Autism Spectrum Disorder (ASD) The WritePass Journal

Autism Spectrum Disorder (ASD) Autism Spectrum Disorder (ASD) John | July 18, 2017 Autism Spectrum Disorder Causes, Reasons and TreatmentCauses of ASDCauses of ASD GenticsTo modify or extend this essay or to get pricing on a custom essay Contact Us TodayCauses of ASD Environmental FactorsReasons for ASDASD Treatment MedicationsASD Treatment Behaviours and CommunicationConclusionTo modify or extend this essay or to get pricing on a custom essay Contact Us TodayBibliographyTo modify or extend this essay or to get pricing on a custom essay Contact Us TodayRelated Autism Spectrum Disorder Causes, Reasons and Treatment Autism Spectrum Disorder (ASD) is defined as a developmental disability that affects people’s personalities based on how they interact with the world (Magalhaes and Almeida, 2010). However, Sparks and Dager (2012, p. 187) defines ASD as â€Å"a serious neurodevelopmental disorder that impairs ones ability to communicate and interact with others.† Various ASD definitions are known to be universal since they recognise it as a spectral condition (Baird et al., 2016). In his study, Umekage (2011, p. 25), indicates that ASD is a hidden disability coupled with foetal brain damage as well as impairment of neural vitro development. Characterised by interests, activities and repetitive behaviours, ASD is so complex that it varies from one case to another (Akanksha et al., 2011). Despite various studies on the reasons, causes and treatment of ASD, there are relatively unknown rationale for its causes. Chandler and Baird (2015, p. 923) posits that people with ASD need different kinds of support since their ways of development and learning differ from every individual. The aim of this paper is to discuss the causes, reasons and treatment of ASD. Causes of ASD Although there are undetermined causes of ASD, scientists as well as medical practitioners believe that an amalgamation of genetic and environmental factors are the two major causes of ASD (Fitzgerald and Geschwind, 2013). To start with, the cause of ASD via genetic factors is not a simple process, but a complex of progression that involve multiple genes. Causes of ASD Gentics Autism Spectrum Disorder As indicated by Schechtman (2014, p.86) study, the rate of ASD development in identical twins as well as monozygotic is higher than rates in dizygotic and same-sex fraternal twins. This indicates that fraternal twins only share some genes, while identical twins have equal genes and therefore genes contributes much to autism. More so, Brothers as well as sisters of children with autism have high level of autism (Fitzgerald and Geschwind, 2013). From another perspective, Smith and John (2011, p. 803) in their research attributed that siblings share certain problems such as language as well as learning difficulties if one of the sibling has autism. However, it is not clear if autism is inherited as well as more general predisposition difficulties. To modify or extend this essay or to get pricing on a custom essay Contact Us Today Causes of ASD Environmental Factors Secondly, ASD can be caused by environmental factors. Environmental toxins such as mercury and thimerosoal vaccines cause autism stems (Mercer et al., 2016). More so, congenital rubella infection is one of the environmental factors that cause ASD. However, Goin-Kochel and Myers (2015, p. 172) disputes that there is anyclarity environmental factors causing ASD and therefore more studies needs to be done. Rich and Isager (2012, p. 410) adds â€Å"some of the evidence proposed for environmental factors is based on case reports, which are often difficult to interpret.† Reasons for ASD ASD as mentioned earlier, ASD can be caused by a combination of environmental and genetic factors, however, we have reasons ASD occurs. First, Autism exists when a single gene known as fragile X syndrome (FXS) exists in the blood (Hessl and Schneider, 2013). FXS is defined as a syndrome that is coupled with autism as well as intellectual disability (Visootsak and Picker, 2015). As per Wehner and Hagerman (2011, p. 415), â€Å"Whereas ASD is a behavioural diagnosis, FXS is a medical, or more accurately, a genetic diagnosis and therefore when associated with FXS, ASD is caused by the genetic change or mutation in the Fragile X gene.† This alters normal blood circulation, hence ASD. Secondly, individuals are affected by ASD when tuberous sclerosis, chromosome 15q and other genetic conditions subsist (Hessl and Schneider, 2013). ASD Treatment Medications Core symptoms associated with ASD have no medication and cure, but we have medications that help to manage high energy levels of ASD, seizures, inability to focus as well as depression symptoms (Burrell and Borrego, 2012). The first treatment method utilised during ASD is the early intervention service. This method improves individual’s development, especially children with ASD (Buitelaar and Wong, 2014). These services, such as vitamin therapy, auditory training, facilitated communication and physical therapy improve children talk, interaction and walk. Early intervention services attribute the theory of mind as an explanatory ASD theory that reflects on the symptom criteria (A) of the DSM-5. As per Gallese and Goldman (2012, p. 496), the theory of mind was created by Uta Frith, Alan Leslie and Simon Baron-Cohen in 1985 to explain communication persistence as well as social interaction for people with ASD. ASD Treatment Behaviours and Communication The second method used for ASD treatment is the behaviours and communication approaches. This method involves direct, organised and structural ways for people with ASD to participate in a given paediatric events and medication. As per Burrell and Borrego (2012, p. 424), applied behaviour analysis (ABA) is utilised as a treatment of ASD via behaviour and communication approach to encourage positive and discourage negative behaviours hence improving various skills needed during ASD treatment. This is in relation to the theory of executive dysfunction which states, â€Å"Executive functions (EF) are a set of cognitive skills that are put into practice through autonomous activities.† Most of these EF skills are utilised by ASD patients to boost their flexibility, organisation, objectives and goals, anticipation as well as to be able to control their impulses (Buitelaar and Wong, 2014). Thirdly, ASD can be treated through dietary approaches. Change in diet, such as using certain foods, mineral supplements and vitamin helps to treat certain ASD effects. However, Talalay and Zimmerman (2014) posit that although dietary approach is considered as one of the ASD treatment, there is no scientific support and recommendation. Finally, ASD can be treated using complementary and alternative treatments. Treatments associated with complementary and alternative approaches include chelation, biological such as secretin, special diets and body-based systems (Burrell and Borrego, 2012). Conclusion In conclusion, the aim of this paper was to discuss the causes, reasons and treatment of the Autism Spectrum Disorder (ASD). Being a hidden disability coupled with foetal brain damage as well as impairment of neural vitro development, ASD has varied and complex behaviours hence there is unknown treatment for core symptoms. Generally, ASD is caused by a combination of genetic and environmental factors such as genes inheritance and environmental toxins respectively. Some of the treatments for ASD as discussed included the used of the early intervention services, the behaviours and communication approaches, dietary approaches and complementary and alternative treatments. Characterised by interests, activities and repetitive behaviours, ASD is so complex that it varies from one case to another and therefore its treatments depends on an individual case. To modify or extend this essay or to get pricing on a custom essay Contact Us Today Bibliography Akanksha, M., Sahil, K., Premjeet, S. and Bhawna, K. (2011) â€Å"Autism spectrum disorders (ASD).† International Journal of research in ayurveda pharmacy, 2(5), pp.1541- 1546. Baird, G., Simonoff, E. and Charman, T. (2016) â€Å"Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: the Special Needs and Autism Project (SNAP).† The lancet, 368(9531), pp.210-215. Burrell, L. and Borrego, J. (2012) â€Å"Parents Involvement in ASD Treatment: What Is Their Role?.† Cognitive and Behavioral Practice, 19(3), pp.423-432. Buitelaar, K. and Wong, C. (2014) â€Å"Psychopharmacological prescriptions for people with autism spectrum disorder (ASD): a multinational study.† Psychopharmacology, 231(6), pp.999-1009. Chandler, S. and Baird, G. (2015) â€Å"Psychiatric disorders in children with autism spectrum disorders: prevalence, comorbidity, and associated factors in a population-derived sample.† Journal of the American Academy of Child Adolescent Psychiatry, 47(8), pp.921-929. Fitzgerald, R. and Geschwind, D. (2013) â€Å"Autism recurrence in half siblings: strong support for genetic mechanisms of transmission in ASD.† Molecular psychiatry, 18(2), p.137- 140. Goin-Kochel, P. and Myers, B. (2015) â€Å"Congenital versus regressive onset of autism spectrum disorders: Parents beliefs about causes.† Focus on Autism and Other Developmental Disabilities, 20(3), pp.169-179. Gallese, V. and Goldman, A. (2012) â€Å"Mirror neurons and the simulation theory of mind-reading.† Trends in cognitive sciences, 2(12), pp.493-501. Hessl, D. and Schneider, A. (2013) â€Å"Fragile X Syndrome (FXS). In Encyclopedia of Autism Spectrum Disorders 79(2), pp. 1320-1324. Magalhaes, T. and Almeida, J. (2010) â€Å"Functional impact of global rare copy number variation in autism spectrum disorder.† Nature, 466(7304), pp.368-401. Mercer, L., Creighton, S. and Lewis, S. (2016) â€Å"Parental perspectives on the causes of an autism spectrum disorder in their children.† Journal of Genetic Counseling, 15(1), pp.41-50. Rich, B. and Isager, T. (2012) â€Å"Mortality and causes of death in autism spectrum disorders: an update.† Autism, 12(4), pp.403-414. Sparks, B. and Dager, S. (2012) â€Å"Brain structural abnormalities in young children with autism spectrum disorder.† Neurology, 59(2), pp.184-192. Schechtman, M. (2014) â€Å"Scientifically unsupported therapies in the treatment of young children with autism disorders.† Psychiatric Annals, 37(9), pp. 79-92. Smith, S. and John, W. (2011) â€Å"Col4a1 mutation causes endoplasmic reticulum stress and genetically modifiable ocular dysgenesis.† Human molecular genetics, 16(7), pp.798- 807. Talalay, P. and Zimmerman, A. (2014) â€Å"Sulforaphane treatment of autism spectrum disorder (ASD).† Proceedings of the National Academy of Sciences, 111(43), pp.50-55. Umekage, T. (2011) â€Å"Association of the oxytocin receptor (OXTR) gene polymorphisms with autism spectrum disorder (ASD) in the Japanese population.† Journal of human genetics, 55(3), pp. 23-32. Visootsak, J. and Picker, J. (2015) â€Å"Advances in the treatment of fragile X syndrome.† Pediatrics, 123(1), pp.378-390. Wehner, A. and Hagerman, R. (2011) â€Å"The behavioral phenotype in fragile X: symptoms of autism in very young children with fragile X syndrome, idiopathic autism, and other developmental disorders.† Journal of developmental behavioral pediatrics, 22(6), pp.409-417. To modify or extend this essay or to get pricing on a custom essay Contact Us Today Other Links:

How To Say ‘Want’ in Spanish

How To Say ‘Want’ in Spanish The English verb to want can be translated to Spanish in at least five ways, the most common of them being querer. Using Querer When querer is used to mean to want, is can be used almost exactly the same way as the English verb. You should be aware, however, that querer is also a common way of expressing romantic affection, and Te quiero is a common way of saying I love you. Some examples of querer for want:  ¿Quà © quieres hacer? (What do you want to do?)Solo quiero verte. (I only want to see you.)Siempre quise un viaje al Perà º. (I always wanted a trip to Peru.)Quiero tres tacos y un refresco, por favor. (I want three tacos and a soft drink, please.)No queremos dinero; shopping argentina queremos justicia. (We dont want money. We want justice.)Los manifestantes quieren que el gobierno reduzca los impuestos federales. (The demonstrators want the government to reduce federal taxes.)Hace una semana quisimos las frutas, pero ahora no las queremos. (A week ago we wanted the fruits, but now we dont want them.) Querer typically is followed by one of three grammatical constructions: An infinitive, often translated to English as an infinitive (the verb form beginning with to). Infinitives in the first two examples above are hacer and ver (in verte).One or more nouns. The nouns serving as objects of querer are viaje in the third sentence, tacos and refresco in the fourth, and dinero and justicia in the fifth. Alternatively, a pronoun can be placed before the verb, as in the second half of the final example.The relative pronoun que followed by a clause that uses a verb in the subjunctive mood. Reduzca is in the subjunctive mood in the fifth example. Using Desear for 'Want' Because querer is conjugated irregularly, beginning Spanish students instead often use desear, which is used in the same way as querer. However, desear is used less often and is more formal; in many situations it can sound overly flowery, which is one reason it seems common on Spanish-language greeting cards. Desear can have romantic or sexual overtones in some contexts (it comes from the same origin as the English verb desire), so you should exercise caution when using it to refer to people. Deseo aprender sobre este curso. (I want to learn about this course.)Desean el regreso de las libertades, la llegada de la democracia. (They want the return of liberty, the arrival of democracy.)Deseo que tengas un buen dà ­a. (I want you to have a great day.) Using Pedir for 'Want' When want refers to asking or requesting, it is often best translated using pedir:  ¿Cunto pide ella por su coche? (How much does she want for her car? Literally, how much is she asking for her car?)Pedimos un empleo de alta calidad. (We want a high-quality employee. Literally, we are asking for a high-quality employee.)Piden 900 pesos por dà ­a por una sombrilla en la playa. (They want 900 pesos per day for an umbrella on the beach. Literally, they are asking for 900 pesos per day for an umbrella on the beach.) Using Buscar for 'Want' If want could be replaced by look for or seek, you can use buscar. Te buscan en la oficina. (Youre wanted at the office. Literally, theyre looking for you at the office.)Muchos estadounidenses buscan casa en Mà ©xico. (Many Americans want a house in Mexico. Literally, many Americans are looking for a house in Mexico.)Todos ellos buscan trabajos que puedan proveerles la oportunidad de aprender. (They all want jobs that offer them the opportunity to learn. Literally, they all are looking for jobs that offer them the opportunity to learn.) Translating an Older Use of 'Want' Although not common in modern English, want is sometimes used to mean need. In such cases, a verb such as necesitar or a negated use of  faltar can be used in translation.  ¿Necesitas dinero? (Are you wanting for money?)El Seà ±or es mi pastor, nada me faltar. (The Lord is my shepherd, I shall not want.) Key Takeaways The most common Spanish verb for to want are querer and desear, which typically are followed by an infinitive, a noun, or que and a verb in the subjunctive mood.When want refers to asking for or requesting something, pedir can be used.When want refers to seeking or looking for something, buscar can be used.

Levels in Undergraduate Family Nursing Education Personal Statement

Levels in Undergraduate Family Nursing Education - Personal Statement Example The district nurse, my mentor started talking to them, and what I observed was worth noting. The visible anxiety gradually calmed down. This was an effective communication, and this was essential in this scenario to pacify them. When I went back home that night and when things started settling down, I thought I would go over the whole incident and find out what was special about this incident, and how this incident can help me in any future incident in the professional practice (Ghaye and Lillyman, 2000, 53-87). This was a set of home health care, and from the incident, it was clear that the incident had considerable acuity. I was a student nurse, and therefore, it was a learning experience for me. The major goal of nursing care in this situation, given Mr. Xs advanced cancer, is palliation and restoration of maximum health function. I was entirely inexperienced, so I decided to observe what my mentor did in this situation (Ghaye, 2005, 7-37).  While reflecting, I gradually came to understand, well-developed communication skills are therefore essential tools for nurses. It was a face-to-face situation, and perhaps there is no substitute for it. I witnessed how effective and appropriate communication helped to establish a therapeutic helping relationship and enabled my mentor to determine their care needs and how it promoted trust and confidence and facilitated care appropriate for this situation. They were anxious and angry.  

The legality of downloading mp3 Research Paper Example | Topics and Well Written Essays - 1500 words

The legality of downloading mp3 - Research Paper Example There are many contradictory opinions on this subject, and the fact that day by day the number of illegal mp3 downloads grows just makes the matter more and more actual and painful for the people whose work is being stolen. Transmitting mp3 files over the Internet has become by far the most popular method of distribution, generating in this way controversial and intense debates. This subject has been chosen for the research paper not only due to the indisputable popularity of the illegal actions, but also because of the fact that most of us have at least once downloaded the music we like by using these illegal sites, even if we are aware that it was wrong. Nevertheless, â€Å"the law enforcement community in the twenty-first century seems to have finally awakened to the fact that ...computers are here to stay†1 and something must be done in order to solve this problem as efficiently as possible. The term paper will be focused on revealing the essence of the growing popularity of illegal mp3 downloads, the legal matters that arise from these actions and come up with some recommendations on combating this phenomenon. The author will focus both on the national Canadian context, as well as on the international one, pointing out the main differences and similarities and analyzing them. The paper will be finished with the conclusions, where the personal opinion of the author is expressed, as well as some recommendations, which, in the author’s opinion, could improve the statistics. It is not possible to talk about illegal mp3 downloads in Canada, where downloading music from peer-to-peer networks is legal, uploading it being against the law. â€Å"Canada has a private copying levy, which grants the right to make personal, non-commercial copies of sound recordings. Canada has imposed levies (fees) on recording mediums like blank CDs and similar items. These levies are used to fund musicians and

Gabriel urbain faure And His requiem mass Essay Example for Free

Gabriel urbain faure And His requiem mass Essay â€Å"Gabriel Faure is regarded as the master of the French art song, or melodie. His works ranged from Classical, when in his early years he emulated the style of Haydn and Mendelssohn, to Romantic, and finally to an ascetic 20th century aesthetic† (â€Å"Gabriel Faure†). Gabriel Urbain Faure was born in 1845 in a town called Pamiers. It has been said that even at an early age, his potentials as a musician were already evident and noticeable. It was not given much attention by his parents, because at that time, they were in the belief that sending Faure to school to receive formal learning was of more importance. In fact, it was Faure’s teacher that noted his talents in music. Consequently, this teacher suggested to Faure’s parents that their child be sent to Paris to study in Niedermeyer, a religious music school. From the age of nine, Faure studied music at the Ecole Niedermeyer, the ‘Ecole de musique religieuse et classique’, where Saint-Saens was a member of staff. Saint-Saens had been lifelong friends with Faure and later said that he owed everything to him, introducing him not only to traditional music and composers such as Mozart and Bach but also to controversial composers such as Wagner whom he admired, but was one of few composers of his generation not to come under his influence and also Lizst. Saint-Saens encouraged and helped him to get his music published. From then on, he was able to meet and encounter different individuals who played major roles in the life of Faure. He served as an organist in one of the churches in Rennes. Then, in 1870, â€Å"the Franco-Prussian War broke out and Faure was enlisted into the First Regiment of the Imperial Light Infantry as a messenger† (Martin, â€Å"Gabriel Faure†). After the war, Faure was once again an organist, but in another church this time. When Saint-Saens retired in 1877 Faure took over his post as choirmaster. Faure would remain at the Madeleine for almost 20 years. He also taught composition at the Paris Conservatoire, becoming director in 1905, and his pupils included Maurice Ravel and Nadia Boulanger. Gabriel Faure’s Music A perusal of different accounts concerning the life and music of Gabriel Faure would show that he always strived to be different. For instance, in the field of music, regardless of how popular a type of music was, Faure will come in and try to change it, in order for the same to reflect his views and emotions; he wanted to be unique and different from the usual. The subtlety of Faure’s music, and his concentration on the small-scale, led many to criticise him for lacking depth, a judgement based on the mistaken premise that the bigger and bolder a composer’s music the more worthwhile it must be (Bawden J. â€Å"Gabriel Faure). As to what Faure found himself interested in in the field of music, it has been said that The majority of Faures piano music up to 1871 had mainly been romantic songs. Poems by Hugo, Gautier, and Baudelaire, had been recommended to him by his teachers. His early songs hint at his developing originality but were written in the strict classical style he had learned in school. It was characteristic of Faure, however, to constantly renew himself in his compositions. He always wanted to try something new, something different that no one else had done; and he never followed the fads of his day, prefering instead to follow his heart. Thus his songs show a continuous personal and unique evolution (Martin, â€Å"Gabriel Faure†). It is this courage of his to change things, however, that made him face certain setbacks in his career when he joined the Madeleine as its choirmaster. There are individuals in his field who were not in favor of the changes that Gabriel Faure was introducing into the system. As a choirmaster, Faure would always find himself in disagreement with members of the clergy. â€Å"The clergy were only concerned with keeping the congregation happy; and so their musical preferences were for popular, operatic-styled church music that was all the rage, rather than for enlightening religious music† (Martin, â€Å"Gabriel Faure†). Hence, it was quite difficult for Faure to introduce the changes that he wanted. As will be discussed further, Gabriel Faure’s most popular work which depicts his love for uniqueness is his Requiem Mass, which totally differs from the traditional Requiem. In fact, In Armand Vivets book on French sacred music he wrote of the first performance, Immediately the ceremony was over. The vicar called Faure into the sacristy and questioned him as follows: What was that mass for the dead youve just conducted? It was a requiem of my own composition. Monsieur Faure, we dont need all these novelties; the Madeleines repertoire is quite rich enough, just content yourself with that. Family and Marriage Gabriel Faure was once engaged to Marianne Viadot. In 1877, Faure asked for Marianne’s hand in marriage. It took quite a while, but eventually, the lady gave a positive response to the proposal posted by the bachelor. The problem was Marianne kept on postponing the date of their wedding, and â€Å"this continued delay was more than Faure could handle and he complained vehemently. Marianne used his outburst of frustration as an excuse to break off their engagement for good† (Martin, â€Å"Gabriel Faure†). True, the failed engagement to Marianne Viardot made Gabriel Faure sad and depressed, but later on, he would find himself recovering from this hurdle and agreeing to his friend, Marguerite Baugnies’ suggestion of being in an arranged marriage. Mme. Baugnies found three possible young ladies who belonged to the artistic world: the daughters of Octave Feuillet and George Feydeau who were both writers; and the daughter of Emmanuel Fremiet, a well-known sculptor of the day. Unable to make up his mind, Faure hastily wrote the names down on slips of paper, placed them in a hat, and randomly picked Marie Fremiet, daughter of the sculptor. After a brief engagement, the wedding took place on March 27th, 1883 in Paris. (Martin, â€Å"Gabriel Faure†). In 1883 Faure married Marie Fremiet, with whom he had two sons. In order to support his family Faure spent most of his time in organising daily services at the Eglise de la Madeleine and teaching piano and harmony lessons. He only had time to compose during the summers. He earned almost no money from his compositions because his publisher bought them, copyright and all, for 50 francs each. During this period Gabriel Faure wrote several large scale works, in addition to many piano pieces and songs, but he destroyed many of them after a few performances, only retaining a few movements in order to re-use motives(â€Å"Gabriel Faure†). It could be his unique way of choosing his bride that led to an unhappy marriage. Later on, he would find out that he didn’t really share much in common with his wife. They talked less and grew apart despite being gifted with two children. In an account by Martin, she said that the couple would write each other letters to communicate even both of them were in one and the same city. The Latter Part of Faure’s Life â€Å"The last two decades of Gabriel Faures life were marked by his steady rise to fame, his increasing health problems, and the new love in his life. After serving as choirmaster for nineteen years, he became organist at the Madeleine in 1896. In the same year he also became Professor of Composition at the Paris Conservatoire† (Martin, â€Å"Gabriel Faure†). After his stint as organist, he joined the Paris Conservatoire as its director. It could be said that his success would have continued further, if not for the health problems that Faure had been experiencing. In 1902, Faure was having problems with is hearing. Martin would say that this problem was hereditary as Faure’s brother also had the same problem. His hearing problem, however, was not an obstacle to his finding another chance to love again. The output of Faure had greatly reduced because of his responsibilities at the conservatoire combined with his loss of hearing . during the World War I, he remained in France and retired from the Conservatoire at the age of 75. in the same year he received the Grand-Croix of the Legion d’Honneur, an honor rare for a musician. â€Å"In 1900 at the premiere of Promethee, Faure met and fell in love with Marguerite Hasselmans. She was born in 1876 and even though Faure was the same age as her father, nevertheless, they stayed together until the end of his life in 1924† (Martin, â€Å"Gabriel Faure†). Gabriel Faure died in Paris from pneumonia in 1924. He was given a state funeral at the Eglise de la Madeleine and is buried in the Cimetiere de Passy in Paris (â€Å"Gabriel Faure†). Legacy as a Composer and Music Teacher Aside from his numerous musical masterpieces described as elegant, introspective and intimate, Faure made an enormous mark on his younger contemporaries as an influential teacher and mentor. One of his students, Nadia Boulanger, herself known arguably as the greatest classical music teacher of all-time, is an achievement enough. Among other distinguished composition students are Ravel, Koechlin and Enescu (â€Å"Gabriel Faure†). â€Å"Although he wrote several works involving a full orchestra, his particular talent lay within the more intimate musical forms – songs, piano music and chamber music. His somewhat austere style and highly individual, impressionistic harmonic language contrasts markedly with the music of the Austro-German tradition which dominated European music from the time of Beethoven until well into the twentieth century†(Bawden, â€Å"Requiem†). â€Å"Gabriel Faure served as inspiration for crafting flexibility into their works. As performers, teachers, talented administrators, and church musicians they understood the fine art of composing pearls with limited forces which could then be jeweled for the concert hall† (McCauley M. , â€Å"Requiem†). The Requiem Mass of Faure â€Å"The Requiem flourished during the Renaissance period, despite during the 14th century when the Roman church limited the amount of times the Requiem was performed and of what chants it consisted† (Green, â€Å"The Requiem Mass†). As earlier pointed out, Faure’s love for trying out new things is best mirrored in his Requiem Mass. His Requiem Mass is different from the traditional Requiem being played in the chapels and churches and that time. â€Å"By the time of the first performance, on January 16 1888, there were five movements: an Introit and Kyrie, the Sanctus, Pie Jesu, Agnus Dei, and In Paradisum. To perform the work, Faure called for a mixed choir with divided tenors and basses, a soprano soloist, an orchestra of low strings (violas, cellos, and double basses), harp, timpani, and organ, with a violin solo in the Sanctus. He added an Offertoire in 1889, and added a setting of the Libera Me that he had written for baritone and organ some twelve years earlier. He added horns, trumpets, and trombones to the orchestra, and a baritone soloist, and this version was first performed at the Madeleine in January of 1893† (â€Å"Chorale Music Notes†). Compared to the Missa pro defunctis, Faure changed portions of the text in his setting of the Requiem Mass. In the Libera me and Offertory for example, he left out certain words or repeated others so that the movement became more musically balanced and the words more clearly heard. The Libera me and In Paradisum actually dont belong to the Missa pro defunctis but to the Office for the Dead. Libera me is the prayer for absolution which follows the Requiem Mass; and the In Paradisum is spoken outside the church at the moment of burial. The use of this last text in particular shows how much Faure wanted to break from tradition (Martin, â€Å"Gabriel Faure†). The most important feature of the Requiem mass is the reflection of the emotions and views of Faure towards the idea of death. Faure was recorded to have said My Requiem has been said to express no fear of death; it has been called a lullaby of death. But that is how I feel about death; a happy deliverance, a reaching for a happy deliverance, rather than a mournful passing Perhaps I have sought to depart from what is conventional because for so long I was organist at services of interment. Im fed up with that. I wanted to do something different (â€Å"Requiem-Gabriel Faure†). This kind of view made his Requiem lack the vibe of sadness and terror. In fact, some writers would say that there is a certain tone of sweetness in Faure’s Requiem, something that one cannot normally expect from any form of music associated with death. As confirmed by Bawden, †the prevailing mood is one of peacefulness and serenity, and the work has often been described, quite justly, as a Requiem without the Last Judgement† (â€Å"Requiem†). Faure originally designed this work to be functional for church services with appropriately conservative accompaniment: the organ supplemented by harp, tympani and strings generally omitting violins except in the Sanctus. The technique of backing off the violins for a more somber effect may have been an idea borrowed from Brahms (McCauley, â€Å"Requiem†). Besides numerous motets and a mass written for liturgical use, theres no question that Gabriel Faures best known choral work is the Messe de Requiem. Written between 1887 and 1890, the Requiem was written not for the death of his father, but as another experiment in Faures endless quest to write music that was new and different (â€Å"Requiem†). Despite the discouraging start, Faures Requiem did become popular during his lifetime and was played throughout Europe. Today it is still very popular and has been recorded more than any of his other works. REFERENCE Martin, S. â€Å" Gabriel Faure- A Biography†. http://w3. rz-berlin. mpg. de/cmp/faure. html Green, A. â€Å"The Requiem Mass† http://classicalmusic. about. com/od/classicalmusic101/a/requiemmass. htm â€Å"Online Guide to Requiem† http://requiemonline. tripod. com/ â€Å"Faure, Gabriel- Biography†. http://www. naxos. com/composerinfo/Gabriel_Faure/26049. htm â€Å"Requiem†. http://www. classiccat. net/faure_g/biography. htm â€Å"Gabriel Faure†. http://www. basicfamouspeople. com/index. php? aid=4340 Asiado, T. (2008). â€Å"Gabriel Faure Brief Biography†. http://great-teachers. suite101. com/article. cfm/gabriel_faure_brief_biography â€Å"Masses of Requiem†. http://www. newadvent. org/cathen/12776d. htm â€Å"Requiem†. http://requiemonline. tripod. com/history/masshistory. htm â€Å"Chorale Music Notes†. http://members. macconnect. com/users/j/jimbob/classical/Faure_Requiem. html â€Å"Gabriel Faure- Requiem†. http://www. beijingifc. org/index. php? option=com_contenttask=viewid=28Itemid=36 â€Å"Requiem†. http://www. orbilat. com/Encyclopaedia/R/Requiem. html Bawden, J. (2006). â€Å"Gabriel Faure- Requiem†. http://www. choirs. org. uk/prognotes/faure%20requiem. htm McCauley, M. â€Å"Requiem†. http://www. halway. com/mchorale/faure/program. html

Rewriting The Yellow Wallpaper -- The Yellow Wallpaper Essays

Rewriting   "The Yellow Wallpaper"   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Elizabeth Cady Stanton and Charlotte Perkins Gilman rank as two of the most outstanding champions of women's rights who were active during the nineteenth century. Both professed a deep and personal faith and both were wise enough and secure enough to develop their own ideas and relationship with their creator. In 1895 Stanton published The Woman's Bible, her personal assault on organized religion's strangle-hold on the women of the world. Gilman published her short story "The Yellow Wallpaper" in 1892. She wrote the story, she said, "to save people from being driven crazy" (Golden 52). The heroine of "The Yellow Wallpaper" finds her only escape from the oppression of a condescending spouse is a headlong descent into madness. Stanton and Gilman met at least once, about 1896 according to Gilman's autobiography. "Of the many people I met during these years I was particularly impressed by Elizabeth Cady Stanton. To have been with her . . . seemed to establish connection with a splendid period of real heroism" (Gilman 216). Perhaps if the philosophies of these two great women were to come together, at the perfect moment, they would possess the potential to save the heroine of "The Yellow Wallpaper." The following scenario might prove feasible. ---------- An Obstacle Charlotte Perkins Gilman l I was climbing up a mountain-path With many things to do, Important business of my own, And other people's too, When I ran against a Prejudice That quite cut off my view. ---------- The Yellow Wallpaper by Charlotte Perkins Gilman amended, with apologies, by Margaret A. Stanton ---------- The heroine of "The Yellow Wallpaper"... ... Elizabeth Cady Stanton/ Susan B. Anthony: Correspondence, Writings, Speeches. Schocken Books, NY: 1981. Gilman, Charlotte Perkins, The Living of Charlotte Perkins Gilman. University of Wisconsin Press, Madison: 1990. Gilman, Charlotte Perkins, "The Yellow Wallpaper" The Heath Anthology of American Literature, Second Edition. Gen. Ed. Paul Lauter. D. C. Heath and Co., Lexington, MA: 1994. Golden, Catherine, ed. The Captive Imagination: A Casebook on The Yellow Wallpaper . The Feminist Press at The City University of NY: 1992. Stanton, Elizabeth Cady. The Woman's Bible. NY European Pub. Co.: 1895-98. Northeastern U. P., Boston: 1993. Note 1 The poem "An Obstacle" by Charlotte Perkins Gilman is used as an epigraph by Catherine Golden, ed. The Captive Imagination: A Casebook on The Yellow Wallpaper (The Feminist Press: NY City UP, 1992) vii.   

Father Steals Best: Crime in an American Family Essay

This particular story is about a family of criminals in Oregon and received attention throughout the United States and has been cited by politicians, law enforcement agencies, and researchers in criminology, and psychology. Dale Vincent â€Å"Rooster† Bogle, taught his children to steal, so that by age 10 his sons were already breaking into liquor stores or stealing tractor-trailer trucks. His daughters turned to petty crimes in order to support their drug addictions. By the time of his death in 1998, 28 of the Bogle clan had been convicted of crimes, including several of Rooster’s grandchildren. Tracey Bogle, the youngest of Rooster’s sons, is quoted as saying, â€Å"Rooster raised us to be outlaws†¦There is a domino effect in a family like ours†¦What you’re raised with, you grow to become. You don’t escape.† The Justice Department’s statistics show that approximately 47 percent of inmates in the state prisons have parents o r other close relatives who have also been incarcerated. The Justice Department believes that ignoring this family cycle of criminality may be very difficult, and end up costing tax payers an expediential amount of money. It is astonishing that given all the research that is done about other issues on criminals, there is either no research or very little research regarding this subject of family criminal activity. This I’m sure is due to the limited availability of records that contain the criminal records of multiple generations of families. It is possible that with the proper research and funding, that reducing crime today may also reduce crime in the future. Moreover, research may underestimate the effects of policies that treat or deter criminal behavior by not taking into account the effect on future generations. Although there are studies that provide some evidence of intergenerational criminal correlations, there is no real focus on identifying why this relationship exists. Criminal behavior has always been a focus for psychologists due to the age old debate between nature and nurture. Is it the responsibility of an individual’s genetic makeup that makes them a criminal or is it the environment in which they are raised that determines their outcome? There has been limited research regarding this debate which has resulted in a conclusion that both genes and environment do play a role in the criminality of an individual.

How Do I See Myself 10 Years from Now Essay

The way I see myself ten years ahead of now is not something I often think about. To tell you the truth, it scares me a little to know that in one short decade I will be twenty eight years old, and that my years of youth are coming to an end. One thing I’m certain of, is that if God gives me the opportunity to get to that age, I will make the most of my years and put all of my effort to become a successful, happy woman. A vision I’ve always had of myself years ahead of now is a wealthy business woman that owns an art academy, and is a world-wide well known artist. I will have graduated from a bachelor in fine arts from college, as well as a master in painting and business administration. My institution will give art education to people of all ages, guiding them to a successful career in the arts, as the one I will be having. My academy will give scholarships to gifted young people who have outstanding artistic abilities, passion for the art, and determination. I will get financial support from many companies interested in my work, and maybe even get the chance to expand my business internationally. see more:where do i see myself in 5 years essay People around the whole world will be very interested in my works of art, which will include paintings and photographs. Many awards will have been given to me not only for my art, but also because of my work for the community, and my occupational achievements. I see myself becoming very famous internationally and an esteemed artist in the eyes of many persons. In some years, I will be taking care of my dad’s horses, and with them, not only develop a recognized and well-bred herd of Lousitano equines, but also have horseback riding as a hobby I will often be able to do. Although I will have a busy life, I will also have plenty of time to paint and ride horses, as well as a relationship with a good, funny, handsome, well-mannered man who will make me very happy; I might even adopt a couple of children and raise them to be good, successful and loving people. Much of the money I earn will help young people with economical limitations to receive a good education, so they can make Guatemala a better place, as I will be by creating work opportunities and helping the people in need. I’m sure that with perseverance and the help of the people I love, as well as God’s, I will have the chance to travel around the world and meet many beautiful places. By the time I turn 28, I will have visited dozens of countries around the world, and known places of incredible beauty. Another one of my wishes is to be able to build a very beautiful house with a painting studio, a big garden, a couple of dogs, a few nice cars, and maybe even a swimming pool and a hot tub. Other dreams I have include a house in lake Atitlan, as well as an apartment in Miami, a room share in Steamboat Colorado, and a beautiful house in Puerto San Josà ©, Guatemala. I’m not very certain I will be living in my native country ten years ahead of now, but I am certain that I will visit it often to see my family and friends as frequently as my job allows me to. Ten years from now, I see myself as a strong, independent, healthy, and most important of all, happy woman, and I am aware that the only person that can get me there is myself by putting all the passion, effort and determination I have in everything I do. In the movie Shrek II, I once heard a very life-changing quote that the character Arthur said after defeating his enemy. â€Å"The only person that can keep you from becoming who you want to be is yourself.† The biggest obstacle I have to fight against is, as the quote mentions, me, and I know that I will be strong enough to defeat my fears and weaknesses. As many achievements I accomplish, houses I buy, trips I make, and people I meet, I truly believe that life is measured by the moments that take your breath away, therefore, my purpose in the journey god gave me the chance to live through, will not only be materialistic. The reason for my existence will be happiness, and I believe that with an open heart and a strong mind, nothing will be keeping it from becoming part of me.

Free Essays on Hinduism & Budhism Summaries

There are 750 million+ Hindus in the world, most concentrated in India (pearls.org). Before elaborating on what beliefs and practices Hinduism has, perhaps it is helpful to first consider the â€Å"familiar to a Westerner† features that it doesn’t have. There is no â€Å"founder† of Hinduism and no specific time it â€Å"began† (i.e. Jesus or Buddha’s birth). There is not a set of scriptures that has authority over all other texts of its religion (i.e. Bible, Koran, Torah). The lack of a central, relatively unchanged uniquely authoritative text has let Hinduism become a true â€Å"living† religion. Into one that is continually developing through the addition of contemporary wisdom. There is not a central figure or institution interpreting a doctrine based on holy text (i.e. Catholic church and the Pope). Additionally, no individual is or has been central to their belief or practices (i.e. Jesus or Mohammed) (pearls.org). The concept of livin g a â€Å"good life† is not based on instructions from God (i.e. Bible and Koran) (pearls.org). There is not a â€Å"correct† form of belief or worship (pearls.org). And lastly, Hinduism does not insist it is the only â€Å"truth†. As such, most Hindus are not out trying to â€Å"round up† others to their path at the bottom of the mountain - they are busy climbing (Smith, p. 73). What Hinduism does have is an amazing array of beliefs and practices creating a unique tradition spanning over a long and rich history chocked full of mythology. The Hindu tradition has been evolving over 3,000 years and accepts â€Å"†¦significant contributions entering the tradition continually.† (Earhart, p. 723). Hinduism â€Å"remembers the cumulative experience of ages† rather than specific events or people throughout the centuries (Earhart, p. 727). That is not to say no events and people (Gods, Goddesses, rishis (the ancient sages), and ghosts) are important in Hinduism. The texts in Hinduism are regarded as â€Å"i... Free Essays on Hinduism & Budhism Summaries Free Essays on Hinduism & Budhism Summaries There are 750 million+ Hindus in the world, most concentrated in India (pearls.org). Before elaborating on what beliefs and practices Hinduism has, perhaps it is helpful to first consider the â€Å"familiar to a Westerner† features that it doesn’t have. There is no â€Å"founder† of Hinduism and no specific time it â€Å"began† (i.e. Jesus or Buddha’s birth). There is not a set of scriptures that has authority over all other texts of its religion (i.e. Bible, Koran, Torah). The lack of a central, relatively unchanged uniquely authoritative text has let Hinduism become a true â€Å"living† religion. Into one that is continually developing through the addition of contemporary wisdom. There is not a central figure or institution interpreting a doctrine based on holy text (i.e. Catholic church and the Pope). Additionally, no individual is or has been central to their belief or practices (i.e. Jesus or Mohammed) (pearls.org). The concept of livin g a â€Å"good life† is not based on instructions from God (i.e. Bible and Koran) (pearls.org). There is not a â€Å"correct† form of belief or worship (pearls.org). And lastly, Hinduism does not insist it is the only â€Å"truth†. As such, most Hindus are not out trying to â€Å"round up† others to their path at the bottom of the mountain - they are busy climbing (Smith, p. 73). What Hinduism does have is an amazing array of beliefs and practices creating a unique tradition spanning over a long and rich history chocked full of mythology. The Hindu tradition has been evolving over 3,000 years and accepts â€Å"†¦significant contributions entering the tradition continually.† (Earhart, p. 723). Hinduism â€Å"remembers the cumulative experience of ages† rather than specific events or people throughout the centuries (Earhart, p. 727). That is not to say no events and people (Gods, Goddesses, rishis (the ancient sages), and ghosts) are important in Hinduism. The texts in Hinduism are regarded as â€Å"i...

Study Skills for Intermediate Level Language Learners

Study Skills for Intermediate Level Language Learners Learning any language takes practice - lots of practice! Often, its difficult to know what you should practice. Should you watch a video? Perhaps, it would be a good idea to do a few quizzes. Of course, you should try to speak English with your friends. All of these are great ideas, but its also important to build a routine. A routine will help you make studying English a habit. Thats the best way to improve your English! Make Learning a Habit Its important to be exposed to many different areas every day. However, you shouldnt try to study too many different subjects. These suggestions take a short listening and reading as the basis for daily practice. You are trying to learn many new things, so dont try to learn too much in any one area too quickly! Practice Routine Listen - 15 minutes: You can enhance your listening skills through specific strategies.Read - 15 minutes: Choose a subject you like to read about and read for fun.Improve your vocabulary - 10 minutes: Take five minutes to write down all the new words you find in your listening and reading exercises. Keep a notebook, and write in the translation in your native language.Grammar - 10 minutes: Think about what you are studying in English class (if you are taking it). Or, if you are studying by yourself, take out your grammar book and find one grammar point to review. Take a quick look at the grammar and then think about the listening and your reading. Did you hear or read these forms? How were they used?Speaking - 5 minutes: It is very important to move your mouth and speak! Even if you only speak to yourself. Take five minutes and speak out loud (not silently). Try to quickly summarize what you listened to and what you read. Can you do it? Of course, its better if you can do this with a friend. Find a friend and study together a few times a week. You can practice together. Thats it! Approximately 45 minutes a day, every day - or at least four times a week! If you continue to do this, you will be surprised at how quickly your English improves!

Enhancing Presentations Coursework Example | Topics and Well Written Essays - 250 words

Enhancing Presentations - Coursework Example These become easy given the fact that it only involves sorting of already prepared items. This cannot be hard at all as you only need to put the already prepared items in order so as to ensure your presentation goes on smoothly and that it doesn’t fail. On the other hand, the creating effective slides seem to be the hardest step to adhere to in the enhancing presentations with visuals process. This becomes the hardest step since it requires acquaintance or familiarity with certain skills necessary for making of the slides (Charlene, 2013). For instance, it requires critical visual skills in order to choose a favorable color that can be used in order to emphasize important slides. As it is necessary to use color consistently, it is also important that the choice of colors be made wisely and compatibility should be taken into consideration. Again, choosing of the background and foreground colors requires special skills that might not be easy to just have. Such skills therefore make this stage B to be the hardest to adhere to. In real life example, we can compare presentation with doing a painting. Collecting materials for the painting and any other backup program for that may not be such a hard task. However, if the materials are not well articulated where colors are not well matched, the painting may not come out well. Therefore, it is easy to complete slides and support materials, but it seems hard to make the slides