Can listening to favorite music heal free essay sample

Presently, contingent upon the class youre tuning in to by then, youre grinning and upbeat. For instance, the tune titled Happy by Parallel Williams is a peppy melody with positive verses. While, some downright terrible awesome music can now and then drive you feel crazy, discouraged, or both. In the Global Post article portraying the connection among music and childrens conduct, Children who tune in to substantial metal music have a more noteworthy affinity for substance misuse and other hazardous practices during youthfulness, as per the American Association of Pediatrics (Wade, 014, Para. ). Studies are finding that desensitizing verses with negative messages will in general empower misbehaver that is rough or hostile to social. There is additionally rousing music and music that is pitiful, however assists with recuperating your heart when managing a friends and family passing. Music has likewise caused one to feel settled in their environmental factors. Music likewise makes our bodies move. 2). Studies are finding that desensitizing verses with negative messages will in general support getting into mischief that is vicious or hostile to social. There is additionally moving music and music that is tragic, yet assists with mending your heart when managing a friends and family passing. Music has likewise caused one to feel settled in their environmental factors. Music likewise makes our bodies move. Research on the impacts of music during exercise has been accomplished for many years. In 1911, an American scientist, Leonard Ares, found that individuals pedal quicker while tuning in to USIA than they did peacefully. This happens on the grounds that tuning in to music can muffle our minds cries of weariness. As our body acknowledges were worn out and needs to quit working out, it imparts signs to the cerebrum to stop for a break. This is generally advantageous for low-and moderate-power work out (Cooper, 2013). Playing various sorts of instruments makes our bodies move too. Tuning in to music during housework is an incredible method to move.You can move senseless and nobody is around to see it. Music makes us move. Finally, music has been utilized In treatment for many years. Music treatment can begin with palaces, for example, shaking a musicality shaker egg, maracas, or drumming in beat with others, or it can turn into a propelled practice recorded as a hard copy expressive verses and singing with a gathering. The advantage of music helping during a remedial technique is individuals with mind wounds can enact the cerebrum in exchange ways, permitting them to recapture development or speech.Studies show that individuals, particularly among teenagers experiencing despondency and bitterness, when tarring to tune in to positive music really brings down the requirement for confine. Likewise, when youngsters with formative inabilities, tune in to music they love it gives them a new better approach to convey and the sentiment of being autonomous. A case of the mending intensity of music is to watch video an about Henry, an elderly person who has been living in a nursing home for a long time. Like a few people his age, Henry is experiencing dementia.He overlooks things effectively and has lost a considerable lot of his psychological the medical attendants found that in the event that they let him tune in to his preferred music from an earlier time, e is in a flash changed with life vitality, and abruptly ready to have discussions Ninth the individuals around him. Music revives his body and brain. It genuinely is a stunning case of the mending intensity of music. All in all, music really powerfully affects our lives. It very well may be helpful, make our bodies move, alongside blending our feelings. So what will you listen this evening? References: Lilly Joules quote and my proposition.

Anti Trust Laws - Free Essay Example

The United States Federal antitrust laws is defined under several statutes, as well as by leading judicial precedents. There are three statutes particularly that have shaped the field: the Sherman Antitrust Act, the Clayton Antitrust Acts and the Federal Trade Commission Act. These acts assist in fair and leveled competition that keeps the price of your utility bill, eggs and sugar down. Antitrust laws touches virtually all areas of business and the economy. This body of law, establishes competition and economic principles of free trade, seeks to ensure that corporations compete fairly by banning price-fixing schemes, monopolies and other acts that restrain healthy competition vital to a free market economy. The Sherman Antitrust Act in 1890 was passed to encourage free trade and fair competition. The Federal Trade Commission was created to prevent the use of unfair techniques to compete. While many corporations will do almost anything to gain upper-hand on the competitio n, it is very important to fully understand antitrust laws so that an individual do not risk their companiesà ¢Ã¢â€š ¬Ã¢â€ž ¢ integrity while gaining customers. Antitrust laws make it illegal to secretly to restrain trade or commerce in any industry, regardless of size. Often timeà ¢Ã¢â€š ¬Ã¢â€ž ¢s small businesses fall victim to the unfair business practices of larger businesses, those businesses can be prosecuted for unfairly controlling markets localized in neighborhoods, towns, or cities. The Sherman Act The first federal statute created to control of trade and monopolization was the Sherman Antitrust Act of 1890, signed into law by President Benjamin Harrison. The Sherman Antitrust Act is the first law passed by the U.S. Congress to prohibit trusts. It was named after an Ohio Senator John Sherman, who was at the time chairman of the Senate finance committee and the Secretary of the Treasury under President Hayes. Many other states have passed similar laws, but they were limited to intrastate businesses. The Sherman Antitrust Act was based on the constitutional power of Congress to regulate interstate commerce. According to the United States Department of Justice the Sherman Antitrust Act outlaws all contracts, combinations, and conspiracies that unreasonably restrain interstate and foreign trade. This includes agreements among competitors to fix prices, rig bids, and allocate customers, which are punishable as criminal felonies. The Sherman Act also makes it a crime to monopolize any part of interstate commerce. An unlawful monopoly exists when one firm controls the market for a product or service, and it has obtained that market power, not because its product or service is superior to others, but by suppressing competition with anticompetitive conduct. The Act, however, is not violated simply when one firms vigorous competition and lower prices take sales from its less efficient competitors; in that case, competition is working properly (Antitrus t laws and you n.d.). The Clayton Act Clayton Antitrust Act, 1914, passed by the U.S. Congress as an amendment to clarify and supplement the Sherman Antitrust Act of 1890. In the 1912 presidential election all three political parties believed that Congress has been too soft with corporations with the Sherman Act of 1890. When Democratic nominee, Woodrow Wilson, won the election he encouraged Congress to draft legislation to toughen the antitrust laws. In 1914, it was drafted by Henry De Lamar Clayton. The Clayton Antitrust Act of 1914 sought greater details in its prohibitions of the more broad language of the Sherman Act. In reference to the United States Department of Justice, the Clayton Act is a civil statute (carrying no criminal penalties) that prohibits mergers or acquisitions that are likely to lessen competition. Under this Act, the Government challenges those mergers that are likely to increase prices to consumers. All persons considering a merger or acquisition abov e a certain size must notify both the Antitrust Division and the Federal Trade Commission. The Act also prohibits other business practices that may harm competition under certain circumstances (Antitrust laws and you n.d.). Under the Clayton Act private parties can sue for triple damages when they have been harmed by conduct that violates either the Clayton or Sherman Act and to obtain a court order prohibiting the anticompetitive practice in the future. The Federal Trade Commission Act President Woodrow Wilson signed the Federal Trade Commission Act into law on 26th of September, 1914. Once President Wilson assumed the office, he followed through on his promises to address the overages of Untied Stateà ¢Ã¢â€š ¬Ã¢â€ž ¢s trusts. Wilsons State of the Union Address of 1913 included a change for extensive antitrust legislation. Wilsons push, combined with citizenà ¢Ã¢â€š ¬Ã¢â€ž ¢s displeasure with the situation, resulted in the passage of two actions. The first was the Federal T rade Commission Act, which created and given power to the Federal Trade Commission to define and halt. The unfair practices in trade and commerce. It was then followed by the Clayton Antitrust Act, which covered specific activities of corporations that were deemed to be not in the public interest. Activities covered by this act included those mergers which inhibited trade by creating monopolies. In reference to the United States Department of Justice, the Federal Trade Commission Act prohibits unfair methods of competition in interstate commerce, but carries no criminal penalties. It also created the Federal Trade Commission to police violations of the Act. The Department of Justice also often uses other laws to fight illegal activities, including laws that prohibit false statements to Federal agencies, perjury, obstruction of justice, conspiracies to defraud the United States and mail and wire fraud. Each of these crimes carries its own fine and imprisonment term, which may be adde d to the fines and imprisonment terms for antitrust law violations (Antitrust laws and you n.d.). Thus, the Federal Trade Commission began full operation in 1915. In addition to these federal statutes, most states across the U.S. Have their own antitrust laws that are enforced by state attorney generalà ¢Ã¢â€š ¬Ã¢â€ž ¢s or private plaintiffs. The majority of these statutes are based on the federal antitrust laws. Are these laws effective? In my opinion, I believe antitrust laws are supposed to protect and promote fair competition. This is their main purpose, and they are not meant to intentionally punish companies. Also, what is most important is they have never been anti-business or anti-market in their underlying intentions or in their execution. On the contrary, the antitrust laws are intended to promote market economics and healthy competition in every market, while checking the abuses that sometimes arise in other markets. In all healthy competition in any market keeps t he sellers honest. Which forces them to grow continually both to improve their services and good, and to offer them on reasonable terms. The competition benefits the customers. The best operated businesses, and the most honest and reasonable businesses, tend to succeed. Poorly operated companies are put out of business, as they deserve to be. Communities and neighborhoods as a whole benefits. Conclusion Today, the Federal Trade Commission serves an important function in the American justice system. As an enforcer of both business and consumer rights. Some of the restrictions that the commission enforces on companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s operations are often subject to the majority of attention. All business owners should take the time to educate themselves about the guidelines. Enforced and set by the FTC on various business practices. Some of its rules can be very helpful to small businesses, and especially for young entrepreneurs. Businesses that openly disregard or remain ignor ant of the FTCs operating guidelines are suitable for the consequences. The main idea behind these laws is that in every market there should be strong and healthy competition. For instance, in one market if there were many sellers actively competing against one another to sell one particular kind of service or product to paying customers. No business or seller, will be able to take upper-hand advantage of the customers, but rather each seller will be forced to offer its products or goods on terms of attraction, and each will be responsive and efficient in its dealings with buyers, who otherwise will simply turn to another, better seller. Overall, antitrust laws are nothing other than marketplace economics working correctly and recognizing American business owners for their passion, effort, and perseverance. The antitrust laws exist to help marketplace economics to run properly, smoothly and better. In some countries outside the United States economic markets, competition determin es how the overall industry operate. Within the U.S. competition among companies is what gives our buyers a choice, allowing them to select goods or products that can work with their budget and needs. Economic competition provides really good advantages, but it also does comes at a cost. Unfortunately, economic competition does comes with some disadvantages. Investment wealth can be slightly out of proportion divided into what earns the highest. Then leaving less finance for public social services, such as libraries, public schools, and police departments. Corporations that outsource their product to businesses overseas may partner with manufacturers who provide unethical working conditions with low wages. Some economists would argue that some disadvantage of economic competition is that it reduces the amount of human labor required to produce goods, as machinery operations are replacing assembly jobs. The balance between the advantages and disadvantages of a competitive economy is important because it prevents our economy collapsing. Advantages and disadvantages change constantly due to fluxuation of global currency values and market factors. Reference List Antitrust laws and you. (n.d.). Retrieved January 26, 2014, from The United States Department of Justice website: https://www.justice.gov/atr/about/ antitrust-laws.html The antitrust laws. (n.d.). Retrieved January 26, 2014, from Federal Trade Commission website: https://www.ftc.gov/tips-advice/competition-guidance/ guide-antitrust-laws/antitrust-laws

Essay on Narrative of the Life of Frederick Douglas

Narrative of the Life of Frederick Douglas Frederick Douglas, a slave born in Tuckahoe Maryland, was half white and half black. His mother was a black woman and his father a white man. Though he never knew his father, there was word that it was his master. Douglas wrote this narrative and I felt that it was very compelling. It really showed me the trials and tribulations that a black man went through during times of slavery. In his early years, Douglas lived on a farm where he watched many slaves receive harsh beatings and whippings. For example, one of his masters whipped his Aunt Hester because she was not there when he desired her presence. At the time she was in the company of another man, which was something that Colonel†¦show more content†¦Hopkins, and Mr. Austin Gore were all cruel overseers. An exception to this was Mr. Hopkins, who was not a typical overseer. Unlike the others, he did not curse a lot, and bent the rules every now and then. â€Å"He was called by the slaves a good overseer† (p. 7). The typical overseer would have beat a slave the second he stepped out of line. For example, Mr. Gore, who took Mr. Hopkins place was very cruel and would not take any sort of talking back. He would not communicate with any of the slaves except for giving orders and beating them. â€Å"He was, in a word, a man of the most inflexible firmness and stone-like coolness† (p. 13). There were also those white people who encouraged black people to escape, and them catch them to receive rewards. Slaves could not catch any breaks. On the other hand, there were some good whites. Douglas wanted to learn how to read, so he made friends with some little white boys on the street. Douglas spoke of running errands, and stopping in with the white children to learn to read in his spare time. As a symbol of his gratitude, Douglas would give the children bread to eat. They, in fact, had a discussion about slavery at one point. He told the children, â€Å"You’ll be free as soon as you’re twenty-one, but I’m a slave for life! Have I not as good a right to be free as you have?† (p. 22). He recalled that this troubled them, but they still showed much sympathy towards him. The presence of sympathetic white people gave himShow MoreRelatedAn Analysis of the Narrative of the Life of Frederick Douglas757 Words   |  4 PagesAn Analysis of the Narrative of the Life of Frederick Douglas In the autobiography Frederick Douglass presents a clear picture to me of a horrifying period of American history that far too few people understand. Douglass’s personal narrative as a slave lets you feel the fear of his past and allows us to experience the suffering and pain inflicted by underserved beatings and an unhealthy lifestyle with too much physical exertion. Douglass expresses very personal feelings about his history andRead MoreFrederick Douglass s Narrative Of The Life Of Frederick Douglas1674 Words   |  7 Pagespopular in the southern states, among these slaves, one slave in particular impacted the 19th century was Frederick Douglass. Although he was a slave for most of his life, Douglass eventually became a freeman, a social reform, writer, and an abolitionist for slavery. However, before he became a freeman, Douglass experienced a brutal life as a slave. He faced dehumanization in his early life, but accomplished what most slaves we not allowed to do; which is getting educated, by self-educating himselfRead MoreNarrative Of The Life Of Frederick Douglas, An American Slave1280 Words   |  6 Pagesventure as far as saying that America never owned ANY slaves. However, historical evidence proves them wrong. 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Where it first starts is Douglas realizesRead MoreThe Life Of Frederick Douglas s Narrative Of The Life Of A Slave Girl1378 Words   |  6 PagesDouglass’s narratives as they depict the human relationships between races through their description of the dehumanizing body of slavery. In the novel, Narrative of the Life of Frederick Douglas, set from early to middle 1800s in southern states, Frederick Douglas highlights the brutal aspects of slavery as he transitions into adulthood and seeks to obtain freedom, something that serves as a source of inspiration for former slaves. Similarly in the slave narrative, Incidents in the Life of a SlaveRead More The Use of Chiasmus to Highlight the Irony of Slavery in Narrative of the Life of Frederick Douglas1515 Words   |  7 PagesThe Use of Chiasmus to Highlight the Irony of Slavery in Narrative of the Life of Frederick Douglass According to Barton and Hudsons Contemporary Guide to Literary Terms, a chiasmus is a rhetorical scheme that is particularly effective in creating irony through the reversal of accepted truths or familiar ideas (189). Frederick Douglass uses the chiasmus throughout his Narrative of the Life of Frederick Douglass, an American Slave to highlight the irony of slaverys existence in a countryRead MoreAn Autobiography of What He Went Through as a Slave in The Narrative of the Life of Frederick Douglas1073 Words   |  5 PagesThe Narrative Perspective of Frederick Douglass The Narrative of the Life of Frederick Douglass is an autobiography written by Frederick Douglass himself. No one knows the hardships and difficult times that Frederick Douglass went through as a slave, better than himself. That is why Frederick Douglass is considered to be, in my opinion, is the most reliable author when it comes to telling the story of his life as a slave. Frederick Douglass was born in Talbot County, Maryland around the year 1817Read MoreA Slave’S Awakening . . . Yifan Lin. . . . History 1301.1085 Words   |  5 Pages History 1301 Nicholas Cox May 4th ,2017 Fredrick Douglas, a black slave, wrote the Narrative of the Life of Frederick Douglas, an American Slave. The autobiography not only reveals the cruel nature of slavery but also discusses the issue of how slavery was maintained for such long time. Douglas enlightened us about the idea of that: knowledge is power, knowledge changes fate, and â€Å"it is the only access to freedom†. Frederick Douglas from (1817-1895), was one of the most prominent black leadersRead MoreJacobs Douglass: An Insight Into The Experience of The American Slave1019 Words   |  5 PagesThe slave narratives of the ante-bellum time period have come across numerous types of themes. Much of the work concentrates on the underlining ideas beneath the stories. In the narratives, fugitives and ex-slaves appealed to the humanity they shared with their readers during these times, men being lynched and marked all over and women being the subject of grueling rapes. The slave narrative of Frederick Douglas and Harriet Jacobs: Incidents in the Life of a Slave Girl themes come from the existenceRead MoreThe View from the Bottom Rail Essay703 Words   |  3 Pages The View from the Bottom Rail   In today’s society, racism and stereotyping occur in every aspect of life. No one should ever take anything for face value before they examine it first.  In reading the narrative, â€Å"The View from the Bottom Rail† by James Davidson and Mark Lytle and â€Å"Frederick Douglasss Narrative of the Life of Frederick Douglas† by Harold Bloom. I became very aware on how American history can be looked at as one sided or bias. Even in today’s society, there

Traumatic Effects And Responses Of The United States

Traumatic Effects and Responses Abstract There have been growing cases of traumatic effects and responses in the United States. While most agree that this increasing incident deserves concrete attention, consensus dissolves around how to handle the difficulties of handling traumatic effects and responses. This research paper will discuss the traumatic effects and responses with its related difficulties and treatment options with the inclusion of biblical concepts and principles. From a medical perspective, trauma has affected the lives of millions of people from across the world whereby they suffer silently without the hope of getting effective treatment. However, spirituality and religion has changed the medical landscape in regards to trauma because traumatic patients can finally experience a fulfilling life without any fear of traumatic reminders crippling the quality of their lives. To explore the outcome of spirituality and religion, this research paper will explain in detail the benefits of patients engaging in relig ious teachings and spiritual rituals in boosting their inner being. Trauma Its termed as an emotional aftermath because of major events such as war, rape, kidnapping, abuse or surviving a natural calamity that an individual directly experienced. Traumatic reactions are usually normal but in some instances, it can be severe whereby the individual experiences flashbacks, memory lapse, headaches or nausea (Levers, 2012). Medical professionals termShow MoreRelated Sexual Assault Among Women In the United States Essay1239 Words   |  5 PagesWomen In the United States Sexual Assault described in technical terms is defined as any sort of sexual activity between two or more people in which one of the people involved is involved against his or her will. 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As the world watched, three planes were flown into each of the World Trade Centers and the Pentagon. The unexpected attack stunned americans everywhere and sent them into a feeling of confusion and want for those responsible to be punished. After investigation, it was discovered that those responsibleRead MoreThe Effects Of Mdma And Its Effects On The World1213 Words   |  5 Pagesworld. MDMA is classified as a psychedelic amphetamine, or phenethylamine, that has gained popularity over the last 20 years because of its ability to produce strong feelings of comfort, empathy, and connection to others (Erowid MDMA Vault). Typical effects after ingestion include euphoria, heightened senses, relaxation, and diminished anxiety. MDMA i s known for being a party drug due to its increased use at raves, clubs, concerts, and similar locations. 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Primary Education Post Plowden Legacy Essay Example For Students

Primary Education Post Plowden Legacy Essay The task assigned was to read all six chapters provided, select one and produce a critique on the subject matter. The chapter selected was number six which analysed pupils and work. Firstly I wish to briefly summarise the entire chapter, highlighting the areas which I considered to be the most important, these areas will then be examined in depth and their merits or shortcomings discussed. Firstly a summary of the chapter is needed to put into context the areas that will be discussed later. The whole chapter can be split into two main areas of iscourse:- relationships and work and negotiation. As there has been little research into pupils approaches to schoolwork, the authors chief concern is that of the pupils perceptions of , and approaches to, schoolwork, and the first point s/he makes is that there are differences between teachers and pupils ideas of what constitutes worthwhile work. The author sets out to define the meaning of work and in doing so draws our attention to differences between pleasurable work and labour. Workmanship, it is argued, has been replaced by unskilled labour and people now work as a eans to an end seeking enjoyment through other avenues such as hobbies and recreation. Teaching methods and school ethos in general are seen as outmoded and alien to the cultural and social influences on pupils. Therefore, there is greater responsibility on the teacher to make work seem more utilitarian and attractive. Research revealed that many pupils felt that work was pointless and invalid unless it was undertaken in preparation for forthcoming exams. However, work that may be deemed pointless or onerous by both sets of pupils (exam and non- xam) could be given validity by the teaching strategy employed. Pupils seemed to be more concerned with the status of the work and their personal relationship with the teacher, therefore the pupil reaction to any given task depended heavily on these two criteria. It is identified that pupil-teacher relationships are extremely important and they contain many concealed aspects which will be discussed in Part 1. A prevalent feature of pupil-teacher relationships is the negotiation that takes place and teachers will offer incentives to pupils in order to encourage the process of work. It is interesting to look at the way in which teachers can utilise their experience and maturity to manipulate or cajole pupils into performing a given task, and this will be examined in Part 2. PART 1 RELATIONSHIPS WORK The first key issue in this chapter that I wish to examine is that of pupil relationships with teachers, and how they affect classroom behaviour and the amount of work produced. I mentioned earlier that because of deep-rooted cultural influences many adults regard work to hold little or no satisfaction, and this notion permeates through to their children. This notion combined with pupils own perception of themselves as having to be forced to work creates an arduous environment for the teacher. However, it must be said that work that is found unpleasurable to pupils is often that of the purely academic type which does not permit any creative license. Although academic work is of far more value, teachers often find themselves having to offer incentives or punishment in order to motivate pupils whereas the work with little or no academic value is seen, generally, as enjoyable i. games and arts. The author places great emphasis on trust. S/he asserts that many children cannot foresee the long-term advantages of doing work in schools and that many simply believe or disbelieve the teacher when s/he says it will be of benefit.. The point made may be valid but perhaps only in primary schools. I propose that in todays secondary school this idea has very little bearing and children are now more acutely aware than ever before of social and econo mic factors that dictate the need to do well in school. .u0beb55ae37bf6b4b671545ee5f5589d1 , .u0beb55ae37bf6b4b671545ee5f5589d1 .postImageUrl , .u0beb55ae37bf6b4b671545ee5f5589d1 .centered-text-area { min-height: 80px; position: relative; } .u0beb55ae37bf6b4b671545ee5f5589d1 , .u0beb55ae37bf6b4b671545ee5f5589d1:hover , .u0beb55ae37bf6b4b671545ee5f5589d1:visited , .u0beb55ae37bf6b4b671545ee5f5589d1:active { border:0!important; } .u0beb55ae37bf6b4b671545ee5f5589d1 .clearfix:after { content: ""; display: table; clear: both; } .u0beb55ae37bf6b4b671545ee5f5589d1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0beb55ae37bf6b4b671545ee5f5589d1:active , .u0beb55ae37bf6b4b671545ee5f5589d1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0beb55ae37bf6b4b671545ee5f5589d1 .centered-text-area { width: 100%; position: relative ; } .u0beb55ae37bf6b4b671545ee5f5589d1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0beb55ae37bf6b4b671545ee5f5589d1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0beb55ae37bf6b4b671545ee5f5589d1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0beb55ae37bf6b4b671545ee5f5589d1:hover .ctaButton { background-color: #34495E!important; } .u0beb55ae37bf6b4b671545ee5f5589d1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0beb55ae37bf6b4b671545ee5f5589d1 .u0beb55ae37bf6b4b671545ee5f5589d1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0beb55ae37bf6b4b671545ee5f5589d1:after { content: ""; display: block; clear: both; } READ: Homelessness EssayIn some respects certain aspects of the authors argument are negated, those pupils who can foresee the need to do well ave their own motivation, and negotiation and relationships are less important. Having said that, to those pupils who do not possess such foresight the building up of relationships and the constant negotiation processes are an essential part of their schooling. Anecdotal evidence as well as secondary research support the idea that pupils work better for those teachers they actually like. Whether a teacher is liked or disliked by his pupils is dependant upon many factors. For instance the teachers personal outlook does s/he even want to be liked? , do s/he care? are they simply interested in meeting targets? If the teachers personal motivation is lacklustre then how are pupils to be motivated? Ideally, teachers would be able to identify the different levels of motivation among their pupils and build relationships accordingly. This, however, is not a realistic goal and much valuable class time can be spent chastising, persuading and offering incentives. Of course there is a danger that a teacher may become too preoccupied with the establishment of relationships and other areas such discipline may be ignored. The points above are interesting but we are chiefly concerned with those teachers who are motivated and use negotiation as a means of encouraging pupils to work, and I now wish to look at these negotiation processes in a little more depth. PART 2 WORK NEGOTIATION One of the most interesting points made in the chapter is that of the collusion often formed by teachers and pupils against a higher authority, this higher authority could be the headmaster for instance. This type of collusion could be of extreme value to teachers in forming relationships and as a way of getting upils on side, as well as relinquishing any responsibility for the type of work and the amount required. With the majority of the blame lying at the feet of a higher authority the teacher could begin to build a system of almost conspiratory negotiation based on reciprocity you scratch my back and Ill scratch yours. Let us look at the authors idea of negotiation. Firstly s/he identifies four experiences that typified the pupils in his/her study school. The four categories are thus;- hard work, open negotiation, closed negotiation and work avoidance. The two extremes of the categories are self-explanatory, hard work being total pupil commitment and work avoidance being not only a total lack of commitment, but also a conscious and resourceful effort to avoid participating in any school work Most pupils are to be found in the two middle categories of open and closed negotiation and as such teachers must become keen negotiators if they are to succeed. It should be pointed out that control must be the predominant feature within negotiation teachers must dictate the concessions that are to be made. The authors open negotiation idea consists of the teacher and pupils making certain concessions, and is dependant to a large extent on mutual goodwill and a congenial atmosphere within the classroom. It is an activity in which both pupil and teacher participate and each party bargains for what they perceive to be the better deal. The basic idea being that a teacher will permit a certain amount of digression in return for a certain amount of work, and the class hold the general consensus that this is acceptable. I have used the word general because in the next paragraph I wish to look at hose pupils who do not subscribe to the general consensus and are typified as closed negotiation pupils. Another interesting point made was that a predominant feature in those teachers who were more liked by their pupils was the fact that they often included games into the work. .ua0bf6db7c1739b6aa56dafb5015f51c8 , .ua0bf6db7c1739b6aa56dafb5015f51c8 .postImageUrl , .ua0bf6db7c1739b6aa56dafb5015f51c8 .centered-text-area { min-height: 80px; position: relative; } .ua0bf6db7c1739b6aa56dafb5015f51c8 , .ua0bf6db7c1739b6aa56dafb5015f51c8:hover , .ua0bf6db7c1739b6aa56dafb5015f51c8:visited , .ua0bf6db7c1739b6aa56dafb5015f51c8:active { border:0!important; } .ua0bf6db7c1739b6aa56dafb5015f51c8 .clearfix:after { content: ""; display: table; clear: both; } .ua0bf6db7c1739b6aa56dafb5015f51c8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua0bf6db7c1739b6aa56dafb5015f51c8:active , .ua0bf6db7c1739b6aa56dafb5015f51c8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua0bf6db7c1739b6aa56dafb5015f51c8 .centered-text-area { width: 100%; position: relative ; } .ua0bf6db7c1739b6aa56dafb5015f51c8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua0bf6db7c1739b6aa56dafb5015f51c8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua0bf6db7c1739b6aa56dafb5015f51c8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua0bf6db7c1739b6aa56dafb5015f51c8:hover .ctaButton { background-color: #34495E!important; } .ua0bf6db7c1739b6aa56dafb5015f51c8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua0bf6db7c1739b6aa56dafb5015f51c8 .ua0bf6db7c1739b6aa56dafb5015f51c8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua0bf6db7c1739b6aa56dafb5015f51c8:after { content: ""; display: block; clear: both; } READ: Travelling EssayThe author concludes that games humanised the work and made it vastly more enjoyable. In a perfect world teacher and pupil would be in complete harmony and all decisions made about the type and amount of work to be done would be completely unanimous. However, in reality a teacher who uses negotiation must submit to he general consensus. What, then, of the pupils who have not concurred with the general consensus but are still forced to go along with it? The author typifies these pupils as being in the closed negotiation category. This category of pupils will flourish further if the teacher is not prepared to negotiate, and within this teacher dictated atmosphere the counter-productive and unruly element of pupils will come into being. CONCLUSION By drawing together the main points made in this critique it is apparent that pupils perceptions of the validity of the work they are undertaking is of aramount importance. Teachers must strive to make work less alien and more relevant to the pupils social perspective and this can be achieved in several ways. Collusion, as well as a system of negotiation and concessions could be used in order to overcome pupils natural recalcitrance. Teachers must care enough to become diagnosticians of their classes on the whole as well as identifying individual pupil needs. Of course the needs of the many outweigh the needs of the few, but if teachers understand the needs of the few it will empower them in the negotiation process.

Versailles Effect On Germany Essays - Treaty Of Versailles

Versailles Effect On Germany The Treaty of Versailles: Prelude to WWII The Treaty of Versailles was not a justified treaty, which created German feelings of revenge and dislike towards the victorious countries. This feeling of revenge felt by Germany, in addition with the social atmosphere of Europe, led to a Second World War in the September of 1939, just 11 years after the first World War. People at the time published reports on the unfairness of the treaty. America never ratified the treaty but Britain and France still enforced it. Germany had no choice but to sign the unfair document and it was only a matter of time before things turned for the worse. We must examine the background, clauses, and effects of the Treaty of Versailles on Germany and Europe to understand how it helped cause WWII. Then, when you look at the situation the treaty created for Europe, we can see how WWII came about. The war had left Europe in shambles. WWI ended on November 11, 1918, leaving millions of European soldiers dead and injured. Large areas of Belgium and France had been devastated and two of Europes most powerful countries, Germany and Austria-Hungary, were defeated and exhausted. All the European countries were now bankrupt from the cost of waging a war for four years. Germany had not been defeated, but knew that if it continued to fight war against the strong American army, defeat in Berlin would result. Because Germany had surrendered, her only option was to either sign the treaty, or else go back to war again, which would inevitably result in defeat. The Treaty was unexpectedly harsh, though, despite the fact Germany hadnt been defeated, she had merely surrendered. Germany was forced to agree that it was guilty of starting the war. This clause was the most insulting and damaging clause for it blatantly and wrongly accused Germany of being the sole cause of war, and this enabled the other clauses to be severe as she was now to pay for the whole of WWI. The second clause was that Germany had to disarm. The effects of this clause were: the army was to be limited to 100,000 men; conscription and much prided submarines and aircraft (the allies thought that without an air force Germany couldnt ever go to war) were to be banned; the navy was limited to six battleships (no Dreadnoughts); and the Rhineland was to become a demilitarized- zone. This was emotional for the Germans since they had had such a strong army and were forced to sink their prided Dreadnoughts. This emotional loss created resentment towards the allies and was the first clause for Hitler to undo. The reparation clause was an unjust clause, for the amount was excessively much, as said by many people at the time. Germany had to pay severe reparations, imposed to help the damaged countries rebuild after the war, at the amount of $5 billion due May 1, 1921.9 The leading British economist, John Maynard Keynes, published a book, before the increase in reparations to $32.5 billion by 1963, warning that the treaties would prevent the European economy recovering from the war damage. Germany had hardly enough money to pay the original amount, and, inevitably, great inflation occurred, destroying the economy and causing unemployment and starvation. Furthermore, another clause of the treaty was that the territory of Germany had to be greatly reduced. Britain and France had been malicious and were shortsighted by demanding Germanys money while taking away the territory that could provide the money. In this clause Germany lost 13% of its territory, containing 7.3 million people, and all of her overseas colonies, ending her empire. Germany had lost her main coal producing territories of Upper Silesia and the Saarland. In 1913, 139 million tons of coal were used in Germany for railroads, utilities, fuel, and agriculture; the Saarland and Upper Silesia had accounted for 60.8 million tons of this. With more than half of Germanys coal taken away, they didnt have enough coal to power the populated industrial country. With industry destroyed there was no way they could pay the reparations. Germany had made proposals dealing with the territorial decisions and reparations; they were willing to give up Alsace-Lorraine

The History of Photography †Art History Research Paper (300 Level Course)

The History of Photography – Art History Research Paper (300 Level Course) Free Online Research Papers The History of Photography Art History Research Paper(300 Level Course) What is a portrait? This is a difficult question to answer in photography. John Gere defined a portrait as â€Å"’an image which the artist is engaged with the personality of his sitter and is preoccupied with his or her characterization as an individual’† (Campbell 1). The common perception of a portrait is the representation of the subject’s likeness, however, this statement is comprehensive with deception. In this essay I will explore the meaning of the portrait in order to understand what a portrait is in photography. What constitutes a portrait? In order to understand the meaning of a portrait, we must define what makes a portrait. The dictionary defines the portrait from a historical perspective: â€Å"por’trait, the likeness of a person painted or described from life† (Highroads Dictionary 382). Similarly, I always believed a portrait is a picture of a person. Simple as it may appear to be, it is not true, it is far too complex. There may be a person in the picture but it is not necessarily a portrait of that person. The portrait is not restricted to facial features and could embody the essence of an individual through bodily gestures. The image may appear to be a portrait but lacks the essence of the individual. A portrait is a deliberate attempt to capture something of that human being (Sliwinski). As long as there is an essence the person is emitting from the photograph, it may be referred to as a portrait. If there is an absence of characterization from the person, the portrait of that person does not exist. Typically the face coincides with the portrait because â€Å"the head, and especially the face, are of paramount importance in recognition, and the eyes, nose and mouth are particular interest† (Campbell 10). The face is what defines us from each other and allows us to easily show expression by externalizing the internal. A portrait is a â€Å"mirror-image – not as we see ourselves, but as others see us† (Clarke 103). This is a difficult concept to accept because humans want to be in control in how others view them. A portrait, therefore, is a portrayal of our essence through our physical beings. The aim of a portrait is to capture a true representation of a person without personal interference from the artist or the sitter. This is an idealistic goal. It is unlikely that the sitter will not portray his or her own desired perception of himself for the camera nor is it likely that the artist will not unconsciously portray an image of themselves unto the subject. Everyone has an image of how they view themselves that contradicts how they are seen by the world. The camera conflicts with this personal battle of revealing. In Campbell’s article questioning what a portrait is, she notes that a person adjusts their features prior to viewing their own reflection which denotes a poor indication of their appearance. She continues this analogy to â€Å"someone facing a camera will normally assume an artificial expression, a ‘camera face’, and the degree of success with which he does so will determine whether or not he may be called photogenic† (8). We have all encountered the ‘photogenic’ term and the connotations that are attached to this loose definition of the ability to fool the camera. Either you are photogenic or you envy those who are photogenic. People often personify the camera in comments such as ‘the camera doesn’t like me’ or ‘the camera lies’ if they fear that the camera will not satisfy how they want to see themselves. In doing this, they are manifesting their own frustration for not being able to fool the camera into showing them how they want to look and not as they look. Photogenic people are too being fooled because it is not necessarily how they are seen by others. In viewing their beautiful portrayal of themselves, they are encouraged to believe that is how they are at every moment. The camera lies indeed. It is difficult to say one has captured the true likeness of someone once they have taken their photograph. A portrait is the physical manifestation of vanity. People want to be seen at their very best even if it goes beyond who they truly are. If it is not in their physical appearance, it is in their possessions, in their occupation, in their social status, or in their wealth. This was apparent in portraitures of the past. Only those of great wealth, status, or close association to the artist had their portrait painted. Their idea of themselves consumed the painting and distorted the likeness of the individual. People were painted to show power, beauty, and status. Any aspect they despised of themselves, or they wished upon themselves, were altered for their satisfaction often to the point where they were unrecognizable. Graham Clarke wrote: â€Å"’at virtually every level, and within every context the portrait photograph is fraught with ambiguity’† (Clarke 101). The truthfulness of photography is further challenged in portraiture where even the subject is deceptive t o the truth. We pose whenever the camera appears assuming to be something we are not (Sliwinski). The desire to control how one is seen is continuously a part of human nature. We want to be seen at our best at all times, so we camouflage our flaws and hide our weaknesses. We, as humans, do not want to be perceived as anything less than we think of ourselves. It is in human nature to be sensitive to the judgements of others and vanity allows us to guard ourselves against ridicule from ourselves. Not only are we conscious of how we look physically, we are conscious of how we are represented: â€Å"just as sitters may be idealized to make them look more beautiful than they really are, so they may be falsely characterized as more successful, discriminating, heroic, intelligent or virtuous than they may in fact be† Everyone wants to be perceived by others as the ideological image they have of themselves. It is this desire that causes us to sit tall in front of the camera, pull back our shoulders, suck in our stomachs, open our eyes wider, or countless other techniques to wilfully control the outcome of the camera’s eye. We are all guilty of trying to fool the camera from capturing us as we are, whether it would be fixing our hair or tugging at our clothes to get that perfect image. We are vain creatures who are fully aware of the camera. Digital photography is an improvement to the portrait. People are now able to control how they are seen and remembered by others. They can delete and alter their images until they have collected the perfect depiction of how they want to see themselves. In other words, digital photography is a tool for vanity discretely disguised as a tool for photography available for everyone. I too am guilty of deleting the â€Å"bad† pictures of myself that did not meet the expectations I have for seeing myself. Digital photography has made it possible to eliminate or retouch photographs to elude perfection. It poses a greater risk of likeness distortion in the future because the ever-so-perfect captions of the self has been through a screening process and does not resemble the true likeness of the self. The way we will be remembered is not how we were but how we wanted to be remembered, a false likeness of ourselves. Photographs of people presented by the media are not portraits. They may fulfil the requirements of a portrait but the essence of the person is absent. In fashion photography, the personal self is empty because the public expectations of how this person is desired to look overrides and destroys the essence of the subject. Celebrity portraits are an offspring of fashion photography: the portrait becomes how we want to view this person from an idealized perspective, not how they are viewed. Campbell emphasizes that â€Å"images of beautiful people continually present problems of classification† (Campbell 2). The reason for this is that the beauty of the person is idealized to the point of surrealism and â€Å"these can become difficult to distinguish from true portraits† (Campbell 2). The problems that arise from this are that people become easily fooled as to what beauty is and try to conform themselves into that depiction of beauty. This causes them be conscientious of their appearance at all times and robs their essence from being imprinted into their own portraits. They are both deceiving themselves from their true likeness and deceiving others into believing that it is their own likeness. In portraits â€Å"it is difficult to know exactly what one looks like or to judge a likeness of oneself† (Campbell 8) because there is a false presentation of oneself. There is an awkward relationship between the viewer and the subject in the photograph when looking at portraits without a sense of the internal. There is an invisible barrier established when the subject is aware of the camera and distorts his or her physical appearance to resemble the likeness of themselves in their mind, not the likeness they actually are. One would â€Å"need to probe the images for any hint of an internal, and private self† (Clarke 114). If the viewer needs to hunt for the sense of self from the individual, the artist has not done their job. It is the job of the photographer to capture a piece of the person that defines a part of their true self. Inge Morath underlines the purpose of a photographic portrait and the role of the photographer: a good portrait â€Å"catches a moment of stillness within the daily flows of things, when the inside of a person has a chance to come through† (Clarke 101). It is one of the most difficult things to do because people do not trust the camera to reveal themselves in a flattering manner they wish to be portrayed. It takes great skill both artistically and socially to produce a portrait that satisfies all definitions of what a portrait is in photography. What is a portrait? A portrait is a moment of time where the true essence of a person can be revealed without distortion from the subject or artist. Campbell, Lorne: ‘Portraiture’, The Grove Dictionary of Art Online, (Oxford University Press). Clarke, Graham. The Photograph. New York: The Oxford University Press, 1997. Sliwinski, Sharon. â€Å"The Portrait in Photography† Portraits. Ontario College of Art and Design. October 14, 2004. Highroads Dictionary: Pronouncing and Etymologogical. Toronto: Thomas Nelson and Sons ltd, 1951. ed. 1960. Research Papers on The History of Photography - Art History Research Paper (300 Level Course)Analysis Of A Cosmetics AdvertisementTrailblazing by Eric AndersonEffects of Television Violence on ChildrenHip-Hop is ArtWhere Wild and West MeetUnreasonable Searches and SeizuresMoral and Ethical Issues in Hiring New EmployeesThree Concepts of PsychodynamicComparison: Letter from Birmingham and CritoAnalysis of Ebay Expanding into Asia