Understanding the relationship between The banking sector and money Research Paper

Understanding the relationship between The banking sector and money laundering - Research Paper Example The annotated bibliography will enable me establish validity of the research, consider multiple perspectives and viewpoints of numerous authors and gain more background information on the topic of study. The annotated bibliography will also follow the appropriate citation style (Oliver, 2010). My research strategy for locating resources for my portfolio project while entail using information technology resources in the library such as computers to search for research databases on numerous authors who have studied the topic in order to get more background information (Oliver, 2010). I will be able to compare various sources in order to establish the relevancy and validity of their findings in my portfolio project. I will scholarly sources such as published books and peer reviewed journals that offer credible background information on various subjects of study (Oliver, 2010). The determining factors that will influence my decision include the relevancy of the source, the validity of the content and consistency of the information contained in the source (Oliver, 2010). I will also look at the credibility of the authors, the publishers and objectivity of facts presented by the author. I will also ensure the source ideas and findings are collaborated by other authors and ideas are logical according to the background information of my annotated bibliography (Oliver, 2010). My strategy has not changed since I will prepare an annotated bibliography that will guide me while writing the portfolio project. I will summarize the main sources, assess their relevancy to my topic, and reflect on their importance to my portfolio project (Oliver, 2010). I will seek help from the college writing center and my lecturers on how to arrange my ideas in a logical manner and different aspects that should be incorporated in the portfolio project. I will consult my lecturer on the difficult aspects of the project such

TV and Film Violence Essay Example for Free

TV and Film Violence Essay Does the violence in films and on TV contribute to violence in society? This question has been debated for decades. During that time some 2,500 books and articles have been written on the effects of TV and film violence on human behavior. In this article were going to summarize some the latest thinking on this subject. The results of one of the most extensive studies ever done on the subject of violence and TV were released in 2003. Researchers followed 329 subjects over 15 years. They found that those who as children were exposed to violent TV shows were much more likely to later be convicted of crime. Researchers said that, Media violence can affect any child from any family, regardless of social class or parenting. Girls who watched more than an average amount of violence tended to throw things at their husbands. Boys who grew up watching violent TV shows were more likely to be violent with their wives. Researchers concluded in Developmental Psychology that, Every violent TV show increases a little-bit the likelihood of a child growing up to behave more aggressively. Well look at more of the research in a moment. Canada was one of the first countries to extensively research this issue. The results of their studies prompted some of their engineers to devise the V-Chip. As you may know, the V-Chip allows parents to lock out TV programming they consider objectionable to their children. Although the concern in Canada was primarily violence (hence the V-chip), in the United States there is also great concern about sexual content probably more than in most other industrialized societies. Hence, the V-chip can be programmed to screen out both violence and sex. Cause-Effect Proof A clear cause-effect relationship between media violence and violence in society is complicated by the fact that children are typically exposed to many stimuli as they grow up, many of which could play a role in later behavior. For example, during a childs life we cant discount the role of such things as violent video games, the social values of parents and peers, or general living conditions. If you eat something that you have not tried before and immediately get sick, you will probably assume theres a direct relationship between the two. And if at some later date you forget about your first experience and eat the same thing again, and immediately get sick again, you can be fairly sure that whatever you ate makes you sick. No rocket science here, just clear cause and effect. Unfortunately, when it comes to violence in the media, the cause and effect is not as readily apparent. A few decades ago you would see doctors in TV commercials endorsing a particular brand of cigarettes. Many medical doctors smoked. Not today. Today the evidence is clear: smoking is the number one cause of preventable heath problems and premature death in the United States. Although for years the cigarette manufacturers suppressed evidence that linked smoking to health problems, eventually the cause-effect relationship became obvious to anyone who wanted investigate the facts. Unlike the cause and effect in the example of your eating something and immediately getting sick, the effects of cigarette smoking arent immediately apparent. Its only years later that many smokers develop lung cancer, heart problems, emphysema, sexual problems, etc. In the same way-after looking at years of accumulated data-were now recognizing a relationship between violence in the media and social problems. The results of a study released in March, 2002 that tracked 700 male and female youths over a seventeen-year period showed a definite relationship between TV viewing habits and acts of aggression and crime in the later life. All other possible contributing environmental elements, such as poverty, living in a violent neighborhood, and neglect, were factored out of this study. According to one of the authors of the study, the findings help cement the link between TV and violence. The study is detailed in Science. | Violence and TV Ratings Its well known that TV violence holds an attraction for most viewers and this attraction translates into ratings and profits. Because of this, most media executives have been reluctant to admit that media violence is in any way responsible for violence in our society. If it werent for the ratings and profits involved, producers would undoubtedly be much more willing to acknowledge the harm in TV and film violence and do something about it. After many high school students died in a shooting rampage at Columbine High School in Littleton, Colorado in April, 1999, many people were quick to blame the media. Violent video games and a well-known film were seen as contributing factors. Even so, a clear cause and effect is hard to establish. For example, millions of young people were exposed to both of these influences throughout their lives without going on a murderous rampage. But when you add extreme anger, easy access to guns, and an indifferent and amoral attitude toward the lives of others, the results can be very different. In 1992, TV Guide commissioned a study of a typical 18-hour TV broadcast day to determine levels of violence. The networks and the more popular cable channels were monitored for purposeful, overt, deliberate behavior involving physical force or weapons against other individuals. There were 1,846 acts of violence that broke down this way.

El Cid Essay -- essays research papers

An Overview of the Life of a Spanish National Hero   Ã‚  Ã‚  Ã‚  Ã‚  Rodrigo Diaz de Vivar, known best as El Cid, is revered as a great national hero of Spain. The name El Cid comes from the Arabic ‘El Seid’ meaning the Lord. Known to his admiring countrymen as ‘campeador’, or champion, he was a Spanish warrior whom later legend made into a hero and the symbol of chivalry and virtue. El Cid was born in Vivar near Burgos in 1043. His father, Diego Lainez, was a member of the minor nobility, called the ‘infanzones’ of Castile. El Cid was also directly connected on his mother’s side to royalty.   Ã‚  Ã‚  Ã‚  Ã‚  History paints two pictures of Rodrigo Diaz. He was an unprincipled adventurer, who battled against both Christians and Moors. And on the other hand, he was also a symbol of romance, legend, and ballad. He is shown as the tender, loving husband and father, the loyal, courageous soldier, and an ever-present inspiration to Spanish patriotism. He stands out as the central figure of the long struggle of Christian Spain against the Muslim threats.   Ã‚  Ã‚  Ã‚  Ã‚  Fernando I, known as Fernando The Great, died in 1065, and at his death Fernando divided his lands among his three sons: Sancho, Alfonso, and Garcia, and his two daughters: Elvira and Urraca. He also asked them to promise him they would respect his wishes and abide by the divisions. But Sancho, who received the Kingdom of Castile, being the eldest, thought he should have inh...

A Rose for Emily: An Example of Regionalism Essay

1. Emily Grierson: She is the old lady that lives at the house, she is a town legend and is respected because she is a lady. 2. Colonel Sartoris: He was the former mayor of the town who absolved Miss Emily of any taxes after the death of her father. 3. Tobe: He is Miss Emily’s servant and the only connection to the outside world. 4. Judge Stevens: he was very respectful to Miss Emily and to save her pride had several men sprinkle lime on her property. 5. Homer Barron: The man who fell in love with Miss Emily while on a construction job. The introduction to the lesson says that Faulkner’s â€Å"great theme was the American South.† â€Å"A Rose for Emily† is a good example of regionalism. Identify two examples of local color from the story. Emily Grierson was not willing to join in with those who moved into the new era. She refused to pay her taxes. Another example is the fact that the narrator did not believe that Emily could truly love Homer Barron because he was a Yankee.   In the first paragraph Miss Emily is compared to a â€Å"fallen monument.† What does his metaphor tell the reader about her social status before she died? She was legendary in the town, everyone knew her or of her. She was part of the town itself. ï‚ · Part two begins with a shift in time. At this point in the story, Miss Emily’s father has been dead for two years and the townspeople begin to complain about a suspicious smell. After you have finished reading the story, hypothesize about the cause of the sm ell. I think the cause of the smell was her father’s body rotting.   Who begins to date Miss Emily in Part III, and why was he in town? Homer Barron was who she started dating. He was in town to start building the sidewalks in town.   What is the climax of the story? Explain your answer. The climax of the story is when Miss Emilie dies because that’s when everyone could officially start talking about her. In parts III & IV, Miss Emily makes a few suspicious purchases in town. What does she buy and what is the purpose of each item? She buys Arsenic supposedly for the rats.   Ã¢â‚¬Å"A Rose for Emily† is not told in chronological order. List each section in chronological order and explain your choices. Part 2 is first because it was 30 years ago. Part 3 is continuing directly after this. Part 4 speaks of her funeral. Part five speaks of after her funeral.   In section II Emily’s cousins came expecting a wedding. When they don’t find Homer, they assume he went to prepare for the wedding. After Emily’s cousins left, â€Å"within three days Homer Barron was back in town.† What happened to Homer next? He returned to the house one evening around dusk and then was never seen again. When the story returns to present day and the townspeople enter Miss Emily’s upstairs room, what do they find after breaking down the door? They found the rotting body of Homer Barron. ï‚ · What do you suppose happened to Homer Barron? What context clues help you piece together his fate? I think Miss Emilie hit him over the head because of the dent in the head and a piece of her hair was by him so that shows that it was her.

Drug Research Paper

Drug Research Paper Inhalants are wide variety of substances that young adults use as another way to get high. Inhalants cause mind-altering effects and typically someone would not think of these products as drugs because they were never intended for that type of use. Inhalants are very easy for young adults to find and many different types are even in their own homes. Inhalants can be anything from household cleaners to aerosols to gases. Inhalants are administered by breathing in through the nose or mouth in a variety of ways sniffing or snorting the fumes from the containers.People who use them can also inhale fumes from a balloon or a bag which would be filled with the inhalant of choice. The high from the inhalant only lasts a few minutes which causes users to continue to inhale substances many times over a short period of time and having greater effects. The physical impacts caused from inhalants are very similar to what someone would be like if they were to get drunk from alco hol. Symptoms would include slurred speech, little to no coordination, euphoric, and dizziness. Users may also experience hallucinations, and delusions.Users who frequently inhale will feel less control of their body for a longer period of time and may feel drowsy and have severe headaches for several hours and can possibly carry over to days with the same headache symptoms. Depending on the chemical inhaled users will experience added effects such as confusion, nausea, increased heart rate, and throwing up. The behavioral impact from inhalants can be a short state of excitement and also confusion and hallucinations. Users also will have sudden mode swings and the inability to made clear and smart decisions.Long term effects from inhalants that are very harmful and some irreversible effect areas all over the body. One of the long-term effects that is very serious and is from excessive inhalants is the break down of myelin. Myelin is a fatty tissue that surrounds and protects nerve f ibers and helps messages get sent all over the body. Due to excessive use of inhalants will cause serious damage to the myelin and that will lead to muscle spasms, tremors, and the high possibility of losing basic abilities such as walking, bending down, and talking.Other serious irreversible long-term effects from inhalants are hearing loss, limb spasms, severe brain damage, and bone marrow damage. The use of inhalants among teens and adults is very high due to the easy access they have to wide varieties of them. Over 17 million people have experimented with inhalants. Inhalants are also the fourth most abused substance in the United States. Rohypnol is a drug that is very common and targets the central nervous system. It is used as a depressant medicine and is currently illegal for all use in the United States. Rohypnol has many names but is most commonly know as roofies or the â€Å"date rape drug†.Rohypnol’s sedative effects are about 7 to 10 times stronger than Va lium. Effects hit the victim within 15 to 20 minutes after being taken. Rohypnol is administered by young adults recreationally but most often and most commonly given to someone without them knowing they have just taken the drug. Due to its odorless and tasteless characteristics it can easily be slipped in a drink and dissolve quickly and therefore the person being administered the drug has no idea was has happened or that they have or are about to take it. The physical impact of rohypnol is it is known to cause temporary muscle relaxation, sleep, and impaired motor skills.Rohypnol also increases the effects of alcohol and other drugs without your knowledge. Also rophynol causes people to no remember certain things that went on such as events at a party or bar. Rohypnol also causes drowsiness, dizziness, loss of motor skills control, lack of coordination, blurred speech, confusion, all lasting up to and sometimes beyond 12 hours. The behavioral impact from use of rohypnol is depende nce for the drug and the withdrawal syndrome when the drug hasn’t been taken in a period of time. The most common effect from rohypnol is memory loss and the feeling of not being able to control yourself.Although rohypnol is most commonly used a sedative, chronic use of the drug can cause very aggressive behavior and possibly seizures. Also if a person has overdosed on rohypnol it is possible they can have problems breathing and fall into a coma. Long term effects from rophynol use are physical and psychological dependence. People who suffer from excessive use of the drug feel like they can’t live without it and are unable to do anything or feel good and have major withdrawal effects. The drug is most prevalent with teenagers and adults from ages 13 to 30.Due to its low cost only about $5 dollars per pill it makes the drug more available to people and then making it more abundant in the areas such as parties and bars. My assigned treatment plan is the Motivational Inte rference Therapy. What this treatment plan does is it offers counseling session’s motivational therapy and multiple step programs to help pull the patient out of addiction and back to living a healthy life. The first stage involves encouraging the patient to overcome their dependency behavior and tries to help them see the life without their addiction and try to convince them it is possible and build their confidence up slowly.The second step is to show the effects of their addiction on themselves and how they can remove it from their life just like it came in. This session is done 2 to 4 times depending on the patient’s addiction. The final step is to motivate the patient to completely give up on drugs and show them it is possible and that they can do it. The pros to this method are that they are consistently motivating, reminding, and showing you the positives to getting out of addiction.The cons to this method are that I think this style might not work for everyone and that some people may need a different type of program one that moves at a slower pace that allows them to really see themselves and what addiction has done to them. Also I think patients would need to spend more time at each stage to really break through their addiction. The drug addiction this method is made more is all cases of addiction but not so much the heavy addictions of drugs and alcohol but it can definitely help most cases of addictions.

ERIKSSON Surname Meaning and Origin

ERIKSSON Surname Meaning and Origin Eriksson  is a patronymic surname meaning son of Erik, or Eriks son. Eriksson is the fifth most common surname in Sweden, behind Johansson, Andersson, Karlsson, and Nilsson. Swedish patronymic son names traditionally end in -son,  not -sen.  In Denmark the regular patronymic is -sen.  In Norway, both are used, although -sen  is more common. Icelandic names traditionally end in -son  or -dotir. Thus, Eriksen or Erikssen is the most common Danish, Norwegian, Dutch and German spelling, while Erikson or Ericson is the most common spelling found in the United States. Surname Origin:  Swedish, Danish, Norwegian,  English, German Alternate Surname Spellings:  ERICSSON, ERIKSON, ERIKSSEN, ERICSSEN, ERIKSEN, ERICSEN   Fun Facts About the ERIKSSON Surname Many Danes, Norwegians and Swedes who emigrated to America with the last name Eriksson or Erikssen, dropped the extra-s  after their arrival.   Famous People with the Surname ERIKSSON Leif Ericsson - Scandanavian explorerErik Erikson - German psychologist Genealogy Resources for the Surname ERIKSSON Erikson DNA PortalLearn how to best approach DNA testing when you have a Scandinavian  patronymic surname such as Eriksson. Eriksson Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as an Eriksson  family crest or coat of arms for the Eriksson surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted.   Eriksson Family Genealogy ForumSearch this popular genealogy forum for the Ericson surname to find others who might be researching your ancestors, or post your own Ericson query.   FamilySearch - ERIKSSON  GenealogyExplore over 3.7  million  historical records which mention individuals with the Eriksson surname, as well as online Eriksson family trees on this free website hosted by the Church of Jesus Christ of Latter-day Saints. GeneaNet - Eriksson  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Eriksson  surname, with a concentration on records and families from France and other European countries. ERIKSSON  Surname Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Eriksson surname. DistantCousin.com - ERIKSSON Genealogy Family HistoryFree databases and genealogy links for the last name Eriksson. The Eriksson  Genealogy and Family Tree PageBrowse family trees and links to genealogical and historical records for individuals with the last name Eriksson  from the website of Genealogy Today. - References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. Back toGlossary of Surname Meanings Origins

Paul Klee Versus Cy Twombly. Around the fish (1926) and Tiznit (1953)

Paul Klee Versus Cy Twombly. Around the fish (1926) and Tiznit (1953) Introduction â€Å"Around the fish (1926)† and â€Å"Tiznit (1953)† could not be more distinct from each other. Each work of art epitomizes what its creation is about. One painting is geometric, another is haphazard; one is rhythmic, while the other seems to be free from such coordination.Advertising We will write a custom research paper sample on Paul Klee Versus Cy Twombly. â€Å"Around the fish (1926)† and â€Å"Tiznit (1953)† specifically for you for only $16.05 $11/page Learn More However, these diverge differences do not mask the similarities between the two pieces; their meanings are debatable and ambiguous to some extent. Both artists also pride themselves in the poeticism of their work. Comparisons Influences The fundamental differences between the artistic works of both artists stems from the influences in their lives. Paul Klee produced ‘Around the Fish’ during the constructivist era. Since he lived in Germ any, he was heavily influenced by perspectives of the Bauhaus (Fransciscono 255). This was an era where geometry, systemization and measurement were given the greatest precedence (Lanchner 26). It is no wonder that there are three cylindrical shapes that surround the fish. Furthermore, a crescent is placed alongside a circle. Even the very arrangement of the particles in the painting is cubical in nature. He uses lines directly and indirectly in the painting through the arrows and inside the cylinders too. The painting appears to be derived from motifs that have been placed on a plane. In fact Franciscono (247) explains that order, balance and regular progressions were some of the things that Paul Klee championed during this era. Since he was a lecturer at German University, he taught his students to start small and then combine these pieces to create a holistic picture. Conversely, Cy Twombly was classified as an abstract expressionist, although his work does not fall into any part icular movement. While Klee may have captured the prevailing sentiments of his time. His work is not as ordered as Klee’s; instead, it can be considered as some from of graffiti.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 At the time when Twombly had created the piece, mass culture has taken over various art forms. It was almost as if he would have no relevance in commercialization. While Twombly’s work is devoid of basic graphics, pictures or other bold images, Klee’s work was rich with images. It is quite difficult to place Twombly in any general movement because his work is indulgent and sensual at the same time. Therefore, while both artists are unique in their own right, Twombly’s originality is louder than Klee’s. He stood autonomously in different artistic eras (Sylvester 5). Child-like element Perhaps another factor that brings t hese two pieces of art together is their childish-like elements. Once again, Twombly’s painting has more of these elements than Klee’s. Paul Klee affirmed that his art is really â€Å"childhood captured at will† (Lanchner 26). The work is authentic and designed to capture the wild imagination of those youthful days. However, Klee adds the words â€Å"at will† in order to show that his impulsiveness, while useful, is quite controlled. When one looks at ‘Around the fish’, one sees a plate of fish surrounded by some unfamiliar and familiar objects. This may be a simple analogy of a dinner table in which one places a dish and then the surrounding silverware revolves around it. A child would not be bothered about any deeper meanings. In fact, Klee discourages audiences from trying to figure out the holistic meaning of ‘Around the fish’. He urges individuals to look at the individualistic patterns in the piece as they have more meaning . Klee wants his admirers to adopt the mind of a child, who does not concern himself or herself with hidden meanings. On the other hand, childishness has been one of the major descriptions used to talk about Twombly’s work, and this is quite clear in ‘Tiznit (1953)†. His use of crayon marks and rough lines appear to be more of scribbles than conventional art.Advertising We will write a custom research paper sample on Paul Klee Versus Cy Twombly. â€Å"Around the fish (1926)† and â€Å"Tiznit (1953)† specifically for you for only $16.05 $11/page Learn More One critic compares his artistic process as child’s play rather than a game. A game has many rules and it tends to confine an individual to a particular mould. If one ignores the rules, then one is automatically removed from the game. Conversely child play has no rules; the sole aim of playing is to enjoy freedom. As one looks at the lines and markings in ‘Tizn it’ one realizes that this artist conforms to no guidelines. Sylvester (21) explains that initially, Twombly was inspired by artists such as Klee to incorporate gravity in his works. However, he decided to abandon this direction because he wanted no restrictions. The painting appears to be a fantasy or game to the artist. To some extent, it appears messy as some pain drapes off the canvas. Nonetheless, this is a welcome mess and pleasant disorder. It is almost like a piece of cloth that a boy threw away into the corner of the room. In such a situation, the cloth does not cease to have value merely because it has been thrown away; it merely reflects the indifference or laziness of the boy. Likewise, Twombly’s painting appears to be scrapped or thrown. The artist has refused to finish his piece of work because that is his nature; he wants to indulge in fantasy. Meanings The meanings to be extracted from both artistic works are also quite divergent. In ‘Around the F ish’ the artist clearly thought about the motifs before placing them on the canvas. However, one should not be satisfied by the images as artistic pieces alone.. They had certain cultural or political meanings as well. In the same year that he made the painting, Klee had visited Italy. He saw a lot of medieval art in these travels, and probably drew inspiration from some of them. Of particular relevance is the Byzantine as well as the mosaic found in St. Apollinare Nuovo; it was an illustration of the last supper with Jesus at the centre. When one critically analyses ‘Around the fish’, one can find some similarities with these Italian pieces. The fish is at the centre of the piece and may therefore represent Jesus who was surrounded by his disciples. However, the dish contains two fish, so one cannot be sure that Klee really wanted to portray Jesus in his paintings.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 Alternatively, one may think of this work of art in another way. Klee loved to focus on nature during his teachings in Germany. Franciscono (259) explains that Klee sought to reconcile nature with art. He often talked about the geometry inherent in natural objects. Furthermore, he usually collected items such as shells and plants. Therefore, one may think of the fish as a literal representation of the animal. Then one may think of the surrounding as the sea or its natural setting. However, Klee joins the flowers to the fish with an arrow. This may signify fate or the inevitability of certain actions. One can never really be certain (Grohmann 180). On the other hand, Twombly ‘s meanings cannot be found literally in his piece. These meanings must be deduced from what he did prior to completion of the test. One may assert that ‘Tiznit 1953’ is obsessive and impulsive. Therefore, on can deduce that these are the messages he is trying to send across to his audience. Th e painting does not impose its meaning and is thus less aggressive than Klee’s ‘Around the Fish’ (Sylvester 39). A critic once explained that when Twombly starts to work on his piece, he is like ancient Chinese artists who never had room to correct their mistakes owing to the delicate fabrics they used. Consequently, most of them could only paint once and put up with the consequences. In Twombly’s case, he is not obligated to create mistake-free work. He deliberately chooses not to correct his work once he puts that paint or crayon to paper. This is the reason why it is impossible to imitate Twombly. He does not desire to pass any hidden messages to his audience, and this explains why he uses an off-handed approach. Klee often thought about his methods but Twombly stayed unattached to his work. Several art observers may come up with the same deduction about the significance of ‘Around the fish’, but it is likely that ‘Tiznit’ woul d elicit extremely divergent reactions. Artistic process Both artists used different processes to create their final pieces. Klee often stressed that it is the process leading to the art that counts rather than the actual piece. As such, he always sought to distant himself from the meaning of his work. Paul Klee firmly believed in the importance of remaining vague during artistic creation (Franciscono 256). Nonetheless, Klee has imposed upon himself certain restrictions. He was economical with his forms and sought to stay away from excessiveness. Even mathematical processes were used in his work. However, this piece reveals that geometry was a means to an end; it did not establish order; it was a mechanism for getting there. There was still a high level of ambiguity in his work. This is the reason why one can find so many interpretations from ‘Around the fish’. The uncertainty he gave to this piece contributes to its authenticity. While Twombly never said this verbally, his painting says it for him. His work has eliminated the connection between the eye and the hand. All he wants one to encounter is the feeling of creating. The greatest emphasis should not be on the trace but the activity of tracing. One may equate this to the same thing that takes places when children play. They rarely think about who will win; all the want it to do is spend time with each other (Sylvester 37). Color The two artists also differ with regard to the use of color. Paul Klee had travelled to Tunisia in 1914. At that time, he realized that a painter must always utilize the beauty of color because each one is unique. Tunisia was laden with wonderfully colored mosaics that caused Klee to incorporate them into his work. These influences come out exceptionally well in ‘Around the fish’. The artist meant to create a sort of rhythmic unity in his work. His patterns and symbols would not have come out so clearly if the artist had not utilized colors in the manner that he did. Klee always prefers to use pale or darker backgrounds in order to focus all the attention on the motifs. However, color works best when used on a divergent material. The piece is a collage, and this utilized time and space as explained very clearly by Lachner (27). One may claim that Surealism grew right around the time when Klee made his piece. He captured this essence of color through collaging. To Klee, color provides a context to the rest of his work and this enforces his abstract motifs, which are always his centre of focus in his pieces. Conversely, Twombly used color in a totally different light. He appears to use it sparingly as if he is trying to flatter with the pieces. Additionally, he seems to enjoy the surprise that color creates when crayons meet paper (Sylvester 33). Klee puts a lot of thought into combining the right colors. However, Twombly does not appear to be bothered by this concern, he is not apprehensive about ruining his canvas because he has no goals to begin with. In ‘Tiznit (1953)’ he preferred to use a white canvas. Nonetheless, he appears to embrace the qualities of these seemingly plain color, every canvas has its own characteristics and patterns; therefore; when one accepts these differences and uses them in order to send his message, then one might create very intriguing work. Conclusion The most fundamental difference between these two pieces is that there appears to be an objective system of knowledge or rationalization in Klee’s work, but this is absent in Twombly’s painting. Additionally, Klee’s piece is highly structured and full of self-imposed restrictions. The opposite is true for Twombly; he appears to be interested in freedom rather than adhering to any sort of standard. Tiznit appears to be unfinished and disordered while ‘Around the fish’ is ordered or even geometric. Consequently, Twombly’s painting gives an illusion of fantasy and indulgence while Klee’s piece gives an illusion of cultural and symbolism Franciscono, Marcel. Paul Klee: His Work and Thought, Chicago: University of Chicago Press,1991. Print. Grohmann, William. Paul Klee. NY: Harry Abrams Inc, 1977. Print. Lanchner, Carolyn. Paul Klee, NY: MoMA, 1987. Print. Sylvester, Julie, Schama Simon Barthes Ronald. Cy Twombly: Fifty years of works on paper. London: Distributed Art Publishers, 1980. Print.