The Native American Essay Example for Free

The Native American Essay Native Americans are an indigenous people throughout the world, simply misunderstood and ill-treated for centuries (Scheafer, 2012). History tells us, Native Americans were subject to land theft, controlled by others, and resistance to governance. This discrimination goes back to Christopher Columbus. He and his followers showed true hatred toward the Indian Nation. Europeans moved to extermination or genocide trying to distinguish this culture of people. The United States joined in that mission as time moved forward. Indian land would be taken, the people would be made to conform to the law of the white man causing them to build a defense mechanism of avenging their losses. During the nineteenth century the white man government made policy to give fairness to the tribes. This may have worked if it did not interfere with the needs of the non-Indian people. The American government of the white man used the politics and social differences to interfere in the business of the Native American to govern the Indian culture and beliefs. It has taken centuries for the Native American to trust the policy makers because of broken treaties of the past. Native Americans today, live on Indian reservations in 33 states across the country. Just as in the beginning the American Indian is forced to live their lives in a way determined and controlled by the federal government. The Indian Removal Act developed by Andrew Jackson, was intended to remove Indians from their land to make way for cotton crops and other ways of prosperity. The Termination Act of 1953, like many policies the government had control of, was written to benefit the Native American people. Through this act, many social services were available to the American Indian. These services were a direct obligation to be fulfilled by the treaties, not just a special favor. The Termination Act was developed to gradually do away with these services, when the act passed, all services were cut off immediately. The Indian people worked collectively by creating a tribal or reservation government action to politically protest unfair legislation. The Native Americans fought this legislation by forming civil rights groups to take the issues to the Supreme Court in order to be treated fairly and just. The first national organization was organized in 1944 called the NCAI, National Congress of American Indians (Schaefer, 2012). This National organization is one of the most respected civil rights groups in our nation today. NAGPR Act of 1990, Native American Graves and Protection Act was developed to provide protection to the Native American gravesites and cultural issues. The American Indian worked to lobby the government to find a way to protect their sacred ceremonial ground, ancestral gravesites and artifacts. The government enacted this law in 1990. The American Indian Religious Freedom Act of 1978 was written to give the American Indian the right to believe, express, and exercise the traditions of their tribal spirituality. Peyote is part of the religious rituals used by the Indian Nation. From the 1920s through the 1980s Peyote was a prohibited hallucinogenic outlawed by the government. People were prosecuted for the use of peyote. In 1994 Native Americans won the right to possess, transport and use peyote for religious reasons by amending the American Indian Religious Freedom Act. It is hard to believe that despite the work of the past and present generations of the Naive Americans, they still struggle with economic development, employment levels, quality healthcare, and equal education. The needs of others seem to stand in the way of what is right and fair. References University of Phoenix. (2012). Racial and Ethnic Groups, Thirteenth Edition. Retrieved from University of Phoenix, ETH125 website. (n. d. ). Retrieved from https://cr. nps. gov/local-law/fhpl.

The Death of My Cat :: Personal Narrative essay about myself

The Death of My Cat This fall, in the bleak and rainy days just after Thanksgiving, two members of my family died. The first, a great aunt, passed on after lingering for years in a nursing home. Her funeral was sad in that the only mourners, other than her sister and the immediate family, were an elderly couple who once lived next door. The other death was my cat, Lady Macbeth, who died alone in a kitty hospital while my parents were away. Lady Macbeth was a remarkable cat. All cat owners think their cats are remarkable, but Lady Macbeth made a lasting impression on everyone she met, perhaps because she was never much of a cat. Lady Macbeth saw herself as a person who for some reason was treated like a cat day after day until it drove her mad. To her dying day she never stopped insisting (quite loudly) that she was NOT a cat and to please stop picking her up and making silly meowing noises and locking her in the basement with an actual cat (her sister Grimalkin). She and Grimalkin were famous largely for the adventures they had while her masters were away. There was the time she stayed the weekend at a friend's apartment and uprooted all of his potted plants. There was the toilet paper incident and the deep fat fryer incident. There was the time she managed to knock over a lazyboy recliner (I never did figure out how she did that one). Her sister usually performed the stunts, but a bewildered Lady Macbeth usually got the blame. She had, as I said, an effect on people. Those who did not like cats to begin with often used Lady Macbeth as Exhibit A. But those with a place in their heart for cats would become more and more fascinated upon each new encounter. She was always frantic, was terrified of the outdoors by day but drawn there by night, would speak directly with humans in a most un-cat-like way, and would make a beeline for any available lap, especially mine. I was very fond of Grimalkin, but still regard Lady Macbeth as my most eccentric friend. It bothered me at first that I wasn't able to make it back to Idaho before she died. What I wouldn't give for one more hour of lap time with Lady Macbeth! But then it occurred to me that I was placing undue emphasis on her final days.

Positive Behaviour Essay

Definition Behaviour that tends to satisfy the desires of the respondent is Positive Behaviour . It will become apparent that by this definition some positive behaviour may lead to antisocial (so called â€Å"negative†) responses and hence is not recommended. Furthermore, some behaviour that is itself socially acceptable and apparently positive is not, by this definition, actually positive because it does not tend to satisfy the desires of the respondent. The reverse is also true: some behaviour that is social not acceptable and apparently negative is yet actually positive because its operates to satisfy the desires of the recipient. Illustrations of Positive Behaviour Actions that can be classified under the following headings are customarily called positive: Showing interest Agreeing Making balance criticism Approving Showing affection Co-operating Protecting Praising Understanding Forgiving Although in some ways, the line between positive and negative behaviour exists in the eye of the beholder. Your value system, which stems from your family and cultural background as well as your own life experiences, will determine what you believe to be positive behaviour. Your feelings about yourself and life in general will also colour your perceptions. When adults feel positive about themselves, they are better able to understand and accept children’s behaviour. Positive behaviours are those which help children/venerable person move along toward the goal of becoming well-adjusted, fully functioning adults. In other words, behaviour that is typical of a particular stage of development, that paves the way for the next stage, is positive. Positive behaviour is not, therefore, the same thing as compliance with adult wishes, especially if those adult wishes reflect a lack of knowledge of children’s or venerable person’s development. Some positive behaviour can appear downright negative! Some authors argue that there are predictable times in the lives of all children/venerable person when their behaviour â€Å"falls apart†: when they seem to move backward in development in ways that perplex and dismay their parents and caregivers. These times invariably signal a rapid spurt of physical, cognitive, or socioemotional growth. An example might be the child on the verge of walking, whose frustration at being left behind evokes a sudden change in disposition and screams of rage. We can view these periods, not as crisis points, but rather as â€Å"touch points,† unparalleled opportunities for understanding and supporting development, if we anticipate them positively and avoid becoming locked in power struggles. By studying child/venerable person development and carefully observing the behaviour of many them, you can learn to adjust your expectations so that the behaviour you expect is within the bounds of possibility for children to achieve. By observing the behaviour of a particular child child/venerable person over time, you can begin to understand what particular behaviours mean for that person. You may begin to see how behaviour that seemed irritating to you actually serves a positive function for a child/venerable person. Focusing on positive behaviour places negative behaviour in better perspective and develops a more accurate impression of the whole child/venerable person. It allows you to emphasize strengths and help children overcome weaknesses.  Early childhood educators with heightened awareness of positive behaviours will set the stage so that those behaviours can occur, and will respond in ways that make these acts occur more often. In other words, they will use techniques of indirect and direct guidance. Positive behavioural support According the Department of health, Positive behavioural support (PBS) provides a framework that seeks to understand the context and meaning of behaviour in order to inform the development of supportive environments and skills that can enhance a person’s quality of life. Evidence has shown that PBS-based approaches can enhance quality of life and also reduce behaviours that challenge which in turn can lead to a reduction in the use of restrictive interventions. It is founded on principles that have applicability for a much broader range of people and may use different terminology. PBS provides a conceptual framework which recognises that people may engage in behaviours that are challenging because: †¢ they have challenging or complex needs that are not being met – these could be associated with unusual needs and personal preferences, sensory impairments, or mental or physical health conditions †¢ they are exposed to challenging environments in which behaviours of concern are likely to develop – examples might include environments which are barren and lack stimulation, where there are high levels of demand placed on people, where there may be institutional blanket rules, restricted or unpredictable access to preferred activities and those things the person values and where there is insufficient availability of positive social interactions, or where personal choices are not offered and/or honoured †¢ they typically have a generally impoverished quality of life. PBS approaches comprise a number elements: †¢ Using person-centred, values-based approaches to ensure people are living the best life they possibly can. This involves assisting a person to develop personal relationships, improve their health be more active in their community and to develop personally. When done properly, person centred planning processes make sure that those who support people get to know them as individuals. †¢ Skilled assessment in order to understand probable reasons why a person presents behaviours of concern; what predicts their  occurrence and what factors maintain and sustain them (this area of assessment is often referred to as a functional assessment). This requires consideration of a range of contextual factors including personal constitutional factors, mental and physical health, communication skills and the person’s ability to influence the world around them. Patterns of behaviour provide important data, skilled analysis of which enables key areas of unmet need to be understood. †¢ The use of behaviour support plans which have been informed by an assessment of these factors in order to ensure that aspects of the person’s environment that they find challenging are identified and addressed, that quality of life is enhanced and that wherever possible people are supported to develop alternative strategies by which they can better meet their own needs. These are referred to as primary preventative strategies. †¢ The behaviour support plan must detail the responses such as de-escalation techniques, distraction, diversion and sometimes disengagement to be used by carers/staff when a person starts to become anxious, aroused or distressed. These are referred to as secondary preventative strategies and aim to promote relaxation and avert any further escalation to a crisis. †¢ Behaviour support plans include guidance as to how people should react when a person’s agitation further escalates to a crisis where they place either themselves or others at significant risk of harm. This may include the use of restrictive interventions. Within behaviour support plans these are as identified as tertiary strategies. Any person who can reasonably be predicted to be at risk of being exposed to restrictive interventions must have an individualised behaviour support plan. Care programme approach care plans, personal recovery plans or other personalised approach planning structures may also incorporate behaviour support plans. They must always include clear evidence of health and social needs assessment, and be created with input from the person, their carers, relatives or advocates. This should identify: †¢ The context within which behaviours of concern occur †¢ Clear primary preventative strategies which focus on improvement of quality of life and ensuring that needs are met †¢ Secondary preventative strategies which aim to ensure that early signs of anxiety and agitation are recognised and responded to †¢ Tertiary strategies which may include detail of planned  restrictive interventions to be used in the safest possible manner and which should only be used as an absolute last resort What are the Positive Strategies for Supporting Behavior Improvement? There are many possible contributors to the development of challenging behaviours. It is important to investigate and evaluate these, but also to take action sooner rather than later, since many behaviors can become increasingly intense and harder to change as time goes on. Often a necessary approach to managing behaviour involves a combination of addressing underlying physical or mental health concerns, and using the behavioral and educational supports to teach replacement skills and self-regulation. There is no magic pill, but there are a number of strategies that can often be helpful. The use of Positive Behavior Supports is more than just a politically correct approach to behavior management. Research shows that it is effective. The alternative is usually punishment, which decreases the likelihood of a behavior by taking something away (such as removing a favorite toy) or doing something unpleasant (yelling, spanking.) While punishment might work immediately, it has been shown to be ineffective in the long run and can increase aggressive behavior, provide a model for additional undesirable behaviors, and strain the relationship with the caregiver (you). It is worth noting that to continue to be effective and maintain improvements, positive supports and feedback need to be ongoing as well. â€Å"Withholding reinforcement for problem behavior (i.e., extinction) is technically an example of punishment. Proponents of Positive Behavior Support (PBS) acknowledge that controlling access to reinforcement is necessary when trying to change behavior. What PBS does not condone is the use of aversive (e.g., demeaning, painful) procedures to suppress behavior. Such approaches have been demonstrated to be ineffective in producing durable changes in people’s behavior and do not improve to quality of their lives.† –Association for Positive Behavior Support If you have made changes to improve your child’s health or happiness, and these have not helped to improvehis behaviour in a reasonable time frame (a couple of weeks), or you are concerned about safety, help may be needed. Positive strategies and an intervention plan can be developed by a behavioral or educational team, usually in response to what is learned in a functional behavior assessment  (FBA) as described in the previous section. When several challenging behaviors exist, it is important to establish priorities. You may want to first target behaviors that are particularly dangerous, or skills that would help to improve situations across several behavioural scenarios. Remember to set goals that are realistic and meaningful. Start with small steps that can build over time. A non-verbal child is not likely to speak in full sentences overnight, but if learning to hold up a ‘take a break’ card when he needs to leave the table allows him to exit, and keeps him from throwing his plate, that is a huge success. A plan for our team should meet four essential elements: Clarity: Information about the plan, expectations and procedures are clear to the individual, family, staff and any other team members. Consistency: Team and family members are on the same page with interventions and approaches, and strive to apply the same expectations and rewards. Simplicity: Supports are simple, practical and accessible so that everyone on the team, including the family, can be successful in making it happen. If you don’t understand or cannot manage a complicated proposed behavior intervention plan, speak up! We have to recognize that many skills take time to develop, and that changes in behavior require ongoing supports to be successful. In some cases, especially when you are ignoring a behavior that used to ‘work’ for your child, behavior may get more intense or more frequent before it gets better. Your team should keep good records and track progress and responses to intervention to know if the plan is effective. Being realistic at the outset is crucial. It can help parents and caregivers appreciate that they are making small yet meaningful changes in their lives and the lives of the individual they care for. Making goals realistic means they are achievable. Being realistic keeps the picture positive. It focuses attention on progress towards to a goal, rather than perfection. Setting a real Positive Behaiviour Support Our team should develop strategies for you to use to increase the behaviors you want to see in your child. These will need to be individualized to his  particular needs and challenges. They can often be helpful in building a sense of pride in accomplishments and personal responsibility, and a sense of what is expected. This will reduce the anxiety and reactivity that results in aggression or other behaviors. Some helpful strategies: Celebrate and build strengths and successes: we tell him what he does well and what you like. A sense of competence often fosters interest and motivation. Strive to give positive feedback much more frequently than any correction or negative feedback. ‘Great job putting your dishes in the sink!’ Respect and listen to him: We may have to look for the things he is telling you, verbally or through his choices or actions. ‘You keep sitting on that side of the table. Is the sun in your eyes over here?’ Validate his concerns and emoti ons: Do not brush aside his fears or tell him not to worry. His emotions are very real. Help to give language to what he is feeling. ‘I know you do not like spiders. I can see that you are very afraid right now.’ ‘I can see that you are angry that our plans have changed.’ Provide clear expectations of behavior: Show or tell your child what you expect of him using visual aids, photographs or video models. A great way to teach new skills is Tell-Show-Do. Set him up for success: Provide accommodations. Accept a one word answer instead of demanding a whole sentence. Use a larger plate and offer a spoon to allow him to be neater at the dinner table. Use Velcroshoes or self-tying laces if tying is too frustrating. Ignore the challenging behavior: Do your best to keep the challenging behavior from serving as his way of communicating or winning. This is hard to do, but in the long run it is effective. Do not allow his screams to get him out of brushing his teeth, or his biting to get him the lollipop that he wants. Behaviors may get worse before you start to see them get better. Stay the course! And make sure all family and team members are consistent in this approach and that you pair this with other positive strategies. Alternate tasks: Do something that is fun, motivating or that your child is good at. Then try something hard. He will be less inclined to give up or get agitated if he is already in a positive framework. Teach and interact at your child’s or loved one’s learning level: Take care to set him up for growth and accomplishment, rather than the anxiety produced by constant failure or boredom. Give choices, but within parameters: Everyone needs to be in control of something, even if it is as simple as which  activity comes first. You can still maintain some control in the choices that you offer. ‘Do you want to eat first, or paint first?’ Provide access to breaks: Teach the individual to request a break when he needs to regroup (e.g. use a PECS card that represents â€Å"break†). Be sure to provide the break when he asks so he learns to trust this option and does not have to resort to challenging behaviors. Promote the use of a safe, calm-down place: Teach him to recognize when he needs to go there. This is a positive strategy, not a punishment. Set up reinforcement systems: Use simple, predictable processes that reward your child for desired behavior. Catch him being good and reward that, verbally and with favored activities, objects or ‘payment.’ ‘I love that you stayed with me during our shopping trip. You earned a ride on the airplane toy!’ Allow times and places for him to do what he wants: Even if it is a ‘stim’, it is important to provide these options when it is not an intrusion or annoyance to others. Reward flexibility and self control: ‘I know you wanted to go to the pool today and we were surprised when it was closed. For staying cool and being so flexible about that change in plans, let’s go get some ice cream instead!’ Pick your battles: Strive for balance. Focus on the behaviors and skills that are most essential. Be sure to include positive feedback and intersperse opportunities for success and enjoyment for you, your family, and your loved one with autism. Be resilient. Celebrate the fun and the good things! Use positive/proactive language: Use language that describes what you want the individual to do (e.g. ‘I love how you used a tissue!’ ), and try to avoid saying ‘NO’, or ‘don’t’ (e.g. ‘stop picking your nose.’ ). Setting Realistic Behavioral Goals: Setting goals allows us to objectively measure progress toward an identified desired outcome. It also allows caregivers and parents to ask themselves, â€Å"What behavioral changes would really make the greatest improvements in our lives together?† It allows them to identify what really matters. For instance, it may be more important to address a behavior such as throwing things during a classroom activity than to address that person’s tendency to stand up during meals. Adapt the Environment As you learn to think like a detective about your child’s behaviour, your observations (or the FBA) are likely to show that behaviour occurs at specific times, with certain people or in particular environments. You and your team will need to tune in, learning to recognize the signs of increasing tension, anxiety or frustration that eventually lead to challenging behaviours. Often there is a ramping up, or escalation period, and learning to recognize that early and using many of the approaches here can help to calm a situation and prevent behavioural outbursts. Sometimes these signs may be very subtle—red ears, a tapping foot, heavier breathing, higher pitched speech—but it is essential that everyone on the team responds to the importance of tuning in and working towards de-escalation. Changing the environment can often reduce behavioral episodes. Expand situations, relationships, places and opportunities that are successful. If possible, try to adjust or avoid situations that are triggers for challenging behaviour. Incorporate ways to reduce frustration and anxiety and increase understanding. Below are some things to consider when working to create a more successful environment: Organize and provide structure: Provide clear and consistent visual schedules, calendars, consistent routines, etc. so that the person knows what is coming next. Inform transitions and changes: Recognize that changes can be extremely unsettling, especially when they are unexpected. Refer to a schedule, use countdown timers, give warnings about upcoming changes, etc. we can use Visual Supports: Pictures, text, video modeling and other visuals are best for visual learners, but they are also critical because they provide information that stays. The ATN Visual Supports Tool Kit provides a step-by-step, easy-to-understand introduction to visual supports. Provide a safe place and teach when to use it: A calming room or corner, and/or objects or activities that help to calm (e.g. bean bag) provide opportunities to regroup and can be helpful in teaching self-control. Remove or dampen distracting or disturbing stimuli: Replace flickering fluorescent lights, use headphones to help block noise, avoid high traffic times, etc. Pair companions or staff appropriately for challenging activities or times: Some people are more calming than others in certain situations. If going to the store with dad works better than with  mom, focus on that and celebrate successes. Consider structural changes to your home or yard: These changes might address some of the specifics of your situation to increase independence or reduce the risks when outbursts occur. Making Homes that Work includes a range of potential changes that can be made to reduce property damage, improve safety, and increase choice and independence. Communicate to Others Many families have found it helpful to communicate to those around them about their child’s special needs and some of the behavioral situations that might arise. Sometimes it is helpful to let others know what is going on so that they can also be observers and help provide helpful input about your child. Some families have found it helpful to talk to their neighbours, or to communicate with others in the community using stickers, cards, or other visuals. Parents can carry a note card standing such this one : Positive and Proactive Care: reducing the need for restrictive interventions People with learning disabilities whose behaviour is challenging will have physical interventions used on them at some point in their lives. In the absence of a lawful reason, using force, or threatening to use force, could give rise to a criminal charge, as could locking someone in their room. The Mental Capacity Act defines the unlawfulness, and the appropriate penalties for actions of illtreatment or neglect. A physical intervention in relation to challenging behaviour is described by the British Institute for Learning Disabilities (Harris et al, 1996) as ‘A method of responding to the challenging behaviour of people with learning disability and/or autism which involves some degree of direct physical force which limits or restricts the movement or mobility of the person concerned.’ They define three types of physical intervention direct physical contact between a member of staff and a service user: for example holding a person’s arms and legs to stop them attacking someone the use of barriers such as locked doors to limit freedom of movement: for example placing door catches or bolts beyond the reach of service users materials or equipment that restricts or prevents movement: for example placing splints on a person’s arms to restrict movement. The Department of Health/Department for Education and Skills guidance (2002) outlines the requirements when physical intervention are planned and these include agreement by the multidisciplinary team, including consultation with others as appropriate put in writing, together with the behavioural plan (they should never be the only plan for managing behaviour) be supervised by appropriately trained staff  be recorded, so that the circumstances of any physical intervention and methods used can be monitored. This guidance also emphasises that the physical interventions should be used as infrequently as possible be in the best interests of the service user be part of a broader treatment strategy not cause injury maintain the person’s dignity. And also, The Human Rights Act (HRA)15 imposes a duty on public authorities, (including NHS Trusts, Local Authorities, and police forces) and services exercising functions of a public nature not to act in a manner that is incompatible with the European Convention on Human Rights13 (ECHR) rights that have been made part of UK law by the HRA.

Rembrandt Essay examples - 874 Words

Rembrandt Harmenszoon van Rijn is generally considered one of the greatest painters in European art history and the most important in Dutch history. Rembrandt was also a proficient printmaker and made many drawings. His contributions to art came in a period that historians call the Dutch Golden Age (roughly equivalent to the 17th century), in which Dutch culture, science, commerce, world power and political influence reached their pinnacles. In all, Rembrandt produced around 600 paintings, 300 etchings, and 2,000 drawings. He was a prolific painter of self-portraits, producing almost a hundred of them (including some 20 etchings) throughout his long career. Together they give us a remarkably clear picture of the man, his looks, and Ââ€" more†¦show more content†¦By 1631, Rembrandt had established such a good reputation that he received several assignments for portraits from Amsterdam. As a result, he moved to that city and into the house of an art dealer, Hendrick van Uylenburgh. This move eventually led, in 1634, to the marriage of Rembrandt and Hendricks greatniece, Saskia van Uylenburg. This was obviously a marriage for love. Although she came from a good family (her father had been burgomaster of Leeuwarden), Saskia was an orphan and was probably not very wealthy. She lived with her sister in Frisia and did not have many grand connections in Amsterdam. These events, however, are widely disputed. In 1639, Rembrandt and Saskia moved to a prominent house in the Jodenbreestraat in the Jewish quarter, which later became the Rembrandt House Museum. Although they were affluent the couple had several setbacks in their personal life. Three of their children died shortly after birth. Only their fourth child, a son, Titus, who was born in 1641, survived into adulthood. Saskia died in 1642 soon after Tituss birth, probably from tuberculosis. After her death he began an affair with Tituss nurse, a widow called Geertje Dircx. This ended in a lawsuit. Geertje claimed that Rembrandt had broken his promise to marry her, and demanded that the council force him to marry her. The council did not go that far but Rembrandt was asked to pay her a lot of money. He then cooperated with Geertjes family to have her locked up in aShow MoreRelatedRembrandt Analysis986 Words   |  4 PagesThe landscape etching presented here, The Three Trees, is a masterpiece created by Rembrandt Harmenszoon van Rijn. Rembrandt was a prolific Dutch Baroque painter, printmaker, and draughtsman, who had produced over a thousand paintings and etchings throughout his career (â€Å"Rembrandt and the Face of Jesus†). He was one of the most celebrated visual artists during the Renaissance and one of the pioneers of the Dutch Golden Age, a period of commercial and artistic prosperity. As critical components ofRead MoreEssay about Rembrandt1237 Words   |  5 PagesRembrandt Rembrandt is known as one of the greatest artists of the 17th century. He is also known as one of the greatest painters in western art. Rembrandt earned these titles rightfully so. He belonged to the Baroque period. The Baroque period had works of art that were emotional, dramatic, and included real people as the primary subjects. Rembrandt showed all of this in his work. Rembrandt was influenced by nature, religion, the Bible, and humanity. His paintings showed his moods andRead MoreRembrandt and the Nude Essay1607 Words   |  7 PagesRembrandt van Rijn was a Dutch artist well known for his many paintings and etchings of landscapes, figures and animals. His subjects included biblical, secular and mythological scenes. Rembrandt also dabbled in the nude even though they were not popular among his contemporaries. Rembrandt’s nudes were his interpretation of the real human body. He painted every wrinkle and every fold of the body. Rembrandt’s nudes were not considered ugly and grotesque. His nudes were unlike the Greek goddesses hisRead More Rembrandt and The Western Art438 Words   |  2 PagesRembrandt uses oil on wood in one of his earliest self-portraits, depicting himself in a fabulous costume that includ es a plumed hat, a silk scarf, and an elegant jacket complete with gold trim. There is a heavy use of shadow, concealing half of his face, with the left half being illuminated by a sole source of light located out of the frame. His face purposefully lacks an expression, as if to create an open-ended illusion of confusion. Unlike most of his works, this painting is quite large, havingRead MoreEssay Rembrandt Harmensz van Rijns Self-Portraits2130 Words   |  9 Pagesjust a man on the wall. Rembrandt Harmensz van Rijn painted many self-portraits throughout his career, and about forty have survived. In studying these paintings, one will find that a certain growth and development of his style happened throughout his life. For example, in his earlier self-portraits, he used a technique that is called chiaroscuro, which is the use of deep variations of light and shade. In these early paintings, it is hard to tell what Rembrandt looked like because of theRead MoreEssay on Rembrandt Harmenszoon van Rijn1035 Words   |  5 PagesRembrandt Harmenszoon van Rijn Rembrandt (1606-1669), Dutch baroque artist, who ranks as one of the greatest painters in the history of Western art. His full name was Rembrandt Harmenszoon van Rijn. He possessed a profound understanding of human nature that was matched by a brilliant technique—not only in painting but in drawing and etching—and his work made an enormous impact on his contemporaries and influenced the style of many later artists. Perhaps no painter has ever equaled RembrandtsRead MoreRembrandt Van Rijn Essay1430 Words   |  6 PagesHovater World History 28 March 2013 Rembrandt van Rijn People consider the Dutch painter and etcher, Rembrandt Harmenszoon van Rijn, an important figure in Dutch history. He achieved success at a very early age but had personal tragedies and financial hardships in his later years. Many are familiar with Rembrandt’s reputation. Rembrandt’s works show his greatest accomplishments. Mainly his childhood and home life influenced his works. Steadfastly, Rembrandt van Rijn, the greatest Dutch portraitRead MoreRembrandt van Rijn Essay1024 Words   |  5 PagesRembrandt van Rijn was born on July 15, 1606 in Leiden, Netherlands. He came from a large family where he was the ninth child. His father was a miller and saw to it that Rembrandt had an excellent education. Rembrandt began attending the University of Leiden, but really wanted to study art. Eventually he left school to become an apprentice to the artist Jacob van Swanenburgh. He also was a student of the painter Pieter Lastman. Company Frans Banning Cocq and Willem van Ruyte nburch , known as theRead MoreBiography of Rembrandt Harmensz van Rijn681 Words   |  3 PagesRembrandt Harmensz van Rijn was the premier artist in 17th century Europe during the great Golden Age of Dutch painting, well known for his Dutch Baroque style of art that lead to his title as one of the greatest painters in history. His incredible brush technique and his masterful appreciation of human nature combined to create a humongous impact on his peers as well as influencing tons of artists of later years.1 He was born on July 15, 1606, in Leiden, Netherlands, a small city located in theRead More Self-portraits - Van Gogh And Rembrandt Essay974 Words   |  4 Pagesculture of the time. Rembrandt van Rijn and Vincent van Gogh are 2 artists of whom are well represented by this statement. Rembrandt was born into a Dutch society of the Baroque era . This time period influenced his style of artwork heavily as these were the Post-High Renaissance years. This meant that the accepted artworks of the society at the time were religiously based works influenced by the efforts of the Reformation which was also occurring at the time. This meant that Rembrandt painted his works