The Purpose of Shoes Essay -- purpose essays

Shoes are not only worn to protect the human feet. They are also worn because they add the final touch to the style you are trying to create. The history of shoes is very long and nobody really knows when the first shoes were created but we do know that they were originally made to warm the feet. Now, there are many different types and each kind helps you function a different way. The shoe is also made up of many parts and every kind of shoe has different parts then other types. Year by year, shoes have been improving and becoming more and more popular. Now, we have all the equipment and all the materials we need to make the shoe better than ever. The very first pair of shoes was created many years ago. Its purpose was to protect the feet from rocks and debris and also to provide warmth. It was created in a very simple form. People used to make shoes by wrapping their feet in dried grasses, straws, cowhide and leathers. Later on, pieces were developed from an oval piece of leather which was bound by a piece of strong leather strings. This may have looked like one of today’s sandal...

Iowa- An American Portrait :: essays research papers

â€Å"Iowa- An American Portrait†   Ã‚  Ã‚  Ã‚  Ã‚  The film â€Å"Iowa- An American Portrait† was narrated by Tom Brokaw. It described the land, people, education, work, religion, and family life of Iowa. One of the main topics of the film was the general view of Iowa- the Farm State. Iowa has more than two- hundred- thousand farms; ninety- eight percent of Iowa’s total land is used for production; with ninety percent of total land being used for the production of food. Reverence for the great land and rich soil of Iowa began with the Native Americans. Many years later, European immigrants settled the land of Iowa. They first settled near the Mississippi River and spread through out Iowa in the short time span of forty years. They soon began farming the land and found that one family could make a good living on eighty acres. Work was a necessity to Iowans. It gave meaning and pride to life, and farming was a business that could be passed on from generation to generation.   Ã‚  Ã‚  Ã‚  Ã‚  Corn soon became the crop of choice to Iowa farmers. They found that it was more resistant to disease than the other crops they were growing, such as barley, oats, wheat, and apples. With this newfound â€Å"wonder crop†, Iowans found that farming had become the ideal way of life. Working on the farm involved all of the members of the family, which brought them together and made them stronger through hardships and great opportunities.   Ã‚  Ã‚  Ã‚  Ã‚  Draft horses used for plowing later became a luxury and farming soon lost its fun and joyful qualities. It was a time of greater hardship than ever before, but the freedom Iowa farmers had to work, worship, live, and play in their own way made it worth the despairing times.   Ã‚  Ã‚  Ã‚  Ã‚  Towns of all sizes began growing throughout Iowa. With them came churches, schools, businesses, and co-ops. The various institutions and businesses of the towns were flourishing. The children of Iowa were attending school regularly and doing well. The literacy rate of Iowa soon became the highest in the nation.   Ã‚  Ã‚  Ã‚  Ã‚  Farms weren’t the only means of earning a living in Iowa. Saw and lumber mills were abundant along the upper Mississippi River, but the lumber supply being harvested was exhausted quickly, putting the mills out of business. Iowa- An American Portrait :: essays research papers â€Å"Iowa- An American Portrait†   Ã‚  Ã‚  Ã‚  Ã‚  The film â€Å"Iowa- An American Portrait† was narrated by Tom Brokaw. It described the land, people, education, work, religion, and family life of Iowa. One of the main topics of the film was the general view of Iowa- the Farm State. Iowa has more than two- hundred- thousand farms; ninety- eight percent of Iowa’s total land is used for production; with ninety percent of total land being used for the production of food. Reverence for the great land and rich soil of Iowa began with the Native Americans. Many years later, European immigrants settled the land of Iowa. They first settled near the Mississippi River and spread through out Iowa in the short time span of forty years. They soon began farming the land and found that one family could make a good living on eighty acres. Work was a necessity to Iowans. It gave meaning and pride to life, and farming was a business that could be passed on from generation to generation.   Ã‚  Ã‚  Ã‚  Ã‚  Corn soon became the crop of choice to Iowa farmers. They found that it was more resistant to disease than the other crops they were growing, such as barley, oats, wheat, and apples. With this newfound â€Å"wonder crop†, Iowans found that farming had become the ideal way of life. Working on the farm involved all of the members of the family, which brought them together and made them stronger through hardships and great opportunities.   Ã‚  Ã‚  Ã‚  Ã‚  Draft horses used for plowing later became a luxury and farming soon lost its fun and joyful qualities. It was a time of greater hardship than ever before, but the freedom Iowa farmers had to work, worship, live, and play in their own way made it worth the despairing times.   Ã‚  Ã‚  Ã‚  Ã‚  Towns of all sizes began growing throughout Iowa. With them came churches, schools, businesses, and co-ops. The various institutions and businesses of the towns were flourishing. The children of Iowa were attending school regularly and doing well. The literacy rate of Iowa soon became the highest in the nation.   Ã‚  Ã‚  Ã‚  Ã‚  Farms weren’t the only means of earning a living in Iowa. Saw and lumber mills were abundant along the upper Mississippi River, but the lumber supply being harvested was exhausted quickly, putting the mills out of business.

Eragon The Movie vs. Eragon The Novel Essay

People have different views in life. Some would opt to wallow with the beauty of words and the power of the imagination, while others would opt for movies and witness the wonders of visual effects. Some of the stories made turn out to be inspirations for many, while others become a driving force for people to go on and continue with life. One of the most interesting stories in Literature is Eragon. Due to the story and the lessons that both children and adults would learn, the novel was adapted as a movie into the big screen. However, I believe that the novel version of Eragon is still better than the movie version. THE STORY The story revolves around a young boy, named Eragon, who grew up in a small farm in Carvahall together with his uncle and cousin. During one of his hunting trips in the mountains, he found a big blue stone. The stone attracted him greatly, and Eragon thought that if sold in the city, the stone would be enough to suffice for their winter needs. Unknown to Eragon, the blue stone was actually a dragon egg, ready to hatch. Since care for dragons was prohibited by the king, Eragon had no choice but to secretly raise the poor animal, naming her Saphira. Eventually, they were haunted down by the king’s men and had no choice but to flee the village. Eragon’s uncle, Garrow, died due to his injuries, making him furious and hungry for revenge. Eragon’s journey towards survival with Saphira led to more secrets. In the course of their adventures, Brom proposed that he would do whatever it takes to help Eragon. The symbol in Eragon’s hand shows that he is indeed one of the dragon riders, like how Brom used to be. Towards the course of the journey, he was transformed from an ordinary teenager to a sword-fighting rider knowledgeable in magic and the ways of Dragon Riders. Eragon meets more people and encounters more life-threatening situations towards the course of the journey, which allows him to learn more about himself. His quest for revenge allowed him to learn more about himself, and how his search for answers would lead him to protect a whole Empire. SIMILARITIES AND DIFFERENCES Books always have their own identity as compared to the film adaptations. This may be attributed to the fact that readers are given the opportunity to view the novel in their own way, and see things according to what their imagination has to offer. The book and film version of Eragon had the same dilemma. Both media had the opportunity to share with people the wonders that Eragon’s life had to offer, and at the same time bring them to a world unknown to many. However, the 2 media used also had their own differences. The film version was intricately made in such a way that the viewers would become curious of what the story has to offer. The special effects used in the film version would definitely come as an impressive work of art. The descriptions set in the book, such as Saphira’s appearance were perfectly executed in the film. One who has read the book with agree with me, especially in the details set for the other locations in the film. The language used in both versions were also similar with each other. The book on the other hand, made us of too many words. Some of the dialogues and scenes were cut in the film version, somehow giving the viewers a different impression of how the story would go. Take for example Eragon’s journey. Some of the places were deleted, and even Eragon’s reactions towards Katrina were deleted in the film version. In this manner, the plot of the story was somewhat changed deviating from the original context of the novel. PERSONAL ANALYSIS The film version of Eragon was something to be considered. Those who have read the novel would have different impressions about the adaptation, especially when some of the important scenes and dialogues have been deleted. Although the aim of the producers was to fit the whole book in one film, this should have been done using a different approach. In the same manner, I also admire how the visual effects were executed. Saphira was one of the wonders of the whole story, and this was very well presented in the film adaptation. Arya herself was a wonder to marvel at. As the book would have it, she was a beautiful elf, and was supposed to look mysterious at some point in the story. This was done perfectly, and I believe the actress who played her should also be given credit. Unfortunately, the film and the book had so many differences. The film version would look as if it was another story formed from the original novel, and not an adaptation. Although both had considered to keep the plot as the center of the film, the choice of words made the story difficult to absorb. Both readers and viewers would have difficulty in trying to keep in tune with the story because of the many names and places it included. For someone who has seen both media, disappointment would not come as a surprise. However, for those who have not read the book, the film adaptation is impressive, especially with how Saphira was manipulated. Works Cited Eragon. Dir. Stefan Fanmeier. Perf. Jeremy Irons, John Malkovich, Sienna Guillory, Edward Speleers, and Rachel Weisz. 20th Century Fox Home Entertainment, 20 March 2007. Paolini, Christopher. Eragon. Alfred A. Knopf Books for Young Readers, 2003. â€Å"Eragon. † 2006. Eragon the Movie. 22 January 2009 . â€Å"Eragon. † The Internet Movie Database. 22 January 2009 . â€Å"Eragon. † Book Browse. 22 Janury 2009 . â€Å"Eragon (Inheritance, Book I). † 2003. Kids Turn Central. 22 January 2009 . â€Å"Eragon DVD Review. † 22 January 2009 .

Personality Theories Essay

Psychosocial theory brings in the understanding and appreciation with people who have to fulfill a requirement when they collaborate. Each person who is involved in fulfilling a requirement in the work place should fulfill the requirements before advancing. This means that in the workplace there are many people who come from different age group brackets. In the analysis of Erickson, there are eight stages that a human has to pass. For example the needs for each age brackets differ from the other age bracket. There may result a conflict in the work place when a young man encounters an older person. In most cases, the people who are between the 20-40 years tend to have different needs when compared to older community. Hence, the issue of psychosocial theory revolves in understanding of one’s ego and appreciating it. Hence, in a work place where different age sets are working together there many result problems. Each age set should understand what the other age set views accomplishment of the assignment and giving a neutral view in which it completely reduces the chances of conflict. Basic requirements such as respect, recognition and appreciation ensure that the social environment is compatible between the age different workers. Humanistic theory brings in the understandings of Maslow in accomplishing a task. This means that a person has a right in employing own behavior rather than attempting to accept reinforces or environmental stimuli. Hence, the major principle is facilitating personal development. Humanistic theory has been expounded by Maslow and Carl Rogers and is easily applied in a workplace environment. In a work place a worker is supposed to be firstly be satisfied before doing something else. This means that there are stages which may be referred to as needs that are supposed to be fulfilled in hierarchical manner in way of each importance. When the needs are fulfilled, the workers are to extend are motivated in which it results in them fulfilling there responsibilities. If a job satisfies and fulfills the needs that a person what ensures that the person is motivated in the work place. Increasing the amount of salary or wages in relevance to the prevailing economy ensures that the person is at pace with the economy which means that the basic needs are available which results in the person filling being loved and is encourage automatically to fulfill the requirements that the person is supposed to fulfill.

Freedom in a Montessori Environment

Explain in your own words the following: A. FREEDOM IN A PREPARED ENVIRONMENT B. THE SENSITIVE PERIODS C. NORMALISATION D. ABSORBENT MIND A) FREEDOM IN A PREPARED ENVIRONMENT All over the world in constitutions of countries freedom is enshrined. This freedom applies not only to the adult but also to the child. For it is in freedom that a child reveals himself. Therefore a directress in a prepared environment must have the opportunity to observe the child in a free and open environment. Also the child’s inner guide must be allowed to direct the child’s growth.Thus a child will be aided to grow through independence and must be allowed growth through his inn guide. This is because a child uses his environment to grow. A child must therefore be aided in his development through activities that will encourage independence such as self-help skills like wearing shoes buttoning sweeping and other activities that will make him independent. All materials should be given the correc t sizes; materials should be kept orderly; furniture should be child sized. The child must be aided in developing his will by by ensuring coordination and ensuring activities are towards a given end.The child must be given constructive work. Maria Montessori has described a classroom as a room in which all children move about intelligently voluntarily and without being unruly or loud. It is important to note that in allowing freedom, any destructive acts of the child must be limited. All other good and useful manifestations must be observed by the directress. There are however limits to freedom within the prepared environment; they are: Respect for the environment: The child has freedom but must treat the environment with care and respect.He must be courteous and treat all with respect and care. Respect for Himself: It is not enough to treat other with courtesy; he must also respect himself and use the materials respectfully without destroying. Respect for Others: The child is free to carry out activities as long as he is not interfering on the rights of other children in the classroom. Progress at his own rate and development: Each child is allowed to develop at his own rate and pace. No competitions are allowed in the environment. The Montessori environment also allows freedom in many aspects.Freedom of movement as they are allowed to move around the classroom as well as outside the classroom. Thus a Montessori classroom is not divided within work periods. A child is also allowed freedom of choice to choose their own activities in the classroom as this enables concentration and helps develop good working habits. Freedom of speech is also allowed as children speak to each other and initiate activities as a team or individually. Because they are not forced; they naturally develop the tendency to help thy neighbour.Children are expected to observe the rules of basic courtesy; which involves not interrupting other people. Freedom to grow and to construct his own mental capabilities. All materials are with a focus to helping the child build his inner self. Freedom to love and be loved is important as a child must be loved exceptionally and respected for just being himself. An example of Deji a three and a half year old who accidentally defecates on his body. Immediately other children start complaining about the smell and proceed to laugh at the child. The teacher who was also horrified was disgusted and showed this to Deji.The child sat still ashamed of himself. A well trained directress should correct Deji and clean him up and also discourage other children from making fun of him. It is important that love is shown in such circumstances while correcting the boy lovingly. Thus if such an occurrence occurs in future other children will learn to assist and show loving support. Freedom from danger is also important as a child has a right to be protected away from danger. Freedom from competition and pressure is discouraged as a child is free from artificially induced competition reward and punishments.The inner motivation of the child stimulates him to work to the best of his ability and the satisfaction is the reward. He is thus allowed to grow at his own rate and development. In conclusion freedom allow a child grow by removing obstacles which can impede his normal development. The freeing of a child consists in removing as far as possible these obstacles that will deter true development in a child. Thus to objectively achieve these demands objectively a close attention must be on the part of the adult. (B) THE SENSTITIVE PERIODThe sensitive period is a delicate and transitory period helping the child with the purpose of formation. This urge helps him to focus his attention on certain aspects of his environment with such congruency that he excludes other things. As a result of the meeting of minds between this inner urge and this activities; the child completes it and feels excited and stronger. This inner urge can be likened to an intrinsic weaving of the thread of life. The importance of the sensitive period abound as they help in later years to assist in the development of concentration and intellectual powers.Sensitive periods in language have been identified; a child who without prior formal lessons, without conscious effort learns to pronounce the language he hears perfectly. It has been identified that the sensitive period for language has already begun in the child before he can walk and talk. By four months through the watchful eyes of a child he starts making vague sounds. As he progresses the baby will begin got make real sounds. This mysterious urge starts in the soul; its intensity lights up a flame and is turned outward as a light.Under this influence the sounds separate though the child cannot understand the language. As the child interacts more with the environment he listens voluntarily to the spoken language. It had been defined as divine command which the child imitates and do es not know why. A child who is starved of been exposed to the sensitivity of language can lead to having a difficult time learning the structure of his language. An example in Nigeria is where parents refuse their children to learn the local language and speak only english to the child.As the child grows older learning to communicate in their mother tongue becomes a challenge as the child cannot relate to others in his immediate environment. Amazing is also the sensitivity to Order as it reveals itself in the second year of life. The child at this stage displays a possesive passion in the order of things. For example Deji a 3 years old has a pack of balls bought for him in a basket by his mum. Family friends come to the house and one of the younger children removes the pack of balls from the basket. Deji starts screaming as he trys to put all balls back in the basket.He quietened down after he put back all the balls without any interfeence from the guest. It is very necessary for t he child to have order in his environment as he is constructing himself from the elements of the environment. A baby can be helped by an adult through following a general rhythm. Dont forget to add advantages Another sensitivity which occurs in the second year is the senstivity to small objects. Children are drawn to small objects alas miniature scientists. However the adult must be patient,observant and not shout when a child pick up objects.Freedom is also critical to enable a child explore their environment. The adverse effects of sensitivity to small objects will be lack of observational skills passiveness and lack of comparative judgement. Sensitivity to cordination of movement occurs from 21/2 years. This is the period A Child loves to explore the environment by jumping and running. They engage in activity that will cordinate their movement. Constuctive work that will promote good cordination of body movement eg pouring from one jug to another is important. The adverse effect will be lack of good cordination.Children between two to five love to play with their mates. They also want to do things adults and develop social skills. At this time they pick up manners and behaviours from adults. The advers effects are that children remain dependent passice and lonely. Sensitivity through learning through the five senses. Children take interest in sound shape texture. At this time the children are given activities which impress and stimulate the senses refinimg their functions. This period is important especially in adult life especially in some vocations C) NORMALISATION Normalisation has been described as the single most important result of a teachers work. This is when the teacher has helped the child to attain a normal developmental stage where they focus for long periods of time. At this stage they are satisfied and proud of their work. Normalization occurs during the first phase of development at ages 0-6 years. Peter is a three year old pupil and a new st udent at ABC School. Peter is unable to concentrate on a particular task and lacks interest in activities.After careful monitoring and patience by an adult in a prepared environment; Peter transforms and shows keen interest in activities. Children who are young or new to the prepared environment are said to be in the first stage of development. These children are not ready for the freedom and like peter in the example above are invited to work with a teacher keeping an eye on the child. These children increase their level of concentration and take pride in their accomplishment As the child progresses; the child experiences freedom and now have the confidence to move and complete activities.Children at this stage benefit from frequent and different presentations. The role of the teacher s to observe the child keenly to ensure they are receiving the assistance needed for the transformation. By the time Peter in our example above is five or six years, the child is able to focus on one activity; work in teams; teach younger children and work independently without disturbing the work of others. This journey has taken years for the child to become normalized and as such the teacher must patiently and without giving up enjoy the journey towards independence and normalization.In a growing child there is physical energy; especially the muscular energy of intelligence and will and also the mental energy of intelligence and will. These two streams work in unison to make a child complete. A normalized chid develops the following characteristics; a love for order in which a child expresses a love for the environment and a desire to preserve the environment. Also the love of work which in a prepared environment means any activity which the child becomes engrossed in and consumes his personality.A child grows to like work naturally and finds joy in completing his work. Another characteristic is profound spontaneous concentration which has been called attention to life or a w onder of growth. It is the Childs intelligence that is concentrating here and constructing itself through an exchange with its immediate environment. Following closely is an attachment to reality as a normalized Childs mind constructs itself through contact with the environment which is the foundation of the world as taken in by a child through the five senses and later is built on by reason and imagination.When a child works on this intelligence is thereafter raised to the order of intelligence. Obedience: A normalized child is obedient as the child grows through various works undergone and undergoes the development of will. Independence and initiative is what happens to a normalized child. Spontaneous self-discipline is also a feature of Montessori school children. This discipline enables the children to work for long periods in the absence of the directress. Joy also radiates on the children’s faces because they are deeply satisfied.

Suicide and Adolescent Psychology

Adolescent Psychology is a difficult specialty within the field. Many of the normal phases of adolescent development look like pathologies, and perhaps would be classified as such if the patients were adults. Thus, it is difficult, even for a trained professional, to tell the difference between a true pathology, and a â€Å"normal† mood or personality pattern associated with adolescent development.An area where this deficiency can lead to grave circumstances is the realm of adolescent depression and suicide. Although true suicidal tendencies can be difficult to spot in adolescent behavior, timely identification and proper treatment are important goals of Adolescent psychologists. Although causal theories differ, the treatment of teen suicide attempts and depression is fairly consistent across adolescent theorists.Typical symptomology of suicidal tendencies in adults has several features. (Symptoms†¦2007) The underlying psychological cause of such ideations is usually depr ession. (Symptoms†¦2007) Symptoms of depression include sleeping pattern disruptions, feelings of low self-worth, loss of interest in pleasurable activities and lack of energy.(Symptoms†¦2007) One of the key indicators that a depressed adult is contemplating suicide is self-report. (Symptoms†¦2007) Often, adults are not treated for suicidal depression until after they had made an attempt on their own life. (Symptoms†¦2007)   Treatment for long-term depression in adults typically consists of medication and extensive therapy. (Symptoms†¦2007)They type and length of therapy is contingent on many factors. (Symptoms†¦2007) These include the specialty of the therapist, the diagnosed underlying condition, and the severity of the depressive state. Similarly, the medical regime for adults with suicidal depression varies as a function of the underlying psychological cause for the depression. (Symptoms†¦2007)Typical depressive mood disorders are treated wit h anti-depressants, while personality or perception disorders, which can lead to a secondary depressive condition, are better treated with medication targeted to the underlying disorder. (Symptoms†¦2007)As complicated as the diagnosis and treatment of suicidal depression is in adults, it is even more so in the adolescent population. (Teen Suicide†¦2005)   Suicide is the third-most common cause of death among individuals between the ages of fifteen and twenty-four. (Teen Suicide†¦2005)  There are large gender differences in accounting for teen suicide, but they are explained more by the methods used, than any particular predilection toward the act. (Teen Suicide†¦2005)   83% of adolescent suicides are males, whereas females make more attempts at suicide.(Teen Suicide†¦2005)   The discrepancy can be explained by the fact that males are far more likely to use a gun in their attempts, while the method of choice for females is pills. (Teen Suicide†¦2 005)   Of the two, the chances for success are much higher among those who use a gun. (Teen Suicide†¦2005)  According to the National institute of Mental health, successful suicides among adolescents number about 8 in 100,000. (Teen Suicide†¦2005)     Attempts at suicide are estimated to be much higher. (Teen Suicide†¦2005)The National Youth Violence Prevention Resource center found that about one in five teens think about suicide, one in six have actually planned for it, and one in twelve had attempted suicide in the past year(Teen Suicide†¦2005)   . As is the case with adults, most (about 90%) of adolescent suicide victims have an underlying mental disorder. (Teen Suicide†¦2005)One moder theory of suicide in adolescence is espoused by Dr. David Elkind. He posits that there is a gap between physical and psychological development, which causes stress in the adolescent. (Elkind, 1998) Dr. Elkind theorizes that teenagers, who are often treated as adu lts at home and in schools, are not as complete in their psychological development as they are in their physical development.(Elkind, 1998) This results, opines Dr. Elkind in a stressful dissonance that can lead to suicidal ideation. (Elkind, 1998)   Additionally, exposing an adolescent to adult-type stressors, such as deadlines, appointments and specific goal-driven activities can cause stress. (Elkind, 1998)   This stress can lead to depression and suicide. (Elkind, 1998)On the other side of the coin, Dr. Elkind believes that over scheduling a young child may leave him or her bored when the structure surrounding the child disappears in their teen years. (Elkind, 1998) This subsequent lack of direction can also lead to depression. (Elkind, 1998)This theory suggests a preventative viewpoint on teen suicide. (Elkind, 1998)   Once an adolescent articulates a desire for suicide, or makes the attempt, Dr. Elkind recommends the standard psychological treatment, and medication, if w arranted. (Elkind, 1998)A more environmental viewpoint is espoused by Dr. Bronfenbrenner. (Paquette & Ryan, n.d.)   He views human development as an interaction between individuals and a system of bioecological systems. (Paquette & Ryan, n.d.) He views any psychopathology, including teen depression or suicide as a dysfunction whose development is engendered by deficiencies in the mesosystem (immediate social surroundings) of the individual.(Paquette & Ryan, n.d.) This approach to development does not lend itself particularly well to the treatment phase of suicide in adolescents, rather, it offers a socially-constructed theory for the phenomenon. (Paquette & Ryan, n.d.)Preventative â€Å"treatment† in this paradigm would consist of fostering a healthy, positive mesosystem around the individual, so that they might develop in a psychologically healthy manner. Again, one is forced to conclude that an already-depressed or suicidal teen would be best served by therapy and possibl e pharmaceutical remedies. (Paquette & Ryan, n.d.)A more cognitive approach to adolescent behavior is espoused by Dr. Robert Selman. (Selman’s†¦2002) His theories, which are derived from those of Piaget, rely on modeling and other cognitive methods to explain behavior. (Selman’s†¦2002)As such, he would explain the phenomenon of adolescent suicide as a response to a social context where such behavior is observed to have a positive outcome. (Selman’s†¦2002) Rarely would the cues be direct, but cultural stimuli such as music, television, and movies could inadvertently (or blatantly) glamorize the practice of suicide, and compel an adolescent, especially one who already suffers from depression or some other psychological ailment to attempt suicide. (Selman’s†¦2002)  Of these theories, the one whose suggested treatment appears to be most effective is Selman’s. Cognitive therapy has been found to decrease repeated suicide attempts b y 50%. (Asher, 2005) While this particular study focused on adults, there is little reason to think that the results would be demonstrably different with adolescents.(Asher, 2005) Interestingly, the same cannot be said of pharmaceutical treatment options. (DeNoon, 2002) It has been shown that teens who take antidepressants actually have an increased rate of suicide than those who do not. (DeNoon, 2002) Recent evidence suggests, however, that the same studies prove that the conclusion drawn from the data was erroneous, as the scientists failed to control for other variables such as severity of the depression, and other factors.(DeNoon, 2002)   Despite these conflicting findings, or perhaps because of them, a therapist should be cautious about â€Å"throwing drugs at the problem† and dismissing a patient with a prescription. (DeNoon, 2002)   In addition to the pitfalls of possible adverse effects of the drugs themselves, this kind of treatment is far more vulnerable to nega tive outcomes hinged on misdiagnosis.(DeNoon, 2002)   If a closely monitored patient is found to have another type of disorder, to which depression is merely a secondary characteristic, that therapist can make the appropriate pharmacological and therapeutic revisions. (DeNoon, 2002)   If, on the other hand, an underlying condition is missed, and the patient dismissed with antidepressants, the results could be tragic. (DeNoon, 2002)Owing to the nature of serotonin-stimulating drugs, which most antidepressants are, an effect of a non-depressed person taking this medication is the onset of severe depression. (DeNoon, 2002)   This would result in the therapist causing the very symptoms he or she is attempting to relieve. (DeNoon, 2002)The main commonality of all of these perspectives is the need to monitor closely the disposition of the patient. The only way to differentiate true depression from a phasic anomaly of normal adolescent development is to observe the behavior and respo nses over a long period of time.For example, behavior that might be characterized as bipolar, buts of high energy and enthusiasm contrasted with lethargy and depression may be the normal reaction to hormone development in an adolescent. Without context, it is almost impossible to tell the difference Thus, the best preventative measure would be to treat any suicidal ideation as a serious symptom and have a therapist interact for a long period with the adolescent. ReferencesAsher, J. (2005). â€Å"Cognitive Therapy Reduces Repeat Suicide Attempts by 50 Percent.† Retrieved October 28th, 2008 from The National Institutes of Health (NIH) website: http://www.nih.gov/news/pr/aug2005/nimh-02a.htm  DeNoon, D. (2002) â€Å"Teen Suicide, Antidepressant Link Questioned.† Retrieved October 28th, 2008 from WebMD website:http://www.webmd.com/depression/news/20041215/teen-suicide-antidepressant-link-questionedElkind, D. (1998) All Grown Up and No Place To Go. Peresus Publishing, Cam bridge, MA. Pp. 1-290.Paquette, D. & Ryan, J. (n.d.) â€Å"Bronfenbrenner’s Ecological Systems Theory.† Retrieved October 28th, 2008 from National-Louis University website:http://pt3.nl.edu/paquetteryanwebquest.pdfâ€Å"Selman's Five Stages of Perspective Taking,† (2002) Retrieved October 28th, 2008 from Everything-2 website:http://www.everything2.com/index.pl?node_id=1275038â€Å"Symptoms of Depression†. (2007) retrieved October 28th, 2008 from Psychology 24Ãâ€"7 website:http://www.psychiatry24x7.com/bgdisplay.jhtml?itemname=depression_symptomsâ€Å"Teen Suicide Statistics.† (2005) retrieved October 28th, 2008 from Teen Depression website: http://www.teendepression.org/articles1.html

Art Mediums Collage Making, Charcoal Drawing, Acrylic Painting and Research Paper

Art Mediums Collage Making, Charcoal Drawing, Acrylic Painting and Water Color Painting - Research Paper Example The paper "Art Mediums Collage Making, Charcoal Drawing, Acrylic Painting and Water Color Painting" discovers the Collage Making, Charcoal Drawing, Acrylic Painting and Water Color Painting - four art mediums. Collage making involves a lot of creativity. Pieces can be put together in a number of ways to create two different types of collage; two dimensional collage, and three dimensional collage. When pieces of paper are glued on the canvas or base-board, we get a two dimensional look; this is a 2D collage. Three dimensional look or 3D collage is obtained when broken pieces of wood, glass, stones etc., are glued on a base-board or canvas. As early as 1912, some great artist such as Pablo Picasso, Georges Braque, and Juan Gris were already doing some amazing collage art. Just like any other form of art, collage is not difficult once you understand the technique and theme, it only becomes complex or simpler depending on what one as an artist is trying to achieve. Below are some sample collage artwork by some famous contemporary artists of the 20th century. Charcoal is undisputedly one of the oldest art materials so is charcoal drawing. Our ancestors used charcoal to draw on cave walls. Charcoal is very easy to manufacture and thus it is an essential artistic tool. Since it is made from selected woods in little or no oxygen conditions, charcoal as an artistic material is stable over a long period of time. However, charcoal has less color saturation when compared to other artistic materials. which have greater saturation but do not last long (Goldman 71). One major disadvantage of using is its dusting-off tendency. Despite this, charcoal drawing as an artistic medium is superb. The sensitivity and spontaneity of using charcoal as a drawing medium gives charcoal drawing an edge above the other drawing media (Fitzgerald 55-63). With charcoal drawing, very painterly drawings, as if done using a brush can be made. Charcoal drawing is so responsive, direct, and fast and is considered to be a less inhibiting medium. Charcoal drawing can produce both fluid and bold lines with greater host of textures as well as fine gradations for shadings. Several drawing techniques such as gestural drawing, contour drawing, and volume drawing can be used with charcoal. The soft nature of charcoal gives an artist a painterly feel. Charcoal is the only drawing medium which gives an artist the ability to imitate Chinese ink brush painting. This is because it is easy for an artist to imitate the contour lines o a Chinese painting in charcoal. With charcoal drawing, an artist is able to gesture without doing big shapes and getting down into detail. Just as many other drawing media, charcoal strongly responds to grain of the paper it is used on. Acrylic painting This painting medium is one of the newest. It was introduced as recent as 1955. Since its introduction, acrylic paintings have come a long way and now there is a wide-range of paints. Acrylic painting is a paint ing technique that offers both experienced and new artist a very flexible painting method. It is a water-based painting medium. The consistency and the usual texture of acrylic paintings is some-what similar to that of oil-paints. However, acrylics are available in a variety of densities unlike oils. They range from ink-like, very thin consistency that can be used in air brushes to various flow degree. This enables an artist to achieve 3Dlike effects (impasto). This