Depression Essay -- essays research papers

Clinical gloom is one of numerous psychological issue influencing 1 of every 10 Americans today. This issue is described by progressing sentiments of misery and depression which prompts uneasiness, disturbance, sentiments of void, and loss of self-esteem. Following these underlying indications are conceivable weight reduction or increase, a sleeping disorder, absence of vitality, bizarre uncertainty, and even self-destructive contemplations or endeavors. There are numerous potential reasons for significant sorrow; be that as it may, frequently the malady strikes with no activating reason which prompts a lot of dissatisfaction by the influenced individual and their friends and family. Luckily, researchers have limited the rundown to three significant causes: a first burdensome scene brought about by a horrendous mishap, a biochemical issue, or an acquired issue.      Depression can result from a genuinely or truly upsetting occurrence. This has been named by therapists as first burdensome scene. Potential causes incorporate the passing of a friend or family member, a premature birth or unnatural birth cycle, a transition to another home or employment, the finish of a significant relationship, monetary issues, an interminable sickness, or some other awful accident. For some individuals, these occurrences produce a mellow to direct instance of the blues. They feel "down" for some time, however they can keep working and performing regular undertakings. Despite the fact that these individuals may encounter the substance irregularity that is the sign of melancholy, the cerebrum variation from the norm normally ...

Various Architecture Problems Free Essays

string(55) the inspecting station as this packs the contents. Undertaking 1: A ) Identify Three ( 3 ) various kinds of structure: 1.Residential †A private structure is a built for private occupancy and can suit a person’s to populate in. There are a couple of kinds of private building, for example, level arrangement of room fitted especially with housekeeping. We will compose a custom paper test on Different Architecture Problems or on the other hand any comparative subject just for you Request Now At that point Condominium other than included as a kind of possession in existent things where the entirety of the owners own the assets, basic nations and structures together, with the rejection of within the unit to which they have title. Following townhouse is like condominium in that every dwelling place is appended to next habitations. img alt= src=https://s3-eu-west-1.amazonaws.com/aaimagestore/articles/0971132.002.jpg/ Figure 1 ( A ) 2.Non-Residential - Non-private buildings utilize some expectation other than private. Non-Residential are buildings other than homes, including apparatuses, establishments and gear that are worked in parts of the developments and expenses of site freedom and preparing. Non-private structures comprise.Example incorporate business, for example, is abuildingthat is utilized for business concern plans, Educational Buildinga building intended for arranged exercises in an essential, optional, or higher instructive framework, for example, school and school. At that point Manufacturing structure are incorporate as a non-residentialis the building for creation of products for use or deal. img alt= src=https://s3-eu-west-1.amazonaws.com/aaimagestore/expositions/0971132.003.jpg/ 3.Industry Building - Industrial buildings are as often as possible a distribution center or other huge. Modern building intended to house mechanical tasks and the give essential status to work and the activity of modern gear. Modern structures has been grown up with quick long occasions back known to mankind. There are a couple of modern structures, for example, plant, processing plant, production line and others. Mechanical structure overall have skeletons as cross edges, with Colum implanted in the establishment and shy away bar or supports pivoted to the Colum. img alt= src=https://s3-eu-west-1.amazonaws.com/aaimagestore/expositions/0971132.004.jpg/ Figure 3 ( A ) B ) Select One kind of structure in embraced 1 ( a ) , put and delineate Two constituent of framework and superstructure of the chose building. Private Building - Residential Buildings is an of import thing of all. Private building is a structure that is involved by all the individuals all the clasp. Private building is other than truly quick turning yet non in Malaysia however around the universe. Custom private structures will be sold or leased to those deprived through the structure organizations or operators that have been enlisted. Private building included, for example, cabin, yard house, level and townhouse. Framework: - Substructure is a last help some portion of a development. Essentially a development found that inside the land degree, for example, establishment. An establishment is henceforth that bit of the development which is in direct contact with the land to which the tonss are transmitted. Establishment - Ensure that the basic tonss are transmitted to the undersoil securely, monetarily and with no unsatisfactory movement during the structure time frame and all through the normal existence of the building or development. img alt= src=https://s3-eu-west-1.amazonaws.com/aaimagestore/expositions/0971132.005.jpg/ Figure 1 ( B ) Superstructure: - Superstructure is a drawn-out bit of the foundation. A development that remains over the land degree and the floor degree is known as platform. Plinth is henceforth characterized as the piece of the development between the outside of environing area and surface of the floor. Floor - floor is that part of a structure on which furniture, family, business and others. Floor is utilized for strolling about furthermore quality and stableness to use. There are a couple of types floor, for example, strong wood floor, timber covered floor and solid floor ( Solid Ground Floor ) img alt= src=https://s3-eu-west-1.amazonaws.com/aaimagestore/articles/0971132.006.jpg/ Figure 2 ( B ) Rooftop - Roof is made to cover room from upper face. Various sorts of rooftops are utilized in developing relying upon the area and rooftop other than give a defensive covering to the building, so downpour, air current or snow may non harm the structure. img alt= src=https://s3-eu-west-1.amazonaws.com/aaimagestore/articles/0971132.007.jpg/ Figure 2 ( C ) C ) Explain the trademark and guide ( s ) of every building constituent that has been territory in Task 1 ( B ) - The trademark and maps of floor is the floor surface of a structure site which gets all the exercises and other tonss.The building floor will hold security attributes and solace. Stunning ordinarily comprises of a figure of base bed, bed of sand, solid liner and covering coatings. Security ought to be remembered for the floor. The stableness of the floor doing it a powerful development. Coming up next is floor ought to other than abide from floor quality other than to suit unrecorded weight. Solace is other than of import to do certain the temperatures either hot or cold. At that point the trademark and maps of the rooftop is to give a defensive covering to the building, for example, downpour, air current or snow may non harm the structure. Following conditions restriction is required to shield a building from the harming. Basic stableness other than could be providing support for the rooftop. Gracefully great visual perspective may be a significant visual part in the structure of a building. Undertaking 2: A ) Define soil test - Soil test is of essential significance in the structure area. It is vital before building another development to prevent the disappointment of the establishments at a ulterior stage. Bearing limit of soil and the earth must be set up to discover whether the stableness of the establishment can be gotten. Soil of test is of principal significance for building undertaking. B ) Briefly clarify Two ( 2 ) sorts of earth straightforward - Disturbed soil Samples Upset soil tests, as their name suggests, are tests taken from the boring devices. Models are twist drill bits, the substance of the split-spoon inspecting station in the standard attack preliminary, slop from the shell or wash-water return, or manus test burrowed from test cavities. Upset examples are typically utilized for the discovering record belongingss of the soil, for example, the unit weight and explicit attractive energy. The example other than utilized for order preliminary, for example, screens and gravimeter examination to acquired the particle size dissemination and Waterberg bound preliminaries to happen the consistence of durable earth. - Undisturbed Soil Samples Undisturbed earth tests, got by driving a flimsy walled tubing into the earth, speak to each piece intently as is operable the genuine unaffected development and H2O development and H2O substance of the soil.it is of import non to overdrive the examining station as this packs the substance. You read Different Architecture Problems in classification Paper models It ought to be perceived that no example taken by driving a tubing into the earth can be really undisturbed. Undisturbed examples are required for increasingly complex research center preliminary, for example, shear quality, incorporate the unconfined compaction preliminary, direct shear or shear box preliminary and Trixie preliminary under unconsolidated undeveloped ( UU ) , amalgamate undeveloped ( CU ) , and solidified depleted conditions ( Cadmium ) . C ) Soil boring are the most well-known strategy for subsurface geographic endeavor in the field. Quickly clarify THREE ( 3 ) sorts of drillings. ( 1 ) Percussion Boring: - Percussion Drilling is the system of doing boreholes by striking the earth so taking it. The apparatuses are more than once dropped down the borehole while suspended by wire from the force windlass. In the interim, H2O is flowed to pass on the earth film editings to the land surface. A shell and a siphon are required to circumvent the H2O. img alt= src=https://s3-eu-west-1.amazonaws.com/aaimagestore/papers/0971132.008.jpg/ ( 2 ) Rotary Boring: - Rotary Drilling utilizes turning movement of the drill spot with the incidental use of power per unit zone to advance the opening. In this method an opening is made by revolving movement an empty steel tubing holding a cutting spot at its base. The cutting spot makes an annulate cut in the layers and leaves a barrel shaped core of the stuff in the empty tubing. This technique is the most fast strategy for advancing an opening in earth and stone. Exhausting mud might be expected to thwart earth collapse. img alt= src=https://s3-eu-west-1.amazonaws.com/aaimagestore/expositions/0971132.009.jpg/ ( 3 ) Hand/Mechanical Auger Boring: - Hand plumber’s snakes might be utilized for tiring to a profundity of about 6m. power plumber’s snakes might be utilized for tiring to a profundity of around 10 to 30 m. Next, as the opening is tiring a short separation, the plumber’s snake might be lifted to take earth. The evacuated earth can be utilized for field arrangement and research lab testing, yet it must non be considered as an undisturbed soil test. Force plumber’s snake set with a drill apparatus can be utilized to acquire tests from more profound layers. img alt= src=https://s3-eu-west-1.amazonaws.com/aaimagestore/papers/0971132.010.jpg/ Undertaking 3 A ) Describe with the help of studies the life structures of the wood: 1 ) Bark: - Hard external covering. - Protect tree from hurt. 2 ) Bast: - Layer encompasses the cambium. - Carries supplement produced using foliages to the next bit of the workss. 3 ) GROWTH RINGS: - Annual rings. - Each ringing one twelvemonth developed. 4 ) Beam: - Convey supplement from the impact into the cambium bed to sapwood to heartwood. 5 ) Sapwood: - Newly framed bit of the tree. - Cells convey H2O and minerals to subd

Meeting Neil deGrasse Tyson

Meeting Neil deGrasse Tyson Tales from the Twitterverse, and Other Media Excursions David Helfand:  Unfortunately we dont have time for a formal QA session, but Im sure that Neil would be happy to stick around for a few minutes and answer questions if there are any. We swarmed to the stage while Neil walked to the edge and crouched down to shake hands with ardent fans. My friends and I shoved cameras at each other and posed: Neil looked around the crowd, and my hand went up first. He made eye contact and pointed at me: yes! question? Me: You talked a lot about how the publics perception of science is changing. I was wondering if you could spend a few minutes talking about how scientists perception of outreach is changing to what extent outreach is valued in the scientific community. Neil deGrasse Tyson (NEIL DEGRASSE TYSON!!!): Ah, excellent question, and one that is very near to my heart. Random astronomer: Can you repeat the question? We couldnt hear it from over here. Neil: The question was, and   he glanced at me let me know if I have this wrong. The question was about how outreach is valued in the professional scientific community. I nodded. He looked straight at me while giving his answer, and I could sense camerapeople standing all around me. My heart was pounding so loudly in my ears that Im not sure if I heard anything he said, but heres what I remember. Neil: So, Carl Sagan made some mistakes (CARL SAGAN MADE MISTAKES???) Neil: but he was the first [to do highly-visible, large-scale public outreach] so he was allowed to make mistakes. But Im not the first, so Ive been able to learn from his mistakes. Carl often didnt assign credit when he described results from astronomy research. A lot of the people watching his programs thought that HE was the one making all of those discoveries. After he passed away, newspapers wrote things like the only award that eluded him was the Nobel Prize! which they would only have said if they thought that all of the discoveries he talked about were his discoveries. This was work that other scientists might have spent decades of their lives working on and Carl was getting all the credit. That made a lot of people resentful. When I describe science research, Im always careful to attribute it to the group who worked on the project. When a newspaper calls me up and asks for comments, I always direct them back to the group who did the work. And then I might make a comment that just seals a ribbon on the groups comments. Also, I never talk about my own research. I dont use my platform as an opportunity to advertise my personal results. My specialty is galaxies, but almost nobody knows that. I talk about whatever I think would captivate the public the most, and I call up colleagues if I dont know much about it. Ive never felt any antagonism from the professional astronomy community, and I think that thats because I always give them credit for their work. At this point, it was nearly 10 pm. My friends and I had arrived at 7:30 (with our Mexican take-out food in hand) to claim second-row seats, which turned out to be a fabulous idea because the auditorium filled up. In the AAS meeting schedule, the event was advertised as the following: *** Tales from the Twitterverse, and Other Media Excursions Neil DeGrasse Tyson, American Museum of Natural History Monday, 8:00 PM 9:00 PM; Potomac Ballroom A The publics access to our field has historically occurred through traditional conduits of communication such as television documentaries, planetarium shows, and media reports. But in the past five years social media has arisen as a means of attracting people who would never have imagined they had an interest in the universe, or in science at all. The results are stunning and unexpected, with millions of people responding to various offerings of the universe made in these media. Twitter and Facebook lead the way, but other Internet social media have proven potent as well, including YouTube, Reddit, Google+, and, more broadly, the blogosphere. We give first-hand stories and accounts of forays on this landscape and offer suggestions on how such efforts may benefit the long-term health of modern astrophysics from having cultivated public support at its deepest levels. *** His thesis: Defending this thesis involved a discussion of memes (you know that youve really made it when youre a meme!)  and I can report that it is truly bizarre to watch Neil deGrasse Tyson present memes  of himself.  Like this one: Apparently he does pay attention to the memes people make of him, so I encourage you to go out and be creative and maybe your artwork will feature in his next presentation about social media. :) He also  told us about the time he did a few calculations to find Supermans home planet within the exoplanet catalogue, and ended up in a comic: If you have sharp eyes, youll notice that he was wearing this vest on stage. He also talked about Facebook. If you have a Facebook page, youve heard of the page I Fucking Love Science. IFLS has just under nine and a half MILLION Likes, and originates from Neil Tysons stint on the Daily Show.   He explained that, before getting on the show, he spent a lot of time studying Jon Stewarts verbal habits. He paid attention to how many sentences Stewart usually grants a guest on his show before inserting a witty comment. He paid attention to what kinds of words or phrases Stewart particularly likes to pick up on. So, when he went on the show, he made sure to describe astronomy using sexually suggestive language, which prompted Stewart to say WHY IS IT THAT WHEN YOU TALK ABOUT SCIENCE YOU TURN ME ON? and then, I FUCKING LOVE SCIENCE. Neil has a busy schedule, and after I asked my question one of his AMNH colleagues got up on stage and began dragging him off of it. As he was leaving, another member of the audience asked what he thinks the US role is in influencing international science policy, and in between steps he shouted something about how he wouldnt claim that we have enough of an understanding of other cultures. His colleague tugged even harder on his arm, and Neil moonwalked off the stage to shrieks and applause. ASTRONOMERS! he yelled. LEARN TO MOONWALK! YOULL NEED IT SOME DAY! He didnt make it to the door, because so many people swarmed around him holding out their scientific poster labels and official conference badges for him to sign. It was the scientist equivalent of a rock concert. My friends and I let him go, though, and we all went back up to our rooms to post pictures of the event on Facebook. With all that discussion of social media, it seemed like the appropriate thing to do.

What Is a Nonoxidizing Acid

A nonoxidizing acid is an acid that cannot act as an oxidizing agent. While many acids are good oxidizers, they dont all technically oxidize in any given reaction. Nonoxidizing Acid Examples Hydrochloric acid, hydroiodic acid, hydrobromic acid, hydrofluoric acid, phosphoric acid are all nonoxidizing acids. Example Use The element beryllium dissolves in a nonoxidizing acid, such as hydrochloric or dilute sulfuric acid, but not in water or nitric acid.

Women s Fight For Combat Roles - 1267 Words

Joan of Arc: A women in Combat A great leader knows how and what to do in any given situation. Great leaders know how to adapt, and find a way to conquer a specific task or obstacle. There has been an ongoing debate about whether women should have access to combat roles. Many argue that women are not physically build to match the strength of a man. A young lady by the name of â€Å"Joan of Arc† or commonly known as â€Å"The Maid of Orleans† was a young leader of the 15th century who changed the course of the hundred years war. Joan became an unlikely heroine leader who led a revolt against the British which ultimately ended in a victory. Joan embodies the definition of what a women in the military should be. She debunks the 21st century modern critics that say women do not fit the standards to survive and thrive in combat roles. The objective of this paper is to identify key arguments that are in favor of women fighting in combat. Gender equality among women has been a longstanding battle. Many ar e for gender neutral roles in the military, and many are against it. The people that are against it believe that â€Å"women will endanger their units†. While the â€Å"Army and the Navy believes that it will enlarge the talent pool, and that opening combat roles to women will enhance the readiness of the military. â€Å" In our view, the best qualified solider, regardless of gender, should be allowed to serve in any position,† according to a joint statement to the committee by acting Army SecretaryShow MoreRelatedWomen s Rights Of Women1270 Words   |  6 PagesIn having two uncles who served in the Marines and a nephew who is now in the Marines, they talk about how women will act under pressure in combat. They still don’t think that women are capable. Assuming that their reasons are the same as everyone else in the military; their reason is that women physical strength is too weak to carry their male counterpart out of danger and their mental capacity to handle how gruesome war really is, as well as the woman hygiene and the hypothesis â€Å"what if the femaleRead MoreWomen s Roles During The American Armed Forces1409 Words   |  6 PagesCombat roles are grueling and nerve breaking, with a lot of commitment and endurance required. Masculinity is the most suited trait for any one to fit adequately and perform effectively. Mostly, men fit well in these roles due to their masculinity. However, women too, can perform as equally as effective as men. The effectiveness and suitability of inclusion of women in major combat roles in the American Armed forces has faced heated debates, between people who believe that the combat roles are mostRead MoreWhy Women Should Fight The Front Line1321 Words   |  6 PagesI Believe Women Should Be On The Front Line I believe women should fight side by side with men. I believe women are equal to men, there s only a physical difference but we are all the same. Women can do everything a man can. If women fight in the front line i think there would be less casualties than there right now. Although women should be fighting in front line in the military many believe they should not. More than 200,000 position will still be remain exclusive to men. women won t beRead MoreGender Roles Of Women s Roles971 Words   |  4 PagesTransforming Gender. Women’s Roles in Society. Why are men always in power? Or is that we just assume that they have power? In recent years, the roles of women have changed greatly in American society.   For example, women have earned more power in education, the workplace and especially the military (Cordes). Yet, when it comes to women being fully integrated in the military, many males still question female competency. This situation needs to be addressed because women are physically, emotionallyRead MoreWomen During The American Society Essay1309 Words   |  6 Pagesgender roles. These gender roles could determine how someone should act or think. Even though people have become accustomed to their specific role in life, others argue that a person can assume any role they would like to. Women in the American society argue that they could do anything that a man can do. However, some people think that there are certain aspects that make a woman a woman or a man a man. Women in combat is a controversial topic in the United States. Many people think that women shouldRead MoreWomen During The Revolutionary War1369 Words   |  6 PagesIntroduction Women have served the military in one fashion or another since the Revolutionary War, in recent years the status of women serving in the military has changed dramatically. Traditionally women have always served in administrative or medical roles. With the advancement of views and the sheer determination of many women, we are seeing women serving in combat and fighting alongside their male counterparts. Training schools such as the Army Ranger school, Marine Infantry training, and pilotRead MoreThe First Female Soldier At The Men1704 Words   |  7 PagesAmerica introduced the first female soldier to serve in an American military unit. Women have played a vital and important role since then when it comes to the military. During the World Wars, the importance of female soldiers was ever so important. While the men were at war, they filled in numerous jobs that were left vacant by the men overseas fighting to help keep the economy and America running smooth. Although women have proven their worth to the United States Military, there still is a place thatRead MoreWomen Should Not Go Into Combat1404 Words   |  6 Pages This debate on whether women should be in military combat roles or not, has no in-between, one either believes women should go into combat or one believes women should not go into combat. The two extremes sides of this argument offer numerous reasoning as to why they stand with their beliefs but the reasons which make a valid argument are as follows. For the positive side which believes women should go into combat, say that this decision should be dependent on a person’s skills and abilities toRead MoreShould Women Be Allowed During Combat Roles During The Armed Forces?1326 Words   |  6 PagesIn a recent poll posted on Debate.org titled Should Women Be Allowed To Serve In Combat Roles In The Armed Forces? 71% of voters said yes while the other 29% said no. For this dispute majority rules is irrelevant, in fact minority rules and the 29% can tally up another vote and argue that no, women should not be allowed to serve in combat roles in the armed forces. Although there have been cases where women find themselves in a surprise firefight and are expected to pick up the weapon toRead MoreFeminism And Equality Between Men And Women956 Words   |  4 PagesFeminism and Equality Between Men and Women Feminism, the advocacy of women’s rights on the grounds of political, social, and economic equality to men (Webster’s Thesaurus Dictionary). Feminist seek to find impartiality between the genders, in not only the work force, but many different aspects of their lives. Feminist are spectated to be individuals who believe in female domination, and that is not precise. Feminist believe that women and men should be treated equal to each other, neither sex

Letter To My Children Free Essays

As I lay awake in bed with Carol by my side, sharing my insomnia, it occurred to me, totally out of the blue, that Neo had opened up for me a new world of understanding, which is to say that my conversation with him had led me to the realization that there was a way out of my conflicts here and now.   I was being selfish aforetime: it occurred to me.   Although I could not go to the Vatican all the way from America in order to express my new understanding of Christianity – rather than to pose questions that the authorities on religion there were not expected to appreciate – I could express myself before my children, as though nakedly. We will write a custom essay sample on Letter To My Children or any similar topic only for you Order Now But what would I teach them?   I certainly did not wish to confuse them by sharing my conflicts.   Neither did I desire for them to catch on my negative emotions surrounding the wonderful truths I was learning my entire life.   One such negative emotion was my slight fear of various authorities on religion because I could not get over my miserable misunderstandings with them.   I understood that the authorities on religion are meant to be peacemakers, and yet I could not see eye to eye with them on many issues of peace, which, in my awareness, is often a result of increased knowledge and new understanding of faith. These misunderstandings, I knew, were tormenting me alone, while they slept soundly night after night.   I recalled then the words of Jesus, virtually unaware at the time that Carol had started to sing in bed a song from the film, Evita: Blessed are the poor in spirit: for theirs is the kingdom of heaven. Blessed are they that mourn: for they shall be comforted. Blessed are the meek: for they shall inherit the earth.   Blessed are they that hunger and thirst after righteousness: for they shall be filled (Gospel  of Matthew, Chapter 5, Verses 3-6). Did I have to share myself with the various authorities on religion in order to find peace?   I did not believe so.   All the same, my torment was asking me to somehow stand in front of the whole wide world and declare myself to be a true seeker of truth.   Then, and only then, I thought, would I find peace.   However, it was impossible for me to stand on the stage before the entire Christian world and declare myself to be true.   As soon as I realized that my mind was straying away from my children, I said â€Å"Yes.†Ã‚   Carol asked me right away, â€Å"What?†   Ã¢â‚¬Å"Oh, nothing,† I said.   â€Å"I am enjoying your song!†Ã‚   Carol continued singing from that point on. I got back to my reflections through insomnia.   I thought that I knew that I could die very soon, and I did not have the kind of oneness Jesus experienced with God Almighty to know when.   I could express my understanding to my children – yes I could do that, I thought again – and my children in turn would develop their own understanding of religion based on my teachings and their own experiences in life. As I lay in bed reflecting on the new questions that had perhaps occurred to me through supernatural inspiration, it did not take me long to figure out what exactly I would be teaching my children and how.   I would write a letter to them, directing Carol to deliver it to them only  when they have all reached maturity at the same time.   I would not want one child wanting to know more than the others at any given time.   I would like them to grow in spirituality altogether.   I did not want them to have to go through the experience of single handedly dealing with the problems of realizing the truth as I did.   I did not want them to feel as alone in the world as I felt. But perhaps I would eventually leave the letter in Carol’s hand to decide when to give it to each of my kids, I thought.   I was â€Å"hungering and thirsting after righteousness.†Ã‚   I knew that expressing my understanding of the religion to my children would grant me a sense of completion from the Almighty – somehow.   I did not know how He worked on such completions. By the time I had reached this point in my train of thoughts, I realized that Carol had gone to sleep.   Her singing was over and done with; she was snoring, in fact.   I suddenly realized a sense of greater freedom in my thoughts.   Increased confidence was aroused to boot.   Although I knew that Jesus had said, â€Å"Blessed are they that have been persecuted for righteousness’ sake, for theirs is the kingdom of heaven† (Matthew, Chapter 5, Verse 10), I neither had the strength nor the courage to stand before the world and discuss my concept of religion.   I should have had the courage, I thought, but sadly, I did not.   I then realized that perhaps this kind of courage is unnecessary, given that Jesus had also said: â€Å"Agree with thine adversary quickly, lest haply the adversary deliver thee to the judge, and the judge deliver thee to the officer, and thou be cast into prison† (Matthew, Chapter 5, Verse 25). Was Jesus right there with me to teach me something of the essence?   How was it that verses from the Gospel of Matthew were appearing in my self without notice, and perhaps out of context?  I got out of bed then, with the awareness that I had the courage to teach my understanding of Christianity to my children, even if I could not teach the whole world.   Yet I did not want to express my entire self to my children.   I only believed that they had a right to know the basics that I was working with.   I believed in their right to question religious practices of the world.   I also trusted that they would eventually find the truth using the tools I would provide them with. I turned on the lamp on my desk.   Carol moved a little in bed, responding to the click of the lamp.   Fortunately, she did not get up to ask what I was up to.   I did not want to bother her at all, and so I sat down to write, as though in a whisper: â€Å"Dear children,  Ã‚  By this time you must be old enough to feel the need to know God.   You will be exposed to many practices in the Church†¦.†Ã‚  I gave up writing at this point, tore the page in half, and took a fresh sheet of paper to begin again. â€Å"Dear Children,  For I say unto you, that except your righteousness shall exceed the righteousness of the scribes and the Pharisees, ye shall in no wise enter into the kingdom of heaven. â€Å"’Ye have heard that it was said to them of old time, Thou shalt not kill; and whoever shall kill shall be in danger of the judgment: â€Å"’But I say unto you, that every one who is angry with his brother shall be in danger of the judgment; and whosoever shall say to his brother, Raca, shall be in danger of the council; and whoever shall say, Thou fool, shall be in danger of the hell of fire. â€Å"’If therefore thou art offering thy gift at the altar, and there rememberest that thy brother hath aught against thee, â€Å"’Leave there thy gift before the altar, and go thy way, first be reconciled to thy brother, and then come and offer thy gift’† (Matthew, Chapter 5, Verses 20-24). I comprehended what I was doing.   Comparing the Pharisees and the scribes to the majority of religious authorities in the world, I was directing my children to go to the scriptures whenever they require guidance from the divine authority.   I did not have another way of teaching them the truth.   I wanted to say that they must never go to any religious authorities except the scriptures in the process of seeking truth; and that they must be good to each other, no matter what. I had written the words of Jesus in my memory with great enthusiasm.   And I did not doubt that my children could – given the right direction – show equal respect to the word of righteousness.   Yet I doubted whether I should tell them everything about the Church as it existed in the world today. I gave a moment of attention to Carol at this point.   She was snoring, fast asleep, and looking lovely.   I thought with tenderness that her children were mine, and I had a right to teach them whatever I felt I must.   I did not have to mention the Church and the circumstances surrounding my role in it that very day.   It was not important, given that the circumstances surrounding the Church were expected by me to change, perhaps drastically, in the years of my offspring’s maturity. I went back to my letter.   Without explaining myself in it, besides the purpose of my letter, I felt that I had to write something else I remembered from the Gospel of Matthew:  Ã¢â‚¬Å"’At that season Jesus answered and said, I thank thee, O Father, Lord of heaven and earth, that thou didst hide these things from the wise and understanding, and didst reveal them unto babes: â€Å"’Yea, Father, for so it was well-pleasing in thy sight’ (Chapter 11, Verses 25-26). Confident in my writing, I continued:  Ã¢â‚¬Å"My dear children, after reading the above scriptures you must be thinking that perhaps I felt in my years in Church that these are some of the most perfect verses in the Gospels.   As a matter of fact, I did not think so.   And the only reason I am writing you today is that I want you to learn how to trust yourselves in seeking the truth.   The scriptures are the best guidance I can offer you now.   Hold on to them, learn from them, and do not mind questioning the practices of others  when you do not believe them to be correct.   This is, in my opinion, the best attitude to take into maturity.   Let us leave the rest in God’s hand.  Ã¢â‚¬Å"Your loving father on earth.† How to cite Letter To My Children, Essay examples

Receivable Management free essay sample

The company will come to know about the existing flaws in the system. The recommendations would help the company to overcome the same. It will also help the company to know which portal is generating more revenue, which position and many other things which generate grab major part of the revenue. [pic] Management Of Accounts Receivable Management of receivables is a process under which decisions to maximize returns on the investment blocked in them are taken. Thus, the main objective of management receivable is to maximize the returns on investment in receivables to minimize risk of bad debts etc. Because investment in receivables affects liquidity and profitability, it is, therefore, significant to maintain proper level of receivables. Accounts receivable represent sales that have not yet been collected as cash. It explains that merchandise or services in exchange for a customers promise to pay at a certain time in the future. We will write a custom essay sample on Receivable Management or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Accounts receivables of a firm are created on both the side of the productive system. On one side of this system, the firm may make advance payments to the suppliers of the raw material to ensure timely supply, when the supplier holds the monopolistic position. On the other side of the productive system, accounts receivable are created by a firm when it sells its output on credit. These are termed as sundry debtors. Sundry Debtors constitute nearly 60% of the Accounts Receivables. Four Aspects Of Management Of Sundry Debtors: 1. Credit Policy needs to be determined. This involves a trade off between the profit on additional sales that arise due to credit being extended on the one hand and the cost of carrying those debtors and the bad debts losses on the other hand.

reconstruction Essays (985 words) - Reconstruction Era,

History Essay ?the north won the civil war, but the south won Reconstruction? This statement has been wryly observed, to interpret this you need to know the background of these two different parts. During the civil war(1861-1865), the north and the south grew in different directions and ways. They both had some advantages, the north was the center of manufacturing and wealth.In the south, manufacturing was not that big, the south did not have many skilled workers. Most of the people were not educated and were farmers, who worked on a field. The south got their money by trading with other countries, with materials they got from their plantations,, for example cotton etc. The north produced the main part of the countries wealth and had bigger army than the south, including black soldiers. The north was better prepared for the whole war, they had better equipment and supplies. The south had the better generals for example Robert E. Lee and Thomas Jackson. In 1863, Lincoln declared all slaves to be free. With a lot of support of the freed African American slaves who joined the union, and now had a way bigger army the the confederacy. Many battles were going on in both parts of the country. The main battles were the battle of Gettysburg, where commander Robert E. Lee turned back with heavy casualties, another won was the battle of Vicksburg, Mississippi where the union gained control of the Mississippi River.The union was also able to capitalize their advantages against the south, in men and material. The Confederates mainly gave up, they ended resistance on April 9, 1865. The war ended in slavery. After the civil war people were struggling with rebuilding their houses and their lives. The president and Congress tried to figure out how to rebuilt the nation. They had to handle with the difficulties of reconstruction. Beneath other parts they had to decide how the confederate states were able to rejoin the union. They mainly tried to reorganize the south and to define their laws, what means that they need to figure out how Blacks and whites live together in a non-slave society. Blacks should be treated as equals and under he same law as whites. Lincoln had a plan for reuniting the country in the proclamation of amnesty and reconstruction. The republics were against Lincolns plan. In Congress they were known as the radical republics, they did not want to reunite with the south. The main goal of the republicans was that they wanted the federal government to help African Americans, so that they are able to vote. They also knew that if African Americans are able to vote that most of them will vote for the republicans. In the summer of 1864 the moderates and the republicans came up with a plan for reconstruction, The Wade-Davis Bill. The Bill says that that any adult white men in a confederate state that he should take an oath of allegiance to the union. So the state could now create a new and better government. The congress passed the Wade ? Davis bill, But Lincoln blocked it with a pocket veto. Lincoln realized that a harsh plan of reconstruction would just bring more chaos in the south. After the war the economy in the south collapsed and a lot of people were unemployed. In 1865 congress established a welfare agency known as Freedmen?s Bureau. The Bureau persued a range of programs in an effort to obtain jobs and provide education as well as basic health services. The Bureau is able to set up 4,000 schools and 100 hospitals and to provide housing and food. Lincoln gave on April 15, 1865 the problem of reconstruction in the hands of the new President, Andrew Johnson. He wants the southern states to be free from federal invention. Johnson?s plan was to carry out a policy, which was almost the same to Lincoln?s . The southern states followed Johnson plans for reconstruction. None of the state made any effort, to allow the slaves to vote, and later on Congress recognized that there was an unwillingness to accept Johnson?s plan. This was the beginning of the congressional reconstruction of the south. In 1866, the Radicals, who had a

A Second Chance Essays

A Second Chance Essays A Second Chance Essay A Second Chance Essay Persuasive Essay Imagine being fifteen, living in a cage for the rest of your life and dying in the hands of your cellmates. This has been is the case for more than two thousand American teenagers who are sentenced to die in prison, many of which did not even commit the crime. One person in particular was a boy named Ray; he agreed to go with his friend to rob a bank, but did not know his friend had intentions of killing someone. Ray did not even have a weapon, but his soul swooned slowly as he heard the verdict and can recall clearly the tears that dripped down his face when the Judge sentenced IM to life. Tick, tick, tick, is the sound of the metaphoric clock that ticks away slowly as Juvenile youth continue to be sentenced to life in prison without the possibility of parole. Teenagers who are convicted of serious crimes should not be tried as adults and sentenced to life in prison without any possibility of parole because they lack the maturity and brainpower to make responsible d ecisions with the knowledge of their consequences, teenagers ignore the process of rehabilitation to gain the possibility of a second chance, and many teens are sentenced unfairly due to the aspects of ones fife. One important difference between a teenager and an adult is the development of the brain. There have been studies through MR Machines that concluded that the part of the brain that involves critical thinking thins between ages twelve and fifteen. The grey part of the brain involves the section that contains the humans ability to function in planning, impulse control, and reasoning. This part of the brain spurts in growth during the end of puberty, which is around the late teen years and after the time when any crime was committed. A study done at UCLA showed that a growth in he temporal and parietal lobes spurts from the age of six to thirteen, then quickly dies out during puberty. With these studies, researchers were able to compare the brains of twenty year olds with the brains of twelve to sixteen year olds. The researchers were looking for the production of myelin, which indicates the maturity of the brain. There was a great difference of myelin in the adult brain and the teenagers brain. They concluded that the adult has more executive functions, so they classified the tens brain activity as having impaired executive functioning. Teenagers have different emotions than adults because as the youth grow older, the activity that triggers emotions moves towards the frontal lobe where performance improves. Scientists and doctors understand that the brain of teenagers is a complicated, dynamic area that is not easily understood. Teenagers being tried as adults isnt right because, rather than changing their lives and going to make the community a better place, they sit in their cell with no hope of getting out with no motivation for change. Teenagers in prison deserve a second chance and they are denied the opportunity to rehabilitate or prove their innocence. After many interviews, researchers noticed that the teens regret their past, regret their crime, regret any harm they caused and wish to one day, get out and make the world a better place. Without an opportunity of going on parole to prove their innocence and to show how they have changed, Juveniles are forced to Human Rights Watch completed many studies and they gathered enough information to conclude that forty five percent of youth in prison are being held legally responsible for a crime they did not commit. This situation happened to a 19-year-old boy named Mike Hint. Hint was sentenced for the murder of a young man, as ell as three other people that were involved with the crime. During the court case, Antonio Hint, Mikes father, knew his son was innocent and he mentioned this when he said, Mike wasnt there, I dont know why nobody wont stand up and say he didnt do it. He was put into prison without any chance of parole and the absence of a normal life. Life in prison without the chance of parole should not be the sentence of teenagers because many of the cases are treated unfairly and without Just. Our court is sentencing kids who are not able to vote, buy a lottery ticket, or buy cigarettes to life in prison. Even though a terrible crime may be committed, the youth should be punished for the crime in a way that reflects their age and immaturity, not by the color of their skin. Many of the Juveniles are sentenced to die in prison because of their color and ethnicity. Just as Martin Luther King Jar. Said, We must learn to live together as brothers or perish together as fools. After completing many studies, Human Rights Watch determined that eighty five percent of the youth that are sentenced to life without parole are people of color. Racial sentencing is especially bad in California where seventy five percent of the youth in prison are African American or Hispanic. The Human Rights Watch also noticed that the sentencing of African Americans is eighteen point three times the rate for whites; likewise, Hispanics are sentenced to life at a rate that is five times white youth. All of these examples and reasons should be enough to convince our leaders in this country to take another look at the unfair sentencing that is occurring in this land of the free. Something needs to be done about this tragedy that continues to affect the lives of many individuals as well as the families of teenagers whose lives are have been thrown away due to this devastating policy. 2

Argumentative Research Paper Women in Combat Essay

Argumentative Research Paper Women in Combat - Essay Example For instance, as this essay will demonstrate in the following sections, women suffer more physical injuries than men, they often suffer more serious psychological ailments, they resort to substance abuse as a means for coping with the physical and psychological strains, and their presence contributes to a number of novel problems in the military. The point is not that women are incapable of serving in the military. The point most certainly is not that women cannot be good leaders and good soldiers. The thesis of this essay is that women should not be placed in direct combat roles because (1) their presence may very well result in more serious physical and psychological costs than those experienced by male soldiers, and (2) that their presence causes the military to become preoccupied with peripheral issues such as sexual harassment, dating, and disharmony to the exclusion of military readiness and missions. As the data will demonstrate, this ought to be viewed and treated as much more than a political or a social issue. The military occupies a special place within the larger political and social framework, its combat functions result in serious injuries and mental strains, and women ought to consider the medical findings and the military realities before demanding increased combat roles. This research paper will define what is meant by combat and, as illustrated in Iraq with messy urban warfare, how traditional notions of combat versus non-combat personnel have become increasingly difficult to define. This blurring of the traditional distinction is of particular relevance in this case because women serving in traditionally non-combat roles have, in fact, been directly exposed to combat nonetheless. After examining the meaning of combat, this essay will analyze a number of recent studies which demonstrate that women suffer greater burdens than their male counterparts. Some of these burd ens are biologically-rooted and cannot be remedied by simple shifts in policy.In the final analysis, there is no good scientific or military argument for including women in combat roles. The humane result would be a wholesale exclusion of women from combat. Only a sadist would use women as martyrs to make a point of gender equality, which has been and can continue to be made in less damaging situations and contexts. Combat Versus Non-Combat Combat was traditionally defined as taking place in a specific place with specific people (Skaine, 26); however, Skaine also goes on to note that combat today is more spread out, warring parties often hide and fight among civilians, and that defining a woman as serving in a combat or non-combat role is somewhat disingenuous. This is because, even though most women are theoretically shielded from combat by legislation and by non-combat designations and deployments, the combat reaches and affects women. Indeed, it is an open secret that women operate in combat roles even though they are technically barred or prohibited. Recent events in Iraq illustrate this blurring of the role between combatants and non-combatants all too starkly; as reported by CNN, "The Pentagon's policy banning women in combat is being tested in Iraq, where the lack of a defined front line and insurgents' guerrilla

Transformational Leadership Addendum Assignment

Transformational Leadership Addendum - Assignment Example democratic leadership as a fully participatory form of leadership and a free reign as a situation where the subjects dictate what has to be done, and the leadership has no direction in this framework. The same study describes transformational leadership as the most recent form of leadership. The core characteristic of this style of leadership is to inspire the team to produce revolutionary results (Edward and jean 2013). In this form of leadership, the leader identifies a need for change in an organization and creates a pathway towards attaining this change. In addition, the leader taps into the emotional aspect of the team to inspire them to achieve this change (Marshall & Marshall 2011). In Ciulla (2004), the idea of a transformational leader has been improved further by distinguishing this type of leadership from selfish and manipulative styles of leadership. In this study, the type of leadership is described as that which is driven by ideologies, is charismatic and confident. Regardless of the leadership style taken by the leader, a good leadership style is characterized by greater inspiration to the team hence greater achievement of the goals and objectives (Babatunde 2013). The individual, therefore, has to try to adopt a framework that best suits the intention of the person in achieving the goals. It should be noted that each person’s adoption of these frameworks will produce varied results depending on the effectiveness of the adoption. In this paper, I provide my personal leadership style and advance the discussion on the influence of an individual personal leadership plan on the communication within and without a team. At a personal level, one has to develop a strategy to deal with the leadership hurdles that one comes across in a team. To communicate this strategy effectively depends on the type of leadership that an individual adopts in dealing with the members of the team. For instance in an autocratic type of leadership, the decision and

Borderline personality disorder: Object relations perspective

Borderline personality disorder: Object relations perspective The term Borderline was coined by Stern in 1938 to describe a group of clients that exhibited primitive thinking and defense mechanisms, regressive transferences, destructive behaviors, and intense countertransference reactions (Berzoff, Flanagan, Hertz, 2008; Gunderson, 1984). Today, Borderline Personality Disorder (BPD) is a well known and recognized diagnosis; yet, it is still perceived to be a frustrating, perplexing, and complicated disorder for clients and clinicians to experience, understand, and treat (Berzoff et al., 2008; Gunderson, 1984). Clients with BPD can present with a number of different characteristics and symptoms. However, clinicians and theorists have identified key symptomatology associated with the diagnosis of BPD. One of the most prevalent characteristics of BPD is the presence of intense and unstable interpersonal relationships (Berzoff et al., 2008; Gunderson, 1984; Millon, 1992). In this realm, individuals with BPD struggle to develop and maintain close an d intimate interpersonal relationships as a result of a terrifying fear of abandonment and lack of object constancy (Berzoff et al., 2008; Gunderson, 1984; Millon, 1992). Clients with BPD frequently experience ambivalence in relationships with a desire for attachment coupled with a simultaneous need for distance, and will frequently oscillate between compliant and self-destructive behaviors in interpersonal relationships (Berzoff et al., 2008; Gunderson, 1984; Millon, 1992). Clients with BPD are dependent on others to satisfy their needs of closeness and intimacy, and these individuals will often exhibit negative behavior in a desperate attempt to garner attention that ultimately results in the dissolution of relationships further perpetuating their fear of abandonment (Berzoff et al., 2008; Gunderson, 1984; Millon, 1992). Additionally, relationship boundaries are often permeable and diffuse resulting in issues associated with engulfment or detachment (Berzoff et al., 2008; Gunderso n, 1984; Millon, 1992). Individuals with BPD also frequently seek relationships with people that victimize or mistreat them, and reject healthy partners and relationships (Berzoff et al., 2008; Gunderson, 1984; Millon, 1992). Clients with BPD are also characterized by an unstable and fragmented sense of self (Berzoff et al., 2008; Gunderson, 1984; Millon, 1992). They frequently struggle with establishing a healthy sense of self-esteem, lack ambition, and experience difficulty in setting and attaining goals resulting in low achievement in various aspects of life (Berzoff et al., 2008; Gunderson, 1984; Millon, 1992). A number of ego functions are also impaired in individuals with BPD. Clients with BPD have difficulty regulating their affect and exhibit a range of intense and negative emotions including anger, hate, and bitterness (Berzoff et al., 2008; Gunderson, 1984; Millon, 1992). Individuals with BPD also tend to lack impulse control resulting in unpredictable, self-destructive, and ego dystonic behaviors including self-mutilation, sexual promiscuity, and substance abuse (Berzoff et al., 2008; Gunderson, 1984; Millon, 1992). Clients with BPD also utilize a number of primitive defenses including splittin g, projection, projective identification, denial, primitive idealization, and devaluation (Berzoff et al., 2008, p. 331). Lastly, individuals with BPD may occasionally suffer from psychotic episodes and dissociative experiences despite a relatively stable sense of reality testing (Berzoff et al., 2008; Gunderson, 1984; Millon, 1992). There are numerous theories regarding the etiology of BPD. However, this paper will focus on the significant contributions that object relation theorists William Fairbairn and Otto Kernberg have made regarding the etiology and treatment of BPD. Theoretical Perspectives (Object Relations) Fairbairn: Fairbairn made great contributions to understanding issues of dependency, the use of splitting, and the inexplicable desire to continuously seek out and attach to frustrating and rejecting objects commonly seen in clients with BPD (Celani, 1993). Fairbairns theory places an emphasis on attachment and ego development in accordance with object relations rather than traditional Freudian drive theory (Celani, 1993; Greenberg Mitchell, 1983). Fairbairn posits that personality disorders develop in early childhood, and created a developmental model to explain how an infants interactions and relationships with objects in their early environment can influence dependency and future pathology (Celani, 1993; St. Clair, 2004). Developmental Model Fairbairns model consists of three stages of development: infantile dependence, transitional stage, and mature dependence (Celani, 1993; St. Clair, 2004). Of particular importance to the development of BPD is the transitional stage, which is aligned with Mahlers rapprochement stage, in which a child struggles with the conflict of wanting to separate from the mother while simultaneously desiring to remain connected to the mother (Celani, 1993; St. Clair, 2004). The transitional stage is critical in the developmental process as the mothers rejection of or ability to connect with the child and satisfy their needs will ultimately determine the quality of the object relationship and level of dependency a child has on the mother (Celani, 1993; St. Clair, 2004). Successful completion of this stage results in the ability of a child to integrate positive and negative aspects of the mother, view the mother as a whole rather than partial object that is separate from the child, and develop a hea lthy object relationship with the mother (Celani, 1993; St. Clair, 2004). Clients with BPD are unable to successfully complete this stage of development due to an inability to differentiate from the maternal object resulting in increased dependency (Celani, 1993; St. Clair, 2004). This pathology is later replayed in adult relationships when clients with BPD exhibit a desire to separate from a frustrating object coupled with a conflicting desire to stay connected to or dependent on the frustrating object (Celani, 1993; St. Clair, 2004). Dependency and Attachment Fairbairn described clients with BPD as suffering from severe splits in their ego resulting in a sense of omnipotence, a sense of detachment, and an excessive focus on the inner world (Celani, 1993, p. 6). Fairbairn believed that these personality deficits were a direct result of an unnurturing environment that forced a deprived and frustrated infant to split the mother into part objects in order to preserve the need satisfying aspect of the mother (Celani, 1993; Greenberg Mitchell, 1983). According to Fairbairn, over time the rejected and frustrated child comes to view his mother as a bad object but is hopelessly attached to and dependent on her (Celani, 1993; Greenberg Mitchell, 1983). Fairbairn developed the concept of stubborn attachment to explain why rejected children become increasingly attached to the frustrating object (Celani, 1993; Greenberg Mitchell, 1983). According to Fairbairn, rejected children come to understand that their mothers do not love and value them result ing in feelings of deprivation and inferiority that lead children to become fixated and hopelessly dependent on their mothers as both frustrating and exciting bad objects (Celani, 1993; Greenberg Mitchell, 1983). In essence, Fairbairn asserts that the more neglectful and depriving a mother is, the more a child will cling to the mother in an attempt to win her love and affection (Celani, 1993; Greenberg Mitchell, 1983). This behavior is seen in clients with BPD who repeatedly attach to rejecting and frustrating bad objects continuously replaying the same futile attempt to win the love and nurturance they were deprived of in childhood (Celani, 1993; Greenberg Mitchell, 1983). Fairbairn asserts that the lack of a nurturing and loving environment results in reactive hate in which the child feels they are innately bad and reflect this belief onto future relationships (Celani, 1993; Greenberg Mitchell, 1983). This is evident in the behavior of clients with BPD who often respond to int eractions with objects in their environment with anger and hostility reflecting their own internal feelings of badness (Celani, 1993; Greenberg Mitchell, 1983). The paradox of this behavior is that individuals with BPD are desperately seeking a loving and nurturing relationship, but their hostile and destructive behavior often results in further abandonment and abuse (Celani, 1993; Greenberg Mitchell, 1983). The Moral Defense One of Fairbairns major contributions to the understanding of BPD was his proposal of the Moral Defense Against Bad Objects (Celani, 1993; Greenberg Mitchell, 1983). The moral defense is a childs ego defense against the dilemma of being attached to and dependent on a frustrating object (Celani, 1993; Greenberg Mitchell, 1983). This ego defense allows children to stay attached to a frustrating or rejecting object by repressing memories of abuse or abandonment and the rage associated with those memories, and developing a view that the child himself is the bad object and responsible for and deserving of the behavior of the parent (Celani, 1993; Greenberg Mitchell, 1983). In essence, the child internalizes and represses the negative aspects of the frustrating object allowing the child to view the parent as a good rather than bad object (Celani, 1993; Greenberg Mitchell, 1983). Unfortunately, the moral defense results in a child learning to introject bad objects and reject good object s which ultimately influences the development of BPD (Celani, 1993; Greenberg Mitchell, 1983). Borderline adults continuously seek and return to the exciting aspect of bad objects while rejecting the good and nurturing objects they desperately need (Celani, 1993; Greenberg Mitchell, 1983). Endopsychic Structure Fairbairns endopsychic structural theory provides an explanation for this paradoxical behavior by focusing on the central role of the ego and the defense of splitting as a result of a childs inability to mask object failures (Celani, 1993; Greenberg Mitchell, 1983; St. Clair, 2004). Fairbairn asserts that children must split off the negative aspects of the bad object and focus on the exciting aspects of the bad object in order to survive abuse and deprivation (Celani, 1993; Greenberg Mitchell, 1983; St. Clair, 2004). Fairbairn postulates that the endopsychic structure is composed of a central ego and two subegos: the libidinal and antilibidinal egos (Celani, 1993; Greenberg Mitchell, 1983; St. Clair, 2004). Each aspect of the ego associates with a different part of an object (Celani, 1993; Greenberg Mitchell, 1983; St. Clair, 2004). The antilibidinal ego is home to the rejecting aspect of the bad object, and the libidinal ego houses the exciting aspect of the bad object which pro motes hope for future gratification (Celani, 1993; Greenberg Mitchell, 1983; St. Clair, 2004). In the normal developmental process, the central ego connects with a good or ideal object and grows in response to a nurturing environment that contributes to stable ego functioning and a healthy sense of self (Celani, 1993; Greenberg Mitchell, 1983; St. Clair, 2004). In a frustrating or rejecting environment a child internalizes the bad object, splits the object internally to reflect the satisfying and unsatisfying components, places these aspects respectively into the libidinal and antilibidinal egos, and aggressively represses these aspects of the ego (Celani, 1993; Greenberg Mitchell, 1983; St. Clair, 2004). This ego split allows the child to view a bad object as both frustrating and exciting (Celani, 1993; Greenberg Mitchell, 1983; St. Clair, 2004). The libidinal and antilibidinal egos dominate the world of an individual with BPD, and are constantly in conflict with one another (C elani, 1993; Greenberg Mitchell, 1983; St. Clair, 2004). This internal conflict explains the sudden shifts in mood that clients with BPD often experience as well as the continuous return to the exciting aspect of the bad object in interpersonal relationships (Celani, 1993; Greenberg Mitchell, 1983; St. Clair, 2004). Kernberg: Kernberg created a theory underlying the development of BPD that integrates object relations theory with aspects of Freuds drive theory (Clarkin, Yeomans, Kernberg, 2006; St. Clair, 2004). Kernberg asserts that the mind consists of psychological structures (ego, superego, and id) that are formed by internalized object relationships in early development, particularly that of the relationship with the mother (Clarkin et al., 2006; St. Clair, 2004). This primary object relationship is correlated with the drives of libido and aggression, and lays the foundation for ego development and the establishment of a stable, integrated, and cohesive sense of self and objects in the environment (Clarkin et al., 2006; St. Clair, 2004). Kernberg emphasizes the important role affect plays in object relationships, and asserts that affects result from both biological and environmental influences (Clarkin et al., 2006; St. Clair, 2004). According to Kernberg, BPD pathology results from innate o r genetic pregenital aggression and/or frustrating object relationship experiences in the developmental process (Clarkin et al., 2006; St. Clair, 2004). Kernberg asserts that these feelings of intense aggression inhibit a child from integrating positive and negative self and object representations, and results in the use of primitive defense mechanisms to protect and dissociate the positive image of the self and the object from aggressive feelings associated with negative self and object representations (Clarkin et al., 2006; St. Clair, 2004). In essence, primitive defenses are used to separate contradictory views of the self and object in an attempt to resolve feelings of intense anxiety associated with intrapsychic conflict (Clarkin et al., 2006; St. Clair, 2004). Kernberg also draws a correlation between attachment, affect, and the development of BPD by asserting that children with consistently frustrating and distressing self and object experiences in early development have incr eased negative affect or aggression which contributes to intrapsychic conflict (Clarkin et al., 2006; St. Clair, 2004). Kernberg also asserts that early failures in attachment contribute to the development of BPD by decreasing an individuals ability to experience and modulate a range of affects and control impulsivity (Clarkin et al., 2006; St. Clair, 2004). Let us now examine Kernbergs concepts and theories associated with the etiology of BPD more closely. Object Relation Units According to Kernberg, objects are internalized as units which include an image or representation of the self, an image or representation of the object, and an affect associated with a drive (libido or aggression) that connects the internalized images of object and self (Clarkin et al., 2006; St. Clair, 2004). In short, an individual internalizes an object relation unit which represents aspects of the self and other that are connected by an affect of pleasure or frustration (Clarkin et al., 2006; St. Clair, 2004). Kernberg referred to these internalized units as object relation dyads that correspond to specific moments of interaction with objects in early development (Clarkin et al., 2006; St. Clair, 2004). Kernberg asserts that infants experience and internalize multiple object relation dyads with varying levels of affective intensity throughout the developmental process (Clarkin et al., 2006; St. Clair, 2004). Experiences associated with high affect intensity are generally associat ed with pleasurable or frustrating interactions, such as when a mother satisfies or fails to satisfy a childs needs (Clarkin et al., 2006; St. Clair, 2004). Kernberg posits that these high affective experiences are internalized and become part of affect-laden memory structures in the developing psyche (Clarkin et al., 2006, p. 5). Kernberg asserts that an abundance of intense frustrating or negative affective experiences interferes with the development of a stable ego and sense of identity by inhibiting an individuals ability to integrate these experiences in later development (Clarkin et al., 2006; St. Clair, 2004). Thus, the interactions a child has with early object relation dyads significantly affects the development of their personality structure, sense of self, and views of others in their environment, and can lead to BPD pathology in adulthood (Clarkin et al., 2006; St. Clair, 2004). The Process of Internalization According to Kernberg, an infant progressively internalizes object relation units in early development, which provides the foundation for psychic structures, through the process of introjection, identification, and ego identity (Clarkin et al., 2006; St. Clair, 2004). Introjection is the earliest and first stage of internalization where self and object images are fused and associated with intense and primitive affects (Clarkin et al., 2006; St. Clair, 2004). If infants are inundated with feelings of frustration and aggression during this stage of internalization it will result in the development of negative self and object representations which adversely affects ego and personality structure development (Clarkin et al., 2006; St. Clair, 2004). Splitting is generally used adaptively in the introjection process to help a child separate positive and negative self and object representations; however, the continued use of splitting in the internalization process can lead to BPD pathology (Clarkin et al., 2006; St. Clair, 2004). Identification is the next level of internalization and encompasses a child learning social roles through interaction with objects in their environment (Clarkin et al., 2006; St. Clair, 2004). These object relationship interactions are also connected by libidinal or aggressive affective states that influence a childs interpretation of social roles (Clarkin et al., 2006; St. Clair, 2004). The last step of internalization contributes to the development of a healthy and stable ego that is able to differentiate and organize self and object representations and affects in a coherent manner that supports identity development (Clarkin et al., 2006; St. Clair, 2004). According to Kernberg, individuals with BPD are able to complete the process of differentiating between images of self and object, but are unable to effectively integrate libidinal and aggressive self and object representations as a result of pregenital aggression (Clarkin et al., 2006; S t. Clair, 2004). Thus, children internalize both positive and negative aspects of early self and object relationships which are activated to varying degrees in future relationships (Clarkin et al., 2006; St. Clair, 2004). Developmental Model Kernberg also proposed a developmental model of psychic structure formation that coincides with the internalization process (St. Clair, 2004). Kernbergs developmental theory consists of five sequential stages (St. Clair, 2004). Of particular importance to the development of BPD are the third and fourth stages which align with Mahlers separation-individuation/rapprochement stages (St. Clair, 2004). The third stage of development occurs when a child is one and a half to three years of age, and constitutes a childs ability to differentiate between positive and negative self and object representations, and the use of splitting to protect positive self and object representations from negative object relation units (St. Clair, 2004). The fourth stage of development occurs between the ages of three to six and is defined by a childs ability to view self and object representations as whole, and to integrate good and bad aspects of the object relation dyads and their associated affects into a realistic view of self and object (St. Clair, 2004). Clients with BPD are generally fixated in these stages of development resulting in an inability to integrate good and bad self and object representations, a primitive use of splitting, a weak and dissociated ego, a lack of object constancy, and the development of a diffuse and unstable identity (St. Clair, 2004). Kernberg believes that the inability to integrate positive and negative object relation units results from overwhelming feelings of frustration and aggression as a result of negative self and object experiences in early development (St. Clair, 2004). Primitive Defenses Kernberg asserts that much of the pathology associated with BPD results from the rigid and excessive use of primitive defense mechanisms to protect and separate the ego and imbued positive self and object representations from intense aggression associated with negative object relation units (Clarkin et al., 2006; Clarkin Kernberg, 1993). Although many of these defenses are used adaptively in early development, the continued use of such defenses in adulthood as a result of an inability to integrate positive and negative object relation units frequently contributes to the development of BPD (Clarkin et al., 2006; Clarkin Kernberg, 1993). Splitting is the primary defense used by clients with BPD, and involves separating good and bad object relation units in an attempt to avoid intrapsychic conflict (Clarkin et al., 2006; Clarkin Kernberg, 1993). Splitting is frequently used in conjunction with idealization and devaluation in clients with BPD (Clarkin et al., 2006; Clarkin Kernberg, 1993). Idealization complicates the process of splitting by imbuing either the self or external objects with faulty or unrealistic qualities of power and omnipotence (Clarkin et al., 2006; Clarkin Kernberg, 1993). Idealization is dangerous for clients with BPD because it creates further contradictory experiences for the client when the self or object is unable to fulfill the unrealistic expectations; this phenomenon generally results in an abrupt shift to devaluation or degradation of the self or the previously idealized object (Clarkin et al., 2006; Clarkin Kernberg, 1993). The process of splitting and the concomitant use of idealization and devaluation also make the therapeutic experience difficult and emotionally draining as a result of intense transference and countertransference issues (Clarkin et al., 2006; Clarkin Kernberg, 1993). Clients with BPD also frequently rely on the defenses of projection and projective identification in an attempt to rid themselves of feelings of intense aggression (Clarkin et al., 2006; Clarkin Kernberg, 1993). Projection occurs when an individual places their own negative feelings onto someone else and views these displaced feelings as emanating from that person as opposed to themselves (Clarkin et al., 2006; Clarkin Kernberg, 1993). Projective identification takes this process one step further and results in an individual depositing negative feelings into another while simultaneously eliciting those feelings out of that person (Clarkin et al., 2006; Clarkin Kernberg, 1993). Unfortunately, the use of projection and projective identification often results in a desire to control the person that carries the projected feelings or the development of fear associated with the projectively identified object (Clarkin et al., 2006; Clarkin Kernberg, 1993). Lastly, the defense of denial a llows individuals with BPD to negate and separate past feelings of aggression and frustration from their present emotional state (Clarkin et al., 2006; Clarkin Kernberg, 1993). Consistent reliance on these defense mechanisms in adulthood leads to significant difficulties in the realm of interpersonal relationships for clients with BPD (Clarkin et al., 2006; Clarkin Kernberg, 1993). Neurobiology Much of the literature and research on the neurobiological etiology of BPD emphasizes the connection between abuse, trauma, and attachment in early childhood (Applegate Shapiro, 2005; Cozolino, 2010; Teicher, Ito, Glod, Schiffer, Gelbard, 1994). Studies have indicated that nearly 81% of clients diagnosed with BPD have suffered some form of abuse or trauma in their childhood (Teicher et al., 1994). The presence of trauma and/or abuse in early development frequently results in the dysfunction of the limbic system, cortical region, and frontal and temporal lobes of the brain (Cozolino, 2010; Teicher, 1994). The limbic system develops in early infancy and is considered to be the social and emotional aspect of the brain which includes the orbitofrontal cortex, anterior cingulate, amygdala, and the hippocampus (Applegate Shapiro, 2005; Cozolino, 2010; Teicher et al., 1994). Abuse and trauma often have deleterious affects on neural regulation within the limbic system that adversely affect s emotional and behavioral aspects of personality development (Teicher et al., 1994). For example, an excessive release of norepinephrine in response to stress can impair the hippocampal memory networks resulting in the formation of dissociative symptoms commonly seen in clients with BPD (Teicher et al., 1994). Additionally, trauma often increases kindling, or the repeated stimulation of neurons resulting in increased excitability, in the limbic system which can adversely affect behavioral inhibitions (Teicher et al., 1994). Limbic kindling is associated with the expression of inappropriate and excessive aggression and/or sexual promiscuity frequently seen in clients with BPD (Teicher et al., 1994). The lack of integration between the right and left hemispheres of the brain is also thought to contribute to the formation of intrapsychic conflict and splitting associated with BPD (Teicher et al., 1994). Cozolino postulates that BPD results from negative, frustrating, or frightening interactions with early caregivers resulting in an inability to regulate affect and integrate experiences as a result of insecure attachment (Applegate Shapiro, 2005; Cozolino, 2010). From a neurobiological perspective, insecure attachment occurs when an infant is exposed to negative interactions with the primary caregiver which increases the production of cortisol in the brain and induces feelings of fear and danger within the amygdala; this affective response is then processed by the orbitofrontal cortex and stored as implicit memory in the right hemisphere of the brain (Applegate Shapiro, 2005; Cozolino, 2010). Cozolino (2010) argues that the characteristic fear of abandonment and aggression associated with BPD stems from implicit memories of real or perceived abuse, abandonment, and frustration in early development. Cozolino (2010) also asserts that frequent and abrupt shifts in mood and the oscilla tion between positive and negative views of the self and objects may result from dissociation within the orbitofrontal cortex impairing the brains ability to adequately process information (i.e.: right-left/top-down). Cozolino (2010) further argues that increased levels of cortisol in the brain may impair hippocampal and amygdala functioning resulting in the experience of intense affective states and a reduction in an individuals ability to appropriately modulate affect. Lastly, Cozolino (2010) argues that insecure attachment can result in a reduction in the level of serotonin in the brain increasing the risk of depression, irritability, and decreased positive reinforcement from interpersonal interactions (p. 283). Diversity Sociocultural factors play an integral role in the process of personality development (Miller, 1996; Millon, 2000). From a young age, children are influenced and guided by cultural values, traditions, norms, and expectations that contribute to how they view themselves and the world around them (Miller, 1996; Millon, 2000). Every culture has a unique way of interpreting and addressing issues of anxiety, distress, depression, and emotional upheaval (Miller, 1996; Millon, 2000). Some cultures value these symptoms and view them as a natural means of growth and development, while others perceive the presence of these symptoms as pathology (Miller, 1996; Millon, 2000). Paris contends that many traditional cultures provide protective factors that inhibit the development of BPD and other personality disorders, while others argue that individuals from virtually all cultures suffer from symptoms similar to BPD due to a perceived sense of social failureà ¢Ã¢â€š ¬Ã‚ ¦inadequacy, marginality, an d powerlessness (Miller, 1996, p. 194). However, each culture differs in how they view, express, and treat these symptoms; thus, it is imperative that clinicians consider the influence of sociocultural factors on personality development and/or pathology in order to accurately diagnose and treat clients (Berzoff et al., 2008; Miller, 1996; Millon, 2000). The prevalence of BPD and other personality disorders in American culture provides a unique understanding of how sociocultural factors influence personality development (Miller, 1996; Millon, 2000). Millon (2000) argues that American culture is filled with ambiguous and contradictory values, beliefs, and expectations that contribute to identity diffusion and interpersonal conflicts. American culture also places a strong emphasis on achievement and encourages competition in various aspects of life placing intense pressure on individuals to continuously strive for excellence while inadvertently setting the stage for failure and feelings of guilt and shame (Millon, 2000). The presence of conflicting demands and expectations, an emphasis on competition and success, and harsh sociocultural conditions such as poverty, prejudice, and racism in American culture complicate the process of personality development and perpetuate symptomatology commonly associated with BPD including dissociation, intrapsychic conflict, and a fragmented identity (Miller, 1996; Millon, 2000). There is also debate surrounding issues of gender bias in the assessment and diagnosis of personality disorders (Becker, 1997; Berzoff et al., 2008; Widiger, 2000). Many scholars argue that the Diagnostic Statistical Manual (DSM) defines and describes personality disorders in a way that is biased toward traditional male or female characteristics (Becker, 1997; Berzoff et al., 2008; Widiger, 2000). As a result, personality disorders that are associated with dramatic emotional responses, dependency, and masochist qualities such as Histrionic and Borderline are often over diagnosed in women (Becker, 1997; Berzoff et al., 2008; Widiger, 2000). Scholars argue that this bias pathologizes female traits without consideration of the impact that societal, familial, and cultural pressures and external influences have on these behaviors (Becker, 1997; Berzoff et al., 2008; Widiger, 2000). Women are generally socialized to be more in touch with and expressive of their emotions, compliant or submi ssive to others needs, and dependent or reliant on others to varying degrees (Becker, 1997; Berzoff et al., 2008; Widiger, 2000). Yet, these very characteristics can be viewed pathologically when they are incorrectly or incongruently expressed in accordance with social and cultural norms and expectations (Becker, 1997; Berzoff et al., 2008). Additionally, the DSM criteria fails to account for the relevance of the psychological distress that many women experience associated with trauma, sexual abuse, domestic violence, and oppression which results in women being frequently misdiagnosed with BPD as opposed to post traumatic stress disorder (Becker, 1997; Berzoff et al., 2008). It is important for clinicians to be aware of gender biases within the DSM, as well as personal gender biases, when assessing pathology in a client, and to ensure that a diagnosis accompanies adequate consideration of the social and cultural norms placed on women as well as the influence trauma, victimization, a nd oppression have on personality development and pathology (Becker, 1997; Berzoff et al., 2008; Widiger, 2000). Treatment Fairbairn: Fairbairns treatment model was designed to address the needs of what he termed dependent borderlines who express an obstinate attachment to frustrating-exciting objects within their environment that perpetuate ego splits and intrapsychic conflict (Celani,

Edp250 Pt 4

Introduction The purpose of this easy is to compare and contrast two art lessons in relation to authentic arts learning and integration. The lessons will be sourced from the internet and both will be examples of using objects in the natural environment to create a painting. The lessons were designed for students in grades two to six. DiscussionAuthentic arts is as noted by Dinham,(2011) arts that incorporates learning involving integration necessitates, making connections across the curriculum between subject areas or disciplines and providing opportunities for students to witness and engage the relationships, transfer their knowledge and apply their learning through these connections. To make this happen there needs to be a move to prepare classroom teachers to become aware of art, and ways of delivering a successful lesson. Smilan and Marzilli miraglia (2009) notes, that â€Å"teachers need clarification about what art integration is and what it entails.We believe that true authen tic art- integrated learning places visual arts content at the centre of teaching and learning (p. 39)†. Meaning every teacher must continue to up skill their own knowledge of art and understands the elements to delivering an authentic art lesson requires(Dinham,2011). Art is more than painting, drawing and play dough; it is not merely a time filler at school, so teacher can have a break, or a bit of fun. Dinham, (2011) suggest that teachers need to understand what art gives their students, and how art provides a connectedness to society and their own identity and meaning.Art provides students the opportunities to problem solve, express their needs and emotion, be creative, try new experience and more importantly teachers need to appreciate authentic arts programmes as a significant importance in the curriculum. Lessons Lesson one demonstrates a well prepared art lesson and in lesson two, many elements of creating an effective authentic arts lesson are missing. Both lesson one and two require students to use natural items found in the environment to create a painting.Both lessons would be suited for students in grades two to six, and comprises elements of authentic arts. Below is a table that show what elements of authentic arts are essential when delivering an arts class. Required characteristics| Example| 1. Has connections across the curriculum| Lessons makes links to other curriculum such as maths, history etc. | 2. Uses understanding of multiple intelligences and different learning styles| Such as Howard Gardner concepts of multiple intelligence. | 3. Is themed and examines the theme in different areas| Such as dinosaurs, outdoor garden, countries. 4. Uses different modes of learning incorporated into different areas| Such as reading, singing, creating, comparing, contrasting, discussing. | 5. Lessons relate to real life tasks, that draw on a range of knowledge and skills across the curriculum| Lesson would encourage students to use prior knowledge of the task at hand. | 6. Learning’s provide opportunity for students to see relationships, transfer and apply learning and make connections across the curriculum| The lesson has been enriched with elements of real life experience and understanding. | 7.Activities are Instrumental and/or intrinsic| Instrumental, lessons that extend beyond the immediate lesson. Intrinsic lessons relates to the learning gained through the lesson Dinham,(2011). | Table is adapted from PowerPoint presentation Integration. Curtin University, (2012). Using this table as a guide the below lessons well be corresponded with the number from the above table showing which part of the lesson address each charatritcs. Lesson one: Retrieved from http://contemporaryartscenter. org/images/lessonplans/mughal-miniatures_natural-beauty. pdfMughal Miniature Paintings: Natural Beauty Grades: 2nd-7th Visual Arts Developed By: Kristen M. Woods Lesson Description: Mughal miniature painting originated during the 16th century in the Mughal Empire which spanned what are now India, Bangladesh, Nepal, and Pakistan. This art form is marked by careful attention of small detail, lush jewel tones, epic subject matter, and miniature scale. All of the Miniature artists that are participating in the Contemporary Arts Center’s exhibition Realms of Intimacy have studied at the National College of Arts (NCA) in Lahore, Pakistan.The NCA is renowned for its program dedicated to the centuriesold tradition of Mughal miniature painting which flourished from 1526 to 1857. The extremely selective school takes only a dozen of its accepted students to pursue the intensive major of miniature painting. This major at the NCA mimics a traditional eight year apprenticeship in two years of schooling. The meticulous technique begins with the posture of the students. The students are required to be seated on the floor for hours a day, hold their papers close to their eyes and brace their painting arms against their bod y.Their posture is essential to mastering the tiny brushstrokes needed to create pieces with such fine details. They spend their first year and a half copying historical works and learning to make their own tools. Only in the final half year are they allowed to explore their own creative devices. There is an extreme mental discipline that goes along with every aspect of being a miniature painter. The style is based on old traditions. One brush is still composed of a single squirrel hair. Mussel shells are used as mixing bowls for their organic paints.These natural paints are made from raw materials like vegetables, fruits, oil, soil, lime, indigo and lapis lazuli and on occasion eggs, gold powder, and silver foil. Through this program students must master ultra-fine figure drawing and brushwork, tea staining of page borders and burnishing of paper surfaces; all essential to practices that were used centuries ago. For this project, students will explore natural materials that can be used to dye paper and make paints then use their homemade materials to make their own versions of Mughal miniature paintings Objectives: ? Use problem solving to figure out natural materials they can use and combine to make paints and also dye paper Learn about the process that Mughal miniature painters go through when creating a piece Create their own composition based on Mughal miniature paintings Materials and Resources: Watercolor paper Tea, coffee, and cranberry juice Lard, Butter, Solid and liquid vegetable oil Spices, mustard, dirt, grass, fruits and vegetables, and other natural materials that can stain Paint brushes Small containers with lids (paint storage)Aprons/paint shirts Links and Books on natural paint mixing and Mughal Miniatures; http://www. hyoomik. com/images/egg. html http://www. sairawasim. com/ http://www. ambreenbutt. com/web/home. php http://www. ambreenbutt. com/web/works. php Whiles, Virginia. (2010). Art and Polemic in Pakistan: Cultural Politics a nd Tradition in Contemporary Miniature Painting. Edwards, Lynn. (2003). The Natural Paint Book. Critical Questions: How are cultural practices and traditions passed down and continued over time? Why are they important? Is process important in relation to product? What if miniaturist painters used synthetic materials? Would it change the look of the work? The Emotion? Activities: Preliminary Discussion: Discuss process with students; how artists begin a piece as opposed to showing them the finished product first. Then look through some images of contemporary Mughal Miniaturist paintings by Ambreen Butt and Saira Wasim whom still use tea staining and hand mixed pigments from natural materials. Discuss briefly the imagery and subject used in the works and the meanings behind them.With older students you may be able to get them to discuss some of the political satire seen in Saira Wasim’s work Art Activity: Start the project by dying paper. Using tea, coffee, or even fruit jui ce; have students dip a piece of watercolor paper into a large container full of the liquid of their choosing. Leave the paper in the liquid for at least 15 minutes and check on how well the liquid is dying the paper (don’t leave the paper in for too long because it will start disintegrating). Once the paper has a nice color all around, take it out and leave it to dry for about 24 hours. Next, have students mix their paints. Find some things either outside or maybe in the refrigerator that can stain. Things like grass, dirt, berries, flowers, mustard, and spices would work well. Have students use lard, solid or liquid vegetable oil, or butter to grind and mix their natural materials together making a thick paint. Have each student make at least three different color paints. They may share paints when it’s time to use them. Have students use a paint brush with their homemade paints to create their own miniature painting on their dyed paper. This project is more about p rocess and nderstanding materials so the composition can be very simple especially with younger students. You might suggest they do a composition showcasing the natural materials they use to make their materials like flowers, fruit, etc. Assessment: Students have dyed a piece of paper using tea, coffee, or fruit juice Students have mixed their own paints using fat and natural materials Students have used their paints and dyed paper to create their own miniature paintings Lesson two: Retrieved from http://www. kinderart. com/painting/plantdye. shtml PLANT DYE PAINTSGrade: 2-6    †¢    Age: 6-12 †¢Ã‚   Written by: Kim Swanger [Kim is a K-3 art teacher at Lakeview and Central Elementary Schools in Council Bluffs, Iowa. ] | Objectives: Students will learn that plants are a source of natural dyes and paints. This is a good lesson to show how pioneers or early civilizations may have used plant dyes to color cloth. What You Need: * crock pots * beets * spinach or kale * bl ack walnuts in the shell * dry onion skins * paint brushes * paper What You Do: 1. Discuss with the students that before we had synthetic dyes, people had to make their own paints and dyes using plants and other resources available.Show the students the nuts and vegetables you have and ask how the pioneers may have used these materials. 2. The night before the painting lesson, place beets, spinach or kale, walnuts, and onion skins in separate crock pots with enough water to barely cover them. Cook all night. The following morning, the water in each of these pots should have turned into natural dyes. The beet water will be magenta, the onion water will be amber, the spinach or kale water will be a light green and the black walnut water will be brown. 3.Pour a small amount of paint into bowls and ask students to smell them. Discuss which vegetable made which paint. 4. Provide brushes and paper (plain or coloring pages) and permit students to paint using the natural dyes. 5. After the painting experience, ask students what other natural materials might make dyes the pioneers could have used. Experiment with student suggestions. Note: If black walnuts are not available, VERY STRONG coffee or tea makes an adequate brown dye. Berries can also be used to make colorful dyes. Currently, red dye is commonly made from a parasite that lives on cacti.Both lessons are similar in terms of requiring students to use natural objects to create a painting; However a teacher using lesson one, their students would gain a deeper understanding of authentic art, and acquire skills that they can use across curriculum, as it demonstrates modes of learning and teaching strategies which enables each students to expression and understand what is required. It also uses scaffold learning, which enable students to see examples of what they could achieve, but also gives the history and reasoning behind why they are required to do this activity.This enables students to take an educational value from the lesson, rather than doing it just for merely fun (Dinham,2011). Although lesson two also has real world connection and can be intergraded into other curriculums it is its lack of depth to which it can do this that makes it the inferior of the two lessons. Lesson two can link to history whereas lesson one can relate to multiple curriculums, making this a more intergraded lesson to benefit student learning’s (Dinham, 2011).Lesson one has provided more elements of real life experience for students that they can compare contrast between a variety of objects they have used from the environment, from vegetables to plants and so forth. Whereas lesson two only focuses on one element. Both lesson one and two are instrumental meaning that they extend beyond the immediate arts experience (Dinham,2011) but again it would be lesson one that take this experience further as it looks at the impact the lesson has upon students learning as a whole.Overall, lesson two does not tick th e boxes for authentic arts integrated learning in the way that lesson one does. Lesson one provides a real and authentic learning experience that incorpatres connections to other areas of the curriculum, using modes of learning and teaching strategies which encourage and support every learner in the classroom regardless of skill or ability, all essential fact in delivering an authentic arts experience.References Curtin University, (2012). Course Notes. PP2 Integration. Retrieved fromhttps://lms. curtin. edu. au/webapps/portal/frameset. jsp? tab_tab_group_id=_4_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_47595_1%26url%3D Dinham, J. (2011). Delivering authentic arts education. South Melbourne, Victoria: Cengage Learning.