Claude Monet: More than an Impression Essay -- Artists Painters Impres

Claude Monet: More than an Impression From Alaska to Australia, Claude Monet is renowned for his contribution to the artistic world. Specifically, Monet is accredited with inspiring the subfield of impressionism. His painting, Impression, Rising Sun, (1873) is said to be the first impressionist painting (Taschen 31). This canvas vaguely pictures a small, lonely boat floating in front of a brilliant orange sun. This sun is surrounded by blue and grey tones that leave the viewer slightly chilled from the brisk early morning sense of the painting. The fact that the lines are blurred and the picture is without graphic detail led Louis Leroy to call its creator an impressionist. The impressionist movement stormed through Europe in the latter part of the 19th century. Today in museums from St. Petersburg to Chicago, people peruse Monet’s vision of the world. What many people do not realize, however, is that he left more than an impression. Aside from pleasing the eye, Monet’s works also paint a picture of 19th ce ntury France. France in the 19th Century Monet’s artistic career started much before the impressionist movement. While today he is famous for his landscapes and nature scenes, it wasn’t until 1858 that Monet began to paint outside, focusing on the natural beauty of France (Interagir.com). At this time, Napoleon III had gained power and France was beginning to feel the affects of the Industrial Revolution, which had started in 1830 (Francegate.com). Napoleon’s right hand man, Baron Haussman, redesigned the Europe District of Paris (Steele 35). He added huge boulevards and transformed Paris’ first train station into the magnificent station, Gare Saint Lazare. The changes that happened in the Europe District eventually spr... ... of his life he wanted to return to God. The speed and virility of trains can be equated with his younger life, while his older years are represented by true monuments of time and piety: cathedrals. Works Cited Francegate.com 17 Sept. 2003. History of France. 2001. http://ydelta.free.fr/history.htm. Interagir.com. 17 Sept. 2003. Biography of Claude Monet. 8 May 1999. http://www.intermonet.com/biograph/index.htm. National Gallery of Art. 17 Sept. 2003. Manet, Monet and the Gar Saint-Lazare. 2003. http://www.nga.gov/exhibitions/pjmanet.htm. Steele, Ross, Susan St. Onge, and Ronald St. Onge. La civilisation franà §aise en à ©volution I. Boston : Heinle and Heinle, 1996 Taschen, Benedikt. Monet. Trans. Michael Hulse. Germany: Holhenzollernring, 1994. Wilson-Bareau, Juliet. Manet, Monet, and the Gare Saint-Lazare. New Haven: Yale University Press, 1998.

Shakespeare without all those Words :: essays research papers

After reading the chapter Shakespeare without all those Words, I have to agree with the arguments in it. Although I am no pro on Shakespeare or not even a repetitive reader of his works I tend to believe that what is said throughout the chapter to be true like many of the great masterpieces of our era. The meanings get lost over time and through manipulation.   Ã‚  Ã‚  Ã‚  Ã‚  In today’s society everyone wants the gratification of something without putting the effort in to achieve it. The inexperienced reader Shakespeare may take many, many readings before it becomes clear. Were a â€Å"Now† society, we want the quickest, easiest way for everything and expect to get the same effect of the original Shakespearian readers.   Ã‚  Ã‚  Ã‚  Ã‚  The section in the chapter where you speak of the plays becoming something unlike the written play or as far off the mark as possible, is true and bothersome. Writers and directors today want the notoriety that the name Shakespeare brings but then shames the playwright itself. They put their own spin on it, to make it more appealing to the audience or less time consuming. In doing so your missing a great deal of the play and usually it ends up being the core of the story. Audiences walk away without a true understanding of Shakespeare but a twisted and misconstrued idea.   Ã‚  Ã‚  Ã‚  Ã‚  The world in which we live is all about theatrics, exaggerations, fabrications, as well as, entertainment. As you pointed on in the chapter the works of Franco Zeffirelli’s film version of The Taming of the Shrew was only 30% of actual Shakespeare leaving 70% for his own interpretation plus plenty of room for entertainment. What’s the point then? Why even claim its Shakespeare? Answer, they know the name will allure the audience to the play. That being said the people are their under the false pretense that their there for Shakespeare. Not the Shakespeare that has been twisted, turned, tied into the interpretation that feels it’s necessary to draw on the name of someone else’s merits to allure an audience. Its okay for writers to use the name Shakespeare but when it comes to his works apparently many believe they’re not good enough to entertain.   Ã‚  Ã‚  Ã‚  Ã‚  With all this being said I also agree that today’s’ society is not the same as it was when Shakespeare was more prevalent. Today’s population span is less; people have more distractions and less room in their life’s for intellect.

Into the Wild Reaction Paper

Into the Wild Reaction Paper Dawn MB Nyberg COLS-100 Ever wonder what it would be like to be snow-bound, scared, alone, cold and hungry out in the wilderness of Alaska? Christopher McCandless knew and he knew it well; he knew that feeling so well, that he died. I don’t think he was a man with a mental illness or any personality disorders; even though Jon Krakauer states that,†it’s not clear that much of values is learned by reducing Chris McCandless’s strange spiritual quest to a list of pat psychological disorders. (184) I do, however think Chris lived a life according to his parent’s wishes up until he graduated from Emory University when he decided to become â€Å"his own person† and venture out on his own â€Å"sabbatical†; completely opposite of his parents wishes. As author Jon Krakauer points out, â€Å"Chris spent the previous four years, as he saw it, preparing to fulfill an absurd and onerous duty: to graduate from college. At long last he was unencumbered, emancipated from the stifling world of his parents and peers, a world of abstraction and security and of material excess, a world in which he felt grievously cut off from the raw throb of existence. †(22) Chris seemed to be well-liked wherever he went and among whomever he came across in his travels. Even though he made up a fictitious name for himself, I believe that we all can be whomever we choose to be whether we use the name our parents gave us or not. He never used anyone else’s social security number and when he filled out the W-4 form at Wayne Westerburg’s the second time, he did give his real name, and permanent address as well. (100). Chris seemed to be a young man that needed to run away and find who he really was after being someone who his parents wanted him to be his whole life, unfortunately it came to a tragic end. When thinking about Chris’s life and comparing it to mine, I find that our lives are quite the opposite. He comes from the family that wanted to basically make sure he got the best of everything, and he didn’t want it, and I came from the family that had nothing and didn’t want to further their education, or couldn’t because of the financial disadvantages. His parents encouraged a college education, and mine never encouraged anything but a high school diploma. He chose to give it all up and I chose to work hard to go to college and get my degree. I care very much about getting a degree even though I have get student loans and Chris’s education was paid for. He never struggled through school with his brilliant mind as I struggle with having to take medications to keep my mind at even keel. I have always told myself that my life will always be a challenging journey due to the medications that I take and the levels and panels that are tested through blood tests very often when things are â€Å"out of wack. † While reading Into the Wild, I have felt radical involvement in the process of absorbing the story. What has been happening all week is I relive night after night a night-terror of a female ghost trying to terrify me. There is maybe a trigger that I am not aware of something from the past? The future? The present? All I know is that the night terror has me sleep deprived, and scared at night and during the day. I cry because I don’t understand it; maybe Chris’ McCandless’s life has more meaning to me than I realize. This semester has had some radical changes for me in my lifestyle. Even though our financial status has dropped considerably since I have given up employment to attend college, like Chris, we have not given up on life. Even though he suffered a demise, we will not suffer. We have similar beliefs, we enjoy â€Å"God’s outdoors†, though we would never attempt to go as far as he did to run away from civilization or current lifestyle. We are better educated about what the land provides, and we have more respect for it!. While putting myself with Chris McCandless and knowing that our lives are very different, he struggled with who he wanted to be before so many years until he could finally free himself of the material things he so loathed, unlike him, I need just the necessary material things to survive like a roof over my head, clothes on my back, warmth, food and medications to keep my mind and body alive and well. I also need companionship and love from another human being. I am not able to live without human contact, as he was. I would literally die of depression. Maybe he died of depression, even though as Jon Krakauer states,†that the final journal entry of Chris McCandless where he penned a final adios â€Å"I HAVE HAD A HAPPY LIFE AND THANK THE LORD. GOODBYE AND MAY GOD BLESS YOU ALL! † (199). I enjoyed reading about Chris McCandless, though I did not care to read so much about Jon Krakauer and what his ventures were. It was like he was trying to â€Å"one-up† Chris, and this book was supposed to be about Chris McCandless, so I thought. I thought Krakauer was Arrogant and self-centered and we â€Å"little people† seemed beneath him. I may choose to read another book of his to see if Krakauer puts himself as much in that book too. He did keep me interested and I guess that is what is intended by authors. Chris is another story. It is hard for me to say that I don’t like him having five children of my own and three of them being boys each of them having their own strong personalities. Matter of fact, I have one that is a free spirit like Chris. The one thing that I didn’t like about Chris was that he didn’t have respect for authority: the law or the wild. He chose his path in having to be difficult from the start, and he put himself above all others who weren’t as intelligent as he was, though when he was on the road he wasn’t like that at all. He lived a life of tramping meeting all kinds of people and giving them all respect. None of them expected anything from him and maybe that is why he accepted them so freely. I would like to say that I understood Chris and my life resembled that part of his life to a point. I never changed my name, even though there were times I didn’t want to be found. I have always been told that I was a free-spirit and Chris McCandless seemed to want to live his last couple of years just as that. With Christopher McCandless’ free-spiritedness does that mean that he knew that he was going to die in the wild? I am not so sure he set out to die. He was one of many that went into the wilderness of Alaska unprepared and got snow-bound, scared, cold and hungry and was either never seen again or never came out alive. Even though I didn’t like Krakauer, I am glad that I was able to read about Chris McCandless, his sad story makes life worth living. Works Cited Krakauer, Jon. Into The Wild. Anchor Books A Division of Random House: 1997. Print (22) (184) (100) (199)

Controversial Aspects of Waldorf School Education Essay

Waldorf schools are a fairly new phenomenon in our country. They first appeared in our educational system in the school year1992/1993 and since their foundation have expanded. Nowadays, we can see a Waldorf school or at least its scion almost in every city. Their popularity among parents increases and although they struggle for their existence, they somehow manage to keep their status of a state school. To an uninitiated observer, such a school type seems very creative and child friendly. Many positive aspects cannot be denied but there are always two sides to everything. Unfortunately, not many critical essays were written on the topic of Waldorf education, although some aspects are fundamental and should be publicly disclosed. The aim of this paper is to focus on the aspects and help parents as well as the teachers themselves to direct their attention to Waldorf thought context which is not openly presented. If parents consider enrolling their child in a Waldorf school, they should be highly aware of the fact that it is not only the school itself and its nice methods that are apparent and very alluring at first glance, but principally, it is the lifestyle that accompanies it. Waldorf schooling is not for everyone, especially not in the 21st century. Their rejection of technological devices or even of some scientific theories of knowledge should be transparent. People often choose it on account of their own often unhappy childhood but such a decision is not for us but for the children we love and want the best for. According to one Czech proverb which declares that â€Å"It is never too late for a rectification†, the child psychologists do not agree in the case of Waldorf education. When there appears a serious problem, parents along with the psychologist are to react speedily. It is too late to start thinking about a change of school in primary class five. In such case, the best solution, according to specialists, is to stay and complete the whole Waldorf school. A child would have too many problems and serious difficulties to adapt to an ordinary school system. Such a decision could even worsen the whole situation. If the result of an elementary school choice, which is crucial for the future studying attitude of our children fails, it can lead into a disaster. If, (especially Waldorf) schooling fails due to either misunderstanding and misuse of the philosophy or due to insufficient education of teachers who explain certain aspects in the wrong way, the result equals psychological problems of the child, the reluctance of education, thus school in general and as the icing on the cake could be the sleepless nights and nausea of the whole family. One should always get the opportunity to learn the pros and cons of the matter as we are all aware of the great vulnerability of children. Historical background  Rudolf Steiner, the founder of the first Waldorf school in Germany in 1919, based the curriculum of Waldorf school on unique elements of art in which the students learn subject matters stimulate through an amount of different representations. His pedagogy is designed for the students’ developmental growth. He created a whole system in which teachers themselves govern the school and along with the parents and supporters of the school, they create a community based on the aspects of Anthroposophy (a school of thought that grew out of Theosophy), a spiritual path from which Waldorf school springs and is devoted to. Steiner himself describes the initial process of the whole idea of Waldorf school as follows. â€Å"The first idea was to provide an education for children whose parents were working in the Waldorf Astoria Factory, and as the Director was a member of the Anthroposophical Society, he asked me to arrange this education †¦ and so, in the first place, the Waldorf School arose as a school for humanity as such, fashioned, it could in fact be said, out of the working-class†¦ ere then, we have an educational institution arising on a social basis, that seeks to found the whole spirit and method of its teaching upon Anthroposophy. † (Rudolf Steiner, A Modern Art of Education p. 88) Waldorf Schools and Religion Waldorf schools are often called free Waldorf schools and they are also said to be non-religious. Such facts do not entirely correspond with the definition of Anthroposophy – a philosophy created by Steiner. Waldorf education itself is grounded on Anthroposophy al though such a fact is not often publicly proclaimed. The definition of Anthroposophy given by Rudolf Steiner in 1923 is following: â€Å"an association of people who would foster the life of the soul, both in the individual and in human society, on the basis of a true knowledge of the spiritual world. †(Rudolf Steiner lecture on Color and the Races of Humankind 1923, London) Such a definition discloses the religious implication of Anthroposophy. â€Å"The life of the soul† could be also suggested as a religious term as well as the â€Å"spiritual world†. Steiner’s allegation of â€Å"true knowledgeâ€Å"in the definition evokes the idea that no other philosophy might be true and thus can Anthroposophy be viewed as a sect according to some definitions. Despite the fact that Waldorf schools deny being religious or occultist, many common sources define Anthroposophy as a religious movement. Encyclopedia Britannica defines Anthroposophy as â€Å"a movement based on the notion that there is a spiritual world comprehensible to pure but accessible only to the highest faculties of mental knowledge† (http://www. ritannica. com, 20/11/12) The Merriam-Webster’s Collegiate Dictionary defines Anthroposophy as â€Å"a 20th century religious system growing out of theosophy and centering on human development. † (http://www. m-w. com/cgibin/dictionary, 20/11/12). The Oxford Dictionary of Philosophy interprets Anthroposophy in a similar way and names it â€Å"The Christian and occultist movement associated with Rudolf Steiner (1861-1925) emphasizing the cultivation of spiritual nature and the way to gain spiritual awareness of a higher world† (Oxford, 1994, p. 5) Anthroposophy is not only involved in education but we can recognize this philosophical direction in several other activities including healing dance – eurhythmy, the arts, medical practice, health and hygiene, biodynamic agriculture, banking and financial consulting, publishing, the anthropological Society and also a formal Church called The Christian Community. (http://www. waldorfcritics. org, 6/12/12). Criticism of Waldorf Schools Education or schooling of our children should certainly be objective as much as possible without occultist practices. We should educate independent human beings able to view their lives with freedom, able to search for verifiable information themselves without penalties. Freedom of choice should be the right for every individual. One should not be excluded or asked to â€Å"leave† when asking â€Å"inconvenient† or â€Å"suspicious† questions. The evidence is not only found in personal experience of many people, but there are several commentaries about obscure theories and indefinite views described on a website for non-sectarian schools called PLANS. We can find a number of such websites that criticize similar matters but PLANS seems to be working with dedicated researchers, people who used to work very closely for the Waldorf schools and whose first great impression of the whole system reached alarming proportions after several years inside the system. Many a reader may raise objections against their criticism but since there are always the same asked questions and repeatedly occurring the same problems that harm, we should not make light of this problem. One should be aware of the fact that it is not a common criticism of an ordinary school system and its problems. Students as well as their parents naturally face everyday unpleasant situations that appear at school due to many common factors. Such ordinary problems often emerge from misunderstanding of two sides, student’s negative attitude towards their studies and similar problems. In Waldorf schools there certainly arise the already mentioned problems as well but what makes the two educational systems different is the fact that people involved in the common educational process do not usually set up, generally speaking, groups against the system or organizations searching for precise fundamental questions about the nature of certain practices of the system itself. The following quotation from the website can sketch a broad outline of PLANS to clarify their activities. |†Welcome! People for Legal and Non-Sectarian Schools (PLANS) is a world-wide network of former Waldorf parents, teachers, students, | |administrators and trustees who come from a variety of backgrounds with a common goal: to educate the public about the reality behind Waldorf’s| |facade of progressive, arts-based education. Waldorf is the most visible activity of Anthroposophy, an occultist sect founded by Rudolf Steiner| |(1861-1925). (www. waldorfcritics. org 4/12/12) | The statement about the â€Å"most visible activity of Anthroposophyâ€Å"might be one of the crucial points that may cause the everlasting confusion in understanding of â€Å"who they actually are†. There are certain signs that most decidedly catch the observer’s eye and facilitate Waldorf schools. It is always the choice of colours, natural materials and pictures that often portra y angels or such spiritual beings. Symbolism is used across the whole Waldorf educational system. These indications and signs often lead the outside observer to a conclusion that Waldorf school uses religious devices to present itself. Nevertheless one of the official definitions of Waldorf school found in Webster Dictionary states that: â€Å"Waldorf education (also known as Steiner education) is the largest independent alternative educational movement in the world. It is based on the ideas of Rudolf Steiner, the founder of anthroposophy. Learning is interdisciplinary, integrating practical, artistic, and conceptual elements. The approach emphasizes the role of the imagination in learning, developing thinking that includes a creative as well as an analytic component. The educational philosophy’s overarching goals are to provide young people the basis on which to develop into free, morally responsible and integrated individuals and to help every child fulfil his or her unique destiny, the existence of which anthroposophy posits. Schools and teachers are given considerable freedom to define curricula within collegial structures. † (www. merriam-webster. om 9/1/13) In the definition the reader does not receive any information about religious or occultist practice in Waldorf education. The whole characteristic of the school seems unique, interesting and at first sight describing an ideal type of school. Many a parent prefers such a school and there is no wonder that the description attracts parents who want to have an independent, creative child that is voluntarily seeking knowledge. The last sen tence of the definition is nevertheless crucial and to an educated and experienced teacher, it probably foreshadows further questions. At this point it is essential to emphasize that particularly the Czech Waldorf school collegial structures are made up of often non- teachers or of teachers who reached the high school education only. A further sample of the text written by Debra Snell, the President of the association PLANS summarizes, through her personal experience, the feelings and thoughts of majority of people who happened to be a part or came into contact with the Waldorf education. †My personal experience with Waldorf was very confusing. Instead of the progressive and liberal alternative school I was led to expect by the school’s promotional materials and staff, I discovered a rigid, authoritarian environment that seemed to be rooted in a medieval dogma that I did not understand. When, in an effort to make sense of things, I asked questions about this, I found Waldorf teachers to be strangely defensive†. â€Å"I was stunned to arrive at the conclusion that the education of children — at least as I use the term â€Å"education† — did not seem to be the school’s most important focus and objective. But what was? † â€Å"I began to ask questions. What is Anthroposophy? Why don’t teachers allow students in the preschool through the early elementary grades to use black crayons in their drawings? Why do students use the wet-on-wet watercolour painting technique exclusively for so many years? Why is mythology taught as history? Where is the American flag, and why don’t Waldorf schools teach civics lessons in America? In a school system that promotes itself as â€Å"education toward freedom,† why do students copy everything from the blackboard? Why do Waldorf teachers talk in high voices and sing-song directions to their classes? Why must the kindergarten room walls be painted â€Å"peach blossom†? Why is learning to read before the age of 8 or 9 considered unhealthy? Why do so many Waldorf classes have problems with bullying, and what is the school’s policy for dealing with this? Why are teachers always lighting candles? † (www. waldorfcritics. org 4/12/12) Snell points out existing questions and facts many parents begin to sense when explanations to their questions start being vague or ambiguous. Every question is worth answering especially a question of a parent or a child. Unfortunately many parents who place their children to Waldorf school often get a recommendation to leave when asking too much. Why are not the answers obvious and logical? Why do not the parents receive any straight explanation? There have been many similar questions asked by parents all over the world and as we can see, while browsing the internet and other sources such as debates and newspaper articles, very often such questions stay unanswered. No matter which country the Waldorf school backers come from, their experience and feelings are very similar. They wish to find clear answers, which is not a simple task, but generally one could be satisfied at least to gain some basic awareness and knowledge of the facts why at all we shall ask these questions. There are so many controversial issues, such as writing in capital letters only until the age of eight, as well as not learning to read until a certain time, the prohibition of electronic devices such as a CD, DVD player, a computer or the lighting of candles to attract the good spiritual forces.

What is happiness Essay Example | Topics and Well Written Essays - 500 words

What is happiness - Essay Example Hence we should not just end up at being happy after living our lives. We should not â€Å"at last† reach happiness after our grim years and lifelong struggles. This feeling is best described as â€Å"Happiness is not a brilliant climax to years of grim struggle and anxiety. It is a long succession of little decisions simply to be happy in the moment†, as penned down by J. Donald Walters (QuotationsBook.com, n.d, p.g 57). Happiness is not what we want but it is what we need. It is food for soul. To be happy in life, we need to take advantage of opportunities and to follow our dreams. Happiness slaps us in the face when we are down. Happiness takes us out of our deepest sorrows. Happiness is like a light that guides us through the path of our life. Happiness is not unattainable or difficult. Happiness is an emotion that drives and guides us. Happiness sows in us a seed of hope. Hope that we should live by. Hope that should make us strive, hope that makes us struggle. Happiness is to smile, feel and see. A lot of questions can be asked about happiness. Most of these questions are exaggerated questions as everyone’s happiness is variable. There is no right answer to what happiness is. The human heart is the main sensor for happiness. It feels and craves deeply. The heart is like an ocean. The heart is like the sky. The heart is vast in its likings. It feels happiness very momentarily and rather than living in the moment it tends to look for other things. Unhappiness is also an emotion felt by the heart. Unhappiness is dominant over happiness as it has the capability to cling to our souls and hearts. Happiness is a symbol or a metaphor whereas unhappiness is a story. This story can make or break our lives. Hence it is important to engrave happiness in our souls. It is also must for a person to ask themselves where their happiness lies and with who

Law Breaking Essay Example | Topics and Well Written Essays - 500 words

Law Breaking - Essay Example http://www.nytimes.com/2012/02/01/nyregion/members-of-violent-brooklyn-gang-face-murder-charges.html?_r=1&ref=crimeandcriminals The article has used the classical theory to explain the events and behaviors of this gang, which views that punishment and deterrence, should be the basis for crime control. In this article much has been said on deterrence whereby most of the gang members have already been arraigned in court charged, and others have already been put in custody for their actions. From the article thus; we can clearly see the reaction of the Federal District, as being driven by the classical theory and, therefore, taking the action of prosecuting and deterring the offenders, as a means of correcting their antisocial behavior. From what the article reports, it would be agreeable to say that not much information has been given on the crime activities of the "six folk nation" gang. It would, therefore, be stated that the crime has been implicitly theorized. In this case thus; the article gives just enough information to pass the message, about the illegal actions of the gang. However, though, there is a description of the activities that took place in April and September 2008, there is no clarity on the actual events of the two occasions to make the theorization explicit. It is thus implicitly theorized. From my view, crimes in society are partly caused by the social structure of the people. This is how people tend to group themselves depending on their social class, level of education and others. In the case of "six folk nation" gang, maybe a closer scrutiny of the composition would elicit ideas that the members of the gang belong together in the social structure and thus support each other’s action regardless. According to lecture 1 on law breaking, the system of organization among the members of a particular social group is likely to cause crime. In

The role of Governments and Intergovernmental organizations in dealing Essay

The role of Governments and Intergovernmental organizations in dealing with the impact of globalization - Essay Example s and strategies adopted by governmental organizations shapes globalizations as much as globalization dictates the conditions and policy that must be established by governments (Globalization and Global Governance 9-21). The portrayal of globalization as the external force that constrains governments, leaving them with few choices apart from adapting, led the former US President Bill Clinton to remark: Government and intergovernmental organizations play a varying role to deal with the impact of globalization, depending on the dynamics of the matter at hand. Where globalization is understood in the context of being involved in the erosion of economic, political, social and cultural borders, the government’s role of accepting the process and defining policies that promote such a change can be seen as â€Å"making† globalization (The Global Transformation Reader 22-44). The steps taken by the national institutions include the harmonization of regulations that govern various aspects of the system setup, as well as the removal of barriers that prevented free flow of information, goods and services in the past. The European Union (EU) provides a classic example for understanding the role of governments in acceding to the demands of globalization, by the removal of physical borders and unification of economic might to deal in a more positive manner with the changing dynamics of the global business and development demands (Globalization and Global Governance 77-85). The Schengen treaty allowed the citizens of member states to move with ease across the expanse of the EU; the overall aim being to create a mobile and skilled workforce that would have benefits for all concerned members of the EU. For the impact of globalization to be dealt with a positive manner, it has been pertinent for governments and related institutions to undertake an open and flexible approach, especially in identifying the areas where comparative advantage can be reached. This is evident when seen