Effects of Methamphetamine on the Human Body What Cases Have Been Seen to Prove this and How It Leads To Addiction Essay Example for Free

Effects of Methamphetamine on the Human Body What Cases Have Been Seen to Prove this and How It Leads To Addiction Essay Effects of Methamphetamine on the Human Body What Cases Have Been Seen to Prove this and How It Leads To Addiction Introduction Part A                   What effects does the over dependency to methamphetamine cause to the human body.                   Are there any cases that have been reported to prove this and if yes which ones are they? Methamphetamine is a powerful, highly addictive stimulant that is a bitter tasting white crystalline powder devoid of smell. In street language it is popularly known                   as ice, chalk, crystal or meth with high solubility in water and alcohol making it an easy target for packaging into various forms. Methamphetamine affects the central nervous system and once it is in the body system, it creates a short but intense rush and users start experiencing a sense of increased activity, decreased appetite, and strong feelings of well being, high energy levels and sense of more power with the feeling lasting from a period of 20 minutes to 12 hours. When the effects start to where off, the user is left with a feeling of drained helplessness and depression this effects leads to the user having a high craving for the drug to maintain the state of euphoria. This craving for a sense of well being, hyper activity sense of power is what leads to addiction. Addiction to methamphetamine has to a large extent been classified as a moral issue by the public while to medical practitioners it has also gained weight as a medical issue.                   Methamphetamine causes development of side effects which are increased activity, euphoria and decreased appetite with methamphetamine being more potent because it passes through the blood brain barrier and enters the brain cells. The effects are more long lasting making it more dangerous on the central nervous system. It has been reported to have effects lasting as long as eight hours. This inquiry will focus mostly on the scientific research that has been carried out on methamphetamine addiction, its side effects and how it causes them and any remedies. Part B                   By the end of this learning process, the following objectives should be met. Reasons that lead to use of methamphetamine should be clearly understood. The various side effects should be well outlined and possible causes explained. Mechanisms involved and leading to methamphetamine addiction should be comprehended.                   Medically methamphetamine was developed for the treatment of nasal blockages and clearance of bronchioles in the lungs. Lately it has been used in low dosages for the treatment of attention deficit hyperactivity disorder and also in weight loss programmes but in a controlled manner and prescriptions is usually not refilled.                   Effects of methamphetamine vary and they mostly depend on the dosage type. For small doses, the drug causes strong and quick addiction, lack of sleep, increased blood pressure, pulses and respiration with decreased reaction times. This effects leads to a desire for more and in large doses, it causes convulsions, overheating of the body, and in more severe cases stroke and even heart attacks. The side effects are grouped into the following major categories (Methamphetamine in Jefferson County, 2008 p 3). Physical effects                   The most noticeable are muscle weakness, tremors and seizures dental decay, weight loss, anorexia, coughing, dry mouth , facial aging, brain damage kidney, heart and liver damage, skin sores and infection and also increased risk of stroke. Cognitive effects:                   This effects lead to decreased ability to recognize and recall words and pictures, make inferences manipulate information, learn from experience and users have the tendency to ignore irrelevant information Psychological effects:                   These effects are classified into two depending on the duration for short term effects; users experience increased sense of euphoria, high confidence and increased alertness. The users become more talkative, they are not bored easily and have an increased sex drive.                   Increased confidence Increased alertness Increased good mood Increased. Long term effects include increased aggression, lack of sleep; they become over anxious and are confused most of the time. Meth users become moody and they develop psychotic behaviours characterized by false delusions, they become paranoid and become suicidal.                   When ingested by pregnant women, the methamphetamine dissolves in the blood stream and is able to pass through to the fetus. The effects on the unborn children are diverse and so serious since they affect the normal development of the child. The most common effects are premature child birth and low birth rates for long time users, low birth weight since the mother does not eat enough food due to poor appetite and in most severe cases brain damage. Nutritionally, the baby is disadvantaged since the mother does not care a lot apart from craving for the next fix. Mechanisms leading to methamphetamine addiction                   Addiction to methamphetamine is caused by the drug’s pharmacology mainly how it is ingested, absorbed in the body, broken in the body and excreted (Otero et al., 2006 p. 4). The pharmacology of the drug is quite a complex process which involves the peripheral and central nervous actions. The drug belongs to the group of drugs known as amphetamines with a structure closely related to that of epinephrine norepinephrine and dopamine (Kish, 2008 p. 2).                   Due to its structure which is close to that endogenous neurotransmitters the drug is classified as a sympathomimetic drug and as such it interacts with sympathetic receptors of the central nervous system. Specifically, methamphetamine interacts with pre-synaptic receptors and induces effects by competitive antagonisms.                   There are different modes of methamphetamine usage and they determine how long the effects take to kick in and also increase the chances and easiness of addiction. When ingested the effects may take up to twenty minutes to be effected while I snorting the effects set in much quicker as fast as five minutes. The two routes of usage are not so much addictive. Highest rates of addiction have been reported when the route of intake was intravenous injection and lung inhalation through smoking. These last two routes potentiate risk of addiction since the drug is absorbed more rapidly in the brain. Effect on the central nervous system                   The amphetamines potent central nervous system appear as a result of the release of biogenic amines from the nerve terminals. This enhanced release of norepinephrine results in the anorexia effect of amphetamine and together with release of dopamine it creates a feeling of euphoria. When higher levels of dopamine are released to the mesolimbic system, it results in increased levels of serotonin which is responsible for mental disturbances and the psychotic behaviours.                   When the high dose of reaches the brain, it leads to a decrease in the levels of dopamine and serotonin and this is achieved through the activity reduction of the enzymes used in their synthesis mainly tyrosine dehydroxylase and tryptophan hydroxylase respectively. The following table shows a list of websites that were visited for the purpose of this research Title of report Website Retrival date Medication and behavioral treatments (2004) www.psattc.org11-11-2014 Children at clandestine methamphetamine labs: Helping meth’s youngest Victims(2006) www.ojp.usdoj.gov10-11-2014 NIDA Community Drug Alert Bulletin: Methamphetamine (n.d.). www.drugabuse.gov10-11-2014 Methamphetamine – Drug Facts 2005 www.whitehousedrugpolicy.gov11-11-2014 Parenting Children Who Have Been Exposed to Methamphetamine (n.d) www.orparc.org10-11-2014 The sites used for this study are from various government departments, and organizations that carry out various health and substances abuse researches. From the websites, they end with either gov. or org. meaning they are reputable websites. Hence, the information obtained from these websites is also reliable and thus they were considered for this paper. In addition, the sources have evidenced based reports where quantitative or qualitative research were used to write the reports thus making the data included in this paper very reliable and viable. Part C Data from various website sources on methamphetamine and journals published online was used to come up with this report. Table showing the various side effects for methamphetamine users Physical effects Cognitive side effects Short term psychological effects Long term psychological effects Weight loss Failure to recall pictures Increased good mood Mood disorders Kidney and heart damage Failure to learn from experience Increased alertness Lack of sleep and increased anxiousness Increased risk of stroke Decreased ability to make inferences Increased talkativeness Confusion and aggression Skin sores and infections Decreased ability to manipulate information Increased confidence Increases psychotic behaviour Tooth decay Increased sex drive Hallucinations and increased suicidal tendencies Increased transmission of HIV due to sharing injecting needles Table showing usage of methamphetamine in terms of age (a 2003 survey on methamphetamine users among college going children and non-college attending children obtained from NSDH, 2005). Ages/ grades Used at least once Used in the past year Used in the last 30 days College students 5.8% 2.6% 0.6% Young adults(19-28) 8.9% 2.7% 0.7% Table showing use of methamphetamine in USA (NSDH, 2005 n.p) Used at least once Used in the past year Used in the last 30 days 12+ YEARS 4.9% 0.6% 0.2% Table showing use of methamphetamine in school going children (NSDH, 2005 n.p) Grade Used at least once) Used in the past year Used in the last 30 days 8th 2.5% 1.5% 0.6% 10th 5.3% 3.0% 1.3% 12th 6.2% 3.4% 1.4% Part D                   Comprehensive data obtained from various government and non-governmental websites, show that methamphetamine abuse cuts across all ages and social classes with the high-risk groups being people with low self-esteem, social pressure such as weight loss to gain an athletic or modeling body, depression, and those traumatised. While continued abuse leads to addiction, amount and ingestion routes are also determinants with smoking and injection contributing greatly to addiction. Though used medically for nasal and bronchial blockages, its abuse is the main concern due to the resulting side effects and the damages it causes. Journal                   Methamphetamine side effects are as a result of it passing through the brain blood barrier into the brain cells, where its main action is to decrease extracellular monoamine neurotransmitters, especially dopamine, via interfering with their reuptake and promoting their release at the nerve endings (Fleckenstein, et al., 2007 p. 687). Dependency on methamphetamine is a serious issue with major medical, psychiatric and social economic impacts in the society (Lapworth, et al., 2009 p. 383). Withdrawal from methamphetamine also results in impaired social functioning, fatigue and aggressiveness and more craving for the drug. This menace affects most people and users should not be alienated but helped to overcome the vice by taking them to rehabilitation centres.                   While it has been used medically to solve medical conditions such as nasal and bronchial blockages, it misuse is the main problem. Methamphetamine abuse cuts across all ages and social classes with the main contributing factors being low self-esteem, peer pressure, social pressure, depressions and even people suffering from traumas. The resulting side effects vary from person to person but prolonged abuse results to both physical defects such as tooth decay, weak limbs due to poor appetite, damages of organs especially the heart, kidney and liver and also psychological effects. The psychological effects are usually aggressive behaviors which endangers their lives and of those around them and psychotic behaviors which leads them in committing suicide. References Fleckenstein A., E., Volz, T., J., Riddle, E., L., Gibb, J., W., and Hanson, G., R. 2007. New insights into the mechanism of action of amphetamines. Journal of Annual Review in Pharmacology and Toxicology. 47: 681–698. Kish, S., J. 2008.Pharmacologic mechanisms of crystal Methamphetamine. Journal of Canadian Medical Association, 178 (13):1679-1682. Lapworth, K., Dawe, S., Davis, P., Kavanagh, D., Young, R., Saunders, J. 2009. Impulsivity and positive psychotic symptoms influence hostility in methamphetamine users. Journal of Addictive Behaviours ,34: 380–385 Methamphetamine in Jefferson County. 2008. Methamphetamine in Jefferson County. Understanding the Impact of Methamphetamine Abuse: Issue Paper and Recommendations NIDA Community Drug Alert Bulletin. n.d. Methamphetamine. www.drugabuse.gov. Office of National Drug Control Policy. 2005. Methamphetamine. www.whitehousedrugpolicy.gov. Otero, C., Boles, S., Young, N. K., Dennis, K., 2006. Methamphetamine Addiction, Treatment, and Outcomes: Implications for Child Welfare Workers. Substance Abuse and Mental Health Services Administration Center for Substance Abuse Treatment Substance abuse department. 2008. National Survey of Drug Use and Health: National Findings. Substance Abuse and Mental Health Services Administration. US Department of Justice. 2004. Children at Clandestine Methamphetamine Laboratories. www.ojp.usdoj.gov. Source document

The field-mouse and October is written by the same writer, Gillian :: English Literature

The field-mouse and October is written by the same writer, Gillian Clarke also that they both have three stanzas. The theme of the field- mouse is about a mouse which symbolises. From the sheet I had four poems that I could choose from ‘Mid-term break’, ‘The field-mouse’, ‘A difficult birth, Easter 1998’ and ‘October’. From these four poems I had decided to compare, ‘The field-mouse’ and ‘October’. The first two things that are noticeable is a similarity between these two poems. ‘The field-mouse’ and ‘October’ is written by the same writer, Gillian Clarke also that they both have three stanzas. The theme of ‘the field-mouse’ is about a mouse which symbolises a child in a war, â€Å"the child comes running through the killed flowers, his hands a nest of quivering mouse†. Whereas the theme of ‘October’ is about the month of October and how it represents death because in the month of October the days are very gloomy with mostly rain and never sunshine, â€Å"Wind in the poplars and a broken branch, a dead arm in the bright trees†. The relationship in ‘the field-mouse’ is that the child (mouse) represents a close member of the reader’s family and the emotions that the narrator talks about have a direct and similar effect on the reader because the reader imagines that the child is a close member of his family. On the other hand the relationship in ‘October’ is between two friends and one friend dies in the month of October. The living friend expresses her feelings and emotions through metaphors and other poetic devices using the atmosphere surrounding the world around, in October. The image in ‘the field-mouse’ is the mouse. The mouse helps to portray an image for the children about how they are powerless, â€Å"We know it will die and ought to finish it off†, vulnerable, â€Å"My neighbour turned stranger, wounding my land with stones†, weak, â€Å"their bones brittle as mouse ribs†, and innocent, â€Å"his hands a nest of quivering mouse†. Nevertheless in ‘October’ the image is the month of October. October is a good visual image to show the feelings and emotions of the living friend because the month of October is very

American Writers Essay

Ernest Hemingway’s writing is among the most recognizable and influential prose of the twentieth century. Many critics believe his style was influenced by his days as a cub reporter for the Kansas City Star, where he had to rely on short sentences and energetic English. Hemingway’s technique is uncomplicated, with plain grammar and easily accessible language. His hallmark is a clean style that eschews adjectives and uses short, rhythmic sentences that concentrate on action rather than reflection. Though his writing is often thought of as â€Å"simple,† this generalization could not be further from the truth. He was an obsessive reviser. His work is the result of a careful process of selecting only those elements essential to the story and pruning everything else away. He kept his prose direct and unadorned, employing a technique he termed the â€Å"iceberg principle. † In Death in the Afternoon he wrote, â€Å"If a writer of prose knows enough about what he is writing about he may omit things that he knows and the reader, if the writer is writing truly enough, will have a feeling of those things as strongly as though the writer had stated them. The dignity of movement of the iceberg is due to only one-eighth of it being above water. † Hemingway is also considered a master of dialogue. The conversations between his characters demonstrate not only communication but also its limits. The way Hemingway’s characters speak is sometimes more important than what they say, because what they choose to say (or leave unsaid) illuminates sources of inner conflict. Sometimes characters say only what they think another character will want to hear. In short, Hemingway captures the complexity of human interaction through subtlety and implication as well as direct discourse. The writers of Hemingway’s generation are often termed â€Å"Modernists. † Disillusioned by the large number of casualties in World War I, they turned away from the nineteenth-century, Victorian notions of morality and propriety and toward a more existential worldview. Many of the era’s most talented writers congregated in Paris. Ezra Pound, considered one of the most significant poets of the Modernist movement, promoted Hemingway’s early work, as did F.  Scott Fitzgerald, who wrote to his editor, Maxwell Perkins, on Hemingway’s behalf. The powerful impact of Hemingway’s writing on other authors continues to this day. Writers as diverse as Bret Easton Ellis, Chuck Palahniuk, Elmore Leonard, and Hunter S. Thompson have credited him with contributing to their styles. Direct, personal writing full of rich imagery was Hemingway’s goal. Nearly fifty years after his death, his distinctive prose is still recognizable by its economy and controlled understatement. 18 †¢ THE BIG READ National Endowment for the Arts.

The Joke Written by Roddy Doyle English Assigenment

The Joke is a short story written by Roddy Doyle. The story is told by an omniscient narrator, and it is told from the male protagonist’s point of view. The story is about a nameless man who is trying to find the point of his thoughts. He remembers how his marriage used to be and how his wife would sit on his lap, how they would watch the TV together. But now he claims that if he leaves his wife, his wife would not care. He does not know what has happened to this marriage or partnership as he refers to it. He is in doubt and he is angry. In the story, he likes to tell his wife a joke and make her laugh like the old times. But he is nervous and does not want to seem desperate, because then he is worried that they would drift even further apart. He also fells very unappreciated.Characterize the main protagonist: He is a anonymous man who seems to very confused about his life and marriage, He is married and has children. He is going bald. He claims that he still loves his wife. H e is very eager to have his wife’s attention although he says otherwise. He is sick and annoyed of everything. He doubts everything; he is not sure what he wants or what his point is. He is also very unhappy, that is why he tries to tell his wife a joke. He believes that his marriage – or partnership as he calls it – is a â€Å"give and take† kind of thing; he has to give something in order to receive something. The protagonist does not develop much during the course of the story, because he has not found out what he wants. In the end, it is not clear whether he tells his wife the joke or not.Comment on the title: The title is the Joke† and the joke the protagonist wants to tell his wife is â€Å"What’s the difference between a good ride and a good shite?† But I believe that the real joke is the protagonist’s behavior and thoughts; he does not know what he wants or if he wants anything at all. He keeps changing his mind during t he story’s course. The title could also refer to the fact that it takes a silly thing as a joke to be the solution of something as important and serious as a marriage – because the joke he might have told could be the start of their communication.Write a short essay about how men and women communicate: Men and women both have very different ways of communicating, that’s because they are also different mentally and physically which also plays an important part in how they see and understand things. This can cause problems between the two genders as is sadly common today and probably always has and will be. They operate in each their own way and expect the other to understand what they want, even just out from bodily gestures which are unfair to the other because of the differences. Most of which would be easily avoidable if people talked more together rather than expecting the other to understand meaningless gestures, a fault both genders share.

Profile of Elizabeth Smarts Kidnapper, Brian David Mitchell

Profile of Elizabeth Smart's Kidnapper, Brian David Mitchell Brian David Mitchell is the self-proclaimed angel from heaven who said he was sent to Earth to serve the destitute and correct the Mormon Church by restoring its fundamental values. He is also the man who, along with his wife, Wanda Barzee, was found guilty of kidnapping 14-year-old Elizabeth Smart in 2002 and holding her captive for nine months. Mitchells Childhood Brian was born Oct. 18, 1953, in Salt Lake City, Utah. He was the third of six children born at home to Mormon parents, Irene and Shirl Mitchell. Irene, a schoolteacher, and Shirl, a social worker, were vegetarians and raised their children on a diet of whole wheat bread and steamed vegetables. The family was described by neighbors as odd but decent. Brian seemed like a normal child, involved in the Cub Scouts and Little League. Irene was a caring mother, but Shirl had a questionable perspective on healthy child rearing. When Brian was 8, Shirl attempted to teach him about sex by showing him sexually explicit pictures in a medical journal. Other sexually oriented books were brought into the home and left within reach of the latchkey kid. Shirl once attempted to teach his son a life lesson by dropping off the 12-year-old in an unfamiliar area of town, instructing him to find his way home. As Brian got older, he became more argumentative with his parents and retreated into a world of isolation. Around age 16, Brian was found guilty of exposing himself to a child and sent to a juvenile delinquents hall. The stigma of his crime alienated Brian among his peers. Arguments between Brian and his mother were constant. The decision was made to send Brian to live with his grandmother. Soon after the move, Brian dropped out of school and began using drugs and alcohol. He left Utah at 19 and married 16-year-old Karen Minor after she discovered she was pregnant. They had two children in the two years they stayed together. Their stormy relationship ended, and Mitchell gained custody of the children because of Karens alleged infidelities and drug abuse. Karen remarried and regained custody, but Mitchell took the children to New Hampshire to prevent them from returning to their mother. In 1980, Mitchells life changed after his brother returned from a religious mission and the two talked. Brian discontinued his drug and alcohol use and became active in the Church of Latter-day Saints. By 1981, he was married to his second wife, Debbie Mitchell, who had three daughters from a previous marriage. In addition to Debbies three children and Brians two, the Mitchells had two more children soon after their marriage. Mitchells Abuse in His Second Marriage The marriage soon showed signs of strain. Mitchells two children were sent to foster homes. Debbie claimed that Mitchell turned from gentle to controlling and abusive, dictating what she could wear and eat and trying to frighten her. His interest in Satan disturbed her, although Mitchell claimed he was learning about his enemy. Mitchell filed for divorce in 1984, claiming that Debbie was violent and cruel to his children and was turning them against him. A year after their separation, Debbie called authorities to report her fear that Mitchell had sexually abused their 3-year-old son. A caseworker for the Division of Child and Family Services couldnt link Mitchell to sexual abuse but recommended that his future visits with the boy be supervised. Within the year, Debbies daughter accused Mitchell of having sexually abused her for four years. Debbie reported the abuse to LDS leaders  but was advised to drop it. Mitchell and Third Wife Wanda Barzee On the day that Mitchell and Debbie divorced, Mitchell married Wanda Barzee, a 40-year-old divorcee with six children whom she had left with her ex-husband when she moved out. Barzees family accepted Mitchell, although they found him to be strange. Some of Barzees children moved in with them but found the home to be increasingly odd and threatening because of Mitchells eccentric behavior. Outsiders viewed the couple as normal, hard-working Mormons. Mitchell worked as a die cutter and was active with the LDS church, but close family and friends were aware of his tendency toward rage, often unleashed on Barzee. He was becoming increasingly extreme in his religious views and his interaction with fellow LDS members. His portrayal of Satan during temple rituals had become too extreme; he was asked by the elders to tone it down. One night the Mitchells woke one of Barzees sons and told him they had just spoken to angels. The Mitchell home soon changed so drastically that Barzees children, unable to take the constant proselytizing, moved away. By the 1990s, Mitchell had changed his name to Emmanuel, discontinued his association with the church, and presented himself as a prophet of God whose beliefs were etched by his prophetic visions. When the couple returned to Salt Lake City, Mitchell had taken on a Jesus-like look with a long beard and white robe. Barzee, now calling herself God Adorneth, stayed by his side like a doting disciple, and the two were fixtures along downtown streets. Relatives of the couple had little to do with them, and old friends who happened upon them were treated as strangers. Corbis via Getty Images / Getty Images Elizabeth Smart Is Kidnapped Early on June 5, 2002,  Mitchell  kidnapped 14-year-old Elizabeth from her bedroom. Her 9-year-old sister, Mary Katherine, witnessed the abduction.  Smarts family went on television and worked with the Laura Recovery Center, gathering 2,000 search volunteers to find Elizabeth, but were unable to locate her. A few months later, Elizabeths sister  identified Mitchells voice as that of the kidnapper, Emmanuel, who had done odd jobs for the Smart family, but the police didnt find that to be a valid lead. The Smart family hired a sketch artist to draw his face and released it on Larry King Live and other media resources, which led to Mitchell being found with Elizabeth and Wanda nine months after her kidnapping. After several trials,  Mitchells insanity defense fell apart on Dec. 11, 2010. Elizabeth testified that she was repeatedly raped and forced to watch sexual films and consume alcohol during her confinement. The jury found Brian David Mitchell guilty of kidnapping with the intention of engaging her in ​sexual activity and sentenced him to life in prison in Arizona, while Barzee was sentenced to prison until 2024.

Biography of Hans Hofmann, Abstract Expressionism Pioneer

Biography of Hans Hofmann, Abstract Expressionism Pioneer Hans Hofmann (March 21, 1880 - February 17, 1966) was an American painter born in Germany. He was one of the foremost pioneers of the abstract expressionist movement. As an art instructor for four decades, he influenced some of the greatest painters of the 20th century. Fast Facts: Hans Hofmann Occupation: Painter and art teacherBorn: March 21, 1880 in Weissenburg, BavariaDied: February 17, 1966 in New York, New YorkSpouses: Maria Wolfegg (died 1963), and Renate Schmitz (married 1965)Selected Works: The Wind (1942), Pompeii (1959), Song of the Nightingale, (1964)Key Accomplishment: 1963 New York Museum of Modern Art retrospective that toured three continents.Notable Quote: In nature, light creates the color. In the picture, color creates the light. Early Life and Education Born to a German family in Bavaria, Hans Hofmann demonstrated a keen interest in science and mathematics from an early age. At age sixteen, he followed his fathers career path and took a job with the government. The younger Hofmann worked as an assistant to the director of Public Works. The position allowed him to indulge his love of mathematics while patenting a wide range of devices, including a portable freezer for military use and a radar system for sailing ships. During his government employment, Hans Hofmann began to study art. Between 1900 and 1904, while living in Munich, he met his future wife, Maria Miz Wolfegg. He also befriended Philipp Freudenberg, owner of the high-end department store Kaufhaus Gerson and a passionate art collector. Still Life. Geoffrey Clements / Getty Images Through Freudenbergs patronage over the next decade, Hans Hofmann was able to move to Paris with Miz. While in France, Hofmann immersed himself deeply in the avant-garde painting scene. He met Henri Matisse, Pablo Picasso, Georges Braque, and many others. As his reputation grew, Hofmanns painting Akt (Nude) appeared in the 1908 Berlin Secession show. Leaving Germany When World War I broke out in 1914, Hofmann and his wife were forced to leave Paris and return to Munich. The government disqualified him from military service due to a respiratory condition, and he opened an art school in 1915. In 1924, he married Miz. Hofmanns reputation as an art instructor reached overseas, and in 1930, a former student invited him to teach the 1930 summer art session at the University of California at Berkeley. After spending two years traveling between the U.S. and Germany to teach and work, he postponed a return trip to Germany for the foreseeable future. Hans Hofmann lived in the United States for most of the rest of his life, applying for U.S. citizenship in 1938 while Europe was barely a year away from the start of World War II. In 1934, Hans Hofmann opened his art school in New York and offered classes for the next 24 years. In the summer, he moved his instruction to Provincetown, Massachusetts. He earned tremendous respect as an instructor working as a mentor to Helen Frankenthaler, Ray Eames, and Lee Krasner, as well as becoming close friends with Jackson Pollock. Hans Hofmann (American, b. Germany, 1880-1966). Fantasia, 1943. Oil, duco, and casein on plywood. 51 1/2 x 36 5/8 in. (130.8 x 93 cm). Gift of the artist. Berkeley Art Museum, University of California. Photo: Benjamin Blackwell. Â © Renate, Hans Maria Hofmann Trust / Artists Rights Society (ARS), New York Abstract Expressionism Hans Hofmann was the only painter of the group of New York-based artists given credit for popularizing abstract expressionism who was directly involved with the Paris avant-garde before World War I. With that connection, he bridged the gap between two of the most influential communities of artists in the 20th century and inspired a generation of painters. In his own work, Hofmann explored color and form. He claimed that art could be given its voice by distilling it to its basics and removing unnecessary material. Among his prominent pieces was The Wind. For years, many historians believed that seeing paintings like it was a key influence on Jackson Pollocks development of the drip painting technique. More recent examination has led art historians to believe that Hofmann and Pollock were experimenting with poured paint at the same time. The Wind (1942). University of California, Berkeley Art Museum In 1944, Hans Hofmann received his first solo gallery show in New York. Art critics celebrated it as a step forward in the exploration of the abstract expressionist style. His work during the 1940s ranged from playful self-portraits executed with bold strokes to colorful geometric shapes that echoed the work of European masters Hans Arp and Joan Miro. Later Work After a retrospective at the Whitney in New York in 1957, Hofmann experienced a late-career renaissance of interest in his work. He quit teaching in 1958 and focused on the creation of art for the final years of his life. Artists and critics alike celebrated his work around the world. In 1963, New Yorks Museum of Modern Art mounted an even more extensive retrospective that traveled across the U.S., South America, and Europe. During the 1960s, Hofmann endured significant sadness due to the passing of many of his artist friends. In response to the deaths of Franz Kline and Jackson Pollock as well as others, he dedicated new pieces to their memory. The most significant blow occurred in 1963 with the passing of Miz due to a heart attack. In the fall of 1965, Hofmann married Renate Schmitz, a woman 50 years his junior. They remained together until his death from a heart attack on February 17, 1966. Hans Hofmann (American, b. Germany, 1880-1966). Memoria in Aeternum, 1962. Oil on canvas. 84 x 72 1/8 in. (213.3 x 183.2 cm). Gift of the artist. The Museum of Modern Art, New York. Â © 2010 Renate, Hans Maria Hofmann Trust / Artists Rights Society (ARS), New York Educator Hans Hofmann was arguably the most influential art instructor of the 20th century. He influenced a generation of young European artists through his teaching in the first years after World War I. Later, particularly in the 1940s, his instruction inspired a generation of American artists. Hans Hofmanns School of Fine Art in Munich focused heavily on the ideas of Paul Cezanne, Wassily Kandinsky, and the Cubists. He offered regular one-on-one critiques, which were a rarity in art schools of the time. Some historians count Hofmanns Munich school as the first ever school of modern art. One of Hofmanns most lasting contributions to the understanding of art was his push/pull theory of spatial relations. He believed that contrasts of colors, forms, and textures created a push and pull in the mind of the viewer that must be balanced. Hofmann also believed that social propaganda or history lessons put an unnecessary burden on paintings and did not make them better works of art. The additional content worked against a vivid depiction of space and the pure magic of creating two-dimensional art on canvas. Legacy As an instructor and mentor, Hans Hofmann was at the center of some of the most significant movements in modern art from the turn of the 20th century to the 1960s. His avid interest in the colorful work of Henri Matisse took the young Hofmann away from a focus on cubism that ultimately led to his work with slabs of color in his mature abstract expressionist work of the 1950s and 1960s. Sources Dickey, Tina. Color Creates Light: Studies with Hans Hoffman. Trillistar Books, 2011.Goodman, Cynthia. Hans Hofmann. Prestel, 1990.

The Extent to Which Global Warming May Impact the Oceans Biological Research Paper

The Extent to Which Global Warming May Impact the Oceans Biological Systems - Research Paper Example Controlling gas emissions and pollution worldwide has been a critical challenge for governments worldwide. Up to now a series of plans has been developed for securing the limitation of the negative effects of human-related activities on the environment. The results of the relevant efforts seem to be disappointing. In many cases, this failure has been related to the lack of funds for the support of the relevant programs. However, such claim could not be accepted especially since schemes have been developed at the international level for securing the funding of these plans by all countries, according to their economic performance. At this point, the following question appears: how climate changes tend to be continuously increased, at international level, even if the measures taken by most governments are extended? It should be noted that the literature developed in regard to this subject may not always refer directly to global warming but rather to climate change and its effects on the ocean’s biological systems. This is because global warming is considered as closely related to climate change, even as an aspect of climate change, so the emphasis is often given to climate change in general and not specifically to global warming. It is implied that the assumptions made after the relevant research are also related to global warming. It is proved that, indeed, global warming is able to impact these systems. Then, the exact consequences of global warming on the ocean’s biological system are checked and analyzed. It is revealed that the role of global warming on the alteration of ocean’s biochemistry, as related to the ocean’s biological systems, is higher than expected.  Moreover, no signs seem to exist for the limitation of the phenomenon. Instead, the research deve loped in this field indicates the continuous decrease of the ocean’s marine organisms and the continuous deterioration of the ocean’s overall biological systems.