Lab report on enzyme activity. Essay Example

Lab report on catalyst movement. Exposition Example Lab report on catalyst movement. Paper Lab report on catalyst movement. Paper The reactant a catalyst follows up on is alluded to the compounds substrate. The catalyst will consolidate with or to its substrate. While the two are joined, the substrate is changed over to its item by reactant activity of the protein. There is a functioning site of the protein particle which is a limited district that really appends to the substrate. Typically the dynamic site is shaped by just a couple of the chemicals amino acids, the rest is only the structure that strengthens the dynamic site. In an enzymatic response, the substrate enters the dynamic site at that point is held set up by feeble securities. Presently the compound accomplishes its work and first changes shape so it can clutch the substrate. Next the substrate is changed to its item, the item is discharged and the chemicals dynamic site is prepared and sitting tight for another atom of substrate. Amylase is a compound in human salivation and in different living beings and its substrate is starch. At the point when the dynamic site of amylase ties with the starch, hydrolysis happens. At the point when the hydrolysis (the breaking of a concoction bond with the addition of the particles of a water atom) of starch is finished you are left with a saccharine called maltose. Chemicals are important for metabolic responses, the inquiry present is thisdo differences of temperature, pH, substrate and protein focus influence the pace of response? Strategy To get ready for the analysis the accompanying gear was gathered: a spot plate, a test tube with amylase and starch in it, a Pasteur pipette, and iodine. The spot plate was marked in time stretches every two minutes separated. A drop of iodine was set in all aspects of the spot plate. This will exhibit to what extent it takes the amylase to hydrology the starch. Utilizing the pipette, a drop or two of the amylase/starch blend was set in one circle containing iodine on the spot plate. In the event that the iodine turned blue, the hydrolysis is inadequate and the test was rehashed at brief stretches. On the off chance that it remains the shade of iodine the response is finished. The time that slipped by from the earliest starting point of the response is noted. To test the effect of temperature contrasts on the response 4 test tubes with a starch/amylase blend were marked at various degrees C. C, ICC, ICC, ICC. The test tubes were inundated in 4 water showers that were at the temperature prattled on the test tubes. The test tubes were left submerged for 10 minutes. The system noted above with iodine was followed for each test tube and the outcomes recorded. To test the impact of pH on the pace of hydrolysis 4 cradled arrangements of pH 1. 0, 3. 0,7. 0 and 10. 0 were readied . 4 test tubes were marked with the distinctive pH levels. The suitable support arrangement was added to each test tube. Next . 5 ml of amylase was added to each test tube. The test tubes were stopped and rearranged to blend the substance. Starting with the test tube with most minimal pH, 10 ml of starch as added to each cylinder. The cylinders were again stopped and reversed to blend the substance. Again the strategy with the iodine was followed and the outcomes archived. To test the impact substrate has on the pace of hydrolysis 4 test tubes were named with the accompanying substrate weakenings: half, 25%, 10% and 5%. In the 4 test tubes, the accompanying starch arrangements were readied: Dilution Starch Water Ion-II Ion-II ml 5% Mil ml . 1 ml of amylase was added to each test tube and the method with the iodine was followed and the outcomes reported. To test the impact of compound focus on hydrolysis, 4 test tubes were marked with the accompanying protein weakenings: 5%, 2. 5%, 1%, . 5%. In the 4 test tubes, the accompanying protein arrangements were readied: Dilution Amylase Water 5% 2. Mm 0. Ml 2. 5% I. Mol I. Mol 1% . Ml 1. Ml . Mi 1. Ml Then ml of starch to each cylinder, the method with the iodine was followed and the outcomes archived. RESULTS Upon the finish of the test, it was resolved that fluctuations of temperature, pH, substrate and protein fixation affected the pace of he response. Not quite the same as what an individual may think, the pace of response was longer with the colder temperature and the most noteworthy temperature. The rate if response abbreviated with the center temperatures of 24 and 40 degrees C. In the trial of the pH differences, again the outcomes indicated the longest pace of response in the most elevated and least pH levels. The pace of response diminished when the pH level changed from 3. 0 to 7. 0. The substrate focus fluctuations indicated a consistent increment in the pace of response corresponding to increment of fixation. The protein fixation demonstrated a consistent diminishing in the pace of response comparable to expanded focus. Every single crude datum is expressed in diagrams toward the finish of this report. End It was affirmed in this investigation that adjustments in the earth like temperature, pH levels, substrate and catalyst fixations effected the pace of response. It should be obvious that the substrate and chemical focus levels would impact the pace of response the was they did as it was noted in the introduction of the paper the job every last one of these plays in the response procedure.

The Manipulative Sirens and Their Victims in Margaret Atwoods Siren So

The Manipulative Sirens and Their Victims in Margaret Atwood's Siren Song In Homer's Odyssey, the Sirens are legendary animals whose captivating voices draw mariners to their demises. These ladies have intrigued individuals since the time Homer sung the lines of his epic, rousing craftsmen of numerous kinds from oil works of art to films. In her sonnet Alarm Song, Margaret Atwood re-imagines the Sirens to draw an examination between the legends and present day life. Atwood depicts men as survivors of Alarms (ladies) by making her perusers the people in question. Atwood starts her sonnet with the speaker strangely presenting a mystery. Addressing her crowd, the Siren- - whose job is played, in actuality, by ladies and resembled by writers - stands out promptly with her drawing expressions and jargon: This is the one tune everybody/might want to learn: the tune/that is irresistible... (1-3). Indeed, even with alarm shouting, Notice! Risk! the noisy ringing serves just to get more notification. Perusers react with enthusiasm, needing to hear this melody and asking why it is overwhelming (3). Atwood utilizes colons in this first refrain as her instrument for maneuvering perusers into her story. Her colons allude to the disclosure of this extraordinary mystery; perusers must peruse on to find it. As opposed to halting unexpectedly, Atwood conveys her idea to the subsequent refrain by starting it with a lower case letter. Anyway the speaker doesn't proceed with that idea by confessing to the mystery immediately as the peruser would anticipate. Rather Atwood gives the speaker an enchanting voice through her portrayal of the perplexing intensity of the Siren tune. The speaker prods perusers with proof of its quality that powers men/to jump over the edge (4-5), plunging to their demises. ... ...t works inevitably (27). In Alarm Song, Atwood plays off the legendary thought that Sirens tempt their casualties so as to exhibit the equivalent manipulative inclinations in ladies and artists ladies allure men; writers lure their perusers. She demonstrates her hypothesis by practicing it and catching her perusers in her own sonnet. Her painstakingly created language shapes a snare for her perusers, exhibiting verse's intensely enchanting nature. Perusers become enchanted in her story, and, in the wake of confronting passing as the Siren's (Atwood's) casualties, her perusers concur this is the melody/that is irresistible... (2-3) and it works without fail (27). Works Cited Hamilton, Edith. Folklore: Timeless Tales of Gods and Heroes. New York: Mentor, 1990. VanSpanckeren, Kathryn and Jan Garden Castro. Margaret Atwood: Vision and Forms. Carbondale: Southern Illinois University Press, 1988.

Career Services Recruiters Guide COLUMBIA UNIVERSITY - SIPA Admissions Blog

Career Services Recruiters Guide COLUMBIA UNIVERSITY - SIPA Admissions Blog When describing SIPA to prospective applicants I will often say that SIPA is not an employment agency, however it is our job as a school to produce graduates that are prized in the policy marketplace.   Our curriculum is designed to equip graduates with the tools and skills that are desired by organizations in all sectors public, private, and nonprofit. The Office of Career Services (OCS) plays an important part in the development of our students.   OCS is responsible for running our professional development classes and assists students with resume and cover letter writing along with interview training. The OCS mission extends beyond student development and includes extensive outreach to employers.   This includes site visits to employers, setting up recruitment opportunities at SIPA, hosting an annual career conference in Washington DC, and posting internships and jobs available to SIPA students and alumni. Newly admitted students will have the opportunity to begin working with OCS during orientation.   As a short preview of the outreach that OCS performs, click here to view the OCS Recruiters Guide (PDF document).

2-Minute Mixer Classroom Ice Breaker Game for Adults

You may have heard of 8-minute dating or speed dating, where 100 people meet for an evening full of 8-minute dates. Each person talks to someone for 8 minutes and then move on to the next person. Eight minutes is a long time in the classroom, so we’ll call this ice breaker a 2-minute mixer. Ice breakers facilitate group participation, so theyre a great way to get people interested in an event or activity, relax, open up and mingle. Ideal Size for a Classroom Ice Breaker This is a great mixer for large groups, especially if you dont require that everyone talks to everyone. Use this game for Introductions in the classroom or at a meeting, especially when you have space enough to move around. Time Needed Plan on 30 minutes or more, depending on the size of the group. Ice Breaker Materials Grab a clock, watch and a whistle or some other noise maker. You can also provide canned questions if you want, but it’s not necessary. Adults rarely have trouble making conversation on their own! Instructions Ask people to get up, pair up, and chat for 2 minutes with each other about whatever interests them. You’ll be the timer. When 2 minutes are up, blow your whistle or make some other sound loud enough for everyone to hear. When they hear your signal, everyone must find a new partner and chat for the next 2 minutes. If you have flexibility, allow enough time for everyone to have 2 minutes with every other person. If youre using this game at the beginning of a course or meeting, combine it with introductions. After the mixer, ask each person to give his or her name and share something interesting they learned from someone else during the mixer. Ice Breaker for Test Prep A 2-Minute Mixer is also a great way to prep for a test. To use the ice breaker for test prep, prepare note cards with a test question written on each card and distribute to students. While mixing, students can ask each other their questions and then move on when time is up. One of the benefits of this exercise is that research shows studying in various locations helps students remember better. Chances are good that students will remember who they discussed a question with during the 2-minute mixer and recall the correct answer during the test. Ice Breaker Debriefing This mixer doesn’t require debriefing unless you hear surprising anecdotes that relate to your topic. Ice Breaker Charades Separate everyone into small teams and ask one volunteer from each group come up and take a piece of paper from a bowl that contains names of books or movies. When you say â€Å"Go,† the person begins  acting the phrase or other hints to help their team guess the name. The actor is not allowed to talk during the game, and isnt allowed to make any gestures that give away letters. The first team that guesses the title correctly within 2 minutes wins one point for their team.

Essay on Locke vs Marx - 1181 Words

Karl Marx and John Locke both formulated philosophical theories that worked to convince people of their rights to freedom and power; however, they had conflicting viewpoints on the idea of private property. Locke felt that property belonged to whoever put their labor into it, and one could accumulate as much property as he or she wants (692). Marx, however, considered the private property of the select few who possessed it to be the product of the exploitation of the working class (1118). Personally, I believe that Locke’s conception of private property is more convincing than Marx’s point of view. In Locke’s Second Treatise of Government, he defines his view of private property. He states that the earth belongs to all men in common,†¦show more content†¦Locke argues that since money has little value besides for the value that men give it, men, by accepting the use of money, have â€Å"agreed to a disproportionate and unequal passion of the earth, they have, by a tacit and voluntary consent, found a way how a man may fairly possess more land than he himself can use the product of† (698). Locke places high value on property. He says that human beings are born with a natural right to preserve their own property, that is, their life, liberty, and estate. He also says that the preservation of property is the number one reason people enter into a civil society. A civil society is there to protect the natural rights of humans, which is the preservation of their private property (707). According to Marx, â€Å"bourgeois private property is the final and most complete expression of the system of producing and appropriating products, that is based on class antagonisms, on the exploitation of the few by the many† (Manifesto of the Communist Party 1118). He says that the validity of private property is presupposed in a capitalist economy. However, a capitalist economy actually splits human beings into two classes: the bourgeoisie, or the proprietors, and the proletariat, or the wage-laborers. Marx also says bourgeois private property is created because of the alienation of the wage-laborers. He says that one way that the wage-laborers are alienated is from their product of their labor, since theShow MoreRelatedMarx Vs. Locke1476 Words   |  6 Pagesï » ¿Marx vs. Locke Work is something we do on a regular basis, it’s what gets us through our day and makes us who we are. In class, we discussed two authors who had a viewpoint on the idea of work. Rousseau and Marx express their opinions of the theory of work in their own writings. In Karl Marx’s reading called The Communist Manifesto he explains the differences and similarities between the bourgeoisie and the proletariat people. In Rousseau’s reading called Discourse on the Origins of InequalityRead MoreLocke vs. Marx: Views on Property Rights1466 Words   |  6 PagesJohn Locke and Karl Marx, two of the most renowned political philosophers, had many contrasting views when it came the field of political philosophy. Most notably, private property rights ranked high among the plethora of disparities between these two individuals. The main issue at hand was whether or not private property was a natural right. Locke firmly believed that private property was an inherent right, wherea s Marx argued otherwise. This essay will examine the views of both Locke and Marx onRead MoreHobbes Vs. Marx On Government s First Duty1038 Words   |  5 PagesHurless Mrs. Sauter World History – Block G 15 December 2014 Topic #1 – Hobbes vs. Locke vs. Marx â€Å"Government’s first duty is to protect the people, not run their lives,† said Ronald Reagan. Some political philosophies like John Locke would agree to this statement, while other, like Thomas Hobbes would not, and some will both agree and disagree, like Karl Marx. You will come to learn why the â€Å"social contract† of John Locke is the best through the review of all three philosophers main ideas on governmentRead MoreInternational Law Regulates The Law And Rules Between Multiple States1500 Words   |  6 Pagesindividuals and does not involve the state. It aims to right all wrongs with outcomes commonly linked to compensation. Criminal law is someone causing an offence against the state. The defendant is brought to the court in the name of the crown (Regina vs x). 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All seems to be well other than the normal husband vs. in law rivalry, some may say that portrayal of life seems reasonable. What we find out as the film progresses is that the problems within these couples goes deeper than the traditional family feud. The main character Judah is having an affair withRead MoreThe Philosophy Of Human Nature1534 Words   |  7 Pagesessentially good, under the idealistic doctrines of Confucius and Mencius. In the West, however, many scholars, most notably including John Locke and Thomas Hobbes, suggested that the innate human condition was selfish and competitive. French philosopher, Rene Descartes expanded on Plato’s ideas by construing people as â€Å"thinking spirits†, while German philosopher, Karl Marx, implied that human nature was all about social relations, and could be best observed via the progression of history. Religion alsoRead MoreAn Essay on Social Contract Theory3139 Words   |  13 Pagesviolation would signify a problematic attempt to return to the state of nature. It has been often noted, indeed, that social contract theories relied on a specific anthropological conception of man as either good or evil. Thomas Hobbes (1651), John Locke (1689) and Jean-Jacques Rousseau (1762) are the most famous philosophers of contractarianism, which is the theoretical groundwork of democracy. It is also one of a few competing theoretical groundworks of liberalism, but Rousseaus social contractRead MoreAn Essay on Social Contract Theory3151 Words   |  13 Pagesviolation would signify a problematic attempt to return to the state of nature. It has been often noted, indeed, that social contract theories relied on a specific anthropological conception of man as either good or evil. Thomas Hobbes (1651), John Locke (1689) and Jean-Jacques Rousseau (1762) are the most famous philosophers of contractari anism, which is the theoretical groundwork of democracy. It is also one of a few competing theoretical groundworks of liberalism, but Rousseaus social contract

Chinua Achebe s Things Fall Apart - 1808 Words

What effects can fear have on a person? And how can these effects influence that person? Fear is defined in the Oxford dictionary as ‘an unpleasant emotion caused by the threat of danger, pain or harm’. The tragic novel â€Å"Things Fall Apart†, written by the renowned Nigerian author, Chinua Achebe, is an incredibly influential text. The novel is also an example of how fear can be utilised as an approach to characterisation. Achebe composed his novel in a manner, which portrays a complex and dynamic community to represent Nigerian cultures to a western audience. Achebe was able to attain this through the Ibo communities and the main character Okonkwo. In the beginning of the novel, Okonkwo is represented as a man of pride, success, and hard†¦show more content†¦These aspects will be explored further, during this presentation. Firstly, Okonkwo’s fear of being akin to his father plays a major role in characterising Okonkwo. This fear, in particular, is one of the earliest, in-depth portrayals of what motivates Okonkwo’s hard working nature and determination. Okonkwo’s distaste for his father, or men akin to his father, is first revealed in the characterisation of his father, Unoka. The quote: â€Å"He had no patience for unsuccessful men. He had no patience for his father† (ch1, pg3) shows the comparison of Okonkwo’s father to an unsuccessful man. This comparison allows the reader to infer that the Unoka held traits, such as inertia, and idleness, which made him unproductive. This is built upon further with the quote: â€Å"Perhaps down in his heart Okonkwo was not a cruel man. But his whole life was dominated by fear, the fear of failure and of weakness... It was the fear of himself, lest he should be found to resemble his father†¦ And so Okonkwo was ruled by one pa ssion – to hate everything that his father Unoka had loved. One of those things was gentleness and another was idleness.† (Ch2, pg 12). This use of direct characterisation to portray Okonkwo’s father reveals what Okonkwo is afraid of becoming by describing the attitudes displayed by Unoka that Okonkwo, therefore, avidly tries to avoid. This allows the reader to infer a reason for

Pablo Picasso Essay Summary Example For Students

Pablo Picasso Essay Summary Pablo PicassoPicasso, Pablo Ruiz y (1881-1973), Spanish painter and sculptor, is considered one 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 the most prolific artists in history. He created more than 20,000 works. Training and Early Work Picasso was Born in Mlaga on October 25, 1881, he was the son of Jos Ruiz Blasco, an art teacher, and Mara Picasso y Lopez. Until 1898 he always used his fathers name, Ruiz, and his mothers maiden name, Picasso, to sign his pictures. After about 1901 he dropped Ruiz and used his mothers maiden 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 Barcelonas School of Fine Arts. His large academic canvas Science and Charity (1897, Picasso Museum, Barcelona), depicting a doctor, a nun, and a child at a sick womans bedside, won a gold medal. Blue Period Between 1900 and 1902, Picasso made three trips to Paris, finally settling there in 1904. He found the citys bohemian street life fascinating, and his pictures of people in dance halls and cafs show how he learned the postimpressionism of the French painter Paul Gauguin and the symbolist painters called the Nabis. The themes of the French painters Edgar Degas and Henri de Toulouse-Lautrec, as well as the style of the latter, exerted the strongest influence. Picassos Blue Room (1901, Phillips Collection, Washington, D.C.) reflects the work of both these painters and, at the same time, shows his evolution toward the Blue Period, so called because various shades of blue dominated his work for the next few years. Expressing human misery, the paintings portray blind figures, beggars, alcoholics, and prostitutes, their somewhat elongated bodies reminiscent of works by the Spanish artist El Greco. Rose Period Shortly after settling in Paris in a shabby building known as the Bateau-Lavoir (laundry barge, which it resembled), Picasso met Fernande Olivier, the first of many companions to influence the theme, style, and mood of his work. With this happy relationship, Picasso changed his palette to pinks and reds; the years 1904 and 1905 are thus called the Rose Period. Many of his subjects were drawn from the circus, which he visited 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 as well. Dating from his first decade in Paris are friendships with the poet Max Jacob, the writer Guillaume Apollinaire, the art dealers Ambroise Vollard and Daniel Henry Kahnweiler, and the American expatriate writers Gertrude Stein and her brother Leo, who were his first important patrons; Picasso did portraits of them 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 her face. The key work of this early period, however, is Les demoiselles dAvignon (1907, Museum of Modern Art, New York City), so radical in styleits picture surface resembling fractured glassthat it was not even understood by contemporary avant-garde painters and critics. Destroyed were spatial depth and the ideal form of the female nude, which Picasso restructured into harsh, angular planes. CubismAnalytic and Synthetic Inspired by the volumetric treatment of form by the French postimpressionist artist Paul Czanne, Picasso and the French artist Georges Braque painted landscapes in 1908 in a style later described by a critic as being made of little cubes, thus leading to the term cubism. Some of their paintings are so similar that it is difficult to tell them apart. Working together between 1908 and 1911, they were concerned with breaking down and analyzing form, and together they developed the first phase of cubism, known as analytic cubism. Monochromatic color schemes were favored in their depictions of radically fragmented motifs, whose several sides were shown simultaneously. Picassos favorite subjects were musical instruments, still-life objects, 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 the canvas and combining these with painted areas, Picasso created his first collage, Still Life with Chair Caning (Muse Picasso, Paris). This technique marked a transition to synthetic cubism. This second phase of cubism is more decorative, and color plays a major role, although shapes remain fragmented and flat. Picasso was to practice synthetic cubism throughout his career, but by no means exclusively. Two works of 1915 demonstrate his simultaneous work in different styles: Harlequin (Museum of Modern Art) is a synthetic cubist painting, whereas a drawing of his dealer, Vollard, now in the Metropolitan Museum, is executed in his Ingresque style, so called because of its draftsmanship, emulating that of the 19th-century French neoclassical artist Jean-August-Dominique Ingres. .u737cb058f80c6fe2a8aa93bcfcc417a2 , .u737cb058f80c6fe2a8aa93bcfcc417a2 .postImageUrl , .u737cb058f80c6fe2a8aa93bcfcc417a2 .centered-text-area { min-height: 80px; position: relative; } .u737cb058f80c6fe2a8aa93bcfcc417a2 , .u737cb058f80c6fe2a8aa93bcfcc417a2:hover , .u737cb058f80c6fe2a8aa93bcfcc417a2:visited , .u737cb058f80c6fe2a8aa93bcfcc417a2:active { border:0!important; } .u737cb058f80c6fe2a8aa93bcfcc417a2 .clearfix:after { content: ""; display: table; clear: both; } .u737cb058f80c6fe2a8aa93bcfcc417a2 { 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; } .u737cb058f80c6fe2a8aa93bcfcc417a2:active , .u737cb058f80c6fe2a8aa93bcfcc417a2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u737cb058f80c6fe2a8aa93bcfcc417a2 .centered-text-area { width: 100%; position: relative ; } .u737cb058f80c6fe2a8aa93bcfcc417a2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u737cb058f80c6fe2a8aa93bcfcc417a2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u737cb058f80c6fe2a8aa93bcfcc417a2 .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; } .u737cb058f80c6fe2a8aa93bcfcc417a2:hover .ctaButton { background-color: #34495E!important; } .u737cb058f80c6fe2a8aa93bcfcc417a2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u737cb058f80c6fe2a8aa93bcfcc417a2 .u737cb058f80c6fe2a8aa93bcfcc417a2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u737cb058f80c6fe2a8aa93bcfcc417a2:after { content: ""; display: block; clear: both; } READ: A Gathering Of Old Men Analysis EssayCubist Sculpture Picasso created cubist sculptures as well as paintings. The bronze bust Fernande Olivier (also called Head of a Woman, 1909, Museum of Modern Art) shows his consummate skill in handling three-dimensional form. He also made constructionssuch as Mandolin and Clarinet (1914, Muse Picasso)from odds and ends of wood, metal, paper, and nonartistic materials, in which he explored the spatial hypotheses of cubist painting. His Glass of Absinthe (1914, Museum of Modern Art), combining a silver sugar strainer with a painted bronze sculpture, anticipates his much later found object creations, such as Baboon and Young (1951, Museum of Modern Art), as well as pop art objects of the 1960s. Realist and Surrealist Works During World War I (1914-1918), Picasso went to Rome, working as a designer with Sergey Diaghilev and the Ballets Russes. He met and married the dancer Olga Koklova. In a realist style, Picasso made several portraits of her around 1917, of their son (for example, Paulo as Harlequin; 1924, Muse Picasso), and of numerous friends. In the early 1920s he did tranquil, neoclassical pictures of heavy, 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 pictures of small-headed bathers and violent convulsive portraits of women which are often taken to indicate the tension he experienced in his marriage. Although he stated he was not a surrealist, many of his pictures have a surreal and disturbing quality, as in Sleeping Woman in Armchair (1927, Private Collection, Brussel) and Seated Bather (193 0, Museum of Modern Art). Paintings of the Early 1930s Several cubist paintings of the early 1930s, stressing harmonious, curvilinear lines and expressing an underlying eroticism, reflect Picassos pleasure with his newest love, Marie Thrse Walter, who gave birth to their daughter Maa in 1935. Marie Thrse, frequently portrayed sleeping, also was the model for the famous Girl Before a Mirror (1932, Museum of Modern Art). In 1935 Picasso made the etching Minotauromachy, a major work combining his minotaur and bullfight themes; in it the disemboweled horse, as well as the bull, prefigure the imagery of Guernica, a mural often called the most important single work of the 20th century. Throughout Picassos lifetime, his work was exhibited on countless occasions, in many different places. Most unusual, however, was the 1971 exhibition at the Louvre, in Paris, honoring him on his 90th birthday; until then, living artists had not been shown there. In 1980 a major retrospective showing of his work was held at the Museum of Modern Art in New York City. Picasso died in his villa Notre-Dame-de-Vie near Mougins on April 8, 1973. English Essays