Political culture and change alters the nature and meaning of art essays

Political culture and change alters the nature and meaning of art essays Most history of art in ancient periods comprises relationships between the political condition of a nation and the manner artists create their works of art. Two instances of this in which the nature and meaning of art were influenced by the changes in political culture are the Baroque and The Baroque era was a period of wealth and grandiosity. It was the time when luxury, political victory, and improvements in trade transpired in Europe. This era was characterized by modern lifestyles among men and women. Such development and modernization inspired many artists. Hence, most of the art works of the time represents progress and grandiose lives. Buildings and architectural structures were intricate and emphasize rich decorations. One of the architectures that illustrates luxury and elegance of the Baroque style is the Palace of Versailles. An online source The fence is covered with a sheet of gold; every room is filled with intricate carvings and elegant figurines. Each room reflects a certain time or king by the change in furniture and styleThe palace is like a museum, which shows the progress of society using art and architecture Rembrandt, a celebrated painter of the Baroque style, transformed his classical style into new light elaborating Baroque characteristics. Similar to the Baroque era that influenced the characteristics and nature of art, the era of Romanticism influenced many artists in expressing themselves against the 18th century's Enlightenment crisis, dominating attitudes, and political conditions. The arts of Romanticism were characterized by individualism, imagination, free expression, intellectual social thoughts, and criticisms. One of the well-known Romantic poets was William Wordsworth. Wordsworth was known for his literary poems that express freedom. In Romantic paintings, on the other ...

I Have a Dream - Childrens Book About MLK Junior

I Have a Dream - Childrens Book About MLK Junior On August 28, 1963, Dr. Martin Luther King, Jr. gave his I Have a Dream speech, a speech that is still remembered and honored today. I Have a Dream by Dr. Martin Luther King, Jr., published in recognition of the 50th anniversary of the minister and civil rights leaders dramatic speech, is a childrens book for all ages that adults will also find meaningful. Excerpts of the speech, chosen for their accessibility to childrens understanding, are paired with the stunning oil paintings of artist Kadir Nelson. At the end of the book, which is in picture book format, youll find the full text of the Dr. Kings speech. A CD of the original speech is also included with the book. The Speech Dr. King delivered his speech to the more than a quarter of a million people participating in the March for Jobs and Freedom. He delivered his speech in front of the Lincoln Memorial in Washington, D.C. While stressing nonviolence, Dr. King made it clear that, Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. In the speech, Dr. King outlined his dream for a better America. While the speech, which was interrupted by cheers and applause from the enthusiastic audience, only lasted about 15 minutes, it and the integrated march had a profound impact on the Civil Rights Movement. The Books Design and Illustrations I had the opportunity to hear Kadir Nelson speak at the 2012 Book Expo America Childrens Literature Breakfast about the research he did, the approach he took, and his goals in creating the oil paintings for I Have a Dream. Nelson said he had to memorize Dr. Kings speech on short notice as a fifth grader just after moving to a new school. He said doing so made him feel stronger and more confident, and he hoped I Have a Dream would similarly affect children today. Kadir Nelson said that at first he wondered what he could contribute to Dr. Kings magnificent vision. In preparation, he listened to Dr. Kings speeches, watched documentaries and studied old photographs. He also visited Washington, D.C. so he could create his own photographic reference and better imagine what Dr. King saw and did. He and the editor worked to decide on what portions of Dr. Kings I Have a Dream would be illustrated. They chose segments that were not only important and well known but that spoke loudest to children. In illustrating the book, Nelson created two types of paintings: those that illustrated Dr. King giving the speech and those that illustrated Dr. Kings dream. At first, Nelson said he was unsure how to differentiate the two. It ended up that when illustrating the setting and mood of the day, Nelson created oil paintings of the scene as it was during Dr. Kings speech. When it came to illustrating the dream, Nelson said he tried to illustrate not the words so much as the concepts they represented and he used a bright cloud-like white background. Only at the end of the book, do the dream and reality merge. Kadir Nelsons artwork wonderfully illustrates the drama, the hopes and the dreams laid out that day in Washington, D.C. by Dr. Martin Luther King, Jr. The choice of excerpts and Nelsons sensitive illustrations combine to create meaning for even younger children who may not yet be mature enough to understand the full speech. The scenes that look out over Dr. Kings audience emphasize the breadth of his impact. The large close-up paintings of Dr. King emphasize the significance of his role and his emotions as he delivers the speech. Martin Luther King, Jr - Childrens Books and Other Resources There are several books about Martin Luther King, Jr. that I particularly recommend for children 9 and older who are interested in learning more about the civil rights leaders life. by Doreen Rappaport, provides an overview of Kings life and packs an emotional punch with its dramatic illustrations by Bryan Collier. The second, Portraits of African American Heroes features a portrait of Dr. King on the cover. He is one of 20 African Americans, men and women, featured in the nonfiction book by Tonya Bolden, along with sepia-toned portraits of each by Ansel Pitcairn. For educational resources, see Martin Luther King, Jr. Day: Lesson Plans You Can Use and Martin Luther King, Jr. Day: General Information and Reference Material. Youll find additional resources in the linkboxes and below. The Illustrator Kadir Nelson Artist Kadir Nelson has won numerous awards for his childrens book illustrations. He has also written and illustrated several award-winning childrens books: We Are the Ship, his book about the Negro Baseball League, for which he won the Robert F. Sibert Medal in 2009. Children who read Heart and Soul will learn about the Civil Rights Movement and the important role that Dr. Martin Luther King, Jr. played. The CD Inside the front cover of I Have a Dream is a plastic pocket with a CD in it of Dr. Kings original I Have a Dream speech, recorded on August 28, 1963. It is interesting to read the book, then the entire text of the speech and, then, listen to Dr. King speaking. By reading the book and discussing the illustrations with your children, youll gain insight as to the meaning of Dr. Kings words and how your children perceive them. Having the entire text in print allows older children to ponder Dr. Kings words more than once. Dr. King was a compelling speaker and what the CD does, is allows listeners to experience for themselves Dr. Kings emotion and impact as he spoke and the crowd responded. My Recommendation This is a book for family members to read and discuss together. The illustrations will help younger children to grasp more of the meaning of Kings speech and will help all ages to better understand both the significance and the impact of Dr. Kings words. The addition of the text of the entire speech at the end of the book, along with a CD of Dr. King delivering the speech, make I Have a Dream an excellent resource for the 50th anniversary of Dr. Kings speech and beyond. (Schwartz Wade Books, Random House, 2012. ISBN: 9780375858871) Disclosure: A review copy was provided by the publisher. For more information, please see our Ethics Policy.

Marketing Essay Example | Topics and Well Written Essays - 2500 words - 15

Marketing - Essay Example In the food segment the Marks and Spencer’s company employs the following competitive moves so that it cab have an advantage over its rivals. First and foremost it changes its prices to suit the consumer’s purchasing power and this enables the company to have a temporary advantage over the other rivalry firms. Similarly the company makes further improvements in its food products differentiation and it also maintains good relationships with the suppliers. (Baryon 2006) In the industry this is a very strong force since the Marks and Spencer’s company’s food industry has strong brand images and this makes it very hard for the new entrants. The initial capital expenditures are very huge and the exiting companies are achieving their economies of scale by being global. Another threatening factor to the potential new entrants is the trade tariffs as well as the international regulations whereby they have to prove themselves to the foreign companies, customers and also suppliers. In the food industry the substitute food products belong to the other firms in the industry. The Marks and Spencer’s foods segment is highly affected by the price changes in the substitute food products. Since the more the substitute food products become available to the consumers then the demand of the food products from the Marks and Spencer’s company become more elastic. This further allows the consumers to have more alternatives in the market. However this is a moderate but weak force in the industry since the businesses and also individuals wish to use other cheaper food products. A close substitute food product in the industry further constraints the company’s ability to raise its prices. On the other hand there is a lot of price competition in the industry especially in the food substitutes. Most of the consumers in Marks and Spencer’s foods consider the suitability as well as the nutritive value

Plastic surgery growth in teenagers Research Paper

Plastic surgery growth in teenagers - Research Paper Example Moreover, cosmetic surgery has become so popular among teenagers that their parents are now bestowing them to their children as gifts for their birthdays or even graduations. Many surgeons state that they are seeing more teenagers than ever coming to their practices for the various cosmetic surgery procedures available to them. Despite the fact that many parents and their teenage children have been advised against turning to major surgical procedures as a fix for the teenagers’ self-confidence, the number of teenagers who have undergone these procedures has continued to rise. For example, the number of teenage girls under the age of 18 years who undergo breast augmentation procedures has nearly tripled from one year to the next (Austin, 2000). Teenagers undergoing cosmetic surgery have become a common phenomenon and it is no longer a procedure reserved for the rich as it has previously been. In the initial stages before a surgeon can put a teenage patient in the cosmetic surge ry procedure, he must assess whether this patient is suited for the procedure, otherwise, the entire procedure would be unethical because the surgeon will only be interested in the patient’s money and not their well-being. ... e teenager of the benefits of the procedure, but also its limitations and he should make sure that the patient is ready to live with the consequences of the procedure whether it meets their expectations or not. Lastly, teenagers and their parents should be made to understand the risks of undergoing the cosmetic surgery as well as the time it takes to recover from the procedure (Wansbrough, 2012). In addition, there has been a growing trend among teenagers towards undergoing cosmetic surgery to improve their appearance. From a handful of these procedures that were done some two decades ago on teenagers, today, a large number of teenagers in their hundreds of thousands, undergo cosmetic surgery. This number has kept on growing over the last ten years and it is actually becoming quite common. For example, the number of lipoplasty procedures for teenagers under the age of 18 years has continued to increase over the years and this has continued to be so despite the very careful selection by surgeons of the patients in this group. Furthermore, of the women who underwent breast augmentation procedures in the year 2010, about two percent of them were under the age of eighteen and this is quite a significant number (Egan, 2010). The reasons why teenagers go for cosmetic surgery to reduce or increase the size of their breasts, correct the balance between a pair of body parts and in this case mostly breasts and ears, correct the severe underdevelopment of some body parts and finally the need to increase their self-confidence in an environment where they feel insecure (Boodman, 2004). Many teenagers who wish to undergo plastic surgery are motivated by factors, which are very different from those that influence adults to do the same. Most of them want to improve the physical

Malaysian Airlines System analysis

Malaysian Airlines System analysis Founded in 1947 as Malayan Airways, later renamed to Malaysian Airways System (MAS) in 1963 with the formation of Federal Malaysia, is the national flag carrier of Malaysia. With the largest and the youngest fleet size of South East Asia, MAS flies to some 100 destinations across the globe from its primary hub at Kuala Lumpur and the secondary at Kota Kinabalu whilst Kula Lumpur International Airport (KLIA) is its main base. MAS is internationally recognised as a five-star carrier. Along with air travelling, MAS is engaged in other related businesses such as airfreight (cargo) and airline catering. This document summarises how the current business model and IT infrastructure has led MAS to its apparent success. Current Business Model Having suffered a loss of RM1.3 billion(b) in 2005, MAS, under the CEOship of Idris Jala, announced a Business Turnaround Plan (BTP) that consists of two phases, BTP1 and BTP2. BTP1, created using Government-Linked Companies Transformation manual as a guide, successfully helped MAS cut losses from a forecasted RM1.7b to RM600 million(m). BTP1 focused on creating yield and cut costs while MAS got rid of non-core assets (MAS, 2006). By selling its main building at KL, reducing its staff size and closing non-profitable routes MAS generated a record profit of RM850m in 2007 (OFB, 2009). Further, BTP1 has helped MAS to increase its customer base by introducing Everyday Low Fares (ELF). ELF offers discounts to 30% of unsold seats on the day of travel (MAS, 2009). BTP1s strategies towards fuel management helped MAS to reduce fuel surcharge from 50-70% on domestic flights. MAS is currently at the second phase of BTP (BTP2). Its main focus is to maintain its 5-star name achieved under BTP1 (MAS 2008). BTP2, launched in the first quarter of 2008 with a focus to maintain a lower cost-structure, has the following goals. [here goes the goals]. Under BTP2, MAS generated a profit of RM180m in 2008, which is a 70% decrease compared to previous years profit (OFB, 2009). In 2009, MAS reported a profit of. However, up until the third quarter of 2010, MAS is experiencing losses (OFB2010). Although 2010 is an unprofitable year for MAS, BTP (BTP1 and BTP2) is a remarkable business plan. It has helped MAS to stay strong and competitive in a situation when fuel, operating and maintenance costs ever increasing. MASs inability to generate profit in 2010 could be related to MAS purchasing new aircrafts. Optimistically argued could be that these are new investments and its return is expected to be observed in the following years. The new aircrafts would help MAS considerably save costs on fuel since these aircrafts have a 17% lower fuel-consumption rate than the existing aircrafts (MAS, 2010). Furthermore, new aircrafts is also a boost to the cargo business. Aircrafts with greater capacity indicates possibility of increasing customer base that would in turn fuel profit generation. Among the ordered aircrafts, some are specifically focused on increasing airfreight business (MASKargo, 2010). Another point that expresses the strength of BTP is establishing new routes to destinations with more likely travellers. As mentioned earlier, a number of unprofitable routes were closed under BTP1. Closing itineraries involve high closure cost sustained due to cutting short agreements and other similar issues. However, the new routes would have its long-term benefits; closure cost would be far less than the profits the new routes would generate. For example, there is an increased number of Middle Eastern travelling to Malaysia. Further, the Malaysia-China routes are with high potential. Under BTP2, MAS has introduced new routes to China and Middle East and is still increasing; a new route to Riyadh starts on December 2010 (MAS, 2010). Additionally, ELF is an incontestable strategy since MAS brand is well known and tendency to choose MAS for a slightly higher price than the LCCs for its excellent services is justifiable. Further, selling of MAS building at KL is another decision that might have enabled MAS to close aforementioned unprofitable itineraries. While MAS was facing losses, the money generated from this sale was available to manage such actions. Additionally, BTP emphasised on maintaining some of its other core businesses. For example, catering to airlines and maintenance services are two potential businesses that would generate profit. Further, KLIA express and transit from KLSentral to KLIA was not closed for this is marked as another profitable business (OFB, 2009). IT Infrastructure The discussion hitherto was about BTPs strengths in non-IT, though indirectly related, areas. However, the fact remains that established IT infrastructure under BTP played a vital role to emerge from the losses MAS was facing. Under BTP, to cope with the changes, MAS underwent from several physical-network enhancements to virtual infrastructure enhancements. As per physical-network improvements, MAS sought the assistance of Nortel- a leading network hardware vendor. MAS purchased Nortels gigabit-switching platforms that support real-time business communication via voice and video (Nortel, 2008). Virtual solutions adopted include Sabres AirVision Revenue Manager (ARM) (Sabre, 2009) and SITAs Reservation Management System (RMS) (SITA, 2008). To improve inter-office communications, MAS employed Avayas Contact Centre Solution (MAS, 2010). As part of MASs Internet enhancement program, it sought Akami to power its main website (Akami, 2009). Further, MAS is seeking IT consultation from Tata Consultancy Services (EI, 2010). All the above-mentioned decisions made by MAS under BTP are interesting and justifiable. Firstly, under a turnaround plan like BTP, which is primarily focused on reviving profitability, it is believable that if the asking requirements were available, cost would come above all. Hence, the preference of Nortel equipments to those by more famous Cisco and HP is justified. Nortel offers 50% cost saving on its product compared to Cisco or other vendors (Info-Tech, 2008). Secondly, although Sabre and SITA provide expensive solutions, the two are renowned in airline industry for providing excellent solutions. Errors in areas such as scheduling and reservation in airlines is unbearable for one slight error could be fatal. Hence, the importance to choose experience over cost in this situation is logical. Selection of Sabre and SITA for that matter is justified. The benefits MAS achieved by Sabres and SITAs solutions were vast. ARM provided business rules automation, automatic ticket pricing based on customer behaviour and competitors pricing, financial evaluation and inventory controlling (Sabre, 2010). Features of SITAs RMS include online reservations, automatic flight scheduling, individual and group booking and customer profiling (SITA, 2010). It could be observed that features of these two systems combined allow automation of almost all the tasks that was done manually. Although MAS utilised KOMMA to do these tasks, it did not have intelligence to forecast or schedule on its own (MAS, 2007). Adopting these solutions could be one of the ways MAS managed to decrease its staff. Moreover, adopting the solutions at an earlier stage of BTP allowed MAS to efficiently forecast into the future and refine the BTP. Introduction of reservation management allowed MAS to introduce e-ticketing. This eliminated its customers to be physically present in one of its offices to book or purchase tickets. Further, it allowed customers to check-in online, check flight schedules and status. Introducing web-based services increased MASs website traffic. One of Akamis solution uploading mirror sites helped MAS to boost website performance and management (Akami, 2009). Mirror sites mean that customers would be accessing a MASs site hosted at a location nearer to the customers location. This mirror would be faster for the customer since it is nearer to the customer. Moreover, mirroring allows load balancing since customers would be literally accessing different websites although linked. SITAs integration platform allowed integration of ARM, RMS and the website (MAS, 2008). SITA has additionally provided MAS with an iPad-based kiosk for reservations and checking-in (SITA, 2010). Certainly, iPad is cheaper than a physical kiosk and hence MAS could now cut costs on the bulky kiosks. The only downfall of the combined solutions seems to be that there is no apparent feature for cargo management. Moreover, introduction of Avaya to its IT applications allowed efficient communication throughout MASs offices located locally and globally. Avayas features include web-based, virtual meetings, presentations and workflow management (Avaya, 2010). Apart from this, MAS signing contracts with Tata consultation indicates that it would be receiving up-to-date IT enhancements and hence would help to stay competitive in the industry. Conclusion In conclusion, it could be said that BTP was a success. Business decisions made under BTP were mostly successful. Implemented IT infrastructure only needs slight improvements such as integration of cargo management. BTP has enabled its website to be its main distribution channel while secondary channels include kiosks based on international airports. Beneficially for MAS, it is the only organisation in the industry with iPad-based kiosks. This is an innovation as well as a cost saver. Overall, BTP and the improved IT infrastructure have transformed MAS from a suffering business to one of the strongest competitor in the industry.

Effective Communication in Teaching Essay

Effective communication skills are essential for early childhood educators to ensure a high level of academic care is provided and to develop strong relationships both inside and outside the classroom. Without good communication there is no connection and a teacher will struggle to provide any type of educational experience to the children in their care. As stated by Johnson (1999)â€Å"communication is an ongoing process of sending and receiving messages that enable humans to share knowledge, attitudes and skills. Effective teaching depends on successful communication† (p4). Johnson (1999) believes that â€Å"communication is the driving force in any relationship or situation† (p3), therefore without effective communication the relationship and learning process will suffer. The two types of communication used by teachers are verbal and non-verbal. Verbal communication is the most obvious form and is used in an early childhood education setting constantly throughout the day. This can include teacher to child, teacher to teacher, child to child and teacher to parent. In an early childhood education setting, communication between teachers and children begins with a greeting in the morning as classes commence, and would continue constantly throughout the day. A typical day in a pre-school or infant’s school classroom would include activities such as roll call, group discussions and presentations like show and tell or news. These events would be a daily occurrence working to encourage communication between the teacher and the students, as well as between the students themselves, by giving each party a chance to speak and listen and exchange information and ideas. The day would continue with the teacher presenting new ideas and skills as part of the curriculum and, on a more casual basis, outside the classroom, during breaks and sport sessions. It is important for early childhood educators to be able to recognise the different learning styles of children and be flexible when communicating concepts and the content of lessons. A study by Geng (2011) discusses several different techniques that can be used when communicating with children and these include voice control, for example, using a certain tone  of voice to demand attention at the front of the class or a softer tone when trying to form a bond in the first phases of a relationship. Another useful technique when communicating with young children is to use short phrases and deliver instructions in a clear and concise manner. By using too many words, or words children do not understand the main message can be lost as they become confused or lose focus. Another way to ensure children follow along easily is to repeat instructions and new information, reiterating the main points to ensure they are heard and understood. Requesting a student to repeat the instruction back to the class allows the teacher to ensure they understand and is another chance for the instruction to be given to the class again. Visual clues are also used in a learning environment and within early childhood education these can include tools such as flash cards, pictures or posters and can be particularly useful when learning new words, spelling and basic mathematics, such as times tables. Non verbal communication is just as important as the more obvious verbal form. An early childhood educator must be able to communicate non-verbally. Johnson (1999, p.6) believes that children react better to this type of communication. Some examples of non verbal communication include facial expressions, touching and body movements, eye contact and use of personal space. By teaching children to understand non-verbal communication cues, their overall skills are enhanced as the two types of communication cannot succeed without each other. Knott (1979) defines the types of non-verbal communication in three categories: kinetic; body movements and gestures, paralanguage; voice qualities such as grunting and yawning, and the use of social and personal space. She states that these types of communication â€Å"play a significant role in the development of effective communication†¦ they are integral elements in all face to face communication† (p 227). It is essential that children learn to interpret these types of non-verbal communication. When combined with verbal communication, these skills will assist them to successfully communicate throughout life in many different situations, not just in an early childhood education setting. To enable educators to be the best they can be they must be able to communicate well with their peers. Exchanging ideas and information on the curriculum, teaching strategies, students, and problem solving ideas are daily occurrences for teachers. This will assist them in developing skills and furthering their knowledge. Both verbal and non-verbal communication is used between peers. An example of verbal communication between teachers would be colleagues exchanging ideas in staff meetings and discussions and a non-verbal example would include written reports and records about the students. Teachers play an important role in helping children develop relationships with one another. As an early childhood educator they are witness to the forming of many friendships between the children in their care. It is vital that these relationships are encouraged and guided to ensure all children feel happy, loved and secure with their place in the class or friendship group. Communication is the key to successful relationships and Kranyick (1975) believes that the ability to listen well is just as valuable as being able to project your message well. â€Å"The basic premise of the integrated day and family grouping is based on children learning from each other, they must listen to each other† (p 4). If children are not taught the importance of listening they may find their relationships suffer as it will be harder to form a bond if the other child feels what they are saying is not of value or importance. To support the education of communication within the early childhood years, the Australian Government has developed The Early Years Learning Framework (EYLF). It is an outline for teachers comprising of five learning outcomes. One of the outcomes is ‘Children are Effective Communicators’. The document states that â€Å"communication is crucial to belonging, being and becoming†¦ children communicate with others using gestures, sounds, language and assisted communication† (p 38). The document goes on to say that â€Å"Children feel a sense of belonging when their language, interaction styles and ways of communicating are valued†, which reiterates Kranyick’s (1975) beliefs discussed earlier. The importance of the relationship between teachers and parents must not be underestimated. A positive partnership is essential in order to ensure that a child’s education is supported and encouraged from not only inside the classroom but also at home. As stated by Hughes & MacNaughton (2001) â€Å"Communication between parents and staff is an important part of the daily life in early childhood centres†¦ research has shown that good staff-parent communication contributes significantly to the success of early childhood programs†. An effective way to reach out to a parent or carer is through an information and feedback session, commonly known as a ‘parent – teacher night’. This allows the teacher to discuss a student’s progress and development, as well as voice any concerns they may have. It is also an opportunity for parents and carers to ask questions and learn how to better support their children on their educational journey. In conclusion, good communication within an early childhood education setting is vitally important. It is essential that early childhood educators focus on developing strong and effective communication skills to be able to ensure a high level and successful educational experience for the children in their care. It is important that these skills are passed on to young children as when they develop good communication skills it can only help to build their foundation for learning and forming relationships as they go through the journey of life, including their future years of study and work, as well as their relationships with friends and family. In the words of Geng (2011) â€Å"communication is therefore a fundamental component in promoting positive behaviour†. REFERENCES Johnson, M. (1999). Communication in the classroom. Place, stateUS Department of Education. Geng, G. (2011). Investigation of teachers’ verbal and nonverbal strategies for managing attention deficit hyperactivity disorder (ADHD) students’ behaviour within a classroom environment. Australian Journal of Teacher Education, Volume 36 (Issue 7), 17-30. Kranyik, M. (1975). Teaching to listen and listening to teach. Paper presented at the Annual Meeting of the National Conference on the Language Arts in Elementary School., Boston, MA. publisher. Arnold, M. (1979). Early child-child communication. Theory into Practice, Volume 18 (Issue 4), 213-219. Knott, G. (2011). Nonverbal communication during early childhood. Theory into Practice, Volume 18 (Issue 4), 226-233. Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra, Australia. Author. McNaughton, D., Hamlin, D, McCarty, J, Head-Reeves, D, Schreiner, M. . (2007). Learning to listen: teaching an active listening strategy to preservice educational professionals. Topics in Early Childhood Special Education. , Volume 27 (Issue 4), 223-231.

Biography of Photographer Margaret Bourke-White

Margaret Bourke-White was a war correspondent and career photographer whose images represent major events in the 20th century. She was the first woman war photographer and the first woman photographer allowed to accompany a combat mission. Her iconic photographs include images of the Great Depression, World War II, Buchenwald concentration camp survivors, and Gandhi at his spinning wheel. Dates: June 14, 1904 - August 27, 1971Occupation: photographer, photojournalistAlso known as: Margaret Bourke White, Margaret White Early Life Margaret Bourke-White was born in New York as Margaret White.  She was raised in New Jersey. Her parents were members of the Ethical Culture Society in New York and had been married by its founding leader, Felix Adler. This religious affiliation suited the couple, with their mixed religious background and somewhat unconventional ideas, including full support for the education of women. College and First Marriage Margaret Bourke-White began her university education at Columbia University in 1921, as a biology major, but became fascinated with photography while taking a course at Columbia from Clarence H. White. She transferred to the University of Michigan, still studying biology, after her father died, using her photography to support her education. There she met an electrical engineering student, Everett Chapman, and they were married. The next year she accompanied him to Purdue University, where she studied biology and technology. The marriage broke up after two years, and Margaret Bourke-White moved to Cleveland where her mother was living and attended Western Reserve University (now Case Western Reserve University) in 1925. The following year, she went to Cornell, where she graduated in 1927 with an A.B. in biology. Early Career Though majoring in biology, Margaret Bourke-White continued to pursue photography through her college years. Photographs helped to pay for her college costs and, at Cornell, a series of her photographs of the campus was published in the alumni newspaper. After college, Margaret Bourke-White moved back to Cleveland to live with her mother, and, while working at the Museum of Natural History, pursued a freelance and commercial photography career. She finalized her divorce and changed her name. She added her mothers maiden name, Bourke, and a hyphen to her birth name, Margaret White, adopting Margaret Bourke-White as her professional name. Her photographs of mostly industrial and architectural subjects, including a series of photographs of Ohios steel mills at night, drew attention to Margaret Bourke-Whites work. In 1929, Margaret Bourke-White was hired by Henry Luce as the first photographer for his new magazine, Fortune. Margaret Bourke-White traveled to Germany in 1930 and photographed the Krupp Iron Works for Fortune. She then traveled on her own to Russia. Over five weeks, she took thousands of photos of projects and workers, documenting the Soviet Unions first Five Year Plan for industrialization. Bourke-White returned to Russia in 1931, at the invitation of the Soviet government, and took more photographs, concentrating this time on the Russian people. This resulted in her 1931 book of photographs, Eyes on Russia. She continued to publish photographs of American architecture, as well, including a famous image of the Chrysler Building in New York City. In 1934, she produced a photo essay on Dust Bowl farmers, marking a transition to more focus on human interest photographs. She published not only in Fortune but in Vanity Fair and The New York Times Magazine. Life Photographer Henry Luce hired Margaret Bourke-White in 1936 for another new magazine, Life, which was to be photograph-rich. Margaret Bourke-White was one of four staff photographers for Life, and her photograph of Fort Deck Dam in Montana graced the first cover on November 23, 1936. That year, she was named one of Americas ten most outstanding women.  She was to remain on staff of Life  until 1957, then semiretired but remained with Life until 1969. Erskine Caldwell In 1937, she collaborated with the writer Erskine Caldwell on a book of photographs and essays about southern sharecroppers in the midst of the Depression, You Have Seen Their Faces. The book, though popular, drew criticism for reproducing stereotypes and for misleading captions which quoted the subjects of photos with what were actually words of Caldwell and Bourke-White, not the people depicted. Her 1937 photograph of African Americans after the Louisville flood standing in line under a billboard touting the American way and the worlds highest standard of living helped draw attention to racial and class differences. In 1939, Caldwell and Bourke-White produced another book, North of the Danube, about Czechoslovakia before the Nazi invasion. That same year, the two were married and moved to a home in Darien, Connecticut. In 1941, they produced a third book, Say! Is This the U.S.A. They also traveled to Russia, where they were when Hitlers army invaded the Soviet Union in 1941, violating the Hitler-Stalin Non-aggression pact. They took refuge in the American embassy. As the only Western photographer present, Bourke-White photographed the siege of Moscow, including German bombardment. Caldwell and Bourke-White divorced in 1942. Margaret Bourke-White and World War II After Russia, Bourke-White traveled to North Africa to cover the war there. Her ship to North Africa was torpedoed and sunk. She also covered the Italian campaign. Margaret Bourke-White was the first woman photographer attached to the United States military. In 1945, Margaret Bourke-White was attached to General George Pattons Third Army when it crossed the Rhine into Germany, and she was present when Pattons troops entered Buchenwald, where she took photographs documenting the horrors there. Life published many of these, bringing those horrors of the concentration camp to the attention of the American and worldwide public. After World War II After the end of World War II, Margaret Bourke-White spent 1946 through 1948 in India, covering the creation of the new states of India and Pakistan, including the fighting that accompanied this transition. Her  photograph of Gandhi at his spinning wheel  is one of the best-known images of that Indian leader. She photographed Gandhi just hours before he was assassinated. In 1949-1950 Margaret Bourke-White traveled to South Africa for five months to photograph apartheid and mine workers. During the Korean War, in 1952, Margaret Bourke-White traveled with the South Korean Army, again photographing war for  Life  magazine. During the 1940s and 1950s, Margaret Bourke-White was among many who were targeted as suspected communist sympathizers by the FBI. Fighting Parkinsons It was in 1952 that Margaret Bourke-White was first diagnosed with Parkinsons disease. She continued photography until that became too difficult by the end of that decade, and then turned to writing. The last story she wrote for  Life  was published in 1957. In June of 1959,  Life  published a story on the experimental brain surgery intended to fight off the symptoms of her disease; this story was photographed by her long-time fellow  Life  staff photographer, Alfred Eisenstaedt. She published her autobiographical  Portrait of Myself  in 1963. She formally and fully retired from  Life  magazine in 1969 to her home in Darien and died in a hospital in Stamford, Connecticut, in 1971. Margaret Bourke-Whites papers are at Syracuse University in New York. Margaret Bourke-White Essential Information Background Family Mother: Minne Elizabeth  Bourke White, of English and Irish Protestant heritageFather: Joseph White, industrial engineer and inventor, of Polish Jewish heritage, raised as an Orthodox JewSiblings: two Education Public school in New JerseyPlainfield High School, Union County, New Jersey, graduated1921-22: Columbia University, majored in biology, took first class in photography1922-23: University of Michigan1924: Purdue University1925: (Case) Western Reserve University,  Cleveland1926-27: Cornell University, A.B. biology1948: Rutgers, Litt. D.1951: DFA, University of Michigan Marriage and Children Husband: Everett Chapman (married June 13, 1924, divorced 1926; electrical engineering student)Husband: Erskine Caldwell (married February 27, 1939, divorced 1942; writer)Children: none Books by Margaret Bourke-White Eyes on Russia. 1931.You Have Seen Their Faces, with Erskine Caldwell. 1937.North of the Danube, with Erskine Caldwell. 1939.Say! Is This the U.S.A., with Erskine Caldwell. 1941.Shooting the Russian War.  1942.They Called It Purple Heart Valley: A Combat Chronicle of the War in Italy. 1944.Dear Fatherland, Rest Quietly: A Report on the Collapse of Hitlers Thousand Years.  1946.Halfway to Freedom: A Study of the New India in the Words and Photographs of Margaret Bourke-White.  1949.A Report on the American Jesuits.  1956.Portrait of Myself. 1963. Books About Margaret Bourke-White Sean Callahan, editor.  The Photographs of Margaret Bourke-White.  1972.Vicki Goldberg.  Margaret Bourke-White.  1986.Emily Keller.  Margaret Bourke-White: A Photographers Life. 1996.Jonathan Silverman.  For the World to See: The Life of Margaret Bourke-White.  1983.Catherine A. Welch.  Margaret Bourke-White: Racing with a Dream. 1998. Film About Margaret Bourke-White Double Exposure: The Story of Margaret Bourke-White.  1989.