Self Evaluation Essay Online For Free - Free Essay Example

Sample details Pages: 9 Words: 2824 Downloads: 9 Date added: 2017/06/26 Category Education Essay Type Essay any type Did you like this example? Self Evaluation Upon Learning This paper describes a process of self-evaluation, reflection upon learning, and planning for future developments. As well as considering the learning points which have been successfully internalized over the course of the semester, it will incorporate reflection on strengths and weaknesses, and begin to outline future communication with putative employers. In addition to presenting some analysis of the formal and academic aspects of the experience, it will discuss the interpersonal aspects of learning, and the development of those capacities which may have professional and vocational applications. Don’t waste time! Our writers will create an original "Self Evaluation Essay Online For Free" essay for you Create order As Stenhouse points out, ‘A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. (1), However, negotiating the formal structures and requirements of the curriculum is only one aspect of the learning process. A perceptible process of transformation has begun in education, away from a lecture based didactic approach and towards adaptable, flexible modes of learning and teaching. Accordingly, this record of reflective learning will discuss the use of oral, listening and communication skills, considering self-management in group situations. In conclusion, it will present a flexible plan for the future, outlining the skills which need to be developed and providing some indicative targets and points for action. This piece presents my own reflections, and where appropriate, makes reference to appropriate research and analysi s by published authorities. From a purely personal perspective, undertaking the module involved a reconsideration of my own identity and purpose, and the sorting through of the multiple dimensions and preoccupations of my life. As Hall points out, ‘†¦no one has one identity; and indeed those identities may be in tension (one example would be the ways in which â€Å"mother† and â€Å"worker† are often understood as existing in tension. (2) Consequently, it was important to reconfigure ones self-identity and direction in the light of new knowledge and perspectives. In this respect, it is important to be aware that personality and self-image are often key determinants in setting personal objectives, defining outcomes, and constructing the parameters within which any one of us can grow and interact with their environment. As Elliot puts it, ‘We often think of the self as primarily a private domain, an inner realm of personal thoughts, values, stri vings, emotions and desires. Yet this view, which seems largely self-evident, is in contrast to the way in which sociologists study the framing of personal identity and the self. (3) Therefore, locating oneself within a social continuum, in some ways a necessary social skill and a pre-requisite of social/group orientation, can be both limiting and damaging. It is also important to consider cultural identity and the way national, regional, chronological and even familial micro cultures are profoundly constructive of our own life politics. It has become a truism in life-politics that emotional awareness – or emotional intelligence – is a fundamental determinant of how individuals will approach, engage with, and function with regard to social structures, whether the latter are in the public or private sphere. As Goleman explains, ‘self-awareness – recognizing a feeling as it happens – is the keystone of emotional intelligence†¦.the ability t o monitor feelings from moment to moment is crucial to psychological insight and self-understanding. (4) Some individuals may have this capacity through innate cognitive ability, whilst others must attempt to construct it using deliberately reflective techniques. However, the experience of the module has illustrated to me that it is not an option: interpersonal effectiveness basically demands that individuals exercise this facility, or develop it, as appropriate. As Bolton explains, ‘Reflective practice and reflexivity are not subjects but a pedagogical approach which should pervade the curriculum. (5) This is not say that formally defined subject knowledge, academic skills, or the didactic position, itself, are in any way less relevant or marginal in the curriculum process. It does indicate however that the ability to manage the dynamics of learning, and to demonstrate it through interpersonal growth, has become more prominent. It is fair to argue then, as Fraser and B osanquet have done, that ‘†¦Students are the receptors of the curriculum and their impact upon it varies†¦ (6) I found that, in the interactive learning environment, the effectiveness of the curriculum was determined and defined to a significant degree by us as learners, and in particular by our willingness to contribute new knowledge as perceptions. In this respect, the module was As Fraser and Bosanquet point out, ‘The changing nature of knowledge relevant to the discipline, and research in the discipline area, also influence the structure and learning goals of the programme†¦. (7). I consider that one of the key aspects of the module was its capacity to develop interpersonal working and the ability to work within a group dynamic. The resolution of issues, coordination of effort, and maximisation of individual skills through delegation are all highly transferable skills, which added to the developmental strengths of the formal curriculum. As Dav is observes, ‘Whilst there is demand for the traditional ability to analyse, think critically an work independently†¦, there is also a growing demand for ‘†¦transferable skills†¦.communication, team working,†¦and problem solving. This requires ‘careful curriculum planning, support mechanisms, teaching methodologies and assessment strategies†¦ (8). As discussed above, there are a range of factors which form the individuals attitudes and effectiveness within this dynamic, in terms of what they deem acceptable or effective approaches. Many of these are culturally formed, and may be interpreted within frameworks such Hofstedes Cultural Dimensions Index. Within this, Hofestede projects, each culture has tolerances and behavioural norms which dictate group behaviour, as well as strategic thinking within organisations. He defines these criteria as uncertainty avoidance, power distance, long/short term orientation, gender, i.e. masculinity a nd femininity, and individualism/collectivism. (9). Perhaps more revealing than this scheme of wide cultural sub-groups, however, is the related idea that these are just one component in tripartite scheme which includes universal human traits, ‘learned behaviour and values, and individual personality traits. (10) I consider that the recognition of individual strengths and weaknesses is a key factor, not only in the recognition of individual contributions, but in effective team building. I have definitely learned that assembling a team is a skill in itself. Simply pushing together a random group of individuals is not team-building. Correspondingly, one learning point which I can take from team working on the module, is that different individuals place value upon different aspects of interpersonal dealings, and that this has to recognised, despite personal preferences. For example, some co-learners on the module – and through logical extension, some colleagues in a professional situation – placed a high value on directness within relationships, and preferred immediate action to a deferred approach. Conversely, some personalities felt far more secure with an incremental approach to issues, preferring to delay action until the maximum possible information and analysis was assembled. Some individuals placed a high premium on relationship building through personal interaction, and took this as the inception of a trust network, before moving on to the specifics of a problem or issue. Meanwhile, some individuals were comfortable with the exact reverse of this; they wanted to stay focused on the dimensions of the issue, and preferred to leave the interpersonal dimensions of team building to take their natural course. The main learning point which emerged from this for me, was that such characteristics needed to be recognised, accepted, and factored into team building, as well as its functioning dynamic. No one individual conforms abso lutely to a specific personality or behavioural type: however, their dominant personality traits are likely to be those which emerge at key decision making moments. To get the best out of people and teams, the nature of their contribution needs to be taken into account. As Sonnetag observes, ‘There is relatively consistent empirical evidence for a positive relationship between specific aspects of individual well-being and.performance. (11) The ability to ensure this well-being and secure the related performance – in myself as well as in other learners – and eventually co-workers – is one of the key developmental points that I will take from the module as a whole. . As Murphy and Riggio indicate, ‘†¦complexity provides the resources (cognitive, social, behavioural) for generating numerous possible responses to a given situation. Individuals as well as organizations are healthy and thrive when they are capable of many responses to a given situation, and become brittle and vulnerable to changing conditions when they are uniform and specialized. (12). I prefer to think of this as understanding the personal, interpersonal, and strategic implications of the psychological contract. As Williams indicates regarding this phenomenon, ‘this interpersonal aspect to fairness reminds us that there is a social basis to the exchange relationship between employer and employee and we might expect this to be part of the psychological contract. (13) One of the key objectives that I will take away from the module is the ability to understand – through use of a reflective cycle the development of psychological contracts between individuals, within groups, across stakeholders, and between employees and management. I recognise that this, in itself, is an objective which relies heavily on the capacity to use ones own emotional intelligence, and that this in itself is an on-going task. As Goleman has observed, , ‘ †¦unlike the familiar tests for IQ, there is, as yet, no single paper and pencil test that yields an emotional intelligence score, and there may never be one. ‘ (14) In fact it could be argued that those with emotional intelligence as a dominant aspect of their skills set, tend to eschew formal learning situations altogether, relying on their reading of situations and interpersonal skills rather than credentialism to get where they want to be. The important point for me here is to recognize that these skills are increasingly important in the socialized workforce, and central to achievement of common goals. As Guest and Conway have indicated, ‘†¦built on the three pillars of fairness, trust and delivery of the deal between organizations and employees, a positive psychological contract is the best guarantee of good performance outcomes. (15) Here are some key points for my development, around which specific targets may be developed. Have I planned and managed my own workload effectively: have I consistently met deadlines, without suspending working routines, or the absorption of resources of time from other projects or priorities? In team working situations, was I effective in determining the roles allocated to myself and others, using prior knowledge about myself and them? Did I retain effective control over my role, and did my input have a discernible and measurable impact on the project as a whole? How will I assess whether or not I have consistently managed work relationships in an effective way? Assuming I can assemble such an assessment, would my co-learners or colleagues evaluations be likely to support this? Is my role – or the role of others – clear to everyone concerned? In my estimation, and with regard to the insights I have obtained about interpersonal effectiveness from the module, achievement of these objectives would go a considerable way towards making me an effective learner. They are also principles which could be deemed constructive of a learning organization as a whole, something which, in my view, we should all regard as the worthwhile outcome of our individual contributions. As Hyam and Mason point out, ‘The learning organization, argue its advocates, is one in which managers perceive their position in the organization, and their relationship with subordinates, in a radically new way, utilizing new metaphors and ways of understanding. (16). One way to measure individual progress towards this outcome would be through the use of a reflective scheme such as Gibbs Reflective Cycle.: Within this, the learner or practitioner can use description to visualize developments or events, subsequently evaluating their own emotional respo nse in the ‘feelings stage of the process. From there you progress on to the evaluation and analysis stages, seeking out any wider implications or perceptible patterns from the situation, before proceeding onto the conclusion and action plan. I consider this skill-set to be of huge importance, because wherever you go in the contemporary employment scene, you will encounter an appraisal and system, and some form of target setting regime. Being aware of ones own real situation in relation to the requirements of a professional situation, is therefore just as important as finding out about the perceptions of others. In my opinion, this is the difference between merely transactional or genuinely transformational management. As Fincham and Rhodes express it, the transactional model is ‘†¦simply a mutual exchange for economic or political reasons between leader or follower. In transformational leadership a deeper, more powerful process is present. Here one or more p ersons engage with others in such a way that leaders and followers raise each other up to higher levels of motivation and morality. (17). It can be argued therefore that worthwhile transactional management begins in the personal sphere. Footnotes 1.) Stenhouse, L (1975, .An Introduction to Curriculum Research and Development .London: Heinemann, p.4. 2 ) Hall, S., ‘Who Needs Identity? in Hall, S., and du Gay, P., (1996), (eds), Questions of Cultural Identity, Sage, London. p.5. 3.) Elliot, A., (2001), Concepts of the Self, Polity Press, Cambridge p.24. 4.) Goleman, (1996), Emotional Intelligence: Why It Can Matter More Than IQ, Bloomsbury, London. p.43. 5.) Bolton, G., (2005), Reflective Practice: Writing and Professional Development, 2nd Edition, Sage, London, p.3. 6.) Fraser, S., and Bosanquet, A., (2006), ‘The curriculum? That is just a unit outline, isnt it?, Studies in Higher Education, 31, pp.269-284, p.274 7.) ibid. 8.) Davis, M., (2003), ‘Barriers to reflective practice: the changing nature of higher education in Active learning in higher education 4 (3) pp. 243-255, p.247. 9.) Hofstede, G., (2003), Cultures and Organizations: Intercultural Cooperation and its Importance fo r Survival, Profile Business, London. p.9 10.) ibid., p.6. 11.) Sonnetag, S., (ed), (2002) Psychological Management of Individual Performance, John Wiley and Sons, Chichester, p.4110. 12.) Murphy, S.E., Riggio, R.E., (2003), The Future of Leadership Development, Lawrence Erlbaum Associates, Mahwah NJ, p.13. 13.) Williams, R.S., (1998) Performance Management: Perspectives on Employee Performance, International Thomson Business Press, St.Ives, p.183. 14.) Goleman, (1996), Emotional Intelligence: Why It Can Matter More Than IQ, Bloomsbury, London p.44. 15.) Guest, D.E., and Conway, N., (2004), Employee Well-being and the Psychological Contract: A Report for the CIPD, Chartered Institute of Personnel and Development, London, p.vii. 16.) Hyam, J., and Mason, B., (1995), Managing Employee Involvement and Participation, Sage, London, p.145. 17.) Fincham, R., Rhodes, P., (2005), Principles of Organizational Behaviour, Oxford University Press, Oxford p.345. Bibliography Armstrong, A., and Baron, A.,(2005), Managing Performance: Performance Management in Action, CIPD, London. Armstrong, A., (1994), Performance Management, Kogan Page, London. Arthur, M.B., (1996), The Boundaryless Career: A New Employment Principle for a New Organizational Era Oxford University Press. Baker, J., (1988), Causes of Failure in Performance Appraisal and Supervision: A Guide to Analysis and Evaluation for Human Resources Professionals, Quorum Books, New York. Barrow, G., and Newton, T., (2004), Walking the Talk: How Transactional Analysis is Improving Behaviour and Raising Self-Esteem, David Fulton, London. Bolton, G., (2005), Reflective Practice: Writing and Professional Development, 2nd Edition, Sage, London. Davis, M., (2003), ‘Barriers to reflective practice: the changing nature of higher education in Active learning in higher education 4 (3) pp. 243-255 Fincham, R., Rhodes, P., (2005), Principles of Organizational Behaviour, Oxford Un iversity Press, Oxford. Forster, M., (2005) Maximum Performance: A Practical Guide to Leading and Managing People at Work, Edward Elgar, Cheltenham. Fraser, S., and Bosanquet, A., (2006), ‘The curriculum? That is just a unit outline, isnt it?, Studies in Higher Education, 31, pp.269-284. Goleman, D., (1996), Emotional Intelligence: Why It Can Matter More Than IQ, Bloomsbury, London. Guest, D.E., and Conway, N., (2004), Employee Well-being and the Psychological Contract: A Report for the CIPD, Chartered Institute of Personnel and Development, London. Hall, S., ‘Who Needs Identity? in Hall, S., and du Gay, P., (1996), (eds), Questions of Cultural Identity, Sage, London. Hiser, S., ‘e-Recruitment: Tools help staff see the effects of effort. Financial Times , Published: November 7 2007. INTERNET, available at https://www.ft.com/cms/s/0/c8757344-8c95-11dc-b887-0000779fd2ac.html, [viewed 12.4.08] n.p. Gerte Hofstede Cultural Dimensions Website, INTERNET, available at https://www.geert-hofstede.com/hofstede_dimensions.php?culture1=95culture2=18#compare [viewed 20.8.08] n.p. Hofstede, G., (2003), Cultures and Organizations: Intercultural Cooperation and its Importance for Survival, Profile Business, London. Holland, J.L., (1997), Making Vocational Choices: A Theory of Vocational Personalities and Work Environments, London. Hyam, J., and Mason, B., (1995), Managing Employee Involvement and Participation, Sage, London. Maslow, A.H., (1970) Motivation and Personality, 3rd Edition, Harper Collins, New York. Murphy, S.E., Riggio, R.E., (2003), The Future of Leadership Development, Lawrence Erlbaum Associates, Mahwah NJ. Sonnetag, S., (ed), (2002) Psychological Management of Individual Performance, John Wiley and Sons, Chi chester. Stenhouse, L (1975, .An Introduction to Curriculum Research and Development .London: Heinemann. Walters, M., (1995), The Performance Management Handbook, Institute of Personnel and Development, London. Warmington, A., Lupton, C., and Gribbin, C., (1977), Organisational Behaviour and Performance: an Open Systems Approach to Change, MacMillan, London. Williams, R.S., (1998) Performance Management: Perspectives on Employee Performance, International Thomson Business Press, St.Ives.

Steroid Use in Major League Baseball Essay example

Steroid Use in Major League Baseball Steroids are unhealthy for baseball players and they are giving the game of baseball a bad reputation. Since steroids have become such a hot topic in Major League Baseball (MLB) fans have had nothing but bad things to say about the sport and its players. When sports illustrated asked some of its readers to give reaction to the steroid controversy in the MLB here is what baseball fan Howard Langsner from New York had to say Horrible, just horrible. We take Olympic medals away from athletes on steroids, but were supposed to look the other way in MLB because a guy can make the ball go further? Drug testing is commonplace everywhere, and used in other sports, as the article mentioned. Baseball should†¦show more content†¦The effects of anabolic steroids are used to develop muscle. Steroids are most often used by athletes seeking an edge over the competition. Others may use it for cosmetic reasons: to gain the perfect look. Developed in the 1930s, anabolic steroids are used to treat rare diseases in males whose bodies do not produce enough testosterone, as well as for conditions such as rare types of kidney disease or inoperable breast cancer (Levine 1998). Because of their serious side effects, anabolic steroids are prescribed by doctors at the minimum dosage required to help their patients. Controlled by the Federal Food and Drug Administration, these drugs are legally available only by a doctors prescription. However, a black market network of dealer?s accounts for an estimated 80% of the anabolic steroids used (Levine 1998). The black market is supplied by illegally diverted pharmaceutical products, secret laboratories producing counterfeits of those products, or steroids smuggled in from other countries. These black market steroids are often sold in gyms, locker rooms, or through magazines (Levine 1998). 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From the beginning of the sport they tried to keep the highes t standards to each player and ball club. There were times of scandal, but of all the things that happen to baseball substance abuse has been portrayed as one of the worst thing a player could do. To defame the baseball was to ruin everything the sport stood for. This researchRead More A Baseball Proposal Essay1574 Words   |  7 PagesA Baseball Proposal Ever since the creation of Americas favorite pastime, baseball, cheating has been an integral part of the game. Each era of baseball has offered new and improved techniques for cheating the game of baseball. Cheating has become a common occurrence in baseball, from the 1919 Chicago Black

Front Stage Activities Include Sales - Marketing & Product Delivery

Question: Discuss about theFront Stage and Backstage Function. Answer: Introduction The front stage function refers to the activities that are client facing. Front stage activities include sales, marketing, and product delivery. It is the public world in which a company operates. The service encounter takes place at this juncture. The service given to the customers in the theme park comprises the front stage function. In a theme park like the Tokyo Disney Resort, front stage service includes greeting customers, entertaining customers, providing them goods and services among others. There is a personal touch between the service providers and the consumers in the front stage (Bruce 2013). The customers can view the setting of the front stage area such as the furnishings and dcor. Self-service and waiting for lines is front stage function. The experience of a dining room is also a front stage function. Reception and other customer related services are a front stage. Other front stage functions are as follows: Tokyo Disney Resort provides first aid in case of medical emergency. Shows and parades for children such as Mickeys Rainbow Luau, Minnie Oh! Minnie, and Lilos Luau and Fun. The program that the customers can watch and enjoy is front stage function. The dining, shopping, and entertainment area is a front stage service. Serving food to the customers in the Tokyo Disney Resort is a front stage function while preparing the food in the kitchen of the resort is a backstage function (Tokyodisneyresort.jp 2015). Backstage function refers to the support and administrative purposes required to deliver the processes of the front stage. Such functions occur behind closed doors. It is the private world of leadership and operations of a company (Richter 2015). The manager or any person calling a customer is an example of a backstage function. In the telephoning process, the service provider and the consumer are not face to face. Both of them are invisible to each other. Some of the backstage functions of Tokyo Disney Resort are: Online ticket booking. Home delivery services as the customer are unable to see the services personally. The management, coordination, and organization needed for a successful theatrical show is a backstage function. Audiences are unable to view the managerial functions which are equally important for a show to be successful. The communication between actors, director, crew members, and production management essential for a smooth running is a pivotal backstage function (Tokyodisneyresort.jp 2015). The front stage and back stage functions of an organization thus differ. There is a line of invisibility between the two. However, they are interdependent. The backstage acts as a refuge for a person working in the front stage. Organizations must maintain the boundary that exists between the two. Sometimes, organizations tend to move the backstage services to the front stage (Thornborrow and Haarman 2012). For instance, some restaurants provide open kitchens so that customers can view the backstage services. It is a marketing strategy to make consumers believe the authenticity and keep transparency between the service provider and the consumer. Some Other Front Stage and Backstage Functions: References Bruce, J., 2013. Understanding Back Stage and Front Stage Work in Restorative Justice Conferences: The Benefits of Using Ethnographic Techniques.Current Issues Crim. Just.,25, p.517. Richter, P., 2015. From Backstage To Front.Seeing Religion: Toward a Visual Sociology of Religion,146, p.103. Thornborrow, J. and Haarman, L., 2012. Backstage activities as frontstage news.European Journal of Communication, p.0267323112459529. Tokyodisneyresort.jp. (2015).Tokyo Disney Resort Official WebSite. [online] Available at: https://www.tokyodisneyresort.jp/en/ [Accessed 26 Sep. 2016].

Monuments in Boston

Introduction The Robert Gould Shaw and the 54th Massachusetts Volunteer infantry Memorial Monuments are relief sculptures made of bronze; they are raised above the ground. In the Robert Gould Shaw monument, Saint-Gaudens used different men as models for the soldiers with each soldier standing out as a distinct person.Advertising We will write a custom research paper sample on Monuments in Boston specifically for you for only $16.05 $11/page Learn More The monument was meant to honor the bravery of Colonel Shaw and the 54th regiment. It is considered to be among the greatest public monuments (Hargrove 5). The emancipation memorial, on the other hand, refers to the emancipation Group. The monument was sculpted by Thomas Ball. It consists of a sculptor of Lincoln standing before a rising slave whose wrist chain has been broken. It was erected in 1876 (Percoco 4). This paper discusses the two monuments and finally points out which one shows more respect to t he African Americans. The Robert Gould Shaw and the 54th Massachusetts Volunteer infantry Memorial historical perspective Robert Gould Shaw was a Boston native and Union army officer. He was the privileged son of the abolitionist who devoted his life to fight for the Union. Shaw commanded the fifty fourth Massachusetts Volunteer Infantry. This was the first regiment of African American to be recruited in the North for service in the Union army. Fredrick Douglass had urged many volunteers to enlist arguing that they (former slaves and decent Africans) would have full privileges of citizenship thereafter if they fought alongside Americans. Douglass was an escapee slave who fought for long to end the slavery. He was a famous public speaker. He encouraged African Americans to join Shaw’s 54th Massachusetts Volunteer Infantry Regiment. However, then they were mere slaves and were not organized in any formal military group. However, the arming of black soldiers still remained to be controversial even after the civil war. Shaw led the 54th Massachusetts Volunteer Infantry Regiment. It was the first all black regiment. Shaw wrote several letters to his relatives which contained information expounding on the regiment of the time.Advertising Looking for research paper on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Shaw died in the second battle of Fort Wagner on July 18, 1863. Shaw and his 54th Massachusetts Volunteer Infantry Regiment soldiers today are memorized through a monument on the Boston Common. 281 of the soldiers and officers from the Unit got lost, were killed or were never accounted for at the fort Wagner with countless becoming injured (Head start 61). Description of the Robert Gould Shaw and the 54th Massachusetts Volunteer infantry Memorial The art is a relief sculpture made of bronze measuring 11 feet by 14 feet. The Robert Gould Shaw and the 54th Regiment memorial is a monumental relie f; its sculpturing begun 20 years after the end of the civil war. The task remained uncompleted for another 14 years. The sculptor (Augustus Saint Gaudens) regarded the task as a labor of Love. The memorial is said to be commissioned by group of Bostonians as an Honor to Colonel Robert Gould Shaw. Augustus Saint Gaudens originally had envisioned an equestrian statue of the traditional hero on a horse back. This became objected by the Family suggesting the format of pretentious. The design consisted of an officer riding a horse beside a company of foot soldiers marching towards their destiny. The monument is identified as one as the first American soldier monument dedicated to a group of citizens united for their country rather than a single hero (Anon 44). Saint-Gaudens symbolized the paradoxical period where defeat gave rise to victory. The relief consists of an angle in the sky carrying the poppies which is a traditional emblem of death and remembrance with an olive branch for vic tory and peace. In the portrait, Shaw seems to be idealized by his rigid posture and resolute gaze. This was according to the contemporary accounts of his bravery demeanor when he went to the fight like a sacrificial lamb. In the monument, Shaw is wearing a long jacket and boots. He is holding a sword in one hand and his horse reins on the other. Remarkably, the stoic procession of soldiers has not been portrayed as cogs in the machinery of war but rather as individuals participating in a moral crusade. The ragged uniforms of the recruits have been disheveled differentially. The aim as put by artists was not to undermine the soldier’s gallantry but rather to honor their lengthy and dreary trudge to Charleston Harbor. The monument consists of a drum on the far right and flags on the left behind the rifles.Advertising We will write a custom research paper sample on Monuments in Boston specifically for you for only $16.05 $11/page Learn More The foo t soldiers are wearing caps which are more wrinkled, long sleeve-shirts, shoes and pants. They are carrying canteens. On their shoulder are bed rolls and packs and rifles (Anon 44). The artist created rhythm in the sculptor repeated the slant of leg and body lines and shapes at regular intervals across the sculpture. The riffles too create a steady rhythm in the top half of the sculpture. The only thing interrupting the steady match is the Shaw’s upright form and his horse neck. The sense of depth in the sculpture is indicated by soldiers who stand out farther from the background in a greater relief than soldiers at the back. The overlapping of the closer form brings out sense of depth with Shaw figure being the closet to the viewers. From the sculptor, it is evident that Shaw (the man on the horse) is in command. This is shown by the fact that he is above the other soldiers, carrying a sword and has fancy cuffs of an officer (Ballad of America 1). The sculpture is not only c ommissioned to commemorate Shaw but also the foot soldiers of the 54th Massachusetts Volunteer Infantry. The monument is made of bronze. The reason behind this could be the durability of the material and the ability to be worked on in minute detail such as thin forms like riffles and the like. More so, bronze reflects light, and it is dark and solemn. The sculptor also has a winged figure in the sky holding poppies and olive branch. Artists analyze the situation as the winged creature to symbolize an angel. The poppies she is holding could be symbolizing death and remembrance whilst the olive branch depicting peace and victory (Anon 45). Lincoln Emancipation Group, Heroic bronze of 1857 The monument became dedicated on April 14 in 1876. This day was declared by the Congress as a holiday. The monument is a twelve high foot statue which has been mounted on a ten-foot pedestal. It shows a benign half smiling Lincoln. He is holding the emancipation proclamation with his right hand.Adver tising Looking for research paper on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More His left hand is extended graciously towards the slave who is rising on his one knee. The slave’s wrist shackles are broken and his face turned upward ready to race for freedom and to accept the gift of emancipation. The statue was received warmly by most of African American. However, some disliked the kneeling posture of the freed slave and wished rather for a manly attitude (Peterson 59). Description of Lincoln Emancipation Group, Heroic bronze of 1857 The statue was erected mainly as an attempt to bring emancipation proclamation to life through the sculpture. This provided another resonance for the document and the act itself. In the statue, Lincoln is depicted as a great emancipator. It is like he is blessing the slave who is holding a broken shackle on his right hand. This monument has been depicted by history as the time of Lincoln’s visit in 1865 to Richmond when he moved through the chattered streets and the African American slaves got on their knees as Lincoln passed in a posture to show homage and supplication. He did not like that and would ask any slave who knelt down to rise up. History holds that the slave figure is a model of a last African American to return to the south under the fugitive slave act, Archer Alexander. The symbolic devices used by the artists including the broken whip on the rear memorial and broken shackles depicting the broken chain and death of slavery (Percoco 4). Conclusion The Robert Gould Shaw and the 54th Massachusetts Volunteer Infantry memorial relief sculptures are made of bronze. In the Robert Gould Shaw sculptor, Saint-Gaudens used different men as models for the soldiers with each soldier standing out as a distinct person. The monument was meant to honor the bravery of the Colonel Shaw and the 54th regiment in general. The monument took 14years to be complemented. The Emancipation group shows the freeing of a slave and Lincoln’s great role in emancipation. Both sculptures depict the great achie vements and the transformation processes. However, as the essay depicts The Robert Gould Shaw and the 54th Massachusetts Volunteer Infantry memorial is the one which shows more respect to the African American. I feel this is because it shows the African Americans fighting for their livelihoods and therefore freedom. Works Cited Anon. â€Å"Robert Shaw memorial, 1884-1897.† Kay Smidt, English Department, Menno Public School, 2002. Web. Ballad of America. â€Å"Marching Song of the first of Arkansas: Robert Gould Shaw and the 54th Massachusetts Volunteer Infantry. Chapter 9- Songs of the Civil war.† A ballad of America, 2003. Web. Hargrove, Julia. Civil War’s 54th Massachusetts Regiment: The Shaw memorial. Boston, MA: Lorenz Educational Press, n.d. Print. Head Start. â€Å"Robert Shaw Memorial, 1884-1897.† Administration for Children and families, 2006. Web. Percoco, James. â€Å"Sculpture and public history: My summer with Lincoln.† James Percoco, 2 003. Web. Peterson, Merill. Lincoln in American Memory. Oxford, UK: Oxford University press, 1995. Print. This research paper on Monuments in Boston was written and submitted by user Graysen Floyd to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.