Religious Liberation And The Puritans - 1409 Words

Religious liberation is very consequential today, but it was paramount to the Puritans years ago. The Puritans were seeking liberation for themselves and nobody else. Their posture transmuted when they peregrinate to what we know as America. The Puritans were being treated lamentably in Europe, but they still stood up for religious liberation. The Puritans were the reformers, or improvers, of the Church of England. They had no intentions, or desire, to dissever from the church. When the Church of England became corrupt, the Puritans decided they wanted to emasculate it up. When the Puritans decided to make this decision, they were mistreated for this. They began wanting religious liberation, however, when they moved far enough from the Church of England, they establish a regime that gave religious liberation. When they established a regime that gave religious freedom, the Puritans only gave to those who acceded with them. The Puritans suffered from harassment, but lived their religio n faithfully. When they suffered from harassment, this included torture, withal, and even painful death. The Puritans went through this torture just to remain true, or faithful, to the lord. Religious liberation is very paramount to America today, as it was years ago to the Puritans. The Puritans and Pilgrims are often misconstruing, but are far from the same people. One distinction between the Pilgrims and the Puritans is that the Puritans had no intention of breaking with the church. TheShow MoreRelatedEnlightenment and Puritans782 Words   |  4 PagesEnlightenment period, also known as The Age of Reason, was a period of social, religious, and political revolution throughout the 18th century which changed the thoughts of man during this â€Å"awakening† time. 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Van Gogh Starry Night Free Essays

Starry, Starry Night â€Å"Starry, starry night, paint your palette blue and grey, look out on a summer’s day, with eyes that know the darkness in my soul. † (Don MacLean) I chose to write about the painting, The Starry Night by Dutch artist Vincent van Gogh. Van Gogh painted the view outside his sanitarium room window located in southern France at night. We will write a custom essay sample on Van Gogh Starry Night or any similar topic only for you Order Now But Van Gogh painted it from memory during the day. I feel that this painting has Asymmetrical Balance. From our handouts – â€Å"In this case balance is achieved with dissimilar objects that have equal visual weight or equal eye attraction. The Starry Night is a picture of the night sky with stars and trees and the moon. We read that Nature is not symmetrical. Even the stars are different sizes and give off different light. â€Å"Shape and Texture also attracts our attention and is used in Asymmetrical Balance. † The Rhythm of this painting appears to be Legato Rhythm. The handout says â€Å"some rhythms are called legato, meaning connecting and slowing. This work gives a feeling of relaxing and calm. † The stars make up most of the painting – they are different in brightness, along with the moon. When we look at the stars, they are all yellow and round, vary in size and placement, and they have halo like light encircling them. â€Å"Sketch the trees and the daffodils, Catch the breeze and the winter chills. † (DL) The breeze and the winter chills give off a Legato rhythm flowing with the swirling wind and the round brush strokes throughout the painting. The Lines in this painting show movement in the sky as well as distance. The cypress tree in front is a thicker stroke as to the trees and bushes in the background. The lines that make up the buildings get thinner as your eye looks further and deeper into the painting. The vertical lines such as the green cypress tree and church tower softly break up the composition, but keep your eyes moving around them. Van Gogh used â€Å"dot-to-dot† lines to depict the wind movement and accentuate the light the stars and moon were giving off. I read that Van Gogh was concerned with the unity of his paintings. In Starry Night, the swirling brush strokes and use of cool colors seems to unify the pieces of the painting and create the feeling that everything belongs together. Van Gogh used a painting technique called impasto. This is a thick application of paint that makes no attempt to look smooth. This technique is textured, and shows off brush and palette knife marks. â€Å"Colors changing hue, morning fields of amber grain,† as much as I don’t want to disagree with Don McLean, but a color cannot change a hue, it is in fact the other way around. Van Gogh chose vibrant hues such as violet, blue, yellow, and green. Since the painting is bright stars and moons in the dead of the night, shows how he used the Value of the colors. He also used white and yellow to create a spiral effect and draws attention to the sky. The Tint was this use of white around the stars to make them appear to light up the town even in the dark of night where he uses Shade to darken the rest of the sky. The buildings in the middle of the painting are small blocks of different yellows, oranges, and greens with a dash of red to the left of the church. The dominant color of blue is balanced by the orange of the night sky. He used intensity to make the stars light up the dark blue sky. Van Gogh chose to paint with an analogous color scheme, meaning he stayed close to a certain color, blue in this case, on the color wheel, and ventured left and right to the violets and greens. He painted with rich colors of the night and uses these colors to suggest feeling and emotion. Emotion that he truly had which Don McLean let the world know with his chorus in his song, Vincent. â€Å"For they could not love you, but still your love was true. And when no hope was left in sight, on that starry, starry night. You took your life as lovers often do. But I could have told you, Vincent, this world was never meant for one as beautiful as you. † How to cite Van Gogh Starry Night, Papers

When the Levees Broke free essay sample

Ron Young Bryant and Stratton College Phil 250 Ms. Obradovich February 8, 2013 In August 2005 there was a massive storm brewing and growing into a storm like no other storm, Hurricane Katrina. In the days before the storm hit, there were many agencies gathering information and trying to give a good guess on when, where, and how bad this storm was going to be. Some people listened and prepared and some did not. Why? Why didn’t some people even know the storm was coming? Why did some leave? Why did some stay? Who were these people? Not too sure how much critically thinking was going on here, or was there, and the people of New Orleans could not do anything else but stay. The documentary showed that most people that left were the ones who could afford to leave and the rest were left to fend for themselves. By law if there is a mandatory evacuation ordered, then all must be given ways out of the area by government help, which by the movie said never happened. We will write a custom essay sample on When the Levees Broke or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Then the storm hit, what a disaster. The documentary showed the total devastation of the area. It then explained the perceived lack of governmental support after the storm. Based on reports from the news agencies that survived the storm, no help showed up for 5 days. This was supported by the number of people interviewed in this documentary and the pictures at the storm shelters set up throughout the city. The mayor, Ray Nagin, after 5 days of asking for help and finally bad mouthing the government, something finally got started to help the people. The Levees Broke (Lee, 2006) ended as showing that still, over 6 years later, the people of New Orleans are still struggling to survive every day with very little help from the government. Due to the total perceived action of how Hurricane Katrina was handled, the people in the movie are inferring that this occurred and is still occurring because they are poor black people, with no education, and the United States of America is still racial! The people of New Orleans have labeled themselves as â€Å"The people of New Orleans Americas Underclass†. I watched the 4hour 14minute documentary from Spike Lee called: When the Levees Broke: A Requiem in Four Acts. (Lee, 2006). I could not think of what his action of critically thinking was for this movie, but then I re-read chapter 4 in our book, Thinking Critically by John Chaffee, (Chaffee, 2012, p. 131-175), and in the book it lists 5 ideas for critically thinking as: 1. Perceiving and Believing 2. Selecting/Organizing/Interpreting Sensations 3. Reporting Factual Information 4. Inferring 5. Judging I can now apply each one of these to his movie and see how he is perceiving what happened after the devastating storm of Hurricane Katrina through his eyes and the people who survived the storm. Mr. Lee went thru each one of these steps during the documentary. In the beginning of the film there were many people that perceived and believed that the massive storm would never hit New Orleans or that they would â€Å"ride out the storm† like most of these same people did in 1965 when Hurricane Betsy hit the same area. These same people who survived Hurricane Betsy believed it would never hit or if they spent the money, which a lot didn’t have, and then nothing happened they would be broke. The people of New Orleans also believed that the government was not telling them the truth about how this storm was going to hit them as the government has said before, they evacuated, and then nothing happened. So because they perceived and believed nothing would happen, a lot of people perished. But then the film moved into the 2nd step and this is where the movie perceived the breakdown started and continued to get out of control thru the rest of the steps till the end of this horrible disaster. The federal government was trying to inform the people of the magnitude of this storm by selecting/organizing/interpreting the data that they were getting from different sources. They compiled the best information they could get from The National Weather Service, FEMA, Homeland Security, and historians on how other weather phenomenon’s have played out. The documentary showed many meetings between important officials and they even had models to predict the devastation and the impact zone. Again the people of New Orleans used their own method of what they interpreted as truth or fiction. Mr. Lee continued to show the total breakdown into the step of Reporting Factual Information and this occurred before, during, and after Hurricane Katrina hit. Between lack of communication between government offices, lack of communication during the storm, after the storm, and then throw in the multiple media channels we have, who knew what to believe. Multiple times during the documentary he showed ways that the information was presented wrong or was taken out of context. There was a report before the levees broke that people heard explosions and then the water rose to unthinkable levels all over the city. The people reported this same thing happened in 1965 with Hurricane Betsy. The townspeople said it was to save the rich white people’s houses, so the federal government blew up the levees to flood the â€Å"black part† of the town. Of course the news agencies flashed this all over the news channels and that added to the already growing anger towards the federal government. I can definitely see the next step of the documentary of Inferring. There was so much of this going on due to none of the above steps being met, or maybe they were met, but the people involved perceived that they were not. In the movie it stated that the government didn’t care about the people in the flood zone, were not helping them out with all of life necessities, did not tell them about the storm, and not giving them their â€Å"required rights as US citizens†. Was this the truth or inferring due to the situation they were in? I saw in the documentary on many accounts how when one person got all upset and started yelling about something, everyone else joined in and the stories got bigger and more horrible as the story went on. Kind of like when you tell one person something and they pass it on, the story changes, usually for the worse. This leads to the last point of this movie which is also the final step in chapter 4 of Judging. Mr. Lee did show a lot of judging in his movie, but I am not so sure it was a fair representation of both sides. This fits a step of critically thinking in our book: perceiving and believing. Spike Lee’s perception of the events that occurred in New Orleans are that the government’s response to Hurricane Katrina was based on racial and social economic factors. I on the other hand, as being a first responder from the military 2 days post impact, did not experience or witness any response as being racial. I did however witness that the victim’s we were seeing were from a lower social economic class, but were consisting of all races! I find that Mr. Lee’s assertion that race played a part in what is his view of a slow response from the federal government is unfounded. I also feel that Mr. Lee’s life experiences as an African-American male played a major part in his perception and beliefs of what occurred. References Lee, Spike. (2006). When the Levees Broke: A Requiem in Four Acts Chaffee, J (2012). Perceiving and Believing. Thinking Critically (10th ed. ). Boston: Wadsworth, Cengage Learning.