EZOP Essays - Free Essays, Term Papers, Research Papers

EZOP Essays - Free Essays, Term Papers, Research Papers EZOP EZOP Ezop zvan jako Aispos byl eck vyprav a tvrce klasickch bajek. Narodil se pravdpodobn jako otrok thrckho nebo fryskho pvodu. Po proputn z otroctv hodn cestoval. Procestoval ecko, Babylonii a Egypt. Nkter zdroje uvdj e byl po cel ivot velmi nemocn. Podle povsti byl Ezop kiv obalovn ze svatokrdee a v Delfch odsouzen k smrti. dajn byl shozen ze skly do propasti. Ezop je tvrcem starovkch eckch bajek, krtkch epicko didaktickch tvar. Jde o pbhy se strunm djem, v nich vystupuj perzonifikovan bytosti z hmyzho, zvecho i rostlinnho svta. Alegoricky zastupuj vlastnosti a jednn lid. asto se objevuj i skuten lid a postavy boh. Dialog dv bajkm spd a na konci dochz k didaktickmu pouen. Napklad: O silnm lvu My snm Vlk v roue bernm O pynm orlu O chytr lice Zajc a elva O lvu a myi O lice a vrn Sv bajky pednel Ezop stn. Teprve ve 3. stolet ped n.l. byly jeho bajky psemn zaznamenny a pozdji zpracovny v mskm prosted do verovan podoby: Demtrios, Falern a Phaedrus, kter je autorem latinskho verovanho textu. LEV A MY Jedna my vyruila lva ze spnku a ten j za to chtl zabt a serat. Myka ho zaala prosit, aby j nezabjel, e se mu nkdy odvd pomoc z nesnz. Lev se zaal smt, jak by mohla mal my pomoci z nebezpe lvovi mocnmu a silnmu, ale nakonec my propustil na svobodu. Zanedlouho pili lovci a chytili lva do st. Lev se svjel v stch, ale pak k nmu pibhla mal my, rozkousala st a lva zachrnila. Lev j byl velice vdn a zjistil e i mal vci mohou lovku pomoci. Ponauen: I slab me pomoci silnmu. HAVRAN A HAD Havran neml co jst, a tu uvidl hada spt na kameni. Snesl se k nmu a chytil ho do zobku. Had se kroutil a nakonec havrana utkl. Ne havran zemel uvdomil si e kdy si ulovil hada, ulovil si i netst. Ponauen: Toto se hod na lovka, kterho nalezen pokladu pivede do nebezpe ivota. HAVRAN A LIKA Jeden havran ukradl kus slaniny a odletl s nm na vtev stromu. Lika uctila vni slaniny a dostala na nj chu. Vymyslela tedy na havrana lest a zaala mu lichotit jak m krsn hlas a e by ho chtla slyet zpvat. Havran byl pyn, jak mu lika lichot, otevel zobk a chtla zat zpvat, ale jakmile svj ed zobk otevel, upustil slaninu a ta spadla lice rovnou do tlamy. Ponauen: Bajka se hod na nerozumnho lovka. KOMR A BK Komr se posadil bkovi na roh a sedl tam velmi dlouhou dobu. Kdy chtl odlett, zeptal se bka, jestli mu nebude vadit, kdy u odlet pry. Bk mu odpovdl: Ale vdy j jsem ani nevdl, kdy jsi piel, ani nepoznm, a odejde. Ponauen: Tuto bajku bylo mono pout na bezvznamnho lovka, kter nen kodliv ani uiten svou ptomnost, nebo neptomnost. LEV A LIKA Lev zestrl a byl tak slab, e si nedovedl opatit potravu silou. Rozhodl se na to jt chytrost. Zalezl do jeskyn a pedstral, e je nemocn. Zvata, kter jej pichzela navtvit je seral. Jedin lika poznala jeho lstivost a to dky zvecm stopm, kter vedly dovnit, ale ne ven. Ponauen: Rozumn lid se vyhnou nebezpe, protoe je podle rznch znmek pedvdaj. NETOPR A LASIKY Bajka vyprv o netoprovi, kter spadl na zem a chytila ho lasika a chtla jej serat, protoe jejich pirozenost je vlit se vemi ptky. Kdy ji netopr pesvdil, e nen ptk, ale my pustila jej. Pozdji, kdy znovu spadl, chytila ho jin lasika, kter byla neptelkyn naopak my. Tentokrte se netopr vymluvil, e nen my nbr ptk a i podruh byl proputn a zachrnil si ivot. Ponauen: I my nesmme bt stle stejn a musme se umt pizpsobit okolnostem a tm uniknout i nejvtmu nebezpe. ZAJCI A LIKY Kdy zajci vedli vlku proti orlm, zvali liky, aby se staly jejich spojenci. Liky ale odmtly, pomohly by jim, kdyby nevdly kdo zajci jsou a s km vl. Ponauen: Bajka ukazuje, e ti, kte se rdi poutj do sporu s mocnjmi, nedbaj na svou bezpenost. OSEL A MEZEK Osel a mezek li spolu. Kdy osel vidl, e maj oba stejn nklad, zaal si stovat, e nen spravedliv, aby mezek dostval vce jdla a aby se o nj osla staral lpe ne o osla. Kdy uli kus cesty, viml si osla e osel cel nklad neunese, a tak dal kus jeho nkladu na

Free Essays on The Rise And Fall Of The Bauhaus

â€Å"Mechanized work is lifeless, proper only to the lifeless machine†¦ The solution depends on a change in the individual’s attitude toward his work, not on the betterment of his outward circumstances.† (Gropius) Walter Gropius changed art and architecture forever the first day in April of the year 1919. (01) This was the time in which he felt an obligation to converge both the arts and crafts with the new industrial methods. He accomplished this when he took over the Art Academy in Weimer Germany established by the Grand Duke of Sachsen-Weimar. (02) During the next fourteen years, the school saw two more directors that may have had different ideals, but still maintained the original goals of the Bauhaus. (04) Its foundation was the first to achieve man’s effort to come to terms with technology and art. Though it may have been short lived, the Bauhaus did more than any other organization in the 19th and 20th centuries to reconcile man and his man-made environment. In Germany during post World War I there were many disputes as to what was to be done in art and architecture. The theories were on the extreme sides of the spectrum, where on the one side were people who could not understand that the pre-war world was dead; on the other side they were determined to learn from the catastrophe. For these people the Bauhaus was a means to greatness, while the traditionalists were disgusted at its very existence. In Germany, and the rest of Europe for that matter, they were confident in their pursuit of the Exprssionism style during the early 20th century. Essentially, this was Romanticism, which is the experimentation of the artists expressing their individual views. At the beginning of October 1907 a hundred architects, designers, factory owners, and friends of art met in Munich. Together they founded the 'Deutscher Werkbund'. Its aim was to improve the form and quality of utility wares. Werkbund had partly got its influences from ... Free Essays on The Rise And Fall Of The Bauhaus Free Essays on The Rise And Fall Of The Bauhaus â€Å"Mechanized work is lifeless, proper only to the lifeless machine†¦ The solution depends on a change in the individual’s attitude toward his work, not on the betterment of his outward circumstances.† (Gropius) Walter Gropius changed art and architecture forever the first day in April of the year 1919. (01) This was the time in which he felt an obligation to converge both the arts and crafts with the new industrial methods. He accomplished this when he took over the Art Academy in Weimer Germany established by the Grand Duke of Sachsen-Weimar. (02) During the next fourteen years, the school saw two more directors that may have had different ideals, but still maintained the original goals of the Bauhaus. (04) Its foundation was the first to achieve man’s effort to come to terms with technology and art. Though it may have been short lived, the Bauhaus did more than any other organization in the 19th and 20th centuries to reconcile man and his man-made environment. In Germany during post World War I there were many disputes as to what was to be done in art and architecture. The theories were on the extreme sides of the spectrum, where on the one side were people who could not understand that the pre-war world was dead; on the other side they were determined to learn from the catastrophe. For these people the Bauhaus was a means to greatness, while the traditionalists were disgusted at its very existence. In Germany, and the rest of Europe for that matter, they were confident in their pursuit of the Exprssionism style during the early 20th century. Essentially, this was Romanticism, which is the experimentation of the artists expressing their individual views. At the beginning of October 1907 a hundred architects, designers, factory owners, and friends of art met in Munich. Together they founded the 'Deutscher Werkbund'. Its aim was to improve the form and quality of utility wares. Werkbund had partly got its influences from ...

Discuss about DNA related topic Essay Example | Topics and Well Written Essays - 1500 words

Discuss about DNA related topic - Essay Example DNA has come a long way since the time of the famous photo 51 of Rosalind Franklin until the three-dimensional model interpretation of Jim Watson and Francis Crick of the double helical structure of the DNA strand. Even the discovery of the DNA helix was of controversy itself as discussed in an interview of Lynn Osman Elkin conducted on March 26, 2003 posted at NOVA website regarding the confusion on who to take credit for the discovery, if double helix DNA should be more on Franklin’s account (Rosalind Franklins Legacy). Deoxyribonucleic acid is the hereditary material in humans and almost all other organisms. Most DNA is located in the cell nucleus. The information in DNA is stored as a code made up of four chemical bases: adenine (A), guanine (G), cytosine (C), and thymine (T). Human DNA consists of about 3 billion bases, and more than 99 percent of those bases are the same in all people. The order, or sequence, of these bases determines the information available for building and maintaining an organism, similar to the way in which letters of the alphabet appear in a certain order to form words and sentences (DNA interactive). Series of studies have proven the role of DNA as the gene carrier. Fred Griffith and his transforming principle experimented on mice by injecting strains of the S (smooth) and R (rough) form of the Pneumococcus bacteria. The experiment showed transformation of R from to its virulent form by somehow incorporating gene from the dead S form when mixed together. Furthermore Griffith’s experiment set out Oswald Avery and colleagues Colin Macleod and MacLyn McCarty to determine what the transforming agent was by the process of elimination ruling out DNA as the transforming material. Further experiment of Hershey and Chase proved that DNA, and not protein, is the one injected by virus into their host thus establishing DNA as the hereditary