Argumentative Essay on Government Banning Video Games Essay Example

Argumentative Essay on Government Banning Video Games Essay Example Argumentative Essay on Government Banning Video Games Essay Argumentative Essay on Government Banning Video Games Essay Essay Topic: Argumentative Should the Government Ban the Sale of Violent Video Games? â€Å"Too many of the video games marketed to our children teach them all of the wrong lessons and values† (Whitehead 108). These are the words from the Illinois governor Rod Blagojevich who is trying to outlaw the sale of violent video games. This issue has been around for a while and the government is looking into it. They say that violent behavior by small children is an effect of the violence seen in the video games. Many people have supported the actions taken by the government but others see it as a waste of resources. There are a number of reasons the government should not get involved in banning the sale of video games. Parents should be responsible and take care of their children. Proponents claim that that the government should ban violent video games for a number of reasons. They claim that research has shown that violent video games affect young people in both short and long term. This leads children to criminal and antisocial behavior. Parents don’t actually know how violent video games actually are and use them to keep their children busy while they are minding their own business so there is no parental supervision. The government has taken interest in this since many people believe that the role of the government is to protect society and its citizens from damaging society as a whole. However, it would be wrong for the government to take steps in censoring violent video games since it is something that is impossible to do. The government would require a great deal of money to stop the sales of video games. Yet, it won’t stop anything since retailers could then move their sales to the internet where the government won’t be able to perform so well. All the money invested would then be a waste. Many people against the law say that the government should spend the money in something more useful or needed. It would be a waste of resources to try and control the sales when internet is so accessible to everyone and can provide access to anything. Furthermore, violent acts by children cannot be attributed to video games; there are a lot of things that come into play. Many known researchers have found that there is no link between violent behavior and video games. The most recent study was performed by Patrick Kierkegaard at the University of Essex, England; it suggested that there is no link between violent video games and violent behavior. Kierkegaard explained that the effect seems to be the exact opposite and one might argue that video game usage has reduced real violence (Kierkegaard). He also states that it is possible for certain types of video game to affect emotions, views, behavior, and attitudes, however, so can books. These can also lead to violent behavior on those already predisposed to violence. Nevertheless, many of the video games that are found to be violent are not created for children. These games are written for adults and have an effective rating system implemented on them. One such rating system is the Entertainment Software Rating Board (ESRB). It was created by the major video game manufacturers due to pressure applied by concerned groups about the content on video games. Many game companies now submit their products for rating by the ESRB. A number of factors are considered when rating games. They include the amount of violence, sex, profane language and substance abuse. The ESRB then gives an age recommendation and a content description to the games submitted. This rating system allows parents to know what each game contains and allows them to make responsible decisions for their children. As evidence shows, it would not be wise for the government to get involved in this. Parents play a large role in development of their children. They are the ones that go and buy the games for the children without paying attention to the safety measures already in place. I have been a video game player for many years and have played every kind of game. Yet, the teachings I received since I was a kid are still in me and I have never had the urge to be violent due to a video game. Parents should take responsibility for their children and the government should not be responsible for the actions of the parents. Dafoe Whitehead, Barbara. Parents Need Help: Restricting Access to Video Games. Elements of Argument. Ed. Annette T. Rottenberg and Donna Haisty Winchell. Boston: Bedford/St. Martins, 2009. 108-109. Kierkegaard, Patrick. Video Games and Aggression. International Journal of Liability and Scientific Enquiry. Ed. Johanna K. P. Dennis. New York: Inderscience, 2008. 411-417

How to Write a Coursework in Nutrition †a Detailed Guide for Struggling Students

How to Write a Coursework in Nutrition – a Detailed Guide for Struggling Students A coursework is any written project a student should complete over the course of a term – it can be an essay, a research paper or some other type of written assignment. The main purpose of this type of work is to evaluate and train the student’s ability to work and research independently. Therefore, even if a coursework is not very large, many students find this type of work distressing, not being used to defining the direction of their research on their own. However, not to worry – you will find all the instructions to guide you through this job in this manual. How to Choose a Good and Interesting Topic for Your Coursework in Nutrition As the goal of a coursework is to assess your independent research skills, usually you have to choose the topic of your assignment on your own – of course, within the scope of your current course. However, you still have to discuss and settle the topic and title with your tutor. 1. Brainstorm If you do not have a ready topic handy, brainstorming with mind mapping can help. You can either do it on paper or use one of many mind-mapping tools available online. Simply write down the general outline of your study field in the middle of a sheet of paper (e.g., ‘Abdominal Obesity’) and start drafting ideas that come to your mind all around it. It is important not to think whether these ideas are good or bad at this point – just churn out as many of them as possible. Try thinking about at least a couple dozen ideas – chances are, the best will come by the end of this exercise. 2. Pick Ideas That Suit You Most of the ideas you have created this way will be useless or irrelevant, but you will certainly find a few workable ones. Set them aside and try to decide which of them interest you the most or which you will be able to cover without too much effort. Perhaps you have already done research related to some of them, and can build on it. Narrow down the list of potential ideas to 2-3, depending on how much time you have. 3. Review the Literature Find as many sources of information related to each idea as possible and try to estimate how much data there is on each of them. Will it be enough for the research of your size? You can get lists of useful literature from your supervisor, in a library (do not just study the index, ask a librarian!) or in an online academic database/search engine. AGRIS and FSTA deal directly with this area of knowledge, plus you can find something useful on multidisciplinary resources like Google Scholar and EBSCO. Compile a list of keywords related to your ideas and run a few searches. After you gather some sources, look through them, pick the ones that are the most relevant for your research and look through their bibliography sections – there may be other helpful sources. If you can single out reliable authorities on the subject (people with many publications that are referred to by other specialists in the field), check out their other works. 4. Identify Gaps in the Knowledge It is likely that at this point you can single out a few topics that are underrepresented in the existing research. If they suit you, look into them and see if you can settle on one of them as a topic for your coursework. 5. See if This Topic Already Appears Somewhere The fact that you haven’t seen research on this subject does not mean there is none at all. Make a concerted effort to find any papers, publications, books, articles or any other works dedicated to the topic you have chosen or similar ones. If you cannot find anything identical to what you want to propose, feel free to discuss it with your supervisor – he/she will tell you what to do next and how to modify the topic to better suit the requirements of the assignment. Finally, you should come up with a suitable title that clearly indicates what you write about and limits the area of research. For example: Risks of Fad Diets: What Connection Do They Have with Legitimate Nutrition Science; Binge Eating and Fasting: How Human Body Responds to Irregular Eating Patterns; Understanding and Treating the Causes and Effects of Anorexia Nervosa; Connections and Relations between Self-Harm Behavior and Bulimia Nervosa; Role of Proper Nutrition in the Development of Immunity. Working with Sources for Your Coursework in Nutrition – Do’s and Don’ts Just like with any other research assignment, 60% of your time will be dedicated to research and work with information sources, 30% to writing, and 10% to revision. So do not underestimate the importance of this phase – if you do not get it right, it does not matter how perfect the rest of your paper is. Differentiate sources by quality. Some are more reliable – e.g., publications from peer-reviewed journals referred to by multiple other specialists in the field, books by authorities in nutrition, etc. Some are less reliable – newspaper articles, websites, books by authors without academic knowledge in the subject. It does not mean that they cannot contain useful information – you simply should pay more attention to verifying them; Keep an eye out for the author’s bias. Before you use information from any source, run a background check, and be critical of it while you read it: Does the author use words and expressions with emotional or evaluative connotations? Does the author’s background suggest that he/she has reasons to be biased (e.g., connected to fast food industry)? Who financed the research? If in one of your sources you find a quotation that would help you prove your point, you have to do one of the two things. Either introduce it â€Å"as cited in† the source you found it or find that source, read it and then quote it directly. Never quote such sources as if you read them yourself – it is a very poor academic practice. If you are discovered (and you probably will be), it will greatly harm your credibility. Differentiate between primary, secondary and tertiary documents. Primary documents refer directly to the event or object of research. They can be, for example, research reports composed by those who carried out an experiment. Secondary documents are works by people who are not related to what they write about. It may be, for example, an analysis of an experiment carried out by other scientists, interpretations of primary sources, etc. o Tertiary documents are indexes, bibliographies, databases and other categorized collections of data. They direct you to other sources of useful information on a particular subject. Stick to the most recent sources on each subject. In an area like nutrition, theories come and go quickly, and general consensus can dramatically shift over the course of a few years, so older sources quickly become irrelevant; Among all other sources, prefer articles by authorities on the subject published in well-respected peer-reviewed magazines or by well-known universities. Even if the article itself does not add much to your argument, its provenance will add weight to your research; Although peer-reviewed articles should constitute the bulk of your sources, do not fixate on them: use sources of different types, including the less valuable ones (e.g., mass media publications). This will help you make your research more well-rounded. Writing a Coursework in Nutrition – General Recommendations and Principles When writing an academic work about nutrition, how you write is just as important as the contents of your work. The structure of your paper may differ depending on the task – a coursework may have any form, from a slightly longer than normal essay to a full-fledged research paper. You will receive guidelines related to the structure from your supervisor, so read and follow them carefully. Whatever the structure is, there are a few principles you should follow: Do not go out of your way to persuade the reader. You are writing a scientific work, not a marketing pamphlet. Your coursework exists in the context of all the other research in the field, and the best you can hope for is to find data that supports your thesis statement. You cannot be sure new information won’t emerge later on to disprove you; Do not use emphatic language. Words like ‘perfect’, ‘awful’, ‘ridiculous’ are out of place in a scientific article and do nothing to prove your point. You should rely on objective evidence, not persuasion tactics; Be short. Drive your point home using as few words and sentences as possible. Academic writing is valued for its ability to express an idea without taking unnecessary space. However, do not bother about it too much while you write – there will be time for that during the revision; Treat your readers as intelligent people who have general knowledge of nutrition but are not necessarily well-versed in the specific area you cover in your coursework. For example, you don’t have to explain the basic terminology, but if you mention LCHF (low-carb, high-fat), you should go into some detail explaining its main principles; For the purpose of clarity, make a paragraph a definite unit of meaning – introduce but a single point per paragraph and spend the rest of it providing supporting details for this point. If you find yourself drifting to another matter within the same paragraph, detach it and form a separate paragraph; Do not cite the sources you have not read. In your research, you will encounter sources that cite still other sources, and these quotations sometimes fit well in the discourse of your study. Some students simply quote them as if they read the publications these quotations come from. However, according to the academic rules, you should only introduce them with â€Å"as cited in†. So either do this or find and read them before using. Revisions: Preparing Your Nutrition Coursework for Submission Many students get so tired of and frustrated with their coursework assignments that they happily submit them immediately after finishing. It is a mistake – revision is just as important a phase as writing itself, and spending a couple hours polishing your paper can noticeably influence your grade. Here are some suggestions on how you can do it more effectively: Set your paper aside for at least a day or two. Thus you will be better capable of noticing your own mistakes; If you know that you typically make certain mistakes (of any kind – grammatical, orthographical, stylistic, etc.), create a checklist of them. Use it while you reread your coursework to pay attention to these problems. For example, if you commonly make mistakes in agreement between verb and person in complex sentences, note it down and dedicate a separate reread to finding this particular error; Ask a friend (or, better yet, hire a professional proofreader) to read your coursework and indicate any shortcomings he/she finds; Dedicate a special reread to eliminating redundant elements (words, sentences and even fragments of text), especially if you know that you are prone to wordiness. If you can do without an element, eliminate it. Pay attention to: Unnecessary nouns (‘period of time’ instead of ‘period’, ‘process of digestion’ instead of ‘digestion’, etc.); Unnecessary verbs (usually ‘to be’, ‘to do’, ‘to have’ and some others in combination with nouns: ‘to make analysis’ instead of ‘to analyze’, ‘to have a suggestion’ instead of ‘to suggest’, etc.); Prepositions (‘to’, ‘with’, ‘from’, etc. Try using them less often); Weak modifiers (words added to boost word count that add nothing to the meaning: ‘quite’, ‘considerable’, ‘somewhat’, ‘usually’, etc.) Check your coursework for clarity and logic. Imagine yourself reading it for the first time and ask yourself: Do you understand everything? Are all parts connected to each other logically? Are there any ambiguities? Are there any logical leaps (noticeable gaps in reasoning and argumentation)? Read the coursework aloud – it may not be obvious on paper, but if something sounds wrong, it is a good idea to change or replace it; Study the style guide carefully and check your coursework for consistency with it. We hope that this guide answered any questions you might have had. Follow it, and your next coursework will not cause you any trouble!

Festivals in Canadian Cities Essay Example | Topics and Well Written Essays - 3750 words

Festivals in Canadian Cities - Essay Example It can be seen that there is a specific agenda related to Canadian culture when looking at the festivities practiced. Background of Festivals in Canada The festivities that are in Canada are divided by specific observances for various occasions. The first way in which this is divided is by the rituals that have been observed by indigenous cultures that are in Canada. While this isn’t observed nationally and practiced by the majorities, there are still groups that observe seasonal festivities and religious festivals for different needs within the community. The festivals in Canada began to grow and change with the immigration that occurred throughout the 1700s and which formed present day Canada. The religious and cultural festivals of France began to be observed in the land. Religious processions, such as Christmas, were added in as observations from the church and other components which related directly to the religious beliefs of those that came to Canada. As the population grew into a more diverse set of groups, were also changes in religious festivals and observations, all which were based on the cultural and religious beliefs that were practiced by different groups (Riendeau, 60). The religious festivals that grew into the mainstream of Canadian culture were followed by ethnic and cultural identities that became a part of the different social aspects of society. These began to grow specifically after World War II when a large influx of immigrants moved to Europe. This was followed by statements in politics which created a belief that Canada accepted equal rights among all ethnicities. When this was proposed, a growth in ethnic and cultural festivals became a part of Canada. This was followed by different reasons for having festivals. Economic stimulation is one of the main reasons why the festivities began to grow in Canada. For instance, holidays such as Valentines Day are observed not only as an expression of love but also as a time for gift givin g in Canada and to provide stimulation to the economy. Folklore is combined with this as a part of the ethnic spectacle to create a defined part of the holidays. Self – definition of immigrants is followed with this as well as ethnicities having the desire to educate others about a specific culture or tradition. Another reason is to have forms of entertainment available for those who are interested in performances and celebration within the community (Bramadat, 3). Carnival de Quebec The Carnival de Quebec is one of the largest events held in Canada and is celebrated each year to bring in the winter. The festival lasts for 17 days and is the third largest festival in the world. The carnival began hundreds of years ago in Europe to welcome in the spring and to allow farmers to have a chance to pray that the animals would remain healthy as the seasons changed. The main concept with the festival was related to the idea of change of seasons, years and of the main occurrences thro ughout society. The French association with this was passed through not only with the Carnival de Quebec, but also is related to the Mardi Gras that is celebrated in New Orleans every year. The association with bringing in a different season remains the main component that is celebrated throughout each region (Morales, 13). The traditions that are a part of the Carnival de Q

Human Rights and democratic society Essay Example | Topics and Well Written Essays - 10000 words

Human Rights and democratic society - Essay Example The various conflicts and revolutions in the world have shaped the concept of human rights as we know it. In the last two hundred and fifty years, we see the clamor for human rights as the clamor of a world and of the various peoples inside it for equality and freedom. Starting with the French and American revolutions towards the latter part of the eighteenth century, it is this very notion of human rights that has led colonized states and revolutionary movements to assert their voices and fight for their freedoms against oppressive and despotic governments - from the Tiananmen Square uprising in China to the struggle of the East Timorese against Indonesian occupation. All human rights are universal, indivisible and interdependent and interrelated. The international community must treat human rights globally in a fair and equal manner, on the same footing, and with the same emphasis. While the significance of national and regional particularities and various historical, cultural and religious backgrounds must be borne in mind, it is the duty of States, regardless of their political, economic and cultural systems, to promote and protect all human rights and fundamental freedoms. When the United Nations was created in 1948 by a world still reeling from the ravages of the Second World War and intent on healing the wounds wrought by it, it was tasked to become the primary agency in defining and advancing human rights. From then on, various other agencies were created, addressing specific human rights concerns. Notable examples of this are the International Labor Organization and the UNICEF. However, the universality of human rights has oftentimes been challenged by critics on the allegation that the Western bias is very much evident, and that the popularity of it in recent times is nothing more than the remnants of a neocolonial attitude purveyed by the crafty and bought by the undiscerning. A refutation of this was attempted by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 1968 through a study that demonstrated that "the profound aspirations underlying human rights correspond to concepts - the concepts of justice, an individual's integrity and dignity, freedom from oppression and persecution, and individual participation in collective endeavors - that are encountered in all civilizations and periods." Some Islamic scholars like Safi (2000) remain unconvinced: The pragmatic arguments for the universality of human rights are problematic, because they either completely overlook the significant impact cultural differentiation has on values and perceptions, or ignore the fact that agreements through UN reflect, more often than not, political compromises by political elites, rather than normative consensus. Further, many of the ruling elites who pretend to speak on the behalf of the peoples of the developing world lack political legitimacy and public support, and have embraced ideological outlooks at odds with the surrounding cultures. In the absence of genuine democracy in the countries of the South, no one can

Architecture in the Machine Age Essay Example | Topics and Well Written Essays - 1500 words

Architecture in the Machine Age - Essay Example Three new materials were generated in the field of architecture in the industrial revolution during the 20th century: steel glass and reinforced concrete (Giedion, 1954). These new materials were flexible to use, mass produced and inexpensive. These impacted American cities in a big way by allowing better density through taller buildings. During 1850-1900, the Crafts and Art Movement was a response to industrial revolution. In 1765, James Watt invented steam engine and it propelled the mechanization of transportation, industry, and agriculture. In Britain, that altered the lives of working people. The towns and cities developed to accommodate the expansion of industries and the introduction of new workers who came from the countryside for employment. However, the standard of living deteriorated slowly and people felt that the life had changed but for the worst.‘In England’, many had given up the rural lifestyle. From the green and ‘pleasant land’ they came a nd joined the industrial revolution, - 'dark Satanic mills' for the purpose of an employment. As a result, the workers lost the feel of belongingness and security, which generally comes from staying in a smaller community.The members of the movement of Arts and Crafts included architects, designers, artists, writers and craftsmen Guillà ¢en, They were afraid the industrialization was demolishing the traditional crafts and skills. The credit went to machines for producing the quality goods with high skill and design.

Aboriginal Identity In Australia

Aboriginal Identity In Australia At its very core, this paper is interested in Aboriginal identity in Australia; the principle concern is to analyse in-depth, the relationships between their cultural identity and the land. One of the main issues that face Aboriginal people in contemporary Australia has indisputably been the arrival of white settlers in the 18th Century. The events that have followed over the past 200 years have led to generations of disputes, degradation and ultimately the loss of land by the Indigenous people. Thousands of Indigenous people were killed and the survivors were simply put in reserves; their homeland have been exploited and resources taken without consent. First and foremost, it must be made clear that the literature review here is as much about defining and understanding what Aboriginal geography is as much as providing a rigorous demonstration of the current issues of Aboriginal land rights and identity through views of both Aboriginal and non Aboriginal peoples. The aim therefore, is wholly about ensuring that the background of indigenous Australians is understood which will then put into perspective the context of the research project that follows, in Chapter 4. This review will geographically encompass the cultural issues and differences Aboriginals and non-Aboriginals have faced in recent history with reference to the effect of Aboriginal land rights on identity; a discussion of key texts from Gumbert and Maddock will allow a solid focus and reference point for the research. This will not only ensure that seemingly broad generalisations are eliminated but will also allow an in-depth understanding of why such research is necessary for a successful future regarding these issues. By this, the paper refers to the reconciliation of the Aboriginal race from the apparent generations of wrong doing by the colonisers. The great importance in assessing the impacts on identity of such events in the modern day means there must be a level of understanding for the political and historical background of white settlement in Australia, meaning the nature of Australian colonisation and the struggles that have been part of the defining nature of the Aboriginal culture today will be thoroughly explored. The review and investigation that follow explores the difference in Aboriginal and non-Aboriginal values, knowledge systems and attitudes towards each other and the contested landscape. There is of course, a further need to examine these issues in more than one context to ensure that the argument does not simply generalise and stereotype Aboriginal communities across Australia. Therefore, the review will not only discuss the history of land issues and identity creation but also discuss them in relation to the two knowledge systems involved in this process: that is, the separate concerns of the Aboriginal and non-Aboriginal people of Australia. Clearly, over the countrys history, there has been a phenomenal difference in the way that the two groups view land and the link between the two is paramount to future development for an understanding between the two groups of people. Academic Context In light of the papers aims, the predominant classification that must be addressed is the very definition of an Aboriginal person. Lenzerini (2008, p.75) notes that the term Aboriginal encompasses an infinite variety of diverse realities that sometimes greatly differ with each other. A definition must be made despite this; a commonly accepted definition of Aboriginal people is written by Cobo (1986). It states that Aboriginal: communities, people and nations are those which, having a historical continuity with pre-invasion and pre-colonial societies that developed on their territories, consider themselves distinct from the other sectors of the societies now prevailing on those territories , or parts of them. They form at present non-dominant sectors of society and are determined to preserve, develop and transmit to the future generations their ancestral territories, and their ethnic identity , as a basis of their continued existence as peoples, in accordance with their own cultural patterns, social institutions and legal system. This definition broadly contains the meaning of what it means to claim Aboriginal identity in Australia and interestingly notes the negative connotations of colonialism. For a true understanding of Aboriginal identity and its relation to land rights, the study must look to the roots of the issue. At its very simplest then, as Gumbert (1984, p.xiii) notes, the founding of an English colony in 1788 led to the Aborigines losing their rights to their land. The loss of their land led to many generations of Aborigines losing their identity and their land. The suggestion here is that when Aboriginal people lost their land to the British in the 20th Century, they also lost their identity. This is because their own cultural knowledge shows a strong understanding that each of them is attached to the country that they are at one with each other. As Sarra (2010) notes, this is qualitatively different from the relationship to land that prevails in mainstream Australia. It can be instantly recogni sed then that the knowledge systems that the two groups demonstrate are undeniably different at their core, suggesting why there is such complex controversy surrounding the compatibility of Aboriginal and non-Aboriginal people in the same vicinity. For the indigenous people, the land is part of them and they are part of the land, making their dispossession even more offensive and disrespectful. Anderson and Gale (1992, p.220) discuss the inextricable binding that the Aboriginal people have with the land, explaining that it is not an external physical object but has mythical significance to their culture. The colonial vision however demonstrated a significantly different view of land. Heathcote (1972, p.27) recognises three stages in which Western cultures had entirely different knowledge systems in relation to land: The first stage was the increased level of industrial machinery used to exploit the land and its resources in an unregulated fashion, the second stage encompassed the sa me exploitative framework but in a more technical, strategic fashion. The third stage has been influenced in recent years by an ecological vision that recognises the limited resources used and is becoming rebranded under the framework of sustainable development. While this framework is of great use in recognising an economic colonial knowledge system, the author fails to consider the socioeconomic uses of the land, limiting its vision. This does however, successfully show the exploitative system that was brought by the colonisers. This enhances the divide between Aboriginals and non-Aboriginal. It was then, in retrospect, seemingly inevitable that the struggle for land would always be fought by the indigenous people of Australia. There are undoubtedly a number of important events that have permeated this struggle and deserve recognition; however, rather than to generalise and dilute an examination of a range of different land claims and events over the course of history, the more significant examples will be discussed in detail to give a solid understanding of the issues. For example, one of the most significant movements that started Aboriginal land claims began in the 1960s with the Gurindji people, who in an effort to reclaim what they believed to be their land, left the areas which had been selected for them by the white people and instead moved back into an area which was legally owned by a British company (Gumbert, 1984, p.1). This powerful act demonstrated to the white people not only that they wanted their land back, but truly believed that the land belonged to them , and had done since to Dreamtime (which refers to the beginning of time for the Aboriginal people, an era in which spirits created the Earth (Flood, 1995, p.5)) . This movement became widely recognised as the Aboriginal land rights movement. It can be argued that this marked the beginning of the legal and political struggle for land and in effect, also demonstrates the real struggle that Aboriginal people have in showing white people what the land means to them. This strongly links to the Aboriginal knowledge systems and beliefs and again, their identity. To be Aboriginal is significantly different to what it means to be British or European. At the heart of each culture is a considerably different approach to many of the values of life, not least to the land. As has been demonstrated, from a whitemans perspective land is a commodity, a legal product to be bought and sold to each other whereas the indigenous people of Australia have a spiritual attachment to the land from the moment they are born (Morphy, 1983, p.110). It is these different knowledge systems that the research in Chapter 4 is interested in, as this has clearly been the issue for many generations between the two cultures. The fact that the term Aboriginal did not exist until European settlement is testimony to this (Brush, 1996, p.1). The issues faced by the indigenous communities are more often than not quantified into economic terms which is an entirely Westernised view of looking at issues. The argument here is that the current issues surrounding Aboriginal people are seen through a biased, Western perspective and do not therefore consider what is significant to the Aboriginal people themselves. In this sense, the cultural significance that they uphold regarding the land was ignored and in its place laws of displacement were put forth (Myers 1991, p.127). Through a cultural understanding of the land and its people, the environment can be significantly affected (Saggers and Gray, 1991, p.16) yet as demonstrated, the arrival of Europeans brought different customs that upset the Aboriginal traditions; political power and laws being a significant driving force for the dispossession of land. It is argued then that Aboriginal land rights would never come about through settlers learning about the land tenure systems of Aborigines and a constant declaration of their attachment to the land (Morphy, 1978 p, 39). It should be noted that as Australia became a colony of Britain it meant that it fell under British law instantly, unquestioned. Government policies brought to Australia instantly reduced Aboriginal people to aliens, giving them no legal stand point. This occurred to the extent that even their physical liberties were taken away from them. (Scholtz 2006, p.87). As Aboriginal people were increasingly displaced and rounded up into small, controllable areas, there was a clear sign that the white people were trying to convert the indigenous people to their own societal values and began to lose what was their own culture and practices, particularly in more urbanised areas (Gale, 1972, p62). The Queensland Act number 17 of 1987 permitted this rounding up of Aboriginals which allowed Parliaments to put them into reserves which gave great power over the indigenous people. Further to this in the Northern Territory in 1910, the Aborigines Act and, in New South Wales the Aborigines Protection Am ending Act 1915 was passed which gave the Chief Protector of the land legal powers and guardian status over Aboriginal children above and beyond the legal powers of the parent (Morphy 1991, p.32). This was obviously devastating to the Aboriginal community, yet was seen as a management scheme for white people against the Aboriginal problem. It was hoped by the white that by legally confining Aboriginal people to institutions it would decrease the risk of miscegenation and the black people would eventually die out. These political laws led to what is referred to as the Stolen Generation (Young, 2009, p.36) whereby children were taken from their parents and put into institutions. It was a way for white people to try and assimilate the blacks into their own customs. Robin argues that communities are still recovering from this attempt at assimilation, however this does not place more emphasis on the family attachments rather than the significance this has to land which is a slight weakne ss in the argument. Rather than understand the cultural difference, it has clearly been demonstrated that European settlers attempted to force their own laws upon the indigenous people of Australia, forcing them to lose their own culture and identity that had been with them for thousands of years (Broom and Jones, 1973, p.1). The argument for the stealing of the children was that it was to integrate the indigenous people to the rest of society yet for the most part the Aboriginals who were removed from their parents were in reality more displaced than the rest of their community. It meant that they were not brought up in the same community as people from their own cultural heritage, and were instead taught the customs of the Westernised world, leading only to further loss of culture and identity. As Maddock (1983. p.5) discusses, Aborigines can be seen as disadvantaged Australians in need of assistance if they are to step into the mainstream of life in this country. There was a severe lack of help for the indigenous community in terms of the law. They could also be viewed as a minority, distinctly different culturally from the rest of the country and maintained as best they could. This distinction was an attempt to retain what British law was trying to wipe out. Whichever view was taken, it was clear that legally, either would make a significant impact on laws and policies of the future for Aboriginals in Australia. It was extremely clear that Aboriginals wished to claim their land back whichever way it was viewed; however in 1970, Peter Nixon, Minister of the Interior, presented a speech that shook the Aboriginal community, creating a deep sense that something must be done (Dagmar, 1978, p.134). Nixon stated that Aboriginals should not be encouraged to demand ownership of la nd simply because previous generations from their families had an attachment to the land. They would then, have to claim land in a similar way to other Australians. Undoubtedly then, if the Aboriginal people wished not only to simply survive but to create a fairer livelihood for themselves then something ultimately had to be done. As the Europeans had entirely stuck to their own customs and laws then the Aboriginals realised the only way to create a lasting and permanent change was to bring the case to the courts. In June 1992, the High Court of Australia ruled in favour of the Mabo and Others v Queensland (No.2) case (or as it will be simply referred to, the Mabo case). This is undeniably one of the greatest achievements in recent history for Aboriginal communities all over Australia as it rejected the previous law of terra nullius that in essence was a term used to describe the land in a manner that allowed Britain to colonise the country; it did this by stating that the land had never been owned by a sovereignty, therefore nobody owned it (Kidd 2005, p.310). The case also agreed that there was such a notion of native title which meant Aborigi nal people were free to oppose the white people who had dispossessed them from their lands previously. This, of course, did not end Aboriginal plight overnight. There were still issues of validity surrounding whether the Aboriginals really did own the land previously and this is the issue further embedded in the Land Rights Act (Northern Territory) 1976. In the present day, existing property rights are based upon the written European law as opposed to oral traditions; can traditional land relationships to be a valid cause for ownership? There is no shortage of petitions from Aboriginal sources demonstrating a strong view that they are more than just legal, rightful owners of the land. As discussed, Aboriginal people believe they have more than simply a physical connection to the land but also a spiritual one. They believe that their relationship to it is part of divine history , and [he] loses sense when considered apart from his spiritual beliefs (Woodward, 1974 p.38). This meant that the opportunity to gain their land back was a way of preserving this spiritual link with the land, g iving back their sense of identity. These petitions demonstrate a view that they were invaded as the land was used without their permission. For example, the Gurindji (QUOTE) petition stated that the Aboriginal people have lived in these lands further back than memory serves and their cultures and sacred places have evolved in the lands. (Maddock, 1983 p.35) The important message here is that not only should the Aborigines legally own the land but it is also a moral right that it is theirs. The same can be said for the Yirrkala tribe who petitioned that the land taken from them was taken with disrespect as they had hunted for food there for thousands of years (Maddock, 1983, p.37). Even though Aboriginal Australians have been dispossessed from their lands for over two hundred years, they would still have no difficulty in knowing where the lands of their ancestors were which gives more depth to the argument that land rights should be based upon tradition (Bell 1993, p.115). As aforementioned, the meaning of property, as aforementioned, to the Aboriginal people is much different to them and has legally been extremely difficult to put into terms in English law as their view of country is one of identification rather than ownership. A land claim hearing then, is based upon history, dreaming sites and actions, continued use of and care and concern for the country Evidence is oral (Rose, 1991 p. 249). It would give an opportunity for the Aborigines to explain who they are, and why they believe they are right to claim the land back. This is referred to as traditional evidence and allows Land Commissioners to gain further knowledge from the Aboriginal communities; it a lso allows multiple systems of knowledge to be engaged without eradicating each other (Broome, 1996, p.52). To elaborate, the land rights Acts (Central Land Council, 2012) that have been lawfully submitted in Australia, are fairly open in the sense that they do specify any anthropological models that Aboriginal people must conform to in order to demonstrate their Aboriginality to the Land Commissioner and courts. This is a valid argument but Broome fails to note the irony in that the Aboriginal community must present themselves in a Westernised court of law. There is then, a paradoxically produced system. The post-Mabo era of land claims could become a cannon of authenticity for proof of land (Broome, 1996, p.53) yet this expectation to prove authentic Aboriginality could in other cases reduce Aboriginal communities even further should legal recognition of native title become rejected. It can be argued that the Acts have become paradoxical in that rather than giving freedom to Abori ginals, they actually give Westernised cultures in Australia the opportunity to silence the claims forever through a knowledge system produced by their own practices. Now that it has clearly been established that there is an opportunity for Aboriginal land rights to be discussed, we must look forward from the theoretical context. The following chapters discuss in a variety of ways how identity issues in relation to land rights have moved on in contemporary Australia, through a political, socioeconomic and cultural lens. There are clear themes of reconciliation and thorough discussions concerning the different types of knowledge systems presented in Australia today. Methodology As part of my degree, I had the amazing opportunity to study abroad for a year and I was lucky enough to study at Sydney University in Australia. Upon arrival I was blissfully unaware of the scale of the Aboriginal issues that permeate the everyday lives of the people around me in Sydney. I didnt think much more of it until quite early on in my year abroad three Aboriginals attempted to mug me in the street one night. When I spoke to my Australian friends about it nearly everybody replied Yeah, theyre a problem. Nobody however seemed willing to talk about the matter anymore, choosing rather to give a strangely vague answer and move on. Naturally I was shocked by the responses I received, provoking me to look further into the issue. I soon discovered that Aboriginal issues were deeply rooted in Australian history and most of it was bitter. I realised there were a wide range of contentious topics from education to heath and from the standard of living to outright racism. What struck me most however was the displacement most of the Aboriginals had faced over the past 200 years. With the Mabo case (Attwood, 1996, p.45) having just passed its 20th year since inception, I felt a strong desire to continue with this line of research to see what the impacts have been on both Aboriginal and non-Aboriginal people. Surpassing this however, it became clear that the main issue for Aboriginal people was that the strong relationship they felt with the land had been taken from them when there was no permission granted for such dispossession of land, leaving them with a sense of identity loss. With this in mind I continued my research with a strong idea of the issues surrounding land rights and identity for Aboriginal people in Australia. 1. Aims There is a vital need to understand the relationship between Aboriginal and non-Aboriginal people and the relationships each of these groups has with the land when concerning identity. While there is a focus on the relationships with non-Aboriginals, the research must gain a complete understanding of what it is to be an Aboriginal in contemporary Australia. The following research questions have therefore been devised : 1. What are the dominant impacts of land rights on both Aboriginal and non-Aboriginal people? 2. What are the differences and similarities in the views of Aboriginal and non-Aboriginal knowledge systems concerning land rights and identity? 3. What are the future factors of change for Aboriginal people? 2. Methods The following methods have been chosen as the most effective way of documenting this construction of Aboriginality: Interviews Surveys Secondary data Photographs 3. Interviews After much consideration, it was decided that the best form of interview would be a semi-structured interview. This way it would allow me to ask questions in the style of an structured interview but also vary the questions should the interviewee seem to wish to talk more about one area than another (Silverman 2007, p.43). While there is this flexibility, the structure also allows me to bring the interview back to any particular matter I find more important should the interview go off topic slightly. While the questions are more general in their frame of reference from that typically found in a structured interview schedule (Bryman, 2008 p.196). When choosing whom to interview, it was clear that I must be very careful in the way that I approached the interviewee. This came to my attention when I was aggressively turned away from an Aboriginal land rights office by one of the members inside. In hindsight, it was naive of me to think that Aboriginal people would be so open to an intervi ew by a white (and British) student after they are under such pressure in society already. After this incident I approached the matter much more carefully, instead choosing to find contacts through members of staff at the University of Sydney. The following research from my interviews is based upon interviews with: Warwick Hawkins- A lecturer at Sydney University who teaches about Indigenous sport, education and culture. An Aboriginal himself, Warwick was a good choice from whom to get an academics viewpoint while also having vast knowledge on Aboriginal life. Darryl French- Head Community Development teacher at the Tranby Aboriginal College- An Aboriginal whos dream it is to get more Aboriginal students into Universities Mowan Garri- A groundsman at Komay Botany Bay National Park in Cronulla It is interesting to note that Mowan Garri, despite meeting prior to the interview, was still unwilling to take the interview face to face. This created some positives and negatives. Firstly, it meant that the interview had to be taken over the phone which initially worried me as I would not be able to engage in non-lexical observation during the interview. Shuy (2002) suggests that this may make the telephone interview inferior as interviewees do not fare as well when asked about sensitive issues. However, the interviewee chose the setting so I feel it was the correct decision as they felt most comfortable talking over the phone. I asked if I could record the conversation and permission was granted. There are of course many more advantages and disadvantages to telephone interviews; for example Frey (2004) believes that a telephone interview is not likely to be any longer than 25 minutes which may not be long enough to gather enough data yet a positive is that by not being in the sam e room, the respondents feel less inclined to respond to the interviewers non-lexical gestures and facial expressions, making them feel more at ease. It was having this in mind that made me believe that in order to make all the interviews fair, I would then have to do all the interviews over the telephone despite most other interviewees suggesting they were willing to have an interview face to face. I believe rapport was upheld well with all respondents and each were given a full briefing of the research proposal before hand so they were comfortable in the knowledge that their answers were not going to be taken out of context and used in a negative light. This, as Bechhofer and Paterson (2000, p.70) state, is extremely important in the interview process to minimise any manipulation. It was made clear from the outset that the research aim is to try to find a positive perspective on Aboriginal land rights and identity issues. It is necessary to address the reason for the respondents being the perfect candidates for this research. By choosing a lecturer from an Aboriginal background who has been through the tough Aboriginal education process, answers can be answered effectively on both a personal anecdotal manner and an academic framework. Warwick demonstrates a great influences on contemporary ideas, giving the answers depth and meaning in relation to future work. Darryl French is the head community development teacher at Tranby College in Sydney that takes up to 28 Aboriginal students a year, all of whom come from a struggling background as a consequence of the belligerent conditions they have been put under by the colonising British. This therefore has given me the opportunity to directly address research question 3 about what he believes the future concerns are for his students and local Aboriginal people. Mowan Garri was also an ideal candidate to interview as the Komay Botany Bay National Park employ s all Aboriginal workers which provides interesting thought for discussion and, despite not owning the land, demonstrated a clear connection to the park and its protection. 4. Surveys Surveys were further used to back up the initial interviews taken out. The survey was taken out in three parts, the first of which was given to a University class studying Indigenous Sport, Education and Culture. Survey one was taken in week one before any teaching had commenced and survey two was taken towards the end of the semester when the class was near the end of the teaching period. This was done in order to gain an understanding of the students knowledge of Aboriginal land right issues and identity problems both before and after the classes were taken. It will also give insight into whether this provides a positive or a negative impact on the views of those learning about the issues. As Blaikie (2000, p.29) states, a critical stage in any research is the process of selecting the people, events or items from which about the data will be collected. This is precisely why a great deal of thought was given to who should be the respondents of the surveys to give the best results. T he other chosen group for the third survey were the students of Tranby Aboriginal College. This, much like the interviews, was excellent for providing a compare and contrast view of knowledge systems between Aboriginal and non-Aboriginal people. The surveys themselves, varied slightly with each setting but the core research questions were all asked in one form or another. Some questions were deemed inappropriate to ask both groups as they would provoke biased answers. Bias is always at the centre of surveys (Collier et al. 2004, p.101) and many precautionary measures were taken when phrasing certain questions correctly to ensure nobody was offended. The majority of the questions were open ended as the nature of the research asks for opinions and thoughts; simple yes or no questions were seen as unsuitable and they would not provide an in-depth account of the knowledge systems that were required. Despite the questions being open ended, the surveys were kept relatively short to avoid respondent fatigue. Without an interviewer present also, it allows the respondent to write more freely than if they were the subject of an interview. Furthermore, it reduces the researchers imposing ability on the participant (Stoecker 2005, p.39). Naturally, there are downsides to using a survey, for example the respondent can read the survey as a whole meaning that the answers are not truly answered independently of each other and they may find it difficult to answer a lot of questions. Of course there is also the risk of a low response rate. However, taking this into consideration a survey was seen as the most effective method as time restrictions did not allow for individual interviews and many of the Tranby College students were either unwilling to or could not attend a focus group session. 5. Secondary data To support the ideas expressed further, an extensive range of reliable secondary data will be drawn upon in order to express and reiterate the ideas and views shown by the interviewees and respondents to the surveys. Dale et al. (1988) argue that this form of data analysis is paramount to a research project as it provides high-quality data and allows opportunity to give views real depth and understanding in the context of Aboriginal issues in the wider community. By using this in tandem with primary research, I believe it gives the project as a whole a great anchor for any concluding arguments that are put forth. Government statistics are paramount to the research as clearly time and money constraints would not allow for my own research into Aboriginal demographics. It further gives opportunity to analyse unbiased data whereas all other primary research is subject to unavoidable bias, no matter how small. While the data may not address my research questions directly there will undoub tedly be statistics that are useful for the research. 6. Photographs Pictures can demonstrate many different emotions and encompass a vast amount of what an identity involves, therefore a range of photographs were taken and one in particular powerful photograph has been included to help exhibit the need for Aboriginal title and identity to be recognised in the wider community. The messages behind this particular photograph will be discussed in the Analysis chapter. Analysis of Research 1.Providing Background Knowledge Thus far, it has been necessary to provide an analytical background to the histories of Aboriginal land rights and cultural identities. Therefore in order to contextualise the analysis, there must initially be a base knowledge of the Aboriginal population to gain a true understanding of the qualitative size of their race in relation to the rest of the Australian population; it has been noted previously that the indigenous population of Australia is very small in comparison to the non-indigenou

Vietnam :: essays research papers

The ICP was formed in Hong Kong in 1930 from the amalgamation of the Vietnamese and the nascent Lao and Khmer communist groups, and it received its instructions from the Moscow-based Communist International (Comintern). Communist Movement The Vietnamese communist movement began in Paris in 1920, when Ho Chi Minh, using the pseudonym Nguyen Ai Quoc, became a charter member of the French Communist Party. Two years later, Ho went to Moscow to study Marxist doctrine and then proceeded to Canton as a Comintern representative. While in China, he formed the Vietnamese Revolutionary Youth League, setting the stage for the formation of the Indochinese Communist Party in 1930. French repression of nationalists and communists forced some of the insurgents underground, and others escaped to China. Other dissidents were imprisoned, some emerging later to play important roles in the anti-colonial movement. Ho Chi Minh was abroad at that time but was imprisoned later in Hong Kong by the British. He was released in 1933, and in 1936 a new French government released his compatriots who, at the outset of World War II, fled to China. There they were joined by Ho, who organized the Viet Minh-- purportedly a coalition of all anti-French Vietnamese groups. Official Vietnamese publications state that the Viet Minh was founded and led by the ICP. Because a Vichy French administration in Vietnam during World War II cooperated with occupying Japanese forces, the Viet Minh's anti-French activity was also directed against the Japanese, and, for a short period, there was cooperation between the Viet Minh and Allied forces. When the French were ousted by the Japanese in March 1945, the Viet Minh began to move into the countryside from their base areas in the mountains of northern Vietnam. By the time Allied troops--Chinese in the north and British in the south--arrived to take the surrender of Japanese troops, the Viet Minh leaders had already announced the formation of a Democratic Republic of Vietnam (DRV) and on September 2, 1945, proclaimed Vietnam's independence. Deep divisions between Vietnamese communist and non-communist nationalists soon began to surface, however, especially in the south, and with the arrival of Allied forces later in September, the DRV was forced to begin negotiations with the French on their future relationship. The difficult negotiations broke down in December 1946, and fighting began with a Viet Minh attack on the French in Hanoi. Civil War A prolonged three-way struggle ensued among the Vietnamese communists (led by Ho Chi Minh), the French, and the Vietnamese nationalists (nominally led by Emperor Bao Dai). Vietnam :: essays research papers The ICP was formed in Hong Kong in 1930 from the amalgamation of the Vietnamese and the nascent Lao and Khmer communist groups, and it received its instructions from the Moscow-based Communist International (Comintern). Communist Movement The Vietnamese communist movement began in Paris in 1920, when Ho Chi Minh, using the pseudonym Nguyen Ai Quoc, became a charter member of the French Communist Party. Two years later, Ho went to Moscow to study Marxist doctrine and then proceeded to Canton as a Comintern representative. While in China, he formed the Vietnamese Revolutionary Youth League, setting the stage for the formation of the Indochinese Communist Party in 1930. French repression of nationalists and communists forced some of the insurgents underground, and others escaped to China. Other dissidents were imprisoned, some emerging later to play important roles in the anti-colonial movement. Ho Chi Minh was abroad at that time but was imprisoned later in Hong Kong by the British. He was released in 1933, and in 1936 a new French government released his compatriots who, at the outset of World War II, fled to China. There they were joined by Ho, who organized the Viet Minh-- purportedly a coalition of all anti-French Vietnamese groups. Official Vietnamese publications state that the Viet Minh was founded and led by the ICP. Because a Vichy French administration in Vietnam during World War II cooperated with occupying Japanese forces, the Viet Minh's anti-French activity was also directed against the Japanese, and, for a short period, there was cooperation between the Viet Minh and Allied forces. When the French were ousted by the Japanese in March 1945, the Viet Minh began to move into the countryside from their base areas in the mountains of northern Vietnam. By the time Allied troops--Chinese in the north and British in the south--arrived to take the surrender of Japanese troops, the Viet Minh leaders had already announced the formation of a Democratic Republic of Vietnam (DRV) and on September 2, 1945, proclaimed Vietnam's independence. Deep divisions between Vietnamese communist and non-communist nationalists soon began to surface, however, especially in the south, and with the arrival of Allied forces later in September, the DRV was forced to begin negotiations with the French on their future relationship. The difficult negotiations broke down in December 1946, and fighting began with a Viet Minh attack on the French in Hanoi. Civil War A prolonged three-way struggle ensued among the Vietnamese communists (led by Ho Chi Minh), the French, and the Vietnamese nationalists (nominally led by Emperor Bao Dai).

Mozart K331 Analysis

Analysis of W. A. Mozart’s Piano Sonata in A Major, K. 331: First Movement Classical composer Wolfgang Amadeus Mozart was born to Leopold and Anna Maria Mozart in 1756 in Salzburg, Austria (then the Holy Roman Empire of the German Nation). Mozart showed promise in music from an early age, prompting his father to assume the role as his instructor. His father described his son as a gift from God, and Leopold nurtured Wolfgang’s talents as such. Mozart would eventually travel throughout Europe with his musical family; however, it was in Salzburg that he would compose three piano sonatas in 1783.These pieces were most likely composed for Mozart’s pupils in Vienna, who were a significant source of income for him at the time. This paper concerns the second of the three: Sonata in A major, K. 331, specifically the first movement. The following explores the basic form of the piece, melodic and harmonic structure, as well as examination of methods used to vary the theme. The overall form of this movement is theme and variation. This form is characteristic of many solo sonatas; however, it is atypical for a first movement of a classical sonata. More frequently, the first movement would be in sonata form.This movement presents the theme in the first 18 measures as seen in Fig. 1(pg. 2). There are two 4-bar phrases, the first ending on a half cadence and the second on a perfect authentic cadence, that repeat. This forms what is called a â€Å"period,† where we have two similar phrases connected by a half cadence. In the second period, Mozart introduces new material, developing the long-short motive for four measures and continuing to a half cadence. After this he returns to the original melody for four bars, and ends the phrase on a root position imperfect authentic cadence.Following is a 2-measure extension, ending with a cadential 6/4 to give a strong perfect authentic cadence. Each movement follows the same structure except variation VI, in w hich the final repeat cadences and then continues to an 8-measure coda. Other than that, each movement follows the same binary form. Fig. 1: First Movement, mm. 1-18. The tender melody Mozart presents in these first 18 bars is simple, with a lot of stepwise motion and small leaps. Adhering to classical style, he uses chords built on diatonic pitches and resolves dissonances quickly. Pairing a simple homophonic melody with simple accompaniment makes it easier to anipulate the theme in the coming variations. In Fig. 1, you’ll notice that the middle voice barely moves at all. In fact, it isn’t until measure 9 that we start seeing strong beats without an E in them. Also, the long-short (quarter-eighth/dotted eighth-sixteenth) motive remains constant until it too develops at measure 9. All of these techniques for a simple theme help Mozart develop his idea later. In the first variation, Mozart agitates the theme with the use of chromatic approaches and chromatic passing ton es. Between the left and right hands, we hear an unrelenting series of sixteenth notes.Mozart also incorporates more use of dynamics than he did in the theme, by composing contrasting piano and forte sections. This drastic dynamic change happens in the A section of the variation. In variation II, another insistent figure is introduced: this time, triplet sixteenth notes. The melody in the right hand starts out very ornamented. Mozart then puts each melody note at the start of a flowing downward triplet arpeggio. The left hand emphasizes the strong beat throughout these triplets, and then the melody returns in the original ornamented character from the start of this variation’s A section.On the half cadences in this variation, we see a direct quote from the theme. Variation III brings the most drastic change yet. The key changes to the parallel minor (A minor). This movement features flowing sixteenth notes and phrase markings spanning up to three measures. It features many ch romatic neighbor and passing tones, as well as use of the melodic minor scale: sharping scale degrees 6 when ascending, and keeping it within the key when descending. Scale degree 7 is rarely lowered, as it is usually bound by the major V chord quality.Variation IV, back in A major, features a floating melody line above the staff that begins on beat 2, almost like an afterthought or reaction to the strong beat. It contains less dynamic contrast than the past variations, presenting the majority of the notes at piano. The light airy feeling given by the notes in the upper register provides a necessary contrast from the previous gloomy movement. In Variation V, the tempo is remarked: adagio. In the new slow tempo, 32nd notes in the left hand provide the accompaniment, while the right hand plays some intricate scalic and chromatic passages.At this tempo, the right hand is playing such intricate passages, that the theme has been significantly blurred to the point where it is barely ident ifiable. The chromaticism is still present, but it is scaled back a bit in this movement. We see a new character of sound emerge in the right hand with a happy staccato repetition on the tonic pitch. There are also a lot of contrasting dynamics to the point where they change back and forth mid-measure. In the final variation, the dynamic contrast resembles that of variation II; however the similarities, more or less, end there.The tempo changes to allegro and opens with jubilant eighth notes with contrasting articulations. This variation features mostly fast scales and arpeggios that outline the theme. As the B section concludes, a major scale rockets upward and leads into the coda. The coda basically alternates tonic and predominant chords until finally ending with two strong V-I progressions for a perfect authentic cadence to close out the movement. One thing that I find interesting about Mozart’s Sonata is that in every movement, there is a very steady pulse.This means tha t the movements are not only tied together by the melody and chords, but by the presence of a constant rhythmic pulse first presented in the theme. I really like what Mozart did with these variations. He was able to create very individual variations without distancing the music from the theme or from classical style. I wouldn’t go as far as calling the work genius, but I think the quality of the work, and the way that he connected the variations was nearly perfect. The dynamic contrast is exciting, and the final variation provides a good sense of finality.Well done, Mozart. Bibliography Brown, Peter. â€Å"Amadeus and Mozart: Setting the Record Straight. † The American Scholar. 61(1992): 49-52. The Harvard Biological Dictionary of Music. â€Å"Mozart, (Johann Chrysostom) Wolfgang Amadeus (27 Jan. 1756, Salzburg – 5 Dec. 1791, Vienna)†. Accessed November 16, 2012. http://www. credoreference. com/entry/harvbiodictmusic/mozart_johann_chrysostom_wolfgang_amad eus_27_jan_1756_salzburg_5_dec_1791_vienna. Heartz, Daniel. Mozart, Haydn, and Early Beethoven: 1781-1802. New York: W. W. Norton & Company, 2009. | | | | ——————————————- [ 1 ]. Peter Brown, â€Å"Amadeus and Mozart: Setting the Record Straight,† The American Scholar, 61(1992): 49-52. [ 2 ]. â€Å"Mozart, (Johann Chrysostom) Wolfgang Amadeus (27 Jan. 1756, Salzburg – 5 Dec. 1791, Vienna)†, The Harvard Biological Dictionary of Music, Accessed November 16, 2012, http://www. credoreference. com/entry/harvbiodictmusic/mozart_johann_chrysostof_wolfgang_amadeus_27_jan_1756_salzburg_5_dec_1791_vienna. [ 3 ]. Daniel Heartz, Mozart, Haydn, and Early Beethoven: 1781-1802, (New York: W. W. Norton & Company, 2009), 52-4.

The Culture and Healing of Traditional Chinese Medicine Essay Example

The Culture and Healing of Traditional Chinese Medicine Essay Example The Culture and Healing of Traditional Chinese Medicine Essay The Culture and Healing of Traditional Chinese Medicine Essay The Yellow Emperor’s Classic of Internal Medicine, it states, when one masters the mystery of the yin yang principle, one can even enjoy life as long as nature itself. Another important principle of TCM is the five elements: wood, fire, earth, metal, and water. The five-element theory describes the relationships between the human body and the external environment and the physiological and pathological interactions among the internal organs within the body (Lao 1999).Metal is associated with the color white and represents grief and sadness. The sense organ is the nose and the taste associated with metal is spicy. It represents autumn with a dry climate. Illnesses that accompany those who are at an imbalance with metal include frequent colds and flus, coughs that are dry, moist, and productive, dry mouth and throat, weight loss, breathlessness, phlegm, and hot sensations within the palms of hands and soles of feet. Earth is associated with the color yellow and represents sympathy. The sense organ is the mouth and it represents late summer with a damp climate.Fire represents the color red along with joy and love. The sense organ is the tongue that can taste bitterness. It represents summer with a hot climate. Fire is associated with the heart and small intestine. Illnesses associated with fire include tiredness, palpitations, cold extremities, sweating during the day and night, swelling in legs, anxiety, disturbed sleep, poor memory, dizziness, dry mouth and throat, and red tongue tissue. Water is associated with the color black and represents fear and phobias. The sense organ is the ear and the taste associated with it is salty.Black represents winter with a cold climate. Wood is associated with the color green and embodies the emotions of anger and irritability. The sense organs are the eyes and the taste associated with it is sour. Wood represents spring with a windy climate. Illnesses that represent imbalance in wood include problems where the liver channel passes through the body, problems in women’s breasts, the abdomen, genital area, and eyes, headache, irritability, numbness, and tremors (Benedict 56). Holism and differentiation are the other principles in TCM.The concept of holism considers the individual person as being comprised of and subject to the elements and forces of nature as a whole. Each individual is considered as an interconnected whole that embodies the mind, body, and soul as a unified piece. This will lead to TCM practitioners considering the physical, mental, and emotional state of the patient and their relativity to the environment. The principle of differentiation allows a practitioner to distinguish between signs and symptoms of specific illnesses. Different pathologic factors and their mechanisms are responsible for or contribute to disease formation.However, each illness may be unique to each individual, thus differentiation allows the practitioner to administer the appropriate treatment, be it herbs, acupuncture, dietary therapy, or massages. As a result, TCM diagnoses and treatments are much more individualized. If balanced in unity, these four principles come together to form the well being of an individual, leading to Qi. Qi is the term used to describe how human physiological functions are maintained. It is the basic unit of movement and heat in the body that is a matter without form, invisible, subtle, activating, warming, moving, and energizing (Benedict).This vital energy flows through the channels, or meridians, of the body and participates in the homeostatic regulation of bodily functions (Gould-Martin). Qi flows through 12 primary and eight additional meridians. Each 12 meridians (qing luo) are major channels that connect us to our immediate surroundings and promote the integrated function of all organ systems (Benedict 55). The extra eight channels allow for the overflow of abundant energy (Benedict 55). There are 360 points distributed along the meridians that serve as signs of both disorder and loci for acupuncture treatment (Lao et al).Qi can be accessed at any of these given points so that disturbances both within the channel and the associated internal organs can be treated; each pressure point is associated with a therapeutic action. When the normal flow of Qi through a meridian is obstructed along its pathway, symptoms occur and physiological health is put in jeopardy. In conclusion, Qi can be thought of as a circulatory system with no anatomical or physiological basis for the channels that conducts vital force throughout the body just like blood supplies oxygen and nutrients.If one is healthy, their qi pathways are not obstructed. If movement of Qi is slowed or blocked, yin or yang dominates the other. To heal obstructed pathways, acupuncture is used. Acupuncture is a form of therapy that has its origins for over 2000 years (Pearson). Whenever Qi is stuck, accumulation of heat occurs because Qi is naturally warm. Where the circulation of qi is blocked, fluids, blood, and waste can accumulate and produce swelling. The absence of qi produces the presence and dominance of yin. Acupuncture treatment aims to reopen the meridians and restore the flow of Qi.The method of acupuncture consists of inserting thin needles into one or multiple corresponding points along the meridians according to the illness. Each point along the channels corresponds to a therapeutic action. There are two purposes of acupuncture: to release tension and pressure of accumulating heat or alleviate swelling by energizing the cells to process the waste and thus get rid of it. If the individual is generally healthy overall, the insertion of acupuncture needles usually resolve symptoms quickly because the specific acupuncture points directly influence the healing of the affected organ(s).However, in some individuals, when organ systems are deprived of a strong, even flow of Qi over a long period of time, chronic health problems arise. Acupuncture therapy heals pain, nausea and vomiting, immune system response, hemodynamic functions, addiction and substance abuse, agitation and restlessness, and rheumatoid arthritis (Sutherland 41). The 12 main channels each correspond to a specific organ. The upper limb channels represented by yin include the lung, heart, and pericardium. The three represented by yang are the large intestine, small intestine, and san jiao (the thoracic and abdomino-pelvic cavities).In the lower limb, the three channels represented by yin are the spleen, liver, and kidney. The channels represented by yang are the stomach, urinary bladder, and gall bladder (Pearson). Another method of healing in TCM is by the use of medicinal herbs. Herbs are used to achieve an optimum balance of Qi. China’s first emperor, Huang Ti, and his cabinet members developed techniques to diagnose diseases at to use herbs in their treatment. Many herbal formulations, consisting of four to 12 individual herbs, have been recorded in Chinese medical literature from the earliest known Shen Nung Ben Tsao Jing (Lee 516).In another literature with an unknown author, The Herbal Classic of the Divine Plowman, contains three volumes describing 365 drugs – one for each day of the year. Among them, 252 are plant derived, 67 from animals, and 46 from minerals. The herbal components in a mixture can be ranked into four types. The first type is the imperial herb; it is the chief herb and main ingredient of a formula that serves the biggest function. The second is the ministerial herb, which augments and promotes the action of the imperial herb. The assistant herb reduces the side effects of the imperial herb and the servant herb is the last component.It harmonizes or coordinates the action of all the other herbs. The change in composition of one herb combination induces different pharmacological actions. Examples of common herbs include Echinacea, feverfew, garlic, gingko, ginseng, palmetto, and St. John’s wort. Figure 1. A traditional Chinese herbal shop in Hong Kong selling medicinal herbs. Aside from medicine, exercise is used to maintain a healthy and balanced Qi. Qigong is a form of exercise and health care practice that acts on bettering posture, breathing, and mental focus.Qigong can be categorized as martial, medical, and spiritual. Leading back into Taoist and Buddhist tradition, qigong was believed by ancient Chinese monks to be a way to bridge together the powers of the mind, body, and universe through body movements, meditation, and deep concentration. When Qi becomes blocked through emotional pain or physical illness (i. e. , stress, over-work, poor diet, lack of sleep, insufficient exercise, and excess sadness/joy/fear/anxiety/anger) qigong may heal though specific breathing patterns, movements, visualization, and meditation (Lin).The slow, rhythmic movements allow consistency and improve the vital energy life force. Tui na massage is a hands-on form of healing in TCM and has been in practice for more than four thousand years (Mercati 10). The term tui means to push and na means to grasp; together, this massage works to relieve not only muscles and joints but to penetrate each meridian that frees blocked and stagnant Qi (Mercati 10). Tui na involves active communication between the giver and the receiver. The receiver acts as the sick role, in informing the healer where to treat and the amount of pressure to use (Mercati 11).Together, this is another method in TCM of restoring Qi balance when emotional, physical, and external factors are out of balance. Acupressure is another way to balance the body’s qi by applying pressure to specific points along our body’s energy channels. However, the term pressure may be misleading because acupressure is usually given in a light touch. The effectiveness of the work does not depend on the amount of force put onto the therapy, rather the location of contact is the method of healing. A practitioner may use various tools to assess the strength of the 12 meridians.After pressing down on the point(s), a practitioner can sense a pulse caused by Qi flow. If there is no pulse, however, those are the areas that are though to have blocked meridians. There are different types of points along the channel that serve different functions. Comfort points, located along the bladder and gallbladder meridians, relieve tension, restlessness, and frustration because the gallbladder meridian is associated with relaxation. Alleviation points are on the foot and relate to the kidney and liver meridians.Jogging and walking help relax the body in that part because when those points are stimulated, it reduces pain, tension, and sleeplessness. Potent points are near the nail beds on fingers and toes. They are effective in healing weakness, fatigue, listless, and faintness because of affecting illnesses (Sutherland 41). The final way of healing in TCM is moxibustion – the application of heat on specific pressure points from the burning of a small bundle of tightly bound herbs. The herbs are bound together with a variety of dried leaves such as mugwort or wormwood plants that have been formed into a cigar-like cone, called a moxa.Direct moxibustion is burning the cone right on the acupuncture point of the skin. This method is less popular because it often produces pain and scarring. The more common method is the indirect method, which involves either burning moxa above the skin or on top of an acupuncture needle that has been left in place. Other practitioners place a layer of ginger, garlic, or salt on the patient’s skin with the burning moxa on top of it. The radiant heat produced is intended to penetrate the body, thus restoring the balance of flow of vital life energy.TCM is a naturalistic medical belief that diagnoses based on imbalance due to the environment. Ancient Chinese healing base health on the balance of Qi. Any deviation or imbalance can be cured by a variety of medical methods, diets, and exercise. ? Au, Derrick Kit-Sing. 2011 Mix of Medicines. Visual Anthropology 24: 189-202 Benedict, Martha with Heller, Lyra. 1999 The Enduring Elements of Traditional Chinese Medicine. Total Health 21(2): 54-57. Flesch, Hannah. 2013 A Foot in Both Worlds: Education and the Transformation of Chinese Medicine in the United States.Medical Anthropology: Cross Cultural Studies in Health and Illness 32(1): 8-24. Gould-Martin, Katherine. 1978 Hot Cold Clean Poison and Dirt: Chinese Folk Medicine Categories. Social Science and Medicine 12: 39-46. Hesketh, Therese with Zhu, Wei Xing. 1997 Health in China: Traditional Chinese Medicine: One Country, Two Systems. British Medical Journal 315(7100): 115-117. Huang, Kee C. 1999 The Pharmacology of Chinese Herbs, Second Edition. Florida: CRC Press LLC. Jingfeng, Cai. A Historical Overview of Traditional Chinese Medicine and Ancient Chinese Medical Ethics.China Academy of Traditional Chinese Medicine. Kam, P. C. A. with Liew, S. 2002 Traditional Chinese Herbal Medicine and Anesthesia. Anaesthesia 57: 1083-1089. Lao, Lixing, Xu, Ling, Xu, Shifen. 2012 Traditional Chinese Medicine. Integrative Pediatric Oncology. Lee, Kuo-Hsiung. 2002 Research and Future Trends in the Pharmaceutical Development of Medicinal Herbs from Chinese Medicine. Public Health Nutrition 3(4A): 515-522. Louie, Allison. 2007 Qigong’ Takes the Test: The Science Behind Chinese Healing Arts. Science Spirit. Mercati, Maria. 997 The Handbook of Chinese Massage: Tui na Techniques to Awaken Body and Mind. Vermont: Healing Arts Press. Shinnick, Phillip. 2006 Qigong: Where Did it Come From? Where Does it Fit in Science? What Are the Advances? The Journal of Alternative and Complementary Medicine 12(4): 351-353. Sutherland, Judith A. 2000 Getting to the Point. The American Journal of Nursing 100(9): 40-45. American Cancer Society. Moxibustion. Accessed at cancer. org/treatment/treatmentsandsideeffects/complementaryandalternativemedicine/manualhealingandphysicaltouch/moxibustion on May 29, 2013.

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