Tuesday, May 26, 2020

Yale Supplement Essay Samples - What to Look For

Yale Supplement Essay Samples - What to Look ForYou may have recently heard about Yale Supplement Essay samples. It seems that the standard news source on the internet has run with the story that there is a popular university in New Haven, which is offering free academic programs. This offer may not be valid, but it is certainly intriguing.Those college students who are interested in taking the SAT are going to find that there are a few universities that they can attend to take the test, but the University of Notre Dame is one that will allow college students to take it. Some may have taken the test in the past and want to take it again.The reason for this is that the schools that offer these supplements have various sample packs that they use to give to their students. They will give them sample packs from certain universities, so that students can take the test to compare the results. If a student receives the packet from a particular school and performs well, then they can go back to that school to take the supplement.There are several reasons why you should get your supplemental essay samples from schools other than Yale. First of all, you want to make sure that the company that you are dealing with is reputable. After all, you want to avoid being scammed by some dubious entity or others that don't have your best interests at heart.Secondly, you need to learn from the experience of others. Some colleges and universities that you can use as supplement Essay samples, may not be completely up to par. And this will mean that you won't know the difference when it comes to the testing process.Lastly, many may have used the universities that you can use as supplement essay samples before and they may have given you an excellent result. With that in mind, they will definitely be able to offer you a better result. These are just a few things to consider when choosing what college you are going to attend. There are many colleges out there that offer classes to people interested in taking the SAT. Be sure to check these out, so that you can find a great school that can give you an excellent score on the test.

Saturday, May 16, 2020

What Is Discourse in Sociology

Discourse refers to how we think and communicate about people, things, the social organization of society, and the relationships among and between all three. Discourse typically emerges out of social institutions  like media and politics (among others), and by virtue of giving structure and order to language and thought, it structures and orders our lives, relationships with others, and society. It thus shapes what we are able to think and know any point in time. In this sense, sociologists frame discourse as a productive force because it shapes our thoughts, ideas, beliefs, values, identities, interactions with others, and our behavior. In doing so it produces much of what occurs within us and within society. Sociologists see discourse as embedded in and emerging out of relations of power because those in control of institutions—like media, politics, law, medicine, and education—control its formation. As such, discourse, power, and knowledge are intimately connected, and work together to create hierarchies. Some discourses come to dominate the mainstream (dominant discourses), and are considered truthful, normal, and right, while others are marginalized and stigmatized, and considered wrong, extreme, and even dangerous. Extended Definition Let’s take a closer look at the relationships between institutions and discourse. (French social theorist Michel Foucault  wrote prolifically about institutions, power, and discourse. I draw on his theories in this discussion). Institutions organize knowledge-producing communities and shape the production of discourse and knowledge, all of which is framed and prodded along by ideology. If we define ideology  simply as one’s worldview, which reflects one’s socioeconomic position in society, then it follows that ideology influences the formation of institutions and the kinds of discourses that institutions create and distribute. If ideology is a worldview, discourse is how we organize and express that worldview in thought and language. Ideology thus shapes discourse, and, once discourse is infused throughout society, it, in turn, influences the reproduction of ideology. Take, for example, the relationship between mainstream media (an institution) and the anti-immigrant discourse that pervades U.S. society. The words that dominated a 2011 Republican presidential debate hosted by Fox News. In discussions of immigration reform, the most frequently spoken word was â€Å"illegal,† followed by â€Å"immigrants,† â€Å"country,† â€Å"border,† â€Å"illegals,† and â€Å"citizens.† Taken together, these words are part of a discourse that reflects a nationalist ideology (borders, citizens) that frames the U.S. as under attack by a foreign (immigrants)  criminal threat (illegal, illegals). Within this anti-immigrant discourse,  Ã¢â‚¬Å"illegals† and â€Å"immigrants† are juxtaposed against â€Å"citizens,† each working to define the other through their opposition. These words  reflect and reproduce very particular values, ideas, and beliefs about immigrants and U.S. citizens—ideas about rights, resources, and belonging. The Power of Discourse The power of discourse lies in its ability to provide legitimacy for certain kinds of knowledge while undermining others; and, in its ability to create subject positions, and, to turn people into objects that that can be controlled. In this case, the dominant discourse on immigration that comes out of institutions like law enforcement and the legal system is given legitimacy and superiority by their roots in the state. Mainstream media typically adopt the dominant state-sanctioned discourse and showcases it by giving airtime and print space to authority figures from those institutions.   The dominant discourse on immigration, which is anti-immigrant in nature, and endowed with authority and legitimacy, create subject positions like â€Å"citizen†Ã¢â‚¬â€people with rights in need of protection—and objects like â€Å"illegals†Ã¢â‚¬â€things that pose a threat to citizens. In contrast, the immigrants’ rights discourse that emerges out of institutions like education, politics, and from activist groups, offers the subject category, â€Å"undocumented immigrant,† in place of the object â€Å"illegal,† and is often cast as uninformed and irresponsible by the dominant discourse. Taking the case of racially charged events in Ferguson, MO, and Baltimore, MD that played out from 2014 through 2015, we can also see Foucault’s articulation of the discursive â€Å"concept† at play. Foucault wrote that concepts â€Å"create a deductive architecture† that organizes how we understand and relate to those associated with it. Concepts like â€Å"looting† and â€Å"rioting† have been used in mainstream media coverage of the uprising that followed the police killings of Michael Brown and Freddie Gray. When we hear words like this, concepts charged full of meaning, we deduce things about the people involved--that they are lawless, crazed, dangerous, and violent. They are criminal objects in need of control. A discourse of criminality, when used  to discuss protestors, or those struggling to survive the  aftermath of a disaster, like Hurricane Katrina in 2004, structures beliefs about right and wrong, and in doing so, sanctions certain kinds of behavior. When criminals are looting, shooting them on site is framed as justified.  In contrast, when a concept like â€Å"uprising† is used in the contexts of Ferguson or Baltimore, or survival in the context of New Orleans,  we deduce very different things about those involved and are more likely to see them as human subjects, rather than dangerous objects. Because discourse has so much meaning and deeply powerful implications in society, it is often the site of conflict and struggle. When people wish to make social change, how we talk about people and their place in society cannot be left out of the process.

Wednesday, May 6, 2020

How Emily Bronte Introduces the Reader to the Themes of...

How Emily Bronte Introduces the Reader to the Themes of Enclosure and the Supernatural in Wuthering Heights It took many attempts to get Wuthering Heights published and when it finally was it received a lot of negative reviews because the contemporary readers werent ready for Emilys style of realism. A Victorian critic July 1848 from Grahams Magazine reviewed Wuthering Heights as vulgar depravity and unnatural horrors and described the author as, a human being could have written such a book. without attempting suicide. Emily Bronte lived a very difficult life and was quite isolated from people she shows this in her story of Wuthering Heights. Her sisters both wrote books which were quite†¦show more content†¦pushing the barrier, he did pull The attitude of the people at Wuthering Heights towards Lockwood creates an social barrier between them, peevish displeasure Also, they show him no common courtesy or kindness his reserve springs from an aversion to showy display of feeling- to manifestations of mutual kindliness. This illustrates that they are people of isolation and Heathc liffs actions support this, as he refrains from any physical contact with Lockwood. reasons for keeping his hand out of the way when he meets a would-be acquaintance, Even the dogs arent controlled and are enclosed in the house, various sizes and ages, issued from hidden dens to the common centre. However their approach to people comes from the fact that they dont socialise and interact with others, they are aware of this Guests are so exceedingly rare in this house. Wuthering Heights is described as very different and not like places of that time. of the atmospheric tumult to which There is a definite gothic influence to the description of the house grotesque carving lavished over the front, This gothic influence supports the idea of Wuthering Heights being very different, as at the time this book was set gothic ideas were frowned on and considered as very demonic. gaunt thorns all stretching their limbsà ¢Ã¢â€š ¬Ã‚ ¦alms of the sun The use of

Tuesday, May 5, 2020

Individual Reflexive Learning for Skills - MyAssignmenthelp.com

Question: Discuss about theIndividual Reflexive Learningfor Cognitive Skills. Answer: The life incident that I feel I could have handled more effectively was becoming bankrupt. I constantly made use of credit cards, and not debit cards. This was because, I could not live within my means. I celebrated each time I had sufficient credit to buy extra effects. This was despite not having a backup plan. Consequently, I ended up using all my money to pay debts. As such, I had to go to the attorney to inform him that I had a lot of accumulated debt. At some point, it was humiliating to have my name printed under the town bankruptcies in the newspaper. Moreover, I faced other costs of bankruptcy including restricted housing choices, ruined credit, and the fear of what I would do for the lack of high credit bounds. Similarly, I ended up filing for bankruptcy despite being an awful experience. This course has taught me communication and cognitive skills that could have helped me to handle this issue with ease. Through meditation, I could have employed my consciousness in realizing the effects of using credit. The communication skills could have compelled me to seek financial help from friends and family and not credit cards (Altenburg, 2012). Also, inventiveness and creativity evident in this course could have been beneficial in helping me to avoid being bankrupt. With these, I could have invented measures like never spending what I could not have earned. Therefore, becoming bankrupt could have been impossible for me. As such, my money would be available for me, and not for debt payment. Finally, the course is full of accountability and personal independence concepts, which could have been beneficial in solving my case. If I were accountable, then I could have stuck to using my money without borrowing or using credit. Hence, bankruptcy could not have befallen me (Delaney, 2014). Also, through independence, I could not have depended on credit cards to fund my luxurious life, but on my income. Other strategies to manage any impending case of being bankrupt will entail cutting down on my spending. This would be achievable by having a strictly followed budget. Also, I will maximize my income by taking as many jobs as I would be able to handle. Finally, I will come up with an emergency fund to avoid such trouble again ("Management Insights", 2014). My effectiveness in applying these strategies will be evident if I do not become bankrupt again. The possible obstacles that I may encounter include forgetting the shameful encounter and continuing with my poor spending habits. However, I will ensure I stick to my budget even if it means involving an outside party to assist. Also, I can fail to increase my sources of income. I might opt to be lazy and assure myself that everything would unfold smoothly. Nonetheless, I will diversify my incomes by starting many business ventures for security (Timpe, 2015). Also, an initiative to create an emergency fund may not materialize for failu re to get extra cash. This will be solved by ensuring this requirement is included in my budget. References Altenburg, A. (2012). Bankruptcy (1st Ed.). New Brunswick, N.J.: New Jersey Institute for Continuing Legal Education. Delaney, K. (2014). Strategic bankruptcy (3rd Ed.). Berkeley: University of California Press. Management Insights. (2014). Production and Operations Management, 20(2), vii-ix. https://dx.doi.org/10.1111/j.1937-5956.2011.01178.x Timpe, A. (2015). Leadership (4th Ed.). New York, N.Y.: Facts on File.

Thursday, April 16, 2020

Native People In Modern Society Essays - Bob, King,

Native People in Modern Society On Thursday February 4, 1992 I went to Native People Center of Toronto. My assignment was to interview a Native person and find out how Native people live in modern society and is there any professionals among them. That was my first time in Native People Center and to tell You the truth I was kind of surprised to see that old building and that cafeteria inside where the Native people who live on the street (or at least they looked like they just came from there) can have a cup of coffee. There were also a couple of showrooms with paintings and a secretary behind the front desk. I tried to talk to the secretary and ask if she could give me any hint how to find the right person because I really didn't feel like talking to the people in the cafeteria (that would not help my assignment in any way). The secretary first said that there's nobody in the center who could help me because all of the staff is very busy and I would have to make an appointment. When I asked her for the appointment she said that nobody takes care of interviews in the center. Well I was lucky there was another woman passing by and I asked her for help. That lady's name is Fran Longboat and as found out later she is a pretty well known person in the whole Toronto Native community. Fran said that there are quite many Native professionals in the city and she tried to call a Native lawyer to make an appointment for me but the person wasn't there. Then I finally got a business card of a person to interview, guess who? -- A cop! OK I went down to 40 College street and asked for Bob Crawford. Bob met me very gladly and said that I came in the right moment because he had nothing important to do and he agreed to give me an interview. We decided to go to the cafeteria located in the same building and have a cup of coffee. I didn't have a tape recorder on me and had to write the main points down so I can't provide the exact words of Bob but I'll try to do my best. My first few questions were about Bob's past. He is an Algonquin from Goldenlake. Bob spent his childhood in Pembroke, Ontario. Bob has never been in a reserve. At 16 years of age he started to live separate from his parents. He has been 24 years on the force and did all kinds of police work, he was even working as an undercover cop for 10 years. Since 1989 Bob is working at 40 College and he is the head of Native Liaison department. This department is taking care of education of police officers and also other people like TTC workers, Bank workers, School staff, Students how to interfere with Native people. Bob also is a kind of chancellor for Native people who get in trouble and helps them to return to normal life. Mr. Crawford is married on an Irish person and has two daughters. On my question if Bob knows many professional Native people, he said that he does and gave me an example of John Kimbell who is the first Native orchestra conductor he also said that there are 35 Native police officers on force right now. Bob said that there are not too many people who are educated and have a job among Natives and most of them who come to the city end up on the streets. Bob said that this happens because it is very difficult for them to live a normal life. Many of them were taught in white schools that Indians are bad and they forgot their culture. It is very hard to believe that you can reach something when everyone has a definite stereotype for you, a stereotype of a man on the street. These people don't have a culture, traditions, their lives are broken. Native culture is playing a very big role in Bob's life. He strongly keeps all the Traditions. And believes in them. Even one of his doughters who is half Native keeps the same religion. He told me a true story that happened to him last year. Bob had a cancer and his life was in a real danger. But before he went for the operation he visited his relatives in the

Friday, March 13, 2020

Invisible Man by Ralph Waldo Ellison

Invisible Man by Ralph Waldo Ellison Free Online Research Papers The narrator of Invisible Man is telling more a story of self-discovery. A lot of times self narration comes with self-reflection and the Narrator later comes to realizes that all his roles have been created by the environment and culture around him. Throughout the story the narrator has no sense of self worth. Only the stereotypical roles that others have given him, and he bases his ideas on the options of others. As the narrator puts it: â€Å"my problem was that I always tried to go in everyone’s way but my own. I have also been called one thing and then another while no one really wished to hear what I called myself† (560). Nevertheless, by the end of the book he finally understands the fact that life in America mainly consists of a color barrier between two colors; yet, he is still invisible, but no longer is he blind. His new view of reality teaches him that he is obligated to return to society â€Å"since there’s possibility that even an invisible man has a socially responsible role to play† (568). Ellison spent seven years writing Invisible Man, his one and only novel. â€Å"Invisible Man is [considered] literary fiction because of its in-depth exploration of one mans psyche and its innovative style.† (â€Å"Invisible Man Genre†). Invisible Man is the story of a young man who considers himself â€Å"invisible† to the world around him. He goes on to explain that his invisibility is not the result of a biochemical accident and that he is not a spirit. He is invisible due to others refusing to see him because of his skin color. The narrator says that being invisible serves as both a benefit and a constant exasperation. He depicts his anguished need to make others recognize him, and say he has found that such attempts rarely succeed. The narrator hides away in his invisibility preparing for his unnamed action. The narrator recounts an incident in which he was bumped into by a tall, blond-haired man in the dark; the man insulted him and the narrator attacked him. Only at the last minute, he came to his senses, stopping himself from slitting the man’s throat. The next day, the narrator reads about the incident in the newspaper; the attack is described as a mugging. He comments on the irony of being mugged by an invisible man. Now, the narrator hibernates in his invisibility† (Spark Notes Editors). He states that the beginning of his story is actually the end. The narrator is not sure of who he is because his â€Å"identity has been dictated by the white-dominated society† (â€Å"Narrator in Invisible Man†). The narrator goes on a journey of self-discovery. The story takes place in the American South and Harlem, New York, where he meets people that further alter his life. Throughout the novel, Ellison uses many literary devices to illustrate the narrator’s persistence to finding himself. The narrator finds his first job working at the Liberty Paints plant. Upon his arrival on his first day, he sees a huge electric sign that reads â€Å"KEEP AMERICA PURE WITH LIBERTY PAINTS.† The Liberty Paints plant is most famous for its Optic White paint. In order to create the color, the narrator is to put ten black drops of toner in each bucket. It symbolizes â€Å"the necessity of the black contribution to white America† (â€Å"Invisible Man Symbolism, Imagery Allegory). Reverend Homer A. Barbee preaches at the chapel services at the college. He wears dark glasses. On day, after giving his sermon, Barbee stumbles upon returning to his chair causing his glasses to fall from his face. The narrator catches a quick glimpse of Barbee’s eyes, and realizes that Reverend Barbee is blind. Brother Jack, a man from an organization in Harlem called the Brotherhood, has a false left eye. The narrator sees the sight problems as a representation of the blindness of the human race. Although this blindness if not of a physical nature, the human race refuses to see others for who they are. The setting itself is symbolic of the human tendency to judge at first glance. The narrator is born and raised in the American South. When travels to New York he realizes the large difference between the North and South. He is surprised to find the white drivers obeying the directions of a black policeman. He wonders if some of the things he does will be considered insulting, such as leaving a tip on the table for a white waitress. Unlike when he was in the South, the narrator experiences a sort of racial freedom in the North. Yet, he feels that his skin color will determine how he will be perceived by others. Whether it is by the white men of the Brotherhood or the self-proclaimed nymphomaniac, he would be judged by his skin color first then by who he is. The tone of the story says a great deal about the narrator. He could have easily made the story nothing more than a depressing story about racial injustice. Instead, he told the story in a blunt but thoughtful way. It allows for a more reflective edge to the story. The story is told from first person point of view allowing the tone to remain soft versus scolding. The narrator tells his story from his own experiences, allowing for a personal development of the narrator and no other character. The treatment of the characters mirrors the treatment the narrator experienced throughout the story. Every other character in the story is one-dimensional. There are set types of people but they are fairly simple. Todd Clifton is a member of the Brotherhood. There is a point in the story where Brother Clifton is on the street selling Sambo dolls. The narrator further examines the doll to find that Clifton is controlling it with black string hidden from the audience. The doll itself is a symbol of the narrator. The strings are held by the white men of the Brotherhood. The strings may also be controlled by everyone that manipulated the narrator in his life. The narrator remembers giving the graduation speech at his high school graduation. During his speech he urges that for the progression of Black America everyone should practice modesty and obedience because it is the key. His speech was received so well, and it was such a success that the town arranges for him to deliver the speech at an assembly of the community’s leading white citizens. Upon the narrator’s arrival to give his speech he is instructed to take to take part in the â€Å"battle royal† that appears to be a part of the evening’s entertainment. The narrator, and his classmates put on boxing gloves and proceed enter the ring. The white men place blindfolds on the youths and order them to fight each other viciously. The narrator’s unwillingness to resist or even protest what the white men were doing to him, and his classmates is apparent when he says We were rushed up to the front of the ballroom, where it smelled even more strongly of tobacco and whiskey. Then we were pushed into place. (Ellison 18-19) Instead of denying them the ability to place him in a situation that he found uncomfortable, he just goes along with the plans. The narrator finds himself facing defeat in the last round, and when it came time for the narrator to give his speech, the white men laugh and ignore him as he quotes the larger sections of Booker T. Washington’s Atlanta Exposition Address. The men award him a calfskin briefcase containing a scholarship to the state college for black youth. The briefcase is symbolic of his naivety and youth. His final loss of the briefcase represents a severance from his past. Recalling his time at college, the narrator remembers the college’s bronze statue of its Founder, a black man. He illustrates the statue as cold and fatherly, its eyes empty. At the end of his third year, the narrator takes a job driving Mr. Norton, one of the college’s white millionaire founders around campus. Ellison alludes to other works of literature in his story Invisible Man. The narrator encounters a street vendor selling bake yams. He buys one and when he bites into it, he is reminded of his home in the South. In Remembrance of Things Past by Marcel Proust, the author eats into a madeleine and immediately recollects his childhood in Belle Époque France. In Invisible Man, Ellison does Proust one better by imbuing the moment with not only a definitive character transformation, but by the consumption of a second, frostbitten yam (Invisible Man Allusions Cultural References). Ellison also makes references to such historical figures as Booker T. Washington and W.E.B. DuBois. Washington founded the Tuskegee Institute as a way for newly freed slaves to get their education. A more overt connection to Booker T. Washington in Invisible Man comes when the narrator writes of his grandparents: About eighty-five years ago they were told that they were free, united with others of our country in everything pertaining to the common good, and, in everything social, separate like the fingers of the hand. This is a direct allusion to Washingtons 1895 Atlanta Compromise address, when he said, In all things purely social we can be as separate as the fingers, yet one as the hand in all things essential to mutual progress (Invisible Man Allusions Cultural References). In The Souls of Black Folk, W.E.B. DuBois expresses his theory of the double-consciousness possessed by blacks. According to DuBois, blacks know and understand what it is to be both an American as white Americans understand it and what it is to be a black American. DuBois thought this had both ups and downs, just as the narrator’s invisibility has its cons and pros. Ellison uses theme as a constant developmental element for the story. Such themes as, identity, race and ideology are few of the many present in the novel. In Invisible Man, identity is a conflict between self-perception and projection of others. The narrator’s identity is invisible to those around him. Not until he separates himself from society can he truly come to understand himself. Although throughout the novel the narrator’s race depicts how he is perceived by society, the novel is aimed at transcending race and all the other ways humanity has used to categorize people. For a long time, the narrator is defined by his race which led to invisibility. The book â€Å"Invisible Man† apparently tends to promote a political philosophy which makes very appealing to an emotional individual. It rejects all forms of ideology, arguing that ideology focuses too much on the collective perception at the expense of the individual. The infusion of power appears depicted in nearly all of the relationships of Invisible Man. More so the power of white males appears to dominate the narrator’s view throughout the novel, this is also apparent in situations where there are no white males present. Other people who hold any form of power keep it only through the largesse or generosity of white men. Admiration is particularly prominent towards the beginning of Invisible Man, when the narrator takes Dr. Bledsoe and Mr. Norton to be role models. By the end of the novel, the narrator apparently has no admiration for anyone. The narrator finds that Dr. Bledsoe and Mr. Norton are extremely flawed role models, and the he realizes that he can only depend on himself. Ralph Ellison used many literary elements to illustrate the life of the narrator. The narrator remained nameless but was still a much more rounded character when compared to the others in the story. He has depth to his personality versus being seen as a single type of person. Nonetheless it proves to be important. Ralph Ellison’s Invisible Man was a book written by an unknown writer that quickly established him as one of the best of his time. The book remained on the bestsellers list for an incredible sixteen weeks. The story of the invisible man is one which best connects with the civil rights movement during that time in history which later lead to African American leaders like Martin Luther King Jr, and Malcolm X. The book might have not been responsible for the changes we see today, but it continues to intrigue readers, even casual readers like me. His withdrawal from society and low profile gave him a chance to create his own identity, and to find himself. His education give him the abilities to achieve what he wanted and give himself a slightly higher status than most African American, and the advice that his grandfather gave him the drive needed to fight back. His invisibility not only saved his life, but it allowed him to become himself. He became a more satisfied man at the end of the novel. In conclusion, it is clear that the narrator in Ralph Ellisons Invisible Man finds an identity through his education, his grandfathers advice, and his invisibility. Each of these three things plays a key role in his finding of himself. Upon Ralph Ellison finishing his book he was most likely feeling the strain of being a black man in a world that saw him as less than a man. It is most likely this feeling of unrest that lead to the title of the book, because despite being of flesh and blood the world he lived in did not see him, thus the title â€Å"Invisible Man.† Work Cited Ellison, Ralph Waldo. â€Å"Invisible Man.† New York Random House, 1952 Shmoop Editorial Team. Invisible Man Genre. Shmoop.com. Shmoop University, Inc., 11 Nov. 2008. Web. 25 Jun 2010. Shmoop Editorial Team. Invisible Man Symbolism, Imagery Allegory. Shmoop.com. Shmoop University, Inc., 11 Nov. 2008. Web. 25 Jun 2010 Shmoop Editorial Team. Narrator in Invisible Man. Shmoop.com. Shmoop University, Inc., 11 Nov. 2008. Web. 25 Jun 2010. Spark Notes Editors. â€Å"Spark Note on Invisible Man.† SparkNotes.com. Spark Notes LLC. 2002. Web. 21 Jun. 2010. Research Papers on Invisible Man by Ralph Waldo EllisonMind TravelThe Masque of the Red Death Room meaningsHonest Iagos Truth through DeceptionHip-Hop is ArtThe Spring and Autumn19 Century Society: A Deeply Divided EraHarry Potter and the Deathly Hallows EssayWhere Wild and West MeetThe Hockey GameRelationship between Media Coverage and Social and

Tuesday, February 25, 2020

Cranach the Eders Alter Piece at Wellenburg Essay

Cranach the Eders Alter Piece at Wellenburg - Essay Example There was a strong belief at the time that man was connected to God in many ways. Catholics believed that Godliness was separate and their paintings and art clearly showed that. The Protestants had a little different way of seeing that issue though and Crach the Eder's Alter piece at Wellenburg shows that. The main part of the movement is shown well here, as the Protestants wanted to show that the worshipers were well in connection with the Devine. What better way to do that then to place those that were formulating and moving the Reformation forward at the table of the Last Supper. In this picture, the people sitting all around the table are the Reformers. They clearly do not look like Godly creatures or at least not in the sense that we often think of them. Instead they look like the average person of the day. The Protestant group's artistic bent was toward showing common people as part of the divine as they performed their everyday activities. (Fiero, 2006). After all, God created man in his own image so man was perfect. Right (Fiero, 2006). So, why not show man as part of Gods world. That is what their art did. Devine grace was what they hoped to portray, sometimes they showed sinners that were accepted by Christ. This was supposed to depict that only the grace of God could give anyone Salvation. Even today, there is a great deal of disagreement about these things between Catholics and Protestants.