Charles Schulz essays

Charles Schulz essays Charles Schulz was the cartoonist for the comic strip peanuts. He researched, designed, wrote, and drew every strip that appeared in the daily and Sunday newspapers around the world for almost 50 years. Charles Schulz was born November 26, 1922 in St. Paul Minnesota. His father was a barber and struggled to make enough money. Early on he knew that he had talent for drawing because he could draw better than his older cousin. His teachers kept telling him that he was going to be an artist. He said that he was born to draw comic strips. My ambition from earliest memory was to produce a daily comic strip, said Schulz. Even though his family did not have a lot of money they still found a way to enroll Charles in a correspondence course in cartooning. The school is now called the Art Instruction Schools, Inc. in Minneapolis. As a student, Schulz struggled through the program because he was shy and insecure. He submitted his coursework by mail instead of in person. He received a C+, at the art school, in the Drawing of Children. Schulzs mother, Dena, was diagnosed with cancer at about the same time he was going to school. The whole family from their nice home to an apartment above a drug store. Eventually Schulz finished his correspondence courses in cartooning and tried to sell his cartoons. Before he could successfully sell any of them, he was drafted into World War II. Within days of being drafted, his mother passed away. Charles Schulz said that being drafted into the military welcomed a change of pace and a shocking confirmation that life would never be the same again. In the military, Schulz developed the work ethic that caused his life-long success. He excelled as an infantryman, a staff sergeant, and the leader of a machine-gun squad. During his years in the service, Schulzs put most of his illustrating aside. However, he did decorate the soldiers ...

Excellence popularity typicality discuss the relative merits of each of these as a basis for the inclusion of films in a film history essays

Excellence popularity typicality discuss the relative merits of each of these as a basis for the inclusion of films in a film history essays 'Excellence', 'popularity', 'typicality' - discuss the relative merits of each of these as a basis for the inclusion of films in a film history Any attempt to study film history requires the consideration of films, which occur within the categories of excellence, popularity and typicality. They are three very different approaches to film history; 'excellence' covering films recognised as having artistic merit, 'popularity' covering films which have been financially or sociologically successful and 'typicality', films which are classed as mainstream displaying qualities typical of classical Hollywood films. All three categories are used to study aspects of cinema rather than film history, rarely including documentary films and never including home movies, the most common use of the film medium worldwide. The most common way of studying film history is 'Excellency', grouping together films, which are generally agreed to be of exceptional aesthetic quality. This study, based on artistic merit, relates film study to other art forms such as painting, theatre and music. It is encouraged by the vast amounts of materials regularly reviewing and rating films, including newspapers, magazines and television shows and specific awards for filmmaking, the most famous being Cannes film festival and the Oscars. Any study of excellency in film history is subjective, relying on the personal opinions of people to determine which films are exceptional with no film regarded by all as undisputedly excellent. This is in part due to the vast range of criteria used to judge the excellency of films. Most good films are recognised as having formal excellence, with high quality direction vital in making an exceptional film. Throughout film history and criticism, certain directors have been regarded as consistently producing excellent films; Vigo, Renoir, Lean, Hitchcock, Kurosawa and Kubrick are among those whose individual influence on their film...

The changes in the world landscape caused by tsunamis, earthquakes and Research Paper

The changes in the world landscape caused by tsunamis, earthquakes and volcanoes - Research Paper Example This hazard may be caused by a variety of factors. Some include earthquakes, submarine landslides and volcanic eruptions (National Atlas, 2013). The other common hazard is volcano. This is known as the vent on the earth surface. In this process, magna and associated gas erupt, and a cone may be built by eruption (National Atlas, 2013). These hazards cause a significant effect to human lives, property, and the landscape. A reflection on tsunamis, earthquakes, and volcanoes help in gaining insight on how they cause changes in the world landscape. These hazards cause significant alteration to the landscape. One of the hazards that cause significant damage to the landscape is tsunami. This hazard had a significant impact on various nations. First, movement of tsunami causes destruction of buildings and towns near the sea as the wave moves in greater speed (Discovery Education Science, n.d.). This has well been demonstrated in some parts of Asia such as Tokyo. Moreover, this geological hazard leads to destruction of an ecosystem that plays a vital role in landscape. This occurs through destruction of plants as they are uprooted. Additionally, there is destruction of some of coral reefs that play a significant role in the sea through the movement of tsunamis giant waves (Discovery Education Science, n.d.). These effects may lead to death, migration, and vanishing of wildlife (Discovery Education Science, n.d.). In fact, most of them die through drowning in the violent waves. A significant number of animal species may also be los t through this geologic hazard. Moreover, tsunami may lead to secondary succession. This may occur after the hazard leads to destruction of the already existing plants or forests in already established ecological regions (Discovery Education Science, n.d.). The recovery of these areas affected by this geologic hazard occurs through secondary succession. Plants and animal in these areas are majorly different from those that existed