Enron s Culture Project Enron - 1589 Words

Miranda Vehlewald Enron Ethical Culture Project Part 1: Enron’s Culture Enron started out as a dominant culture. Kenneth Lay and Jeffrey Skilling had a vision of how they wanted the company to be and where they wanted it to go. When Lay put Skilling in charge, he made it his mission to hire the best traders, recruiting them from the best schools and other companies. They gave employees corporate rewards like concierge services and a company gym. As the company grew larger, the culture began to take a turn for the worse. Enron demonstrated a few cultural dimensions such as high risk-taking, outcome orientation, and aggressiveness. Skilling established the Performance Review Committee which was an extremely harsh ranking system. It was†¦show more content†¦With the rating system, employees were so paranoid about losing their jobs, that they made any kind of deal they could to post earnings, even if it was only beneficial in short term. They began to turn their backs on each other through increased secrecy and competi tiveness. With mark-to-marketing accounting, Enron created the markets that determined the values of their assets. When Enron signed contracts, they immediately reported their estimated earnings and made up numbers. Skilling and Fastow overestimated asset values so it was more attractive in the market, bringing in more earnings. When Andrew Fastow became in charge of the SPEs, things got more complicated and he began to use them in an unethical manner. He used SPEs for assets that were falling in value so they could be kept off Enron’s books. He began to run controversial SPEs himself, which paid him millions of dollars in management fees. He also went against accounting principles when he increased notes receivable and shareholders’ equity. At the beginning of Enron’s existence, ethics and integrity were important to the company. They had a code of ethics and mentioned integrity as one of their principles of human rights. That began to change when Ken Lay hired Jeff Skilling to be put in charge, who in turn hired Andrew Fastow. Skilling and Fastow were only concerned aboutShow MoreRelatedUniversity of Phoenix Organizational Culture1133 Words   |  5 PagesOrganizational culture can be defined as the system of attitudes, beliefs and values that are collectively expressed in support of organizational structure. Organizational culture is a pattern of shared basic assumptions that dictate the behavior of individuals within an organization. Culture determines which practices are appropriate and which are not, effectively developing standards, guidelines, and expectations for individuals within an organization. Although they work hand in hand, there isRead MoreThe Leadership Styles Of The Executive Staff1383 Words   |  6 Pages â€Å"Was Enron the Work of a Few Bad Men or Dark Shadow of the American Dream?† In August 2000, Enron, an American energy corporation, stock had reached a high of $90.75 per share. However, by November 2001, the price had plummeted to less than a dollar amidst the collapse of one of analysts’ most highly recommended investments. On December 2, 2001, Enron became the largest American corporate bankruptcy to date. The company was deceptive, even fooling Fortune Magazine into naming it â€Å"America’sRead MoreThe Ethics Code Of Enron1586 Words   |  7 PagesEnron’s ethics code Respect, integrity, communication and excellence are the ethics code of Enron. These four aspects have a crucial impact on business ethics. â€Å"Ethics requires respect. One cannot exist without the other. 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Enron is not fully responsible, but it was a large contributor to the collapse of the stock market in the early 2000’s. In the year following the 9/11 hit to our country and economy the DOW lost close to 4500 points; down to 7500 fr om almost 12000, it did gain some back, but considering the greatRead MoreEnrons Ethics Code Of Enron1552 Words   |  7 PagesAbstracts Enron was once one of the largest companies in the world. After many years of using diverse accounting tricks, they finally had to file bankruptcy in December 2001 due to not being able to hide billions in debt. The top 140 executives got paid 680 million in 2001. (CNN Library, 2015). Kenneth Lay as the founder of Enron and Jeffrey Skilling as the chief executive were both convicted in 2006. (Weiss, 2009, p.28). Thousands of workers were left with valueless stock in their pensions whichRead MoreEssay about Enrons Organizational Culture957 Words   |  4 Pagesâ€Å"Enron’s organizational culture† Questions for Discussion 1. Explain how Enrons culture influenced practices outcomes, include advantages and disadvantages Answer: the advantages of Enron’s culture are that they were very aggressive (saying yes to other projects) and unethical (corruption, corners cutting), in that way the company can generate a quick grow. But the disadvantages are very high; they completely lost control of the company because they gave freedom to young andRead MoreRise and Fall of Enron Essay872 Words   |  4 PagesThe rise and fall of Enron is a company that was lead to its own demise by it’s own leadership and ill business decisions. The motivational theories explained from the readings of Organization Behavior can correlate with the failure of Enron’s internal organization. Even though a company may appear to display successful business practices, the influence of leadership through management can ultimately lead the company to fail. Enron’s code of ethics prided itself on four key values; respect, integrityRead MoreENRON and Faudulent Record Keeping Practices1369 Words   |  6 PagesIntroduction Enron went from modestly outperforming the Standard Poor’s 500 in the early 1990’s to drastically outperforming it in 1999 and 2000. In 1999 and 2000, Enron stock increased 56 percent and 87 percent, respectively; compared with to only a 20 percent increase and 10 percent decline for the index during the same years (Healy and Palepu, 3 2003). While these increases were originally attributed to innovation (being rated the most innovative company in America by Fortune), it was later

The No Child Left Behind Act - 869 Words

As far as learning for standardized testing goes there is a federal act involved that plays a role in the educational system and controls how the educational system teaches and tests these students. This act is named, The No Child Left Behind Act. This act makes standardized assessments mandatory for all fifty states. This law serves a purpose to test students in reading and math for grades three through eight. In high school, students are required to test and they are expected to meet or exceed state standards in reading and math. (Elementary and Secondary Education Act) â€Å"The major focus of No Child Left Behind is to close student achievement gaps by providing all children with a fair, equal, and significant opportunity to obtain a high-quality education† (Elementary and Secondary Education Act). But since the early 2000s, has this act kept it promise or has the responsibility of this act been not meeting these standards? When this law was first placed, it was said that this act would make it possible for students in the United States to become proficient in math and reading by the year 2014. (National Council of Churches Committee on Public Education and Literacy) But, does this mean that every student in the U.S. will meet these expectations? The National Council of Churches Committee on Public Education and Literacy does not believe so. â€Å"The No Child Left Behind Act sets an impossibly high bar—that every single student will be proficient in reading and math by 2014. WeShow MoreRelatedNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 fun ding that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words   |  7 Pages Literature Review: Every Student Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of itsRead MoreThe No Child Left Behind Act875 Words   |  4 PagesThe No Child Left Behind Act â€Å"NCLB† was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act â€Å"ESEA† of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academicRead MoreNo Child Left Behind Act1418 Wor ds   |  6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the students haveRead MoreThe No Child Left Behind Act Essay921 Words   |  4 Pagesuccessful at it. (Source 7) Next, the â€Å"No Child left behind Act† it was signed by President George W. Bush and it passed with bipartisan support on Jan. 8, 2002. This Act states that there will be mandated annual testing in the subject reading and math and science. In the grades 3-8 and 10th grade. It shows the Adequate Yearly Progress of each school in the system of the United States. (source 1) The biggest point of this Act is that no child is â€Å"trapped in a failing school† (source 1). That eachRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities†™ school boards. Proponents of the NCLB believed that lax oversightRead MoreThe No Child Left Behind Act1988 Words   |  8 PagesJanuary 8, 2002, George W. Bush signed the No Child Left Behind Act into law (also known as the NCLB). The No Child Left Behind Act was the latest reauthorization of the Elementary and Secondary Education Act of 1965, a federal education bill addressing the nation’s schools. At his signing ceremony, Bush stated, â€Å"There’s no greater challenge than to make sure that every child—and all of us on this stage mean every child, not just a few children—every single child, regardless of where they live, how they’reRead MoreThe No Child Left Behind Act1592 Words   |  7 PagesThe No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic grou ps. Its strategies had a major focus on uplifting test scores in schools, hiring â€Å"highly qualified teachers† and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have causedRead MoreNo Child Left Behind Act1747 Words   |  7 PagesNo Child Left Behind Introduction The No Child Left Behind Act (NALB) was signed into law by the former President of the United States George Walker Bush on the 8th of January 2002. It was a congressional attempt to encourage student achievement through some reforms focused on elementary and secondary education programs in the United States. The NCLB requires that within a decade all students including those with disabilities to perform at a proficient level on their state academic evaluation testsRead MoreThe No Child Left Behind Act1124 Words   |  5 PagesChristian J. Green Dr. Shoulders NCLB and ESSA 28 February 2016 The No Child Left Behind Act (NCLB) was authorized by and signed into law in 2002. NCLB was a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility could

The ways in which ideas were communicated to the audience in War Spectacular Free Essays

We constructed War Spectacular to be an abstract piece made up of a number of unconnected scenes; this structure enabled us to tell numerous different stories, all with their own message. We realised early in the devising process that in order to keep this piece objective we would have to keep all of the scenes and settings non-specific, if we used the real names of locations, religions or people it may have caused offence to the audience, thus drawing away from our message. There were many different messages we wanted to convey to the audience; however there was one theme which ran throughout the piece, ultimately connecting the disjointed scenes; we were showing the different ‘faces of war’. We will write a custom essay sample on The ways in which ideas were communicated to the audience in War Spectacular or any similar topic only for you Order Now The first ‘face of war’ which we wanted to show was the human element of war. The original concept for the play was to show the affect of a conflict upon two families, show their struggle, and ultimately their collapse. Although this concept was scrapped the themes were kept for use during War Spectacular. You can read also Audience Adaptation Paper If we were to show the human and emotional side of war it was obvious that we needed to use a group of ‘real’ characters (opposed to the more abstract characters which would use throughout the play which would lack exposition and depth) who would open up to one another and show their hatred for the conflict. We constructed a scene with three soldiers who had been split from their unit and were forced to take shelter from the enemy in a bomb crater. My character was bitter and angry with my superior who, with his little leadership experience had got them no closer to safety. With talk of home and arguments together the two showed their insecurities and ultimately their fear. In this scene home was constructed to be the place which was away from this conflict, it is ‘safe, it’s warm†¦ and dry’. However, in the scene ‘War spectacular’ this ideal of home was destroyed. The execution of a man within his own house was used to show that war is now not just on the battlefields but in our streets and homes. This intrusion of safety was not just meant literally but metaphorically too – with modern media we are spared no detail of a conflict; past generations believed that their ‘brave boys’ were safe and doing the good of the country, now the truth is only too evident. At the beginning of the devising process I was very keen to have a subtext of media manipulation throughout the play; this was achieved through two scenes. First I wanted to make the ironic point about the hypocrisy of a news report (‘War Spectacular’ by Kate Adie) which compares a missile launch to a fireworks display, and then attempts to convey the reporters concern for the human suffering of mugged refugees. Reciting this piece while playing Holst’s Saturn, an eerie classical track gave the reading a strange poetic nature which a war report really shouldn’t have. This recital was made DSR, whilst a soldier robbed a dead body CS; this abstract staging was used to show the reporters obliviousness to the events which were actually happening around her. With these juxtapositions, the article lost all the sincerity with which it may have be written; showing how easy it is to both overlook the true meaning of news we are being provided with, and how what we are being shown with can never be the full story, and just the observations of one person. The second scene showing our media subtext was our most complex, both to construct and to perform. Set in a Middle Eastern bar we meet three journalists, Danny Richards, Kate Stevens and Malcolm Grey – Danny and Kate are both shown as rookies and Malcolm the veteran. A number of flashbacks are used throughout the scene as a means of exposition for each of the characters but also showing their different journalistic styles. Half way through the journalist scene we cut to Kate standing DSR reporting from the aftermath of a missile attack. We see her emotional report which describes a graphic and horrific scene. When her report is finished she asks the cameraman ‘brutal enough? ‘ – again showing the hypocrisy of the so-called emotionally attached reporter. Continuing in the bar Malcolm questions Danny’s integrity, calling him a ‘Two-bit rookie’ in response to this the audience is shown an interview between Danny, an interpreter and a woman living in a village which has been raided by American troops. This scene was used to show how drastically information can become. Statements coming from the village woman, through the interpreter and then to Danny are changed ‘Chinese whispers’ style until their meaning has been completely lost. For example, the word ‘Americans’ is changed to ‘military’ and then to ‘militants’. We ensured that it was the interpreter which made the most drastic mistakes, showing that it was not Danny who was at fault, and that this corruption of the truth could happen even to the most professional reporters. So to contrast this media orientated aspect of war we wanted to show a side of war that has very little understanding to it; the new warfare of fanaticism and blind allegiance. However much research we did for these roles it was always impossible to collect information which was objective as everything that we had collected was opinionated and not factual. With this stigma in mind, I felt that it was important to work with the theme of connection between all human beings which had been established in the opening scene as it would have been easy to just cast the characters in this section as inhuman, and so we worked to show the audience familiarities with these characters that they otherwise would have trouble connecting with. With the child soldier it was the shock of his revealed age which worked to remind the audience that the ‘inhuman’ soldier was still a small boy, and as the audience was made up of students and parents we felt that this would force them to think of children close to them. Similarly, the suicide bomber, whilst fanatical, still showed very human traits. He had thoughts of his family, performed this act because he believed that he was right and ‘just’, and ultimately showed fear. In contrast to this very new attitude to war we wanted to depict a very old fashioned warfare which looking back on it is now highly comical. The ‘new generation’ of weaponry was presented to the audience in the form of a ‘1950’s style’ advert. The main purpose for this scene was to provide the audience with a comic relief from the seriousness of the play. However, whilst this was an opportunity to relax placing this scene previous to the suicide bomber scene it to show a drastic change in attitude to warfare, whilst the character of the advert believed that that their weapons would drive the empire into the 20th century, the suicide bomber represents a very modern and much more dangerous enemy; one which does not have a flag or country, but just a cause and the will to cause destruction. The piece was concluded with the recital of the poem, ‘All things are connected’ which we quoted for the opening sequence. With lines such as ‘Man did not weave the web of life, he is merely a strand in it’ it worked well to convey our themes of unison as a race – although the hope of total peace is a fantasy, it is the theme which ultimately runs throughout the whole of the piece. How to cite The ways in which ideas were communicated to the audience in War Spectacular, Essays

Pablo Picasso Analysis Essay Example For Students

Pablo Picasso Analysis Essay Picasso, Pablo Ruiz y (1881-1973), Spanish painter and sculptor, is consideredone of the greatest artist of the 20th century. He was a inventor of forms,innovator of styles and techniques, a master of various media, and one of themost prolific artists in history. He created more than 20,000 works. Trainingand Early Work Picasso was Born in Mlaga on October 25, 1881, he was the sonof Jos Ruiz Blasco, an art teacher, and Mara Picasso y Lopez. Until 1898 healways used his fathers name, Ruiz, and his mothers maiden name, Picasso, tosign his pictures. After about 1901 he dropped Ruiz and used his mothersmaiden name to sign his pictures. At the age of 10 he made his first paintings,and at 15 he performed brilliantly on the entrance examinations to BarcelonasSchool of Fine Arts. His large academic canvas Science and Charity (1897,Picasso Museum, Barcelona), depicting a doctor, a nun, and a child at a sickwomans bedside, won a gold medal. Blue Period Between 1900 and 1902, Picassomade three trips to Paris, finally settling there in 1904. He found the citysbohemian street life fascinating, and his pictures of people in dance halls andcafs show how he learned the postimpressionism of the French painter PaulGauguin and the symbolist painters called the Nabis. The themes of the Frenchpainters Edgar Degas and Henri de Toulouse-Lautrec, as well as the style of thelatter, exerted the strongest influence. Picassos Blue Room (1901, PhillipsCollection, Washington, D.C.) reflects the work of both these painters and, atthe same time, shows his evolution toward the Blue Period, so called becausevarious shades of blue dominated his work for the next few years. Expressinghuman misery, the paintings portray blind figures, beggars, alcoholics, andprostitutes, their somewhat elongated bodies reminiscent of works by the Spanishartist El Greco. Rose Period Shortly after settling in Paris in a shabbybuilding known as the Bateau-Lavoir (laundry barge, which it resembled),Picasso met Fernande Olivier, the first of many companions to influence thetheme, style, and mood of his work. With this happy relationship, Picassochanged his palette to pinks and reds; the years 1904 and 1905 are thus calledthe Rose Period. Many of his subjects were drawn from the circus, which hevisited several times a week; one such painting is Family of Saltimbanques(1905, National Gallery, Washington, D.C. ). In the figure of the harlequin,Picasso represented his alter ego, a practice he repeated in later works aswell. Dating from his first decade in Paris are friendships with the poet MaxJacob, the writer Guillaume Apollinaire, the art dealers Ambroise Vollard andDaniel Henry Kahnweiler, and the American expatriate writers Gertrude Stein andher brother Leo, who were his first important patrons; Picasso did portraits ofthem all. Protocubism In the summer of 1906, during Picassos stay in Gsol,Spain, his work entered a new phase, marked by the influence of Greek, Iberian,and African art. His celebrated portrait of Gertrude Stein (1905-1906,Metropolitan Museum of Art, New York City) reveals a masklike treatment of herface. The key work of this early period, however, is Les demoiselles dAvignon(1907, Museum of Modern Art, New York City), so radical in styleits picturesurface resembling fractured glassthat it was not even understood bycontemporary avant-garde painters and critics. Destroyed were spatial depth andthe ideal form of the female nude, which Picasso restructured into harsh,angular planes. CubismAnalytic and Synthetic Inspired by the volumetrictreatment of form by the French postimpressionist artist Paul Czanne, Picassoand the French artist Georges Braque painted landscapes in 1908 in a style laterdescribed by a critic as being made of little cubes, thus leading to theterm cubism. .u4ac3a7c621f50c2a256dc17e76c5ce97 , .u4ac3a7c621f50c2a256dc17e76c5ce97 .postImageUrl , .u4ac3a7c621f50c2a256dc17e76c5ce97 .centered-text-area { min-height: 80px; position: relative; } .u4ac3a7c621f50c2a256dc17e76c5ce97 , .u4ac3a7c621f50c2a256dc17e76c5ce97:hover , .u4ac3a7c621f50c2a256dc17e76c5ce97:visited , .u4ac3a7c621f50c2a256dc17e76c5ce97:active { border:0!important; } .u4ac3a7c621f50c2a256dc17e76c5ce97 .clearfix:after { content: ""; display: table; clear: both; } .u4ac3a7c621f50c2a256dc17e76c5ce97 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4ac3a7c621f50c2a256dc17e76c5ce97:active , .u4ac3a7c621f50c2a256dc17e76c5ce97:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4ac3a7c621f50c2a256dc17e76c5ce97 .centered-text-area { width: 100%; position: relative ; } .u4ac3a7c621f50c2a256dc17e76c5ce97 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4ac3a7c621f50c2a256dc17e76c5ce97 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4ac3a7c621f50c2a256dc17e76c5ce97 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4ac3a7c621f50c2a256dc17e76c5ce97:hover .ctaButton { background-color: #34495E!important; } .u4ac3a7c621f50c2a256dc17e76c5ce97 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4ac3a7c621f50c2a256dc17e76c5ce97 .u4ac3a7c621f50c2a256dc17e76c5ce97-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4ac3a7c621f50c2a256dc17e76c5ce97:after { content: ""; display: block; clear: both; } READ: Romeo and Juliet by William Shakespeare and Antigone by Sophocles Essay Some of their paintings are so similar that it is difficult to tellthem apart. Working together between 1908 and 1911, they were concerned withbreaking down and analyzing form, and together they developed the first phase ofcubism, known as analytic cubism. Monochromatic color schemes were favored intheir depictions of radically fragmented motifs, whose several sides were shownsimultaneously. Picassos favorite subjects were musical instruments, still-lifeobjects, and his friends; one famous portrait is Daniel Henry Kahnweiler (1910,Art Institute of Chicago). In 1912, pasting paper and a piece of oilcloth to thecanvas and combining these with painted areas, Picasso created his firstcollage, Still Life with Chair Caning (Muse Picasso, Paris). This techniquemarked a transition to synthetic cubism. This second phase of cubism is moredecorative, and color plays a major role, although shapes remain fragmented andflat. Picasso was to practice synthetic cubism throughout his career, but by nomeans exclusively. Two works of 1915 demonstrate his simultaneous work indifferent styles: Harlequin (Museum of Modern Art) is a synthetic cubistpainting, whereas a drawing of his dealer, Vollard, now in the MetropolitanMuseum, is executed in his Ingresque style, so called because of itsdraftsmanship, emulating that of the 19th-century French neoclassical artistJean-August-Dominique Ingres. Cubist Sculpture Picasso created cubist sculpturesas well as paintings. The bronze bust Fernande Olivier (also called Head of aWoman, 1909, Museum of Modern Art) shows his consummate skill in handlingthree-dimensional form. He also made constructionssuch as Mandolin andClarinet (1914, Muse Picasso)from odds and ends of wood, metal, paper, andnonartistic materials, in which he explored the spatial hypotheses of cubistpainting. His Glass of Absinthe (1914, Museum of Modern Art), combining a silversugar strainer with a painted bronze sculpture, anticipates his much laterfound object creations, such as Baboon and Young (1951, Museum of ModernArt), as well as pop art objects of the 1960s. Realist and Surrealist WorksDuring World War I (1914-1918), Picasso went to Rome, working as a designer withSergey Diaghilev and the Ballets Russes. He met and married the dancer OlgaKoklova. In a realist style, Picasso made several portraits of her around 1917,of their son (for example, Paulo as Harlequin; 1924, Muse Picasso), and ofnumerous friends. In the early 1920s he did tranquil, neoclassical pictures ofheavy, sculpturesque figures, an example being Three Women at the Spring (1921,Museum of Modern Art), and works inspired by mythology, such as The Pipes of Pan(1923, Muse Picasso). At the same time, Picasso also created strange picturesof small-headed bathers and violent convulsive portraits of women which areoften taken to indicate the tension he experienced in his marriage. Although hestated he was not a surrealist, many of his pictures have a surreal anddisturbing quality, as in Sleeping Woman in Armchair (1927, Private Collection,Brussel) and Seated Bather (1930, Museum of Modern Art). Paintings of the Early1930s Several cubist paintings of the early 1930s, stressing harmonious,curvilinear lines and expressing an underlying eroticism, reflect Picassospleasure with his newest love, Marie Thrse Walter, who gave birth to theirdaughter Maa in 1935. Marie Thrse, frequently portrayed sleeping, also wasthe model for the famous Girl Before a Mirror (1932, Museum of Modern Art). In1935 Picasso made the etching Minotauromachy, a major work combining hisminotaur and bullfight themes; in it the disemboweled horse, as well as thebull, prefigure the imagery of Guernica, a mural often called the most importantsingle work of the 20th century. Throughout Picassos lifetime, his work wasexhibited on countless occasions, in many different places. Most unusual,however, was the 1971 exhibition at the Louvre, in Paris, honoring him on his90th birthday; until then, living artists had not been shown there. .u2edcb46a9de17df2bb68782d3a8c97c1 , .u2edcb46a9de17df2bb68782d3a8c97c1 .postImageUrl , .u2edcb46a9de17df2bb68782d3a8c97c1 .centered-text-area { min-height: 80px; position: relative; } .u2edcb46a9de17df2bb68782d3a8c97c1 , .u2edcb46a9de17df2bb68782d3a8c97c1:hover , .u2edcb46a9de17df2bb68782d3a8c97c1:visited , .u2edcb46a9de17df2bb68782d3a8c97c1:active { border:0!important; } .u2edcb46a9de17df2bb68782d3a8c97c1 .clearfix:after { content: ""; display: table; clear: both; } .u2edcb46a9de17df2bb68782d3a8c97c1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2edcb46a9de17df2bb68782d3a8c97c1:active , .u2edcb46a9de17df2bb68782d3a8c97c1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2edcb46a9de17df2bb68782d3a8c97c1 .centered-text-area { width: 100%; position: relative ; } .u2edcb46a9de17df2bb68782d3a8c97c1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2edcb46a9de17df2bb68782d3a8c97c1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2edcb46a9de17df2bb68782d3a8c97c1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2edcb46a9de17df2bb68782d3a8c97c1:hover .ctaButton { background-color: #34495E!important; } .u2edcb46a9de17df2bb68782d3a8c97c1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2edcb46a9de17df2bb68782d3a8c97c1 .u2edcb46a9de17df2bb68782d3a8c97c1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2edcb46a9de17df2bb68782d3a8c97c1:after { content: ""; display: block; clear: both; } READ: Police Brutality Essay In 1980 amajor retrospective showing of his work was held at the Museum of Modern Art inNew York City. Picasso died in his villa Notre-Dame-de-Vie near Mougins on April8, 1973.Arts and Painting