and underline the sentence that best describes what the writing is all about (the topic sentence) and the title. . Allow each student to stand and read his or her title and topic sentence from each paper. Make suggestions orally for improvement and ask the students to share suggestions as well. Allow students time to make refinements before exchanging papers with fellow classmates for peer response. . Peer Response: Students read fellow students papers and suggest ways of improving the contents using the following model: Title of the writing Authors name List two positive features of the paper Ask two questions the author needs to elaborate on or to clarify Make two suggestions for improvement Rate the paper overall from 1 (low) to 4 (high) You may want to play recorded music during this time; when everyone is done, ask students to return the papers to the authors for revision. Assessment Students may volunteer to share feedback from the activity. Are the comments/ questions helpful?Why did we look only at the content and not at mechanics? How did you feel when you had to read your classmates papers? Did you do a good Job? Homework Students will revise both papers. Session Three Time: One to two weeks of researching, writing, and sharing. Objectives read about, listen to, and discuss music; and, reactive a variety of writing strategies: description, narration, exposition, and Elongating says Music itself is a category of sound, but everything that goes into the ear is not music. Explain this statement scientifically. What does he mean?Write a short explanation using what you know about hearing, music, and sound. Procedure 1. Description. Students will work in pairs or groups of four to list the sounds they like. Some examples might be the music they love, or the noise of conversation on the school bus in the morning. Ask them to write about what they are doing when they hear the sounds they love. How do they listen? Do they need quiet to hear certain sounds? Can they hear others even when there is noise all around them? 2. Narration. Have students look at their lists and their descriptions and determine how to prioritize the items.If they had to give up all of the sounds they like but one, which one would they pick? Do they need to add other sounds to their lists now? What is the most precious sound they want to hear? Students should write about that sound and why it is important to them. Students should share their writings, peer edit, revise and finalize. 3. Exposition. Students will research how sound is produced and how humans hear. Ask students to demonstrate what they know about hearing by brainstorming lists or drawing diagrams. Together, draw the ear and the organs associated with hearing.This site may prove helpful: http://staff. Harrisonburg. Ask. VA. Us/-?accorder/ear. HTML. Students will work in pairs or groups to prepare their research projects. They can search the Internet or use science textbooks to prepare brief but informative reports. Students must illustrate their findings, label the parts, and display them for others to read and learn the details about how sound is produced. Students will present their findings o their classmates or another class. 4. Persuasion. Students will write to convince someone of a particular opinion about music.Students are to select one of the following statements for writing a persuasive letter or speech. The student must convince the listeners to agree with his or her position on the topic. Suggested positions are: Music is good for the soul; therefore, all music is good and worthy of respect. Loud music is offensive. Some music is bad for young people because the language is crude and violent. Music calms the savage beast. l would not trust a man who said he did not like music. 5. Ask students to begin by identifying the audience and purpose for writing.Allow students to write in class and to practice reciting their speeches and/or letters to each other. Homework Students are to refine their presentations and share with the class on the next day. Assessment Recommendations Rubric for presentations: 4Star Quality: Student speaks loudly and clearly enough to be easily heard and understood. Student presents three or more arguments/statements to support his or her idea. The reasoning is logical and easy to follow. 3Achieving: Student speaks well enough to be easily heard and understood.Student presents two or more tenements of support. The ideas are logical. 2Working: Student does not speak support. Some ideas are logical but may not be fully developed. 1Willing: Student presents but does not speak with understanding. More support is needed for ideas and those that are shared are fragmented. Rubrics for writings: 4Strong writing: Essays contain a well-developed topic sentence and several examples or supporting details. Papers are free of errors. Transitional words are used to connect ideas. Sentences vary in structure. Word choice is varied as well. Capable writing: Essays are developed with a topic sentence and some examples or purporting details. Few if any errors. Some transitional words are used. Ideas are connected. Some sentence variation and word choice. 2Developing writing: Partial development of a topic sentence with few examples or support. Several errors in language use; lack of transitional words. Little sentence variations and limited words choice. 1Limited writing: Topic sentence not defined, but an attempt is made to have one. Few if any examples or support. Errors interfere with meaning.Extension/ Adaptation Ideas 1. Build a model of the ear and brain to show how we hear and then write an explanation of the process. If we all hear the same things (a record playing for example), then why do we like different sounds? Why don we feel the same way about what we hear? What else has an impact on hearing? Have students add that answer to their models and to the explanations. How does this relate to Duke Elongations explanation of Jazz and music? 2. Select one of the topics below and have students write a short essay to explain their answers.Remind them to: (1) state their position on the topic, (2) add their reasons for believing as they do, (3) write one paragraph for each reason, and (4) then close out the essay with a bang! Possible assay topics from the reading (and re-reading): What is the purpose of the food menu metaphor Elongating employs? Could he have explained the categories of Jazz better without using the food example? How? What does Elongating say about imitation and imitators? What is Elongations definition of Jazz? Do you agree or disagree? Explain why or why not.Return to Top Time: Two to three 45-minute class periods. Practice active reading strategies of note taking, comparison/contrast, and main idea; read and comment on the definitions of Jazz artists; write definitions of Jazz; and, compare Elongations definition and their own. Cop ies of Craig Wearers A Change Is Goanna Come: Music, Race, and the Soul of America in The Jazz Impulse (Plume Books: New York, NY, 1998). Procedure 1 . Students will copy the quotations from Wearers article, and identify their sources. 2. Students will explain the meaning of each quote. . Students will write a comparison/contrast essay on one of two topics: (1) Elongations definition of Jazz and those of Armstrong and Ellison; or (2) Elongations explanation of of their groups. They will peer edit and revise before participating in scoring their essays using the rubric for writing. Extension/Adaptation Ideas Students can present their prepared speeches from the previous objective in Session Ill. On the second day, one student could begin a speech and another student who shares a similar viewpoint can pick up and continue the speech or improvise.Have students learn about improvisation in different ways: for example, they may tell Jokes and riddles and come up with endings on the spot in a round-robin manner, I. E. One tells a Joke or asks a nonsense riddle and the person next to him/her must answer it. The idea is to get them to improvise. Have students listen to Jam sessions or live scorings of Louis Armstrong and His All Stars playing, Into Misbehaving' and C Jam Blues and Elongations band playing the same songs. Ask them to listen for the improvisations. Have students write a descriptive paragraph to describe what they heard.Assign students the task of interviewing a professional in the music industry (teacher, local radio disc Jockey, editor of the music section of a newspaper, choir director, etc. ) or relatives and friends who are music lovers to collect definitions/ explanations of the meaning of Jazz. Students should also ask their interviewees which Jazz artists they like, and why. Students should try to interview as many people as possible, but no less than 10. They should tabulate their results and display the data in a scientific manner (graphs, charts, or some other visual). What conclusions can they draw from their findings?Students should write a brief report to explain what they found out and whether the data supports what theyve read or not. Return to Top The Soundly http://library. Thinkers. Org/19537/ Verve Music Group: Jazz History http://www. Overproducing. Com/vault. Asps ONCE Standards for English Language Arts Students read a wide range of print and non-print texts to build an understanding of sets, of themselves, and of the cultures of the United States and the world; and to acquire new information. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their interactions with other readers and writers, their knowledge of word meaning and of other texts. Students employ a wide range of strategies as they write. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience. Students use a variety of technological and information resources.Mid-continent Research for Education and Learning Understands the relationship between music and history and culture. (Music) Knows the characteristics and uses of computer software programs. (Technology) Return to Top A Jazz Talk Show Grade Levels: 6 8 Grades: 4-8 Subject areas: Music, History, Language Arts, and Theatre Estimated time of completion: 6 50 minute sessions Summary: Students will explore the lives of various Jazz musicians. They will become familiar with the social and historical events that were present during the lives of these individuals.They will listen to the music of the artists and become knowledgeable about their styles. This activity will culminate in the production of a news/talk show created and performed by the students highlighting the lives of these musical fugues. Objectives: Students will listen to, analyze, and describe music. Students will gain an understanding of music in relation to history and culture. Students will gain experience in theatre arts skills. Students will gain experience in the general skills and strategies of writing. Students will gain experience in the general skills and strategies of reading.Students will use the Internet to do research. Students will appreciate the relation of music to the history and culture Materials: Computer(s) with Internet access will be used for online activity and research Available library resources Available Jazz recordings Available video equipment Writing materials Procedure: 1 . Access the Jazz Greats component of the PBS Kids Jazz website. As a class, read some of the biographical material on the musicians found there. Use the questions below to spark discussion about the information they have Just been exploring. What did these musicians share in common?What were the events and/or social influences that shaped their music? Ask the students if any of them share anything in common with these musicians (I. E. Play the same instrument, live or have lived in the same region/city as the musician, etc. ) 2. Move to the Future Jazz Greats area. Read some of the student submissions. Share any thoughts the students have on these: Are there any experiences in this section that they can personally relate to? What? Why? What comparisons can you make with he musical experiences read in the student submissions in Future Jazz Greats and the biographies in Jazz Greats? . Explain to the class that they are going to be creating a talk show. The focus of this show is J jazz and they will be interviewing famous historical and contemporary Jazz personalities. Students will choose several jazz musicians to research. These will be some of the guests on the show. After the personalities are selected, divide students into groups to begin researching them. (The number of personalities and students assigned to each will depend on class size home, the library, etc. All students will contribute to the scripting to be used by the hosts. This will be based upon their research. Students should carefully consider the different perspectives they were exposed to in the Jazz Greats and Future Jazz Greats pages, and create interview questions that will reveal biographical, historical, and social/cultural events prevalent during the musicians lives, which are/were influences on their music. Students should have listened to (and may incorporate into the show) sound bites/recordings of the famous musicians music. 5. When research is completed, students will select individuals to play the parts of the Caucasians they have studied.A host and co-host will also be selected. Students will perform this show in an available venue (I. E. For another music class, parent, etc. ) 6. Written research will be handed into the teacher for evaluation. This can take the form deemed appropriate by the teacher (notes collected during research sitting sources, reports including resources, etc. ) Assessment: Students should have completed all assignments and actively participated in all discussions. Teacher assessment of students knowledge on various musical fugues through observation and anecdotal notes of performance. Student evaluation of reject: Was enough information shared about the musician during the interview? If not, what else should have been included? Were audio musical examples used? What were the strong points in the presentation? Weak points? Suggest on area that could be improved and how you would do it? What was the most outstanding/ interesting thing you learned during this process? Extensions and Adaptations This presentation could be video taped and shown (in whole or segments) as part of the school news and/or in other classrooms. Commercials (aural and/or video) advertising the show could also be taped.These commercials should be related to upcoming school events (public service announcements) or musically relate. (I. E. Commercial for a fictitious brand of the instrument played by the guest on that segment of the show). Students could write theme music for the show and include it at the beginning and in advertisements. Interview local Jazz musicians. Videotape these interviews to be used on the show. Invite these musicians to come on the show live and meet with the class and play for the students. Relevant National Standards from the Mid Continent Regional Educational Library (McRae): Music Listening to, analyzing, and describing music.Understanding music in relation to history and culture. History Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage. Language Arts Demonstrates competence in the general skills and strategies of writing. Demonstrates competence in the general skills and strategies of reading. Gathers and uses information for research purposes. Technology Knows the characteristics and uses of computer hardware and software including the Internet. Theatre Uses acting skills. Designs and produces informal and formal productions.

Masaccio Example For Students

Masaccio Biography Outline1 Biography2 Key Ideas in paintings3 Famous paintings made by Masaccio3.1 Madonna3.2 Holy Trinity3.3 Brancacci Chapel3.4 Self-portrait Biography Masaccio is an Italian painter of the Florentine school. He is considered as one of the founders of the Renaissance. He contributed through his art to the transition from Gothic to new art, which glorified the greatness of humanity and his world. Masaccio was born in the provincial Tuscan town of Castel San Giovanni on December 21, 1401. His full name is Tommaso di Jiovanni di Simone Kassai. Nowadays, we know next to nothing about the childhood and youth of the artist. He died at an early age, so just a few biographical facts about him has survived. Masaccio earned his nickname because of his inattention and indifference to everything except art. (Masaccio can be translated from Italian as ‘the one, who does not hit the target’). He was obsessed only with his work. It is believed that the teacher of Masaccio was Florentine Masolino da Panicale. A great influence on the young man had the artworks of Giotto di Bondone and contacts with famous contemporaries: the sculptor Donatello and the architect Brunelleschi. Brunelleschi assisted Masaccio with questions about the prospect of painting. In 1422, Masaccio entered the Florentine Guild of Physicians and Pharmacists (which also included artists). Not being particular ly popular in life, the artist, after his premature death at the age of 26, became a role model for many followers, including Renaissance titans like Raphael and Michelangelo. The cause of his death remained a mystery, like his father’s, who died, being only a year older. Key Ideas in paintings Studying with other major masters of the Renaissance as Donatello and Brunelleschi, Masaccio took the best of the styles of these artists and sculptors, added his own vision of the world and created his own recognizable style. You can feel a clear definition in his drawings. He was realistic, and accurately reproduced the appearance of people, nature, and architecture and is a bright representative of the Splinter Renaissance. For comparison, you need to know that a romantic, distorted ‘Gothic’ style of the image was in fashion at that times. Famous paintings made by Masaccio During his short life, Masaccio created many paintings and frescoes, mostly intended for churches. His masterpieces such as the ‘Triptych of St. Juvenal’, ‘The Madonna and Child with Saint Anne’, the Pisa triptych, ‘Prayer for the Cup’, the frescoes of the Brancacci Chapel and the ‘Sagra’, or the ‘Lighting’ that has not reached our days are widely known. In addition to church painting, there are examples of civil works, masterfully executed by Masaccio — portraits. Madonna ‘Madonna and Child with Saints’ refer to the early period of his work. This masterpiece is from the small church of San Giovanni in Casa di Reggello. Probably, in the years 1422-1424, Masaccio and his fellow countryman, Masolino de Panicale, worked on another altar composition — ‘Madonna with Child and Saint Anne’ (Florence, Uffizi Gallery). Holy Trinity The rupture of the artist with the previous artistic tradition was fully revealed while he was working on the fresco ‘Holy Trinity’ (Florence, the church of Santa Maria Novella), created, apparently, in around 1427. The plot of the composition is completely traditional: it depicts God the Father, crucified Jesus and the Holy Spirit in the form of a dove. However, Masaccio illustrated this topic unusually. Instead of depicting saints on a golden background, which emphasize the timeless aspect, he placed the image of the Trinity in a small chapel. Also, the viewers sight goes up from the bottom. The illusive image of architecture created here is the first example of a successful and coherent use of the recently opened principle of linear perspective with a single point of ascension in drawings. The researchers interpret this fresco in different ways, but its main theme is the victory of faith over death. .ud3e38fb8c91dadaaf434d567304b0679 , .ud3e38fb8c91dadaaf434d567304b0679 .postImageUrl , .ud3e38fb8c91dadaaf434d567304b0679 .centered-text-area { min-height: 80px; position: relative; } .ud3e38fb8c91dadaaf434d567304b0679 , .ud3e38fb8c91dadaaf434d567304b0679:hover , .ud3e38fb8c91dadaaf434d567304b0679:visited , .ud3e38fb8c91dadaaf434d567304b0679:active { border:0!important; } .ud3e38fb8c91dadaaf434d567304b0679 .clearfix:after { content: ""; display: table; clear: both; } .ud3e38fb8c91dadaaf434d567304b0679 { 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; } .ud3e38fb8c91dadaaf434d567304b0679:active , .ud3e38fb8c91dadaaf434d567304b0679:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud3e38fb8c91dadaaf434d567304b0679 .centered-text-area { width: 100%; position: relative ; } .ud3e38fb8c91dadaaf434d567304b0679 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud3e38fb8c91dadaaf434d567304b0679 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud3e38fb8c91dadaaf434d567304b0679 .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; } .ud3e38fb8c91dadaaf434d567304b0679:hover .ctaButton { background-color: #34495E!important; } .ud3e38fb8c91dadaaf434d567304b0679 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud3e38fb8c91dadaaf434d567304b0679 .ud3e38fb8c91dadaaf434d567304b0679-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud3e38fb8c91dadaaf434d567304b0679:after { content: ""; display: block; clear: both; } READ: Hieronymus BoschBrancacci Chapel Frescos of the Brancacci chapel at the Church of Santa Maria del Carmine in Florence are the most prominent works of art in Masaccio. He created them together with Masolino. Probably, he was the first one who was supposed to do them in 1423, and he managed to paint the vaults (these paintings were not preserved). In the middle of 1420s, Masolino went to Hungary and resumed work in the chapel only in 1427, already with Masaccio. However, the painting was still incomplete, since, in the following year, first Masolino, and then Masaccio went to Rome. Only around 1484, Filippino Lippi finished decorating the chapel with frescoes. Masaccio is believed to have done these compositions: ‘Exile from Paradise’, ‘Peters baptism of the neophytes’, ‘Apostle Peter, healing the sick with his shadow’, ‘Apostle Peter, distributing community property among the poor’, ‘Resurrection of the son of the Antiochian king’, and fragments of the murals ‘Healing cripples’ and ‘The Resurrection of Theophilus’. The paintings of the Brancacci chapel represent the story of the fall in sin and episodes of the life of St. Peter, mostly miraculous healing and deeds of mercy committed by him. Characters of Masaccio frescoes are endowed with heroic spirit, in contrast to the characteristic of a late Gothic painting of fragile and elegant images. Self-portrait This fragment of the fresco ‘The sermon of Peter from the pulpit’ in the church of Santa Maria del Carmine is considered to be a self-portrait of Masaccio. On this masterpiece, we can see a beardless young man in red clothes. He listens to Saint Peter’s preaching very carefully. He stands third in a row on the right side of the painting. All the great artist of the fifteenth century acted in a similar manner. Only in the 16th century, they decided that they deserve individual portraits.