Discuss the ways in which the Louvre functions as a Universal Survey Museum.

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The Louvre is undoubtedly the oldest example of the Universal Survey Museum. With its routes in the French Revolution, its aim was always to display the wealth of the nation whilst educating the public in the history of art. The museums history is long and complex, with each political era impressing its values onto the museum in order to make certain statements. I shall examine whether or not these changes have effected the basic functions of the Louvre as a Universal Survey Museum. Although the Louvre provided the prototype for the public art gallery, other examples of the type have emerged throughout Europe and America over time, and the Universal Survey Museum has become an essential part to any large city. Is the Louvre still in line with these museums in terms of its aims and iconographic program? As the biggest and best art museum of its type today, how comprehensive is the collection in reality, and what does this mean for the museum? Beyond this, what does the Universal Survey Museum, and the Louvre in particular mean for the history of art? How has it effected the way in which we see artists, and the links we make between different periods?

The Universal Survey Museum as we know it today evolved from the royal art gallery. Royalty would collect and display art as en expression of their wealth, taste, and cultural knowledge; a collection would be representative their status. Any visitor to that went to see the works would be a guest of the king or prince; they would be humbled by the magnificence of the works that he saw, and of the power of their owner. In the 18th century, royal collections all over Europe were being opened to the public, but the ceremony and insinuations of power that had been at work continued within the public art gallery. Whist the royal art gallery identifies the nation as the Kings realm, the universal survey museum identifies the nation as the state; the people. The concept has now become abstract, as instead of direct ownership by one person, it is now technically the property of the public.

How far is this general history true of the Louvre? The Louvre actually opened to the public as a result of the French Revolution; when the King fell from power and was executed, his collection of art that was housed at the Louvre was made the property of the nation. Before the revolution, plans were already being made to open the Louvre to the public, but it was the shift in power that gave the project more urgency and made these plans a reality; The change in ownership of the artworks meant that the visitors role became quite different. Instead of being a subordinate, he now became a citizen, and technically a shareholder in the state. No longer was he marveling at the status of the King, but at the wealth and culture of the nation of which he was a part.

I also wish to look much further back into the past in order to help explain certain aspects of the Universal Survey Museum. In ancient Rome, war trophies would be paraded through the city in a triumphal procession. These items would then often be donated to the public by wealthy benefactors and placed on display for all to see. This change in ownership from the wealthy and powerful individual to the public is directly echoed in the origins of the Universal Survey Museum. In its early days, the Louvre deliberately evoked this Roman tradition. Not only were captured enemy arms displayed alongside the works of art, but the works were often loot themselves. Around this period, Napoleon was conquering many European countries from which he took valuable and important artworks. Whist these pieces were taken towards the Louvre in triumphal processions, the galleries themselves were records of the power of the conquered nations that now belonged to France. Many of these pillaged works were returned to their respective countries in 1815, and although some were later reclaimed, they are now no longer displayed in such a triumphal manner. Despite this, Universal Survey Museums throughout Europe and America still have echoes of these triumphal processions in their permanent displays of Oriental, Native American, African and Pre-Columbian Art. The Louvre itself has such a department; Oriental antiquities form a major part of the collection. They testify to world domination and the superiority of the Western world.Cheap Custom Essays on Discuss the ways in which the Louvre functions as a Universal Survey Museum.

Since the initial opening of the Louvre during the French Revolution, each regime to take power over France has made their mark. As a symbol of triumph and the civilization of the country, it was important for each emperor or King to be seen as presiding over it. Although some were more aware of this than others, the Louvre generally underwent a series of decorative changes with each new ruler. As an area traditionally showing the gods presiding over the building in ceremonial architecture, the ceilings of the Louvre often saw key changes. It is significant that when Louis-Phillipe came to the throne and wanted to be seen as the peoples King, the old ceilings which had shown the Louvre as an extension of the royal palace were changed to show the Louvre as the peoples property. Continual changes were made after this, and the Louvre constantly switched from being the Kings property to the peoples. These changes however, saw little change to the functions of the museum. Once the Louvre had been established, such changes were merely symbolic; they were propaganda, the aims and effects of which were purely political. Today, any remaining iconographic ceiling decorations are only of interest to the visitor as events in the history of art; the Louvre well and truly belongs to the people.

Apart from this, there have been many other changes to the Louvre as a museum. Collections have been added to, reorganized and relocated throughout the years, but the aims of the museum still remain the same. The gallery is intended for the public; it aims to attract foreign visitors, and people from all backgrounds. The wish is, that as the property of the French nation, the collection should be seen by all, not just those who are educated. Whilst the Louvre continues to change and adapt in order to be relevant to modern day society, these original aims are still the same, and are being satisfied perhaps now more than ever. Whilst there are undoubtedly always attempts to encourage visitors from less educated backgrounds, this is a preoccupation of many a modern Universal Survey Museum, and is both an original ideology, and a modern aim.

The extent of the collection is also of course an important consideration when discussing the Louvre as a Universal Survey Museum. The intention of course, is to give a history of art covering the major mediums, schools and artists of the Western world in particular. As unquestionably the biggest and best of its type, the Louvres collection is massive, and covers a huge range. However, even the guidebook to the museum admits it is not a 'perfect, objective and comprehensive guide to the schools, cultures and techniques represented (Pierre Quoniam, The Louvre). Today, its seven departments include three representing areas of antiquity, as well as one each for sculptures, paintings, the decorative arts, and the graphic arts. Whilst of course these departments do not give a complete or impartial view of the history of art, the way in which they are displayed gives a huge authority to the works. Despite huge gaps, a history of art has been created within the museum. All the works have been put into this story, and links and contrasts made between them in sometimes a very unnatural way. By being placed in a museum, the works are stripped of their function, and viewed in terms of their place in the story of art, and for their aesthetic value.

Another phenomenon that is partly the product of the Universal Survey Museum is that of artistic genius. The idea became dominant around the 1th century, and although there were many other factors in its occurrence, the museum really helped to enforce the idea. At this time, the Louvre had the names and pictures of artistic geniuses painted on its ceilings, biographies of artists became more and more common, and an artists development could be easily traced through the history of art. These ideas remain prevalent today; all museums consist of the works of individuals. This is no more true of anywhere than the Louvre, which is home to the Mona Lisa. Whilst this one painting brings world wide fame to the Louvre, it now too has the power to make masterpieces out of paintings.

The way that these works of artistic genius, and indeed the museums story of art is arranged is perhaps the single most important part of the Universal Survey Museum today. As the visitor is guided through the story of art provided by the museum, they probably are unaware of the iconographic scheme that they are following. Museums are set out with a very clear set of ideas in mind. In the Louvre, as with other major museums, the visitor has a number of possible routes through the collection. They are unconscious to the fact that each will take them on a path that gives an identical perspective on the history of art. The Salon Carre contains 15th and 16th century works, and sees the start of the chronologically arranged French art. The Grand Gallery continues this with 17th century artists such as Poussin and Le Brun, and then 18th century works. The walls are lined with niches containing Roman Statues. The visitor can then continue down the Grand gallery or choose to follow French school. Whichever route is chosen will lead the visitor to an axis which runs through a series of rooms and ends with the classical Winged Victory. This way, the visitor is shown the French school to be linked to the great artistic periods of the past, Greece, Rome, and the Renaissance. This has the effect of showing French art as the culmination of these periods; the heir to classical civilization. Whilst in some ways the museums bias towards French painting hinders their role in giving a complete survey of the history of art, it allows this iconographic scheme to be clear and complete, and for France to take the leading role.

To conclude, the way in which the Louvre was opened as a public art gallery; as a symbolic act of the French Revolution, meant that its aim was to show the art as the property of the nation. Although changes in power meant that the symbolism changed, there was no real effect on the functions of the museum, and today it remains ultimately the property of the people. Whilst other Universal Survey Museums may not have a history that is quite so long and varied, this surely relates to the museum itself. As the biggest and best of its type throughout time, the Louvre has always been a hugely important symbol of the triumph and civilization of France. Had it not been such a massive symbol, it is doubtful that Frances rulers would have been so anxious to claim it as their own. In terms of the effect that Louvre and other Universal Survey Museums have had on the history of art, the means of display have two major effects. Firstly, works of art are stripped of their function, and seen simply as pieces that make up a single story. Whilst this can give a strange and somewhat unrealistic view of the history of art, it also allows the museum to place their own country at the center of it all. As we have seen in the Louvre, the iconographic program shows France as the heir to civilization. Surely it is the Universal Survey Museums ability to do this that has made the public art museum a symbol for a country; be it the realm of the people or the King.

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Leonardo DiCaprio

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Leonardo Wilhelm DiCaprio

The talented, heartthrob Leonardo Wilhelm DiCaprio was born on November 11, 174, in Hollywood, California. Leonardos parents George and Irmelin DiCaprio named him after the Renaissance artist Leonardo da Vinci. While Irmelin was looking at a painting by da Vinci in a museum in Italy, she felt the unborn baby kick. That, and the fact that the middle name of Leonardos grandfather was Leon, clinched his parents decision on the name. For the first year of Leonardos precious life, everything seemed perfect. George and Irmelin thought they were ready for the responsibility of raising a child, although they were young at the time of his birth. The challenge of raising Leonardo proved to be too much for them and they separated when Leonardo was only one.

Leonardo lived primarily with his mother, but his father was always around to spend time with his precious son. Since Leonardos parents divorced shortly after their first child, Leonardo grew up as an only child. He was always known as the life of the party and the center of attention. Since single parenting wasnt easy for his mother, it was a struggle for Irmelin to put food on the table for Leonardo. Leonardo, being a determined young boy, knew there had to be a way to a better lifestyle.

When Leonardo was in his pre-teen years, his stepbrother Adam, from his fathers new marriage, began a television career. After Adam was cast in a Golden Grahams commercial, Leonardo became significantly interested in the acting business. He got his first big break from a friend of his mothers who worked for a talent agency. His mothers friend recognized Leonardos natural talent and immediately signed him to the agency. At fourteen years old he appeared in his first commercial, for Matchbox cars. A variety of commercials ranging from toys to bubble gum shortly followed. He also got his start by appearing in many educational films such as Mickeys Safety Club and How to Deal with a Parent Who Takes Drugs. Roles in the TV show, The Outsiders, and an appearance in Lassie really made his talent shine. Perhaps his most popular role was in the hit series Growing Pains. It was at the conclusion of the show series that Leonardo knew he was finished with TV and it was time to move on to bigger, better roles.

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While Leonardo and his mother were vacationing in Germany, they received exciting news that he would be playing Tobias Wolff in the 1 big-screen version of This Boys Life. In the blink of an eye, his movie career took off. He then followed This Boys Life with rolls in Whats Eating Gilbert Grape and The Quick and the Dead. Perhaps two of his best-known roles was in William Shakespeares Romero and Juliet and in the thrilling drama Titanic. To this day Leonardo is constantly looking for roles that will challenge him and help him grow as an actor. Whichever path Leonardo takes, whether it being TV or film, Leonardo is promised to be a huge success.

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Time by the computer

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Computers are the future whether we like it or not. Some people dislike computers, because of the complications it takes to understand the basics. Computers are not exactly the easiest tools to work with, but they are the most rewarding, and they are the future. Computer will run all future cars. You will be able to talk to a car and it will take you to your destination. Telephones are technically computerized. You will soon be able to talk to a person on the telephone as well as look at the person you are talking to on a television set. Also television is computerized. Soon we will have true three-dimensional television. We will be able to watch television like we never have watched it before. We will be able to touch the characters, and feel the characters like they were in the room with you. For people who dont know much about computers, you will be lost in the future. You should learn what you can while you still have the chance, because things will develop to quickly for you and you will not be able to cope with new technological events. Computers will all into careers and our everyday life more rapidly then you think. Perhaps you would like to be a teacher. You will store all class data, students work, names, grades, and records all accessible by computer. Or, how about a doctor? You will use computers to examine and evaluate a patients problem quicker and more efficiently. These are only a few examples. The bottom line is, computers provide worthwhile careers.

Computers have also reached into other places besides business, schools. Children sit in front of computers and are drilled or taught about certain subjects selected by the teacher. This method of teaching has come under fire. Some people believe the computer should be a tool, not a teacher, while others believe why learn from a normal teacher when a computerized version of the best can teach. The technology of today could allow for a teacher in another country to teach a class through video conferencing. The attempts to spread computer technology into the classroom have produced results and taught lessons as to how computers should be applied.

Dictionaries, encyclopedias and atlases that a student can access from his computer can be a definite advantage. For example, instead of looking for a particular country and simply finding out where it is in a regular atlas, that can type in the name of that country, and not only will they find out where it is faster, but they will obtain more information about that particular country. Instead of having volumes and volumes of heavy encyclopedias, technology has enabled companies to place all of these massive books onto one small CD. This CD is much simpler than the unpleasant job of flipping page by page just to read about an uninteresting topic, such as history. Writing reports on a typewriter was a displeasing method to write term papers; especially if that student runs out of whiteout. Certain programs offer a spell-checker, thesaurus, and other helpful features, which make writing that term paper easier. These particular programs are only a few of the educational resources available to students.

Most educational boards should be open to any new idea that technology has to offer. It would not be fair for a student in a particular city to receive a better education than another student in a different city. Technology is not meant to replace teachers, but is there to serve students to make tedious tasks easier. Therefore, this technology should be available to every student, wherever they may live. In doing this, it not only needs the support of teachers and educators, but it also requires support from communities. Help with essay on Time by the computer

The Internet can be a great socializing venue for children, allowing them to form online relationships with people all across the world. More than 40% of online teenagers use chat rooms, and 45% of 18- to 4-year-olds say they use chat rooms and other online mechanisms for social interaction, as compared to 18% of older users. E-mail and instant message systems also allow children and teenagers to maintain long-distance relationships if they move or when students go away to different schools and colleges. However, recent studies show that the Internet is causing many people to spend less time with friends and family. Sara Kiesler, a professor of social and decision sciences at Carnegie Mellons Human-Computer Interaction Institute, hypothesizes, Many users may be substituting Web browsing or chat rooms for their stronger, real-life relationships. Researchers also found that teenagers seemed the most vulnerable to the Internets potentially isolating effects. Many parents are concerned that children are jeopardizing healthy interpersonal relationships offline by spending too much time online. Sixty-two percent of parents worry that the Internet will cause their children to become dangerously isolated, and % of parents fear the Internet could lead their children to antisocial behaviors.

Other reason, why children spend so much time by the computer, is computer games. Many of the games played on home computers are more or less identical with those in video arcades. Increasingly, however, computer games are becoming more sophisticated, more difficult, and no longer dependent on elapsed time a few computer games go on for many hours. Graphics have improved to the point where they almost resemble movies rather than rough, jagged video screens of past games. Some of the newest arcade games generate their graphics through C.D R.O.M. Many include complicated sounds, some even have music and real actors. Given an imaginative programmer, a sophisticated video game has the potential for offering an almost limitless array of exotic worlds and fantastic situations. So many children like playing video games because they have the control and freedom that they dont in their own lives to make their own choices and decisions. They control the action of the character or object in the game environment and make the decisions that influence the outcome in the game; thus they become the center of attention within the game. Evidence suggests that the less the control held within their own lives and the people within them the more likely they are to become compulsive in playing video games. Most children have a limited amount of say or control in what they do.

However, one recent study suggests that any use of the Internet may adversely impact a persons psychological well-being. Kraut et al. monitored Internet usage and several indictors of psychological health among 7 households experiencing their first one to two years online. After statistically controlling for household income, race, age, gender, and social extraversion, they found that the number of hours per week spent using Internet was associated with significant decreases in family communication and size of local social circle. Likewise, Internet use was associated with significant increases in loneliness and depression. Such is the paradox, they claim, of a social technology that decreases social involvement and psychological well-being.

A persons use of computers is likely to be perceived as abusive only if he or she suffers in the realms of important interpersonal relationships and work activities. Discussions of the potential interpersonal difficulties from Internet addiction are available, but the potential for Internet abuse in ones work life is perhaps more complex. Online sexual activity and gambling are certainly problematic when conducted using work facilities on company time, but a wide variety of online activities may be judged as inappropriate in the work setting even though they are innocuous in other settings. Writing personal emails, shopping, and surfing are just a few examples of the on-the-job behaviors that could lead to warnings, suspensions, and even terminations.

Valid data were obtained from 16 employees from various agencies, all of whom completed the survey via the worldwide web. Approximately 7% of the sample was female, 78% were Caucasian, and 15% were African-American. Participants averaged 6 years of age (ranging from 1 to 64). Compulsive computer use was assessed using ten items based on previous measures of Internet addiction. An additional 41 items asked about the frequency of computer behaviors at work during the previous six months. Other items asked about access to and speed of work computers, employers policies for computer misuse, employment situations, and demographics

Surprisingly, compulsive computer use was not correlated significantly with a factor score representing indecent use of work computers, such as viewing pornography, engaging in sexual chat sessions, or gambling. Rather compulsive computer use was positively correlated with personal task-oriented misuse of work computers, such as playing computer games, browsing the web, building non-job related web sites, downloading files and music, and trading stocks. In this sample (where 40% work in government or educational institutions), the behaviors most similar to gambling that correlated with compulsive computer use scores were stock trading, stock research, and visiting money-making sites. Chatting while misrepresenting oneself was also significantly correlated with compulsive computer use.

Over the last four years, most generic skill requirements of jobs have risen. Nine out of ten of the measures of generic skills show a rise, the exception being the use of physical skills which has not changed. The importance of computer skills rose more rapidly in the last four years than any other job skill. Amongst managers, more than half (5 percent) reported a recent increase in the importance of coaching skills, compared with just 7 percent recording a decrease. The last four years have also seen a substantial rise in the average qualification level required for jobs. However, the required training time has decreased over this period.

There has been a striking and continued increase since 186 in the number of jobs in which advanced technology is used. There has also been a marked increase over the last four years in the proportion of jobs in which computing is considered to be an essential or very important component of the work. Over 70 percent of people in employment now make use of some type of automated or computerised equipment, and computerised equipment is seen by 40 percent as essential to their work.

These changes have affected the work of both men and women. There has been a sharp reduction of the gender gap in the use of advanced equipment. Women are now as likely to be using advanced equipment as men, and they are just as likely to consider it essential to their work. Nevertheless, men are more likely to be in jobs involving complex and advanced computer applications. There is also a major difference between women in full-time jobs, who have a high use of computerised technologies, and women in part-time jobs, who are much less likely to use it.

Computers are one of the most important items society posses today. The computer will be deeply imbedded in peoples lives even more when the technology progresses more and more. Businesses will become heavily dependent as video conferencing and working from home become increasingly more feasible, so businesses will break down from large buildings into teams that communicate electronically. The best teachers possible may teach schools and software may replace teachers, but that is highly unlikely. The Internet will reach into lives, offering an escape from reality and an information source that is extremely vast. Hopefully society will further embrace the computer, as a tool, a tool that must be tended to and assisted, not left to do its work alone. Even so computers will always be present, because the dreams of today are made with computers, planned on computers, and then assembled by computers, the only thing the computer cant do is dream, at least right now.

Please note that this sample paper on Time by the computer is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Time by the computer, we are here to assist you. Your cheap college papers on Time by the computer will be written from scratch, so you do not have to worry about its originality.

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