Cold in the earth is a poem about Brontes struggle to remember or forget her lover, and her attempts to achieve self-understanding Essay Example

Cold in the earth is a poem about Brontes struggle to remember or forget her lover, and her attempts to achieve self Cold in the earth is a poem about Brontes struggle to remember or forget her lover, and her attempts to achieve self-understanding Essay Cold in the earth is a poem about Brontes struggle to remember or forget her lover, and her attempts to achieve self-understanding Essay Essay Topic: The art Of Love Bronte believes that love is abstract by portraying it as something to be felt, experienced and shared between her and her lover by the heart; thus it is abstract in the sense that it cannot be seen, touched nor forgotten. To illustrate her love as felt by her heart, she makes use of terms involving our physical senses to depict her heartfelt love to her lover, establishing the idea that love is felt but not seen. This can be seen in the title Cold in the earth the feeling of coldness is not only in line with her descriptions of the bleak and cold winter, her lover also lies literally in the cold and dreary grave. More importantly, this is actually an accurate description of her heart and her overall emotional state; she has buried her own love and her lifes bliss cold in the earth, along with her lovers death. Brontes poem is not a recount of past events or experience but a portrayal of her deeply-tormented psychological state when in face of her lovers death: she is torn between overwhelming grief and indifference of remembering her lover or not. Therefore this is basically about the feelings of her own heart, felt but not seen. Through the use of abstract diction and concepts, e.g. despair, existen ce spirit, soul, she brings forth the idea that love unable to be seen but only felt. There are also contradictions of the element of cold and warm in her poem to symbolize her conflicting thoughts of whether to remember or forget her lover, e.g. burning desire and cold in the dreary grave. Most of the graphic descriptions in the poem, e.g. deep snow piled above and no light has lightened up my heaven are used to convey her feelings in her heart. They are graphic symbolisms of her feelings. For example, in deep snow piled, Brontes heart is numbed by her lovers death and her love, all her feelings and joy is frozen like the snow upon her lovers grave. The idea of love being experienced but not touched is similar to the idea of love being felt, not seen, because we inevitably use our hearts to feel Brontes experience. What Brontes feelings towards her lover are an obsessive love experienced by her and she is unable to seek the empty world again, which means moving on with her life. The poem illustrates her attempts in moving on and forgetting about her love from check tears of useless passion to weaned my young soul this shows Bronte suppressing her own emotions deliberately in order to stop herself from committing suicide. Therefore this poem is actually illustrating her experience to learn about how existence can be cherished without the aid of joy, and her psychological experience as she struggled between conflicting thoughts. Also, through the poem, Bronte illustrates her concept of love as an obsessive, confusing experience in her life Bronte displays love being shared and never forgotten by emphasing on her bond with her lover, and her everlasting love to him. This is evident in I dare not let it languish and Dare not indulge in Memorys rapturous pain- Although Bronte constantly brings forth the necessity of forgetting her lover (forgive if I forget thee), as reminiscing her lover pains her very deeply, she uses dares not to show her underlying reluctance to let go of her memories, because these memories are the only sources for Bronte to remember their golden dreams the memories they shared, which is the only thing that she has got of her lover now. These memories bring her happiness and consolation, so they are rapturous pain which means pain which brings her pleasure or delight. Although Bronte can see her lover no more, she still feels his presence when she replays these memories, and they are never forgotten. In line 19 and 20 (All my lifes bliss from thy dear life was given all my lifes bliss is in the gra ve with thee), Bronte links her lover and her spirits together. Their memories are shared. This displays how the days of golden dreams, indicating their shared experiences, and their mutual bliss link between them. An intangible, untouchable bond with each other was created, which also corresponds to her portrayal of love as something experienced and not touched. This shows Brontes emotional dependence on her lover. The death of her lover robs her of all the pleasures and happiness in Brontes life. In for ever, ever more, the word ever is placed on an emphasis as it is repeated. This is used to emphasize Brontes everlasting love with her lover. The rhetorical question in the last couplet How could I seek the empty world again? implies that her cycle is never-ending, and the rhyming words pain and again at the last stanza are illustrative of memorys rapturous pain. She also uses progressives and continuous tense, e.g. could, drinking to refer to the future, which she still expects her love to stay in her heart in the future. She also uses juxtapo sition between the changing nature of seasons to her unchanging feelings, e.g. fifteen wild Decembers to spring shows seasonal changes. The idea of her love as frozen snow in line 1 has figuratively melted into wave (l. 4) and turned to streams running among brown hills, into spring, then returning to oceans tides, then finally as Tears of useless passion as her final show of her ongoing grief. Her love and grief are in-motion, non-stopping they run through the whole poem in different forms. Love is also never forgotten as fifteen wild December has passed, and she still thinks of her lover all the time. Cold in the earth is a poem about Brontes struggle to remember or forget her lover, and her attempts to achieve self-understanding (although she seems to be unsuccessful in making a decision in the end). Bronte believes that love is abstract because it is experienced, not touched. Her lover is in the grave yet she is alive, and she her love for her lover is still overwhelming. Through this notion, their love transcends from a physical dimension to a spiritual one, where their love still exists even without any physical contact and being separated by mortality.

Plague Disease Myths

Plague Disease Myths Plague refers to a disease spread by fleas which are infected by their hosts, in most cases rats. The fleas used to change host especially after the death of the rat, and the next host they preferred may have been human being. During that process, they infected humans.Advertising We will write a custom critical writing sample on Plague Disease Myths specifically for you for only $16.05 $11/page Learn More Plague was first experienced in Europe in the mid of the fourteenth century when the first wave of the infection killed about twenty five million people. The infection continued spreading throughout Europe in the eighteenth century, and at that time the cause of the bacterial infection had not been ascertained yet. Upon infection, an individual experienced severe pain, and in a few days eighty percent of the infected people succumbed to death. In one school, the plague killed twenty boys almost simultaneously. This caused other students to stay away from sc hool as they opted not to attend it (Schoolmaster 1484). Considering the case in England, the plague was caused by filth in the streets and the sputum and dog’s urine which clogged the rushes on the floor of houses (Erasmus 1512). The rich in the society managed to flee from the country, and as a result, the poor were the ones who were left vulnerable to the disease. This also happened in Paris where only a few porters and wage earners who resided there were left (Versoris 1523). Johann Weyer wrote in his The Deceptions of Demons in 1583 that individuals also spread the deadly plague by smearing the gates to the city of Casale in Western Lombardy with a certain ointment that caused the disease. Thus, everyone who touched those gates was infected, and as a result died. Unfortunately, the heirs of the deceased are the ones who made payments for the gates to be smeared so that they would have obtained a quick inheritance. This was the case at Casale where it was reported that pe ople got infected by simply touching the gates (Weyer 1583). Each and every household which was affected by the pestilence was immediately quarantined, and in the event of that persons death in a specific place, the one had to be buried in that particular place. Furthermore, many people died because of hunger since the roads were under heavy guard to ensure that no infected individuals travelled from one place to another. (Staden 1571)Advertising Looking for critical writing on eastern europe? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gold was used to meet the expense of pest houses so as to quarantine the infected while gallows were used to punish the violators of health regulations. In addition, the gallows were also used to frighten other people, and bonfires were used to eliminate the infected (Motto 1576). A particular woman whose husband had a fever was sure he would have died, but he was miraculously healed. He was fed by a piece of bread that had touched St. Domenica’s body. The bread was sent to him by Angelica. (Centennni 1624). An individual really thought a lot about what would have happened in the event their household would have been invaded by the plagues. It was a tough time as everyone wondered who they would lose first to the disease, the daughter first or the son. It also happened that after the son had died, the daughter followed, and eventually the individual died as well. Even in the season of severity, an individual would still have compassion and be charitable. Convalescents and servants of two pest houses were fed by a particular individual who also paid guards and gravediggers with alms sent to him/her by the lordships (Dragoni 1630). The infected patients hung toads on their neckline so that their venom would draw out the poison of the disease within a few days (Roachas 1647). In Barcelona, there was a high demand for nurses who although called to serve neglected the pat ients in many instances and made them die quickly so that they could collect the agreed fee (Parets 1651). News was received that in Rome Italy it was now violent. People opted to refrain but four individuals opted to believe in providence rather than not see a fine place (Reresby 1656). People feared to buy wigs with the assumption that the wings were obtained from the heads of people who died of the plague (Pepys 1665). The European nations including France, Holland, Spain and Italy prohibited ships from England. As a consequence, foreign trade and manufacture of goods declined causing a stoppage (Defoe 1665). The plague was believed to be a punishment from the gods due to the sins of the people and remedies were not considered to be available like in the case of ordinary maladies (Bertrand 1720). The events happened from the fifteenth to the eighteenth century affected the whole of Europe (Clark Rawcliffe 2013). Many people lost their lives as a result of being infected by the p lague, and in general the society became inhumane (Crawshaw 2012). People stopped caring for each other and valued money more than human life. This period was one of the darkest periods in European history, and also one of the events that later led to intensive research in medicine until a cure was discovered. Clark, Linda Carole Rawcliffe.  Society in an Age of Plague. , 2013. Print.Advertising We will write a custom critical writing sample on Plague Disease Myths specifically for you for only $16.05 $11/page Learn More Crawshaw, Jane.  Plague Hospitals: Public Health for the City in Early Modern Venice. London, UK: McGraw Hill, 2012. Print.

Poetry analysis - Alfred Tennyson Essay Example | Topics and Well Written Essays - 2500 words

Poetry analysis - Alfred Tennyson - Essay Example Not only did he later write verses on dramatic fiction, but also on the current political issues. For instance, his poem, The Change of the Light Brigade, gives a description of the catastrophic battle of the Crimean War while at the same time praising the bravery of British soldiers involved (Tennyson, 2000: 302). The Change of the Light Brigade is a poem that consists of six stanzas, which vary in length from between six and twelve lines. Like all other poets Alfred Tennyson employs prosodic features, repetition, different sound patterns, and various figures of speech in his attempt to communicate the meaning. For instance, use of figurative language and imagery creates an exhilaration tone, while at the same time honoring the admirable qualities of the Light Brigade. Critics have argued that Tennyson is not only a literary poet, but also a poet of the people, plumbing into the depths of his giving voice to the consciousness of the nation (Tennyson, 2000: 302). Throughout most of h is poems, Tennyson shows a deep commitment to the reformation of the society and an interest in its development. The poem narrates the story of a brigade made up of 600 soldiers, who for half a league have rode on horseback to the valley of death. This was under a command to take charge of some enemy forces that had seized them for some time. Even though all the soldiers were convinced that the commander had made a mistake, not one of them was distressed in charging forward. They rode courageously towards the valley of death. At the end of the war, only a few soldiers made it back. The world was surprised at the courage of the soldiers. Each line in the poem is in dimeter. This means that there are two stressed syllables in each line. In addition to this, each stressed syllable is comes before two unstressed syllables. This makes the rhythm of the poem dactylic. Employing a falling rhythm in the poem is appropriate for the demoralizing fall of the British brigade. This is one of the features the poet uses in communicating the message. The rhyme scheme, on the other hand, varies from a stanza to the next. He employs the same rhyme and in some occasions, a similar final word for most consecutive lines. Moreover, the poem employs anaphora. This is the repetition of the same word at the start of a variety of consecutive lines. This method has been employed to create a sense of remorseless assault. For instance, the repetition of the word cannon implies the manner in which the soldiers meet flying shells at all turns (Tennyson, 2004: 27). Repetition has been employed immensely throughout the poem for the sole purpose of creating emphasis. For instance, the repetition of the phrase half a league in the first and the second lines of the first stanza emphasize the long distance that the soldiers had to travel. Tennyson employs the third person point of view in making the descriptions within the poem. He most probably employs the male gender because on the 19th century gender biases, which held that women should not appear on battlefields. Strength and determination are the central themes of the entire poem. The soldiers face a lot of danger but show admirable qualities, which are honored. In communicating this message, Tonnyson employs personification, metaphors, and imagery. As far as imagery in the poem is concerned, critics have argued that more is meant by the author than just what is met by the eye. For instance, the

Main idea and themes Assignment Example | Topics and Well Written Essays - 750 words

Main idea and themes - Assignment Example The crucial aspects of the art are embedded in the tiny details of the art that can only be observed when an individual moves close enough to the sculpture. The bowheads and the bracelets of the hunters have tiny inscriptions of the lions thus revealing the sculpture must have been a representation of a culture rather than a one-day experience. Working with rudimentary tools to produce some of the most magnificent artworks, the video thus depicts the value of art in preservation of history. The video is an analysis of some of the best pieces of art collected throughout kingdoms and civilizations. Prominent among the civilizations where these pieces owe their origin is the Egyptian empire. The uniqueness and the artistic details presented in the pieces of art help in the representation of idealistic lives of significant people and events during the periods of civilization. The video thus portrays the main theme of the role of art in connection with the idealistic world (Dio, Macaluso, & Rizzolatti, 2007). Examples of some of the most magnificent pieces of art are like the golden mask. The precision with which the mask represents an idealistic face of a particular king is one that is said cannot be repeated by any individual artists. The coffins that were found in the Egyptian tombs equally present an outstanding quality in the representation of the artwork. As a move that could be viewed to show the value of art as a connection between the living and the dead, the collection of artworks have quality social and religious significance in representation of beauty, power, love and quality leadership. Greek stands as the defining point of the world democracy, nevertheless, according to the movie, there is more to Greek than just democracy. The ancient architectural designs and buildings in Greek portray a level of civilization that has

Art Therapy Essay Example for Free

Art Therapy Essay I. Introduction, History, and Problem Art speaks of originality, individuality, a creative process, graphic materials, colors, textures, spontaneity, risk, alternatives, and imagination†¦ Therapy implies taking care of, waiting, listening, healing, moving towards wholeness, growth provoking medicine, human exchange, sympathetic understanding† (Fleshman and Fryrear, 1981, p.75), quoting from a research paper of Dr. Carol Lark of The Art Center in Missouri. So what then truly is Art Therapy? Art therapy is a form of psychological therapy that employs artistic media, not verbal communication, as its principal means of communication to help and cure patients, who are suffering from traumatic experiences, mental or physical problems, and behavioral imbalance. Art media includes painting or drawing, photo image, sculpture, clay art, color art and other forms that showcase their feelings, moods, and maybe even show hidden talents or abilities that they are not aware of. But clients who are in need of this therapy do not have to be skilled in the arts, for the main concern is not the aesthetics of the creation but to cause change and growth in the life of the client. Art therapy is a procedure administered by an art therapist in a designated art therapy room to bring about a successful result of the practice. The art therapist is a highly-trained and experienced professional whose skills are tested by a patient in a complex and difficult task to improve his/her well-being. They are well educated about human nature and development, psychological theories, clinical practice, spiritual, multicultural and artistic language and traditions, and the healing probabilities of art. Art therapist convenes with people of all ages and social standing either in individual or group settings. The art therapy room or â€Å"creative arena† (Case, 1992, p.19) is the place where a â€Å"triangular relationship† (Case, 1992, p.19) is formed by the art work created, the patient or client, and the therapist. This kind of relationship is what makes art therapy different form other clinical practices of therapy. This arena is expected to be a place of security and of peace so that the right therapeutic process is administered thoroughly and far better results are achieved. Art therapy was first coined by an artist named Adrian Hill who was practicing it with his tuberculosis patients at the King Edward VII Sanatorium in Sussex to recover from their illness. In its formative years in the United States, from the early 1930s through the middle 1950s, art therapy was practiced by fine artists and art educators in medical, psychiatric and educational centers and facilities. Although the first post was established in 1946, early stages of the profession of art therapy were seen in the 1950s. There were debates and discussions whether it is to be considered a profession or an acceptable mode of therapy in psychology. Through the other disciplines, these are psychology, sociology, anthropology, physiology, aesthetics, and education, it later became known as a profession and was officially recognized in the health service in 1981. It became extensively distinguished from then on and is continuously expanding. Since art therapy is practiced by different therapists, it is rather a diverse career or clinical practice. However, despite the diversity of work, I believe that art therapy improves/changes attitude of people who have psychological problems. II. Function/Significance of Research This research is designed to further address the argument within this kind of profession: whether it is the art creation itself that serves as a healing mediator, whether it is the existence of the therapist that uplifts the distraught, whether it is the art therapy place that serves as a temporary haven, or is it the overall components of art therapy-the art, the therapist, and the therapy room- working together as a team to improve the condition of the patient. It aims to present an understanding of art therapy as an effective psychotherapeutic approach to patients and give them an idea of the progress of this clinical practice. The discussion in the rationale page is an extensive talk about the real claims of art therapy as a healing process to psychologically-impaired individuals. It talks about the factors that comprise a sound art therapy session and the affirmation seen by therapists on their clients after the artistic experience is explored. This paper intends to introduce to the readers both the theory, applications, and practices of art therapy and gives them the imagination to discover the value of it through different work settings. There is also the attempt to summarize the most important points and features of this kind of practice for understanding of new readers to this field. Although, the foremost objective of this paper is to make people believe what they think is unbelievable in the arts and its purpose. To let them realize that healing is not just a personal struggle if you let other people come into your life and show you the way to personal redemption. III. Rationale (explore the hypothesis) When Hill started to practice art therapy, he discovered that painting has two purposes for the patient: it became a way to kill the time and it also provided them a medium to release anxiety and trauma. Even in the most serious or aggravating situations in our lives, through artistic expressions we experience a sense of power and liberation; our dignity and self-respect are stimulated by this creative activity as opposed to those who say that creative expression is a shallow approach to good health and well-being. History shows that self-repair and total transformation is achieved through the dominant force of art expression. Victims of disaster, tragedy, despair, or the daily dangers of life respond to these kinds of cases with affirmations of care and love for each other due to the healing process of art therapy conducted in peaceful and safe places of free expression. Take for example the case of 9/11 terrorist attacks. During their time of grief, people gathered together to release the negative emotions and commemorate the loss of their loved ones. Despite the hatred and anger, compassion among them superseded everything. Within the area of attacks, people offered flowers, prayers, songs, and presented memorabilia such as drawings, sketches, photo images of the victims. These are true examples of artistic expression, both the verbal and nonverbal medium that help the families and friends of the victims overcome the pain and trauma of losing a loved one. â€Å"Psychological safety is a primary element of the healing environment† (Kalmanowitz, 2005, p.xiv) because they are afraid to reveal themselves in places where they believe their artworks and actions will be misunderstood and shamed. In this tragedy, even though the towers were the targets of attacks, these people felt secure expressing their grief because mainly of the overflow of emotions encompassing the area. They felt that it was okay to pour out their pain, and they were not alone. Volunteer groups, either professional or non-professional clinicians, stood by them and comforted the down-trodden. But the process did not end there because survivors were involved in support group therapy that uses art as the basis of healing. Any creation or image presented by the client signifies an emotion or thought, even the past, present, or future phases of his/her life. Inner experience and feelings surface through the art process in a chaotic raw form. These art materials provide a concrete way through which the conscious and unconscious aspects of a person can be revealed. Art or expressive therapy grants an opportunity for the individual to discern the bad habits that generate conflicts within himself and conflicts with other people. â€Å"Making the invisible visible is a major function of the art in art therapy† (Lark, 2001, p.1). The object appears to the therapist as an extension of the client’s self with a symbolic meaning yet to be understood by both of them. The object or image is telling us a story. It opens opportunities to enter and read the human psyche. The making of an artwork encourages discipline and self-esteem, and requires socialization within the confinements of the therapeutic sessions. The judgment and comprehension of the therapist is based on how the object is made and what art materials are used to complete the image. Therapists are expected to learn the underlying meanings of it since this was part of their education and practice. Therapists are expected to be sensitive people on matters of sensitivity of the client’s mind and soul. Let’s take another example designed by art therapy practitioners. The â€Å"House-Tree-Person technique† (Hammer, 1964, p.9) is one of the popular and widely-used psychoanalytic tasks used as an approach in art therapy. The House-Tree-Person technique requires the client to draw a house, a tree and a person on a white paper. This drawing or image evaluates how the client sees himself or herself in the world through the comprehension of the therapist. The branches of the Tree overextended upward or outward are interpreted by the therapist as the subject’s over striving for success. Windows situated against the wall of the House, so the side of the House also serves as one side of the windows, represent feelings of lack of self-confidence. If in profile view, only one part of the person-for example, head or body- is shown, an elusive attitude in social affairs is projected. For deeply depressed patients, lack of complete details and use of very faint lines are a combination found in their works. A feeling of isolation, exposure, and helplessness in the face of environmental pressures is, on the other hand, seen in a line sloping downwards and away from the drawn whole. Meanwhile, art therapy with individual clients and groups should also be considered as to the client’s presentation of his art. Individual client setting is requested when he/she feels more comfortable in creative expression if it is a direct one on one approach. Group therapy setting is rather joined by an individual if she feels profited by another person’s warmth and physical closeness, which is based on the philosophy that man is a social being. However, group clients still break away from each other at some points and that has to be understood and patiently addressed by the therapist. IV. Methodology of Research The methodology of research I used is mainly through the inductive technique or the collection of data and evaluation of results. Definition, background, historical context and other useful data were collated from resource books on art therapy and from the suppositions of clinical practitioners of art therapy. Data collected were also taken from some research and background academic papers of art therapy professionals. The case sample on the 9/11 attacks were based on newspaper and television accounts, audio-visual and printed memories and notes of the tragedy by journalists. The concrete sample of House-Tree-Person technique was taken from an author’s description. Most research details were gathered from the books and resource papers of authors Lark, Case, Kalmanowitz, and Hammer, carefully examined and understood. Although interviews were not taken, personal notes of motivation and daily observation on people around were also bases on this research. Motivational quotations were also extracted from the resources to define the drama of the whole healing process. V. Conclusion of Research Art therapy can be used with children, adolescents and adults in a wide variety of settings and applications. As an integrative therapy, it offers a necessary option for clients who may need an experiential, less verbally-driven approach. People in all walks of life turn to creative expressions, some may not even be aware that they are already exposed to this activity, because of the lack of knowledge and help from professionals. There are national organizations in and outside America looking after the improvement or development of standards and training in art therapies. One is seen in private offices or corporations, outpatient clinics and hospitals, community and rehabilitation centers, prisons, and schools or universities. They work with individual or group to paint, draw, or do other artwork and derive the importance of imagery used in their creations. These professionals and organizations work hand in hand with each other to bring about a better quality of service in art therapy for their craft and for the benefit of their clients. It has to be realized by the people around psychologically-problematic cases that healing does not only come from the successful art therapy sessions, but their support also contributes to the whole process that they want to achieve for themselves or for other people. Lest they forget that some of the causes of their depression, stress, trauma, and tensions come from their family and society. The successful interpretation of the art object by the therapist, the willingness of the client to open up to the therapist and to other people as well, the comfortable and secure setting of the therapy room, and the artwork itself be it aesthetically balanced or not, all of these components of art therapy are relevant to the client’s well being. The absence of one component means the incomplete and ineffective process of art therapy. Kalmanowitz (2005) also believed that â€Å"the healing qualities of art relate to the total spectrum of the soul’s experience and that art therapy’s relevance is dependent upon its willingness to meet new challenges and go to places where troubles in the human condition exist† (p.xii). Friedrich Nietzsche also once said that unless we deal with our pain, we are truly lost. So much has been said to validate the real nature of art therapy in personal and communal perspectives then and now. But one thing is for sure, art therapy and its relations with other disciplines will continue to develop in the future. Art therapy really changes/improves the attitude of people with psychological problems. We just have to look within ourselves and we might find the urge to help them; we have to look again within ourselves and we might find ourselves needing the therapy for our own conscious and unconscious demons tearing us apart. In these difficult times, we are everyday faced with disconcerting situations where we are left in the middle of the struggle and we do not know how to fight back. These kinds of situations when treated with neglect, thrown away in the air as if it is nothing, are the ones that are dangerous to the human psyche. Do you want to see yourself dancing in the streets naked? Can you see one of your family members killing herself or himself? Would you like to see a world of deranged men acting as beasts? That is why God created us in his own image and likeness, for us to realize that we are made human beings to love and be loved just like he did. References Case, C. and Tessa Dalley. (1992). The Handbook of Art Therapy. New York: Tavistock/Routledge. Fleshman, B. and Jerry L. Fryrear. (1981). The Arts in Therapy. Chicago: Nelson-Hall. Hammer, E. (1964). The House-Tree-Person (H-T-P) Clinical Research Manual. New York: Western Psychological Services. Hill, A. (1941). Art versus Illness. London: George Allen Unwin. Kalmanowitz, D. and Bobby Lloyd. (2005). Art Therapy and Political Violence: With Art, Without Illusion. London: Bruner-Routledge. Killick, K. and Joy Schaverien. (1997). Art, Psychotherapy and Psychosis. London: Routledge. Lark, C. (2001). Art Therapy Overview: An Informal Background Paper. Retrieved from http://www.art-therapy.com/ArtTherapyOverview.htm. Waller, D. (1993). Group Interactive Art Therapy: Its Use in Training and Treatment. London: Routledge

van gogh :: essays research papers

His move to Paris in 1886 brought van Gogh into contact with Paul Gauguin, Camille Pissarro, Georges Seurat and Henri de Toulouse-Lautrec. Paris saw the first evolution in his paintings; his palette became lighter and he started to use pure colours. In 1888 he moved to Arles, where his artistic liberation was accelerated and completed. He also had his first attack of insanity there; he used to paint every day and produced an astonishing amount of marvelous work, such as the Sunflower series. During a visit by his friend Gauguin van Gogh cut off one of his own ears. Austrian expressionist artist Egon Leo Adolf Schiele, b. June 12, 1890, d. Oct. 31, 1918, was at odds with art critics and society for most of his brief life. Even more than Gustav Klimt, Schiele made eroticism one of his major themes and was briefly imprisoned for obscenity in 1912. His treatment of the nude figure suggests a lonely, tormented spirit haunted rather than fulfilled by sexuality. At first strongly influenced by Klimt, whom he met in 1907, Schiele soon achieved an independent anticlassical style wherein his jagged lines arose more from psychological and spiritual feeling than from aesthetic considerations. He painted a number of outstanding portraits, such as that of his father-in-law, Johann Harms (1916; Solomon R. Guggenheim Museum, New York City), and a series of unflinching and disquieting self-portraits. Late works such as The Family (1918; Oesterreichische Galerie, Vienna) reveal a newfound sense of security. 1902 - Ansel Easton Adams born on February 20, at 114 Maple Street, San Francisco, the only child of Olive and Charles 1915 - Despises the regimentation of a regular education, and is taken out of school. For that year, his father buys him a season pass to the Panama-Pacific Exposition, which he visits nearly every day. Private tutors provide further instruction. 1916: Family Trip to Yoesmite, Californina. 1925: Decides to become a pianist.

Food Memoir Essay

Eating it as soon as it gets out of the oven is an amazing experience. The elation increased inside me as soon as I started to smell the juicy baked chicken. Suddenly, it feels like a irresistible need to grab a bite of it right away. Obviously you can’t resist it, so you cut a piece of it and eat it. The crunchy sensation of the baked cereal all around the chicken is wonderful, but not only the texture felt good, the gooey of the sugar that comes with the cornflake make it taste like glory. The sweet mixed with the salt of the seasonings is an incredible party inside the mouth. Adding a delicious bowl of baked potatoes with bechamel sauces makes the dish even better. I always love to cook and be creative while cooking; preparing different kind of dishes with different seasons, all natural most of the time. Cooking is not about following recipes and going by the cooking book. Instead it’s about being able to mix different seasonings to create the perfect taste. The history behind this invention comes from the lack of resources to prepare a decent dish. It was a quite night like tonight, listening to John Mayer and my roommate and I were really hungry. Then we looked at the refrigerator and cabinets to see what we could cook but we only found chicken, tomatoes, garlic, salt and pepper. Having all those seasons and been tired of eating grill chicken I decided to make it baked crunchy chicken, but sadly there wasn’t any ground bread and I figured it out late so the only thing that I could use was the cereal. So that is how it happened, a happy mistake. I used cornflakes instead of bread crumbs for the baked chicken. At the time I started to prepare the chicken, two girls came in looking for us. They reaction was priceless; they screamed â€Å"Oh my god! You guys are crazy! † at us. My roommate after he laughed for few seconds he told them that it was going to taste good and that they will want me to cook for them after they taste it. The girls said ok and stayed in our apartment all night with us having fun. While the chicken was in the oven, I put some potatoes to boil. Then when the potatoes were cooked, I prepared bechamel sauces. I took a bowl with all the potatoes and I let the bechamel sauces rain over it. Then I put the bowl inside the oven with the chicken as well. In the meantime, I sat down between the two girls and we talked about something â€Å"special†. That happened later that night. When it was time to take the chicken and the potatoes out of the oven, we all went to the kitchen to see how it looks like. First I took out the chicken and placed on the dinner table, and then I go back to the kitchen to take out the potatoes as well. When I come back from the kitchen, I found that my friends had already eaten one chicken to taste it in like 8 seconds. I told them that they attacked the chicken too fast. Therefore one of the girls said to me that it was really good, that the sugar on the chicken was delicious. We sat on the table, each of us four with 2 boneless Baked Cereal Crunchy Chicken, with baked potatoes doused in bechamel sauce and many very cold coke cans. The coke cans were so cold that I had to use my can handler while the others used a can bag that we have. Those 15 to 30 minutes that we were eating on the table, became a good memory to our brains and especially to our tongues. Even though, that like five other people came to the apartment to check out our dinner and ate from our food, it was a good. They find out about it because the girls posted some pictures on instagram. Every single people who tasted the food, at the beginning when they saw what was it, they were all like â€Å"Cornflakes with Chicken? † However they all found it very tasty. Good enough to tell me that I should do that again. After we ate, I laid down on the sofa with my head over one of the girl legs. Then my friend yelled out loud â€Å"Toy timbi†, that is a Dominican expression that people say when we cannot eat more. My roommate went to the kitchen to clean the dishes, as it was his turn. After he was done, the girls screamed â€Å"Special time! † and suddenly a bottle of Jose Cuervo appeared. They prepared some margaritas with lemon and strawberry mixer. Later on, after around 3 rounds of margaritas we started to listen and dance merengue and salsa. We dance for like hour and half non stopping. Also we were singing a bit while we were dancing. We stopped dancing when he figure out that it was 4:00 am and we had class at 8:30 am. We were all tired but we were also in a happy mood. We all went to bed right away, but sadly none of us make it through the next four hours; the one who woke up earlier was the younger girl at 10 o’clock. She nocked my door very hard, until I woke up really mad because we skipped the class at 8:30 am. When we were all ready, we talked about last night. And the first thing that came out was that the chicken was really good and when I would do it again.

Notes for Nursing Eyes and Ear

Chapter 51 and 52- Understanding the Sensory System- Med Surgical- EYES External eye structures Eyelids-protective cover for thr eyeball * Has a thin transparent membrane called â€Å"conjunctiva† Eyelashes-keep dust out of eyes Each eyelid has a lacrimal gland at the upper outter corner of the eyeball Question: how do tears come in front of the eyeball? A: small ducts bring tears to the front and blinking help spread the tears over the surface Q: what enzyme inhibits the growth of bacteria on the surface of the eyes?A: tears have enzymes called lysosome How to collect tears? Tears from Lacrimal canalsdrain into lacrimal sac nasolacrimal ductnasal cavities Question: How do we do a nursing assessment of the eyes? Answer: Inspect and palpate of the external eye Internal Anatomy of the Eye Eyeball Layers: Outer Sclera Middle Choroid Inner Retina Choroid layer: Prevents glare Ciliary Body: Circular Muscle changes the shape of lens Circular Iris: Dilates, Constricts Pupil Eyeball C avities Vitreous Humor: Holds Retina in PlaceAqueous Humor: Nourishes Lens/Cornea Retina: Lines Posterior Eyeball Contains Rods (Light) black and white Cones (Color) for Vision Fovea: Most Acute Color VisionOptic Nerve: Transmit Image Color Blind * Retina: Lines Posterior Eyeball, Problem with * Cones (Color) for Vision * Usually can not see colors red, green, blue or a mix of these colors. * Mostly men * Genetic predisposition Internal Eye The retina is a light-sensitive layer at the back of the eye that covers about 65 percent of its interior surface.Photosensitive cells called rods and cones in the retina convert incident light energy into signals that are carried to the brain by the optic nerve. In the middle of the retina is a small dimple called the fovea or fovea centralis. It is the center of the eye's sharpest vision and the location of most color perception. Eye Movements: There are 6 intrinsic muscles that moves the eyeball are attached to the orbil and outter surface of the eyeball The cranial nerves that innervate these muscles are: * Oculomotor 3rd * Trochlear 4rth * Abducens6th EYEBALL has 3 layers . Outter fibrous tunic( sclera and cornea) -sclera- white part of the eye/cornea- no capilliaries and 1st part refract light rays 2. Middle vascular tunic(choroid, ciliary body, and iris) * Choroid=has BV and dark pigment melanin(prevent glare)/anterior of chroid is mmodified into ciliary body and iris 3. Inner nervoous tunic (Retina) * Lines 2/3of eyeball, has rods and cones, photoreceptors, fovea= only see color b/c only has cones. * Rods are more abundant toward periphery vision see best at night at side of visual field Nursing Assessment forCranial Nerves of the eyes by eye movements: Physiology of Vision: * Involves Focusing of Light Rays on Retina and transmission of Subsequent Nerve Impulses to Visual Areas of Cerebral Cortex * Light rays strike the retina, it stimulates chemical RX in rods and cones. Retinal( a receptor) bonds to a protein cal led a opsin. In rods, the light rays stimulate the breakdown of rhodopsin into opsin and retinal resulting to chemical changes and generates a nerve impulse for transmission. Cones have a similar RX that takes place.Nursing Assessment of the eye and visual status: * Peripheral vision/by confrontation – how far you can follow the light while looking straight. decreases as age increases * Visual Fields- * Full peripheral fields * Movements in all 6 cardinal fields of gaze * Corneal light reflex test ( light is at the same place in both pupils) * Cover test- steady gaze ** Also test with Snellen’s chart- read from smallest letter to biggest. 20/20- the vision is normal 20/70visual impairmentit takes the eye 70 ft to read what a normal eye is able to 20/200legal blindness * THE E chartpt that has literacy problemsask to indicate what direction E shape figure. Muscle Balance and Eye movement Instruct pt to look straight ahead and follow examiner’s finger w/o moving h ead. Examiner moves finger in the 6 cardinal fields of gaze, coming back to each point of origin between each field of gaze * Patient follow examiner finger w/o nystagmus(involuntary rapid movements of the eyes vertical, horizontal, or rotary) pt have adequate extraocular muscle strength and innervations Corneal reflex test assess muscle balanceshine penlight toward cornea while pt stare straight ahead.The light reflection should be at the same place for both pupils Cover Test- evaluate muscle balance Pupilary Reflex PEARRL- Pupils, Equal, Round, and, Reactive, to Light PERRLA- Pupils equal round reactive to light accommodation Pupils should constrict when pen light is shownconsensual response Test for ACCOMONDATIONability of pupil respond to far and near distances. * Pt, focus on object that is far awayexaminer observe size and shape of pupil 5 inches away * Pt focus on near object examiner observe size and shape of pupil 5 inches away * NORMAL= eyes turn inward and pupil constrict Internal Eye Examination * Only for advanced practitioner * LPN explains procedurePt should hold head still looking at a distant object. The instrument called â€Å"opthalmoscope† will maginify structure of eye to see internally. The bright light might be uncomfortable for the pt * Intraocular Pressure- tonometer testing using a puff of air to indent cornea and measure pressure. Above normal range may indicate glaucoma Diagnostic Tests for the EYE Culture- ordered when exudate from eye are present/rule out infection * Fluorescein Angiography- Asses for dye allergies B4 starting/ fluorescence dye inject into venous system * Electroretinography- evaluate difference of electrical potential between cornea and retina in response to wavelengths and intensities/contact electrode on eye to check rods and cones * Ultrasonography- eye instill with anesthesia drops, and perform ultrasound with transducer probe/picture by sound * Radiologic Test- Xray, CT, MRI to view bone and tissue aro und eye * Digital Imaging- take digital pictures of retina in 2 seconds/ eyes don’t need to be dilated VISUAL FIELD ABNORMALBILITIES A. Normal vision B. Diabetic Neuropathy C. Cataracts-blurry D. Macular degeneration- can’t see middle E. Advanced Glaucoma- can only see middle AMSLER GRID: Q: What are we testing? – Used to identify central vision distortions and blind spots * If you can see the middle dot in the grid then you pass Nursing Assessment of the Eyes- SUBJECTIVE DATA * Family History * Glaucoma * Diabetes General Health * Trauma to Eyes * Medications * Data on Visual Acuity * Double Vision * Difficulty seeing things near? Far? Visual Acuity * Snellen’s Chart/E Chart/Rosenbaum * Visual Impairment – 20/70 * (You must be at 20 feet to see what a normal person sees at 70 feet) * Legal Blindness – 20/200 or Less with Correction Question: A patient is diagnosed with a refractive error and asks the nurse what this mean. What would be the appropriate explanation by the nurse? A: You will need corrective lenses in order to see clearly RERACTOR ERRORS: – Bending light rays as they enter the eye 1. Emmetropia: Normal Vision A. Hyperopia: FarsightednessEyeball is too short, causing image to focus beyond the eyeball (Can see objects far away) B. Corrected with convex lense C. Myopia: Nearsightedness (can see near objects) D. Corrected myopia * Astigmatism: Unequal Curvatures in Cornea * Presbyopia: Loss of Lens Elasticity Normal aging after age 40 become- farsighted Astigmatic Mirror If you a â€Å"typical† astigmatic, you may see the lines near the horizontal are clearer and darker than the lines vertically. You may also find the lines near the horizontal are spaced further apart and the vertical spaced closer together. You might also find the inner circle in not quite round. Nursing Assessment for the EYE: * Usually test for children Corneal Light Reflex * To test for lazy eye or strabismus: * A condition in which the visual axes of the eyes are not parallel and the eyes appear to be looking in different directions. Nursing Assessment of the eye OBJECTIVE DATA * Pupillary Reflex * Pupil size ___ mm * PERRLA? * Pupils * Equal * Round * Reactive to * Light and * Accomodation * Consensual? – reaction of both pupils when only one eye is expose to change in light intensity EYES CHANGE AS WE AGE * Decreased Elasticity of Lens: Presbyopia * Difficult peripheral vision: Narrowed visual field * Decreased pupil size and response to light * Poor night vision * Sensitivity to glare Yellow lens – harder to differentiate colors * Distorted or poor depth perception * Decreased lacrimal secretions or tears Eye Health Promotion Regular Eye Examinations Nutrition for eye health * Eye Protection * Safety goggles * Sunglasses * Avoid eye strain from computer use * Keep contact lenses clean * Eye hygiene is hand hygiene! * Eye irrigation INFECTIONS AND INFLAMMATION 1. Conjunctivitis â€Å" PINK EYE† * Inflamed conjunctiva * Cause: virus, bacteria, or allergic RX * S/Sx: red conjunctiva, crusting exudate, itchy or painful eyes, excessive tearing * Tx: Antibiotic drops or ointments 2. Blepharitis- inflammation of the eyelid margins, chronic inflammatory process 3.Hordeolum- eyelid infection due to staph abscess in the sebaceous gland at base of eyelash 4. Chalazin- eyelid infection2nd type of abscess form in connective tissue of eyelid 5. Keratitis- inflammation of cornea Blindness- complete or almost absence of the sense of light aka visually Impaired * Types include Glaucoma and Cataracts GLAUCOMA Pathophysiology: abnormal pressure in the eye causing damage to the optic nerve Most common: Primary (primary open-angle vs. acute angle-closure glaucoma) * Secondary caused by infections, tumors, or trauma * Third kind: congenital Risk factors: family hx, African-American race Signs and Symptoms: Acute angle-closure: unilateral and rapid onset; severe pain, blurred vi sion, rainbows around lights, nausea and vomiting * Primary open-angle: bilateral and gradual onset, no pain, aching eyes, headache, halos around lights, visual changes not corrected by eyeglasses * Early detection may require tx to PREVENT optic nerve damage during asymptomatic period. Medications/Prescriptions: * Cholinergic agents (miotics) * Cause pupil constriction * Isopto (carbachol) * Carbonic anhydrase inhibitors * Slow production of aqueous fluid * Diamox (acetazolamide) * Adrenergic agonists * Slow production of aqueous fluid * Propine (dipivefrin) * Beta blockers * Slow production of aqueous fluid * Timoptic (timolol) * Surgery, if treatment is not successful. CATARACTS * Pathophysiology: opacity in the lens that can cause loss of vision; light can’t get through to the retina * Ultraviolet rays damage lenses over time. S/sx: painless, halos around lights, difficulty reading fine print, difficulty seeing in bright light, sensitivity to glare, double vision, hazy vi sion, decreased ability to see colors * Tx: Surgery: surgical removal of clouded lens and replacement or accommodation with special eyeglasses or contact lenses Pt Teaching after Cataract Surgery: * Make sure you make arrangements for a ride. * You may need to instill eye drops or take pills to help healing and to control pressure inside your eye. * You will need to wear an eye shield or eyeglasses to help protect the eye. * Avoid rubbing or pressing on your eye. * Try not to bend or lift heavy objects because bending increases pressure in the eye. * You can walk, climb stairs, and do light household chores. Macular Degeneration Pathophysiology: It’s age relatedleading cause of visual impairment in US adults older than age 50 * Deteriorate in the maculaarea where retina light rays converge for sharp, central vision, needed for reading and seeing small objects * 2 types of ARMD * Dry (atrophic): photoreceptors on the macula fail to function and aren’t replaced secondary to advancing age * Wet (exudative): retinal tissue degenerates allowing vitreous fluid or blood into subretinal space; new blood vessels form -; subretinal edema -; scar tissue * LIMITED CENTRAL VISION Dry: cellular debris accumulate behind retina Wet: blood vessels grow behind the retina Without treatment the retina can become detached * S/sx: Dry: slow, progressive vision loss of central and near vision * Wet: sudden onset of central and near vision, blurred vision, distortion of straight lines, dark or empty spot in the central field of vision * Tx: * Dry: no treatment * Wet: argon laser photocoagulation EYE MEDICATIONS: Ophthalmic antibiotics * Bacitracin * Erythromycin Cholinergic agents (miotics) * Carbachol * Pilocarpine Beta blockers timolol NURSING CARE: * Post a sign over bed or door that identifies the patient’s visual status * Identify and announce yourself as you enter the room and leave the room * Ask the patient, â€Å" Is there anything I can do for you? â⠂¬  * Orient the pt to the room Keep objects in the same location on the bedside table at all times per patient preference. * Explain procedures before you begin * Tell the pt what you are doing before you touch them * At mealtime, explain location of food like the hands of a clock (your milk is at 2 o’clock) * Keep call light within reach! Do not play with the Seeing Eye dog that is working * Teach patient how to properly administer eye drops and/or ointment. * Teach patients to get regular eye examinations. * Allow patients to talk about their anxiety and fear. * When ambulating with the patient place the patient’s hand on your elbow. * Assist blind patient with objects such as audio books or watch with audio.

How to Separate the JavaScript in Your Web Page

How to Separate the JavaScript in Your Web Page When you first write a new JavaScript the easiest way to set it up is to embed the JavaScript code directly into the web page so that everything is in the one place while you test it to get it working right. Similarly, if you are inserting a pre-written script into your website the instructions may tell you to embed parts or all of the script into the web page itself. This is okay for setting up the page and getting it to work properly in the first place but once your page is working the way that you want it you will be able to improve the page by extracting the JavaScript into an external file so that your page content in the HTML isnt so cluttered with non-content items such as JavaScript. If you just copy and use JavaScripts written by other people then their instructions on how to add their script to your page may have resulted in your having one or more large sections of JavaScript actually embedded into your web page itself and their instructions dont tell you how you can move this code out of your page into a separate file and still have the JavaScript work. Dont worry though because regardless of what code the JavaScript you are using in your page you can easily move the JavaScript out of your page and set it up as a separate file (or files if you have more than one piece of JavaScript embedded in the page). The process for doing this is always the same and is best illustrated with an example. Lets look at how a piece of JavaScript might look when embedded in your page. Your actual JavaScript code will be different from that shown in the following examples but the process is the same in every case. Example One script typetext/javascript if (top.location ! self.location) top.location self.location; /script Example Two script typetext/javascript! if (top.location ! self.location) top.location self.location; // /script Example Three script typetext/javascript /* ![CDATA[ */ if (top.location ! self.location) top.location self.location; /* ]] */ /script Your embedded JavaScript should look something like one of the above three examples. Of course, your actual JavaScript code will be different from that shown but the JavaScript will probably be embedded into the page using one of the above three methods. In some cases, your code may use the outdated languagejavascript instead of typetext/javascript in which case you may want to bring your code more up to date to start with by replacing the language attribute with the type one. Before you can extract the JavaScript into its own file you first need to identify the code to be extracted. In all three of the above examples, there are two lines of actual JavaScript code to be extracted. Your script will probably have a lot more lines but can be readily identified because it will occupy the same place within your page as the two lines of JavaScript that we have highlighted in the above three examples (all three of the examples contain the same two lines of JavaScript, it is just the container around them that is slightly different). The first thing you need to do to actually extract the JavaScript into a separate file is to open a plain text editor and access the content of your web page. You then need to locate the embedded JavaScript that will be surrounded by one of the variations of code shown in the above examples.Having located the JavaScript code you need to select it and copy it to your clipboard. With the above example, the code to be selected is highlighted, you do not need to select the script tags or the optional comments that may appear around your JavaScript code.Open another copy of your plain text editor (or another tab if your editor supports opening more than one file at a time) and past the JavaScript content there.Select a descriptive filename to use for your new file and save the new content using that filename. With the example code, the purpose of the script is to break out of frames so an appropriate name could be  framebreak.js.So now we have the JavaScript in a separate file we return to the editor where we have the original page content to make the changes there to link to the external copy of the script. As we now have the script in a separate file we can remove everything between the script tags in our original content so that the /script;script tag immediately follows the script typetext/javascript tag.The final step is to add an extra attribute to the script tag identifying where it can find the external JavaScript. We do this using a  srcfilename  attribute. With our example script, we would specify srcframebreak.js.The only complication to this is if we have decided to store the external JavaScripts in a separate folder from the web pages that use them. If you do this then you need to add the path from the web page folder to the JavaScript folder in front of the filename. For example, if the JavaScripts are being stored in a  js  folder within the folder that holds our web pages we would need  srcjs/framebreak.js So what does our code look like after we have separated the JavaScript out into a separate file? In the case of our example JavaScript (assuming that the JavaScript and HTML are in the same folder) our HTML in the web page now reads: script typetext/javascript srcframebreak.js /script We also have a separate file called framebreak.js that contains: if (top.location ! self.location) top.location self.location; Your filename and file content will be a lot different from that because you will have extracted whatever JavaScript was embedded in your web page and given the file a descriptive name based on what it does. The actual process of extracting it will be the same though regardless of what lines it contains. What about those other two lines in each of examples two and three? Well, the purpose of those lines in example two is to hide the JavaScript from Netscape 1 and Internet Explorer 2, neither of which anyone uses any more and so those lines are not really needed in the first place. Placing the code in an external file hides the code from browsers that dont understand the script tag more effectively than surrounding it in an HTML comment anyway. The third example is used for XHTML pages to tell validators that the JavaScript should be treated as page content and not to validate it as HTML (if you are using an HTML doctype rather than an XHTML one then the validator already knows this and so those tags are not needed). With the JavaScript in a separate file there is no longer any JavaScript in the page to be skipped over by validators and so those lines are no longer needed. One of the most useful ways that JavaScript can be used to add functionality to a web page is to perform some sort of processing in response to an action by your visitor. The most common action that you want to respond to will be when that visitor clicks on something. The event handler that allows you to respond to visitors clicking on something is called  onclick. When most people first think about adding an  onclick  event handler to their web page they immediately think of adding it to an a tag. This gives a piece of code that often looks like: a href# onclickdosomething(); return false; This is the  wrong  way to use  onclick  unless you have an actual meaningful address in the  href  attribute so that those without JavaScript will be transferred somewhere when they click on the link. A lot of people also leave out the return false from this code and then wonder why the top of the current page always gets loaded after the script has run (which is what the href# is telling the page to do unless false is returned from all the event handlers. Of  course,  if you have something meaningful as the destination of the link then you may want to go there after running the  onclick  code and then you will not need the return false. What many people do not  realize  is that the  onclick  event handler can be added to  any  HTML tag in the web page in order to interact when your visitor clicks on that content. So if you want something to run when people click on an image you can use: img srcmyimg.gif onclickdosomething() If you want to run something when people click on some text you can use: span onclickdosomething()some text/span Of  course,  these dont give the automatic visual clue that there will be a response if your visitor clicks on them the way that a link does but you can add that visual clue easily enough yourself by styling the image or span appropriately. The other thing to note about these ways of attaching the  onclick  event handler is that they do not require the return false because there is no default action that will happen when the element is clicked on that needs to be disabled. These ways of attaching the  onclick  are a big improvement on the poor method that many people use but it is still a long way from being the best way of coding it. One problem with adding  onclick  using any of the above methods is that it is still mixing your JavaScript in with your HTML.  onclick  is  not  an HTML attribute, it is a JavaScript event handler. As such to separate our JavaScript from our HTML to make the page easier to maintain we need to get that  onclick  reference out of the HTML file into a separate JavaScript file where it belongs. The easiest way to do this is to replace the  onclick  in the HTML with an  id  that will make it easy to attach the event handler to the appropriate spot in the HTML. So our HTML might now contain one of these statements: img srcmyimg.gif idimg1 span idsp1some text/span We can then code the JavaScript in a separate JavaScript file that is either linked into the bottom of the body of the page or which is in the head of the page and where our code is inside a function that is itself called after the page finishes loading. Our JavaScript to attach the event handlers now looks like this: document.getElementById(img1).onclick dosomething; document.getElementById(sp1).onclick dosomething; One thing to note. You will notice that we have always written  onclick  entirely in lowercase. When coding the statement in their HTML you will see some people write it as onClick. This is wrong as the JavaScript event handlers names are all lowercase and there is no such handler as onClick. You can get away with it when you include the JavaScript inside your HTML tag directly since HTML is not case sensitive and the browser will map it across to the correct name for you. You cant get away with  the wrong  capitalization  in your JavaScript itself since the JavaScript is case sensitive and there is no such thing in JavaScript as onClick. This code is a huge improvement over the prior versions because we are now both attaching the event to the correct element within our HTML and we have the JavaScript completely separate from the HTML. We can improve on this even further though. The one problem that is remaining is that we can only attach one onclick event handler to a specific element. Should we at any time need to attach a different onclick event handler to the same element then the previously attached processing will no longer be attached to that element. When you are adding a variety of different scripts to your web page for different purposes there is at least a possibility that two or more of them may want to provide some processing to be performed when the same element is clicked on. The messy solution to this problem is to identify where this situation arises and to combine the processing that needs to be called together to a function that performs all of the processing. While clashes like this are less common with onclick than they are with onload, having to identify  the clashes in advance and combine them together is not the ideal solution. It is not a solution at all when the actual processing that needs to be attached to the element changes over time so that sometimes there is one thing to do, sometimes another, and sometimes both. The best solution is to stop using an event handler completely and to instead use a JavaScript event listener (along with the corresponding attachEvent for Jscript- since this is one of those situations where JavaScript and JScript  differ). We can do this most easily by first creating an addEvent function that will add either an event listener or attachment depending on which of the two that the language being run supports; function addEvent(el, eType, fn, uC) { if (el.addEventListener) { el.addEventListener(eType, fn, uC); return true; } else if (el.attachEvent) { return el.attachEvent(on eType, fn); } } We can now attach the processing that we want to have happen when our element is clicked on using: addEvent( document.getElementById(spn1), click,dosomething,false); Using this method of attaching the code to be processed when an element is clicked on means that making another addEvent call to add another function to be run when a specific element is clicked on will not replace the prior processing with the new processing but will instead allow both of the functions to be run. We have no need to know when calling an addEvent whether or not we already have a function attached to the element to run when it is clicked on, the new function will be run along with and functions that were previously attached. Should we need the ability to remove functions from what gets run when an element is clicked on then we could create a corresponding deleteEvent function that calls the appropriate function for removing an event listener or attached event? The one disadvantage of this last way of attaching the processing is those really old browsers do not support these relatively new ways of attaching event processing to a web page. There should be few enough people using such antiquated browsers by now to disregard them in what J(ava)Script we write apart from writing our code in such a way that it doesnt cause huge numbers of error messages. The above function is written so as to do nothing if neither of the ways it uses is supported. Most of these really old browsers do not support the getElementById method of referencing HTML either and so a simple  if (!document.getElementById) return false;  at the top of any of your functions which do such calls would also be appropriate. Of course, many people writing JavaScript are not so considerate of those still using antique browsers and so those users must be getting used to seeing JavaScript errors on almost every web page they visit by now. Which of these different ways do you use to attach processing into your page to be run when your visitors click on something? If the way you do it is nearer to the examples at the top of the page than to those examples at the bottom of the page then perhaps it is time you thought about improving the way you write your onclick processing to use one of the better methods presented lower down on the page. Looking at the code for the cross-browser event listener you will notice that there is a fourth parameter which we called  uC, the use of which isnt obvious from the prior description. Browsers have two different orders in which they can process events when the event is triggered. They can work from the outside inwards from the body tag in towards the tag that triggered the event or they can work from the inside out starting at the most specific tag. These two are called  capture  and  bubble  respectively and most browsers allow you to choose which order multiple processing should be run in by setting this extra parameter. uC true to process during the capture phaseuC false to process during the bubble phase. So where there are several other tags wrapped around the one that the event was triggered on the capture phase runs first starting with the outermost tag and moving in toward the one that triggered the event and then once the tag the event was attached to has been processed the bubble phase reverses the process and goes back out again. Internet Explorer and traditional event handlers always process the bubble phase and never the capture phase and so always start with the most specific tag and work outwards. So with event handlers: div onclickalert(a)div onclickalert(b)xx/div/div clicking on the  xx  would bubble out triggering the alert(b) first and the alert(a) second. If those alerts were attached using event listeners with uC true then all modern browsers except Internet Explorer would process the alert(a) first and then the alert(b).

James Meredith, Civil Rights, and the Ole Miss Riot

James Meredith, Civil Rights, and the Ole Miss Riot James Meredith is an African American political activist and Air Force veteran who rose to prominence during the U.S. Civil Rights Movement by becoming the first black student admitted to the previously segregated University of Mississippi (â€Å"Ole Miss†). The U.S. Supreme Court ordered the university to integrate the school, but Mississippi state police initially blocked Meredith’s entrance. After campus riots occurred, leaving two people dead, Meredith was allowed to enter the university under the protection of U.S. federal marshals and military troops. Though the events at Ole Miss forever entrenched him as a major civil rights figure, Meredith has expressed opposition to the concept of race-based civil rights. Fast Facts: James Meredith Known For: First black student to enroll in the segregated University of Mississippi, an act that made him a major figure in the civil rights movement Born: June 25, 1933 in in Kosciusko, MississippiEducation: University of Mississippi, Columbia Law SchoolMajor Awards and Honors: Harvard Graduate School of Education â€Å"Medal for Education Impact† (2012) Early Life and Education James Meredith was born on June 25, 1933, in Kosciusko, Mississippi, to Roxie (Patterson) and Moses Meredith. He completed 11th grade at Attala County, Mississippi Training School, which was racially segregated under the states Jim Crow laws. In 1951, he finished high school at Gibbs High School in St. Petersburg, Florida. Days after graduating, Meredith joined the U.S. Air Force, serving from 1951 through 1960. After honorably separating from the Air Force, Meredith attended and excelled at traditionally black Jackson State College until 1962. He then decided to apply to the strictly segregated University of Mississippi, stating at the time, â€Å"I am familiar with the probable difficulties involved in such a move as I am undertaking and I am fully prepared to pursue it all the way to a degree from the University of Mississippi.† Denied Admission Inspired by President John F. Kennedy’s 1961 inaugural address, Meredith’s stated goal in applying to Ole Miss was to persuade the Kennedy administration to enforce civil rights for African Americans. Despite the U.S. Supreme Court’s historic 1954 ruling in the civil rights case of Brown v. Board of Education that segregation of public schools was unconstitutional, the university persisted in admitting white students only. After being denied admission twice, Meredith filed suit in U.S. District Court with the support of Medgar Evers, who was then head of the Mississippi chapter of the NAACP. The suit alleged that the university had rejected him solely because of he was African American. After several hearings and appeals, the Fifth U.S. Circuit Court of Appeals ruled that Meredith had a constitutional right to be admitted to the state-supported university. Mississippi immediately appealed the ruling to the U.S. Supreme Court. The Ole Miss Riot On September 10, 1962, the Supreme Court ruled that the University of Mississippi had to admit African American students. In clear defiance of the Supreme Court’s ruling, Mississippi governor Ross Barnett, on September 26, ordered state police to prevent Meredith from setting foot on the school’s campus. â€Å"No school will be integrated in Mississippi while I am your governor,† he proclaimed. Students hoist a Confederate flag into the air during Ole Miss riot. Bettmann Archive / Getty Images On the evening of September 30, riots on the University of Mississippi campus erupted over Meredith’s enrollment. During the overnight violence, two people died from gunshot wounds, and white protestors pelted federal marshals with bricks and small arms fire. Several cars were set on fire and university property was severely damaged. By sunrise on October 1, 1962, federal troops had regained control of the campus, and escorted by armed federal marshals, James Meredith became the first African American to attend the University of Mississippi. Integration at the University of Mississippi Though he suffered constant harassment and rejection by fellow students, he persisted, and went on to graduate with a degree in political science on August 18, 1963. Today, Meredith’s admission is considered one of the pivotal moments in the American Civil Rights Movement.   In 2002, Meredith spoke of his efforts to integrate Ole Miss. â€Å"I was engaged in a war. I considered myself engaged in a war from Day One,† he said in an interview with CNN. â€Å"And my objective was to force the federal government- the Kennedy administration at that time- into a position where they would have to use the United States military force to enforce my rights as a citizen.† March Against Fear, 1966 On June 6, 1966, Meredith began a one-man, 220-mile â€Å"March Against Fear† from Memphis, Tennessee, to Jackson, Mississippi. Meredith told reporters that his intent was â€Å"to challenge the all-pervasive overriding fear† that black Mississippians still felt when trying to register to vote, even after the enactment of the Voting Rights Act of 1965. Asking only individual black citizens to join him, Meredith publicly rejected the involvement of the major civil rights organizations. Corbis via Getty Images / Getty Images However, when Meredith was shot and wounded by a white gunman on the second day of the journey leaders and members of the Southern Christian Leadership Conference (SCLC), the Congress of Racial Equality (CORE) and the Student Nonviolent Coordinating Committee (SNCC) all joined the march. Meredith recovered and rejoined the march just before some 15,000 marchers entered Jackson on June 26. During the trek, more than 4,000 black Mississippians registered to vote. Today, Mississippi has one of the nation’s highest rates of black voter registration and voting. Highlights of the historic three-week march were famously recorded by SCLC’s photographer Bob Fitch. Fitch’s historic images include the voter registration of 106-year-old, born-in-slavery El Fondren, and black activist Stokely Carmichael’s defiant and captivating call for black power. Meredith’s Political Views Perhaps surprisingly, Meredith never wanted to be identified as part of the Civil Rights Movement and expressed disdain for the concept of racially-based civil rights. As a lifelong moderate Republican, Meredith felt he was fighting for the same constitutional rights of all American citizen, regardless of their race. Of civil rights, he once stated, â€Å"Nothing could be more insulting to me than the concept of civil rights. It means perpetual second-class citizenship for me and my kind.† Of his 1966 â€Å"March Against Fear,† Meredith recalled, â€Å"I got shot, and that allowed the movement protest thing to take over then and do their thing.† In 1967, Meredith supported avowed segregationist Ross Barnett in his failed run for reelection as governor of Mississippi, and in 1991, he backed former Ku Klux Klan leader David Duke in his close but unsuccessful race for governor of Louisiana. Family Life Meredith married his first wife, Mary June Wiggins, in 1956. They lived in Gary, Indiana and had three sons: James, John and Joseph Howard Meredith. Mary June died in 1979. In 1982, Meredith married Judy Alsobrooks in Jackson, Mississippi. They have one daughter together, Jessica Howard Meredith. After graduating from Ole Miss, Meredith continued his education in political science, at the University of Ibadan in Nigeria. Returning to the U.S. in 1965, he went on to earn a law degree from Columbia University in 1968.   When his third son, Joseph, graduated at the top of his class from the University of Mississippi in 2002, after having also earned a degree from Harvard University, James Meredith stated, â€Å"I think theres no better proof that white supremacy was wrong than not only to have my son graduate but to graduate as the most outstanding graduate of the school. That, I think, vindicates my whole life.† Sources Donovan, Kelley Anne (2002). â€Å"James Meredith and the Integration of Ole Miss.† Chrestomathy: Annual Review of Undergraduate Research at the College of Charleston.†Mississippi and Meredith remember CNN (October 1, 2002)..† June 1966: Meredith Marchâ€Å"SNCC Digital GatewaySigner, Rachel. â€Å".†On the civil rights trail with Bob Fitch Waging Non-Violence (March 21, 2012).Waxman, Olivia B. â€Å"James Meredith on What Todays Activism Is Missing.† Time Magazine (June 6, 2016)

Management of Technology report Essay Example | Topics and Well Written Essays - 4000 words

Management of Technology report - Essay Example The theories that are related to the strategic decision making process and the organizational structure and culture, could be important for realizing the challenges that such initiatives would have to face, either in the short or the long term. The technology management process can have a series of forms. In any case, every technology management process needs to be based on Strategy (Figure 1 below). Strategy, as the key element of the technology management process is supported by certain activities, such as identification, selection, acquisition, exploitation and protection (Figure 1). Among the activities supporting the technology management process, particular emphasis should be given to exploitation; the specific activity reflects the methods used for converting the technologies into products that would have many chances to succeed in the global market (Lecture Notes). Supporting exploitation activities can highly benefit modern firms since exploitation is related to important benefits, such as the realization of the value of knowledge in the development of daily business operations and the increase of the involvement of technology in the implementation of business plans (Lecture Notes). In any case, the technology management strategies used in organizations are not standardized. Rather, they can be differentiated according to the organizational culture, the resources available and the targets set in regard to the relevant project. In addition, the technology management strategy introduced in each organization needs to be aligned with the organization’s existing strategies, as based on organizational culture and vision. For example, in businesses where innovation and initiatives are not particularly supported, the efforts for implementing a technology management process could face barriers and delays; this is the case of hard companies, as described in the model presented in Figure 2. On the other

Women Organizations Term Paper Example | Topics and Well Written Essays - 1000 words

Women Organizations - Term Paper Example They have gird up their loins to fight back and find success. They are no longer the victims. Women have gained courage for fighting for their rights, their dignity, identity, freedom and several other factors. And the world has realized that the weaker sex is succeeding, amid the worst crises. Women organizations that fight for women rights uphold the cause of women who are negatively privileged. Organizations supply those valuable intangible tools that encourage women to support themselves and boldly fight for their rights. Women organizations that address women issues help women rebuild their communities and secure their futures. In the United States we can find innumerable women organizations that cry for women’s rights in different spheres of life. Such organizations also exist outside the United States. Almost all countries have organizations that serve as wings for women. These organizations uplift women and make them fight off oppression, violence and poor health. In t he United States Equal Rights Advocates (ERA) is one such organization that strives to uphold the rights of women. The organization attempts to advance the civil rights of women. They have been leading the legal fight for equality of women for more than thirty years. Since 1974, the organization is fighting to gain equal rights and opportunities for women. They attempt to protect and uphold the economic opportunities for females through advocacy and litigation. The litigation initiatives of the organization have helped women achieve the rights to equal opportunity. Passing the legislation will not cannot ensure that women get their rights. Cases should be brought to make sure that rights carried in the legislation are practically enforced. Litigation takes to greater protection of rights under the law. It is a true wake up call for the legislators. United States Equal Rights Advocates is a leader among the women rights associations. The organization aims to establish a world where w omen from all walks of life get good educational and economic opportunities. Women are expected to get equal representation in management and leadership positions. The organization aims women to have employment and workplace equality. The organization strives for women rights so that they are equally treated in private, public and nonprofit sectors. ERA envision a work environment where women are not segregated or oppressed. Equal Rights Advocates attempts to eliminate all illegal discriminatory practices that block the advancement opportunities of women. Equal Rights Advocates demand equal compensation for women. Women are also expected to access all types of occupations. According to Equal Rights Advocates women should get respectful and safe treatment in all spheres of life. The organization wants employers to give women a favorable work environment where women never encounter a harassment or segregation. Work environment must also comply with the safety laws and health rules. Eq ual Rights Advocates say that women should be assisted to gain a proper balance and work life and family life. Equal Rights Advocates demands sufficient family and medical leave for women. Pregnancy protection laws, paid family leave and paid medical leave are also demanded for. The organization keeps a toll-free Advice and counseling phone number so that people get the needed legal information. People can call them for legal information and help. Equal Rights Advocates strives to expand the educational and economic opportunities of women. The organization is a protector of women rights. The organization upholds the rights of negatively privilege women. According to the Executive Director of