Triumph of The Will - film by Leni Riefenstahl Research Paper

Triumph of The Will - film by Leni Riefenstahl - Research Paper Example The film that was purportedly made under Hitler’s instructions (his name appears in the titles) contains extracts of speeches delivered by the  Nazi leaders  and includes speeches by  Hitler that are intermixed with footage of the gathered supporters. The main theme of this documentary was to instill a belief amongst the viewers that Germany  would return as  a super power under Hitler’s able leadership. Despite the director Riefenstahl’s claims that the film was a documentary, after its release in 1935, it was held as more of propaganda  film and was considered as one of the best propaganda films made in the history of cinematography.2 The techniques used in the movie like creating distorted images using a long focus lens, moving cameras, use of  aerial photography, and the innovative mix of cinematography with music (a new and revolutionary concept at that time) turned it into one of the  greatest films ever made.3 The film won many awards in Ge rmany and in other parts of the world, the US,  and it continues to influence documentaries and films even in the twenty-first century.4 This research paper explores the various facets of the movie, examines the concepts of art, documentary and propaganda, and analyses what transforms a documentary into a propaganda film. It will review various available literatures to derive that this film, despite claims by the director, is a documentary propaganda that attempted at portraying the Third Reich in a positive light. Discussion Films used as a popular medium for propaganda Propaganda manifests itself in various ways and during the years prior to WWII (1930s) its shape was framed by the place where it occurred, that is, Germany or the UK (the two main powers during the WW era). This is evident in the movies Night Mail by Harry Watt and Basil Wright, and Triumph of the Will by Leni Riefenstahl that revealed various ways in which propaganda can be used to influence viewers. Propaganda has a negative outlook from an overall perspective, given its adverse effect on mass viewers as well as individual audiences, which is evinced even in the 21st century. The term by itself tends to carry a disagreeable connotation; however, propaganda (under any conditions) can be classified as good or unpleasant depending on the benefits of the cause being portrayed through it and the degree of correctness of the information that is being relayed. In this context, it is interesting to note what Barnays wrote in his essay, â€Å"In itself, the word â€Å"propaganda† has certain technical meanings which, like most things in this world, are ‘neither good nor bad but custom makes them so.’†5 He defined the process as â€Å"a consistent, enduring effort to create or shape events to influence the relations of the public to an enterprise, idea or group†¦This practice of creating circumstances and of creating pictures in tem minds of people is very commonâ⠂¬ ¦Sometimes the effect on the public is created by a professional propagandist, sometimes by an amateur deputed for the job. The important thing is that it is universal and continuous; and in its sum total it is regimenting the public mind every bit as much as an army regiments the bodies of its soldiers.†6 Propaganda, which through the different eras were used to "to produce and spread fertile messages that, once sown, will germinate in large human cultures,†   took in a new form in 20th century, where propaganda were used mainly by the ruling political orders and desire to pass information that would â€Å"sway relevant groups of people in order to accommodate their agendas.†7After the Lumiere brothers (1896) successfully used a film for propaganda, it became a popular tool for the various state governments and other non-state actors

Entrepreneurship Essay Example | Topics and Well Written Essays - 250 words - 18

Entrepreneurship - Essay Example Choremonsters is striving to eliminate the tension experienced by parents when it comes to coordination of household chores. The innovation helps parents to communicate with the children and direct them on various chores. Children have an application that is linked to the child’s application thus improving coordination or cooperation between the parent and the child. This ostensibly makes it easy for the parent to be acquainted with their children’s performance on various chores when away from home. Moreover, Choremonsters is overcoming the ineffectiveness of chore charts. The application teaches the children how to do various tasks at an increased efficiency as compared to the traditional chore charts which children find hard to understand. Choremonsters also solves the problem of having to put excessive efforts to have the children perform chores. This niche has been in existence as there has been no application that has successful been able to digitally connect the child in such a way that enables the child to easily retrieve programmed

Change and Organizations Essay Example for Free

Change and Organizations Essay Change in organizations is an ongoing process. Change can either be planned or an unexpected result of a decision or other event (Grossman Valiga, 2009). The purpose of this paper is to identify and discuss a change that has been implemented within the organization. Identity of the Instituted Change The changes necessitated by healthcare reform and consequences of the economy are challenging hospital administrators to decide how they will thrive and respond. A change instituted by the Chief Nursing Officer (CNO) at the hospital where I am employed is the discontinuation of special pay practices. The special pay practices involved are compensation for 40 hours per week when actual worked hours are 36 and compensation for at least a 4 hour minimum. This change has a positive financial impact which allows for growth of the organization. However, if not managed effectively, this change could have a negative effect on staff morale. Decisions by Leader Before implementing the discontinuation of special pay practices, the CNO communicated the goal to the directors and managers of the organization. A plan for roll out to the organization was developed. By building upon and partnering with leaders of the organization, successful shaping of the future can occur (Grossman Valiga, 2009). While this change created turmoil within the organization, the leaders were armed with the necessary information to positively respond to employees. The CNO clearly defined the vision for the future of the organization. Pointing out with the disappearance of special pay practices, the decision was made to increase certification pay and tuition reimbursement. This change gives way to empowerment of self and aids in achieving personal and professional goals. According to Grossman and Valiga (2009), the leader can help staff rise to their highest level of competency. Connection to the Organization Interconnected pieces of the organization that can be effected by the CNO’s decisions are structural, political, human resource, and organizational culture (Grossman Valiga, 2009). The structural piece is connected by effecting nursing departments throughout the organization. While those departments with 8 hour shifts are minimally effected, those with 12 hour shifts are significantly impacted. The political piece has ramifications of a positive nature for the organization. Funds that are saved from the special pay practices change can be utilized to augment other programs for growth. The human resource piece has a significant impact by the decision to delete the special pay practices. Employees are affected by a decrease in pay resulting in employee dissatisfaction if the change is not accepted or understood. Organizational culture is affected by removing special pay practices as an option, going forward; the culture will focus on certification pay and tuition reimbursement. The new way or new leadership will adjust to form relationships and connect others to challenge old, bureaucratic organizational structures and old ways of doing things (Grossman Valiga, 2009). Summary The discontinuation of special pay practices is a change that has been implemented within the organization. Leaders of the organization were given the necessary information to respond to employees as a result of the change. Decisions made effect the structural, political, human resource, and culture of an organization. Reference Grossman, S.C., Valiga, T.M., (2009). The new leadership challenge: Creating the future of nursing (3rd ed.). Philadelphia, PA

The Role Of The Freedmens Bureau

The Role Of The Freedmens Bureau The Freedmens Bureau as it was commonly referred to, was established on the 3rd of March 1865 under the United States War Department as the Bureau of Refugees, Freedmen, and Abandoned Lands. Its primary function was to take into account and provide practical assistance to the millions o former slaves in the south as they made their transition from bondage to freedom. The bureau was recognized by the influence of the Northerners, who had organized private organizations during the war and had also influenced the Congress after emancipation to relieve the distress of the freed people and assume the responsibility for their welfare as early as 1863.1 To simply put it, the bureau was to aid the freed people to gain land ownership, enfranchise them and help them to establish institutions that were beneficial to them. One of the first tasks of the Freedmens Bureau proved to say the least to be intimidating as it operated in regions ravaged by war and the acute competition of visions that were conflicting in the postwar southern society, one white and one black. As there seemed to be a supposed ready acceptance to the emancipation act in the south, this differed however as Southern whites feared that with this new order it would include full social and political equality for the blacks. In order to eliminate white supremacy over the blacks and protect their interests the bureau set up official offices in each southern state, even though there was a lack of adequate man power or financial resources for such an enormous undertaking. The bureau also had to work to persuade the southern states to recognize racial equality in their own judicial proceedings therefore the bureau had to monitor state and local legal affairs in the face of the Black Codes of 1865 and 1866 as the planters were being inflexib le.2 Another task of the bureau that was the important and main steps that were needed to be taken was the acquisition of land for the freed people. As according to Meier and Rudwick (1966) the freed people had not placed much emphasis on their civil and political rights, as their eyes were more set on acquiring their own land to cultivate. As the freedmens desire Meier and Rudwick states further was for land and it mirrored the American faith in property and land ownership. The freed people before being emancipated were bound to the soil and its cultivation, hence to them freedom meant that in order for them to get ahead in the race they associated freedom in itself the farming of their own land. Economically, to say the least freed people were put into a difficult and subsequently unique position as they were freed and found themselves in often times without work, therefore some southern planters did provide the freed people land with the consequence of working long contracts for extrem ely low wages.3 This influenced the Freedmens Bureau to answer the demands for labour by the planter class for the cultivation of land instituted a judicial system that would be fair to both parties by establishing their own authority with local agents, therefore a contract was constructed between the freed people and their employers in order to protect and allow the freed people to receive fair wages from the planters, also the setting up of temporary three-man courts in order to hear individual disputes between the white employers who were dealing for the first time with black employees.4 The content of the contract stipulated terms to which the planters had to arrange free transportation for the freed people from congested areas and provide the necessity of work in order for the freedmen to provide for their families, security and independence. These contract dealings led the bureau to aid Franklin (1967) states over 30, 000 persons to the abandoned lands in 1870, though some were returned to the ir previous owners under the Amnesty proclamations by Lincoln and Johnson. Because of the atmosphere in which the Bureau worked in the South were one of hostility, and the maintenance of the agency proved to be rather expensive by the Northerners. Franklin noted duly that the Northerners argued that the Bureaus existence was unable to be justified even in times of peace as the Southerners opposed fervently and openly of interference of the federal government with the relations between the worker and his employer. Some historians concluded that the establishing of the Bureau was a direct link to a political program for enfranchising the Blacks and, also establishing a strong Republican party in the South. The Bureau also aided refugees and freedmen by furnishing supplies and medical services, established schools and churches. In Louisiana according to Taylor, for example, the Freedmens Bureau tried hard to reduce the pangs of hunger of the blacks and poor whites. He goes on to explain that the Louisiana official had no appropriation, thus it derived its income from various seized properties and also from a tax of two dollars from the planter and three dollars from the labourer. Foner (1975) also rubs two cents in to say that free blacks who were skilled found themselves restricted from the trade they learnt under enslavement and unlike that of the white craftsmen blacks were taxed to special taxation as and were shown hostility as they were prohibited from the most profitable occupations and enterprises. Between 1865 and 1869, Franklin and Taylor, both noted that the Bureau also played its role of relieving the suffering amongst the freed people, as twenty million rations were issued to which approximately a quarter of the rations went to the poor needy whites and three quarts of the rations went to the blacks. These rations consisted of one bushel of corn and eight pounds of pork per month for adults, half as much for children, there was also the occasional issues of vinegar, sugar, vegetables, and coffee. There were also restrictions for ration collection for about a week as able-bodied persons were only allowed to receive and no more. Another challenge facing the blacks in the South was the abysmal lack of health care services. The Bureau attempted to strengthen existing medical care facilities as well as expand services into rural areas through newly established clinics. In 1867 there were 46 established hospitals by the Bureau and was staffed with physicians, surgeons, and nurses, under the medical department the Bureau spent over two million dollars to improve However the greatest success of the Freedmens Bureau in assisting the freed people was in education. The bureau founded over 4000 schools, from elementary grades to college, charging no fees and at most times furnished free textbooks that came from the north through philanthropic and religious organizations. Nearly a quarter of a million freed people received varying amounts of education while white southerners opposed these activities by the bureau as they believed that blacks were unable to absorb book learning. Among the schools that had inward funding by the Bureau were Howard University, Hampton Institute, St. Augustines College, Atlanta University, Fisk University, Storer College, and Johnson C. Smith University.5 Between 1869 and 1870 there were a total of 9,503 teachers both whites from the north and black freed people, along with approximately 247,333 pupils in the education system. When the bureau stopped its supported in 1870, Franklin (1967) had evidence that showed a mar ked increase in attendance, and advance in scholarship, and a record of punctuality and regularity which compared favourably with the schools of the north. The black churches also aided the Freedmens Bureau in the education aspect of the freed people. Despite its short existence, the bureau played a critical role in defining the meaning of freedom for some four million former slaves. Charged with exercising control of all subjects relating to refugees and freedmen from the rebel states, its activities were countless. It provided issues of provisions, clothing and fuel to refugees, freedmen, and their wives and children; it assisted in reuniting black families; it supervised labour agreements between blacks and their former masters; it monitored state and local officials treatment of the former slaves; it established informal tribunals to settle disputes between whites and blacks and among African Americans themselves; it instituted clinics and hospitals for the former slaves; and it aided efforts to provide freed people education in the Civil Wars immediate aftermath. The most lasting failure of Reconstruction governments was not political but, it was social. They failed to alter the Souths social structure or its distribution of wealth and power. Government policies, rather than being too severe, were not thorough enough to win full and permanent equality for Afro-Americans. Regardless of all these dissolution of the Freedmans Bureau, its legacy still lives on through historically black colleges and universities, from approximately 1866 until its termination in 1872, an estimated 25 institutions of higher learning for black youth were established,[9] many of which remain in operation today. John H. Franklin, From Slavery to Freedom: A history of Negro Africans. (New York: Alfred A. Knopf, Inc. 1967), 306 A. Meier E.M. Rudwick, From Plantation to Ghetto: An Interpretive History of American Negro.( New York: Hill and Wag Publishers, 1966), 139 Foner, Philip. History of Black Americans. (London and Westport: Greenwood Press, 1975), 513 John H. Franklin, From Slavery to Freedom: A history of Negro Africans. (New York: Alfred A. Knopf, Inc. 1967), 308 Ibid.,

jesse jackson, jr :: essays research papers

Representative Jesse L. Jackson, Jr. began service in the United States House of Representatives on December 12, 1995, as he was sworn in as a member of the 104th Congress, the 91st African American ever elected to Congress. Representative Jackson currently sits on the House Appropriations Committee, serving on the Subcommittee on Labor, Health and Human Services, and Education as well as the Subcommittee on Foreign Operations, Export Financing, and Related Programs. Prior to his congressional service, Representative Jackson served as the National Field Director of the National Rainbow Coalition. In this role, he instituted a national nonpartisan program that successfully registered millions of new voters. He also created a voter education program to teach citizens the importance of participating in the political process, including how to use technology to win elections and more effectively participate in politics. Having been born in the midst of the voting rights struggle on March 11, 1965, Representative Jackson spent his twenty-first birthday in a jail cell in Washington, D.C. for taking part in a protest against apartheid at the South African Embassy. He also demonstrated weekly in front of the South African Consulate in Chicago. Representative Jackson had the privilege of sharing the stage with Mr. Nelson Mandela during his historic speech to the world following a 27-year imprisonment in Cape Town. In 1987, Representative Jackson graduated magna cum laude from North Carolina A & T State University in Greensboro, North Carolina, where he earned a Bachelor of Science Degree in Business Management. Three years later, he earned a Master of Arts Degree in Theology from the Chicago Theological Seminary, and in 1993, received his Juris Doctorate from the University of Illinois College of Law.

History Recycled in the Works of T.C. Boyle Essay -- Biography Biograp

History Recycled in the Works of T.C. Boyle      Ã‚     "Past and present, sharply separated by the chapter structures, are fused in motifs and unstressed parallels" (DeMott 52).   History's repeating itself is a dominant theme throughout T.C Boyle's novels. If people do not learn from past mistakes, they are likely to fail again. By revisiting history, Boyle teaches the importance of awareness and caution of an ever-changing society. In The Tortilla Curtain a specific migrant problem in the 1930s is modified to fit modern immigration. Candido and America's battle for survival after immigrating to the United States repeats a similar event depicted in Steinbeck's The Grapes of Wrath.   Boyle's twisted short stories in the If the River was Whiskey mirror events in history in the light of modern times.   The similarities between the Van Brunts and the Van Warts in The World's End contribute to identical generations, separated by three hundred years.   Boyle attacks modern society's conceited, self-absorbed attitude, and he discourages reiteration of the past.      Ã‚  Ã‚  Ã‚   In the Tortilla Curtain, Boyle recycles a past   dilemma, as he writes of a problem similar to the "Dust Bowl" migration of the 1930s.   Candido Rincon and his wife America travel from Mexico to America through the "Tortilla Curtain," searching for work, while constantly striving to achieve the American Dream.   In this journey, the Rincons encounter several racist obstacles including a pack of white men who beat and rape America during her pregnancy, leaving her to die.   Constantly searching for work and money takes Candido mentally and physically away from his wife. High in the Arroyo Blanco ("white rice") Estates lives the Mossbacher family, which dwells in the... ...nglisch.schule.de/boyle/boylerev.htm (5/19/99) Kakutani, Michiko.   "Review of World's End."   New York Times, September 23, 1987, p. C27.   Rpt. Contemporary Literary Criticism, vol. 55.   Detroit: Gale, 1988.   92 vols. Rettberg, Scott.   " Interview with T.C. Boyle."   Ã‚  Ã‚  Ã‚  Ã‚  http://authors.miningco.com/library/weekly.htm (5/7/99) Spencer, Scott.   "The Pilgrim of Topagana Creek."   New York Times Book Review.   Sept. 3 1995, p.3.   Rpt. Contemporary Literary Criticism, vol. 90.   Detroit: Gale, 1995.   92 vols. Ulin, David L. "Boyle Wonder."   The Village Voice November 10, 1998, Vol. 43 Issue 45, p.132 _____.   "Lost in the Funhouse."   Bloomsbury Review.   Nov-Dec. 1989, p.5. Rpt.   Contemporary Literary Criticism, vol.90.   Detroit: Gale, 1995. 92 vols. "At a Glance: The World's End by T.C. Boyle" http://.www.amazon.com/exec.htm (5/4/99)

Edmonia Lewis and Henry Ossawa Tanner

When considering art there are many elements involved in a work of art. The most important elements in art are the most obvious one's to see. Mary Edmonia Lewis and Henry Ossawa Tanner are two artists who have created art that speak to people in depth of their creativity and inspiration from others. Although these two artists study two different genres of art, both of these artists have great talent that has been recognized throughout the world. Mary Edmonia Lewis who was born in 1843 and Henry Ossawa Tanner who was born in 1859 have come a very long way, and overcame countless obstacles to become successful. Edmonia Lewis was the first African American woman in the United States to gain widespread recognition as an artist, and the first African American in the United States to gain an international reputation as a sculptor† (Mary 40). Edmonia Lewis spent her early childhood with her mother's family, the Chippewa Indians. She was known as Wildfire, and her brother was known as Sunrise. Edmonia and her brother were orphaned when Edmonia was about ten years old, two aunts took them in as children. Both Edmonia and Sunrise lived in northern New York state (Buick 10).Sunrise, with wealth from the California Gold Rush, financed prep school education for Edmonia Lewis, and then an education at Oberlin College, beginning in 1859. It wasn’t until Edmonia entered Oberlin College that she started going by her birth name. Edmonia was considered a very popular student in college. On January 27, 1862 Edmonia’s college life took a turn for the worse. While at Oberlin College, Edmonia was accused of poisoning two white female students, who also boarded at John Keep's home, a well- known Oberlin trustee. While awaiting trial, she was nearly beaten to death.Edmonia was defended in court by John Mercer Langston, an Oberlin graduate. She was acquitted and carried from the courtroom on the shoulders of supportive friends, and continued her studies at Oberlin fo r a while. After a couple months went by Edmonia considered moving back with her mother but instead Edmonia decided to go to Boston and study with Edmond Brackett, a local sculptor. Edmonia had some success, especially among American tourists. Edmonia was known for her depictions of African, African American, or Native American people.Some of Edmonia’s best-known sculptures are, Forever Free created in 1867, which is a sculptor of a black woman and black man celebrating the Emancipation Proclamation. Another one of her best sculptures goes by the name of, â€Å"Hagar in the Wilderness†. Which was created a year after â€Å"Forever Free†. The Hagar in the Wilderness was a sculpture of an Egyptian handmaiden of Sarah and Abraham, mother of Ishmael. One of her most talked about works is â€Å"The Death of Cleopatra†, Created in (1875). This sculpture is known to be a representation of the Egyptian queen.Edmonia created the more realistic â€Å"The Death of Cleopatra† for the 1876 Philadelphia Centennial it was also displayed at the 1878 Chicago Exposition. Unfortunately this piece of art was lost for a century. Soon the statue was moved and then rediscovered, and it was restored in 1987. As Edmonia started to gain proceeds from her work, she opened a studio of her own. Among all the pieces that Edmonia created â€Å"there were a medallion of John Brown and a bust of Colonel Robert Gould Shaw, Civil-War leader of Massachusetts Fifity-Fourth, an all-black regiment† (Mary 42).With the funds she received from those two pieces Edmonia was able to study in Europe. As Edmonia sprouted into her sculpting career, she also influenced other artists to follow in her footsteps. While Edmonia was a very talented and creative artist her length of popularity proved to be somewhat brief. Although Edmonia life ended too soon, her work still lives on to this day. Today, Edmonia’s work is represented by Henry Wadsworth a well-known po et. Two of Edmonia’s best sculptures, â€Å"A bust of Abraham Lincoln† and â€Å"Forever Free† are on display in the Municipal Library of San Jose, California.Edmonia finished â€Å"Forever Free† in 1868 and sent it to a wealthy abolitionist named, Samuel Sewall. Lydia Maria scolded Edmonia for sculpting the piece into marble without a commission, and eventually Lydia withdrew her support. Edmonia was honored the following year when the sculpture was presented to Rev. Leonard Grimes, a leading black abolitionist. Edmonia also sculpted â€Å"Hagar in the Wilderness† in 1868, a little while after becoming Catholic. Edmonia quotes â€Å"Some praise me because I am a colored girl, and I don't want that kind of praise. I had rather you would point out my defects, for that will teach me something† (Buick 4).With this quote, Edmonia Lewis is remembered forever for her creativity and talent as a highly skilled sculptor. Henry Ossawa Tanner was the s on of a minister in the African Methodist Episcopal Church. Henry was also raised in an affluent, well-educated African-American family. Although Henry’s parents were unwilling at first, they eventually responded positively to Henry’s determined desire to follow an artistic career and they began to encourage his determinations. In 1879, Henry enrolled at the Pennsylvania Academy of Fine Arts, where he joined Thomas Eakins's coterie.Henry moved to Atlanta in 1889 in an unsuccessful attempt to support himself as an artist and instructor. A woman by the name of Mrs. Joseph C. Hartzell arranged Tanner's first solo exhibition, being that he was already a struggling artist. She also arranged for the proceeds to go to Henry, so that he could move to Paris in 1891. A disturbing Illness brought Henry back to the United States in 1893, at this time in Henry’s career he turned his attention to genre subjects of his own race. Henry was different from a lot of artists in man y ways. In 1893 most American artists painted African-American subjects either as sentimental figures of rural poverty† (Burgard 12). Henry, who wanted to represent black subjects with self-respect, wrote: â€Å"Many of the artists who have represented Negro life have seen only the comic, the ludicrous side of it, and have lacked sympathy and appreciation for the warm big heart that dwells within such a rough exterior. † (Burgard 15). This gave Henry the motivation to create the piece â€Å"The Banjo Lesson† The banjo had become a symbol of ridicule, and cartoons of bland, smiling African-Americans strumming the instrument were a cliche.In â€Å"The Banjo Lesson†, Tanner challenges the stereotype head on. â€Å"The Banjo Lesson† is a work of art, portraying a man teaching his young son to play the instrument. Tanner recreated the father in The Banjo Lesson as a mentor, and wise man. The Banjo Lesson is about sharing knowledge and passing on wisdom t o others. In the fall of 1888, Henry returned to Atlanta and taught drawing for two years at Clark College. After discussing his ambitions to travel abroad with Bishop and Mrs. Hartzell, they arranged an exhibition of Tanner's works in Cincinnati in the fall of l890.When no paintings were sold, the Hartzells bought the entire collection. This is what made Henry the talented artist that he was. Not only was Henry’s art fascinating to look at but, his art work also had sentimental meaning and value. Henry’s art had purpose and meaning to share with others. Within Henry’s work, he hoped to reach out to others by sharing his wisdom. With all Henry’s proceeds from various art works, Henry was able to return to Paris in 1895, he established a reputation as a salon artist and religious painter but he never painted genre subjects of African-Americans again.Henry was a very talented and prestigious artist, â€Å"In 1908 his first one-man exhibition of religious p aintings in the United States was held at the American Art Galleries in New York† (Richardson 15). Two years later, Tanner was elected a member of the National Academy of Design. In Henry’s later years, he was a symbol of hope and inspiration for African-American leaders and young black artists, many of those African American leaders visited him in Paris. On May 25, 1937, Henry died at his home in Paris.After Henry’s death in Paris, interest in Henry's works lessened significantly. The most renowned of all black artists was rediscovered, largely as a result of a major exhibit in New York, in 1967. Two years later the Smithsonian Institution presented a large reflective that spread far throughout the United States. Although Henry’s art â€Å"Banjo Lesson† is considered a classic work of art, Allthough Henry Ossawa Tanner passed away too soon, he lived a long life of adventure and experience, and his art work will live on forever.