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art essays hsc Section 1 Responding to. High School Queen Ethelburga’s! HSC Critique - Responding to Section 2. Essay Writing University! Writing an essay for Visual Arts is somewhat like producing your BOW, it something that comes from a great deal of effort and refinement. The effort spent in your researching the topics, mapping and synthesising ideas and recognising and addressing what is asked within the essay question are all important tasks to ensure you construct a resolved piece of writing. Your response for Section 2 need needs to be dense with meaning and knowledge about the Visual Arts and effective application of either Practice / Conceptual Framework / Frames. Like all essays there is a basic structure to work from you may wish to follow it or develop your own approach from essay writing high school Queen College it. Recognise what is being asked in the question and respond specifically to the demands of the improving essay of Applied Sciences question. Fortunately in Section 2 of the examination you have three questions for each of the content areas. This being:- 3 Questions – Practice. 3 Questions – Conceptual Framework. Essay High Ethelburga’s College! 3 Questions – Frames. You only how to write a newspaper article for school University Bournemouth, need to teaching writing Queen Ethelburga’s College answer one question from these nine for Section 2. Contextualise your knowledge with question, make matches of write a newspaper for school Arts (AUB), what you know to what is being asked in the question.
Map out teaching writing Ethelburga’s, ways you can use your knowledge coherently to address the demands of the question and construct a sound essay. Very rarely can you guess exactly what the good service Washington State question will be prior to the examination so be prepared to mould what you know around the question. Teaching Essay Writing Ethelburga’s College! Brianstorming in the first minute and mapping out key points is an important step in constructing a well-written essay. Write, you have only 45 minutes in this section, its not much time to get down over a year of study. Make sure that the paragraphs are clearly formulated around key topics that address the question. The essay should be structured something like this. b) Main Body (comprising of different topics/ themes/ artists) Introduction – account for the question and introduce the writing Sciences topics, themes artists and /or artworks.
Topic sentence – this may relate to a theme, an account of an artist, a critique of an artwork, discussion of a critic, theoretician or historian. The following sentence will elaborate upon the topic revealing a clear understanding of what is being discussed. The following sentences may make further connections with the use of quotes or similarities that arise in other practitioners. The final sentence in this paragraph should tie up the topic with the question in a clear manner. Essay High Queen College! (remember you are being assessed not only on your knowledge but how well you respond to the demands of the essay DLD College question). So each paragraph will have the basic structure that looks like this. A. Teaching Essay Ethelburga’s College! topic sentence.
B. Your Ardingly College! a group of sentences that elaborate upon the topic. C. use of quotes or examples of art works that support the points you make. D. a sentence that connects and addresses the demands of the question. This is a basic structure that is repeated for each paragraph, each topic / theme / artists discussed should relate to your plan you made in the first few minutes of the examination. Conclusion – this is the final part of your essay and is a valuable as the introduction, it is the summation of how you understand the question and what the key points are within the essay. A key rule in the conclusion is not to introduce new information, this should be placed in the main body of the essay. Remember when writing for section 2. Essay College! - Recognise what is being asked and address the question. - Contextualise your knowledge with the demands of the question. Essay University Sciences! - Write in a coherent and succinct manner. Teaching Writing High School Ethelburga’s! Sample student response. Discuss how artworks construct artists’ accounts of societies. Student’s approach and context to the question. How is the writing a critical review representation of the human form a ‘key signifier (object)’ for essay writing high Ethelburga’s College Renaissance culture, refer to both Italian and Northern Renaissance artists.
Planning of the essay. On Environment London! Formulates important points provides listing. Recognises the demands of the question. - Use the theme of the representation of the body as the basis of the response. - Differentiation between representations of human form in Italian and Northern Renaissance (representation is culturally derivative) o Northern – natural (Durer) o Italian – idealistic (Michelangelo Botticelli) - How it represented culture of the time, moving away from gothic art discovery of antiquity – symbol of affluence. - Changes in teaching essay school attitudes – science (perspective), religion – duality – signs (School of Athens) intellect over science human for symbolic and iconic. - Self portraits, artists as celebrities/intellectuals – Durer. - Rediscovery of classicism re birth of old ways. - Subject vision of the perfect – Da Vinci – Virtruvian man – Michelangelo’s David. - Man becomes centre of the universe rather than God. - Symbols – Jan Van Eyck the Arnolfini marriage. - Re conceptualises the representation of the human form. For Renaissance culture the representation of the human form was a key signifier for the move away from the belief that God was the centre of the expository of Massachusetts Lowell (Navitas) universe and towards the teaching essay writing College celebration of man. During the Renaissance the representation of the human form in art moved away from gothic to a rediscovered classicism and antiquity reflecting the changing cultural outlook of society and artists. Renaissance was popular both in Northern Europe and in Italy, though they used differing styles and techniques to achieve their own representations of the human form.
In Northern art we see a celebration of the everyday and humanism with natural realist works such as the master of Flemalle’s Merode Altarpiece. Alternatively in Italian Renaissance we see a fascination with idealistic perfected forms in how to a newspaper Arts University the works of Michelangelo and Botticelli. Whilst Northern and Italian artists represent the teaching essay writing high school Ethelburga’s human form differently in a critical essay Queen Anne’s School both cultures we see a duality of science and religion lead to works such as northern artist Jan Van Eyck’s The Madonna and Child with Chancellor Rolin and essay writing high Ethelburga’s College Italian artist Raphael’s School of Athens and sees the use of semiotics in works such as Albrecht Durer’s the Arnolfini marriage and reference to mythology in Sandro Botticelli’s The Birth of Venus. With the Renaissance attitudes to art and artists began to change with art becoming a highly desired commodity and expository Lowell — UMass Lowell sign of teaching essay writing, affluence and artists being recognised as geniuses and intellectuals in their own right. Essay Writing University Of Applied Sciences! Using their unique and individual styles to depict reality and to give art a new humanism, reflecting the shift toward man as the centre of the universe rather than god. In the Renaissance the representation of the human form moved away from the gothic style that had preceded it. Focussing on creating natural works with specific and individual style that were unlike the elongated, stylised and static gothic art. Renaissance rediscovered classicism and antiquity characteristics of ancient Greek art can be seen in Michelangelo’s monumental statue of David is true to teaching writing Ethelburga’s College the Greeks love of physical beauty and reflects the way Greeks saw the human form as the highest form of perfection.
The work of Miron and in particular his sculpture The Discus Thrower or Praxeiteles’ Hermes with the young Dionysus may have influenced Michelangelo with their idealised form, grace and naked purity. Similarly Botticelli may have been influenced by the Ludovisi Throne, the Greek relief that depicts the birth of essay on environment DLD College London, Venus, the teaching high Queen College same scene that became his most famous work. In referencing Greek art it can be seen that Renaissance was embracing the essay London same freedom of teaching essay writing high school Queen College, form and naturalism that characterised ancient Greek art, moving away from the heavily stylised, static and ill-proportioned works of the Anne’s School Gothic era. The celebration of the human form rediscovered from classicism reflects the cultural shift toward man as the centre of the universe. Whilst the human form is an important signifier in both Northern and Italian art the representations differ. Teaching Writing High School Queen Ethelburga’s! In Northern art and in particular the work Merode Altarpiece by the Master of Flemalle there is a vivid realism and angularity of DLD College London, form with special attention paid to detail and teaching school Ethelburga’s College use of vibrant colours. In the Merode Altarpiece a celebration of the good essay writing service Washington State University everyday and of humanism can be seen in the figure of St Joseph with special care and attention paid to his expression, there is also the use of vibrant jewel like colours used for his turban and red sleeves. This celebration of humanism can be seen in the detailed works of Jan Van Eyck who used oil paints to teaching Queen achieve a rich intense glow, which can be seen in review Anne’s the vibrant colour used for Man in a Red Turban. Northern Renaissance focused on achieving detailed realistic works, which strived to make things appear as they would in the real world utilised the science of perspective.
The use of the human for in Northern art signified the cultural shift towards the importance of man and the beauty that exists naturally and everyday. Alternatively in the Italian Renaissance artists focussed on ideal form, which was based on classical proportions. The work of essay high Queen, Michelangelo was fascinated with the essay Lowell — UMass Lowell ideal human form from his early sculptures of the Virgin Mary mourning Christ and of David to his painting of the Sistine ceiling and The Last Judgement. Michelangelo’s sculpture of writing high Ethelburga’s College, David represents the Italian Renaissances belief of beauty as both physical and spiritual and reflects the Vitruvius quote that “Man in his ideal proportion is the measure of all things.” David signifies the essay on environment DLD College London way in writing high school Ethelburga’s which attitudes were changing about the for school Arts (AUB) social structure and essay writing school how man is moving toward becoming the essay service University centre of the teaching essay writing high Queen Ethelburga’s universe rather than God. A Critical Essay Queen! The use of idealism can also be seen in the work of Sandro Botticelli. In Primavera a mythological work Venus and handmaidens appear as images of perfection and seem to be floating. His fluid decorative designs and elegant figures deal with aesthetics and teaching high school College morphology, which were important themes in Italian Renaissance. Renaissance saw a amalgamation between science and religion as can be seen in the portrait The Madonna and Child with Chancellor Rolin by Northern artist Jan van Eyck, which features biblical figures in a situation that follows the science of perspective, the use of the review Queen School two together also identifies the changing attitudes towards religion and the church and the union of the writing high school Queen Ethelburga’s two with science. Chancellor Rolin prays before Madonna and Child, a situation one would normally never experience, it would normally have been a sign of blasphemy, but is accepted within of the changing attitudes of humanistic Northern Europe.
Raphael’s School of Athens shows an assembly of ancient philosophers. It celebrates scholarly disciplines, which according to Renaissance thought led to a revelation in spiritual truths (methods of bringing man closer to god). The work shows how science and religion were working together. Essay Writing London! In the work there is the use of the perspective for depth and his incredible detail and complex compositions helped to teaching essay high Queen Ethelburga’s create a more expressive and dramatised style of painting that embraced philosophy and science along with religion. The painting encapsulates the humanistic spirit and the pervasive sign of change within visual conventions within Italian Renaissance and its stylistic successor the writing essay University of Massachusetts Lowell Baroque. Teaching Essay High School College! In these works, School of Athens, David and Primavera, it can be seen that art reflected the new attitudes in good essay (INTO) society towards religion and art and the ability of the two to co-exist. The Renaissance saw the teaching high school Queen Ethelburga’s progression of iconography in write your Ardingly art. When Jan Van Eyck created Arnolfini Marriage Group he incorporated many signs and symbols to mark the celebration of this union. He places a dog at the bottom of the portrait to as it represents fidelity and faithfulness, as well he paints the wife with an enlarged waist as if to emphasise her fecundity as well she wears green as a symbol of new births. Finally a single candle is lit above the groom to writing high school represent Gods’ presence.
In The Birth of Venus Botticelli has used only spring flowers in the dress and robe of the Nymph appropriate to Lowell Lowell (Navitas) the theme of birth as well he has detailed the trees and blooms in gold accentuating its role as a precious object and echoing the divine status of Venus. Renaissance saw the essay school Queen Ethelburga’s introduction of iconography to essay service University convey further ideas and thoughts through signs and symbols, many of which are still not fully understood to this day but do testify to their social signficance. Renaissance saw artists becoming intellectual practitioners and being celebrated as geniuses. Artists also began to see their own importance and started to paint self-portraits. Durer was the first artist to create a series of self-portraits, which documented his changes throughout life.
In one particular self–portrait painted in 1498 Durer painted himself almost god like with long flowing hair and expensive elegant clothes. This typified the attitude of artists as important and how art had come to be a sign of status, wealth and prosperity. Dramatically this approach to religious iconography would never be considered in the practice of Italian painters of this time, as it would be consider sacrilegious. Essay High Ethelburga’s College! In comparing the works of Northern Renaissance to the works of the Italians of essay on environment, this period it can be seen that representation is culturally derivative, whilst physical appearances do not differ their perception certainly do. Essay Writing High School Ethelburga’s College! The Renaissance reflected the changing attitudes in society and the shift forward in scientific and philosophical thought. Whilst Northern European and essay DLD College London Italian artists may reflect the human form differently it can be seen that this representation of the ‘body’ characteristically became a key signifier for the culture of the teaching essay high school Queen Ethelburga’s time. Both cultures testify to the scientific and religious development and mirror such events through the representation of the human form. This is a solid piece of writing, which is supported by a depth of writing on environment London, knowledge in terms of the representation of the human body in a historical context. Queen! The candidate had provided a number of topics dealing with the question. The essay is well planned and address and adapts learnt knowledge to the demands of the question.
It reflects upon the Cultural and Structural frame in a effective manner. Perhaps its account of the Subjective frame is not as well resolved but this is how to write article Arts Bournemouth, supplemented in terms of it knowledge of artists and artworks in terms of essay school Queen, address the question about social difference between Northern and Italian Renaissance. The use of the paintings as examples are employed to elaborated upon the ideas of representation and how different societies influence the artist’s perception. Critique is running a survey of the most popular questions in the Visual Arts HSC examination. the twenty most popular questions will be answered next issue. You will also go onto our email list to receive your Critique issue quarterly.
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A critical evaluation of the Lisbon Treaty. The European Union has expanded from the teaching high school Queen Ethelburga’s College original six to 27 members in five decades. Scholars have offered various explanations for this enlargement, from instrumental and security considerations to normative and discursive reasons. Write Ardingly. Additionally, the logic of widening has also pushed for deepening in various areas in order to teaching essay writing school College enhance efficiency and coherence, starting from economic and trade policy and gradually adding new areas such as social policy, immigration policy, justice and home affairs, and foreign and defence policy. Historically, this has occurred through a process of treaty revisions, including most notably the Treaty of Rome (1957), the Single European Act (1986), and the Treaty of service Washington State University (INTO) Maastricht (1992). However, the European Union has experienced significant difficulties in essay writing high Queen, adjusting to the latest “Big Bang enlargement”, which almost doubled its membership. This process included the your College Treaties of Amsterdam (1997) and Nice (2001), the failed Treaty establishing a Constitution for Europe (2004), and, finally, the Treaty of Lisbon (2007). The last two, in particular, aroused debates around Europe, with critics claiming that the teaching essay high school Queen Ethelburga’s College treaties were paving the (Navitas) way for an unelected European super-state, while proponents presented them as the way forward for a bigger EU in the 21 st century. However, in order to understand the place of the Treaty of Lisbon, recently ratified on teaching essay writing school 1 December 2009, in essay DLD College, the overall process of European integration, one should recognise that it is not part of “a Manichean war between good and evil, but a normal political conflict over the governance and direction of the Union#8221; (Church and Phinnemore 2010:49).
From this perspective, this essay will critically examine whether the Lisbon Treaty (LT) represents another step towards an ‘ever closer union’. Teaching Essay Writing High Queen Ethelburga’s. Thus, the article Arts University Bournemouth (AUB) first section establishes a non-teleological framework for teaching school Ethelburga’s College approaching the question; the essay School next three sections then examine the main provisions of the LT related to efficiency, external action, and essay Queen Ethelburga’s democracy, respectively. Throughout, this essay draws parallels with the Constitutional Treaty (CT) as both documents have similar purpose and content. Writing Essay. Finally, it concludes that the Treaty of Lisbon is not a major step in advancing the institutional interests of the EU, but some of the new institutional arrangements and school Queen the ambiguities central to own essay Ardingly College its main provisions have the potential to teaching high College shift the process of European integration from formal treaties towards informal evolution of competences. Before discussing whether the LT is a step towards an ‘ever closer union’ it is important to clarify what this actually entails. Gilbert warns that the currently dominant narrative of triumphant ‘construction’ or ‘advance’ of Europe can be revised by historians to emphasise other elements than the elimination of war in Europe (Gilbert 2008:634, 645, 658).
Additionally, it is mostly “impregnated with the belief that supranationalism is a desirable ideological goal” and often depicts European integration as ‘progress’ in that direction (Gilbert 2008:658-659). Therefore, this essay seeks to present a more nuanced and balanced judgement on writing review the LT by ‘unpacking’ its main provisions and assessing their likely impact. Similarly as “little is gained by classifying the Lisbon Treaty in toto as either a ‘European constitution or as the epitome of its failure” (Reh 2009:627), this essay will discuss which parts of the CT are preserved or dropped within the overall discussion of the essay writing high school Queen LT. The shock of the ‘Big Bang’ enlargement is taken as a starting point for the analysis of the LT as the single most important change inside the EU in the beginning of the 21 st century (McAllister 2010:214, Wallace 2005:485, Friis 2002:191). Essay Writing On Environment. Previous attempts to deal with the newly presented challenges, the Amsterdam (1997) and the Nice Treaty (2001), had limited success and teaching essay high Ethelburga’s College left a number of key questions, particularly institutional reform, unresolved (Bradbury 2009:25-27, McAllister 2010:214, Dinan 2009:87). Therefore, the improving essay writing Hanze University “debate on all the big issues” (Bradbury 2009:28) was opened only with the Laeken Declaration (2001) and teaching Queen Ethelburga’s addressed at improving essay writing Hanze the Convention for teaching essay writing Queen the Future of Europe (2002-2003), presided by former French President Valery Giscard d’Estaing, which eventually led to the Draft Treaty Establishing a Constitution (McAllister 2010:220). Good Essay Washington (INTO). Moreover, this essay focuses on teaching essay writing high school College the “contested political opinions over interests, ideas and review Anne’s visions” of Member states (Bradbury 2009:32) in teaching essay writing school Queen Ethelburga’s College, the process European integration and is critical of both the generally deterministic neo-functionalist account and the economically driven intergovernmentalist theories (Gilbert 2008:650-653). Expository Essay University Of Massachusetts Lowell Lowell (Navitas). In summary, this essay recognises that “theory is always for someone and for some purpose” (Cox 1981:128) and takes a critical, non-teleological perspective in its evaluation of the likely impact of the new provisions on high the functioning of the EU . How To Write For School. According to the Europa website, one of the key aims of the LT is to create “a more efficient Europe, with simplified working methods and voting rules, streamlined and modern institutions for a EU of 27 members and an improved ability to act” (Europa). The TL introduces a number of institutional innovations aimed at that direction, but their effect remains to be seen in practice. One of the most visible institutional innovations of the essay writing high Ethelburga’s LT is the introduction of a president of the European Council for a period of 2,5 years – a suggestion preserved from the CT (Art.
9b TEU, Art. 21 TCE). The purpose of this position is to create more permanence in the top EU leadership than the six-months rotating presidencies. The treaty articles are rather limited and suggest mostly an expository essay of Massachusetts Lowell (Navitas), administrative and symbolic role, reflecting the “unheroic task of political leadership” in teaching essay writing school Queen, the EU (Hayward 2008:311). Essay Washington University. However, the teaching essay Queen Ethelburga’s appointment of writing essay a relatively unknown and uncharismatic leader from a ‘small’ Member State such as Von Rompuy, additionally known for his consensus-seeking style, reflects anxieties about the potential for this institution to evolve due to its ambiguities (Dinan 2009:86). For example, it is teaching writing school Queen Ethelburga’s College possible for one person to occupy both the position of President of the European Council and Commission President, which would create a powerful ‘dual hat’ leader with both intergovernmental and supranational authority (Smith 2010:138-140). Other institutional reforms preserved from the CT concern the European Parliament (EP) and the Commission. Their size is capped to 750 MEPs and your own essay College a President and to two thirds of Member States, including its President, from 2014, respectively (Art. Teaching Essay Writing Queen Ethelburga’s. 9d (6), Art.
Art. Write Your Ardingly. 9a (2) TEU). Thus, this would ensure more efficiency by reducing the possibility for conflicts and making consensus easier to achieve (Boylan 2008:226), but it might damage the already frail legitimacy of the Commission (Dinan 2009:86). The TL also brings for the first time several of the European institutions within a treaty framework (Art. 9(1) TEU), such as the European Council and the European Central Bank (Koehler 2010:68, Gloggnitzer 2008:78). Additionally, the TL also includes a precise delimitation of the areas of the competence between the EU and Member States (Art. 2 TFEU) and essay writing Queen College a clear statement on the principle of conferral (Art. 3 TEU). These provisions are again taken from the CT (Dinan 2005:178) and curb the on environment DLD College London supranational level (Reh 2009:635, Boylan 2008:225).
Furthermore, the TL explicitly grants the EU legal personality (Art. 46a TEU), which is important clarification in regard to international law and agreements (Cremona 2008:34-35, Koehler 2010:63). Teaching Essay School Queen College. However, these relatively minor adjustments only streamline and bring into a treaty framework already well established practices. However, the essay writing DLD College most important institutional innovations in relation to the efficiency of a EU of 27 is the extension of qualified majority voting (QMV) procedures and the collapse of the Maastricht pillar structure (Reh 2009:634, Dinan 2009:85). Both are directly related to the effects of enlargement (Kreidman 2008:6, Friis 2002:189) and are similar to high College provisions in the CT (McAllister 2010:224). Such reforms should enable the Council to overrule individual Member States and “to make more political decisions” by removing Nice arrangements on weighted thresholds, which effectively blocked much of the Council’s work (Tsebelis 2008:276-277, 280-281, 286-288). With these changes, QMV becomes the norm in the Council (Art. 9c (3),(4) TEU), effectively ‘destroying’ the separate pillar of Justice and Home Affairs (Kurpas 2007:9) . Despite that, two caveats are in order – first, mainly due to write the insistence of Poland, the introduction of QMV will be delayed until 2014 and possibly until 2017 (Dinan 2009:79); second, the foreign and defence policy remains very much a special case (Juncos and Whitman 2009:29). Thus, the attempt to promote effective decision-making in the European institutions has certain limitations. Overall, the short survey of the efficiency reforms in the LT, very similar to those of the school Ethelburga’s College CT, illustrates the decision to respond to the latest round of enlargement by incremental institutional adjustments (Bradbury 2009:28) rather than by a broad strategic overhaul of the whole decision-making mechanism of the EU (Wallace 2005:487).
These generally small but important innovations seem likely to improving Hanze of Applied Sciences be successful in preventing a deadlock in a EU of 27 (Dinan 2009:85-86), but they also have some significant shortcomings. In particular, while the essay writing Ethelburga’s College CT itself was not short and clear (Boylan 2008:218-219), it superseded all previous treaties; the LT is even lengthier, more difficult to grasp as a whole, and amends and thus adds to previous treaties (Reh 2009:632, McAllister 2010:237), even if this may have been inevitable following the failure of the former (Dinan 2009:80). Furthermore, the elimination of the controversial ‘supremacy clause’ (Boylan 2008:227), the numerous opt-outs of the UK, Poland, and Ireland (Kurpas 2007:8), the ‘secession’ clause (Art. 49, see also Barrett 2008:16), and expository University of Massachusetts Lowell — UMass the possibility to decrease the competences of the EU (Art. 48 (2)) all undermine not only the codification, the constitutionalisation, and the continuity (Reh 2009:631-637), but also the institutional balance of the EU (Kurpas 2007:9). More fundamentally, it is worth remembering that even with these adjustments the EU continues to be made up of teaching essay writing Queen Ethelburga’s 27 diverse interests and that more efficient decision-making does not necessarily mean better decisions (Zielonka 2008:73-74). The ambiguities related to the position of the President of the European Council, however, suggest that this position might evolve into writing review essay, an important office and it might provide the necessary leadership of the EU, albeit not for the foreseeable future. Essay Writing High Queen. There is also significant potential for overlapping of competences and ‘turf wars’ between this office and the President of the Commission and essay London the High Representative. The Europa website also declares that the “Treaty of Lisbon gives Europe a clear voice in relations with its partners worldwide” (Europa). Indeed, 25 out of the 62 amendments in the TEU concern the CFSP and/or the ESDP (Juncos and essay writing school Ethelburga’s College Whitman 2009:28). How To Article University Bournemouth. However, despite introducing important changes, their significance depends on the way in which ambiguities are resolved by future practice.
Perhaps the single most important innovation in the LT is the teaching high Queen College introduction of a High Representative of the Union for Foreign Affairs and Security Policy, who is also Vice-President of the Commission, chairs the Foreign Affairs Council and is appointed for a period of five years by the European Council (Art. 9e TEU). This provision is mostly retained from the write your own essay College TCE, albeit with an altered name (Art. School. 27 TCE). This ‘upgrade’ of the previous roles of how to Arts University Bournemouth (AUB) High Representative and the External Relations Commissioner is “clearly key to achieving the teaching essay writing Queen College ambition of a critical School greater synergy across all aspects of external action” (Juncos and Whitman 2009:32). Thus, the new High Representative is expected to personify the Union on the world stage (Blockmans and Wessel 2009:14), providing an answer to Kissinger’s famous question “Who do I call if I want to call Europe?” (Kissinger, quoted in teaching Ethelburga’s College, Verhagen 2008:15). In particular, the ‘dual hat’ position joins together in one person both supranational and intergovernmental elements through the Commission and the European Council (Koehler 2010:67). However, the choice of a relative weak personality such as Catherine Ashton who only aims to “keep traffic moving” (Cendrowicz and Robinson 2010) undermines the leadership potential of this position even if she does come from the Commission rather than from a particular Member State (Koehler 2010:67-68). Furthermore, the broad but undefined mandate of the position raises concerns about possible conflict of competences with other EU actors, such as the President of the European Council, Commissioners with portfolios related to external action (Enlargement, Trade and Humanitarian Aid), and other top positions representing the EU (Juncos and Whitman 2009:33, Koehler 2010:68-69, Blockmans and Wessel 2009:22).
Another significant element introduced by the LT is the European External Action Service, which should support the High Representative (Art. 13a TEU). Its staff should comprise both officials from the Commission and the Council Secretariat, and seconded national diplomats (Edwards and Rijks 2008:73) as well as from your Ardingly College, all issue areas, including those with exclusive EU competence, should be represented (Koehler 2010:70). Essay Writing Ethelburga’s. However, despite being a key element for any international actor and “the most significant innovation in EU diplomatic representation” (Edwards and Rijks 2008:81), the current debate surrounding Ashton’s proposals for the EEAS highlights problems related to ambiguities about the nature and scope of competences, to bureaucratic politics, and to the overall organisation of the service (EurActiv 2010, Edwards and Rijks 2008:75-78). Similar problems beset the plans for essay London Union Delegations (Art. 188q TFEU, Juncos and Whitman 2009:36). Finally, there are only few other changes. First, the essay writing high school Queen Ethelburga’s College inclusion of a ‘solidarity clause’ related to terrorist attacks (Art. 188r TFEU) and DLD College a clause related to armed aggression (Art.
28a(7) TEU) has been interpreted by teaching essay writing high school College some as a “collective defence obligation, albeit perhaps in statu nascendi ” (Blockmans and Wessel 2009:22). Second, it contains provisions for ‘coalitions of the writing expository essay of Massachusetts Lowell Lowell able and willing’ (Art. 28c TEU), St. Petersberg’s tasks have been enlarged (Art. 28b TEU, Juncos and Whitman 2009: 42-43) and a voluntary Permanent Structured Cooperation between the armies of certain Member States (Art. 28e, see also Biscop 2008:447-448). Nonetheless, despite the teaching essay high school Queen College introduction of QMV in the other policy areas, the CFSP and the ESDP “remain a distinctive pillar” (Juncos and Whitman 209:30) and decision-making is separate and generally based on unanimity due to the sensitive nature of the subject (Koehler 2010:71).
Furthermore, these areas remain outside the expository essay University of Massachusetts — UMass Lowell (Navitas) jurisdiction of the European Court of Justice (Art. 11 TEU, Juncos and essay writing Ethelburga’s College Whitman 2009:30, Koehler 2010:59) and the EP has only formal influence (Blockmans and Wessel 2009:14). In summary, the Lisbon Treaty is an “enabling document in the sense that it provides for reforms” (Juncos and Whitman 2009:45), but the good Washington State (INTO) details and ambiguities are left to be resolved by practice after ratification. Thus, it has significant potential to evolve further without new treaty amendments. However, it remains “hard to imagine a truly effective European foreign policy without a sense of a European interest” (Zielonka 2008:73). Finally, the teaching high school Queen College Europa website also declares that the TL establishes a “more democratic and transparent Europe” and writing Hanze “a Europe of rights and values, freedom, solidarity and security” (Europa). In this area, however, the LT marks the biggest step ‘back’ from the CT, particularly in relation to its symbolic character and the way it was drafted (Reh 2009:642). The TL undoubtedly contains significant improvements for democracy. For example, the high Ethelburga’s College trend for the EP, the improving essay of Applied only elected European body, continues to writing Queen College gain more competences (Dinan 2009:86) thanks to expanded budgetary and co-decision powers (Art.
9c,d TEU, see also Reh 2009:638, McAllister 2010:238). Additionally, the election of the Commission President is now linked to improving writing University the outcome of EP elections (Art. 9a,d). Alongside these European-level improvements, national parliaments also gain further competences with a strengthened provisions for subsidiarity (Art. 8c TEU) which some call “yellow cards” (Duff 2007:5) or “emergency breaks” (Boylan 2008:228). Furthermore, they are also brought in at an earlier stage of the policy-making process by allowing them to teaching essay school Queen Ethelburga’s College scrutinise legislation proposals (Protocol on the Role of National Parliaments in the European Union, see also McAllister 2010:238, Bradbury 2009:29, Kurpas 2007:8), Furthermore, the LT also introduces an write your own essay College, element of direct democracy through the essay school College citizens’ initiative (Art. 8b TEU), which can potentially have a significant impact on policy-making (Boylan 2008:224, Reh 2009:641).
Finally, the ECJ gains broader jurisdiction (Boylan 2008: 224) and the Charter of Fundamental Rights becomes legally binding by expository essay of Massachusetts Lowell — UMass Lowell cross-reference (Art. Essay Writing High School Queen Ethelburga’s. 6 TEU, Bradbury 2009:30). However, while these democratic improvements are welcomed, they are substantially narrower than the provisions of the CT (Reh 2009:642), even if the “constitutional character [of the TL] cannot be hidden” (Boylan 2008:216). Some reject the idea that there is a democratic deficit in the EU (Moravcsik 2008:621-622), but most agree that its frail legitimacy is Hanze University Sciences based on its outputs, which was at the core of the ‘permissive consensus’ (McAllister 2010:240, Wallace 2005:495-496). However, with greater public attention since the Maastricht Treaty (De Burca 2008:35) and with the rejection of the teaching writing school Ethelburga’s College CT and the ‘no’ in the first Irish referendum (see Quinlan 2009:110-113, 117-118) there was a sense that “political elites had taken integration faster and writing a critical review essay deeper than popular will really desired” (Bradbury 2009:24). Thus, despite that the writing school LT is often presented as “unpacking and repackaging” of the CT (McAllister 2010:231, DInan 2009:81) and reframed as “just another Treaty” by essay writing London most European governments (Seeger 2008:24-25, Boylan 2008:228), the removal of the teaching high school Queen College symbolic language, such as references to constitution, laws, Minister of Foreign Affairs, the elimination of the full text of the Charter of Fundamental Rights, etc. (Boylan 2008:227), represents a significant loss. Furthermore, this was coupled with a secretive negotiations and a closed method of drafting the LT, in stark contrast to the Convention on the Future of Europe (Reh 2009:645). This has significant implications as legitimacy remains limited and the LT fails to turn the on environment DLD College “lawyers’ law into people’s law” (Reh 2009:641). This essay examined from a non-teleological perspective the changes introduced by the LT in terms of efficiency, external action, and democracy to the EU as an teaching high Queen College, institution. It demonstrated that some of the new provisions are likely to improve efficiency overall and coherence of external action. Most of write Ardingly College these changes are directly retained from the CT, from which the LT differs little substantially, but is high school Ethelburga’s a significant step ‘back’ in terms of promoting symbolically a more visible European demos.
The conclusion of writing Hanze University this assessment is that the school way in write your own essay College, which the numerous ambiguities, particularly in relation to teaching writing high Queen the two newly established top positions, are resolved will be key to assessing the impact of the LT in the future. It is unlikely that there will be any further treaty revisions in the foreseeable future, which also suggests that LT might be the point when European integration turned towards more informal and Ardingly flexible means of proceeding ‘forward’ (Kurpas 2007:9). Teaching Essay Writing High School. However, a critical assessment of the LT suggests that it cannot be simply presented as a step ‘forward’ towards federalism and an ‘ever closer union’ because it strengthens not only supranational but also intergovernmental aspects. How To Write Arts Bournemouth. Therefore, the “provisional” is set to “persist” (Wallace 2005:501). Biscop, Sven, 2008. Permanent Structured Cooperation and the Future of the ESDP: Transformatin and Integration. Teaching Essay High School College. European Foreign Affairs Review , 13 (4), pp. 431-448. Blockmans, Steven and Wessel, Ramses, 2009.
The European Union and Crisis Management: Will the Lisbon Treaty Make the EU More Effective? Journal of Conflict and Security Law , 14 (265), pp. 1-32. Essay Queen Anne’s School. Boylan, Timothy, 2008. Did the Treaty of Lisbon Need a European Version of the Federalist Papers ? Hamburg Review of Social Sciences , 3 (2), pp. 213-246. Bradbury, Jonathan, 2009. The European Union and the Contested Politics of ‘Ever Closer Union’: Approaches to Integration, State Interests and Treaty Reform since Maastricht. Perspectives on European Politics and Society , 10 (1), pp. 17-33.
Cendrowicz, Leo and Robinson, Simon, 2010. Queen Ethelburga’s College. Catherine Ashton: ‘My Job Is to Keep Traffic Moving’ [online]. TIME. Available at: http://www.time.com/time/magazine/article/0,9171,1967701,00.html [Accessed 30.04.2010]. Church, Clive and writing a critical review Anne’s Phinnemore, David, 2010. From the essay writing Ethelburga’s College Constitutional Treaty to the Treaty of improving essay Hanze Lisbon. In : Michelle Cini and Nieves Perez-Solorzano Borragan, eds. European Union Politics . 3 rd ed. Oxford: Oxford University Press, pp.
48-68. Cox, Robert, 1981. Teaching Essay High School College. Social Forces, States and World Orders: Beyond International Relations Theory. Journal of essay writing on environment London International Studies , 10 (2), pp. 126-155. Cremona, Marise, 2008. Coherence through Law: What difference will the Treaty of Lisbon make? Hamburg Review of Social Sciences , 3 (1), pp. 11-36.
De Burca, Grainne, 2008. Reflections on the EU’s path from the Constitutional Treaty to the Lisbon Treaty [online]. Jean Monnet Working Paper No. 3/2008, Fordham University School of Law. Teaching Essay Queen Ethelburga’s. Available from: http://ssrn.com/abstract=1124586 [Accessed on 27.04.2010].
Dinan, Desmond, 2005. Ever Closer Union: An Introduction to European Integration . 3 rd ed. Palgrave: Houndmills. Dinan, Desmond, 2009. Institutions and Governance: Saving the Lisbon Treaty – An Irish Solution to a European Problem. Essay Writing On Environment London. Journal of Common Market Studies , 47 (Annual Review), pp. 113-132. Edwards, Geoffrey, and teaching high Queen College Rijks, David, 2008. Good Writing Washington University (INTO). Conclusions and the implications of the Lisbon Treaty.
In : Aggestam, Lisbeth, et al., eds. Institutional Competences in the EU External Action: Actors and writing high Queen Ethelburga’s Boundaries in CFSP and ESDP . Stockholm: SIEPS, pp. 72-95. EurActiv, 2010. Stop turf wars over EEAS, top diplomats plead [online]. How To Write A Newspaper For School Arts. EurActiv, 27 April.
Available from: http://www.euractiv.com/en/future-eu/stop-turf-wars-over-eeas-top-diplomats-plead-news-485733 [Accessed 30.04.2010]. European Convention on the Future of essay writing high College Europe, 2003. Draft treaty establishing a constitution for Europe . Essay University. Luxembourg: Office for Official Publications of the European Communities. European Union, 2008. Consolidated versions of the Treaty on the European Union and the Treaty on the Functioning of the European Union [online]. Writing School. Official Journal of the European Union. Improving Hanze. Available from: http://eur-lex.europa.eu/JOHtml.do?uri=OJ:C:2008:115:SOM:EN:HTML [Accessed 18.04.2010]. Friis, Lykke, 2002.
EU Enlargement – And Then There Were 28? In : Elizabeth Bomberg and Alexander Stubb, eds. The European Union: How Does it Work? New York: Open University Press, pp. Teaching Writing School College. 177-194. Gavin Barrett, 2008.
Final Impact: The Treaty of Lisbon and the Final Provisions of the Treaty Establishing the European Community and the Treaty on European Union [online] . UCD Dublin European Institute Working Paper 08-1, May 2008. Available from: http://www.ucd.ie/dei/wp/WP_08-1_Gavin_Barrett.pdf [Accessed 30.04.2010]. Write A Newspaper Article Arts Bournemouth. Gilbert, Mark, 2008. Narrating the Process: Questioning the Progressive Story of European Integration. Journal of Common Market Studies , 46 (3), pp. 641-662. Essay Writing Ethelburga’s. Gloggnitzer, Sylvia, 2008. The Treaty of Lisbon – Amendments to the EU Treaties and essay Sciences Their Consequences for EMU. In : Josef Christl et al., eds. Monetary Policy and the Economy: Q1 2008 . Vienna: Oesterreichische Nationalbank, pp. 70-89.
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57-72. Kreidman, Adam, 2008. Correcting Past Mistakes: The Failure of the European Constitution and Its Resurrection as the Lisbon Treaty. Teaching Essay School Queen. Miami European Union Center , 5 (12), pp. 3-9. On Environment London. Kurpas, Sebastian, 2007. The Treaty of Lisbon – How much ‘Constitution’ is left?
An Overview of the Main Changes [online]. Centre for European Policy Studies, No.147, December. Available from: http://www.ceps.eu [Accessed 26.04.2010]. McAllister, Richard, 2010. European Union: An Historical and Political Survey . 2 nd ed. Teaching Essay School Ethelburga’s College. London: Routledge. Moravcsik, Andrew, 2002.
In Defence of the good essay service Washington State (INTO) ‘Democratic Deficit’: Reassessing Legitimacy in the European Union. Journal of Common Market Studies , 40 (4), pp. 603-624. Quinlan, Stephen, 2009. The Lisbon Treaty Referendum 2008. Teaching Essay Writing School College. Irish Political Studies , 24 (1), pp. 107-121. Reh, Christine, 2009. Writing A Critical Essay School. The Lisbon Treaty: De-Constitutionalizing the European Union? Journal of Common Market Studies , 47 (3), pp.
625-650. Seeger, Sarah, 2008. From Referendum Euphoria to Referendum Phobia How EU Member States Framed Their Decision on the Ratification Procedure of the teaching writing Queen Constitutional Treaty in Comparison to the Treaty of Lisbon [online]. Hebrew University International Law Research Paper No. 05-08. Available from: http://ssrn.com/abstract=1233822 [Accessed on 26.04.2010].
Smith, Nigel, 2010. Europe after Lisbon: Who will run the EU once the dust has settled? Social and Political Review , Trinity College Dublin, XX, pp. 137-141. Tsebelis, George, 2008. Thinking about the Recent Past and the Future of the EU. Journal of writing expository essay of Massachusetts — UMass (Navitas) Common Market Studies , 46 (2), pp.
265-292. Verhagen, M.J.M, 2008. The Future of the essay writing European Union. In: C. Stolte et al., eds. The Future of the European Union. Leiden: Sidestone Press, pp. 13-19. Wallace, William, 2005.
Post-sovereign Governance: The EU as a Partial Polity. In : Mark Pollack, Helen Wallace, and William Wallace, eds. Policy-Making in the European Union , 5 th ed. Oxford: Oxford University Press, pp. 483-503. Whitman, Richard and Juncos, Ana, 2009. The Lisbon Treaty and the Foreign, Security and Defence Policy: Reforms, Implementation and the Consequences of (non-) Ratification. European Foreign Affairs Review , 14 (1), pp. Essay Service State (INTO). 25-46.
Zielonka, Jan, 2008. How to Exercise Europe’s Power. The International Spectator , 43 (2), pp. 63-77.  This essay refers to the consolidated Treaties of the European Union (TEU) and on the Functioning of the European Union (TFEU), formally Treaty on teaching writing high Queen Ethelburga’s the European Community (Dinan 2009:85), and to the Draft Treaty Establishing a Constitution for Europe (TCE).  Both measures were controversial, particularly in Italy in relation to its adjusted number of MEPs and writing University of Massachusetts Lowell Lowell (Navitas) Ireland in relation to the loss of its Commissioner (Dinan 2009:82, see also Quinlan 2009:111).  The new QMV requires a majority of at least 55% of Member States, representing at least 65% of the population of the EU.  However, the LT still contains transitional arrangements retaining a form of the Ioannina Compromise (1994) (Art. 116a TFEU).  The citizens’ initiative allows one million citizens from a number of essay writing high Queen College Member States to propose legislation to the Commission. Written for: Dr. Lisbeth Aggenstam. All content on the website is essay on environment DLD College London published under the following Creative Commons License. Before you download your free e-book, please consider donating to teaching essay writing school Queen Ethelburga’s support open access publishing.
E-IR is an independent non-profit publisher run by an all volunteer team. Your donations allow us to invest in new open access titles and pay our bandwidth bills to ensure we keep our existing titles free to view. Any amount, in any currency, is appreciated. Many thanks! Donations are voluntary and essay of Applied not required to download the e-book - your link to download is below.
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essays by winslow Editor's note: The following essay was rekeyed and reprinted on July 20, 2004 in Resource Library Magazine with permission of The Fenimore Art Museum and David Tatham. The essay was previously included in an illustrated exhibition catalogue for teaching essay writing Queen Ethelburga’s, the exhibition Winslow Homer: Masterworks from the Adirondacks. The exhibit is being held at The Fenimore Art Museum from June 21 - September 6, 2004. The exhibition catalogue was published in 2004, ISBN 0-917334-29-9. Images accompanying the text in the exhibition catalogue were not reproduced with this reprinting. Good Writing Washington State (INTO)! We wish to extend our appreciation to Ms. Christine Liggio with the New York State Historical Association for her courtesy in connection with this reprinting.
If you have questions or comments regarding the essay, or if you have interest in obtaining a copy of the exhibition catalogue, please contact The Fenimore Art Museum through either this phone number or web address: Winslow Homer and the Great Forest. I n June 1910, at age 74,Winslow Homer made the essay high Queen last of his journeys to the Adirondacks. Mortally ill, he was nonetheless determined to return once again to the woods. By this he meant the North Woods Club, deep in essay writing on environment, the forest in writing high school Queen Ethelburga’s College, the Essex County township of Minerva. Write Your Own Essay College! He had first traveled to this site forty years earlier when it was little more than a boarding house on essay school a farm cleared from the wilderness. He had returned many times, always to fish and often to paint. Expository University — UMass! In the late 1880s, soon after the club had purchased the farm and teaching its property -- five thousand acres of woodland with seven lakes and ponds -- it welcomed Homer to membership.
The boarding house became a clubhouse, a dining hall was added, and in time a few members built cottages nearby. Still, the site remained a clearing in wilderness.  Homer's final visit lasted ten days. That autumn he died in his studio-home at Prout's Neck on the coast of Maine. Soon afterwards, the club memorialized its late member as a person of a singularly simple, kindly, courteous, and essay on environment DLD College gentle nature.  It is interesting that this characterization should be at such odds with the writing Queen reputation shaped by journalists and biographers in the years following his death. In their view the great artist had been the DLD College London unsociable hermit of Prout's Neck and something of a curmudgeon. They constructed this image in good part from reports of strangers rebuffed in attempts to interview him or to teaching essay writing high, intrude otherwise on his privacy, especially in your College, his years of declining health.  The more accurate assessment of the man was surely the one made at the North Woods Club.
This is where year after year Homer had taken his meals among families gathered at communal dining tables, and where the unmarried artist, a man of great reserve, had nevertheless become a grandfather figure of sorts to at least one or two of the members' children.  The locals -- especially the Queen College club's guides and superintendent -- held him in high esteem. Homer's reasons for returning so often to Minerva were as much social as they were piscatory and professional. As was always true in School, his case, a warmly congenial social routine coupled with a visually stimulating environment brought forth sustained periods of high quality work. This had been so during his year and writing high Ethelburga’s a half in a fishing village in England, his summers at Houghton Farm near West Point, his winters in Florida, his years at Prout's Neck (where he lived quietly but was scarcely a recluse), and of course in the Adirondacks. From his Adirondack sojourns came a handful of finely designed magazine illustrations, at least fourteen oil paintings, and about a hundred watercolors, including many of great brilliance. Write Own Essay! He created this impressive corpus in just two localities. One was the clearing at Minerva; the other, the village of Keene Valley, about thirty air miles to the north in the High Peaks area. These were the only places within the Adirondacks at writing school College which Homer spent significant time. Write Ardingly! He went to both locales in 1870, 1874, and teaching writing high school 1877. 
By 1870, Keene Valley had already become a favorite summering site for a small but growing number of landscape painters, including Homer's friend John Lee Fitch.  Homer seems to have produced little if anything during his stay in the village that year, but he very likely caught some fine trout. In 1874, a photograph (Figure 1) shows him at the center of essay DLD College, a group of artists arrayed on a rocky bank of the East Branch of the Ausable River. Among them is the painter Roswell Shurtleff, whom Homer had known in Boston in the 1850s and who had now settled near the village. Writing School Queen Ethelburga’s College! Homer portrayed Shurtleff that year in The Angler (private collection), fishing at the edge of a cataract, perhaps on the East Branch.  But if Homer produced relatively little in Keene Valley during his first visits, he more than made up for it in writing expository (Navitas), 1877 when he painted three major oils. Writing High School Ethelburga’s! One, In the Mountains (Brooklyn Museum of Art), depicts four women hiking on write your own essay Ardingly Mount Hopkins near the teaching Ethelburga’s College valley. Homer often painted women, but this is the sole instance of his doing so within the writing on environment London Adirondacks. Female models were scarce. (Shurtleff's wife Clara may have posed for the figures of all four women hikers.) Beyond that scarcity was the pervasive belief that paintings of life in the wilderness ought to writing College, depict sturdy local folk rather than fashionably attired female hikers.  The reputation of the Adirondacks as a realm little touched by civilization, and a place essentially for hardy men, had gained widespread currency in 1869 from William Henry Harrison Murray's best selling Adventures in the Wilderness , a book Homer surely knew.  Murray extolled the health-giving and writing review essay Queen School spirit-enhancing virtues of a life in high, New York's northern woods. He claimed that the rustic nobility of character that seemed so typical of Adirondack woodsmen and guides came from their life-long intimacy with wild nature. His energetic prose left little doubt that visiting sportsmen and other outsiders would profit from association with men of this sort as well as with the improving essay writing University of Applied great forest itself He said little about women, however, even though they constituted much of the region's resident population.
Indeed, the widow Eunice Baker owned the essay high Queen College boarding house that Homer frequented in Minerva, and for many years ran it with her daughters Juliette and Jennie. Despite Murray's oversimplifications, he had expressed a core truth in describing the essay service Washington Adirondacks as a wild realm. Compared to such other tourist and essay writing high Ethelburga’s College sporting regions of the Northeast as the Catskills, the Berkshires, and writing a critical essay Queen Anne’s the White Mountains, the great forest of northern New York was less accessible and largely undeveloped as a tourist haven. Essay Queen! Rail lines had yet to Washington, thread their way through or even around the mountainous terrain. Paradoxically, Murray's celebration of the vast region's wildness instigated the building of more summer hotels and teaching high Ethelburga’s resorts. Yet even as the your own essay College seasonal population increased, the belief in wilderness as the defining quality of the Adirondacks reverberated in the national consciousness. For fully a generation following his book's publication, Murray's vision continued to inform the paintings of many Adirondack artists, Homer included. This wilder view of the natural world and those in it distinguished Homer's other two Keene Valley paintings of 1877 from his depiction of lady hikers.
In The Two Guides (Figure 2), the clouds that scud through the notch tell of the invigorating freshness of essay writing school Ethelburga’s College, mountain air. The older figure, who carries an writing DLD College London, Adirondack pack basket on his back, is the celebrated Keene Valley guide Orson Old Mountain Phelps.  The younger man, holding an axe and wearing a red double-breasted fireman's shirt, is essay school Ethelburga’s College his colleague Monroe Holt. Homer synthesized the landscape from what he had seen and sketched around both Keene Valley and Minerva, underscoring its vitality. Camp Fire (Figure 3) acts as a counterpart to The Two Guides.  Night succeeds day, sportsmen replace woodsmen, and a contemplative mood supplants one of activity. A creel and other fishing gear suggest how the write day was spent. Homer's rendering of the fire's embers, flames, and rising column of sparks is at once abstract and naturalistic, as well as a virtuoso display of technique. This pair of oils offered pictorial confirmation of much of what Murray had said about the teaching writing school Ethelburga’s region and writing — UMass Lowell (Navitas) its locals. He undertook nothing quite so ambitious during his three visits to Minerva in the 1870s but here, too, he sustained a vision of the Adirondacks as wilderness. At the clearing in that decade and later he depicted trappers, loggers, woodsmen, local hunters, and guides but (with rare exceptions) he found no place in his work for fellow boarders or members of the North Woods Club. For three decades he included guide boats and canoes in his compositions, but showed nothing of the wagons that journeyed back and forth from the clearing to the village, nine miles distant.
He incorporated lean-tos and campsites, but never the teaching essay high school Queen College clubhouse, dining hall, farm buildings, boathouses, and docks that enabled him to write your own essay Ardingly, spend weeks on end in comfort and good cheer with plenty to do. We see deer, but none of the horses and teaching writing College cows that grazed in the clearing's pasture. The same adherence to wilderness imagery informs the five wood-engraved illustrations of Adirondack life that he drew between 1870 and 1874 for Harper's Weekly and Every Saturday . Beginning around 1870, a few graphic artists had skillfully depicted the grandeur of the region's mountain landscapes for these popular journals, while comic-spirited artists caricatured the good State growing population of tourists.  Homer alone illustrated the region's local life, developing each illustration in his New York studio from drawings made at Minerva. In his finely composed Camping Out in the Adirondack Mountains (Figure 4), two sportsmen (or a sportsman and teaching writing Queen Ethelburga’s his guide) rest after a successful day's casting for trout. Write For School University Bournemouth (AUB)! In other illustrations, sportsmen hunt deer, local boys fish with sapling poles in a woodland pond, and two loggers work on a snow-covered hillside (Figures 16-20). After 1877, he remained away from the Adirondacks until 1889. He spent the intervening summers in the Hudson Valley, on an island in Gloucester Harbor, in teaching essay writing high Queen College, the village of essay writing on environment DLD College, Cullercoats facing England's North Sea, and at Prout's Neck getting to know his surroundings intimately. When he returned to northern New York in 1889, he went only to Minerva. Perhaps the writing high Queen Ethelburga’s growing number of artists who now spent the summer in essay writing Washington, Keene Valley made him stay away from that locale, for by the late 1880s he had little time anywhere for village life or colleague painters. But his return to teaching writing school, Minerva recharged his energies. A Newspaper For School Arts! In 1889, during two visits totalling sixteen weeks, he painted more than forty watercolors, most of them as brilliant in concept as in execution.
Though varied in subject and setting, most of them came from sites within a mile or so of the clubhouse. When his dealer exhibited thirty-two of the watercolors the following winter, twenty-seven sold within a month. Homer now had reason to teaching essay high Queen, return to essay writing on environment DLD College, Minerva regularly. During his absence the essay writing high school Queen Ethelburga’s College clearing he knew so well had remained largely the same, but the Adirondacks as a whole had begun to change profoundly. By the early 1880s, industrial-scale logging had denuded large tracts of the once all-encompassing forest, leaving behind landscapes of devastation. Essay! Deer had become scarce. Teaching Writing School Queen Ethelburga’s! The trout population had fallen precipitously. As rail lines moved farther into the region, summer hotels and private camps proliferated. The region's wilderness status seemed in peril.
As a defense against a newspaper for school (AUB) logging and writing school College crowding, private organizations such as the essay writing North Woods Club formed to buy and preserve for their own uses large tracts of land. Wealthy individuals did the same. Clubs began to restock their waters with trout.  In 1888, the teaching essay writing high Queen State of New York assembled a patchwork of tracts as the Adirondack Forest Preserve, meaning to protect land and water for public use. The movement to create a larger Adirondack Park encompassing both private and public land picked up steam.  During his absence Homer had changed as well. DLD College London! He had left his studio and New York's art world to live in Maine.
More importantly, his understanding of the workings of the natural world had undergone a transformation. In his paintings of the late 1860s and early 1870s nature had served very largely as a decorative backdrop -- freshly observed and finely rendered, but secondary to his figures. By the time of The Two Guides , the natural world had become a vibrant element, as alive in its way as the figures he placed within it. But sometime during the 1880s, that world took on a distinctly Darwinian cast. It became a place of constant struggle for survival. This more dynamic, at essay writing high school Queen times dramatic, treatment of nature had appeared first in the early 1880s in his paintings of the writing DLD College stormy sea at Cullercoats, and then in a series of teaching writing Queen Ethelburga’s, marine subjects which in the 1890s culminated in his oils of breakers crashing against rocks at Prout's Neck. When he brought this comprehension of the natural world as a place of how to a newspaper for school Bournemouth, never-ending contests for survival to the Adirondacks, he expressed it in teaching essay writing high school College, a variety of ways, subtle as well as dramatic.
One way was to make figures secondary to their wilderness setting, as he did in several depictions of anglers who cast from boats in morning or evening light. In his watercolor of 1889, Casting, A Rise (Figure 5), the warm hues, rich washes, and complex construction of reflections on the lake's surface draw attention away from the angler and the sweep of his line. The primary subject becomes the deep surround of review Queen Anne’s School, foliage, water, and almost tangible light. The small-scale, sketchily articulated sportsman remains a crucial detail, but this work is teaching essay writing College less an illustration of a moment in sport than a portrait of wilderness enveloping all within it. Homer had treated the same subject quite differently fifteen years earlier. In Eliphilet Terry (Figure 6), the angler (with his dog) dominates the review essay Queen Anne’s image. Essay Writing School! He does so not only because Homer has placed him close to the foreground and given him an interesting face, but also because Terry is distant from the wooded shoreline -- the wilderness. Terry was himself an artist (though one of only essay writing Sciences, modest reputation) and an avid sport fisherman.
He had boarded at the widow Baker's since the early 1860s.  Homer may have given Terry such prominence because he was portraying a friend, but he did essentially the same thing when that summer he used a guide (Rufus Wallace) as a model. Teaching College!  Homer depicted guides often. They were employable as models, which fellow boarders and essay writing on environment London club members were not. Writing Queen! They willingly took and held the poses he specified. More crucially, they seemed an intrinsic part of the wilderness. Homer found no such unity of figure and place when on rare occasions he depicted properly outfitted sportsmen, as in his portrait of Terry and in his masterful etching, Fly Fishing, Saranac Lake (Figure 7). Despite that print's title, the locale is undoubtedly at the North Woods Club. The reference to well-known Saranac Lake was very likely a stratagem by a newspaper article University Bournemouth Homer or his dealer to sell the print. Rufus Wallace appears in Homer's work as early as 1870 and as late as 1894. Teaching Essay School Queen Ethelburga’s College! The younger Michael Flynn appears only between 1889 and 1892, the years he worked at the club. Flynn is the quietly watchful guide in The Boatman (1891, Figure 8).
In Pickerel Fishing (1892, Figure 9) he studies an impressive catch amid the blood-touched chromatic splendor of the essay University of Massachusetts Lowell — UMass (Navitas) lake's surface. Wallace may have posed for the oil sketch Adirondack Guide (Figure 10). The figure in Paddling at Dusk (1892, Figure 11) is not a guide, however, but Ernest Yalden, a university student who paddles his own self-built, light-weight canoe. The son of writing school Queen, club members,Yalden recalled many years later that the effect of light reflecting from his paddles especially interested Homer.  The full force of Homer's tougher view of nature came in writing on environment, 1891 when he took deer hunting as the subject for two oils. Flynn posed for both. The powerful design, fine drawing, and bold realism of Huntsman and Dogs (Figure 12), completed in 1891, made it one of Homer's undoubted masterworks. Set against teaching essay writing school Queen the waning color of service State University (INTO), late autumn and the rising form of Beaver Mountain, a young hunter rests for a moment. He carries a freshly skinned pelt on his shouldered rifle and a rack of antlers in his hand.
Still excited from the chase and kill, his hounds leap and howl. An echo of death resounds in the decayed tree stumps and fallen leaves. His attire and manner identify him as a local woodsman rather than a visiting sportsman. The distinction is essential to an understanding of the painting as a portrayal of teaching essay Queen Ethelburga’s College, struggle in nature altered by modern-day circumstances. This woodsman is a pot hunter. Essay University Of Applied Sciences! He hunts to essay Ethelburga’s College, survive and to support his family. He does so, however, not as his predecessors in your College, the great forest had done by consuming his prey, but instead by selling deerskin and antlers to College, buyers who service the tourist and essay University (INTO) manufacturing trades. Such poachers were the essay Ethelburga’s bane of Adirondack private clubs, for they reduced the already sparse deer population needed for the clubs' annual hunting seasons. On the essay writing Hanze back of his watercolor, The Fallen Deer (1892, Figure 13), Homer wrote just shot -- a miserable pot hunter; reflecting the teaching high Queen clubs' view of poachers. Yet the essay of Massachusetts Lowell delicacy of his treatment of the subject, the richness of his color, and the elegance of his detailing transforms this scene of death into one also of refulgent life -- the life within a work of writing school College, art. Homer completed the second of the Adirondack oils he had begun in writing a critical review essay Queen Anne’s School, 1891, Hound and Hunter (Figure 14), the following year.
It takes as its subject a late moment in teaching essay writing Ethelburga’s College, deer hounding. Writing A Critical Queen School! In this practice, guides and dogs drove a deer from the forest into one of the club's lakes where a hunter waited in a boat. Hounds on shore and the hunter on teaching writing high school Queen Ethelburga’s College water prevented the deer from reaching land. In time, the hunter rowed to the exhausted animal and killed it. Homer shows a guide attempting to fix his boat's painter to a dead deer's antlers to prevent it from sinking, while at the same time he tries to essay writing Washington, keep the hound from interfering.
The great open space of Huntsman and teaching essay writing high Dogs here becomes a darkly overhung cove at lake's edge. Own Essay! In a composition of essay high Queen Ethelburga’s, swirling ovals, the center of attention moves back and forth among heads alive and dead. Even within the Adirondacks many people found deer hounding distasteful, unsporting, and writing Sciences worse. It is teaching high Queen easy to wonder whether Homer may have meant his painting as a protest against writing School this means of hunting, but his treatment of the subject is so rigorously objective and so free of teaching writing College, editorializing emphases, that he seems to have accepted hounding as a fact of Adirondack life. Indeed, he participated in the hunt himself, though without success. (No deer arrived in his lake.) As a sport, hounding was, of course, weighted heavily in favor of the hunters. Nonetheless, it summoned up for its adherents an earlier time -- a time within living memory -- when hunting and fishing in the Adirondacks was not sport at all but rather a means of subsistence and even survival. To hunt and fish seemed in some way an instinctive response to the great forest, a need to pit human skill against an ultimately threatening environment. For School Arts Bournemouth! An undercurrent of this sort of primitivism runs through Homer's hunting subjects, as it did increasingly through all his Adirondack paintings. His woods were at once elemental, beautiful, and cruel. In the last of his paintings from the region, Burnt Mountain (1902, Figure 15), wilderness life has become solely an expanse of forest. There is no human presence other than the painter's.
Beaver Mountain rises above lower tree-filled slopes. This is the view that met Homer at the clearing each time he went to Minerva. With new growth giving part of its summit a lighter, post-fire color, the distant mountain seems timeless. But in the middle ground a teeming mass of treetops appears almost to essay writing Ethelburga’s College, move. This tension between stillness and motion, permanence and change, energized nearly all his work from the writing Anne’s School great forest.
With greater eloquence than any of his contemporaries in the Adirondacks -- greater, perhaps than any other American artist anywhere -- Homer succeeded in conveying in paint this vitality of the natural world, not only in essay writing high school Queen, the Adirondacks, but everywhere that forests exist. David Tatham is Professor if Fine Arts Emeritus at Syracuse University. 1 For Homer's association with the North Woods Club, the write own essay College dates of his visits to essay high school Queen Ethelburga’s College, the region, and writing a critical review essay Anne’s School a list of his Adirondack works, see David Tatham, Winslow Homer in teaching writing high Queen College, the Adirondacks (Syracuse University Press, 1996). Essay Hanze University! The history of the clearing and club can be found in teaching writing high, Leila Fosburgh Wilson, The North Woods Club, 1886-1996 (Minerva, N.Y, privately printed, 1996). For further discussion of Homer in the region, see Theodore Stebbens, Jr., Winslow Homer: Time in the Adirondacks, in writing School, Patricia Junker and Sarah Burns, eds. Teaching Essay School Ethelburga’s! Winslow Homer: Artist and Angler (New York and London: Thames and Hudson, 2002), 95-123.
2 North Woods Club minute book, entry for essay writing on environment DLD College London, 27 October 1910. 3 In his late years, Homer was often brusque with dealers, collectors, critics, and others in writing Ethelburga’s, the art world. Write Your College! Like his friends at essay school Queen the North Woods Club, however, his year-round neighbors at Prout's Neck attested to his typical cordiality and generosity. Lloyd Goodrich, Winslow Homer (New York: Macmillan, 1944), 189-201. 4 In the writing expository Lowell — UMass Lowell (Navitas) mid-1960s, Charles Kays, then Superintendent of the club, related to teaching writing school Queen Ethelburga’s, the present writer that an elder member of the club's Fosburgh family had recalled that as a boy he carried Homer's paint box when they trekked together to painting sites. 5 In the late 1860s Homer visited Lake George, but the identity of writing on environment DLD College, that region was then quite distinct from the Adirondacks.
6 In the late 1860s, Fitch was a boarder at the clearing in Minerva and was probably among those who recommended the place to Homer. Essay Queen College! In 1868 Fitch and Homer had painted together on the Presidential Range of New Hampshire's White Mountains. 7 The others in the photograph are Francis Murphy, Calvin Rae Smith, Hendrick-Dirk Kruseman van Elton, and two unidentified women, one of whom may be Shurtleff's wife, Clara. Homer, and probably most of the others, stayed near the East Branch at the Widow Beede's Cottage, a purpose-built boarding house. The Angler is reproduced in Patricia A. Junker, Pictures for writing University — UMass Lowell (Navitas), Anglers, in Junker and Burns, Winslow Homer: Artist and Angler , 43. 8 The women move along part of a still-new network of marked, self-guiding hiking trails. Their attire suggests that they are visitors to teaching essay Ethelburga’s, the region. They represent the post-Civil War generation of newly self-sufficient women who saw no need to be accompanied by men on recreational jaunts of the kind Homer depicts.
9 William H. H. Murray, Adventures in the Wilderness (Boston: Fields, Osgood, 1869). Writing! New edition, edited by William Verner, with an introduction by Warder Cadbury (Syracuse: Syracuse University Press, 1970). 10 The photographer and guidebook writer Seneca Ray Stoddard had devoted much attention to Phelps in his Adirondacks Illustrated (Albany, N.Y.: the teaching high Queen Ethelburga’s author, 1874). In 1876, Charles Dudley Warner made Phelps the subject of an article, A Character Study, in on environment DLD College London, the May number of the Atlantic Monthly , later included as a chapter in Warner's In the teaching high Queen Ethelburga’s College Wilderness (Boston: Houghton Mifflin, 1878). 11 Although Homer dated this painting 1880, a report in the New York Tribune for Oct. 13, 1877 describes it in some detail and notes that it was a product of his recent time in the Adirondacks. He may have added finishing touches in 1880 or given it that date to make it eligible in good essay writing service State (INTO), that year for group exhibitions limited to new work. 12 Among the landscape painters was Homer Martin who contributed Adirondack views to the Sept 3, 1870 issue of Every Saturday. For comic illustrations, see Edward Comstock, Jr., Satire in essay high school Queen Ethelburga’s College, the Sticks: Humorous Wood Engravings of the Adirondacks, in David Tatham, ed, Prints and Printmakers if New York State 1825-1940 (Syracuse: Syracuse University Press, 1986), 163-182.
See also Warder Cadbury, Introduction, to Murray, Adventures (New Edition, 1970),40-54. 13 Late in the 1870s some clubs had already begun to stock their streams and good service University lakes with trout. I thank Edward Comstock, Jr. for information that the Bisby Club had stocked Little Moose Lake as early as 1877. New York State opened its first fish hatchery in Fulton Chain, near present-day Old Forge, in teaching writing high school Queen Ethelburga’s College, 1886. 14 For a history of the how to article for school University Bournemouth State of New York's establishment of the Adirondack Park, see Frank Graham, The Adirondack Park: A Political History (New York: Knopf, 1978). 15 Like Fitch (see note 7), Terry probably recommended the Minerva boarding house to Homer. 16 Man in teaching writing Ethelburga’s, a Punt, Fishing (private collection), illustrated in essay, Tatham, Winslow Homer in essay high school Queen Ethelburga’s, the Adirondacks , p 5. 17 Yalden to how to write a newspaper University, Robert McDonald, 30 Sept. 1936. Memorial Art Gallery, Rochester, N.Y. Read more articles and essays concerning this institutional source by essay school Queen College visiting the own essay Ardingly College sub-index page for high Queen, the Fenimore Art Museum in Resource Library Magazine.
Visit the Table of Contents for Resource Library Magazine for thousands of articles and essays on write your own essay College American art, calendars, and teaching essay writing high Queen much more. Copyright 2003, 2004 Traditional Fine Arts Organization, Inc., an Arizona nonprofit corporation. All rights reserved.
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ESFP Personality Type – Extraverted Sensing with Introverted Feeling. ESFP Personality Type – Extraverted Sensing with Introverted Feeling. The ESFP personality type (as outlined by the Myers-Briggs Type Indicator® Assessment, or MBTI® Test) is the Extraverted Sensing with Introverted Feeling type. Those exhibiting the ESFP type preference have a thirst for adventure and school Queen, an overwhelming adoration for their lives, finding happiness in the material world around them, as well as in experiences. A Critical Review Essay Queen School! They are attentive, matter-of-fact, efficient, eloquent, spirited, and perceptive. In a work environment, Myers-Briggs® test ESFP types are apt at finding out-of-the-box solutions to meet the needs of the company and their peers, and their success in their careers is often seen most in situations with others.
Find themselves in the role of teaching school Queen pacifist, doing whatever it takes to Hanze, find solutions that will make themselves and others happy Adept at teaching essay writing school Ethelburga’s communicating with others in a way that is constructive and beneficial for themselves and their employer. This also makes them exceptional group members Oftentimes have a good idea of write a newspaper Arts University (AUB) what others are thinking and feeling, allowing them to read the feelings of others and adapt that information to the situation they are in Their enjoyment for spontaneity and new experiences helps them delve straight into new projects, even if they aren’t sure where to teaching high school Queen College, begin at of Applied first Motivational and inspiring, helping them get people moving and teaching writing high Queen College, working together in writing essay Queen moments of great stress or emergency. Ethelburga’s College! This also helps them react promptly to the needs of their peers Their excitement and energy in their everyday lives makes others want to work with them. World-Learners, Taking Life Lessons to Heart. “Image courtesy of samarttiw / FreeDigitalPhotos.net”. Myers-Briggs Type Indicator test -assessed ESFP types are world-learners, with a large majority of their expansive knowledge being formulated by their environment and their experiences with the world around them. Because of this preference, this personality type learns much more efficiently through doing as opposed to through traditional learning methods or reading.
With a carpe diem mentality and a thirst for excitement, those with an MBTI Test ESFP type work toward completing assignments in the most enjoyable way possible. A Critical Anne’s School! They are versatile, cooperative, pleasant, and carefree. When it comes to making decisions or forming opinions, the ESFP personality type first and foremost consider their personal emotions, beliefs and sensibilities. This also helps them relate and commiserate with others. Myers Briggs-assessed ESFP types also enjoy people-watching, gaining knowledge from their observations.
Positivity Flows Through the teaching essay Queen College, ESFP. Individuals with the expository essay University (Navitas), ESFP type preference are thoughtful, positive, compassionate, understanding, and teaching essay writing high school Queen Ethelburga’s, often make good confidantes and friends. Their peers find them to be inventive, amicable, convivial and essay on environment, joyous, bringing light and excitement to every room they enter. School College! An ESFP types genuine interest in the well-being, happiness, and lives of others makes them enjoyable to be around, both in their personal lives and in a professional atmosphere. Occasionally, the on environment DLD College London, ESFP personality types inclination to live in the moment can have negative effects on their work and relationships. Because of their desire to essay Queen College, seize the day, Myers-Briggs test ESFP types can get so caught up in the moment that they feel as though nothing is holding them down and improving essay Hanze University of Applied Sciences, keeping them grounded. This can also affect their decision-making skills, disabling them from realizing the long-term consequences of these decisions and actions, especially when it comes to something that affects their senses. ESFP types are often driven by their pleasure principle, and their sensual desires can take precedence over reasoning and logic, which can lead to regrets and danger. Essay High Ethelburga’s College! Long-term consequences are not something that the ESFP personality type focuses on, and because of that, their spur-of-the-moment decisions can often distract them from their long-range wants or needs. Another possible consequence of the preferences exhibited by the MBTI test -assessed ESFP type is that they can become exceedingly spontaneous and unpredictable, keeping them from completing their work without getting sidetracked.
This causes them to often fail at sticking to expository essay University Lowell, schedules and due dates, choosing to teaching writing high school College, focus on immediate pleasures as opposed to their duties elsewhere. However, if a Myers-Briggs test ESFP type can balance their spontaneity and thirst for momentary excitement, they can utilize their people skills and your Ardingly, jovial natures to create a fun and effective work environment. [Personality type information was referenced from the following publication- (Isabel Briggs Myers, 1998, CPP Inc.)] “Image courtesy of photostock / FreeDigitalPhotos.net”. The Myers-Briggs Type Indicator ESFP personality type thrives in professional environments where they are either using their skills to teaching essay writing high Queen Ethelburga’s College, aid others or where they can utilize their people-person skills. Common career fields include hospitality, food service, medicine/healthcare, and other occupations that require a personal relationship with others. Some examples of job titles that are common for the Myers-Briggs Test -assessed ESFP personality type are restaurant worker (both front-of-the-house and back-of-the-house), receptionist/secretary/personal assistant, and medical worker (could include human medicine or animal medicine), such as a nurse or a veterinarian. Interestingly, Myers Briggs test ESFP types are also known for enjoying working outside, such as in write own essay a nursery or as a fisher (Allen L. Hammer, 1993, CPP Inc.). To become an employee that everyone wants to essay Queen College, hire, those with the ESFP type preference can hone in on their people skills and flexibility while still keeping in mind their long-term goals and aspirations. The spontaneous nature associated with the ESFP type often leaves no time or attention for essay on environment long-range dreams, both in their careers and personal lives. By taking time to formulate these future goals (five-ten years) and teaching essay writing College, taking steps to stick to them, you can help yourself think twice before making split-second decisions that may have larger consequences than you originally can see.
Furthermore, being people-lovers as they are, MBTI test -assessed ESFP personality types must pay attention to their frequent personal interactions, making sure that their networking time is being used efficiently and effectively. Lastly, one of the good essay writing service Washington, most important actions that this MBTI Assessment Type Indicator personality type can take is to create deadlines and a schedule, and most importantly, to stick to that schedule. With a spontaneous yet organized life, Myers-Briggs test ESFP types can become everyone’s favorite (and most productive) workers. Discover your best fit career with The MBTI® Career Report below or continue reading for more information regarding ESFPs including Leadership Learning styles as well as Emotional Intelligence. Find your best occupational match with this easy-to-read Myers-Briggs® test graphic report. Choosing a career path can be difficult. The revised MBTI® Career Report helps point the essay writing Ethelburga’s, way by showing you how your type affects your career exploration and discusses the benefits of choosing a job that is essay, a good fit for your type. By taking the Myers-Briggs test you also explore preferred work tasks and teaching essay, work environments—as well as most popular and least popular occupations—for any type and receive strategies for essay on environment DLD College London improving job satisfaction. This completely updated report includes expanded coverage of popular fields such as business, health care, computer technology, and teaching writing school Queen College, high-level executive and management occupations.
It is based on four-letter type results and can be generated using your reported type or verified type. Further Understanding ESFPs. ESFPs tend to be outgoing and easygoing. They live in the moment and are exuberant, passionate individuals. A Critical Review Essay Anne’s! They are characterized by flexibility, and teaching writing high school Queen, prefer to live outside the confines of institutional rules and social norms, focusing instead on their own personal satisfaction and making an effort to improve the lives of others.
Meeting new people and writing expository essay Lowell (Navitas), having new experiences is the writing high school Queen College, most fulfilling for them, especially since they learn by doing rather than by reflecting . With this said, ESFPs are also practical people for writing a critical essay Queen School the most part, and teaching essay Queen, are highly observant, making decisions based on their personal values and the realities of the world around them. They are also keen observers of DLD College people, and are able to motivate and mobilize others to high school Queen College, accomplish certain goals or work together to complete certain tasks. Others know and love ESFPs for their resourcefulness and writing a critical Queen Anne’s School, supportiveness, as well as for their fun-loving, playful nature. High! They generally have large groups of friends, and derive a great deal of pleasure and writing Hanze of Applied, fulfillment from teaching writing high school Queen College, having deep, interactive relationships with others. This joy is contagious, and improving essay Hanze University Sciences, ESFPs are known for essay writing high school Queen College lifting the spirits of those who are around them, encouraging them to how to write Arts (AUB), make the high Queen Ethelburga’s College, most out of life. While ESFPs have many strengths, they can sometimes lose sight of their long-term goals. They can be so focused on enjoying the moment, that they do not always consider the future implications of their behavior.
As such, ESFPs should make an effort to consider long-term consequences for their actions, and try to prioritize obligations at times in order to avoid serious situations. With a little support and personal development, ESFPs can be the life of any party and the keystone of any organization. ESFPs’ Learning Style: Adaptive and Responsive. ESFPs are extremely observant. They take in the world around them like sponges, and enjoy being spontaneous and responsive. Writing Review Essay! They have a dispreference for teaching high school taking too much time to ponder or consider the write article for school Arts (AUB), world around them in a reflective or philosophical manner, and instead prefer to interact with it directly. As a result, they tend to be easily bored inside the classroom, which they perceive to be terribly isolated from the real world. However, they do tend to be receptive to group exercises or interactive tasks that are closely related to real-world experiences, though it is essay writing high school Queen, important to keep in good mind that, group discussions and teaching writing school Ethelburga’s College, similar activities that are theoretically oriented even though they are technically social, are not as appealing or engaging to them. Instead, ESFPs especially enjoy “field trips” or opportunities to complete real-world tasks in a simulated environment, or supervised tasks in the real-world. Write Own Essay! The more realistic the experience, the better it will be for ESFPs.
Learn about The MBTI® ESFP’s Learning, Leadership and Emotional Outlook styles. As such, ESFPs benefit from essay writing Queen, instructors who are able to develop activities and tasks that are highly social and interactive. They enjoy being able to move around and be physically active, and are more open to role playing and other activities that are fun while still having a content objective. They prefer to receive immediate feedback on their behavior and procedures, and appreciate the opportunity to evaluate themselves using rubrics, checklists, or procedural flow charts. In this way, the improving University of Applied Sciences, act of evaluating becomes an additional activity from which they can glean even more benefit. When it comes to interacting with their peers, ESFPs generally enjoy hearing anecdotes and real-life stories that connect the information they are learning to the real world. They enjoy working with others to practice skills, and they may open to having discussions with others providing that these discussions are not overly theoretically focused.
The key to ESFPs’ learning is to maximize activity—asking and school Queen, answering questions, completing tasks, moving around in the real world, and evaluating themselves or others, can all be ways of increasing the amount of essay University activity in the environment in which ESFPs are learning. However, ESFPs, like all individuals, benefit from going out of their comfort zone a bit. As such, they should make an effort to remain interested and motivated even when the teaching essay writing high Queen, assignment or task is not particularly interactive. They may be surprised by what they can learn by sitting and reading, or by completing a more traditional assignment individually. ESFPs are active and writing review essay, engaging leaders, who take a great deal of time and energy to writing Queen, ensure that others on their teams are as excited about the team’s goals as they are themselves. Essay Writing On Environment London! As they set the direction of the organization, they enjoy brainstorming with members of their team, generating options that will benefit and motivate individual team members while also meeting the organization’s overall objectives. This also contributes to the creation of a fast-paced, high-energy environment, in College which they can remain constantly engaged. As they narrow down their choices, ESFPs tend to value simple but practical solutions that will have immediate results.
They have a dispreference for drawn out strategic planning sessions, even though sometimes root causes of problems only become apparent after an in-depth analysis. Learn about for school Arts Bournemouth The MBTI® ESFP’s Learning, Leadership and Emotional Outlook styles. While it may not seem so at Queen Ethelburga’s College first glance, ESFP Myers-Briggs® Types can find it challenging to make decisions if they feel that others on their team may be uncomfortable with the direction. They tend to value harmony on teams, sometimes to the extent that it can interfere with their functioning as leaders. However, if they make an effort to explain their decisions to good service Washington University (INTO), those who may disagree, they may be able to maintain the positive, supportive nature of teaching essay writing Ethelburga’s their workplace environment. In general, ESFPs have a knack for being able to inspire others and build a strong rapport seemingly effortlessly. They value relationships, and almost instinctively cultivate close relationships, many of writing on environment DLD College London which may contribute in the long term to their own advancement. They should be conscious, though, of their tendency to be drawn to other extremely outgoing individuals, and essay writing school Queen, should make an effort to make sure that even the quieter, more introverted, or more serious members of writing London their teams are still receiving attention and writing school Queen Ethelburga’s College, support from them.
Part of ESFPs’ strength as leaders is in the fulfillment they get from identifying other individuals with potential, and working closely with them and essay Washington State University (INTO), coaching them to success. They have strong interpersonal relationships, and pay attention to the value of seemingly minor acts, like rewarding the teaching essay writing high school Ethelburga’s College, completion of milestone tasks or recognizing a job well done. Essay University Sciences! These kinds of efforts help ESFPs keep their teams motivated. That said, not all of writing high leadership tasks are overly exciting. It is important for review essay School ESFPs to remember that oftentimes achieving lofty goals necessitates the completion of repetitive, mundane tasks. They need to be careful to value and pay attention to Ethelburga’s, the repetition of successful organized or ingrained processes, and learn the write own essay Ardingly, importance of setting and teaching essay high Ethelburga’s, meeting deadlines. As they continue to grow and develop as leaders, ESFPs need to take the good service Washington State University, time and writing school Queen Ethelburga’s, energy to consider more carefully their and their team’s long-term goals, and think about good writing service Washington State University how they can position themselves best in the future.
Balancing fun and teaching essay high school Queen, excitement with concrete goals and write, outcomes can be the perfect recipe for teaching high school Ethelburga’s success. ESFP MBTI® Types are confident individuals who enjoy working together with others and having experiences together. They are highly sensitive to others’ moods and needs, and are often caring individuals with good intentions, though they may at times have difficulty relating to those who are much quieter or more introverted than they are. ESFPs are also impulsive—they enjoy novelty, and so often direct their impulses towards new outlet or opportunities, sometimes without much consideration of the impact of their actions on others or on the long-term consequences of writing service Washington their behavior. Because of their innate positivity and passion for essay Queen life, ESFPs can sometimes be overwhelmed or discouraged by good essay writing State (INTO), a critical, hostile, or unsupportive environment. They often do not take kindly to their desires or actions being interpreted as problematic or negative, particularly since they have a preference for avoiding any kind of confrontation or argument. On the other hand, ESFPs make an effort to build relationships with others and to find common ground. They tend to value tasks that benefit multiple people, and are often self-sufficient and efficient in achieving those tasks. When it comes to their relationships with others, ESFPs tend to be lively and gregarious, socially at ease, and teaching writing, comfortable in large groups.
They genuinely enjoy the active company of writing a critical review essay Queen Anne’s School others, and communicate that joy openly and freely. They are patient with others’ values, and are explicit in communicating respect and caring even in the midst of discontent and conflict. Essay Writing Ethelburga’s College! This care for a newspaper Arts University Bournemouth (AUB) others’ positions, opinions, and values, also manifests in their openness to solicit and discuss others’ view points, and in teaching essay high school Ethelburga’s College their willingness to write a newspaper article Bournemouth (AUB), attempt to approach situations or challenges using others’ suggestions. Finally, because of their active and large social networks, ESFPs usually have a robust support system, that they both draw on and give back to essay writing high school Ethelburga’s College, in times of need. This helps them diffuse stress and retain a positive attitude and outlook in all that they do. Learn More About the MBTI ESFP Personality Type. Explore additional information that delves deeper into the ESFP Personality Type by examining various personality and career based subjects: Click on a link below to read more about different MBTI Personality Types. Introduction to Type (Isabel Briggs Myers, 1998, CPP Inc.)
Introduction to Type and Careers (Allen L. Hammer, 2007, CPP Inc.) Introduction to Type and Leadership (Richmond, S. Improving Essay Writing University Of Applied Sciences! CPP. 2008) Introduction to teaching high school Queen College, Type and writing on environment DLD College London, Learning (Dunning, D. CPP. 2008) Introduction To Type® and Emotional Intelligence. (Pearman, R. CPP, 2002)
Click Below to Learn About MBTI® Psychological Types. All restricted assessment purchases include a complimentary telephone or Skype audio consultation in accordance with CPP Inc. guidelines. Please contact us to schedule your appointment once you have completed your assessments. MBTI®, Myers-Briggs Type Indicator®, Myers-Briggs®, Step I™ , and Step II™ are registered trademarks or trademarks of the Myers Briggs Foundation, Inc., in the United States and teaching writing high Queen, other countries.