The Dresden Triptych and Marcel Duchamp Coursework

The Dresden Triptych and Marcel Duchamp - Coursework Example The paper "The Dresden Triptych and Marcel Duchamp" focuses on The Dresden Triptych and Marcel Duchamp clip for the "Shock of the new". Dix massively applied the principles of realism, a movement that greatly influenced art at the time of his existence. The images of wounded and dead soldiers indicate how the war caused a lot of sufferings to the people. These were meant to sensitize people on the dangers and brutalities of war. Indeed, the experiences of soldiers during the World War I are a clear proof that this artist was concerned about catastrophes that made life quite challenging for the society. The second clip is about an interview in which Marcel Duchamp, a France artist, was giving an insight on his painting styles. True to his arguments, Duchamp produced quite controversial artworks that elicited mixed reactions from his supporters and critics. Having keenly listened to his arguments, I would like to point out that this artist really revolutionized the painting industry. H e did not join the bandwagon of European painters who merely concentrated on the physical outlook. Instead, Duchamp went ahead to produce 3 dimensional artworks that appealed to the eye and elicited mental thinking to the viewers. This was seen in paintings like the Nude Descending a Staircase and Portrait of Chess Players. These were not ordinary paintings, but were artworks which were produced to create a sense humor and express the ideas of the futurists and cubists that the artist in which the artist strongly believed.

Discussion Board Emergency Nursing - 1 Essay Example | Topics and Well Written Essays - 500 words

Discussion Board Emergency Nursing - 1 - Essay Example The most effective thing to do would have been to tell the colleague immediately and firmly that the cannula fastener of their device would not be appropriate, brought the patient at greater risk of harm, and needed to be re-done in a sterile environment. However, the case does not allow for this sort of communication: as often in real world, the action is complete before I can even think to react. The question, ethically, at this point becomes: what should be done about this colleague’s behavior? Obviously, if they are using this â€Å"special method† and are proud of it, they are going to do it again. The question of ethics here, then, becomes one of whistle-blowing on a colleague. The Mrs. D case shows that it is perhaps most important in whistle-blowing to know the difference between a mountain and a molehill. Generally, everyone is much happier without whistle-blowing. There is no internal division or political nastiness as more people find out about the note of dissent, or even take it up and start crusades of their own. The workplace continues to operate smoothly and efficiently, and cohesion is even heightened by the successful handling of the situations in which it is decided that the problem was actually a molehill. No one has been reprimanded, fired, or has formed any sort of vendetta or grudge. Professional communication within the workplace continues on in a friendly and expedient manner, and ethical commitment returns to normal: â€Å"a public commitment to ethics serves at least two functions: it addresses the concerns of the public and it reinforces a bottom-line-justified interest in ethical behavior on the part of the officers† (Newton and Ford, 2002, p. 31). In the case of Mrs. D, the problem is not a molehill. What my colleague has done here is risked the life of a client. And it is my personal and professional responsibility to keep the workplace a safe and functional environment in which harm is