acupuncture :: essays research papers

Acupuncture An estimated two thousand years ago, the Jin dynasty introduced a new medical practice to their culture. The practice, known as acupuncture, treats many common ailments using needles on certain areas of the body in order to enhance the flow of energy or â€Å"qi†. Since its birth, millions of people over centuries have relied on the benefits of acupuncture, which include everything from relieving stress to promoting good health. Although there has been much scientific dispute over the benefits of acupuncture, countless testimonials of satisfied acupuncture patients over the centuries have remained passionate advocates for the practice of promoting harmonious anatomical energy. Beginning around the time of the Jin Dynasty, acupuncture’s procedure remains similar to its original practice that it did in the beginning of its use. By placing a small needle onto one of the approximate 500 acupuncture points of the body, the needle can help stimulate the flow of energy to the part of the body being deprived of a healthy flow. This function is to help promote a healthy, harmonious balance between the opposing forces of yin and yang within the body. The Chinese recognize that the body contains 14 pathways or â€Å"meridians† through which qi travels. When the body begins to become stressed or the immune system begins to weaken, the flow of qi becomes conflicted and restrained. Additionally, the procedure’s benefits have also remained the same since acupuncture’s birth. Acupuncture, known as a yang-therapy due to its exterior-to-interior approach is used to treat high blood pressure, muscle pain, asthma, gingivitis, and headaches to name just a few. Acupuncture, based on the Daoist philosophy of harmonious balance stimulates an even flow between qi and the immune system. Rather than directly acting as a direct cure for a disease, acupuncture partners with the immune system in fighting off disease.

Psychology 101

Course Information Fundamentals of Acoustics: Applications in Speech, Hearing and Language Description: This course will provide students with a basic and working knowledge of acoustics and the physics of sound. It will provide the basis for measurement and description of speech stimuli. It will have direct application to Speech, Hearing and Language intervention as well as application into communicative sciences. CSD 221 Student Name __________________ Course Fundamentals of Acoustics Course Code CSD 221 FacultyPhyllis J. Washington College of Education and Human Sciences Faculty Department Communicative Sciences and Disorders Suggested prerequisite None Length of Course One semester Degree Bachelor of Arts Credit 3 credit hours Assessment Tasks Assessment 1 Test 1 Test 2 Test 3 Assessment 2 Assignments/Labs/Quizzes Assessment 3 Acoustic Study Prepared by Al Yonovitz, PhD  © University of Montana First published 2010 Contents Introduction UM Mission Statements Welcome About the In structor Class Organization Learning ObjectivesClass Times Class Attendance Policy Private Study Commitments Occupational Health and Safety Learning approaches Classroom Lectures Moodle Study Resources Required Texts Additional Resources Support Services and Resources Student Resources Students with Disabilities Foreign Exchange Students and Scholars Directory of Assistance Study plan/Course Outline Assessment information Overview Delivery and submission Helpful tips for submission of your assessments Extensions and late submission Resubmission University Plagiarism PolicyAssessment and examination rules Special examinations and special consideration Assessment tasks Introduction UM Mission Statements MISSION STATEMENT THE UNIVERSITY OF MONTANA The University of Montana capitalizes on its unique strengths to create knowledge, provide an active learning environment for students, and offer programs and services responsive to the needs of Montanans. The University delivers education an d training on its four campuses and through telecommunications to sites inside and outside of Montana.With public expectations on the rise, the University asks its students, faculty, and staff to do and accomplish even more than they have in the past. The dedication to education for and throughout life reflects the commitment to service learning and community building on and off the campuses. The University enhances its programs through continuous quality review for improvement and remains fully accountable to the citizenry through annual audits and performance evaluations. MISSION STATEMENT THE UNIVERSITY OF MONTANA-MISSOULAThe University of Montana-Missoula pursues academic excellence as indicated by the quality of curriculum and instruction, student performance, and faculty professional accomplishments. The University accomplishes this mission, in part, by providing unique educational experiences through the integration of the liberal arts, graduate study, and professional traini ng with international and interdisciplinary emphases. Through its graduates, the University also seeks to educate competent and humane professionals and informed, ethical, and engaged citizens of local and global communities.Through its programs and the activities of faculty, staff, and students, the University of Montana-Missoula provides basic and applied research, technology transfer, cultural outreach, and service benefiting the local community, region, state, nation and the world. Welcome Welcome to CSD 221 – Fundamentals of Acoustics: Applications in Speech, Hearing and Language Understanding the nature of the speech and acoustic stimulus form the primary bases for your clinical education and your career in speech pathology. As you progress in your program the role of understanding the bases of the sound and acoustics will become evident.It is a great privilege to be your instructor in this inaugural autumn class within the new program in Speech Pathology at the Univers ity of Montana. I have been a practicing audiologist and speech and hearing scientist for many years. I look forward to offering you both the historical speech and hearing perspective and that of current practice. These perspectives will provide you with a basic understanding of the needed vision and available opportunities for Speech Pathologists. Your study will, in turn, help improve diagnosis and service delivery within the practice of Speech Pathology.Acoustics of speech production and the auditory stimulus will provide you with a foundation for your clinical process. It will also offer you the basic skills necessary to assess speech and hearing disorders and to plan intervention programs. This is a course which will enable professional preparation. Through study, your increased knowledge and skills will greatly benefit your future clients. In this course, I believe you will also experience the joy of learning and satisfaction of understanding new concepts and procedures. I wil l do my best to present the material in a clear and understandable manner.Finally, I want you to think that you are here to learn and not here to just ‘earn the grade'. If you concentrate on learning, the grades will take care of themselves. Make sure that you design a reliable study schedule and I guarantee your efforts will be rewarded. I hope to have the chance to meet all of you (including the external students) sometime soon in the near future. Of course, you may contact me at anytime via the information in the announcements. Kind Regards Al Yonovitz, Ph. D. , CCC-A, MAudSA (CCP) Professor Communicative Sciences and Disorders The University of MontanaMissoula, MT 59812-6386 Telephone:   406-243-2408 Fax:   406-243-2362 Email: al. [email  protected] edu Mobile: (406) 241-2364 Postal: Al Yonovitz Department of Communicative Sciences and Disorders Curry Health Center, Lower Level University of Montana Missoula, MT 59812 About the Instructor Dr Yonovitz has been active in research issues in abnormal development of central auditory processing abilities in Aboriginal and non-Aboriginal children. His concentrated interest has been in deaf and hearing-impaired children. He has also published widely in areas of speech and hearing science.He has been the Unit Head for the Ear Health and Education Unit of the Menzies School of Health Research and a Manager for Australian Hearing, a Commonwealth Agency, providing hearing improvement for children and pensioners. He was with Charles Darwin University in Darwin, NT Australia before accepting the position as Chair of the new Department of Communicative Sciences and Disorders. Phone: (406) 243-2408 Email: al. [email  protected] edu Mobile: (406) 241-2364 Postal: Al Yonovitz Department of Communicative Sciences and DisordersCurry Health Center, Lower Level University of Montana Missoula, MT 59812 Course Organization The Spring 2012 semester is 16 weeks long, beginning January 23, and ending May 4, with a 1-we ek spring vacation. This class is duplicated as both a face-to-face (F2F) section and an online section. The F2F class meets 2 times each week, 8:10 – 9:30 am Monday and Wednesday in the CSD classroom in the lower level of the Curry Health Center. All lectures and laboratory demonstrations will be uploaded that day. Grading opportunities will be consistent between sections.Any questions regarding the course, any unit, or any assignment should first be posed to the instructor via the discussion board on Moodle called â€Å"Queries†. Before you submit your question, however, please check to be sure your question has not already been answered in that forum. These questions will be addressed within a 24-hour period, M-F. Learners who have signed up for the face-to-face mode should expect to attend every lecture. Learners who have signed up for the online mode are welcome to attend the face-to-face lectures at any time. There are five (5) summative assessments.Summative ass essments include multiple choice tests and a number of assignments. Formative assessments, which are indicative of student progress, will be conducted in class. These formative assessments can be viewed either synchronously or asynchronously by online learners. Formative assessment will include review of multiple choice questions at the end of chapters of the text. You will also notice a discussion board entitled â€Å"Student Lounge. † You may use this board to communicate with your classmates. Course Organization 1. Introduction to wave analysis 2. Standing Waves 3. Resonance . Wave Analysis 5. Speech Production 6. Acoustics of Speech Signals 7. Computing and Measurement Techniques for Acoustics Lectures can be accessed either in real time or asynchronously from the CSD website. (There is a tutorial for website access under ‘Start Here’). Lectures are usually posted to the website the same day. On rare occasions, the lecture is posted the next day. Learning obj ectives This course is divided into areas that will allow the student to gain mastery of the following topics: 1. Describe the acoustic signals in the time and frequency domain 2.Understand how the structures of the speech system are used to produce speech (consonants and vowels). 3. Analyze acoustic and speech signals with both Hardware and Software 4. Utilize their knowledge finding application in clinical matters Any questions regarding the course should be directed to the course instructor, Al yonovitz. Hours and Required Discussion Lectures – 8:10-9:30am Mondays & Wednesdays The class will be live at the times above. Students may access the live classes and all other archived class meetings this semester by going to the Elluminate links posted to the Calendar of Moodle.The PowerPoint presentations, discussion board, etc. will be available via Moodle. For UMOnline students it is not necessary to view live classrooms, but you must watch the archived class sessions. Attenda nce will be taken for students attending class. In class discussion for internally registered students and discussion board submission for UMOnline students will be recorded. Study Commitments You should expect to spend 8 to 12 hours per week on this course. This time should be spent completing the required reading for this course, reflecting on your reading, completing the weekly activities and preparing your assignments.Occupational Health and Safety There are no out of the ordinary risks associated with this unit. General Content overview 1 Introduction to wave analysis Mathematics and calculating systems Types of Waves Wave Shapes Propagation Velocity and Medium Velocity Sinusoidal Waves: More Terminology Oscillating Systems and Sinusoidal Waves Application of the Concept of Waves to Sound Relationship Among v, f and[pic] Wave Velocity and Properties of the Medium Elastic Properties of Air Reflection and Transmission of Waves Interference and Superposition 2. Standing Waves Long itudinal Displacement WavesNormal Modes for an Air Column Closed at Both Ends Normal Modes for an Air Column Open at Both Ends Normal Modes for an Air Column With One End Open a and One End Closed 3. Resonance Resonance in Mechanical Systems Resonance in the Speech Production System Resonance in the Outer and Middle Ear 4. Wave Analysis Wavefronts Wavefronts and Space Interference Diffraction of Wave Phase of a Wave Complex Wave Forms Complex Traveling Waves Complex Standing Waves Beats Sound Quality Non-Repetitive Sounds 5. Speech Production Vocal Organs Vocal Fold Vibration Acoustic Properties of the Vocal Tract Sound Spectrographs . Acoustics of Speech Signals Vowels Consonants Glide and Liquid Consonants Nasal Consonants Fricative Consonants Stop Consonants Coarticulation 7. Computing and Measurement Techniques for Speech Analysis Sound Spectroscopy Fourier Analysis Learning approaches Moodle Moodle is the University of Montana’s on-line learning system. It is critically important that you maintain an accurate e-mail address with the University of Montana. In this unit, Moodle will be used to: Provide important announcements regarding your course †¢ Provide discussion questions and responses †¢ Provide assessment documentsCSD 221– Fundamentals of acoustics relies significantly on Moodle participation. The Discussion Board is the mode of communication which allows for face-to-face and online learners to share. Postings should be succinct, yet comprehensive (about one paragraph). In addition to your posting, you must reply to at least one other learner’s posting in, again, a succinct, yet comprehensive posting. The instructor facilitates the discussions, carefully monitors the Discussion Board, and provides considered responses. These responses are usually provided after the particular Discussion Board question has closed for the week.Learners are encouraged to use the Discussion Board for ‘Questions to the Instructorâ₠¬â„¢. Postings will be viewed daily and instructor responses will be offered daily. Netiquette expectations are expected on any online submission. For the Core Rules of Netiquette, please visit http://www. albion. com/netiquette/corerules. html. In addition, the instructor expects formal rules of standard American English language to be followed in the Discussion Board. Informal, non-standard English language approaches are not acceptable. You will need to connect to the Internet to access Moodle, at: http://umonline. umt. edu/ Conceptual FrameworkThis course provides a learning community that a) integrates ideas, b) encourages cooperative endeavors, and c) respects diversity and individual worth. These concepts are illustrated through the following activities:   a) by understanding acoustics you will be able to appreciate the linkage between this course and other CSD courses, you will have an understanding of the nature of the conversational element; b) you will also participate in laboratories designed to mutually assist each other, and c) you will be challenged to combine both the science and mathematical nature of speech with some reference to various dialectical patterns. )  Ã‚  Ã‚  Integration of Ideas:   Members of a learning community look beyond the traditionally subject-oriented curriculum and think about the interrelationships among and between subject areas. They work with a variety of fields of study and search for unifying themes that cross disciplinary lines. There is an emphasis on explaining realities and bringing differing kinds of knowledge to bear on dealing with actual problems. b)  Ã‚  Cooperative Endeavors:   In a learning community knowing and learning are viewed as communal acts, and members are encouraged to assist each other o learn and grow. There is a commitment to engage all learners cognitively and emotionally in acquiring knowledge that is personally meaningful. In the process members create a cohesiveness that encoura ges personal responsibility and commitment to the group and its goals. c)  Ã‚   Respect for Diversity and Individual Worth:   A learning community embraces diversity with respect to ideas, abilities, viewpoints, experiences, learning styles, cultural backgrounds. Diversity is valued because of the inherent worth of each individual who brings his or her strengths to the community.The ethics of caring and mutual respect are viewed as essential for supportive learning environments that enhance each member’s self-esteem and foster risk-taking, creative conflict, and excellence. Study resources Required text: Required texts: INTRODUCTION TO SOUND, Acoustics for the Hearing and Speech Sciences. Charles E. Speaks, Singular Publishing, 1999. Several additional readings will be assigned throughout the semester. These may include journal articles, chapters from books other than your textbook, and other related materials. Support services and resources UM Academic Honesty PolicyThe student Conduct Code, embodying the ideals of academic honesty, integrity, human rights, and responsible citizenship, governs all student conduct at The University of Montana-Missoula. You are expected to adhere to this code: (http://liffe. umt. edu/SA/documents/fromWeb/StudentConductCode1. pdf). Student Resources Two tutoring programs are available to students, one administered by the TRiO and the other by the Undergraduate Advising Center; both are located in Corbin Hall. More information on TRiO, visit TRiO at Lommasson Center 154, call 406-243-5032, or log on to www. mt. edu/eop. The Undergraduate Advising Center is located in the Lommasson Center 269, or you can visit www. umt. edu/ucoll/. The Writing Center is available to help you improve your writing skills. Writing instructors are available to help you plan and develop your thoughts. For more information, visit them online at: http://www. umt. edu/writingcenter/, email [email  protected] umt. edu or call (406) 243-2266. S tudents with Disabilities Students with disabilities are encouraged to plan ahead and can contact Disability Services for Students (DSS).For additional information, contact DSS Director Jim Marks, Lommasson Center 154 or (406) 243-2243 (Voice/Text) or jim. [email  protected] edu. Please visit http://www. umt. edu/dss/ to find details about the available services. Foreign Exchange Students and Scholars The office of Foreign Student and Scholar Services (FSSS) is available for general counselling and provides direct support services, consultation, and liaison. Staff members at FSSS are available to help with academic advising, cultural adjustment, financial problems, and other issues.The FSSS office is in the Lommasson Center, Room 219. For more information, contact [email  protected] edu or visit http://ordway. umt. edu/sa/fsss/. |DIRECTORY OF ASSISTANCE | |Concern |Contact |Contact details | |Matters concerning the course |Instructor – Al Yonovitz |al. [email  protected ] edu | |General academic issues relating to |Department Chair – Al Yonovitz |al. [email  protected] edu | |your course | | | |Moodle difficulties |UM Online Tech Support Desk |Ph: (406) 243-4999 or (866) 225-1641 (toll free) | | | |E-mail: [email  protected] edu | | | |Website: http://umt. du/xls/techsupport | |Difficulties accessing your Student |IT Helpdesk |Ph: (406) 243-4357 | |Computer account | | | |Technical difficulties in PC Labs | | | |Library enquiries |UM Library |Ph: (406) 243-6866 | |Help with library databases, Internet| | | |searching and Reference queries | | | |Purchasing of text books and |UM Bookstore |Ph: (406) 243-1234 | |stationery | |Fax: (406) 243-2001 | | | |email: [email  protected] com | | | |website: http://www. umtbookstore. om | | | |University of Montana Bookstore | | | |University Center, 1st & 2nd Floor | | | |5 Campus Drive, Missoula, MT 59801 | |General administration enquiries |Registrar |Ph: (406) 243-2995 | |e. g. admissions/ enro lments, course | | | |information, graduation | | | Class Schedule Week |Lecture Topic |Readings |Assessments | | | | |& Labs | |Week 1 |The Nature of Sound Waves |Chapter 1 | | |1/23/11 | |The Speech Chain, Chapters 1 | | |Week 2 |The Nature of Sound Waves |Chapter 1 | | |1/30/11 | | | | |Week 3 |Simple Harmonic Motion |Chapter 2 | | |2/6/11 | | | | |Week 4 |Simple Harmonic Motion |Chapter 2 | | |2/13/11 | | | | |Week 5 |Logarithms and Antilogarithms |Chapter 3 |Exam 1 (20%) | |2/20/11 | | | | |No Class on 2/20/11 | | | | |Week 6 |Logarithms and Antilogarithms |Chapter 3 | | |2/27/11 | | | | |Week 7 |Sound Intensity and Sound Pressure: The |Chapter 4 | | |3/5/11 |Decibel | | |Week 8 |Sound Intensity and Sound Pressure: The |Chapter 4 | | |3/12/11 |Decibel | | | |Week 9 |Complex Waves |Chapter 5 | | |3/19/11 | | | | |Week 10 |Complex Waves |Chapter 5 |Exam 2 (20%) | |3/26/11 | | | | |Week 11 |Spring Break | | | |4/2/11 | | | | |Week 12 |Resonance and Filtering |Chapter 6 | | |4/9/11 | | | | |Week 13 |Resonance and Filtering |Chapter 6 | | |4/16/11 | | | | |Week 14 |Distortion |Chapter 7 | | |4/23/11 |Sound Transmission |Chapter 8 | | |Week 15 |Summation and Revision | | | |4/30/11 | | | | |Final Exam | | |Exam 3 (20%) | |5/7/11 | | | | Topical Description of Course Material Assessment Information 5 Assessment items are required. All assessment tasks must be completed for you to obtain a pass in this course. I would expect a significant commitment on your part to achieve a deep and effective understanding of topics in this course. I would therefore expect a high commitment to learning. Note: unless stated otherwise, the due date for an assessment refers to the date by which the assessment must be received by the Instructor. Assessments for CSD 221 – Fundamentals of Acoustics Assessment |Focus |Percent Value |Length |Due date | |item | | | | | |Assessment 1 |Test 1 |20% |50 M/C Questions |Week 5 | |Assessment 2 |Test 2 |20% |50 M/C Questions |Week 10 | |A ssessment 3 |Test 3 |20% |50 M/C Questions |Week 16 | |Assessment 4 |Submission of Acoustic Study |20% |4-6 Pages |Week 14 | |Assessment 5 |Assignments/Labs/Quizzes (10) |20% |TBA |Throughout Semester | Descriptions of Assessments Three tests (20% each test) Test 1 (20%) Available from Monday, February 23–Sunday, February 26 Test 1 must be submitted electronically by 11:55pm Sunday, February 26 2-hour timed test Multiple choice & true/false Test 2 (20%) Available from Monday, March 29 – Sunday, April 1 Test 2 must be submitted electronically by 11:55pm Sunday, April 1 2-hour timed test Multiple choice & true/false Test 3 (20%) Available from Wednesday, May 7 – Thursday, May 10Test 3 must be submitted electronically by 11:55pm Thursday, May 10 2-hour timed test Multiple choice & true/false Assignments/Labs/Quizzes (20%) There will be ten assignments/quizzes during the semester. Each assignment/quiz will be discussed in class demonstrated in class and a teaching a ssistant will be available for individual help. Separate descriptive hand-outs will be available for each lab. Acoustic Study (20%) The acoustic study will be a project that you will be able to accomplish. The project should not relate to speech but should consider the analysis of an interesting acoustic event. A separate handout will be available. *Note – Tests are electronically marked and are automatically submitted to Gradebook.After taking a test, your mark will be immediately available; however, your test will only be made available for you to view after the closing date of the test. Delivery and submission of Assessments Note: The three tests are electronically marked by Gradebook. You are expected to keep your own copy of the assignments. On the PowerPoint assignment, please attach an introductory slide with the following details: Your name and student number Course code, title and date submitted Helpful tips for submission of your Assessments There are several ways t hat you can assist with the efficient processing and return of your assessments. †¢ Turn in your assessments on time. Additional time will not be readily offered.Extensions and late submission Note: Apply for extensions before the due date. You must apply for extensions at least 2 university business days before the due date. All extension requests must be in writing to the Instructor. If you do not follow these procedures and have an extension formally approved, your assessment will be considered late if it arrives after the due date. Extenuating circumstances do arise from time to time such as illness or a family crisis. In such circumstances, you are required to contact your tutor to discuss your options. Poor time management is not considered an extenuating circumstance and is not grounds for an extension.Normally work commitments will not be sufficient grounds for an extension. Resubmission In this course, you cannot resubmit your work for reassessment. Plagiarism Policy P lagiarism is the presentation of the work of another without acknowledgement. As defined by the University of Montana’s Student Conduct Code, plagiarism is â€Å"Representing another person's words, ideas, data, or materials as one's own. † Staff and students may use information and ideas expressed by others, but this use must be identified by appropriate referencing. Students who plagiarize may fail the course and may be remanded to Academic Court for a possible suspension or expulsion from the University.More information regarding student policy, academic misconduct, and plagiarism can be found at: http://www. umt. edu/catalog/policy_procedure. htm Assignment and examination rules Exams will involve multiple choice and true/false questions. They will cover the material provided both in the lectures and in the assigned readings. Exams/tests must be submitted by the assigned date. If you do not submit a test by the assigned date, you will not receive credit for the tes t, unless arrangements are made with the instructor in advance. Test 1 (20%) Test 2 (20%) Test 3 (20%) Assignments/Labs/Quizzes (20%) Acoustic Study (20%) Applying the university assessment grading to Assessments A | | | |Demonstrates imagination, originality or flair, based on proficiency in all learning outcomes of the unit; | |(90. 0-100) |work is interesting or surprisingly exciting, challenging, well read or scholarly. | | | | | |-For this assessment an A response answers all the set questions in a very informed, applied, cogent manner. | |B | | | |Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to | |(80. 0-89. ) |identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and| | |apply ideas to new situations, and ability to evaluate new ideas. | | | | | |-For this assessment a B response answers all the set questions in an informed manner and applied manner. | |C | | | |Demo nstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere | |(70. 0-79. ) |replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, | | |some use of analytical skills, and some originality or insight. | | | | | |-For this assessment a C response answers all questions correctly. There is a basic application of ideas. | |D | | | |Satisfies all of the basic learning requirements of the unit, such as knowledge of fundamental concepts and | |(60. 0-69. ) |performance of basic skills; demonstrates satisfactory, adequate, competent, or capable achievement of the | | |objectives of the unit. | | | | | |-For this assessment a D response answers most the questions correctly. Theses answers cover only the | | |fundamentals and lack application. | |F | | |(59. 9 and below) |Fails to satisfy some of the basic requirements of the assessment task. | ———————â₠¬â€œ [pic] [pic] [pic] Psychology 101 We all come in different shapes and sizes. We all have strengths and weaknesses. What is right for one person may not be right for another. How we feel, think, behave and react in different situations are shaped from when we are born throughout the rest of our lives. Our environment influences our personality, our experiences from when we first walk to the last day we breathe. There are a number of psychologists who support that individuals environment is the key aspect to influencing personality. Sigmund Freud believed that our childhood experiences are what influence our personality as an adult.The nurture theory proposes that environment is what influences each individual and determines their personality. B. F. Skinner and John Watson both suggest that personality is a result of interaction between the individual and the environment. The case study of â€Å"Genie, the wild child† comes to show how much we require all of the environmental factors in Maslow’s Hierarchy of needs to live a healthy and standard life. Sigmund Freud (1856- 1939) believed that the psychosexual stages affect your personality and your experiences as you grow up influence your personality as an adult.Each of Freud’s five stages determines certain characteristics in our personality as we become adults (see appendix 2 for details on stages). It was developed from patients' recollections, dreams and free associations. He â€Å"asserted that sexual instinct was the most important influence on personality. † (WiseGEEK, 2011). The oral stage develops a sense of trust and comfort. The next period, the anal stage, increases accomplishment and independence. The differences between males and females are developed throughout the phallic stage, as the individual wants to possess the opposite sex parent and has the desire to replace the same gender parent.The latent period is important in the improvement of social and communication skills and self confidence. The individ ual will develop a strong sexual interest in the opposite sex throughout the last stage, the genital stage. â€Å"Fixation gives each problem at each stage a long-term effect in terms of our personality or character. †(Boeree, George. 1997) This means that if difficulty occurs in the stages, it can affect your personality, such as independence can transform to becoming dependant on others. Everything you become is determined by your first few years.The adult is exclusively determined by the child's experiences, because whatever actions occur in adulthood is based on an outline laid down in the earliest years of life. Personality comes from adaptive patterns associated to an individual’s specific environment. Nature versus nurture is a debate upon the importance of an individual’s inborn qualities against personal experiences in influencing or causing individual’s personality and traits. Nurture is the influences on development occurring ‘from prenat al, parental, extended family and peer experiences, extending to influences such as media, marketing and socio-economic status. (Answers, 2011). Nature is the genetic predispositions that determine how people behave. It provides us with inborn abilities and traits. A case study that supports the influence of nurture is John B. Watsons and his partner, Rayners, experiment on ‘Little Albert’. This case study conveys that Little Albert did not display any fear towards the white rat or anything furry, until associating the rat with the load noise. This event produced Little Albert’s fear of furry objects and demonstrates that experiences play a large role in developing our personality and particularly our traits.If environment didn't play a part in shaping an individual's personality, then identical twins should, supposedly, be exactly the same. â€Å"Although identical twins are genetically identical and share the same family environment, identical twins raised tog ether do not have identical personalities. These differences must then be explained entirely by non-shared environmental effects. † (Haimowitz, Avi. 2005) It is evident through the case study of ‘Little Albert’ and the quote above, that people think and behave in certain ways because they are taught to do so. B. F.Skinner (1904 -1990) proved that human behavior could be conditioned and individuals condition their behavior accordingly to each role and responsibility they undertake. You may find yourself juggling different roles as a parent, child, husband or wife, sibling, worker, and friend. The way we act and react in different positions and situations has been formed by our environment and how we have been taught to respond through our experiences. The ‘Skinner box’ is an example of operate conditioning (see appendix 1 for image of the Skinner box). It is an experiment, created by B.F. Skinner to demonstrate a behavior followed by a reinforcing stim ulus, which results in an increased likelihood of that behavior occurring in the future. B. F. Skinner placed a rat in the Skinner box. The rat pressed the response lever, releasing a food pellet into the food dispenser. It was not trying to do anything when it first touched the lever, but once the rat learned how to release the food, it began repeating the process. â€Å"The behavior is followed by a consequence, and the nature of the consequence modifies the organism’s tendency to repeat the behavior in the future. (Boeree, George. 1997). As you learn from your experiences and environment, you condition yourself in response to it. Skinner suggests that psychologists focus on observables, that is, the environment and our behavior in it. â€Å"Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select†¦ regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. †- John Watson.This well known behaviorist, John Watson, conveys that no matter what the individual’s nature is, the environment and experiences in one’s life can condition the individual and shape their personality. Genie, a thirteen year old girl, was found on the 4th of November in 1970. She had suffered severe sensory and social deprivation as a result of being locked in her room, completely isolated, for almost her entire life. She was haunted by her traumatic upbringing and trapped by memories of her suffering. Her father, Clark Wiley, turned his back on the world after his mother had been killed by a hit and run driver.The result of his lose was taken out on his family. Genie was particularly targeted by her father, after he was told she may have a slow development. This case study expresses how important parenting is on a child’s personality. The lack of interaction and speech f rom Genie resulted in having no language or cognitive ability. â€Å"The left part of the cerebral cortex in Genie’s brain, which is responsible for speech and language, has not received the stimulation required for normal development† (ExtraOrdinaryChildren, 2008)(See appendix 4 for image).This lack of development has left her speech centres irreparably damaged. Maslow’s hierarchy of needs show that Genie did not meet any of the levels of need (see appendix 3 for Maslow’s hierarchy of need’s pyramid). According to this theory â€Å"they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function†. (Wikipedia, 2011) She had the physical development of a 7-year old due to her prolonged malnutrition. Genie had a poor quality diet consisting of milk, oatmeal and sometimes an egg. The house was completely dark, all the blinds were drawn and there were no toys, no clothes, nothing to indicate that a child of any age had lived there†. (ExtraOrdinaryChildren, 2008)These experiences of Genie’s entire life, comes to show how much each individual needs their environment and the result of not having nurture in one’s life. Bibliography A2zpsychology, 2006, Freud's Psychosexual Theory. Viewed March 16, 2011, http://www. a2zpsychology. com/great_psychologists/freud_psychosexual_thoery. htm About, 2011, Personality Psychology.Viewed March 21, 2011, http://psychology. about. com/od/personalitydevelopment/Personality_Psychology. htm Answers, 2011, Nature or Nurture. Viewed March 4, 2011, http://wiki. answers. com/Q/What_influences_personality_more_nature_or_nurture#ixzz1HIvrEH1D Boeree, George. 1997, Sigmund Freud. Viewed March 13, 2011, http://webspace. ship. edu/cgboer/freud. html. Boeree, George. 1998, B. F. Skinner. Viewed March 12, 2011, http://webspace. ship. edu/cgboer/skinner. html Changingminds, 2011, Freud’s Psychosexual Stage Theory.Viewed March 15, 2011, http://changingminds. org/explanations/learning/freud_stage. htm Dr. Westrope. 2010, Personality. ViewedMarch 18, 2011, http://answers. yahoo. com/question/index? qid=20091119000820AALKEuL ExtraOrdinaryChildren, 2008, Genie Wiley. Viewed March 13, 2011, http://www. mymultiplesclerosis. co. uk/misc/wild-child. html Haimowitz, Avi. 2005, Heredity vs. environment. Viewed March 21, 2011, http://www. personalityresearch. org/papers/haimowitz. html Powell, Kimberly. 2011, nature vs nurture.Viewed March 22, 2011, http://genealogy. about. com/cs/geneticgenealogy/a/nature_nurture. htm Stennes Barbara (2009), How Different Roles Influence Your Personality. Viewed March 14, 2011, http://www. resourcesunlimited. com/How_Different_Roles_Influence_Your_Personality. asp Wikipedia, 2011, Personality Psychology. Viewed March 21, 2011, http://en. wikipedia. org/wiki/Personality_psychology#Trait_theories Wikipedia, 2011, Maslow’s Hierarchy of Needs. Viewed March 1 4, 2011, http://en. wikipedia. org/wiki/File:Maslow%27s_Hierarchy_of_Needs. svg Psychology 101 We all come in different shapes and sizes. We all have strengths and weaknesses. What is right for one person may not be right for another. How we feel, think, behave and react in different situations are shaped from when we are born throughout the rest of our lives. Our environment influences our personality, our experiences from when we first walk to the last day we breathe. There are a number of psychologists who support that individuals environment is the key aspect to influencing personality. Sigmund Freud believed that our childhood experiences are what influence our personality as an adult.The nurture theory proposes that environment is what influences each individual and determines their personality. B. F. Skinner and John Watson both suggest that personality is a result of interaction between the individual and the environment. The case study of â€Å"Genie, the wild child† comes to show how much we require all of the environmental factors in Maslow’s Hierarchy of needs to live a healthy and standard life. Sigmund Freud (1856- 1939) believed that the psychosexual stages affect your personality and your experiences as you grow up influence your personality as an adult.Each of Freud’s five stages determines certain characteristics in our personality as we become adults (see appendix 2 for details on stages). It was developed from patients' recollections, dreams and free associations. He â€Å"asserted that sexual instinct was the most important influence on personality. † (WiseGEEK, 2011). The oral stage develops a sense of trust and comfort. The next period, the anal stage, increases accomplishment and independence. The differences between males and females are developed throughout the phallic stage, as the individual wants to possess the opposite sex parent and has the desire to replace the same gender parent.The latent period is important in the improvement of social and communication skills and self confidence. The individ ual will develop a strong sexual interest in the opposite sex throughout the last stage, the genital stage. â€Å"Fixation gives each problem at each stage a long-term effect in terms of our personality or character. †(Boeree, George. 1997) This means that if difficulty occurs in the stages, it can affect your personality, such as independence can transform to becoming dependant on others. Everything you become is determined by your first few years.The adult is exclusively determined by the child's experiences, because whatever actions occur in adulthood is based on an outline laid down in the earliest years of life. Personality comes from adaptive patterns associated to an individual’s specific environment. Nature versus nurture is a debate upon the importance of an individual’s inborn qualities against personal experiences in influencing or causing individual’s personality and traits. Nurture is the influences on development occurring ‘from prenat al, parental, extended family and peer experiences, extending to influences such as media, marketing and socio-economic status. (Answers, 2011). Nature is the genetic predispositions that determine how people behave. It provides us with inborn abilities and traits. A case study that supports the influence of nurture is John B. Watsons and his partner, Rayners, experiment on ‘Little Albert’. This case study conveys that Little Albert did not display any fear towards the white rat or anything furry, until associating the rat with the load noise. This event produced Little Albert’s fear of furry objects and demonstrates that experiences play a large role in developing our personality and particularly our traits.If environment didn't play a part in shaping an individual's personality, then identical twins should, supposedly, be exactly the same. â€Å"Although identical twins are genetically identical and share the same family environment, identical twins raised tog ether do not have identical personalities. These differences must then be explained entirely by non-shared environmental effects. † (Haimowitz, Avi. 2005) It is evident through the case study of ‘Little Albert’ and the quote above, that people think and behave in certain ways because they are taught to do so. B. F.Skinner (1904 -1990) proved that human behavior could be conditioned and individuals condition their behavior accordingly to each role and responsibility they undertake. You may find yourself juggling different roles as a parent, child, husband or wife, sibling, worker, and friend. The way we act and react in different positions and situations has been formed by our environment and how we have been taught to respond through our experiences. The ‘Skinner box’ is an example of operate conditioning (see appendix 1 for image of the Skinner box). It is an experiment, created by B.F. Skinner to demonstrate a behavior followed by a reinforcing stim ulus, which results in an increased likelihood of that behavior occurring in the future. B. F. Skinner placed a rat in the Skinner box. The rat pressed the response lever, releasing a food pellet into the food dispenser. It was not trying to do anything when it first touched the lever, but once the rat learned how to release the food, it began repeating the process. â€Å"The behavior is followed by a consequence, and the nature of the consequence modifies the organism’s tendency to repeat the behavior in the future. (Boeree, George. 1997). As you learn from your experiences and environment, you condition yourself in response to it. Skinner suggests that psychologists focus on observables, that is, the environment and our behavior in it. â€Å"Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select†¦ regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. †- John Watson.This well known behaviorist, John Watson, conveys that no matter what the individual’s nature is, the environment and experiences in one’s life can condition the individual and shape their personality. Genie, a thirteen year old girl, was found on the 4th of November in 1970. She had suffered severe sensory and social deprivation as a result of being locked in her room, completely isolated, for almost her entire life. She was haunted by her traumatic upbringing and trapped by memories of her suffering. Her father, Clark Wiley, turned his back on the world after his mother had been killed by a hit and run driver.The result of his lose was taken out on his family. Genie was particularly targeted by her father, after he was told she may have a slow development. This case study expresses how important parenting is on a child’s personality. The lack of interaction and speech f rom Genie resulted in having no language or cognitive ability. â€Å"The left part of the cerebral cortex in Genie’s brain, which is responsible for speech and language, has not received the stimulation required for normal development† (ExtraOrdinaryChildren, 2008)(See appendix 4 for image).This lack of development has left her speech centres irreparably damaged. Maslow’s hierarchy of needs show that Genie did not meet any of the levels of need (see appendix 3 for Maslow’s hierarchy of need’s pyramid). According to this theory â€Å"they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function†. (Wikipedia, 2011) She had the physical development of a 7-year old due to her prolonged malnutrition. Genie had a poor quality diet consisting of milk, oatmeal and sometimes an egg. The house was completely dark, all the blinds were drawn and there were no toys, no clothes, nothing to indicate that a child of any age had lived there†. (ExtraOrdinaryChildren, 2008)These experiences of Genie’s entire life, comes to show how much each individual needs their environment and the result of not having nurture in one’s life. Bibliography A2zpsychology, 2006, Freud's Psychosexual Theory. Viewed March 16, 2011, http://www. a2zpsychology. com/great_psychologists/freud_psychosexual_thoery. htm About, 2011, Personality Psychology.Viewed March 21, 2011, http://psychology. about. com/od/personalitydevelopment/Personality_Psychology. htm Answers, 2011, Nature or Nurture. Viewed March 4, 2011, http://wiki. answers. com/Q/What_influences_personality_more_nature_or_nurture#ixzz1HIvrEH1D Boeree, George. 1997, Sigmund Freud. Viewed March 13, 2011, http://webspace. ship. edu/cgboer/freud. html. Boeree, George. 1998, B. F. Skinner. Viewed March 12, 2011, http://webspace. ship. edu/cgboer/skinner. html Changingminds, 2011, Freud’s Psychosexual Stage Theory.Viewed March 15, 2011, http://changingminds. org/explanations/learning/freud_stage. htm Dr. Westrope. 2010, Personality. ViewedMarch 18, 2011, http://answers. yahoo. com/question/index? qid=20091119000820AALKEuL ExtraOrdinaryChildren, 2008, Genie Wiley. Viewed March 13, 2011, http://www. mymultiplesclerosis. co. uk/misc/wild-child. html Haimowitz, Avi. 2005, Heredity vs. environment. Viewed March 21, 2011, http://www. personalityresearch. org/papers/haimowitz. html Powell, Kimberly. 2011, nature vs nurture.Viewed March 22, 2011, http://genealogy. about. com/cs/geneticgenealogy/a/nature_nurture. htm Stennes Barbara (2009), How Different Roles Influence Your Personality. Viewed March 14, 2011, http://www. resourcesunlimited. com/How_Different_Roles_Influence_Your_Personality. asp Wikipedia, 2011, Personality Psychology. Viewed March 21, 2011, http://en. wikipedia. org/wiki/Personality_psychology#Trait_theories Wikipedia, 2011, Maslow’s Hierarchy of Needs. Viewed March 1 4, 2011, http://en. wikipedia. org/wiki/File:Maslow%27s_Hierarchy_of_Needs. svg

A Couple Interview with Darlene and Mike Lumpkin Essay

A marriage is the creation of a new family by bringing together two distinct people from individual and very distinctly different backgrounds. The bringing together of two different people often can cause conflict. Merging families can also create a harmonious relationship of balance and teamwork if both of their differences and similarities compliment each other. After conducting an interview with Darlene and Mike Lumpkin it became very evident that theirs was a seemingly balanced and harmonious relationship. The interview asked questions about how things like their backgrounds, challenges together, boundaries, family interactions, and spirituality have developed into a family and marriage relationship that successfully navigates through life together. The couple walked into the interview with a very happy demeanor, which seemed to set the tone for the remainder of our conversation. Their happiness clearly showed by sitting very close to each other on the couch with their arms aroun d each other. Mike shared jokingly that he felt like he was in a shrink’s office because of the blue couch. His lightheartedness helped keep things comfortable. The interview began by asking them some detailed background information about their individual family upbringing and experiences. Out of respect to their time constraints they were each given a printed out copy of the interview schedule and asked to spend a few minutes answering the individual background questions. They then shared what they deemed relevant from their answers. After some discussion about background section, the interview progressed by going through each of the remaining questions. Mike Lumpkin is a 40-year-old male college graduate who is employed by a real estate company. He has one younger brother and both parents are alive. His father is a pastor, which Mike shared, â€Å"my father has been a huge influence throughout marriage, family and in the way I live.† Mike described the majority of his family upbringing as stable, supportive and privileged. However, he wanted to highlight a particularly challenging time during college when he lost his best friend to suicide. He explained, â€Å"my faith got deeper through this experience because of all of the support of others.† The importance of faith is also reflective in his answers to questions about spending his free time with church and family. Darlene Lumpkin is a 43-year-old college graduate, housewife who has eight siblings. She started by highlighting the distinct differences between her and Mike’s family and upbringing. Her father was divorced five times and was undiagnosed but had a history of Manic Depression. This obviously affected her saying: â€Å"That is the reason I got married at thirty-one.† Additionally she shared, â€Å"Girls like to marry someone like their father and I definitely did not.† She explained that all of her brothers had also been diagnosed or un-diagnosed with Manic Depression and or substance abuse issues. She expressed that although she is very close to her family that it is fractured. At twenty she lost her stepfather to a sudden, unexpected heart attack. During mid-twenties her fractured family influenced a bout with depression where she sought the help of a counselor. However, her answers on the sheet that she was given, indicated that her current outlook on life as very positive because of her relationship to Mike and their children. Mike and Darlene’s relationship started while working for the same company, the couple met at a training event. Sha ring about how they met brought up a point of tension. There was a hesitancy to share that Mike was living with another women when they first started dating. Darlene discovered this and there relationship was on and off. The tension in the room was awkward for a brief moment but did not last because Mike then expressed that although it started rough and that they came from very different backgrounds, they were supposed to be together. After two to three years, the couple was married. Two years later they had Grace, currently age nine, and then Seth age seven. There explanation of deciding when to have kids was, â€Å"We tried a dog, and it didn’t work so we thought we would try kids.† One key observation made surrounding this set of questions about their relationship was that although their backgrounds were different, their personalities really complimented each other to guide them through life’s challenges. Although throughout the interview the couple seemed very happy talking about their marriage relationship, they did express some times in life, that in spite of being a challenge helped them grow closer. One such time occurred while working for the same company as store managers, their stores were down the street from each other causing them to be in direct competition. Additionally when Mike was laid off, Darlene found it difficult to interact with colleagues. Their families being brought together presented some of the greatest challenges, especially when they took in Darlene’s brother, who has battled an alcohol addiction. When an incidence occurred of him drinking at home while watching their children, they dealt with some confrontational stress. More recently another incidence happened when Darlene’s other brother attacked her personally. Mike and him got into some arguments but she chalked it up to his substance abuse and depression, saying, â€Å"All this drinking and addiction stuff has caused stress because Mike was not used to it.† Considering how difficult some of the challenges were early on in their marriage, they did not seem to outweigh the strengths. Darlene said: â€Å"The biggest thing is Mike and I talk, weather it is comfortable or uncomfortable†¦ you know the important things that need to be talked about.† Proper communication is vital to the success of a healthy long lasting marriage. Mike with Darlene agreed saying: â€Å"To sum it up we compliment each others’ strengths and weaknesses well.† Darlene wanted to also share that, â€Å"We both have a really good sense of humor, we can laugh at each other.† She shared that this was how they got through the difficult family situations. Their solid communication, humor, and complimenting personalities, were obvious strengths to their relationship. Frequently during the interview they both expressed that their children dictate much of how they are guided as a married couple and as a family. Family became even more of a priority because Darlene quit her very successful upper-management job in order to spend more time with their children. Mike expressed the importance of this, â€Å"What it comes down to is her and I are responsible for this family we brought into this world.† The only negative aspect of their relationship, specifically as in relation to boundaries was that they both agreed that marital intimacy had suffered. According to them this was one area of their marriage that could use some growth. Although not always the case it is reported as being a common problem for married couples to have decreased intimacy as a result of children. They both agreed that a way to combat this was being more intentional about the time they did have as a couple such as dates and anniversaries. Regardless of how much it was agreed that this was an area with a need for growth in their marriage, their boundaries seemed to be very healthy and clearly defined by their family as a whole. A reoccurring theme throughout the interview with Mike and Darlene was how much their spirituality influenced their marriage and family. Faith became particularly helpful during the difficulties with their families coming together. Mike: â€Å"I don’t know that we would have been as strong, I don’t know that we could have got through our situations without faith.† They have intentionally included their Christian faith throughout their relationship as a foundation for how their family operates and leans in times of life challenges. A lot of how their family is guided is by their faith and membership to a United Methodist Church. Both shared that they enjoyed spending a great majority of their free time volunteering in church activities. Mike, â€Å"Faith for us has been huge.† When asked why they felt this was relevant, they expressed that their children are cared for, nurtured, and supported in this environment. Darlene, â€Å"Our kids love church, I feel like it has become a family or support for us, we get more back from it then we put in.† They seemed to share about their relationship to their church as if it were an extended family that could be leaned on for support when needed but would allow for others to lean on them too if need be. Darlene and Mike are a truly amazing couple. A marriage that seems so balanced in spite of the many life challenges, and personality differences that they encounter. Although they would not admit so, their marriage is a perfect blend of two complimentary individuals. Having clearly defined family boundaries, complimenting each other’s strengths and weaknesses, while being guided by and supported in Christian faith, they continue to navigate through life together.

Free Essays on My First Race

My First Race My first mountain bike race was an experience I will never forget. The day started off before the hot sun had even rose. The morning dew was still lying on the ground like a blanket of crystals. As I loaded up the car with the help of my parents, I realized that I was extremely anxious and ready to go. Pulling out of the drive way there was no stopping until we reached the race site, an hour and a half away, at Kickappoo State Park. When arriving I remember seeing bright neon orange signs directing us through the park and to the registration table. After registering and buying a one day racing license, I realized that I was not ready to go. So I frantically ran to the car, unloaded everything that I was going to need including my bike. Then I quickly put my bike together and made sure everything was in the best working shape it could be. However, I would find out later that this was not the case. So after getting everything ready I jumped on my bike and went for a quick warm-up ride to get my aching muscles loosened up. When I returned from this ride, I did a quick look over of my clean bike and was ready to start the race. When it was time to start the race my stomach was a nervous mess. I honestly thought I was going to be sick, but the time had come to start the race. The starter explained all the rules and how the course would be marked off, then counted down from three. As I heard him say go my adrenalin took over my body and the race was on. Riding this course before I had some insight on the harder parts of the trail, this allowed me to pace myself and not burn all of my energy at the very beginning. As the race went on my heart and breathing started getting faster and more intense. As this happened I realized that I had to bear through the excruciating pain and plow on. Once we got further into the trail, everyone realized that it was a muddy mess that smelled of rotten leaves. So much to our surprise a... Free Essays on My First Race Free Essays on My First Race My First Race My first mountain bike race was an experience I will never forget. The day started off before the hot sun had even rose. The morning dew was still lying on the ground like a blanket of crystals. As I loaded up the car with the help of my parents, I realized that I was extremely anxious and ready to go. Pulling out of the drive way there was no stopping until we reached the race site, an hour and a half away, at Kickappoo State Park. When arriving I remember seeing bright neon orange signs directing us through the park and to the registration table. After registering and buying a one day racing license, I realized that I was not ready to go. So I frantically ran to the car, unloaded everything that I was going to need including my bike. Then I quickly put my bike together and made sure everything was in the best working shape it could be. However, I would find out later that this was not the case. So after getting everything ready I jumped on my bike and went for a quick warm-up ride to get my aching muscles loosened up. When I returned from this ride, I did a quick look over of my clean bike and was ready to start the race. When it was time to start the race my stomach was a nervous mess. I honestly thought I was going to be sick, but the time had come to start the race. The starter explained all the rules and how the course would be marked off, then counted down from three. As I heard him say go my adrenalin took over my body and the race was on. Riding this course before I had some insight on the harder parts of the trail, this allowed me to pace myself and not burn all of my energy at the very beginning. As the race went on my heart and breathing started getting faster and more intense. As this happened I realized that I had to bear through the excruciating pain and plow on. Once we got further into the trail, everyone realized that it was a muddy mess that smelled of rotten leaves. So much to our surprise a...

The Ongoing Northern Ireland Conflict essays

The Ongoing Northern Ireland Conflict essays Northern Ireland primarily consists of Protestants who want to remain a part of Great Britain. There is, however, a Catholic minority in the north fighting to become a part of the Republic of Ireland. This situation involves centuries of religious tension. The unrest in Northern Ireland dates back as far as the 1500s. At this time most of Europe's population belonged to the Catholic church. Under the reign of King Henry VIII (1509-49), England was converted to Protestantism. King Henry conquered the totally Catholic Ireland, and it came under Protestant control. This Protestant rule started the initial tension with the Catholics in Ireland. Large numbers of Protestants settled in the North of Ireland, creating a Protestant majority in the region that still exists today. In 1609, James I fought the Protestant Prince William III at the Battle of The Boyne. Due to this battle, the Catholics were forced to give up a vast majority of the land in Ireland to Protestant control. Catholics throughout Ireland called for it to become a republic, independent of Great Britain. However, the Protestants insisted on remaining a part of Great Britain. In 1920, the Goverment of Ireland Act officially divided it into two seperate states, the south a predominantly Catholic state and the north a predominatly Protestant state. The Catholics, who longed for their independence from Great Britain, acheived it when they became the Republic of Ireland in 1949. As one would assume, thirty-five years of constant fighting and five hundred years of struggles has had a significant impact on the region of Northern Ireland. Civil war in Northern Ireland has left the region behind the rest of Europe. Europe, in recent years, has been looking to the future. It recently adopted the Euro, a single currency for all of Europe. Additionally, if you are a citizen of a country in Europe, you can travel to other countries without a passport. Europe is looking to the fu...

Beijing Opera Essay Example | Topics and Well Written Essays - 1250 words

Beijing Opera - Essay Example This traditional Chinese theatre differs from opera, pantomime, and drama and puts more emphasis to 'Chang (Singing)', 'Nian (Speaking)', 'Zuo (Acting), and 'Da (Fighting)'. The Beijing Opera originated from the middle period of the Qing Dynasty (1644-1911) and entails four performances that include Anhui – Sanqing Troupe, Sixi Troupe, Chungong Troupe, and Chun Troupe that reside in Beijing, Tianjin, and Shanghai China1. Indeed, there were many names for Beijing Opera in its history such as Pihuang, Erhuang, Huang Qiang, Peking Opera, Pingju Opera, and Chinese Opera. However, Peking Opera that was born when the 'Four Great Anhui Troupes' brought Anhui opera supersedes the rest. Beijing Opera manifests itself as one of the cultural treasures of China. Although formed in Beijing, Beijing Opera is not the native-born but a melting opera. In the Beijing Opera, singing has the certain tune that expresses the sentiment of the dramatic persona. Taiwan preserves the art form known as Guoju though it has spread to Japan and the United States. Beijing Opera is the essence of Chinese national drama and has tremendous influence in both China and abroad. According to Beijing Opera, acting is the performance of movement and expression while fighting is the martial arts performed by dancing. At the same time, Beijing Opera appreciates the pleasing stylistic and artistic harmony of the dance and music, and art designs. Beijing Opera has very strict role division that includes Sheng, Dan, Jing, and Chou. 'Sheng' acts the masculine positive role, ‘Dan’ acts the feminine positive role, and ‘Jing’ acts the supporting role of greathearted masculine, while 'Chou' acts as a lively, humorous, quick-witted masculine. Each kind of role also has different face painting and dressing to indicate their identity. More significantly, the Beijing Opera relates to the political and military struggle and has a historical theme. Beijing Opera truly represent China culture because it keeps together the diverse elements of history, mythology, literature and poetry, singing, dancing, acting, face painting, stage fighting and acrobatics in Chinese culture2. However, during the second half of the 20th century, Beijing witnessed a steady decline in audience numbers due to a decrease in performance quality and an inability of the traditional opera form to capture modern life. In addition, the production requirements of the archaic language, and the influence of Western culture is not pleasant to the development of Beijing Opera3. In light of Beijing Opera, performance is an art topic that is very dominant in this Chinese traditional theatre. Beijing Opera performances are renowned for their very vibrant and gorgeous colored costumes. A Beijing Opera performance entails story, voice, music, movement, costumes, and makeup and stage properties4. Aria is the music for the voice of Beijing Opera belongs to the Ban-Qiang. Song music and speech in a Beiji ng performance occur simultaneously with dance movements of the performer. There are about three kinds of plays in Beijing Opera, which include the traditional play, the historical play, and the modern play. The different Beijing performance costumes are fundamental in the Beijing Opera performance. The Beijing opera costumes were mainly made of wool or coarse cloth and decorated with various meticulously embroidered patterns with special and unique stagecraft that draws a lot of admiration and love by the audience. Face painting manifest in Beijing Opera performances to display the character of the specific role and understanding of the opera’s plot5. Beijing Opera facial painting falls into four categories

Research two artists Kim Koster and Nicoletta Vevimesi Paper

Two artists Kim Koster and Nicoletta Vevimesi - Research Paper Example Koster is highly experimental; he doesn’t like to settle for conventional. His artwork speaks volumes of his risk taking nature and that is why he likes to work with various kinds of media for his artwork. Three of his most famous art pieces; ‘99 Rooms’, ‘Strahlende Orte’ and ‘Ana Somnia’ are living proofs of Koster’s tentative nature. The theme that is prominent in his art is the apocalyptic sentiment. To portray this, he uses symbolic exaggeration and countless surrealistic elements. His work might look mysterious to many buts it’s open for interpretation and debate. For instance, in Ana Somnia, the artwork takes the viewer into the dream land and one figure takes the form of another and the cycle continues, a lot of stories and interpretations can be formed. Three of the most famous art projects by Kim are shown in the images below. Nicoletta Veronesi loves to play with color and portrays them in both traditional and nontraditional media. She was born in Milan and educated at New York City at the Arts Student League (Veronesi, 2012). She expressed her art through figurative and abstract painting. Graffiti style of painting in New York City inspired her and that is the reason she worked for eight years in vernacular. Collage, painting, photography and ceramic are the elements she uses for her artwork. Wearable art, fabric design, furniture design and artist’s books are also her medium of art. The tone and the emotions in her artwork are always positive. There are certain elements in her work that stir emotions of joy and happiness when people look at them. Even those who are not familiar with the technicalities of art feel a positive vibe from her work. The colors are usually bright and ecstatic and they invoke the same feelings in the viewers. Such delightful themes are very obvious in her work, so vivid. It is not one of those art pieces where one has to look at it