Was the birthplace of Canada at Vimy Rigde

buy custom Best Practices for Students with ADHD essay

buy custom Best Practices for Students with ADHD essay Recommendations for Future Practice Academic success is mostly a function of behavior in the school environment and other environments such as home environment. It is, therefore, important to treat each case individually and make recommendations based on specific cases. This research focused on the academic success of ADHD students and the interventions done in the past. The researcher encountered problems and limitations and came up with recommendations for future research areas as outlined in the section above. This section discusses possible practices that can be employed in future research in an attempt to resolve the issues and limitations of this study. The recommendations for future research are as follows: It is recommended that future research should take into consideration the level of cognitive development of students. The researcher acknowledges that past research described in this paper did not consider the intelligence quotient (IQ) of the subjects. Past research has made the assumption that learning ineffectiveness for ADHD is performance rather than an aptitude problem (DuPaul White, 2004). Therefore, special assessment should be carried out among students and subjects to determine their academic ability and their cognitive ability. Future research should seek to identify how cognitive ability affects the academic achievement of the students. They should also seek to find out the different levels of intelligence quotient of the students with ADHD as compared to normal students. It is recommended that future practice should consider behavior in other environments (DuPaul White, 2004). Past research has shown that academic ability is a function of behavior. The research has also shown that behavior varies with environment and the intensity of reinforcement. It is important to note hat behavior and environment interfere with each other. This means that school-based intervention programs will only succeed if other environment intervention programs, like home and social environments, are implemented concurrently. In the future, researchers should study how reinforcement of behaviour in other environments affects the school-based intervention program. They should also seek to provide recommendations on how behavior reinforcements in all environments should be performed to make the school-based intervention successful. Future practice of the research should allow involvement of parents in the school-based intervention program. Future research should also endeavor to give parents intervention tools to reinforce the school-based intervention program. It is recommended that future researchers should consider other types of ADHD in their research (DuPaul White, 2004). There are three types of ADHD namely ADHD with inattentiveness as the predominant symptom, ADHD with hyperactive impulsive behavior being predominant, and ADHD with a high degree of all behaviors being present. Future research should seek to identify and group their subjects according to the types of ADHD. This is because the intervention measures taken on the students do not seek similar outcomes for the different types of ADHD. Future research should identify their subjects weaknesses in academic achievement based on their behavior type. They should also seek to come up with intervention measures tailored to meet the specific problems of each type of ADHD as opposed to measures that address ADHD as a singular behavior. It is also recommended that future researchers should identify the secondary implications of the intervention program especially where medication intervention is concerned (DuPaul White, 2004). Researchers should not only focus their attention on results related to acaademic achievement, but should also focus on the implications of their intervention measures on other areas of life of the subject. Behavior intervention may affect their neurological balance, thus causing subjects to experience headaches or other behavioral symptoms such as withdrawal. Researchers should document their overall findings and well-being of the subject not just in academics abut also in social relationships and health. Furthermore, it is recommended that future researchers should widen their research to deal with intervention measures of reinforcing positive attributes of the subjects. The fact that ADHD students have learning complications does not mean they do not have other talents and abilities (Mehl-Madrona, 2001). Future research should seek to identify talents of their subjects and base their intervention program on the them. ADHD students should be encouraged to develop their talents and to use their abilities in dealing with their academic performance. Researchers should find out how talents and abilities of their subjects affect their learning abilities. Researchers should also seek to identify how reinforcement and encouragement of their talents can influence their learning abilities. Finally, future researchers should encompass physical intervention measures in the school-based program research. ADHD students experience hyperactivity disorder, thus it is difficult for them to stay in one place for a long time (Mehl-Madrona, 2001). This inevitably reflects on the level of their academic achievements. For this reason it is important for researchers to enlarge their studies to include measures of dealing with physical movement aspect. Future research should endeavor to identify the implications of physical activity on the learning ability of the subjects. They should seek to identify how physical activity stimulates cognitive ability and behavior reinforcement. Buy custom Best Practices for Students with ADHD essay

How the Hop Hop Music Culture Spread Into Eastern Countries Essay

How the Hop Hop Music Culture Spread Into Eastern Countries - Essay Example Underground hip hop artists and various rappers and â€Å"hip hopsters† began recording and distributing music across America. Though hip hop/rap music was not considered mainstream American music, the artists and their investors were making profits off marketing the â€Å"underground† releases. Such underground artists include, The Sugar Hill Gangs's 1979’s "Rappers Delight† and â€Å"King Tim III’s Personality Jock† by the Fat Back Band (See Appendix #1 and #2). With underground hip hop and rap music spreading like wildfire throughout the Unitied States of America, it would soon prove to be no surprise that the controversial hip hop/rap music would soon be intorduced into mainstream American music. Its introduction would prove to be nothing short of extraordinary, triggering controversial and mixed emotions among America’s youth, parents, and of course, churches. The introduction of hip hop/rap into mainstream American music will neve r be forgotten, leaving countless mass media and personal stories of the adjustments to the revolution (See Appendix #3). The Induction of Hip Hop Music into Mainstream American Music A New York hip hop group called Run-DMC and Jam Master Jay is accredited with introducing hip hop music into mainstream American Music during the early 1980s. Because any type of change is controversial, the introduction of the hip hop genre was no exception. The new style and genre was for the most part, â€Å"clean-cut†, unlike much of the underground music that had been circling the nation during the 1970s. Run-DMC and Jam Master Jay didn’t rap about drugs, sex, or violence; instead, they rapped about normal teen life and the joys... This "How the Hop Hop Music Culture Spread Into Eastern Countries" essay outlines the phenomenon of hip-hop music's popularity. A New York hip hop group called Run-DMC and Jam Master Jay is accredited with introducing hip hop music into mainstream American Music during the early 1980s. Because any type of change is controversial, the introduction of the hip hop genre was no exception. The new style and genre was for the most part, â€Å"clean-cut†, unlike much of the underground music that had been circling the nation during the 1970s. Run-DMC and Jam Master Jay didn’t rap about drugs, sex, or violence; instead, they rapped about normal teen life and the joys of being a part of America’s youth (Bessie Cherry, 2008). They were the â€Å"good guys† of rap, you could honestly say (Bessie Cherry, 2008). In an interview with Letter Press Publications, Darryl McDaniels told Bessie Cherry, Executive Director of Communications for Letter Press Publications, that Run-DMC and Jam Master Jay’s goal for introducing rap into mainstream American music was to positively unify our youth, not to divide or destory it with lyrical adorations pertaining to sex, drugs or violence. McDaniels said that he is most certainly disappointed in how rap music has evolved and does not approve of the lyrics of so many of today’s American artists and the hip hop industry (Letter Press, 2008). â€Å"Several of today’s multi-million dollar production and networking alliances, are signing and promoting artists whose lyrical themes solely project sex, violence, death and destruction.

Successfulness of the canadian environmental protection act Essay

Successfulness of the canadian environmental protection act - Essay Example On October 23, 1987, the bill passed second reading. After third reading and extensive amendments by House of Commons Legislative Committee, the bill passed as an Act that respects the protection of the environment and human life and health. Introducing the Act was a legislative initiative aimed at invigorating the insipid federal Environmental Assessment and Review Process (EARP).Proposed as a bill by the then Minister of Environment, Tom McMillan, CEPA perceived as federal government of Canada’s effort to firmly establish that it is federal government’s obligation to integrate environmental safety aspects in all of its projects planning and implementation. Therefore, federal government ensured that no policy, program, project, or legislation should proceed without adequate analysis of its potential environmental consequences (UNEP, 1999, p.48). Considering the scope and complexity of changed made after review in 1990s, reviewers decided to repeat the practice in seven years. The objectives for assessment were to review the implementation process, and the extent to which it is proved effective in achieving its prime objective-protecting human health and environment. First Reading Version of 1999 mandated for review in seven years, the final version mandated a reduced time period of five years (Standing Senate Committee on Energy, 2008, p.1). In order to determine CEPA’s success, Environment Canada and health Canada considered four years of implementing CEPA and attributed it as an essential part of the complex regime of inter-related laws, policies, and institutions which guarantee adequate and comprehensive management of threats to human health, life, and environment. This complex regime incorporates federal, provincial, territorial, Aboriginal and local governments, judiciary, industry, and civil society in addition to other national or international organizations (Environment Canada and Health Canada, 2004, p.4). Despite the short time of its implementation and continuous review, in a 2005 web based public response primarily echoed the need of better implementation and enforcement of CEPA, 1999.Several practitioners across Canada and different sectors had a general perception that CEPA, 1999 is primarily a sound piece of legislation which does not require any substantial amendment in its content in order to ensure effective and continuous protection of human health, life, and environment. However, many believed that, generally there is more to be done when it comes to effectively implementing the law in order to ensure that the legislation is tapped to its full potential by taking actions swiftly and reducing risks involved (Versteeg as cited in Standing Senate Committee on Energy, 2008, p.3) According to Standing Senate Committee on Energy(2008,p.3) it is argued that the lacking will to implement and enforce the CEPA, and lacking resources for implementation and enforcement are the major areas of concern that und ermine the effectiveness of CEPA environmental protection regime. It is also argued that resources and time for legislative review of CEPA should not be taken from those allocated for implementation

Digitalization if school materials, good or bad Essay

Digitalization if school materials, good or bad - Essay Example Digitalizing education helps students to understand lessons better, and eventually success comes with it. Digitalization of school materials is very advantageous because it helps students to understand better, makes it much easier to follow their works, grades and gives them a vision.   Firstly, teachers teach better with the help of digital world with introduction of teaching aids such as smart boards, as before there were only normal blackboards for teaching purposes in classes. Teacher could write something and they could erase that written sentences during the class time. However, today much more things can be done with smart boards in the classroom setting. Write a sentence to a smart board and it first understands the sentence, and then translates it in to different languages. You can save what is written on the smart board that day and open them again. Opening an image or graphic about the class topic is also usual thing and it helps students understand better (Panjwani et.al 9). Smart boards have enhanced teacher to teacher collaboration across same schools or in different districts. Notes that are saved in smart boards can be shared across the board for content analysis and discussion. Traditional teaching models require teachers to meet in board rooms and use notebooks to present their cases. This is a tiresome affair as it involves the cost of reproducing the notes for all the teaching staff to have copies. With the use of electronic readers and smart boards, everyone can access notes stored digitally. Lesson plans can be shared among teachers in a department with the touch of a button (Green 19). Smart boards and electronic readers share information between the teacher and students during lessons. This improves the effectiveness of teachers in passing knowledge to the students (Blackboard 9). Newly employed teachers can access information from their mentors, and adapt to their new roles in

String Quintet

String Quintet I. A Proposed Analysis of the String Quintet in F If the only thing Bruckner had ever written for string instruments had been the slow movement to his string quintet, his reputation would have been secured for all time. The entire work is so admirable that it is hard to believe that its creator had little familiarity with string chamber music. Though true, it is hard to credit that Bruckner did not know Beethovens late string quartets at the time he wrote this work. Its harmonies are quite unique and characteristic of Bruckners love of harmonic seconds and half tones. As a result, the intonation is at times quite difficult to get right but even amateurs need to overcome these so as to make the acquaintance of this magnificent work. The first movement, Gemà ¤ÃƒÅ¸ig, entirely avoids the usual Allegro mood one expects to find in a first movement. The plastic main theme is full of yearning and developed at great length until the entrance of the lyrical second theme, which conveys almost unimaginable bliss. The second movement, Scherzo, is highly syncopated though here, as opposed to its appearance in his symphonies, it is gentler and has a melancholy, contemplative mood to it. The trio section is closely related to the old-style minuet though it is full of feeling. The aforementioned slow movement, Adagio, takes one directly to heaven. This is music of affirmation and there is no sense of resignation to an inevitable and unwished for fate. The tonal color is quite unique, especially when the cello falls silent. The main theme of the finale, Lebhaft bewegt, has a staccato motif over an organ-like underpinning. The slower delightful second theme is a real piece of Austrian folk music and the variations on it are very pleasing.[1] Above is a useful aesthetic and dimensional introduction to the String Quintet in F, as expressed by the prominent German musicologist Wilhelm Altmann, who lived between 1862 and 1951. A facsimile of the 1926 Universal Edition miniature score of the quintet is included as an appendix, and it is suggested that one experiences both the score and its realisation before engaging with the content of this thesis. It is not the purpose here to provide a rigorous analytical discussion, however, what follows is a proposed structural overview of the four movements of the work, which will be followed by a detailed examination of the Adagio. Moderato (F minor) 1 98 Exposition 1 72 Primary Subject Group 73 98 Primary Subject Group 99 170 Development 171 273 Recapitulation and Coda Scherzo (D minor) 1 62 Vivace 63 82 Pià ¹ lento 83 119 Vivace Trio Pià ¹ lento 120-159 Da Capo 1 119 Vivace- Pià ¹ lento -Vivace Adagio (G flat minor) 1 18 Primary Subject Group 18 34 Transition I 35 56 Secondary Subject Group 57 66 Transition II 67 82 Simultaneous Recapitulation/Elaboration of Primary Subject Group 83 138 Simultaneous Recapitulation/Elaboration of Secondary Subject Group 139 167 Simultaneous Recapitulation/Elaboration of Primary Subject Group 167 173 Coda: Tonic (G flat minor) consolidation by restatements and dominant implications Finale (D flat minor à   F major) 1 16 Primary ‘Quartet Theme (Vivace) 17 32 Contrapuntal Quintet Theme (Im Tempo etwas nachgebend) 33 70 Cantabile Theme (Langsamer) 71 108 Agitato imitative theme 109 114 Simultaneous Recapitulation/Elaboration of Cantabile Theme 115 158 Synthesis and Elaboration of all themes 159 195 Recapitulation of Primary ‘Quartet Theme and concluding fff cadential flourish ~ According to Leopold Nowak, the third movement of the String Quintet in F, the Adagio, was composed between 10 and 31 March 1879.[2] Initially, I will establish how the Adagio functions by means of interaction between the five solo instruments, through a detailed examination of Bruckners treatment of structure, thematic material and harmony throughout the movement, in addition to his exploitation of the quintet idiom. In the following chapter, ‘III. Historical Reception and Criticism, I will engage with a spectrum of critical assessments of this particular movement, considering value judgements based on symphonic or chamber expectations, or indeed both. Timothy L. Jackson has documented how throughout his career ‘Bruckner considered sonata form to comprise of essentially two (rather than three) large spatial units, whereby the exposition is one element and the development and recapitulation together form the other.[3] Bruckner, according to Jackson, referred to the development and recapitulation of the opening movement of Symphony No. 9 in D minor (1894) as ‘the second part, or ‘2. Abtheilung.[4] Table 1, overleaf, displays how the Adagio convincingly functions as a two-part movement. In harmonic terms, Bruckner creates a divide between the respective sections by travelling further from the tonic and its mediant, which form the basis of the first section, to keys such as D minor and E flat in the second section. The thematic treatment in the respective sections further supports the notion of two-part division in the Adagio, with thematic material being presented in an original context between bars 1 and 66,[5] but with the juxtaposition of recapitulation with regeneration, or development, throughout bars 67 to 173. Table 1 Analysis Diagram Bar Reference Structural Position Structural Function Tonal Function Thematic Function 1 18 Section 1 Primary Subject Group Tonic (G flat minor) established (bar 13) Exposition of themes A (violin I, bb. 1-9) + B (violin I, bb. 10-12) 18 34 Transition 1 G flat minor à   B flat minor Link subject groups + consolidate B 35 56 Secondary Subject Group B flat minor consolidated (bars 56-57) Exposition of themes C (viola I, bb. 37-41), D (cello, bb. 51-4) + E (cello, bb. 55-7) 57 66 Transition 2 Tonic preparation (implied V7c at bar 66) Links Sections 1 + 2 and consolidates A 67 82 Section 2 Recapitulation/Elaboration of primary subject group Tonic (G flat minor) à   G flat major) Recapitulation and imitative treatment of A 83 114 Elaboration of Secondary Subject Group and Climax 1 at bar 107. Durchfà ¼hrung style modulatory passage. Concluding with D minor preparation (bar 114) Elaboration of Secondary Subject Group themes 115 138 Recapitulation/Elaboration of Secondary Subject Group and Climax 2 at bar 135 D minor initially, before Durchfà ¼hrung style modulatory passage at bar 138: E flat minor cadence Recapitulation combination, and contrapuntal treatment of themes 139 167 Recapitulation/Elaboration of Primary Subject Group and Climax 3 at bar 141 Tonic (G flat minor) Contrapuntal and sequential treatment of A and B 167 173 Coda Tonic (G flat minor) consolidated by tonic re-statements and repeated dominant implications (second violin) Derived from theme and accompaniment C. Diminished seventh leap and accompaniment reinstatements decrease William Caplin has argued that composers typically condense and adopt a lesser degree of formal and motivic complexity within slow movements, in order to limit duration. Thus they are ‘inherently simpler than other string quintet movements.[6] Although constructed in a binary fashion, Bruckners Adagio, in opposition to Caplins argument, includes the exposition (e.g. bars 1-18), elaboration (e.g. bars 83-114) and recapitulation (e.g. bars 139-167) of thematic material, revealing a full compliance with the fundamental procedures of sonata form as propounded by Arnold Schoenberg.[7] Thematic material from Bruckners exposition areas ( 1, bar 1, and 2,[8] bars 37-8) is presented in different tonal areas, in sequence ( 3,[9] bars 61-2), in inverted imitation ( 4, bars 99-101), and in progressive diminution ( 5, bars 169-73. Here the rising major sixth of 2 is progressively compressed in the second violin). Bruckners juxtaposition of thematic elaboration and recapitulation in the second section of the Adagio stands in parallel with the earlier quintets of Mozart, allegedly ‘the first to exploit fully the †¦ possibilities of the medium†¦ successfully and consistently.[10] For example, in the Adagio ma non troppo of the String Quintet in G minor, K. 516, Mozart excludes an independent developmental section, choosing instead to progress directly from the exposition (bars 1 37) to the recapitulation (bars 38 82). However, prefiguring the Brucknerian approach, Mozarts recapitulation features both the reinstatement and regeneration of material from both the primary and secondary subject groups, and thus manifests the integration of two elements of the sonata principle, elaboration and recapitulation. Hans Hubert Schà ¶nzeler has argued that Bruckner considered the traditional architecture and procedures of sonata form ‘a mere starting point, which he filled out, moulded and fashioned to suit his own particular requirements.[11] Schà ¶nzelers viewpoint can be confirmed by an examination of Bruckners formal construction in the Adagio. Table 1 refers to a sequence of three points of climax, at bars 107, 135 and 141 respectively. At bar 107 the inversion of a secondary theme (originally presented at bar 55) is presented strongly in the bass, whilst the remaining four voices have the same dynamic marking of fff. On the second quaver of the bar, when all five instruments are being played, the pitch range extends two octaves and a perfect fifth, which represents the greatest range thus far in the movement. At bar 135, whilst the pitch range (maximum of two octaves and a major third) and dynamic markings (ff) are less than before, the use of homophony to present the secondary theme maintains the climactic strength ( 6 bar 135, below). Finally, at bar 141 Bruckner recapitulates bars 14-34 climactically by means of an ff unison trill in the violins, whilst the lower strings play in dense homophony ( 7). The first beat of bar 141 contains the greatest pitch range in the entire movement, at two octaves and a major sixth. Bruckners use of a climactic sequence in the latter stages of the movement creates a sense of teleological progression. The thematic organicism central to sonata form is utilised to create a dramatic, linear gradient throughout the movement until the respective points of climax. In contrast to the resolution of tension associated with the traditional tonic recapitulation, Bruckners procedure creates an alternative region of arrival within the ‘Adagio. The reiteration (through a three-point succession) of climax, before the gradual dissipation of texture, dynamics and thematic significance throughout the final passage (bar 150 onwards), reflects Bruckners use of a climactic sequence in the latter stages of the movement to create a sense of apogee, as opposed to the traditional resolution. The adoption of teleological and motivically interactive compositional processes in the nineteenth century, with roots in works such as Beethovens fifth and ninth symphonies, was common. Ernest Newman has documented how the climactic region of the Prelude to Wagners Tristan und Isolde the two maximum points of dynamic, ff, which occur between bars 74 84 features motivic material directly derived from earlier in the movement.[12] In a similar fashion, Beethovens Allegretto ma non troppo from the Piano Sonata No. 28 in A major, Op. 101 reaches a teleological elaboration of the syncopated chord progression of the exposition codetta (see s 8 and 9).[13] By the time Bruckner was composing his string quintet, the positioning of musical climaxes became imperative to the progression of a movement. Notably, the climaxes of the Beethoven and Wagner examples above are positioned in close proximity at 83% and 76% through the Allegretto ma non troppo and the Prelude respectively.[14] Newman argues that ‘Wagner unconsciously obeys that natural law of structure that brings in the climax at a point about two-thirds of the time-distance between the beginning and the end.[15] In the Adagio of the String Quintet in F Bruckner positions the three points of climax at 62%, 78% and 82%, respectively. Interestingly, the first point of climax (bar 107) occurs at the ‘Golden Section, the Greek numerical constant of 0.6180 (4 d. p.).[16] This proportion, which has been widely cultivated by architects, artists and musicians, is manifest in works such as the De Divina Proportione (1509) of Luca Pacioli and Leonardo da Vinci, or reflected in the structural proportions of Debussys La Mer (1905),[17] and is believed to produce ‘harmonious proportions and maximise aesthetic experience.[18] The composition of three individual points of climax results in the creation of an extended climactic region, lasting almost a quarter of the Adagio, revealing the presence of a Schubertian ‘heavenly length, a musical device which allegedly interested and influenced Bruckner.[19] Simultaneously, Bruckner cleverly initiates his climactic passage at the point governed by Newmans ‘natural law of structure, but incorporates teleological prolongation by the sustaining positioning of the remaining two climaxes. Harmonic Analysis Similarly to Bruckners manipulation of the traditional thematic functions of classical form, harmonic relationships are exploited in order to enhance the linear progression. A detailed harmonic analysis of the first section reveals how Bruckner exploits the availability of a wide range of keys, such as E flat minor and B flat major (transition 1). Harmonic freedom is also signified by the use of a fluctuating B flat centre during the secondary subject group, through the Schubertian procedures of modal switches and tertiary relationships, and the more adventurous use of harmonic colouring found in the work of Wagner. Theme C, introduced by the first viola at bar 37, is emphatically diatonic and outlines an essentially triadic progression, accentuating the tension between the flattened and raised third degree. A simple presentation of the key areas explored in the secondary subject group and the second transition displays the remote key relationships employed by Bruckner. The implicati on of chromatic or Neapolitan relationships (e.g. the chord of Db major originating as the Neapolitan chord of C major) results in an expanded palette of key relations: bar 34 Bmajor/minor bar 51 C major bar 53 D major bar 57 B major/minor bar 61 Transition, preparing G major By employing distant and frequently fluctuating key relationships during the Adagio, Bruckner produces tonal instability, a tension-building device used by predecessors such as Schubert, and also Beethoven, in the Bagatelle, WoO 60 (1818) and Symphony No. 5 in C minor (1808), with the ambiguous (C minor/E flat major) tonal identity of its opening motivic gesture. Freed from the conventional assembly of harmony and thematic material, Bruckners formal approach to the Adagio can be comprehended through Dahlhauss definition of a schematic form one ‘sustained exclusively by the quality of the initial idea, the individual character of which compensated for the conventionality of the overall outline.[20] In the case of the Adagio, the ‘initial idea is the gradual, yet continuous, gradient of tension leading to the climactic sequence. [1] Handbuch fà ¼r Streichquartettspieler (Berlin, 1931) [2] L. Nowak, op. cit. [3] P. Hawkshaw and T. L. Jackson, op. cit. [4] Ibid. [5] With the exception of the two transitional passages (bb. 18-34 and bb. 57-66), in which thematic material is recycled to link subject groups and reinforce the primary subject group. James Webster (‘Sonata form, in L. Macy [ed.] Grove Music Online [accessed 01-12-08]) documents the traditional reuse of central thematic material in both codas and transitions. [6] W. Caplin, Classical Form (1998), 209. [7] A. Schoenberg, Fundamentals of Musical Composition (1967). [8] The conventional clef distribution, as in 1, will be assumed unless otherwise stated. [9] The clef distribution for this example is violin 1 and violin 2 (treble) and viola 1 (alto). [10] Cliff Eisen, ‘String quintet, in L. Macy (ed.), Grove Music Online (Accessed 01-12-09) [11] H. H. Schà ¶nzeler, Bruckner (1970), 75. [12] E. Newman, ‘The Prelude, in R. Bailey (ed.), Prelude and Transfiguration from ‘Tristan und Isolde (1985), 153 161. [13] Both s 8 and 9 are presented as piano reductions, with the conventional treble (upper line) and bass (lower line) distribution. [14] Percentages have been calculated in relation to the total number of bars per movement. For example, the Allegretto ma non troppo contains 102 bars. The region of climax is initiated with the crescendo mid-way through bar 84. Bar ‘84.5 as a percentage approximates to 83%. [15] E. Newman, op. cit., 153 161. [16] R. Tatlow, ‘Golden number [golden section], in L. Macy (ed.), Grove Music Online (accessed 01-12-09). [17] R. Howat, Debussy in Proportion: A Musical Analysis (1983). [18] R. Tatlow, op. cit. [19] G. E. Arnold and E. Agate, ‘The Different Versions of the Bruckner Symphonies, The Musical Times, 78/11 (1937), 17 20. [20] C. Dahlhaus, ‘Issues in Composition, in C. Dahlhaus (ed.), Between Romanticism and Modernism: Four Studies in the Music of the Later Nineteenth Century, trans. Mary Whittall (Berkley and Los Angeles, 1980), 44.

Water and Womanhood in Ancient Greece Essay -- Women in Marine Mytholo

In the times of ancient Greece, there were ample tales, myths, and legends surrounding the realm of the sea; many of which included fearsome beasts, epic struggles, and angered gods. There are tales of vengeance, spite, cruelty, and rage, but there are also those of understanding, compassion, helpfulness, and benevolence. When one subjects many of the more malevolent (and sometimes disturbing) tales to closer inspection, it becomes fairly evident that a great number of these stories use a feminine force in order to display the wraith of the sea and the sea gods or goddesses. In fact, many sea monsters are said to be female including Charybdis and Scylla (the horrors between which Odysseus and his crew must sail through the Strait of Messina), and the sea was often given a female personality and character traits. Ceto, particularly, was the feminine embodiment of the dangers which the sea held, and Amphitrite was one other powerful, feminine sea goddess. The connection between terrors of the sea and the female persona may not be presented with the utmost clarity right away; however, it is possible to use symbolic history, cultural normalities of the time, and a brief glance at the ancient Greek view of sexuality to help discover these mysteries. Symbols for water and womanhood have been known to coincide greatly, essentially since the beginning of the history of recorded symbols. The inverted triangle was an especially prominent emblem when it comes to this matter, as it was used to represent both the flow of water (or sometimes a cup, or chalice), as well as the shape of the female reproductive organs and genitalia. These similarities were not contained only to written symbols, but to rather more abstract symbolism as well. O... ...tainly made theirs far more interesting than many other cultures. Works Cited "Disaster Archaeology - Women in the Marine Mythology of Ancient Mediterranean Their Roles & Symbolisms - By:Dr. George Pararas-Carayannis and Dr. Amanda Laoupi." Disaster Pages of Dr. George PC. Web. . Symbolism between women and water Grimal, Pierre. The Dictionary of Classical Mythology. Oxford, England: Blackwell, 1985. Perseus Digital Library. Web. . Theoi Greek Mythology, Exploring Mythology & the Greek Gods in Classical Literature & Art. Web. . Used for collection of various primary facts Walcot, P. "Greek Attitudes towards Women: The Mythological Evidence." Greece and Rome XXXI.1 (1984). JSTOR. Web. Greek views of sexuality; cultural effects

Psychological Disorders and Therapy Essay

I. Introduction Schizophrenia is not only the most dreaded psychological disorder but also one of the most heavily researched. Some important new discoveries link schizophrenia with biological factors, such as brain abnormalities and genetic predispositions. Schizophrenia is one of the most heavily researched psychological disorders. Several factors have been proposed as causes of schizophrenia, from biochemical imbalances in the brain to faulty family relationships and socioeconomic environment. Although a great deal of interesting research has been carried out, to date no single factor has been isolated as the cause of schizophrenia. II. The Understanding and Search for Causes Schizophrenia a) Brain, Structure, Function and Abnormalities Recent advances in the measurement of brain structure and function have set the stage for comparing normal individuals with those suffering from schizophrenia. One brain-imaging technique, computer-assisted tomography, or CT scan, uses many low-energy X-rays of the living brain taken at a number of different points and integrated into pictures by a computer. Studies using this technique show that many individuals with schizophrenia have enlarged brain ventricles, compared to normal persons. Some researchers believe a link sexists between the enlarged ventricles and the lower frequency of alpha waves observed among individuals with schizophrenia. The idea that imbalances in brain chemistry might underlie schizophrenia has long intrigued scientists. Strange behaviors, they knew, can have strange chemical causes. The saying â€Å"Mad as a hatter† refers to the psychological deterioration of British hatmakers whose brains, it was later discovered, were slowly poisoned as they moistened the brims of mercury-laden felt hats with their lips (Smith, 2003). Scientists are beginning to understand the mechanism by which chemicals such as LSD produce hallucinations. These discoveries fuel hope that a biochemical key to schizophrenia might be found. One chemical key to schizophrenia involves the neurotransmitter dopamine. When researchers examined patient’s brains after death, they found an excess of receptors for dopamine (Wong, 2000). What is more, drugs that block dopamine levels, such as amphetamine and cocaine, sometimes intensify schizophrenia victims overactive to irrelevant external and internal stimuli. Modern brain scanning techniques reveal that many chronic schizophrenia patients have a detectable brain abnormality. Some have abnormally low brain activity in the frontal lobes (Cohen, 1999). Others, most often men, have enlarged, fluid-filled areas and a corresponding shrinkage of cerebral tissue (Andreasen, 2000). b) Genetic Factors A popular line of research in recent years has been the search for a genetic link in schizophrenia. Several approaches to the study of genetic relationships have been used. Overall, results of this research are consistent with a genetic basis for the disorder. For example, identical twins are more likely to share schizophrenic diagnoses than fraternal twins, whether the twins are reared apart or together. The greater the severity of schizophrenia, the more pronounced this relationship is. Furthermore, children whose parents both have schizophrenia are three times more likely to develop the disorder than are children with only one parent with schizophrenia, whether children are reared with their parents or not. Children who are reared by an adoptive parent with schizophrenia but whose biological parents are normal do not have higher rate of schizophrenia (Kestenbaum, 2001). The most convincing evidence for a genetic relationship comes from research showing a characteristic defect on c hromosome 5 among family members who have some types of schizophrenia (Sherrington, 2000). Naturally, scientists wonder whether people inherit a predisposition to these brain abnormalities. The evidence strongly suggests that some do. The 100-to-1 odds against any person’s being diagnosed with Schizophrenia become 10-to-1 among those who have an afflicted identical twin. Although there are only a dozen such known cases, it appears that an identical twin of schizophrenia victim retains that 50-50 chance whether they are reared together or apart. Adoption studies confirm a genetic link (Gottesman, 2001). Children adopted by someone who develops schizophrenia are unlikely to â€Å"catch† the disorder. But adopted children do have an elevated risk if a biological parent is diagnosed with schizophrenia. The genetic contribution is beyond question. But the genetic role is not so straightforward is beyond question. But the genetic role is not as straightforward as the inheritance of eye color. After all, about half the twins who share identical genes with a schizophrenia victim do not develop the disorder. Thus, behavior geneticists Susan Nicol and Irving Gottesman (2000) conclude that some people â€Å"have a genetic predisposition to the disorder but that this predisposition by itself is not sufficient for the development of schizophrenia.† c) Psychological Factors If, by themselves, genetically predisposed physiological abnormalities do not cause schizophrenia, neither do psychological factors alone. As Nicol and Gottesman report, â€Å"no environmental causes have been discovered that will invariably, or even with moderate probability, produce schizophrenia in persons who are not related to a schizophrenic.† Nevertheless, if genes predispose some people to react to particular experiences by developing schizophrenia, then there must be identifiable triggering experiences. Researchers have asked:   Can stress trigger schizophrenia? Can difficulties in family communications be a contributing factor? The answer to each question is a strong, clear maybe. The psychological triggers of schizophrenia have proved elusive, partly because they may vary with the type of schizophrenia and whether it is a low-developing, chronic schizophrenia, or a sudden, acute reaction to stress. It is true that young people with schizophrenia tend to have unusually disturbed communications with their parents. But is this a cause or a result of their disorder? It is true that stressful experiences, biochemical and abnormalities, and schizophrenia’s symptoms often occur together. But the traffic between brain biochemistry and psychological experiences runs both ways, so cause and effect are difficult to sort out.   It is true that schizophrenic withdrawal often occurs in adolescence or early adulthood, coinciding with the stresses of having to become independent, to assert oneself, and to achieve social success and intimacy. So is schizophrenia the maladaptive coping reaction of biologically vuln erable people? Most of us can relate more easily to the ups and downs of mood disorder that to strange thoughts, perceptions, and behaviors of schizophrenia. Sometimes our thoughts do jump around, but we do not talk nonsensically. Occasionally we feel unjustly suspicious of someone, but we do not feat that the world is plotting against us. Often our perceptions are distorted, but rarely do we see or hear things that are not there. We have felt regret after laughing at someone’s misfortune, but e rarely giggle in response to bad news. At times, we just want to be alone, but we do not live in social isolation. However, millions of people around the world do not talk strangely, suffer delusions, hear nonexistent voices, see things that are not there, laugh or cry at inappropriate times, or withdraw into their private imaginary worlds. Because this is true, the scientific quest to solve the cruel puzzle of schizophrenia continues. d) Environmental Stress Approaches to schizophrenia have not been exclusively biomedical. Even studies of identical twins show that more than half these pairs do not have share diagnoses of schizophrenia. Because they do share all genetic material, there must be environmental factors that also contribute to the disorder, either by protecting constitutionally vulnerable individuals or by precipitating symptoms of the disorder (Kestenbaum, 2001). One way of conceptualizing the relationship between the environment and schizophrenia is through the concept of stress. A stress hypothesis holds that individuals are genetically vulnerable to the disorder. III. Treatment Behavioral Therapy Voluntary behaviors are strongly influenced by their consequences. This sample fact enables behavior therapists to reinforce desired behaviors, while withholding reinforcement for undesired behaviors. Using operant conditioning to solve specific behavior problems is called behavior modification, a therapy that has raised hopes for some cases thought hopeless. Retarded children have been taught to care for themselves. Autistic children have learned to interact. People with Schizophrenia have been helped to behave more rationally on the hospital ward. Physical   methods or therapy This includes electroshock therapy and brain surgery. It consists of passing electric currents through the brain, producing convulsion coma. Psychoanalysis A procedure requiring that the patient and analyst meet for hour- long sessions several times a week for many months. During these hours the analyst helps the patient bring into consciousness the repressed conflicts that have caused the illness. If the treatment is successful, the patient learns realistic methods of dealing with conflicts. The technique of free association is an important part of psychoanalysis. The patient is encouraged to talk about whatever comes to mind, without regard to apparent relevance or propriety of the material. The analyst helps the patient to understand the meaning of this material. Patients develop resistance in their efforts to talk freely, and it is the analyst’s task to help them overcome such resistance. Resistances are usually associated with feelings of guilt in regard to fantasies about hostility, dependency and sexuality. IV. Conclusion Schizophrenia literally translated means â€Å"split mind.† Split mind refers not to a multiple-personality split, but rather a split from reality that shows itself in disorganized thinking; disturb perceptions, and inappropriate emotions and actions. The schizophrenia victim experiences an altered world. Minute stimuli, such as the grooves on a brick or the reflections of a voice, may distract attention from the whole scene or from the speaker’s meaning. Worse, the person may perceive things that are not there. Such hallucinations are (sensory experiences without sensory stimulation) usually auditory. The person may hear voices that seem to come from outside the head and that make insulting statements or give orders.   The voices may tell that patient that she is bad or that he must burn himself with a cigarette lighter or even commit murder. Less commonly, people see, feel, taste, or smell things that are nonexistent. Such hallucinations have been compared to dreams breaking into waking consciousness. When the unreal seems real, the resulting perceptions are at best bizarre and at worst terrifying.

The Old West - Myths and Reali essays

The Old West - Myths and Reali essays For many years, Hollywood has been filming many movies and popular TV shows that portray the life and experience of the Old West for what it was really not, heroically mythical and dangerously romantic. What were the proposes of Hollywood in filming many films about this popular subject of life and history? For the most part of it, Hollywood was romanticizing the life and experience of the Old West in their movies and TV shows. However, some movies like Tombstone, by George P. Cosmatos, are non-fiction, of real character names and of real events, but they still are largely romanticized by Hollywood. The portrayal of the movie Tombstone is very romanticized compared to how the Old West really was, Hollywood added romanticism to make it more interesting and to appeal to a larger number of audiences. Hollywood could have made the movie more realistic by following more of what life was really like in the Old West, many parts of the video were not portrayed as they really were back in th e Old West. The western film Tombstone, starring Kurt Russell and Val Kilmer, was portrayed and romanticized by Hollywood as and adventurous and heroically mythical, non-fiction story about the life and experience of cowboys in the Old West. Although the characters and their life story in the Old West is non-fictional, the movie was romanticized by Hollywood as no more than a myth to how the life in the Old West was. The movie began with Cutting Bill Brosis, character played by Kurt Russell, killing a young newly wedded Mexican couple and a priest. He accuses the groom of killing a fellow cowboy, but what about the bride and the innocent priest? Why did he killed them? This event and portrayal of the cowboy was one of Hollywoods biggest mistakes, they portrayed the cowboys in the movie as fearless killers who kill for the fun of it. Doc, the drunkard character played by Val Kilmer, is also poorly portrayed in comparison to a real cowboy from the ...

Personal Values Statement Essays

Personal Values Statement Essays Personal Values Statement Paper Personal Values Statement Paper I had the privilege of taking an ethics class that asked me to list out what values were important to me. I thought Id share some of the things I wrote down and finish off with my personal mission statement. This essay will give you a unique insight into what values I find to be important. What is important to me? Service, integrity, and loyalty are very important to me. Service is a big part of my life and allows me to continue to hold myself to a higher moral standard. Integrity is one of the key values that pushes me to do what is right even when others are not coking. Loyalty increases the longevity of a relationship. What do I value? I value service, loyalty, integrity, accountability, courage, discipline, creativity and innovation. Creativity/limitation Being creative/innovative is thinking outside the box on many issues. Its challenging authority and figuring out why certain procedures are done the way they are. It allows me to be pro-active finding solutions to problems that need to be solved. I have been placed in many situations that have required me to think creatively to solve a problem. For example, on the battle field resources are limited and time is priority. I was placed in-charge of a crew that had to erect a guard shack in five days. Keep in mind the Marines estimated the project would take 3 weeks to complete. My crew and I pulled together some creative ingenuity and collected the resources we needed. We completed the project within three days. Creativity and innovation can ago long way and is a valuable asset to have in your box of values. Loyalty Loyalty is the devotion to commitments, others, and myself. It is the faithfulness to ones duty which may include friendship, organization, profession, religion or country. Morally strong loyalties do not undermine the loyalties of others. They are given freely and do not have expectations of receiving something in return. I exercise loyalty with family but most of all with my brothers in arms. I have had the chance to experience war and that crazy feeling of loyalty that you would do anything for the guy next to you. For example, while my team and I were in our work-up phase for manipulation we endured grueling life like battle scenarios. We were on a rooftop at night after we Just raided a building. We were under heavy simulation fire when a notional grenade flopped up on the deck of the rooftop. I noticed my corpsman tanning right next to it. Without thinking I pushed him out of the way and laid on top of it. With a team of 30 guys and only 1 corpsman out of the bunch, he was the most valuable asset. I believe I exemplified what loyalty was that night and my corpsman never forgot that moment. I had loyalty not only to him but to my entire team. If our corpsman were to get injured or end up a fatality it could be detrimental to the team. Discipline Discipline is the focused attitude of self-control that drives results. Discipline is the epitome of enduring and overcoming constant adversity that we deal with on a daily axis. In order to exercise the right discipline to be successful, we have to first accept total responsibility for ourselves and the situation. It is important to have the self- discipline to keep on track when only intermediate results are apparent. Discipline is a big thing in the military and is key to having a successful career. Every soldier, sailor, airmen, and marine is critiqued on their self-discipline every time he or she is in uniform, but it goes beyond the uniform. It carries out into business and daily life. I have exercised discipline when times of adversity have been before me. I have had he self-discipline to stay strong during times that have proven to break others. For example, I have faced multiple adverse situation while I have been in school. Now I may have not finished yet and am going on 8 years now, but I have the discipline to finish. Courage Courage is doing the right thing when everyone else is afraid to do so. It is the ability to stand up for what you believe in and not let others bring you down because you are different. Courage allows confidence to stand out. I experience courage on a regular basis. I experienced courage when I decided to stop fearing the thought of Ewing deployed and volunteered when senior personnel asked for volunteers to deploy with a different battalion. I didnt have to think hard and volunteered at the first opportunity. Courage in business is to meet the demands of our profession when adversity strikes. Without courage we have no control over our lives. Accountability Accountability is key to tracking results of ourselves and peers and the willingness to take responsibility for ones own actions. We must identify and hold ourselves accountable for the commitments we agree upon and the actions that we do. For example, I am the lead embark petty officer for my detachment. I am in-charge of tracking the troop movement from point A to B. I am accountable for each member from the time they leave their residence until the time they are gained to the appropriate command. If someone is to get lost or goes missing I am accountable for that person. Troop movement is a large ordeal within the military and it is important that we keep accountability of our troops. Service Service before self establishes my commitment to the Navy and our country. I must subordinate our personal wants and desires for the betterment of the Navy and mission. This requires personal sacrifice and a close examination of my motives. I have to ask myself, am I doing what is right for the mission and organization or am I doing what is right for me as an individual? Many times these motives may be in conflict with one another. I can only resolve these conflicts by objectively evaluating the intentions of my actions. I have to find the true assessment of my motives against the ethical and professional standards of my profession and holding myself accountable for meeting or exceeding these standards. If we are not accountable, we will fail to have the right priorities. Integrity I think this is one of the most important core values to have. Integrity it the key core value to have in any organization, relationship and/or situation. It is the quality that provides honesty and strong moral principle. In a way integrity is the glue to all core values. It is the moral compass that guides us to decipher what is right. I know with integrity that I must be true to myself before I can be true to others or an organization. I must hold myself accountable to maintain standards so I can hold my subordinates accountable. For example, I had a moment of integrity when I informed the other companys Job superintendent of why I was visiting the Job site. I had to visit a Job site due to a near miss with a forklift. My company wanted to keep it in house and quiet, but my moral compass was pointing me in the direction to tell the Job Sup the truth. I relayed the information to him in an honest fashion. Safety is very important on a Job site and it would have been morally wrong to not inform the person in-charge of the Job site of the violation. Integrity is the foundation of my core values and what keeps me grounded. What are my strengths and talents? I am a very service oriented person. I have a huge sense in pride for what I have accomplished in regards to my military career, a career that is still in an adolescent stage. I feel my experiences within my military career have helped shape my talents and strengthened them further that I thought could be achieved. Essentially the military core values have helped provide a foundation to my personal core values. My Legacy I want to be known as a good Christian man who put his service before all else. One of the reasons is to be known as a leader, and someone who loves and would die for his country. My personal core values statement I am a man focused on my faith, my family, and service to my country. I strive to lead from the front with integrity, loyalty, and service. Conclusion The values I have chosen align with the military career path I have chosen to follow. Although these values are a small glimpse of the many values needed to succeed, these are the values I find important. I have given examples of how they apply in my career and family. Many of the values listed can be found in my family and peer values. My values have helped shape me into a positive leader that leads from the front and is always first to the conflict. I will continue to shape and define these values as my career grows.

To what extent can Chandlers model of large-scale, integrated Essay

To what extent can Chandlers model of large-scale, integrated managerial enterprise explain the long-term competitiveness of leading economies - Essay Example Expressing my opinion, this model has not been followed entirely by all the leading economies in the world. To be discussed in the essay is a brief explanation of Chandler’s theory of large scale managerial enterprise its applications and bottlenecks. I will provide justification of my opinion by using the enterprise system in Japan and China with a focus on the role externalities such as the availability of funds, role of the government as well as business networks and groups. With these, examples this paper will explain the theories of capitalism and entrepreneurship and how they have enabled those using the system gain competitive advantage. Chandler’s concept of the visible hand premises the origin of the firm and its growth prospects. He argues that the existence of the firm is fundamentally to achieve coordination in an effective manner than the market in order to enjoy productivity gains. When the gains are easily realized, economies of scale set in. The model has specific problems associated with it. First, a managerially controlled firm is non-maximiser and thus high profit rates are not as objective and thus cannot be used to measure competitive advantage. Second, the firm though being an efficient cost minimiser, the benefits are not observable since they are being absorbed by high executive salaries and managerial perquisites. According to Chandler (1997, p14) managerial enterprise is defined as the modern enterprise with numerous operating units carrying out specific functions of production and distribution. It can also be termed as governance structure where investment decisions for current and future activities are made following management hierarchy with expertise and knowledge. All the managers are charged with the responsibility of efficient management of the organizations and they are salaried managers answerable to the board of governors. The large scale

Religion and Violence Essay Example | Topics and Well Written Essays - 1250 words

Religion and Violence - Essay Example It primarily aims to discipline people and encourage them to cohabit harmoniously within the framework of certain codes of social conduct. Besides, throughout human history, it has remained a major influence in determining the social and political structure of nations across the world. Religions, in general, seek the well being of humans and spread the messages of universal brotherhood and love, peace and harmony. Prophets in every cult have emphasized the need of spirituality and implored their followers to have sympathy for fellow beings. However, throughout human history, one comes across wars among different sects of people in the name of religion. In the modern world, in which humans have become a sophisticated species, bloodshed in the name of religion still prevails obviously due to misconceptions about religion. The instances of violence, in the name of religion, that characterize everyday life in the modern society, rather tend to substantiate the hypothesis that religion do es cause violence. The Jihad, which the Muslim radicals consider as a Holy War against nonbelievers, has become an excuse for some members of that community to indulge in terrorist activities against the US and other non-Muslim nations. According to them, their war is for justice that they have to wage against the nonbelievers to adhere to Allah’s wish. ... The reason, according to Osama Bin Laden, was to warn America of the support it extends to the Jewish community which has resulted in the oppression of their Muslim brethren in Israel. He has further threatened that the war would continue until justice is restored to the Muslim community, which is being â€Å"tortured and assaulted† by the Jews. (Motives for 9/11 Terrorist Attacks). The bombings in London on July 7, 2005, which claimed â€Å"52 lives and injured 700 people† is yet another instance of violence perpetrated by the Al Qaeda, in the name of religion (London Bombers Staged ‘Dummy Run’). The motive behind this mission, according to Osama, has been to â€Å"take revenge against the British Zionist Crusader Government† for the atrocities committed by them in Iraq and Afghanistan (Quinn par. 5). The problem of violence in the name of religion does not confine to the West alone. In the Orient, the strained relationship between India and Pakista n, apart from border controversies, can also be attributed to the difference in the major religious faiths in both countries. There have been many instances of terrorist attacks in India and in most cases, the allegations indicate the involvement of Pakistani citizens or the radical Muslim outfits based in or operating out of Pakistan. The most significant of such episodes is the terrorist attack in Mumbai, which lasted for almost four days from November 26 to November 29, 2008. An Indian author, B. Raman, in his book titled â€Å"Mumbai 26/11: A Day of Infamy,† suggests that the Indian Mujahidin tout their attack on India as the â€Å"war of civilization between the Muslims and the infidels† (Raman 17). This