Children s Learning And Development - 1159 Words

Cognitive development Piaget The essay focuses on children’s learning and development. I will attempt to outline and discuss the fundamental theory of Jean Piaget who has established the foundation of childhood development. In particular I will discuss Piaget’s stages of cognitive development, Schemes, the pros and cons of his theory, the criticism of other academics in relation to Piaget’s findings and contrast them with my own observation and practice of childhood development. Jean Piaget was born in 1896 in Switzerland and died in 1980. His career in psychology spanned seven decades. He is regarded as the most influential theorist in the study of cognitive development. He wrote his first article at the age of 10 on albino sparrow he observed in a park. Piaget had three children with whom he experimented most of his research. Piaget stresses that the essential building element for cognition is the scheme. A scheme is an organised pattern of action or thought. It is a vast concept which can refer to organised patterns of physical action, for instance, an infant reaching to grasp an object or mental action for instance, a high school student thinking of how to solve a mathematical question. As children interact with the environment, individual schemes become modified, combined, and reorganised to form more complex cognitive structures. As children grow, these structures allow more complex and sophisticated ways of thinking. These, in turn, allow children to interact inShow MoreRelatedChildren s Development And Their Learning3537 Words   |  15 Pagesorder to aid children through their development. There are three key principles; Planning, Teaching and Assessment (Education Scotland, 2011). Throughout this essay I will focus on how these principles affiliate children’s development and their learning. Two English Lessons completed during the introductory placement will underpin this evaluation. Planning At the core of any planning lies the National Curriculum. Before Planning can even begin a teacher must know what the children need to learnRead MoreChildren s Learning, Well -being And Development1344 Words   |  6 PagesEducational Psychologists are concerned with children`s learning, well -being and development. A child or young person may experience barriers to their learning, for example learning difficulties like dyslexia, persistent absenteeism, and low levels of confidence and self- esteem. Their role is to help manage or eradicate these barriers altogether in order for the child to progress with their learning. They also assess, help and support children who have challenging behaviour. They will visit a schoolRead MoreThe Effects Of Bullying On Children s Learning And Development Essay1587 Words   |  7 Pageshaving a negative effect on children’s learning and development (Lodge, 2014). Therefore, it is crucial that schools and teachers are aware, understand and e ducated on how bullying can impact children’s learning and development; to be able to effectively implement policies, respond, educate and eliminate bullying in the school environment. The purpose of this report is to highlight how bullying is a growing issue that affects children’s learning and development in Australian primary schools. The reportRead MoreThe Effects Of Bullying On Children s Learning And Development Essay1002 Words   |  5 Pages2. Findings Bullying in Australian primary schools is a current issue affecting children’s learning and development (Ladd et al., 2012) The impact of bullying and how it effects children’s learning and development is based on the findings discussed below; bullying, types of bullying, factors contributing to bullying and the potential effects of bullying in relation to children’s learning and development in the primary school setting. 2.1 Bullying As stated by Bullying. No Way! (2016) and Rigby (2011)Read MoreSocialisation And Its Impact On Children s Learning And Development2834 Words   |  12 Pages Socialisation and its Impact on Children s Learning and Development Nirmita Christian Swinburne Online University â€Æ' Abstract In all over the world children are adapted into different cultures and we know that the cultures differ from place to place. Throughout a person’s phase of life, the reactions of others influence and modify their behaviour at all times. As a child grows, they advance in different areas and different manners. Each parent socializes their child into their own patterns and instilsRead MoreThe Impact Of Social Emotional Learning On Children s Development2192 Words   |  9 Pagesits role in early childhood contexts Social emotional learning (SEL) is the ability to recognise, manage, and express social emotional aspects of life. SEL is also a key component of children’s healthy cognitive development and is important in creating a strong foundation for future academic success. According to Collaborative for Academic, Social, and Emotional Learning [CASEL] (2008), SEL refers to the process that supports children to develop the fundamental social and emotional competenciesRead MoreRole Of A Senior Practitioner With Children s Learning Development Stages1472 Words   |  6 PagesA child’s learning and development stages start from his birth and continue till he reaches the age of 15 to 16 years. The most significant years when a child starts to understand the world around him, and starts to make sense of his carers is usually from birth to age 5. From birth to age 5, the learning and development stages are kept at under strict eye by the carers since it is important to see that all the activities of the child are monitored and that the child is growing in the right way.Read MoreThe Importance Of Quality Care For Children s Healthy Development And Learning826 Words   |  4 Pages1. As you have been learning, quality care is crucial to promoting healthy development. Using at least three examples from the â€Å"Introduction† media segment, explain how relationships and interactions provide the cornerstone of quality care and why quality care during these early years must be a priority. 2. According to Gonzalez-Mena and Widmeyer Eyer, a â€Å" respectful and responsive curriculum is based on relationships that occur within planned and unplanned activities, experiences, and happenings†Read MoreHow Parenting Styles Influence Children s Learning And Development1976 Words   |  8 PagesAs we have discovered, children are active learners from birth and parents are seen as children’s first educators. â€Å"Children of all ages need encouragement, adequate nutrition, shelter, parental interest in their schooling, and consistency in rules and expectations† (Barnes, 2006; Mental Health America, 2009, in Lamanna, Reidmann and Stewart, 2014:230) this should be in correspondence to the child’s age or development level. This chapter is going to explore theory from Baumrind to discover how differentRead MoreMy Resource And How It Supports Children s Learning And Development2252 Words   |  10 Pagesabout my resource and how it supports childrenâ₠¬â„¢s learning and development. The resource that I have made is a book. The concept of my book is based on a fairy tale story. Throughout this essay, I will be answering why was the resource made, who is the target audience, because of the target audience what was prepared specially in the resource, what techniques will be used to make it engaging and fun, how it would support children’s learning and development and lastly produce an overall summary on how

Demographic Profile Goshen, Indiana - 1329 Words

Demographic Profile: Goshen, Indiana The Electric Brew Coffeehouse is around the corner on main street, abstract artwork line the brick walled buildings, and twinkling lights cross the bustling town streets. This is Goshen, Indiana. To the normal eye, this is an average Indiana city, but there is much more than what meets the eye. The town, which consists of a total of 32, 983 people, is extremely diverse in ethnicities and race. 16.3% of the entire population is foreign born and many more are part of the generations of Hispanic immigrants living in Goshen (â€Å"Quick Facts- Goshen Indiana† 1). Most of the citizens, no matter the race, work for industrial employers. The major employers are Norfolk Southern, a railroad and transportation†¦show more content†¦They range from Mexico, with 3,910 representatives, to the Dominican Republic, with around three representatives. Bolivia, Haità ­, El Salvador, Honduras, Guatemala, Costa Rica, Argentina, and Nicaragua are also represented (â€Å"Races in Goshenâ €  1). Most Hispanics from any of the above countries are around 20 years old (â€Å"Races in Goshen† 1). The Hispanics are welcomed into the schools in Goshen, but only fifty percent have a GED and completed high school education. 14% have some college education and even less, 8%, have a bachelor’s degree or higher (â€Å"Goshen IN Education Data†). With an average of so little education, the average income for a Hispanic in Goshen is 25-30 thousand dollars a year. This is makes sense when considering their primary place of employment is a job in manufacturing (â€Å"Races in Goshen† 1). All Hispanics do not work for manufacturing companies, but a majority of them find that being hired and working at such a company is very easy to access (â€Å"A Report on the Impact†¦Ã¢â‚¬  13). The Hispanic population is large, and common to see around town in Goshen though most are young and have never graduated from high school. So many of these immigrants have come to call Goshen their home, but why did they come? The history of Hispanics in Goshen truly begins in the 1990’s. The population grew by 455% (â€Å"The Elkhart-Goshen Metro Area†). Originally Goshen had a two

Why Did a Campaign for Women’s Suffrage Develop After 1870 Free Essays

string(60) " of a Liberal meeting for shouting for women’s votes\." Women wanted to vote so that they could gain more respect from men, they desired the right to be able to make a difference to the way the country was run. Their views were that they lived in the country therefor they had the rights to vote for the laws they have to obey. Women wanted to have to opportunity to vote for MP’s that support equal rights, giving women a better life. We will write a custom essay sample on Why Did a Campaign for Women’s Suffrage Develop After 1870? or any similar topic only for you Order Now Women wanted to be able to change the divorce law as after marriage the man gained everything and the female was left with nothing. Women craved an education equal to men, so that they can undertake more responsible, independent well paid jobs, that they could not for fill without an education. There were many areas of inequality against women. The divorce law is a string example of this. The men even had legal rights to the children if they had any, even though the woman’s job was to look after the children, while the male was at work. So when the divorce takes place the Man still goes to work, and has to leave the children at home without a mother. Women strongly felt that equality was a basic and natural human right. During the 1800’s many more men had gained the vote, men with possible less resulting influence than some women had. Women weren’t just thinking of themselves, they felt that their education they could bring about better childcare and housing. This would benefit everyone. Their were many reasons why women campaigned for the vote, one of them being that women had to obey the laws as did the men but they had no say through political representatives on what they abided by. Women knew that as long as they had no vote, they had no respect, and as long as they had no respect, they were being paid less. The political inequalities greatly effected women’s social strength, and their economical situation. Women felt that politics had entered the home, though law, therefor women should enter politics. Women found it disgusting that they were being taxed without being represented. They had to pay for the government to go against what they women believe in. All top jobs are not available to females, as they are seen as inferior. This means that opportunities in public life are denied. Generally women have a closer relationship with the children than the males do, as they look after them while the men work. Therefore women know what is better for the children, and their point of view was not considered as they had know social status. The campaign for women’s suffrage started from 1870 onwards was because of a number of reasons. In 1853 Florence Nightingale bought nursing to the public eye as a respectable occupation that women could embark on without being criticised. Women showed much enthusiasm to improve and become more experienced in the profession of nursing and medicine. Florence showed initiative and responsibility that had not been shown in women before. This was an example of some progress that occurred in the 1800’s, but there were still many areas of inequality. In 1870 the married women’s property act was enforced, allowing women to keep i200 of their own earnings. This may not sound much but money was worth much more in these times. This was the start of many changes that age women a more equal role in society. In 1873 a law was imposed allowing women to see their children if they got divorced. This gave them closer relationships with their children, and they would have been looked after better as the men go out to work. In 1884 married women were no longer considered possession of their husbands, this meant more respect in society as they were seen as people rather than belongings. Women’s role gradually become more influential as new jobs became open to women such as; teaching, civil service work and secretarial work had just taken off due to the invention of the typewriter and telephone. I feel the first real rights given to women were that they were allowed to keep i200 of their own earning. This gave women inspiration, as they knew then, that they could use that money to possibly get an education or to start a business. This also let them know that they do have some rights and they are improving. I also believe that a key change in favour of women’s rights is â€Å"The Match Girls† strike. They demanded better pay and conditions, and the publicity forced the company to improve them. I feel that women decided to begin campaigning in 1900 was because of the changes that occurred, women were being given better opportunities so they felt that they had an opportunity to use this beginning to carry on the development to equal rights. Q2 Describe the Ways in Which the Methods of the Suffragists and the Suffragettes Were Different The Suffragettes and the Suffragists were two female dominated groups, who were very alike in principle but used very different methods of persuasion. The Suffragists (NUWSS) were a peaceful, law-abiding group. They did not demand the vote for all women but wanted to be on equal footing with men. The first women to join the NUWSS were well-educated, middle-class women, but in the 1890’s many factory girls wanted to gain the vote, raise their wages and their living and working conditions joined the movement. By 1900 the female cotton workers were the highest paid factory workers in Britain. The Suffragists used their resources and qualifications within the movement’s members to produce banners, postcards and posters. The Suffragettes (WSPU) used totally different forms of propaganda. The suffragettes had one aim; to gain political equality with men. The WSPU was formed on the 13th October 1905 when two women in Manchester were thrown out of a Liberal meeting for shouting for women’s votes. You read "Why Did a Campaign for Women’s Suffrage Develop After 1870?" in category "Papers" They were arrested outside the meeting for hitting and spitting at policemen. This was quite typical for the Suffragettes as they tried to get publicity though dangerous stunts. The plans of the Suffragettes were very different to those of the Suffragists, as they would get publicity at any cost. They deliberately got arrested for crimes such as arson, window smashing and bombing. When they were in jail for their crimes they often went on hunger strike so they had to be force-fed. The Suffragettes made it clear that they would not stop the havoc they were causing unless their demands were met. Types of leadership were key to the actions of the movements. Millicent Fawcett saw her role as a co-ordinator; she didn’t consider herself to be in charge but to give the effort of the other Suffragists some guidance. She made it clear that the Suffragists used non-violent methods of persuasion to gain the same voting rights as men. The Suffragettes were led in a very different manor, Emmeline Pankhurst and her daughters led the movement forcefully. They were said to have ruled like â€Å"dictators† not listening to others, and not thinking of the consequences of their actions, purely concentrating on their battle for suffrage. The Suffragettes were based in London where all the parliament buildings are based, therefore when they wanted to protest they could do so, and MPs would see and realise how serious they were. I feel that the Suffragists were a group for women who supported women’s rights to vote enough to want to make a difference and get involved but not enough to get arrested or even killed like some of the Suffragettes. The suffragettes were the most effective organisation and used their image to gain popularity and respects with men. They achieved this by calling off all their extreme petitions whilst the war was on. This gained them respect and also gave them a chance to prove themselves that they cared for the country. They proved they could do the same jobs, to the same standard if not better than the men could. An achievement by both organisations is that by 1900 over half the MP’s said they wanted women to have the vote. Though much hard campaigning women’s suffrage took many more years to achieve their original aims but they both did. Suffragists using a much more conventional form of propaganda such as posters etc, but they Suffragettes use much more extreme and extravagant forms. They not only showed that they wanted equal rights but they showed how much they wanted them. They went to many extremes just to gain what they very strongly believed in. Q3 Why Did Many People Oppose Giving Women the Right To Vote Many people opposed giving the women the right to vote because they feared what the women might do, if they had as much power as men did. Many people believed that if women had gained equal rights they would not stop and they would want to take complete control. Some contemporaries strongly believed that women would not vote responsibly but would be influenced by how someone looks rather than the serious political issues of the day. This relates to the lack of women’s education, many people believed that a woman’s place was at home. Most girls did not go to school, the only education women had was to set them up for marriage, to be able to run a household. Many people could not take women seriously because of this and women were looked upon as inferior to men. People also thought that women were too irrational and emotional to make sound judgements. Men and women were thought of to be very different. They should fulfil different roles in life. Men should live in the world of politics and work, and women in the world of the home. Women were the weaker sex, they could not be asked to fight for their country. Therefore, because they are not asked to risk losing their lives during the war, they were not citizens in the fullest sense. The campaign for women’s suffrage had been, hijacked by a small, articulate but unrepresentative minority of feminists. At bottom, most women did not really care whether they had the right to vote or not. Middle-class women would use political rights to develop their careers and neglect their domestic duties. Also, if the educated delayed having families or did not have them at all, a larger proportion of babies would be born to ‘socially undesirable’ elements. The nation would suffer. To give the vote to women would almost certainly lead to a certain extension for men and thus enfranchise unskilled, rootless and generally undesirable people. Basically women were inferior to men, but men feared that women would have their revenge if they gained enough power to do so, men feared for their futures. Women were inexperienced and if they had the right to vote, they would not use their ability correctly, as they cannot research anything into the subject because of their lack of education. However, men had more experience so they could make intelligent and rational decisions. The suffragettes did not made life easier for women. They just made women look crazy, stupid and incapable of making intelligent decisions. Queen Victoria did not think women should have had the right to vote. This was because she thought that there was no point in changing society, because she was happy with the way it was working, and she thought that men’s decisions were intelligent enough. Women had no key role in society, they were childlike, inferior and incapable of making decisions, which could change the future for the whole country, was it worth the risk? Women had no education to prove themselves, and those who did had very little. If women could not prove themselves to their country, how were they supposed to make an impact on society? It was very hard for women to change the way in which people were thinking, women had to look and act intelligent so that people could see that they were just as clever as men. The only reason women had such a bad reputation was because many women worked at home cleaning and looking after the family. This is still an important role, if women were given the same education as men, they would be just as intelligent, the just never had the same opportunities. I believe that the lack of women’s education was the most important factor of why many people did not want to let women have the right to vote. Women were set a bad status, and it would be hard to overcome this and try to act as if they were as intelligent as men were. It would be very hard for women to prove themselves. Question 4 I agree that women over 30 gained the vote in 1918 mainly because of women’s contribution to the war effort. Within the women’s suffrage movement response to the war varied enormously. Mrs Fawcett told members of the NUWSS, â€Å"Women your country needs you†. Many members became involved in war relief work. However not all members wanted to do war work. Some were pacifists who totally disagreed with fighting and war. Mrs Pankhurst, her daughter Christabel and members of the WSPU stopped campaigning and threw themselves into the war effort. Helping he government with recruiting and propaganda. Many middle-class and upper class women became nurses and worked directly with the army. Some of these women had the chance t work abroad; others worked in military hospitals in Britain. Some of these women found life hard, they were not used to working and the shifts night and day were long. VAD was the Voluntary Aid Detachment, these women worked unpaid until 1915. After this they received i20 a year, but had to pay for their uniforms. Some men opposed to women in men’s jobs. They were worried that women doing the same job for fewer wages meant that when the war was over women would be kept on. To avoid this trade, unions made agreements with the government and employers to protect men’s jobs and wages. Despite the hostility women entered all kinds of work, which before the war was thought to be unsuitable for women. Before the war the only jobs for women in transport were as cleaners, attendants and clerks. However, during the war they became bus and train conductors, railway ticket collectors, signal women and porters. 900,000 women were involved in making shells, guns and aircraft. This was dangerous work, using poisonous substances and explosives. At least 300 women died in the munitions factories from the explosions. This shows how devoted women were to their country. Munitions workers were one of the best-paid jobs during the war with wages up to i5 a week. Women were encouraged to help out on farms, to keep the country supplied with food. They worked 10-12 hours a day and did not earn as much as factory women. They could join one of three sections of the land army-agriculture, timber cutting and forage. Women in agriculture would tend sheep, pick potatoes, hoeing, ploughing, help with harvest work and work on the harvest gardens. Women on the land would live on the farm and usually had to pay for their food and lodging. They had to sign up for either 6 months or a year and were not allowed to leave without special permission. After the war the old voting system had to be changed to allow men returning from the war to be able to vote. The law said that all voters must have lived in the country for over 12 months before voting, so women argued that whilst making changes to allow the â€Å"returning heroes† to vote. It would be a good time to add women to the list of voters. The war had shaken the whole structure of society- the working classes lost some respect for the rich, many people had died or lost relatives, the whole of Europe was insecure. 1918 was therefore a time for change or starting afresh. I believe that the work, which women did during the war earned them a lot of respect and this definitely helped them win the right to vote. Women proved to society that they could be intelligent and reliable if the were given the chance. They proved that if they had more power they could help the country and they would make a big difference in the way in which the society was run. The women’s movements before the war helped to raise awareness of the situation of women, this helped their cause, also politicians realised that the violent campaigning would have been renewed if they did not recognise women’s rights. How to cite Why Did a Campaign for Women’s Suffrage Develop After 1870?, Papers

Ant Observation Essay Example For Students

Ant Observation Essay The Observation of Ants Introduction Myrmecology has been around since the late 18th and early 19th century. Myrmecology is derived from the Greek word Murmek, which means ant. There are three main names that are most noteworthy: Linne who produced Systemae Naturae which he describes eighteen species of ants. Fabricius created five more genera and further described other species. Latreille was the most significant, he collected and studied the ants of Europe and described many species overlooked by his predecessors. In 1967 a fossil was found that was preserved in amber fossil which showed an extinct species of an ant dating as far back as the Cretaceous Age, near eighty million years ago (as cited in Ant Nest, 2005). Methods/Data The ant farm that was observed was numbered 15. The farm was located in the back of the biology lab room with artificial lighting. The ant farm structure is a clear plastic panel on two sides separated by a very thin space allowing for viewing by the observer, each of the four sides were made of a blue plastic, the inside had a blue fictitious farm looking structure for the convenience of the observer to get into the mental notion of being an ant farm creating a false surface and below ground (surface) appearance. The laboratory room has artificial fluorescent lighting and no windows for natural lighting. Visual observations without touching the plastic structure of the ant farm are to take place during the normal course of each of the six weeks consecutively that I am to be in the laboratory classroom. There are nine ants within the structure of the ant farm. Data is to be collected using the natural observation scientific method. This data is to be taken in note format and be extruded to this written scientific paper for submission. A table plotting a graph of the ant tunnel system and how many have been made has been attached as an exhibit. Results/Discussion During the six weekly visits to the laboratory where viewing of the ant farm was possible I noted ant activities that include the measure of how many ants there are and classified by alive versus dead ants, how many tunnels and to what degree and/or significance they may have to ant colony, then a scale of ant activities classified into several categories to include sleep/rest time viewed during my observation period which was usually around twelve noon each week on Wednesday. These measures taken produced a common schema of these particular common nine reddish colored ants and denoted that their activities had a common collective goal for the greater good of their community (colony). Due to the very limited and structure natural observation viewing schedule the data that has been collected is skewed to this bias. The ants seemed to have a common goal to build a tunneling system that included myriad of tunnels running throughout the ant farm below the artificial surface within the ant farm structure. The ants observed created a total of three homes which appeared as a large opening in the sand below the surface where the ants slept or rested in groups that appeared huddled together. There was no queen ant and only appeared to be worker type of ants that diligently went about the ant business of creating and maintaining the tunneling system. Possibly a better way to view the ant farms would be to either have varying schedules for monitoring the ants by natural observation method. Better yet would be the capacity to view these ants at varying times via the Internet by remote capacity by having the ant farms able to be recorded live through a series of two or more cameras, one of which should have remote control capacity to be able to move about panning from side to side and zoom in and out. .u95b67ec69020fd76b2e0ba29f0525f39 , .u95b67ec69020fd76b2e0ba29f0525f39 .postImageUrl , .u95b67ec69020fd76b2e0ba29f0525f39 .centered-text-area { min-height: 80px; position: relative; } .u95b67ec69020fd76b2e0ba29f0525f39 , .u95b67ec69020fd76b2e0ba29f0525f39:hover , .u95b67ec69020fd76b2e0ba29f0525f39:visited , .u95b67ec69020fd76b2e0ba29f0525f39:active { border:0!important; } .u95b67ec69020fd76b2e0ba29f0525f39 .clearfix:after { content: ""; display: table; clear: both; } .u95b67ec69020fd76b2e0ba29f0525f39 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u95b67ec69020fd76b2e0ba29f0525f39:active , .u95b67ec69020fd76b2e0ba29f0525f39:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u95b67ec69020fd76b2e0ba29f0525f39 .centered-text-area { width: 100%; position: relative ; } .u95b67ec69020fd76b2e0ba29f0525f39 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u95b67ec69020fd76b2e0ba29f0525f39 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u95b67ec69020fd76b2e0ba29f0525f39 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u95b67ec69020fd76b2e0ba29f0525f39:hover .ctaButton { background-color: #34495E!important; } .u95b67ec69020fd76b2e0ba29f0525f39 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u95b67ec69020fd76b2e0ba29f0525f39 .u95b67ec69020fd76b2e0ba29f0525f39-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u95b67ec69020fd76b2e0ba29f0525f39:after { content: ""; display: block; clear: both; } READ: Child Abuse Essay Thereby, random samplings of observations can have a larger capacity to fulfill the scientific criteria methods and be more significant in the depth of such a study. References Myrms Ant Nest. Myrmecology Retrieved February 14, 2005, from http://www.antnest.co.uk/index. html .

The History of Italian Theatre Essay Example For Students

The History of Italian Theatre Essay The Italian Renaissance occurred from 1550 1700. The rapid economic growth in Italy during this time made it possible for the more wealthy citizens to indulge in alternate forms of entertainment. Wealthy families such as the Medics began a system of patronage, in which they would finance artists to produce art in many forms. Italian theatre used the plays of ancient Greek and Roman theatre (dramas) as well as mediaeval theatre (religious plays) as a foundation. Comedic delegate The main style used by theatre groups in Italy during this period was called comedic or Comedic delegate. Comedic delegate or the comedy of professional artists was a mainstay in Italian theatre during its renaissance. This included bits of comedy performed by different actors called lazuli. The type of comedy used in the Italian Renaissance was what is now known as slapstick or farce. This was a comedy style, which highlighted pain or misfortune occurring to the actors in a humorous context. For the most part the actors in these comedies used no scripts. The actors were given a plot or scenario and acted out these plots in a humorous way. These performances were often vulgar and obscene. We will write a custom essay on The History of Italian Theatre specifically for you for only $16.38 $13.9/page Order now Standardize characters developed and appeared in familiar costumes and wearing masks. The character standards for Comedic included these general outlines: Pantaloon: A greedy old man, merchant or fool, often lustful, conniving, and meddling. Tottered: A drunk, often professor or doctor dressed in a cap and gown. Capitan: A soldier who was braggadocios and cowardly. Inamorata: Young lovers who appeared quite normal compared to the rest of the characters. zinnia: Foolish servants. Usually two servants, one being drunk and more foolish than his cohort. Neoclassicists were rigid critics of Italian drama. They developed rules for theatre performances that survived for nearly 200 years in Europe. These mandates were claimed to have been derived from Greek and Roman models. Five central concepts of neoclassicism are as follows; verisimilitude, decorum, purity of genres, the three unities, and two fold purpose. Verisimilitude The seeking of truth. An attempt to portray the performance as a reasonable interpretation of what is real or reasonably expected in real life. Decorum The way in which characters of certain classes behaved according to that class. Age, sex, rank, and profession would be acted out as if the characters held those standings. A strong sense of moral right and wrong was upheld, reflected by the punishment of evil, and the rewarding of good. Purity of Genres Comedy and tragedy were never mixed. The elements of one genre were never to be interspersed with the performance of another. The use of the chorus, the dues ex machine, and the soliloquy, was prohibited. The Three Unities The concept of the unity of time, place, and action. Unity of time required a reasonable time for the action of the play to take place; usually no more than 24 hours. Unity of place required that the play should include no more than one place or location. Unity of action required that there be no sub plots, secondary plots or counter-plots. Two Fold Purpose The two purposes of neoclassical Italian plays were to teach and entertain. Opera Opera is the one form of Italian renaissance theatre that still survives to this day. It was developed in the late asses in Florence. Opera was originally an attempt to recreate a genuine Greek tragedy. Observing the Greek fusion of music and drama, the originators of opera attempted, and succeeded in, producing a completely sung illegal in their interpretations. Opera is a form of drama that creates its mood, actions, and characters through music. .uf78b5835ba511400e19e2de624776623 , .uf78b5835ba511400e19e2de624776623 .postImageUrl , .uf78b5835ba511400e19e2de624776623 .centered-text-area { min-height: 80px; position: relative; } .uf78b5835ba511400e19e2de624776623 , .uf78b5835ba511400e19e2de624776623:hover , .uf78b5835ba511400e19e2de624776623:visited , .uf78b5835ba511400e19e2de624776623:active { border:0!important; } .uf78b5835ba511400e19e2de624776623 .clearfix:after { content: ""; display: table; clear: both; } .uf78b5835ba511400e19e2de624776623 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf78b5835ba511400e19e2de624776623:active , .uf78b5835ba511400e19e2de624776623:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf78b5835ba511400e19e2de624776623 .centered-text-area { width: 100%; position: relative ; } .uf78b5835ba511400e19e2de624776623 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf78b5835ba511400e19e2de624776623 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf78b5835ba511400e19e2de624776623 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf78b5835ba511400e19e2de624776623:hover .ctaButton { background-color: #34495E!important; } .uf78b5835ba511400e19e2de624776623 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf78b5835ba511400e19e2de624776623 .uf78b5835ba511400e19e2de624776623-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf78b5835ba511400e19e2de624776623:after { content: ""; display: block; clear: both; } READ: Architecture: Words or Shapes EssayThe first opera on record is called Deafen (1597). The text of the opera was written by, Titivation Ruining (1562 1621). The music was scored by, Jackpot Peer (1561-1633). The opera, which consisted of a prologue and six scenes, was performed during the pre- Lenten Carnival of Palazzo Coors. The Camera Formation, an academy of wealthy Italians who studied ancient Greek and Roman theatre, produced Deafen. Performers can sing the librettos; these performances are called an aria (solo), a duet, a trio, and a quartet respectively. The visual display (intermezzo), along with musical excellence and strong performances, keep opera alive as a form of powerful dramatic art. Staging, Scenery, and Lighting The use of perspective drawing as a means to capture realistic backdrops was a common theme among 16th century stage designers. The illusion of depth was achieved through perspective drawing techniques using vanishing points as objects appeared closer to the horizon; they were painted smaller and smaller on their scenic backdrops. The first use of this technique is believed to have occurred in 508, for a performance of Arrestors La Cascaras. A leading author and set creator named Sebastian Serial wrote about this technique and other scene design methods in his book Architecture (1545). Different kinds of illusionists backdrops settings were developed for the three major types of plays of the era (comic, pastoral, and tragic). A three-sided revolving prism called the perestroika, was developed to change between different settings. This was quite an innovation for its time, as the scenery could be changed right before the audiences eyes. Other advances included the proscenium Ramee and front curtain along with varied flying machines (glories) and other special effects. Lighting inside the dark theaters of renaissance Italy also had to be addressed. Oil lamps and candles were the primary source of stage lighting. Though candles and lamps produced some smoke, they were placed in chandeliers and on the front of the stage. Placing translucent receptacles or canisters over them could dim candles when lower light levels were called for. Due to the size and lack of sufficient lighting of the theatres, artificial lighting was an ever-present necessity. The History of Italian Theatre Essay Example For Students The History of Italian Theatre Essay The Italian Renaissance occurred from 1550 1700. The rapid economic growth in Italy during this time made it possible for the more wealthy citizens to indulge in alternate forms of entertainment. Wealthy families such as the Medics began a system of patronage, in which they would finance artists to produce art in many forms. Italian theatre used the plays of ancient Greek and Roman theatre (dramas) as well as mediaeval theatre (religious plays) as a foundation. Comedic delegate The main style used by theatre groups in Italy during this period was called comedic or Comedic delegate. Comedic delegate or the comedy of professional artists was a mainstay in Italian theatre during its renaissance. This included bits of comedy performed by different actors called lazuli. The type of comedy used in the Italian Renaissance was what is now known as slapstick or farce. This was a comedy style, which highlighted pain or misfortune occurring to the actors in a humorous context. For the most part the actors in these comedies used no scripts. The actors were given a plot or scenario and acted out these plots in a humorous way. These performances were often vulgar and obscene. We will write a custom essay on The History of Italian Theatre specifically for you for only $16.38 $13.9/page Order now Standardize characters developed and appeared in familiar costumes and wearing masks. The character standards for Comedic included these general outlines: Pantaloon: A greedy old man, merchant or fool, often lustful, conniving, and meddling. Tottered: A drunk, often professor or doctor dressed in a cap and gown. Capitan: A soldier who was braggadocios and cowardly. Inamorata: Young lovers who appeared quite normal compared to the rest of the characters. zinnia: Foolish servants. Usually two servants, one being drunk and more foolish than his cohort. Neoclassicists were rigid critics of Italian drama. They developed rules for theatre performances that survived for nearly 200 years in Europe. These mandates were claimed to have been derived from Greek and Roman models. Five central concepts of neoclassicism are as follows; verisimilitude, decorum, purity of genres, the three unities, and two fold purpose. Verisimilitude The seeking of truth. An attempt to portray the performance as a reasonable interpretation of what is real or reasonably expected in real life. Decorum The way in which characters of certain classes behaved according to that class. Age, sex, rank, and profession would be acted out as if the characters held those standings. A strong sense of moral right and wrong was upheld, reflected by the punishment of evil, and the rewarding of good. Purity of Genres Comedy and tragedy were never mixed. The elements of one genre were never to be interspersed with the performance of another. The use of the chorus, the dues ex machine, and the soliloquy, was prohibited. The Three Unities The concept of the unity of time, place, and action. Unity of time required a reasonable time for the action of the play to take place; usually no more than 24 hours. Unity of place required that the play should include no more than one place or location. Unity of action required that there be no sub plots, secondary plots or counter-plots. Two Fold Purpose The two purposes of neoclassical Italian plays were to teach and entertain. Opera Opera is the one form of Italian renaissance theatre that still survives to this day. It was developed in the late asses in Florence. Opera was originally an attempt to recreate a genuine Greek tragedy. Observing the Greek fusion of music and drama, the originators of opera attempted, and succeeded in, producing a completely sung illegal in their interpretations. Opera is a form of drama that creates its mood, actions, and characters through music. .uf78b5835ba511400e19e2de624776623 , .uf78b5835ba511400e19e2de624776623 .postImageUrl , .uf78b5835ba511400e19e2de624776623 .centered-text-area { min-height: 80px; position: relative; } .uf78b5835ba511400e19e2de624776623 , .uf78b5835ba511400e19e2de624776623:hover , .uf78b5835ba511400e19e2de624776623:visited , .uf78b5835ba511400e19e2de624776623:active { border:0!important; } .uf78b5835ba511400e19e2de624776623 .clearfix:after { content: ""; display: table; clear: both; } .uf78b5835ba511400e19e2de624776623 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf78b5835ba511400e19e2de624776623:active , .uf78b5835ba511400e19e2de624776623:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf78b5835ba511400e19e2de624776623 .centered-text-area { width: 100%; position: relative ; } .uf78b5835ba511400e19e2de624776623 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf78b5835ba511400e19e2de624776623 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf78b5835ba511400e19e2de624776623 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf78b5835ba511400e19e2de624776623:hover .ctaButton { background-color: #34495E!important; } .uf78b5835ba511400e19e2de624776623 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf78b5835ba511400e19e2de624776623 .uf78b5835ba511400e19e2de624776623-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf78b5835ba511400e19e2de624776623:after { content: ""; display: block; clear: both; } READ: Architecture: Words or Shapes EssayThe first opera on record is called Deafen (1597). The text of the opera was written by, Titivation Ruining (1562 1621). The music was scored by, Jackpot Peer (1561-1633). The opera, which consisted of a prologue and six scenes, was performed during the pre- Lenten Carnival of Palazzo Coors. The Camera Formation, an academy of wealthy Italians who studied ancient Greek and Roman theatre, produced Deafen. Performers can sing the librettos; these performances are called an aria (solo), a duet, a trio, and a quartet respectively. The visual display (intermezzo), along with musical excellence and strong performances, keep opera alive as a form of powerful dramatic art. Staging, Scenery, and Lighting The use of perspective drawing as a means to capture realistic backdrops was a common theme among 16th century stage designers. The illusion of depth was achieved through perspective drawing techniques using vanishing points as objects appeared closer to the horizon; they were painted smaller and smaller on their scenic backdrops. The first use of this technique is believed to have occurred in 508, for a performance of Arrestors La Cascaras. A leading author and set creator named Sebastian Serial wrote about this technique and other scene design methods in his book Architecture (1545). Different kinds of illusionists backdrops settings were developed for the three major types of plays of the era (comic, pastoral, and tragic). A three-sided revolving prism called the perestroika, was developed to change between different settings. This was quite an innovation for its time, as the scenery could be changed right before the audiences eyes. Other advances included the proscenium Ramee and front curtain along with varied flying machines (glories) and other special effects. Lighting inside the dark theaters of renaissance Italy also had to be addressed. Oil lamps and candles were the primary source of stage lighting. Though candles and lamps produced some smoke, they were placed in chandeliers and on the front of the stage. Placing translucent receptacles or canisters over them could dim candles when lower light levels were called for. Due to the size and lack of sufficient lighting of the theatres, artificial lighting was an ever-present necessity. The History of Italian Theatre Essay Example For Students The History of Italian Theatre Essay The Italian Renaissance occurred from 1550 1700. The rapid economic growth in Italy during this time made it possible for the more wealthy citizens to indulge in alternate forms of entertainment. Wealthy families such as the Medics began a system of patronage, in which they would finance artists to produce art in many forms. Italian theatre used the plays of ancient Greek and Roman theatre (dramas) as well as mediaeval theatre (religious plays) as a foundation. Comedic delegate The main style used by theatre groups in Italy during this period was called comedic or Comedic delegate. Comedic delegate or the comedy of professional artists was a mainstay in Italian theatre during its renaissance. This included bits of comedy performed by different actors called lazuli. The type of comedy used in the Italian Renaissance was what is now known as slapstick or farce. This was a comedy style, which highlighted pain or misfortune occurring to the actors in a humorous context. For the most part the actors in these comedies used no scripts. The actors were given a plot or scenario and acted out these plots in a humorous way. These performances were often vulgar and obscene. We will write a custom essay on The History of Italian Theatre specifically for you for only $16.38 $13.9/page Order now Standardize characters developed and appeared in familiar costumes and wearing masks. The character standards for Comedic included these general outlines: Pantaloon: A greedy old man, merchant or fool, often lustful, conniving, and meddling. Tottered: A drunk, often professor or doctor dressed in a cap and gown. Capitan: A soldier who was braggadocios and cowardly. Inamorata: Young lovers who appeared quite normal compared to the rest of the characters. zinnia: Foolish servants. Usually two servants, one being drunk and more foolish than his cohort. Neoclassicists were rigid critics of Italian drama. They developed rules for theatre performances that survived for nearly 200 years in Europe. These mandates were claimed to have been derived from Greek and Roman models. Five central concepts of neoclassicism are as follows; verisimilitude, decorum, purity of genres, the three unities, and two fold purpose. Verisimilitude The seeking of truth. An attempt to portray the performance as a reasonable interpretation of what is real or reasonably expected in real life. Decorum The way in which characters of certain classes behaved according to that class. Age, sex, rank, and profession would be acted out as if the characters held those standings. A strong sense of moral right and wrong was upheld, reflected by the punishment of evil, and the rewarding of good. Purity of Genres Comedy and tragedy were never mixed. The elements of one genre were never to be interspersed with the performance of another. The use of the chorus, the dues ex machine, and the soliloquy, was prohibited. The Three Unities The concept of the unity of time, place, and action. Unity of time required a reasonable time for the action of the play to take place; usually no more than 24 hours. Unity of place required that the play should include no more than one place or location. Unity of action required that there be no sub plots, secondary plots or counter-plots. Two Fold Purpose The two purposes of neoclassical Italian plays were to teach and entertain. Opera Opera is the one form of Italian renaissance theatre that still survives to this day. It was developed in the late asses in Florence. Opera was originally an attempt to recreate a genuine Greek tragedy. Observing the Greek fusion of music and drama, the originators of opera attempted, and succeeded in, producing a completely sung illegal in their interpretations. Opera is a form of drama that creates its mood, actions, and characters through music. .uf78b5835ba511400e19e2de624776623 , .uf78b5835ba511400e19e2de624776623 .postImageUrl , .uf78b5835ba511400e19e2de624776623 .centered-text-area { min-height: 80px; position: relative; } .uf78b5835ba511400e19e2de624776623 , .uf78b5835ba511400e19e2de624776623:hover , .uf78b5835ba511400e19e2de624776623:visited , .uf78b5835ba511400e19e2de624776623:active { border:0!important; } .uf78b5835ba511400e19e2de624776623 .clearfix:after { content: ""; display: table; clear: both; } .uf78b5835ba511400e19e2de624776623 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf78b5835ba511400e19e2de624776623:active , .uf78b5835ba511400e19e2de624776623:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf78b5835ba511400e19e2de624776623 .centered-text-area { width: 100%; position: relative ; } .uf78b5835ba511400e19e2de624776623 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf78b5835ba511400e19e2de624776623 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf78b5835ba511400e19e2de624776623 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf78b5835ba511400e19e2de624776623:hover .ctaButton { background-color: #34495E!important; } .uf78b5835ba511400e19e2de624776623 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf78b5835ba511400e19e2de624776623 .uf78b5835ba511400e19e2de624776623-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf78b5835ba511400e19e2de624776623:after { content: ""; display: block; clear: both; } READ: Architecture: Words or Shapes EssayThe first opera on record is called Deafen (1597). The text of the opera was written by, Titivation Ruining (1562 1621). The music was scored by, Jackpot Peer (1561-1633). The opera, which consisted of a prologue and six scenes, was performed during the pre- Lenten Carnival of Palazzo Coors. The Camera Formation, an academy of wealthy Italians who studied ancient Greek and Roman theatre, produced Deafen. Performers can sing the librettos; these performances are called an aria (solo), a duet, a trio, and a quartet respectively. The visual display (intermezzo), along with musical excellence and strong performances, keep opera alive as a form of powerful dramatic art. Staging, Scenery, and Lighting The use of perspective drawing as a means to capture realistic backdrops was a common theme among 16th century stage designers. The illusion of depth was achieved through perspective drawing techniques using vanishing points as objects appeared closer to the horizon; they were painted smaller and smaller on their scenic backdrops. The first use of this technique is believed to have occurred in 508, for a performance of Arrestors La Cascaras. A leading author and set creator named Sebastian Serial wrote about this technique and other scene design methods in his book Architecture (1545). Different kinds of illusionists backdrops settings were developed for the three major types of plays of the era (comic, pastoral, and tragic). A three-sided revolving prism called the perestroika, was developed to change between different settings. This was quite an innovation for its time, as the scenery could be changed right before the audiences eyes. Other advances included the proscenium Ramee and front curtain along with varied flying machines (glories) and other special effects. Lighting inside the dark theaters of renaissance Italy also had to be addressed. Oil lamps and candles were the primary source of stage lighting. Though candles and lamps produced some smoke, they were placed in chandeliers and on the front of the stage. Placing translucent receptacles or canisters over them could dim candles when lower light levels were called for. Due to the size and lack of sufficient lighting of the theatres, artificial lighting was an ever-present necessity. The History of Italian Theatre Essay Example For Students The History of Italian Theatre Essay The Italian Renaissance occurred from 1550 1700. The rapid economic growth in Italy during this time made it possible for the more wealthy citizens to indulge in alternate forms of entertainment. Wealthy families such as the Medics began a system of patronage, in which they would finance artists to produce art in many forms. Italian theatre used the plays of ancient Greek and Roman theatre (dramas) as well as mediaeval theatre (religious plays) as a foundation. Comedic delegate The main style used by theatre groups in Italy during this period was called comedic or Comedic delegate. Comedic delegate or the comedy of professional artists was a mainstay in Italian theatre during its renaissance. This included bits of comedy performed by different actors called lazuli. The type of comedy used in the Italian Renaissance was what is now known as slapstick or farce. This was a comedy style, which highlighted pain or misfortune occurring to the actors in a humorous context. For the most part the actors in these comedies used no scripts. The actors were given a plot or scenario and acted out these plots in a humorous way. These performances were often vulgar and obscene. We will write a custom essay on The History of Italian Theatre specifically for you for only $16.38 $13.9/page Order now Standardize characters developed and appeared in familiar costumes and wearing masks. The character standards for Comedic included these general outlines: Pantaloon: A greedy old man, merchant or fool, often lustful, conniving, and meddling. Tottered: A drunk, often professor or doctor dressed in a cap and gown. Capitan: A soldier who was braggadocios and cowardly. Inamorata: Young lovers who appeared quite normal compared to the rest of the characters. zinnia: Foolish servants. Usually two servants, one being drunk and more foolish than his cohort. Neoclassicists were rigid critics of Italian drama. They developed rules for theatre performances that survived for nearly 200 years in Europe. These mandates were claimed to have been derived from Greek and Roman models. Five central concepts of neoclassicism are as follows; verisimilitude, decorum, purity of genres, the three unities, and two fold purpose. Verisimilitude The seeking of truth. An attempt to portray the performance as a reasonable interpretation of what is real or reasonably expected in real life. Decorum The way in which characters of certain classes behaved according to that class. Age, sex, rank, and profession would be acted out as if the characters held those standings. A strong sense of moral right and wrong was upheld, reflected by the punishment of evil, and the rewarding of good. Purity of Genres Comedy and tragedy were never mixed. The elements of one genre were never to be interspersed with the performance of another. The use of the chorus, the dues ex machine, and the soliloquy, was prohibited. The Three Unities The concept of the unity of time, place, and action. Unity of time required a reasonable time for the action of the play to take place; usually no more than 24 hours. Unity of place required that the play should include no more than one place or location. Unity of action required that there be no sub plots, secondary plots or counter-plots. Two Fold Purpose The two purposes of neoclassical Italian plays were to teach and entertain. Opera Opera is the one form of Italian renaissance theatre that still survives to this day. It was developed in the late asses in Florence. Opera was originally an attempt to recreate a genuine Greek tragedy. Observing the Greek fusion of music and drama, the originators of opera attempted, and succeeded in, producing a completely sung illegal in their interpretations. Opera is a form of drama that creates its mood, actions, and characters through music. .uf78b5835ba511400e19e2de624776623 , .uf78b5835ba511400e19e2de624776623 .postImageUrl , .uf78b5835ba511400e19e2de624776623 .centered-text-area { min-height: 80px; position: relative; } .uf78b5835ba511400e19e2de624776623 , .uf78b5835ba511400e19e2de624776623:hover , .uf78b5835ba511400e19e2de624776623:visited , .uf78b5835ba511400e19e2de624776623:active { border:0!important; } .uf78b5835ba511400e19e2de624776623 .clearfix:after { content: ""; display: table; clear: both; } .uf78b5835ba511400e19e2de624776623 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf78b5835ba511400e19e2de624776623:active , .uf78b5835ba511400e19e2de624776623:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf78b5835ba511400e19e2de624776623 .centered-text-area { width: 100%; position: relative ; } .uf78b5835ba511400e19e2de624776623 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf78b5835ba511400e19e2de624776623 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf78b5835ba511400e19e2de624776623 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf78b5835ba511400e19e2de624776623:hover .ctaButton { background-color: #34495E!important; } .uf78b5835ba511400e19e2de624776623 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf78b5835ba511400e19e2de624776623 .uf78b5835ba511400e19e2de624776623-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf78b5835ba511400e19e2de624776623:after { content: ""; display: block; clear: both; } READ: Architecture: Words or Shapes EssayThe first opera on record is called Deafen (1597). The text of the opera was written by, Titivation Ruining (1562 1621). The music was scored by, Jackpot Peer (1561-1633). The opera, which consisted of a prologue and six scenes, was performed during the pre- Lenten Carnival of Palazzo Coors. The Camera Formation, an academy of wealthy Italians who studied ancient Greek and Roman theatre, produced Deafen. Performers can sing the librettos; these performances are called an aria (solo), a duet, a trio, and a quartet respectively. The visual display (intermezzo), along with musical excellence and strong performances, keep opera alive as a form of powerful dramatic art. Staging, Scenery, and Lighting The use of perspective drawing as a means to capture realistic backdrops was a common theme among 16th century stage designers. The illusion of depth was achieved through perspective drawing techniques using vanishing points as objects appeared closer to the horizon; they were painted smaller and smaller on their scenic backdrops. The first use of this technique is believed to have occurred in 508, for a performance of Arrestors La Cascaras. A leading author and set creator named Sebastian Serial wrote about this technique and other scene design methods in his book Architecture (1545). Different kinds of illusionists backdrops settings were developed for the three major types of plays of the era (comic, pastoral, and tragic). A three-sided revolving prism called the perestroika, was developed to change between different settings. This was quite an innovation for its time, as the scenery could be changed right before the audiences eyes. Other advances included the proscenium Ramee and front curtain along with varied flying machines (glories) and other special effects. Lighting inside the dark theaters of renaissance Italy also had to be addressed. Oil lamps and candles were the primary source of stage lighting. Though candles and lamps produced some smoke, they were placed in chandeliers and on the front of the stage. Placing translucent receptacles or canisters over them could dim candles when lower light levels were called for. Due to the size and lack of sufficient lighting of the theatres, artificial lighting was an ever-present necessity.

Demographic Information Essays (174 words) - Educational Psychology

Demographic Information Essays (174 words) - Educational Psychology Demographic Information Setting Denver Academy Students Observed Michael (Aspergers Syndrome), Paul (ADHD), Emmy (ADD), Terrence (ADD) Disabilities Observed Aspergers Syndrome, ADHD, ADD, ADD Activities Observed At the Denver Academy they use a method called: BLIS Body- Natural Intelligence (for the athletes and dancers). Logical- Linguistic and Quantitative (for the mathematicians). Interpersonal- (for the extroverts). Spatial- (for artists, musicians and performers). The teacher also uses a ball to pass to the student that was speaking at the time. Reflection Professionals Role The professionals role as a teacher is to differentiate instruction in a way that benefits all students. This means you are flexible in how you teach. Students have options in how they take in your instruction. Remember learning profiles, establish goals and expectations and tasks, share goals with students, and be creative. Insight Gained The teachers are asking How are you smart? instead of How smart are you? We cant control students traits of: Readiness, Interests, Learning Profile and Affect. By focusing on what we can control is how we can help influence them. Understand a students diagnosis and then rewrite it.

Service Quality Management Essay Example | Topics and Well Written Essays - 1500 words

Service Quality Management - Essay Example It has got a shareholder determination from well-known centers named as Interfaith Center in responsibility of its corporation as well as the Alliance for environmentally responsible economics. Ford has agreed in publishing the first industry report, which is dedicated to the matters of environment change and the effects in their business also the automotive industry as a whole. Ford Company has also worked with Ceres, ICCR and other stakeholders (Media.ford.com, 2005). While focusing on the issues, which are not abstract at Ford that they are the third biggest automobile producer around the globe. They have produced and distributed automobiles in more than 200 markets around the globe. They have many employees’ no less than four hundred thousand people worldwide, they manufacture trucks, transmissions, forgings, castings, cars, metal stamping, engines and all types of equity preserved and combined project plants in the world. They use the energy to manufacturing their vehicle s and control, power Ford services caused approximately 10 million metric loads of carbon dioxide CO2 (Media.ford.com, 2005). ... FORD also participates in trading and dealing mechanisms in all Europe as well as in North America of carbon dioxide CO2. The percentage of energy obtain from the renewable resources have been increased. It has also declared the first large scale which is known as fumes to fuels a cell project that would change captured volatile organic compounds VOCs from paint plant emissions to electrical power operations and would decrease all the emissions. They will also offset carbon dioxide CO2 emitted in the manufacture of their FORD as well as for Mercury Hybrid Technology Vehicles (Dolan and Stoll, 2009). It seems to be proud that FORD’s accomplishment in decreasing carbon dioxide CO2 from their procedures and have got advantage from energies expense savings that usually go with it. It has been recognized that about 10 percent of the period green-house gases GHG from any vehicle befall throughout its manufacture. And the rest of the 90 percent ascribed to the entire vehicle is emitt ed while the consumer is using it, when burning the gasoline, diesel from the fossil fuel causes (Brettell, 2008). FORD take wide range of activities that assist decrease the green-house gases emissions of their vehicle fleet in enhancing their hybrid listing to inspiring much use of Ethanol fuel, to shifting their mixture of the products to much fuel well organized cars, to refining and improving the proficiency of unoriginal diesel and gasoline engines, to levitating the consciousness of the customers (greencarcongress.com, 2005). As we know that many of them stakeholders imagine spelling out exact targets and milestones for better improvements into the fleet fuel proficiency of their products. It is highly competitive industry that there consecutive to be too extensive a

Contemporary social problems paper Essay Example | Topics and Well Written Essays - 500 words

Contemporary social problems paper - Essay Example These concerns are real social problems that the nation faces at present. There have been significant changes in the population growth since 1967 and it has been unevenly distributed, since 1970, with growth in the South and West, and loss in the other areas. This will result in many types of social problems. Already there are many problems like increased traffic congestion, proliferation of foreign language TV channels, expansion in the number of professional teams and so on. These are minor issues compared to the more serious issues connected with environment, education system, health care system, political system and others. The racial and ethnic disparities that the US is facing put the nation in great distress. The difference in these areas can turn up as decisive factor in the making up of the modern civility. The life in the nation is conditioned by the racial and ethnic group one belongs to. There is now a substantial gap between the minority and the White which can result in the social unrest as well. The minority that is growing at a fast rate will hold increasing share of the future work, resulting in the social imbalance.

Influences of economics and marketing on relationships in the global Essay

Influences of economics and marketing on relationships in the global food supply chain - Essay Example Exporting countries benefit from increased revenues from trading of surplus items, importing nations gain access to vital food reserves (Arda et al., 2005). Growing industrialization and profit making objectives have made a deep impact on the way food is being produced and supplied to the consumers today (Deep and Dani, 2009). The food supply chain is deeply impacted by rising prices, inflationary trends, and growing demands of increasing population have increased food prices. This has also led to multi-tiered supply chains that increase the complexity of the whole logistics process (Sowinski, 2012). The food supply chain begins with the farmer producing the supplies and the food items produced are sold by the farmers either directly to the food processor or indirectly through cooperative groups. The processed food is then sold to distributors to be distributed to various retailers and marketers and from there the food is finally sold to the consumers (FAO, 2004). The role of the far mers in the food supply chain is hence limited to the food processors and cooperative groups that are responsible for selling the farm produce to various distributing agencies, factories or processing units. This pattern limits the transparency of the whole system and farmers do not benefit much from the complex supply chains (Fearne et al., 2000). The globalization of economies has increased consumerism trends within the nations and this has led to a dramatic growth in consumption of food and related items. In context of the food supply chain this also reflects a shift in food movement from local and regional levels to global levels (Dicken, 2011). This has added to the complexity of the food supply...Global food security and governance have become increasingly complex in the past few decades owing to a gradual shift from local to global food supplies. â€Å"The capacity of single households to ensure an adequate supply of food for its members is affected by developments from loca l to global. Increasingly even nation states are losing control over the factors that determine the food security of their populations†. Conclusion In spite of the fact that an abundant quantity of food is being produced on the planet, millions are starving. The primary reason behind this is the corporate control over the food supply. The supply, distribution and manufacturing of food products have been controlled by the corporate system. The process of globalization has contributed to the advancement of biotechnology and agribusiness, which from the business’ perspective is profitable. Most of the capital invested on the production of food and food products goes to non-farmers. With the virtue of global economy, the corporations and supermarkets are churning a huge amount of money, which contributes to the imbalance of power between the farmers, consumers and food corporations.

Moduation Techniques | An Overview

Moduation Techniques | An Overview The evolution of wireless cellular technology from 1G to 4G has a similar aim that is capable to deliver high data rate signal so that it can transmit high bit rate multimedia content in cellular mobile communication. Thus, it has driven many researches into the application of higher order modulations. One of the focuses of this project is to study and compare the different types of Digital Modulation technique that widely being used in the LTE systems. Hence, before being able to design and evaluate this in computer simulation. A study is carried out on digital modulation and drilled down further on QPSK modulation schemes, and followed by the QAM modulation schemes. What is modulation? There are several definitions on modulation taken from several references as follows: Modulation is defined as the process by which a carrier wave is able to carry the message or digital signal (series of ones and zeroes). Modulation is the process of facilitating the transfer of information over a medium. Voice cannot be sent very far by screaming. To extend the range of sound, we need to transmit it through a medium other than air, such as a phone line or radio. The process of converting information (voice in this case) so that it can be successfully sent through a medium (wire or radio waves) is called modulation. Modulation is the process of varying a carrier signal, typically a sinusoidal signal, in order to use that signal to convey information. One of the three key characteristics of a signal is usually modulated: its phase, frequency or amplitude. There are 2 types of modulations: Analog modulation and digital modulation. In analog modulation, an information-bearing analog waveform is impressed on the carrier signal for transmission whereas in digital modulation, an information-bearing discrete-time symbol sequence (digital signal) is converted or impressed onto a continuous-time carrier waveform for transmission. 2G wireless systems are realized using digital modulation schemes. Why Digital Modulation? The move to digital modulation provides more information capacity, compatibility with digital data services, higher data security, better quality communications, and quicker system availability. Developers of communications systems face these constraints: available bandwidth permissible power inherent noise level of the system The RF spectrum must be shared, yet every day there are more users for that spectrum as demand for communications services increases. Digital modulation schemes have greater capacity to convey large amounts of information than analog modulation schemes. Different types of Digital Modulation As mentioned in the previous chapter, there are three major classes of digital modulation techniques used for transmission of digitally represented data: Amplitude Shift Keying (ASK) Frequency Shift Keying (FSK) Phase Shift Keying (PSK) All convey data by changing some aspect of a base signal, the carrier wave (usually a sinusoid) in response to a data signal. For ASK, FSK, and PSK the amplitude, frequency and phase are changed respectively. Bit rate and symbol rate To understand and compare different PSK and QAM modulation format efficiencies, it is important to first understand the difference between bit rate and symbol rate. The signal bandwidth for the communications channel needed depends on the symbol rate, not on the bit rate. Bit rate is the frequency of a system bit stream. Take, for example, a radio with an 8 bit sampler, sampling at 10 kHz for voice. The bit rate, the basic bit stream rate in the radio, would be eight bits multiplied by 10K samples per second or 80 Kbits per second. (For the moment we will ignore the extra bits required for synchronization, error correction, etc.). A Quadrature Phase Shift Keying (QPSK) signal. The states can be mapped to zeros and ones. This is a common mapping, but it is not the only one. Any mapping can be used. The symbol rate is the bit rate divided by the number of bits that can be transmitted with each symbol. If one bit is transmitted per symbol, as with BPSK, then the symbol rate would be the same as the bit rate of 80 Kbits per second. If two bits are transmitted per symbol, as in QPSK, then the symbol rate would be half of the bit rate or 40 Kbits per second. Symbol rate is sometimes called baud rate. Note that baud rate is not the same as bit rate. These terms are often confused. If more bits can be sent with each symbol, then the same amount of data can be sent in a narrower spectrum. This is why modulation formats that are more complex and use a higher number of states can send the same information over a narrower piece of the RF spectrum. Phase Shift Keying (PSK) PSK is a modulation scheme that conveys data by changing, or modulating, the phase of a reference signal (i.e. the phase of the carrier wave is changed to represent the data signal). A finite number of phases are used to represent digital data. Each of these phases is assigned a unique pattern of binary bits; usually each phase encodes an equal number of bits. Each pattern of bits forms the symbol that is represented by the particular phase. There are two fundamental ways of utilizing the phase of a signal in this way: By viewing the phase itself as conveying the information, in which case the demodulator must have a reference signal to compare the received signals phase against; (PSK) or By viewing the change in the phase as conveying information differential schemes, some of which do not need a reference carrier (to a certain extent) (DPSK). A convenient way to represent PSK schemes is on a constellation diagram. This shows the points in the Argand plane where, in this context, the real and imaginary axes are termed the in-phase and quadrature axes respectively due to their 90 ° separation. Such a representation on perpendicular axes lends itself to straightforward implementation. The amplitude of each point along the in-phase axis is used to modulate a cosine (or sine) wave and the amplitude along the quadrature axis to modulate a sine (or cosine) wave. In PSK, the constellation points chosen are usually positioned with uniform angular spacing around a circle. This gives maximum phase-separation between adjacent points and thus the best immunity to corruption. They are positioned on a circle so that they can all be transmitted with the same energy. In this way, the moduli of the complex numbers they represent will be the same and thus so will the amplitudes needed for the cosine and sine waves. Two common examples are binary phase-shift keying (BPSK) which uses two phases, and quadrature phase-shift keying (QPSK) which uses four phases, although any number of phases may be used. Since the data to be conveyed are usually binary, the PSK scheme is usually designed with the number of constellation points being a power of 2. Applications of PSK and QAM Owing to PSKs simplicity, particularly when compared with its competitor quadrature amplitude modulation (QAM), it is widely used in existing technologies. The most popular wireless LAN standard, IEEE 802.11b, uses a variety of different PSKs depending on the data-rate required. At the basic-rate of 1 Mbit/s, it uses DBPSK. To provide the extended-rate of 2 Mbit/s, DQPSK is used. In reaching 5.5 Mbit/s and the full-rate of 11 Mbit/s, QPSK is employed, but has to be coupled with complementary code keying. The higher-speed wireless LAN standard, IEEE 802.11g has eight data rates: 6, 9, 12, 18, 24, 36, 48 and 54 Mbit/s. The 6 and 9 Mbit/s modes use BPSK. The 12 and 18 Mbit/s modes use QPSK. The fastest four modes use forms of quadrature amplitude modulation. The recently-standardised Bluetooth will use p / 4-DQPSK at its lower rate (2 Mbit/s) and 8-DPSK at its higher rate (3 Mbit/s) when the link between the two devices is sufficiently robust. Bluetooth 1 modulates with Gaussian minimum shift keying, a binary scheme, so either modulation choice in version 2 will yield a higher data-rate. A similar technology, ZigBee (also known as IEEE 802.15.4) also relies on PSK. ZigBee operates in two frequency bands: 868-915MHz where it employs BPSK and at 2.4GHz where it uses OQPSK. Notably absent from these various schemes is 8-PSK. This is because its error-rate performance is close to that of 16-QAM it is only about 0.5dB better but its data rate is only three-quarters that of 16-QAM. Thus 8-PSK is often omitted from standards and, as seen above, schemes tend to jump from QPSK to 16-QAM (8-QAM is possible but difficult to implement). QPSK QPSK is a multilevel modulation techniques, it uses 2 bits per symbol to represent each phase. Compared to BPSK, it is more spectrally efficient but requires more complex receiver. Constellation Diagram for QPSK The constellation diagram for QPSK with Gray coding. Each adjacent symbol only differs by one bit. Sometimes known as quaternary or quadriphase PSK or 4-PSK, QPSK uses four points on the constellation diagram, equispaced around a circle. With four phases, QPSK can encode two bits per symbol, shown in the diagram with Gray coding to minimize the BER twice the rate of BPSK. Figure 2.5 depicts the 4 symbols used to represent the four phases in QPSK. Analysis shows that this may be used either to double the data rate compared to a BPSK system while maintaining the bandwidth of the signal or to maintain the data-rate of BPSK but halve the bandwidth needed. Four symbols that represents the four phases in QPSK Although QPSK can be viewed as a quaternary modulation, it is easier to see it as two independently modulated quadrature carriers. With this interpretation, the even (or odd) bits are used to modulate the in-phase component of the carrier, while the odd (or even) bits are used to modulate the quadrature-phase component of the carrier. BPSK is used on both carriers and they can be independently demodulated. As a result, the probability of bit-error for QPSK is the same as for BPSK: However, with two bits per symbol, the symbol error rate is increased: If the signal-to-noise ratio is high (as is necessary for practical QPSK systems) the probability of symbol error may be approximated: As with BPSK, there are phase ambiguity problems at the receiver and differentially encoded QPSK is more normally used in practice. As written above, QPSK, are often used in preference to BPSK when improved spectral efficiency is required. QPSK utilizes four constellation points, each representing two bits of data. Again as with BPSK the use of trajectory shaping (raised cosine, root raised cosine etc) will yield an improved spectral efficiency, although one of the principle disadvantages of QPSK, as with BPSK, is the potential to cross the origin, that will generate 100% AM. QPSK is also known as a method for transmitting digital information across an analog channel. Data bits are grouped into pairs, and each pair is represented by a particular waveform, called a symbol, to be sent across the channel after modulating the carrier. QPSK is also the most commonly used modulation scheme for wireless and cellular systems. Its because it does not suffer from BER degradation while the bandwidth efficiency is increased. The QPSK signals are mathematically defined as: Implementation of QPSK QPSK signal can be implemented by using the equation stated below. The symbols in the constellation diagram in terms of the sine and cosine waves used to transmit them is being written below: This yields the four phases p/4, 3p/4, 5p/4 and 7p/4 as needed. As a result, a two-dimensional signal space with unit basis functions The first basis function is used as the in-phase component of the signal and the second as the quadrature component of the signal. Therefore, the signal constellation consists of the signal-space 4 points The factors of 1/2 show that the total power is divide evenly among the two carriers. QPSK systems can be implemented in a few ways. First, the dual data stream is divided into the in-phase and quadrature-phase components. These are then independently modulated onto two orthogonal basis functions. In this implementation, two sinusoids are used. Next, the two signals are superimposed, and the resulting signal is the QPSK signal. Polar non-return-to-zero encoding is also being used. These encoders can be located before for binary data source, but have been located after to illustrate the theoretical dissimilarity between digital and analog signals concerned with digital modulation. The matched filters can be substituted with correlators. Each detection device uses a reference threshold value to conclude whether a 1 or 0 is detected. Quadrature Amplitude Modulation (QAM) Quadrature amplitude modulation (QAM) is both an analog and a digital modulation scheme. It is a modulation scheme in which two sinusoidal carriers, one exactly 90degrees out of phase with respect to the other, which are used to transmit data over a given physical channel. Because the orthogonal carriers occupy the same frequency band and differ by a 90degree phase shift, each can be modulated independently, transmitted over the same frequency band, and separated by demodulation at the receiver. For a given available bandwidth, QAM enables data transmission at twice the rate of standard pulse amplitude modulation (PAM) without any degradation in the bit error rate (BER). QAM and its derivatives are used in both mobile radio and satellite communication systems. The modulated waves are summed, and the resulting waveform is a combination of both phase-shift keying (PSK) and amplitude-shift keying, or in the analog case of phase modulation (PM) and amplitude modulation. In the digital QAM case, a finite number of at least two phases and at least two amplitudes are used. PSK modulators are often designed using the QAM principle, but are not considered as QAM since the amplitude of the modulated carrier signal is constant. In 16 QAM 4 different phases and 4 different amplitudes are used for a total of 16 different symbols. This means such a coding is able to transmit 4bit per second. 64-QAM yields 64 possible signal combinations, with each symbol representing six bits (2^6 = 64). The yield of this complex modulation scheme is that the transmission rate is six times the signaling rate. This modulation format produces a more spectrally efficient transmission. It is more efficient than BPSK, QPSK or 8PSK while QPSK is the same as 4QAM. Another variation is 32QAM. In this case there are six I values and six Q values resulting in a total of 36 possible states (66=36). This is too many states for a power of two (the closest power of two is 32). So the four corner symbol states, which take the most power to transmit, are omitted. This reduces the amount of peak power the transmitter has to generate. Since 25 = 32, there are five bits per symbol and the symbol rate is one fifth of the bit rate. The current practical limits are approximately 256QAM, though work is underway to extend the limits to 512 or 1024 QAM. A 256QAM system uses 16 I-values and 16 Q-values giving 256 possible states. Since 2^8 = 256, each symbol can represent eight bits. A 256QAM signal that can send eight bits per symbol is very spectrally efficient. However, there is some drawbacks, the symbols are very close together and are thus more subject to errors due to noise and distortion. Such a signal may have to be transmitted with extra power (to effectively spread the symbols out more) and this reduces power efficiency as compared to simpler schemes. BPSK uses 80 K symbols-per-second sending 1 bit per symbol. A system using 256QAM sends eight bits per symbol so the symbol rate would be 10 K symbols per second. A 256QAM system enables the same amount of information to be sent as BPSK using only one eighth of the bandwidth. It is eight times more bandwidth efficient. However, there is a drawback too. The radio becomes more complex and is more susceptible to errors caused by noise and distortion. Error rates of higher-order QAM systems such as this degrade more rapidly than QPSK as noise or interference is introduced. A measure of this degradation would be a higher Bit Error Rate (BER). In any digital modulation system, if the input signal is distorted or severely attenuated the receiver will eventually lose symbol clock completely. If the receiver can no longer recover the symbol clock, it cannot demodulate the signal or recover any information. With less degradation, the symbol clock can be recovered, but it is noisy, and the symbol locations themselves are noisy. In some cases, a symbol will fall far enough away from its intended position that it will cross over to an adjacent position. The I and Q level detectors used in the demodulator would misinterpret such a symbol as being in the wrong location, causing bit errors. In the case of QPSK, it is not as efficient, but the states are much farther apart and the system can tolerate a lot more noise before suffering symbol errors. QPSK has no intermediate states between the four corner-symbol locations so there is less opportunity for the demodulator to misinterpret symbols. As a result, QPSK requires less transmitt er power than QAM to achieve the same bit error rate. Implementation of QAM First, the incoming bits are encoded into complex valued symbols. Then, the sequence of symbols is mapped into a complex baseband waveform. For implementation purposes, each complex multiplication above corresponds to 4 real multiplications. Besides, and will be the real and imaginary parts of = + iand assume that the symbols are generated as real and imaginary parts (as opposed to magnitude and phase, for example). After being derived, we will get and. From (1), x (t) becomes. This can be understand as two parallel PAM systems, followed by double-sideband modulation by quadrature carriers and. This realization of QAM is called double-sideband quadrature-carrier (DSB-QC) modulation. A QAM receiver must first demodulate the received waveform y(t). Assuming the scaling and receiver time reference discussed before, this received waveform is assumed to be simply y(t) = x(t) + n(t). Here, it is being understood that there is no noise, so that y(t) is simply the transmitted waveform x(t). The first task of the receiver is to demodulate x(t) back to baseband. This is done by multiplying the received waveform by both and. The two resulting waveforms are each filtered by a filter with impulse response q(t) and then sampled at T spaced intervals. The multiplication by at the receiver moves the positive frequency part of x(t) both up and down in frequency by, and does the same with the negative frequency part. It is assumed throughout that both the transmit pulse p(t) and the receive pulse q(t) are in fact baseband waveforms relative to the carrier frequency (specifically, that and for). Thus the result of multiplying the modulated waveform x(t) by yields a response at baseband and also yields responses around and. The receive filter q(t) then eliminates the double frequency terms. The effect of the multiplication can be seen by both at transmitter and receiver from the following trigonometric identity: Thus the receive filter q(t) in the upper (cosine) part of the demodulator filters the real part of the original baseband waveform, resulting in the output Assuming that the cascade g(t) of the filters p(t) and q(t) is ideal Nyquist, the sampled output retrieves the real part of the original symbols without intersymbol interference. The filter q(t) also rejects the double frequency terms. The multiplication by similarly moves the received waveform to a baseband component plus double carrier frequency terms. The effect of multiplying by at both transmitter and receiver is given by Again, (assuming that p(t) * q(t) is ideal Nyquist) the filter q(t) in the lower (sine) part of the receiver retrieves the imaginary components of the original symbols without intersymbol interference. Finally, from the identity, there is no crosstalk at baseband between the real and imaginary parts of the original symbols. It is important to go through the above argument to realize that the earlier approach of multiplying u(t) by for modulation and then by for demodulation is just a notationally more convenient way of doing the same thing. Working with sines and cosines is much more concrete, but is messier and makes it harder to see the whole picture. Modulation and transmission of QAM In general, the modulated signal can be represented by Where the carrier cos(wct) is said to be amplitude modulated if its amplitude is adjusted in accordance with the modulating signal, and is said to be phase modulated if (t) is varied in accordance with the modulating signal. In QAM the amplitude of the baseband modulating signal is determined by a(t) and the phase by (t). The in phase component I is then given by This signal is then corrupted by the channel. In this case is the AWGN channel. The received signal is then given by Where n(t) represents the AWGN, which has both the in phase and the quadrature component. It is this received signal which will be attempted to demodulate. Reference Fundamentals of Communication SystemsDescription: http://i.cmpnet.com/dspdesignline/2008/07/image046.gif, by John G. Proakis, Masoud Salehi Description: http://i.cmpnet.com/dspdesignline/2008/07/image046.gif Cross-layer resource allocation in wireless communications: techniques and Models from PHY and MAC Layer Interactionby Ana I. Pà ©rez-Niera, Marc Realp Campalans Digital Communication: Third Edition, by John R. Barry, Edward A. Lee, David G. Messerschmit OFDM for wireless multimedia communications by Richard Van Nee, Ramjee Prasad Modern Quadrature Amplitude Modulation by W.T Webb and L.Hanzo Digital Signal Processing in Communication Systems by Marvin E.Frerking COPD: a Clinical Case Study COPD: a Clinical Case Study Jerry Corners Introduction Chronic Obstructive Pulmonary Disease (COPD) is the fifth leading cause of morbidity and mortality in the UK and fourth in the world (Hurd 2000; Soriano 2000). Though other causes exist, like genetics and environmental pollution, tobacco smoke is by far the leading etiology of this disease (Pride 2002). It may seem axiomatic that if cigarette smoking is the cause of COPD, cessation (or avoidance) of smoking is the prevention. However, despite extensive public education, smoking is still common among men and women in the UK and even when people do quit, relapse within the first year is common (Lancaster et al. 2006). Therefore our attention as caregivers needs to be focused upon methods of cessation that produce lasting results. To illustrate the diagnosis, management, both short- and long-term, and what Mike can expect from treatment as reflected in the medical literature, we present the following case. Pathophysiology of COPD COPD is a chronic disease in which decreased airflow is related to airway smooth muscle hypereactivity due to an abnormal inflammatory reaction. Inhalation of tobacco products causes airway remodeling, resulting ultimately in emphysema and chronic bronchitis (Srivastava, Dastidar, Ray 2007). COPD is a complex inflammatory disease that affects both lung airways and lung parenchyma. The modern focus of the pathophysiology of COPD is centered around this inflammation and it is now recognized that systemic inflammation is responsible for many of the extrapulmonary effects of cigarette smoke inhalation (Heaney, Lindsay, McGarvey 2007). The Clinical Case Study Diagnosis Mike is a 54 year old, self-employed grandfather who smokes 40 cigarettes daily. He was recently diagnosed with COPD based on an FEV1 of 66% of predicted (Halpin 2004). According to Halpin (2004), â€Å"There are still no validated severity assessment tools that encompass the multidimensional nature of the disease, and we therefore continue to recommend using FEV1 as a percentage of the predicted as a marker of the severity of airflow obstruction, but acknowledge that this may not reflect the impact of the disease in that individual. We have changed the FEV1 cut off points and these now match those in the updated GOLD and new ATS/ERS guidelines, although the terminology is slightly different: an FEV1 of 50–80% predicted constitutes mild airflow obstruction, 30–49% moderate airflow obstruction, and According to these criteria, Mike has mild airflow obstruction and will be treated accordingly. But no matter what stage he is at or what pharmacologic interventions are prescribed, we are nevertheless obliged to offer this patient access to an effective nicotine cessation program while in hospital. Treatment Acutely, the mainstays of treatment for Mike’s level of disease are inhalation and possibly oral therapy along with pulmonary rehabilitation (Cote Celli 2005;Paz-Diaz et al. 2007). Of course underlying bronchpulmonary infection is treated with appropriate anitmicrobial therapy. Inhalation and Oral Therapy Bronchodilators Of the three classes of bronchodilator therapy, ÃŽ ²-agonists, anticholinergic drugs and methylxanthines, all appear to work by relaxation of the airway smooth muscles, which allows emptying of the lung and increased tidal volume, with an increase in FEV1 with increase in the total lung volume and dyspnea, subjective air-hunger, significantly improved, especially during exercise (Celli Macnee 2004c). Combining short- and long-acting bronchodilators appears to improve lung function better than either alone, and so Mike will be treated with a combination of salbutamol and (albuterol)/ipratropium. There are many other agents that could be used that have shown to be effective in mild disease, such as Mike’s (Celli Macnee 2004b). Corticosteroids Inflammation is often part of the acute phase of COPD exacerbations and therefore part of Mike’s therapy will be inhaled corticosteroids. Many studies have shown that inhaled corticosteroids produce at least some improvement in FEV1 and ventilatory capacity. It is often necessary for a trial of medication to confirm that a given patient will respond to inhaled corticosteroid treatment (Celli Macnee 2004a). Ries ( 2007) claims that inhaled corticosteroids have become the standard of care for patients with COPD, in all phases of severity (Salman et al. 2003). Mike will be offered inhaled corticosteroids. Pulmonary Rehabilitation According to a statement of the American Thoracic Society, â€Å"[Pulmonary rehabilitation is] a multidisciplinary programme of care for patients with chronic respiratory impairment that is individually tailored and designed to optimise physical and social performance and autonomy†. The Pulmonary Rehabilitation Program Exercise Garrod ( 2007) has shown convincing evidence that exercise significantly modifies systemic inflammation, as measured by CRP and IL-6 levels, that plays such an important role in the pathogenesis of COPD. But rather than target just the pulmonary musculature, Sin et al. ( 2007) have suggested that the skeletal muscle dysfunction and reduced exercise tolerance, which are important extrapulmonary manifestations of COPD, could in fact be due to the systemic inflammation that is important in COPD. Therefore, Mike will be placed on a regimen of weight training designed to improve his over all muscle strength. In addition he will be offered aerobic exercise treadmill sessions to improve his exercise tolerance, similar to cardiac rehabilitation (Leon et al. 2005). Nutritional Support General nutritional status is related to COPD severity (Budweiser et al. 2007;Ischaki et al. 2007) and mortality (Felbinger Suchner 2003). The cachexia of COPD is a common sign of end-stage pulmonary disease. Mike has mild disease and would not be expected to be suffering from malnutrition. However, an evaluation by a nutritionist and possible early correction of any deficits are part of his pulmonary rehabilitation. Psychological Support Depression, anxiety, and somatic symptoms are valid indicators of psychological distress in COPD (Hynninen et al. 2005) and quality of life (Arnold et al. 2006), two very important nursing issues. Much of the psychological distress is related to a sense of personal control because the illness, especially in its late stages, is so often accompanied by a feeling of loss of control in one’s life. Mike is still self-employed and with his mild impairment, he is not likely to be feeling these issues, yet. However caregivers need to be acutely aware that his quality of life may depend upon recognition and early intervention in the future (Gudmundsson et al. 2006;Oga et al. 2007). To that end he will have a psychological evaluation while in hospital to screen for depression or anxiety symptoms. Educational Support There are many areas that are very important to Mike as he goes through his pulmonary rehabilitation. In an initial interview, he needs to know what he can and cannot expect from treatment. He needs a person to explain that the damage done so far is not reversible but that there are many treatments available that will allow him to live a good life, if he stops further cigarette use. Issues of promoting a healthy lifestyle, muscle wasting and psychological adjustment are all treatable with information, when it is presented in a sympathetic, firm, supportive atmosphere. Mike needs to know what to expect in the future, if he is able to quit smoking, and if he does not quit smoking. He may not like to hear the truth, but his quality of life will benefit in the years to come from a clear, honest educational program. In addition Mike needs to understand that he may have exacerbations from time to time and that early intervention by his generalist or pulmonologist are mandatory to avoid more serious consequences. Education that stresses the value of a healthy lifestyle, including regular exercise according to the regimen established in hospital, is very important. Also, education can help considerably in preventing the wasting that, though probably not present now, may become important in the future. Smoking Cessation No subject in the COPD literature is more clear than the need for immediate cessation of exposure to all cigarette smoke; and, no subject is more frustrating to caregiver and patient alike, at least in those instances where there is poor compliance with the cigarette smoke proscription. We will explore with Mike some of the recommended strategies to accomplish this sometimes elusive, if vitally necessary goal. Nicotine Replacement Therapy (NRT) A recent article by West, et al. ( 2007) reported a prospective study of NRT that was large (2009 smokers), multicultural, involving smokers from the US, UK, Canada, France, and Spain, and of sufficient duration to render generalizable (â€Å"real world†) results. They concluded that NRT helps smokers’ cessation attempts and long-term abstinence rates. However, the 6% improvement rate was not large and this form of cessation therapy should be reserved for those who have tried and failed other methods or programmes. There are many forms of NRT, including nasal and oral nicotine sprays, gum, and patches of varying dosages, currently on the market, but whether they have significant one-year success rates over counselling is an arguable point in the literature. Since Mike now smokes 40 cigarettes daily, he will be offered the 15mg nicotine patch to help for the initial 20 weeks of cessation. Bupropion Therapy Buproprion is a dopamine agonist that has antidepressant effects but is also marketed as a smoking cessation agent. In a study comparing the nicotine patch with buproprion and controls (counselling only) by Uyar, et al. (Uyar et al. 2007), reported success of 26 % for the nicotine patch, 26% for buproprion, and 16% for counselling-only at the end of 24 weeks. As an interesting aside, they reported that those who had a Beck depression inventory above 13, i.e. were depressed at the onset of the study, were unsuccessful regardless of treatment or control group. However, because of the small numbers of smokers involved, there was no statistically significant difference between these groups. The authors conclude that counselling is as effective for cessation attempts as these pharmacologic treatments, and there are no known side effects of being in a control group. However, other studies (Tonnesen et al. 2003) have shown a significant effect of bupropion over placebo. Internet-Based Assistance Various groups have tried using an interactive website to help smokers stop smoking. Unfortunately they have yet to show significant positive findings. All that can be said about them is that the more often the smoker logs on to the site, the better his chances are that he will be successful (Japuntich et al. 2006;Mermelstein Turner 2006;Pike et al. 2007). Nurse-Conducted Behavioral Intervention In the UK Tonnesen et al. (Tonnesen, Mikkelsen, Bremann 2006) found that a combination of nurse-based counselling in conjunction with NRT in patients with COPD was more effective than placebo at 6 and 12 months. As one can readily imagine, there are a plethora of cessation strategies available to assist people in smoking cessation. However, there is no â€Å"silver bullet†, i.e. one method that fits everybody. It comes down to proper motivation, which we believe is related to education and perhaps other factors. All we can really be sure of is of that those who try, many will be successful, and try, try, again seems to be the best advice we can offer. But the most important lesson we can learn is to prevent use of this harmful and addictive substance in the first place. Teenage smoking prevalence is around 15% in developing countries and around 26% in the UK and US. Studies have shown that those who make it past 20 years of age are much less likely to succumb to this addiction (Grimshaw Stanton 2006). Conclusion Assuming Mike ceases to smoke cigarettes, and given a regimen of exercise appropriate to his physical functioning, and with a detailed and robust COPD rehabilitation programme, his prognosis is excellent. By far the most challenging days are yet to come as Mike begins to feel better and the educational materiel fades from his mind. Many smokers return to their fatal habit within a year. Many, though perhaps not all, could benefit from periodic follow-up sessions with a motivational nurse-counselor. 1902 words not counting references References Arnold, R., Ranchor, A. V., Koeter, G. H., de Jongste, M. J., Wempe, J. 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Medication versus motivation, Saudi.Med.J., vol. 28, no. 6, pp. 922-926. West, R. Zhou, X. 2007, Is nicotine replacement therapy for smoking cessation effective in the real world? Findings from a prospective multinational cohort study, Thorax. Page 1 of 11 Is Power the Same as Violence? Is Power the Same as Violence? Huang Li Introduction For a long time in history, the coercive side that power involves and the destructive results that power rivalry brings have all along depicted power as horrible and deterrent. It has been viewed as closely related to force and violence, or to a large extent very similar. It is only until the time of modern democratic societies that the meaning of power is gradually enriched with the increasing role of rational recognition in power relations. This essay intends to show that power is not the same as violence; it is more than that because of the most fundamental difference: rational recognition. Power is not only composed of coercive force that resembles violence, more importantly it involves the force of social recognition which violence is short of. Power is a mutually regulated communicative process rather than simply exercised by the powerful over the powerless. After identifying some basic differences between power and violence, this essay will focus on the discussion of power and power relations, to explore the major difference between power and violence rational recognition and why it is so. On one hand, it will show that power can create violence and it consists of coercive elements by demonstrating why power is not a one-way event; on the other hand, this essay will proof why power is more of mutual constraint that rational recognition and willingness of acceptance from others can identify power from violence. Scholars like Weber views power as means than ends, backed by violence, threat or inducement; Mann illustrates power as resources that can be occupied; Parsons and Foucault both intend to reconstruct power but still proceed in the realm of violence theory. This essay mostly follows the ideas of Honneth, Arendt, and Habermas, but attempts to avoid another extreme of equalizing power to purely power of rationality or power of consensus through communicative process. It sees power as a combination shaped by both coercive and rational forces, avoiding placing power in the opposite of violence since in history power has been devastating too and violence could be â€Å"an attempt to achieve justice† (Gilligan, 2000, 11). Basic Differences: Power Dependent on Numbers and Violence on Implements Arendt defines power in the context of groups of individuals, as â€Å"the human ability not just to act but to act in concert† (1972, 143). One individual alone does not generate power; power is the aggregate strength of all the individuals in a group. So the exercise of power is preconditioned with numbers. Unlike power, violence does not require numbers or groups in order to be violence. Rather, it depends on implements to â€Å"multiply strength, to a point at which they can replace it† (Arendt, 1972, 145), instead of becoming power. Violence is designed and applied for expanding one’s physical strength that it is totally instrumental and always a means for certain purpose; but power in itself can serve as an end. There is categorical distinction in this sense. Is Power a One-way Event? If violence is not the end, it is a â€Å"blinding rage that speaks through the body† (Gilligan, 2000, 55) and the hope of those who do not possess power. So violence could start from the powerless against the powerful, such as slaves against slave owners, or the ruled against the ruling. Such power relations see those in power as subjects and those under the power objects, to be controlled and manipulated. Power in such a one-way model is pillared by certain condition which is understood as its source. Mann identifies four sources of power: ideology, economy, military and politics (1970, 35) that people who occupy these resources will own power. A society is thus divided into two kinds of people in a one-way power structure. If the will of those in power is not executed, the ruled will be punished, possibly by violence, and they stand up to resist, with violence, for power. It is not difficult to reach the conclusion that in a binary opposition, power and violence can be cause and effect of each other and they are actually two sides of one coin. Derived from the Hobbesian proposition, it should be admitted that power do contain certain aspects of violence, historically or theoretically, when it is understood as something can be possessed like resources. However, what can be relied upon by the ruled class for their struggle if they don’t have any resources at all? In the case of ideology, any interpretation by the powerless will be meaningless and invalid, why would those in power necessitate oppressing and controlling them? Will there be any struggle inside the powerful and the powerless? Power is Mutually Agreed: Rational Recognition of Imbalance Clearly such violence-illustrated power is not the whole picture. Power is more than something can be owned and preserved; it only exists when is â€Å"exercised by some on others† (Foucault, 2003, 126) and will be â€Å"dispersed once the group ceases to exist† (Arendt, 1972, 143). Power is the â€Å"structural feature of human relations† (Elias, 1998, 188). Slaves have power over the slave owner too as long as they are valuable to him; their power depends on the degree to which their owner relies on them; so is the case between parents and children, and teachers and students. In reality, if an individual or group acquires the power to implement self will, such power is not fully discovered if the ruled do not acknowledge it; they do not just accept power, they make certain responses to it based on their own will. So power is not necessarily a unilateral process where one is dominated and controlled by the other; it exists in interdependence and mutual constraint among people with differentiated level of resources; it is both â€Å"pervasive and negotiated† (Gosling, 2007, 3). Not only will power be regulated and negotiated between the ruling and the ruled, but also within themselves. The former power relations are coercive because the power is legitimized by laws, regimes or organizations. The latter may be absent from these elements but power relations and interactions still takes place because some individuals will still tend to persuade and influence others in exchange for recognition of authoritative positions, through knowledge, money and pers onal network, in order to implement one’s own will and better response to such power relations at the â€Å" most micro levels† (michel-foucault.com). In fact, power relations at the micro level are where those power relations between hierarchies originate. At the very micro level, it is to a larger extent the power of rational recognition rather than the power of force that leads to certain power relations. Since interdependence always exists among people regardless of their power positions, power relation is a dynamicequilibrium and mutual power regulation is always there, even in the extreme case of slaves and slave owner. However if the power relations regulated by rational recognition are neglected, those based on them at the macro levels will be shaken. Although power relations are mutually regulated and communicative rational, the degrees of interdependence are different, which lead to unbalanced relationships among the players. In fact, power to some extend is just demonstrated by such imbalance; violence too is demonstrated in kind of imbalance; but power goes further if it is identified different as it means others’ recognition of such imbalance. When the imbalance is maintained in the form of pure coercive force, it is violence; when rational force is included, it starts to turn into power. Under any circumstance, power is the combination of both. Bifacial Nature of Power When examined under Habermas’s context, in the terms of â€Å"facts and norms†, power includes two dimensions as well, described as â€Å"facticity and validity†. The facticity dimension reveals the coercive nature of power that power, in any kind of form, potentially contains coercive forces in realizing goals and excluding all impediments. Such aspect of power is underpinned by violence or the threat of violence which exist as real and concrete facts. The other dimension is validity that refers to power’s tendency of gaining rational recognition from the others. Though the two dimensions coexist in power and so does the tensions between them, they are not always equally demonstrated. In a tyrannic society, power shows more coercive side of its nature whereas the power of rational recognition is more compelling in a democratic society. Violence Does Not Create Power but Destroys It As discussed so far, power involves elements of coercion and it can generate violence. But is it the case the other way around that violence can also produce power? In many scholars’ understanding, violence is viewed as a resource that â€Å"can be mobilized to enforce the compliance of others† (Ray, 2011, 13). Usually exercised by those in power, it creates the ability of an individual or group to achieve their own goals or aims even if others are trying to prevent them from realizing them. Thus violence is naturally seen as a source of power. However, is what one has gained by using violence, or what violence has created, truly power? When a government turns into violence against its own people or a foreign country, or an individual uses violence to acquire what is wanted, it is generally because power in their hand is running out and violence is the last resort. While such a government or individual does not lack means of violence, they are in fact in short of power; to be more accurate, they are lack of recognition of their wills by others. When violence as a resource is utilized against another, it not only consumes the resource itself but also diminishes what little power is left over. Violence is always the choice of the impotent, not the powerful. Viewed in this sense, violence only equals to coercive means regardless of other’s recognitions. It emerges when â€Å"social ensembles are incoherent, fragmented and decadent† (Wieviorka, 2009, 165). Therefore, as violence â€Å"inevitably destroys power, it can never generate power† (Arendt 1972, 152). There is no â€Å"continuity between obedience to command (the enactment of power) and obedience to law (as legitimate authority)† (Ray, 2011, 13). A government that solely relies on violence has no power and â€Å"tyranny is both the least powerful and the most violent form of government† (Arendt, 1972, 140). Reproduction of Power and Violence In the past, power is largely associated with gains of interests, or occupation of social resources like those identified by Michael Mann. In Honneth’s Struggle for Recognition, he reveals the â€Å"force of recognition† behind power. Once this point is taken into consideration, the reproduction of power will no longer be just about violent competition, or rivalry for social resources, rather, the willingness of others to acknowledge and accept. Arendt insists that violence does not give rise to power because she believes that social recognition is missed in violence. When power is taken as a combination of coercive and rational forces, it may be understood as a relationship of mutual recognition among a group of people backed by the potential threats each have for others. Therefore, the reproduction of power naturally includes attempts of occupying as much resources as possible for greater coercive capability; it is indispensible and more important to gain recognition from others. If authoritative coercion is a source of power, it is not the only source. Rational recognition also generates power. So political power is not the potential capability to implement one’s own goals or realize one’s own interests, it relies on those over whom the power is exercised to define what power truly is. The power of a government is conferred through people’s recognition, or in another word, the coercive force of the government is agreed by the people. When applied at the micro level, it can also be stated that the power between individuals does not only arise in the lure of interests or in the constraint of violence, it rests in the one’s recognition of others’ will and authority over oneself. Only when such recognition exists, the will can be implemented without enforcement and power becomes power rather than violence. Right to the contrary, what violence concerned is how one’s own goals are reached through forceful means. Violence is always destructive but never constructive. Terrorist attacks do not increase the power of the terrorists, it grows intimidation and controls; meanwhile it gives the government power to do what it cannot do in the past and to expand its sphere of influence. Violence reinforces state power and makes more violence necessary in order to maintain and reproduce violence. Conclusion When power is perceived under violence theory, man is to be controlled and manipulated, instrumentalized in a subject-object relationship which is all about one trying to dominate the other in struggles for power resources, in order to preserve power and oppress others from grabbing it. Power in that sense equals to violence, which is observed throughout history. While power will fail should it be not supported by forceful and compulsory means, it is not sufficient to have these only. What cannot be overlooked is an â€Å"infinitely complex network of ‘micropowers’, of power relations that permeate every aspect of social life† (Sheridan 1980: 139). Where rational recognition also creates power, power can be compellent but not violent simultaneously. Thus, viewed in a rational context, man becomes a dialogue partner with the coexistence of competition, compromise and cooperation. Mutual regulation and interdependence is the one of the features of such power relationship and mutual understanding and respect is part of the foundation of power reproduction. Recognition of imbalance between people, particularly from those over whom power is exercised, legitimizes power and differentiates it from violence. Power and violence are not the same; the former is more than the latter. Power â€Å"cannot be overthrown and acquired once and for all by the destruction of institutions and the seizure of state apparatuses† (Sheridan 1980: 139). Unlike violence, power is not unitary and its exercise binary; it is interactive; a very important part of power struggle is the rivalry for recognition. In modern democratic societies, the violence aspect of power is decreasing and increasingly giving way to the role of rational recognition in shaping power. The major resources of power is no longer just about military or economy of one’s own capability, it is more about how convincing it is for others to accept, and in the end, how well one’s power is recognized and received by others. Bibliography: Arendt, Hannah, (1972), â€Å"On Violence† inCrises of the Republic, New York: Harcourt Brace Company, pp. 103-184. Elias, Norbert, (1998), â€Å"On Civilization, Power, and Knowledge†, Chicago: University of Chicago Press, chapter 7. Foucault, Michel, (2003), â€Å"The Subject and Power† inThe Essential Foucault, P. Rabinow, ed., New York: The New Press, pp. 126-144. Gilligan, James, (2000), â€Å"Violence: Reflection on Our Deadliest Epidemic†, London: Jessica Kingsley, pp. 1-60. Gosling, David, (2007), â€Å"Micro-Power Relations Between Teachers and Students Using Five Perspectives on Teaching in Higher Education†, available at: http://www.davidgosling.net/userfiles/micro power relations isl 2007.pdf, last accessed on 7 Dec. 2014. Habermas, J., (1996), â€Å"Between Facts and Norms†, Massachusetts: the MIT Press. Honneth, Axel, (1996), â€Å"The Struggle for Recognition: The Moral Grammar of Social Conflicts†, Massachusetts: the MIT Press. Mann, Michael, (1970), â€Å"The Source of Social Power†, Cambridge University Press, chapter 2, pp. 34-72. Michel-foucault.com, (2007), Key concepts, available at: http://www.michel-foucault.com/concepts/index.html, last accessed on 6 Dec. 2014. Ray, Larry, (2011), â€Å"Violence and Society†, London: Sage, pp. 6-23. Shabani, A. Payrow, (2004), â€Å"Habermas’Between Facts and Norms: Legitimizing Power?† available at: https://www.bu.edu/wcp/Papers/Poli/PoliShab.htm, last accessed on 6 Dec. 2014. Wieviorka, Michel, (2009), â€Å"Violence: A New Approach†, London: Sage, pp. 165.