Rene Descartes and the scientific revolution Research Paper

Rene Descartes and the scientific revolution - Research Paper Example The Bible taught that the Earth was a special planet because God has deliberately set it at the center of the others; a clear sign of its importance to God. However, past the 16th Century, some scientists began challenging the existing way of thinking by replacing the past assumptions with new theories. This change in the European thought about the natural world is what is commonly referred to as the Scientific Revolution. The Scientific Revolution was a foundation stone upon which Rene Descartes developed the scientific method approach. The breakthroughs in the scientific revolution were championed by Copernicus who observed that the stars and all the planets revolved around the sun. The thoughts were sparked off by an ancient Greek idea that the sun was at the center of the universe. Copernicus indeed found this to be true after 25 years of studying planetary movements. Though revolutionary, the theory had a limitation in that it never explained why the planets behaved the way they did. Another problem was that it contradicted ancient studies and religious views. For fear of persecution and possible ridicule, the scholar did not publish his findings until 1543; the year of his death. Despite his death, Copernicus’ ideals withstood the test of death and were a good foundation for other like-minded scientists. Brahe, an astronomer from Denmark, made careful and accurate records of the planets’ movements over many years. The scientist produced volumes of accurate data recorded from his personal observations. With his death imminent, it was left to his followers to make the mathematical inferences from the data. Johannes Kepler, his assistant, studied the data and inferred that some mathematical laws governed the movements in the universe. According to Hellyer, (2003) Descartes’ findings disapproved the belief that the planets orbited in circular motions. In contrast,

Parkinson's Disease Discussion Paper Research Example | Topics and Well Written Essays - 1000 words

Parkinson's Disease Discussion - Research Paper Example Management of motor response changes, for example, nighttime deterioration, dyskinesias, early morning deterioration, and psychiatric problems can only be successful if there are strategies for treatment. Although tremendous efforts and developments have been made in comprehending the pathophysiology that lie beneath this condition, the cause is not yet known, and there is no treatment that is curative. This paper will look at the video â€Å"My Father, My Brother, and Me†, and attempt to discuss issues that surround Parkinson’s disease. Firstly, there is a personal drive to understand Parkinson’s disease. The disease has affected the actor’s family members. During his undertakings, he meets with various remarkable people who are doing research about the disease. The researcher’s meeting with frozen heroin addicts results in a monumental step forward. An individual who had suffered from this disease got a reformed living by going through the surgery of the brain. Moreover, he encountered a geneticist who assisted in identifying some of the mutations responsible for Parkinson disease. It has also been noted by specialists that at least six genes can cause Parkinson’s disease. Secondly, there is a belief that the debate involving genetics and environment is adequate because there has not been an answer to it. A development of the connection between genetics and environment has led to the improvement of Parkinson’s disease research hugely in the last few years. Thirdly, it is fascinating to know that even with the progression in the embryonic cell therapies; the research was stopped in 2006 by the former United States president, George Bush. He did this by vetoing the bill that was supposed to increase funding for stem cell research. He was largely responding to pressure from various religious groups. Fourthly, there is an illustration of the different treatment, medication of interest,

Analysis around Freuds view of the human mind Essay Example for Free

Analysis around Freuds view of the human mind Essay This essay aims to discuss the key ideas behind Freuds theories, including his model of the mind, psychosexual development, repression and cure through therapeutic techniques. Sigman Freud (1856 to 1939) was an Austrian physician, with an interest in the workings of the subconscious mind. Freud spent his life trying to produce coherent a set of theories to explain all human behavioural, but never achieved his goal of one grand theory, (Benson, 1999, P48).  According to Freud, the mind has three levels of consciousness. The conscious equates to 1/7th of the mind, being the awareness we have when awake. The pre-conscious, is a boundary containing memories of dreams, and causing slips of the tongue. Finally, the unconscious. Making up 6/7ths of the mind and containing thoughts completely hidden and unavailable to us, (Benson, 1999, P47). Freuds model divides the mind in to three parts: the Id, Ego and Superego. He believed that the first to develop was the Id, operating on the pleasure principle, in the unconscious mind. The Id is the dark, inaccessible part of our personality, (Freud, 1933 p27). It drives a baby to seek pleasure, like drink food warmth and comfort and avoid the unpleasureable, like hunger, being wet and cold The Id is selfish and not concerned with social rules, but only with self gratification, (Cardwell et al, 1997 p549). The Id is made of two components. Benson (1999, P51) describes the first, Libido, as the inborn energy we have that motivates us to survive. The second component, Freud named Thanatos, and described as the death instinct, expressed through aggression towards self and others. Cardwell et al (1997) explain that the Ids discharge of energy and excitation without regard for consequence is known as primary process thinking. At around two years old the human mind recognises the need to be realistic and plan for the future, rather than surviving on primary instinct. Thus the ego develops. Operating on the reality principle, it battles the Id for control of behaviour. Unlike the Id, the Ego has a partly conscious, secondary thought process. The ego is still, however, essentially selfish, i.e. protecting the individual from harm, (Benson, 1999, p51). At around 3, we start to absorb influence from our parents and the Super Ego begins to develop. The Super Ego expands from our learned morals and the conventions of society. Super means above looking down and monitoring the Id-Ego Battle, (Benson, 1999, P52). Like the Ego, the Super Ego is partly conscious; however it is not selfish and considers others too. As it develops it becomes our social conscience and guides us towards sociably acceptable behaviour. (Cardwell et al, 1997, p549).  Freud was responsible for modern societys understanding of the effects childhood experiences can have on adult personalities. He split the childhood into five stages of psychosexual development. During the first, the Oral stage from 0 to 2 years, the only drive present is the Id. Focused on survival, the Id drives the baby to feed by suckling. Thus the mouth becomes the main source of pleasure. Benson (1999, p52) states that through oral satisfaction the baby develops trust and an optimistic personality.  From 2 to 3 years, the child becomes aware of its bowels and how to control them. Here begins the Anal Stage, as the focus of gratification shifts to the anus aiding with potty training, a vital step to independence and survival, (Benson, 1999, P54). However, withholding elimination goes against the Ids nature of random discharge without regard for consequence. This results in the requirement for an ego to develop, and as such has important implications in the personality later in life, (Cardwell et al, p550, 1997). The phallic stage, from 3 to 5 years, starts when children become aware of sexual differences and become curious about their own genitals. Benson (1999) explains that boys will develop differently to girls from here on. Boys will develop Oedipus Complex and unconsciously experienced a sequence of sub stages. Firstly he will develop a strong desire for his mother. Then, after noticing the strong (sexual) bond between her and his father, he will become deeply jealous of his father and hate him. The boys fear of his father uncovering these thoughts instils a fear of the ultimate punishment, castration. The boy resolves that to avoid castration by pleasing his farther, and at the same time impress his mother, he must become like his father. This is called identification. Girls, having unconsciously concluded that they have already been castrated, do not develop the same fears. Though, since their mother is the same, girls also end up identifying, i.e. adopting their mothers morality and gender roles. This was always rather vague and known as the Electra Complex (Benson, 1999, p56).

Access To Humanities And Social Science Sociology Essay

Access To Humanities And Social Science Sociology Essay This essay will explore the concept of the family, and how it has changed over time. The family is an enduring institution over time and within different cultural settings such as nomadic, tribal, agrarian, industrial and post- industrial. The history of man is essentially linked to that of the family; for instance, the most powerful narrative of the western world is arguably the bible, and it gives the defining genealogy of mankind. A central theme of the bible is family history which links the main players from Adam and Eve through to Jesus himself, for instance; who doesnt know Jesus was from the line of David? It is, amongst other things, an extensive documentation of family. It is said that in pre-industrial Britain, the family had different a different social agenda and a different focus than that of the family in the industrial revolution that followed. Before industrialisation Britain was an agricultural country with most of its population working on the land. It is widely believed that the extended family was prevalent in these times. Social historian Philippe Aries (1962) suggested that children of this time were regarded as little adults who took part in the work place and were thought of as an economic asset. He argued that as their death rate was so high, there were difficulties in investing emotionally in children. In medieval society the idea of childhood did not exist; www.google.com/www.ehs.org.uk/society/pdfs/Hendrick%2015a.pdf On the other hand, Peter Laslett (1972-77), studied pre industrial family structures and suggested that neither kinship, nor the classic extended families were typical family structures in pre industrial Britain or America, he suggested the figures showed these families made up less than 10% of the family population in. After extensive research on family sizes in Britain he reversed the argument that the nuclear family came about in reaction to industrialisation, stating that the nuclear family was to be found in pre industrial Britain, and that there was evidence of the same in much of Europe, the nuclear family had economic, political and social consequences that prepared Britain and Europe for early industrialisation. He called the nuclear family of this time the western family. His studies also led him to conclude that the classic extended family was found more widely in Eastern Europe and in countries such as Russia and Japan. Anderson (1980) argued that there was a greater variety of family structure than Laslett implied in his research, implying pre industrial Europe was characterised by family diversity. Anderson used data from the 1851 census of Preston and concluded that 23% of the households of the working classes contained kin beyond that of the nuclear family, a much larger figure than that of Lasletts findings. Preston was largely reliant on the cotton trade in these times, and he concluded that in these times of hardship, resulting from spells of high unemployment, low wages, high death rates and overcrowded housing, large kinship networks would be beneficial to all parties. For example, the parents of spouses would often live in the same household, providing them with child care whilst they were out at work. In turn the grandparents were cared for. Andersons studies led him to conclude that the working class family of the mid nineteenth century acted as a mutual aid organisation. Anderson argued that industrialisation increased rather than decreased extensions of working class nuclear families. In1949 functionalist George Murdock published his studies on the institution of the family, looking at a wide range of societies (250) from large scale industrial, to small hunter gatherer societies. He concluded that a form of the family existed in every society. Murdock defined the family (1949) It includes adults of both sexes, at least two of whom maintain a socially approved relationship, and one or more children, own or adopted, of sexually cohabiting adults.; Haralambos Holborn, Sociology Themes and perspectives Seventh edition, pg 460. Murdock defined the family as living together, pooling its resources, working together, and producing offspring. He also thought of the family as functioning with at least two of its adult members conducting a sexual relationship, depending on the norms of its society. For example in Muslim countries it is allowed for the male to have up to four wives. Murdock defined the family as being a universal social institution. Functionalist views are often referred to as conservative thinking, preserving or maintaining the status quo. Arguments opposing functionalist theories emerge from Marxist and feminist ideology, as often in their fundamental nature, they will challenge or change existing perceived oppression and exploitation, with feminists exposing, or trying to change oppression of women, and in Marxist ideology, exposing and theorizing on the exploitation and oppression of the working classes. (1884) Engles studied the evolution of the family with a Marxist outlook. Engles argued that the monogamous nuclear family developed as the state passed laws to protect private property, and to enforce monogamous marriage. The nuclear monogamous family solved the problem of the inheritance of property, and gave men certainty as to the legitimacy of their heirs. Engels stated that the monogamous family asserted male supremacy; the express purpose being to produce children of undisputed paternity, such paternity is demanded because these children are later to come into their fathers property Engles (1972) first published (1884), Haralambos Holborn, Sociology Themes and perspectives Seventh edition pg464. Marxist feminists see women as being unequal in society and in the family; they assert the inequality of patriarchal systems in society such as the family. This group of feminist psychologists see the problems facing women in society as being capitalist, but unlike Marxists, who concentrate on capitalism and its effects on the family, the Marxist feminist would focus on its effects on women. Speaking of housewives Benston commented (1972) The amount of unpaid labour performed by women is very large and profitable to those who own the means of production pg466. She would assert that the male member of the family pays for the running of a future work force (his children) and the financial care of his wife, and as a result, he is trapped in the cogs of capitalism. Talcot Parsons (1959-65b) was an influential Functionalist sociologist who asserted that the American family had, by this point in the evolution of the American society, been reduced to two main functions; the stabilisation of children, and the stabilisation of the adult personalities. Parsons identified the typical family in modern industrial society as the isolated nuclear family, and argued; as the society evolves and becomes engaged in processes of structural differentiation, the functions of the family are diminished. Parsons thought that as institutions develop within society, there would be a transfer of a variety of functions from the nuclear family to other structures of society, Haralambos Holborn, Sociology Themes and perspectives Seventh edition pg47. The Education system, Health and Welfare systems were all seen as examples of this transference of functions. He argued that the isolated nuclear family helps to maintain and perpetuate the wider society. He continued that ascribed status that is given to its members within the family, directly contrasts with status that has to be achieved in society at large. It is because it is isolated it can manage this discrepancy; if it was not, extended tensions could arise. An example of this is the position Parsons gives to the male within the family, head of the family, which may contradict with a lower economic status outside the family, but it is managed within the isolated nuclear family. In an extended family, another male in the household who was on more pay than the spouse, would reduce that males status within his family. The family had become structurally isolated and family relationships were more of a matter of choice than blinding obligations. Parsons saw these existing functions of the nuclear family as being vital functions in maintaining the American way of life. (1976) Zaretsky gave a Marxist outlook; in researching the developments of the family in industrialised societies he asserted the family props up capitalism Haralambos Holborn, Sociology Themes and perspectives Seventh edition p465. Zaretsky (1976) asserted that only with industrialisation, work and family life separated. He noted that the family was seen as a refuge in a terrible anonymous world of commerce and industry. But unlike Parsons, who was pro capitalism, he would say that the family perpetuates capitalism and inequality; in the unpaid labour of women, creating new labour forces, and in the family being a unit of consumption that allowed the bourgeoisie too prosper. Zaretsky saw socialism as the familys answer to the evils of capitalism. Marxist feminist Fran Ansley echoed the Marxist view point when she asserted wives play their traditional role as takers of shit, they often absorb their husbands legitimate anger and frustration at their own powerlessness and oppression. Hers was the view that married working class women cushion their husbands ill feelings at their powerlessness within the work place. There are three periods in the development of feminism; the first being political, mainly campaigning for womens rights to vote. The second period of feminist development was in the 1960s depicting the rise of the womans liberation movement which dealt with social and economic discrimination, with feminists of the time campaigning for womens rights and to change legislation. The third period is said to have continued from the second, but also in reaction to what had already been achieved by feminists through legislation. This period is said to have started in the 1990s and has continued to present times. There are different groups of feminists, who have differing opinions concerning womens issues and what is the best way forward for womankind. It is said that in modern times feminism has splintered into different groups, reflecting the needs of a multi cultural society. Addressing, for example, feminism from a cultural point of view; such as honour killings, and arranged marriages, w hich pose considerable problems for the agents of a host society. Different groups of feminist sociologists include liberal feminism; which is a less extreme form of feminism than others. Commenting on liberal feminism Susan Wendel remarks, one of the modern political goals most closely associated with liberal feminism is equality of opportunity which would undoubtedly require and lead to both; www.google.com /en.wikipedia.org/wiki/Liberal feminism. They see women as having equality, but would look at a womens ability to show or uphold her equality in the decisions and actions she makes. A liberal feminist would say that a woman needs to mould herself to fit citizenship in a social structure constructed in the interests of men. They also believe that socialisation needs to be addressed, as in its current form, it can often perpetuate the inequalities that women face in society; an example of this would be girls toys like dolls and prams conditioning them into their future role as ho use wives and mothers. Liberal feminist Jennifer Somerville (2000) sees our society as being much more equal in recent years. She believes that laws need to be passed to make heterosexual marriages more equal in order to address the family breakdown. Radical Feminists believe women are unequal in society. Women are exploited in patriarchal society. Some radical feminists believe the answer is separatism; meaning that men and women should live apart. Radical feminist Germaine Greer (2000) remarks on high profile family couples; her eyes should be fixed on him but he should do his best never to be caught looking at her. The relationship must be seen to be unequal Haralambos Holborn, Sociology Themes and perspectives Seventh edition pg 468. She argues that women seem oblivious to the misgivings of marriage but the inequalities soon become apparent, and that male sexuality requires the added stimulus of novelty. She points to the fact that three quarters of divorces in Britain are instigated by women, as evidence that women will no longer suffer in silence for the illusion of a stable family life. She sees this as a good thing for women. Difference feminist, Calhoun (1997) states that heterosexual relationships exploit women, and that gay and lesbian relationships reduce that exploitation. She remarks that gays and lesbians have historically been depicted as family outlaws. Calhoun sees another type of family outlaw; the unwed welfare mother. Calhoun thinks that these family outlaws have been blamed for the breakdown of the traditional family, and of a moral decline within society. Difference feminism has been influenced by liberal, Marxist and radical feminism and has connotations with post modern theories. But where Marxist, and radical feminist movements are insensitive to family variation. Difference feminists focus on these family variations and there effects. American Difference Feminist Linda Nicholson (1977) states that women can benefit from living in an alternative family, that other theorists and sociologists have over idealised the nuclear family and undermined the alternative family. Examples of alternative families are; families with a stay at home father, heterosexual families living outside marriage, step families and homosexual families to name a few. She points out that the nuclear family had only been the norm since the fifties, and that even then it was uncommon for groups such as the African American working classes. Nicholson says that changes in society such as Increased participation of married women in the labour force, and the growth of female-headed households were making this way of life increasingly atypical; Nicholson (1997) pg471. She sees benefits for women living in an alternative family; black women benefiting from mother centred families, as with no male presents, the women often group together forming strong support networks. Also in times of financial hardship, friends and kin act as a social insurance system, helping financially. Nicholson saw disadvantages for women in an alternative family as being; if the family did come into money, they would then be expected to, in turn, help their network of close friends and family financially, another disadvantage of this type of alternative family would be that children had no father figure, unlike in many middle class households. Nicholson also looked at the advantages and disadvantages of the nuclear family. Disadvantages are that with both parents having to work, the childrens upbringing can be negatively affected, and with such a structure, abused children often had nowhere to turn within a nuclear family. Nicholson would assert that an advantage of being in a nuclear family would be that there is a much greater chance of being economically successful as often, both parents are working, and that the nuclear family doesnt have to redistrib ute its wealth. Nicholson would argue that different families and households should be acknowledged because they suit women in differing circumstances. Examine the changing and diverse nature of the family in modern society; the modern family has become increasingly diverse in structure in todays modern western world. The nuclear family is no longer seen as the norm by many sociologists, and other family structures such as: lone parent families, matriarchal families, reconstructed families (step families), Homosexual families, mixed race families, and ethnic minority families, have become more common place in modern western societies. One form of family which has attracted criticism in recent years is the lone parent family. This type of family structure is now much more prevalent in the western world, in Britain alone, it is said that there has been a thirty per cent increase in lone parent families in the last ten years. Around a quarter of all families are headed by one parent in Britain today. The new right (modern functionalists) believe that the nuclear family is the ideal family structure, and view lone parent families and sa me sex families as harmful to society. From a new right perspective, lone parent families mostly have no father figure to financially provide for the family, making it financially dependent on the state. Also they would argue that the lack of a male role model is a negative force in the socialization process of children. Other criticisms of lone parent families and their financial reliance upon the state, it is argued, is that they have eroded the responsibilities of fathers, who are much more likely to be involved in antisocial behaviour. New right thinkers believe that single parent families have helped to create an underclass in Britains society: who see no need to work, who often live in poverty, whose children are more likely to under achieve in school, and are more likely to be involved in a wide range of social problems. The new right would go so far as to say that there is a generation of a young underclass of females who regard pregnancy as a ticket to receiving housing, an d financial support from the state, but others would say that this is a simplistic outlook and that it is unfair to stigmatise single parent families, or to blame them for the problems within society. Mary McIntosh (1996) pointed out that over recent years, the media in the United Kingdom have been reflecting a concern about lone mothers that amounts to a moral panic pg478. Also, it is mostly not the case that these, mostly teenage girls, get pregnant to be housed and supported by the state, as in most cases, they see a future with their partners, but the relationship breaks down. E.E Ceshmore (1985) speaking of the darker side family life and how it serves male interests asserted that the idea of breaking free of marriage and raising children single handed has its appeals pg488. She continued that it must be preferable for a child to grow up with one caring parent, than live with two warring parents. Another new form of family structure in todays Western society is same sex families. Recent changes in attitudes towards gays and lesbian behaviours and in the law (the UKs Civil Partnership Act of 2004) have enabled this new form of family. Often same sex households will define their households as chosen families, with more choices available than traditional heterosexual families, these families adopt their offspring in most cases, but there is the option of producing a child in a laboratory using donated sperm for some women. It has also been known for homosexuals to conceive children, and for gay couples to use a surrogate mother in order to start a family. Geffery Weeks (1999) stated; they choose whom to include in their family and negotiate what are often fairly egalitarian relationships pg484. Weeks goes on to argue that this type of family is based on individual freedoms, and participation within this family is a matter of bargaining instead of merely adopting the traditional roles within the traditional heterosexual family. Arguments against same sex couples come from the new right and religious groups who argue that the socialisation process of children within these families is undermined by the lack of an adult of the other sex in a same sex family. Generally it is seen as a threat to the traditional models of the heterosexual family. There have been different ethnic groups immigrating to the UK throughout the 20th century. These families have brought with them different norms and values, and different ways of bringing up their offspring. For example, Black Afro Caribbean families, whose structure is often fundamentally matriarchal (single Mothers rearing the children) provide economically for the unit. It is often the case that families originating from Southern Asia often contain extended families. Studies on British Asian families, Muslim: Pakistani, Bangladeshi, and Indian: Hindu and Sikh, found that there was a continued emphasis on family loyalty and an effort to maintain traditional marriage practices such as arranged marriages. Ballard commented that this was because upon arriving in Britain, many Asians saw British culture as placing little emphasis on family traditions, or on maintaining kinship ties. These observations resulted in a strong desire to uphold their traditional family ways and try to insure that their children upheld these traditions also. British Asian families often have members of a third generation living in a household, mostly the parents of the mother or father. A Sikh tradition is that when the eldest son marries, his wife moves into the household to help care for the spouses parents. This tradition of collective responsibility can be beneficial to members of the family, and the wider society. For instance, the caring of elderly relatives and child care arrangement of the children are traditionally provided for within the family unit, therefore these families have no need to rely on the state financially. On the other hand it could be argued that women in these families are closely monitored and there is the potential for their exploitation, and their abuse in some cases. Honour killings for example, can be seen as an extreme cultural behaviour, which pose a serious problem in modern society. Different sociological groups have differing opinions regarding the changes in family structures, in changing attitudes towards what is the norm regarding the concept of the family, and the consequences these shifts have incurred. Some point to changes in the law in the sixties and 1970, The Sex Discrimination Act 1975, and changes in legislation that made it easier to divorce. Some sociologists see these changes in legislation as a turning point which saw the start of the decline of the nuclear family as the norm. Germaine Greers book, The Female Eunuch, published in 1970, helped to bring womens liberation to a wide audience of young women. In it, Greer commented that opponents of the liberation of women were more clear sighted than those who believed that equality for women would not upset anything. She went on to say that, when we reap the harvest, which the unwitting suffragettes sowed, we will see that the anti-feminists were after all right. M Abbott/ Family Affairs/ pg121. Oth er sociologists believe that the breakdown of the nuclear family is not down to just these changes in legislation, but point to changes in norms, values and in attitudes in modern times. They point to the numbers of divorces, and assert that most people still believe in marriage as the ideal way in which to bring up a family, but greater freedom and expectations for women have led to the divorce rate rising. Sociologists such as Abbot and Wallice recognise increasing family diversity but view the decline of the nuclear family and of marriages as having been exaggerated by the New Right for political reasons. They assert that, seven out of eight children are born to parents living together, three quarters of whom are legally married. Only one in five children will experience parental divorce by the time he or she is 16. Pg508

United States and South Korea Policies Essay -- Foreign Policy

The United States (US) and the Republic of South Korea (ROK) has had several significant policy agreements and disagreements between each other for several decades after the Korean War. During President George W. Bush’s tenure in office at the White House, a couple key policy agreements between the US and ROK came to light, such as President Kim Dae Jung’s â€Å"Sunshine Policy1† officially known as the Policy of Reconciliation and Cooperation toward North Korea. The Sunshine Policy did not fare to well with Bush’s administration and they considered Kim naà ¯ve and completely annulled the Policy all together. This was due to the ROK’s passive stance on North Korea’s ongoing nuclear program. The title of â€Å"The Sunshine Policy† originates from a fable told by Aesop called, â€Å"The North Wind and the Sun2.† This fable is how the sun and the wind competed with each other to take off a man’s coat. Eventually, the sun won this challenge by just using his sunlight on the man, caused the man to become hot, which resulted in him taking off his coat. On the other hand, the wind used his brute force in an attempt to blow off the man’s coat, which only had him hold on to it tighter. This analogy was to compare the hard and soft approaches of power to counter the North Korean threat to the ROK and the rest of the world. Kim led the way to culminate and drive the ROK towards a bilateral forum between North and South Korea, which eventually held place in Pyongyang in 2000 between the two leaders of the Korean peninsula. The policy bears six characteristics to be used accordingly with North Korea3: 1. â€Å"First it is a policy with historical precedence in its favor.† Policies that attempted to utilize a hard approach in seceding authoritarian... ...a/1999/reunification22.html Assessed May 11, 2012. Syner, Scott A. â€Å"South Korea’s Roh Moo hyun: An Impossible Idealist.† Council of Foreign Relations, May 23, 2009. Web: http://www.cfr.org/south-korea/south-koreas-roh-moo-hyun-impossible-idealist/p19487 Assessed May 6, 2012. United States Institute of Peace. â€Å"Six-Party Talks: Defining a Roadmap for Success.† Web: http://www.usip.org/publications/six-party-talks-defining-realistic-roadmap-success Assessed May 10, 2012. Wald, Mary. â€Å"Kim Dae Jung: A Hero for Peace.† Huff Post World, August 18, 2009. Web: http://www.huffingtonpost.com/mary-wald/kim-dae-jung-a-hero-for-p_b_262296.html Assessed May 10, 2012. Yang, Sung Chul. â€Å"South Korea’s Sunshine Policy.† Asiansociety.org, December 4, 2000. Web: http://unpan1.un.org/intradoc/groups/public/documents/apcity/unpan005966.pdf Assessed May 7, 2012.

Two Empires In Japan :: English Literature Essays

Two Empires In Japan Two Empires In Japan by John M.L. Young and The Christian Confrontation with Shinto Nationalism by Kun Sam Lee were the two books I used for this topic. The former, an intimate 100 year chronicle of the persecution by the Asian government with their demands that all people bow in Kyujo-yohai, ( worshipping the Imperial House from afar); and the struggle of the Japanese Christians in times of compromise and triumph under such totalitarian pressure. The latter a more detailed historical account of old Shinto and the earliest Christian missionaries. The following essay will focus on the conflicting ideologies within Japan between the Shinto militarists and the Protestant mission effort from it ¹s germination in 1859 until 1957. Dr. Young cites the entrance of Christianity into Japan at 1542 when a ferocious storm found two Portuguese sailors shipwrecked on the southern island of Tanegashima. The Japanese accepted the Romish syncretism of the gospel, but were more interested in the goods and technology that came with later Roman Catholic missionaries who arrived in 1549. The priests ¹ attempts at proselytization were not very difficult; the spirit in which their efforts were received is aptly demonstrated :  ³The images of Buddha, with slight application of the chisel, served as images for Christ. Each Buddhist saint found his counterpart in Roman Christianity; and the road- side shrines of Kannon, the Goddess of Mercy, were rededi- cated to Mary. Temples, altars, bells, holy water vessels, censers, and rosaries were all ready and could be easily adapted to the needs of the new religion. ( Young, pp. 12 ) Oda Noyabunga welcomed the Roman missionaries, for he needed their advanced weaponry to successfully defeat the Ashikaga Shogunate. Shortly after his victory, Noyabunga was assassinated and all priests were driven out of Japan in 1587 vis a vie a decree from Hideyoshi the Great. Sadly, Japan went more than 400 years without the influence of true religion in the entire land. Until the arrival of two Presbyterian missionaries, Dr. and Mrs. J.C. Hepburn in 1859. As the new missionaries became established they began starting mission schools for the children in which could become trained in the way of the gospel. However, after the Meiji Restoration of 1868 ( which consisted of the demotion of 270 Daimyo and over 2 million samurai giving up thier sword and status ), the indigenous religion of Japan, Shintoism, took a revitalized grip on the masses.

Music Education

Key Curriculum ElementsI believe teaching individuals about singing, playing instruments, moving, composing and listening is incredibly important, ranging from infants through to adults, but starting in early childhood would be most beneficial for long term benefits. These key elements contribute significantly in developing their music skills and knowledge; contributing to their education on a more broad scale (Broad, 2007 pg23); and/or assisting the student’s emotional/mental development. The difficulties that could be expected in the classroom when integrating the music curriculum into lessons could be students lack of wanting to participate (I can’t do it, I’m not good at music) due to fear of failure and/or embarrassment from low self esteem; participation levels of extroverted students in comparison to introverted students; or even a lack of concentration and maturity to handle situations. Other difficulties that might be a challenge may perhaps be the lack of funding to offer reasonable resources; insufficient time allocation to allow reasonable attention to the music curriculum; teachers/students having high expectations of their abilities and those expectations not being met; and there being a lack of space for students to move and experiment.Some potential solutions I can think of, to the difficulties I have stated above might be: ï  ¶ providing a safe and encouraging environment so students do not feel if they attempt something and it does not go as well as they wanted or they might think they have failed. Instead they receive encouragement and  reassurance that they haven’t failed or let anyone down, what they have now done is create something new and/or something they can learn from, lots of positive feedback from the teacher and other students; ï  ¶ encouraging small groups of 2-4 would help introverted students participate more.By having each child required to have a specific task in all group work, so each child can have the same participation level might help introverted students have more participation and extroverted students still have participation, yet not over-whelming the introverted students; ï  ¶ constantly evolving activities used in class to stimulate students learning and encourage active learning, encouraging lack of boredom.Scaffold information and skills starting from basics to attempt to develop a more mature level of understanding and knowledge base for students to be more comfortable; ï  ¶ the lack of funding to offer reasonable resources does not always have to be seen as a negative, it allows students to use their imagination and creativity to find alternate resources to complete the same task or similar tasks; ï  ¶ insufficient time allocation to allow reasonable attention to the music curriculum is always going to be a sad situation, but integrating the music curriculum into other KLA’s allows the students to be able to enjoy music and appreciate that mus ic can be incorporated into any situation in their lives; ï  ¶ unfortunately teachers/students will always have high expectations of their abilities and those expectations will not always be met.The best teachers can do is to not allow students to see when the students have not meet the expectations they had and when students do not meet their own expectations, the teacher needs to encourage the student to try again and learn from their previous experience; ï  ¶ a lack of space for students to move and experiment is a shame but, a classroom is not the only place that students can learn to create, they can do the basic or the foundation type work in a classroom and then move out into the playground or a hall. One of the best things about music is that it can be created; played; movement; and listened to anywhere there is a desire to enjoy/appreciate it.Some of the things I would hope to achieve in the classroom through the integration of the music curriculum are encouragement of the appreciation of music; knowledge of music and how it can impact ones life; how music can be integrated into everyday life; and no matter who you are you can sing, play instruments, move (dance), compose and listen to  music.Integrating Music into the CurriculumHSIE: This Is Me! (Early Stage 1)Activity 1 – Puppet Joe teaching the students a poem and some rhythm ‘The End’ with Puppet Joe, this will be explained in Lesson Plan 1 Activity 2 – Mirroring each other’s movements to musicThe students are paired off and allocated their own space in the room, standing up, they are facing each other. They will then listen to ‘What I Am’ by Will.I.Am. As they listen to the song, it will speed up and slow down. The students will need to adapt their movement to follow the tempo of the music, for example faster movements as the music speeds or slower movements when the music slows. Once they are able to adapt to different tempos, the music will c hange dynamics via getting louder and softer. The students will need to adapt their movement to follow the dynamics of the music for example larger movements when the music is louder or smaller movements when the music is softer.The students will take turns in leading the movements through each change. Once the song has played through, the students will have a few minutes to talk and create movements together for the tempo and dynamic sections of the song. The song is run through a second time and the students will move together to the music showing the movements they had worked on together. The students are then encouraged to talk through what they found was the best representation of the music when it would change dynamic and tempo. Did the music have repetition, a constant beat, similarities and differences? Time Allocation: 45 minutes HSIE: Celebrations (Stage 1)Activity 3 – Song – ListeningThe class is allocated into groups of 4-5 in their own spaces. Each group c hooses a cultural celebration from a box on the teacher’s desk (each cultural celebration is celebrated by one or more of the students in the class at home).Once they have all picked the activity, they are given a kit (which has been put together by the students prior to this lesson as part of the Celebrations unit they are studying). They will listen to the song that is part of the kit and discuss as a group the beat, pitch, tone colour,  duration, dynamics, tempo and structure of the song. They discuss what features appealed to them or those that did not. Time allocation: 45 minutes Activity 4 – Mirroring each other through rhythm and movement Mirror Me, this will be explained in Lesson Plan 2HSIE: Global Environments: Rainforests (Stage 3) Activity 5 – Visualising the MusicStudents are advised that they are required to produce a visual representation of the music they are about to hear. The class will talk about sounds and how they can represent their music visualisation. The students can, if they choose to, have different sections of the painting for different aspects they visualise with the music. For example, they can have 1 whole painting, 2 halves or 4 quarters, so they can show up to 4 different aspects of the music they are hearing. The class talks about what they are going to produce, it is not a vague impression rather a visualisation of what they believe that Rainforest looks like. Students will listen to a 2 minute excerpt from ‘Relaxing Mix’ by Calmsound.The excerpt of the song will be repeated 4 times with 4 minutes between each repetition and the students have 10 minutes after to complete their painting. After the allocated time, the class will have a discussion on the different aspects they visualised and what aspect of the music created that specific image, tone colour, pitch, tempo, dynamic? The paintings will be put aside once dry to be used in another activity on another day. Time Allocation: 60 minutes Activity 6 – Group composition of a soundscape from a rainforest painting Rainforest Soundscapes, this will be explained in Lesson Plan 3HSIE – ‘The End’ with Puppet Joe Lesson Plan 1 Activity 1 – Puppet Joe teaching the students a poem and some rhythm 1. Level: Early Stage 1 2. Goals: Students will learn the poem ‘The End’ by A. A. Milne. Students will be able to follow a beat/rhythm and accomplish co-ordinated movement. 3. Teaching materials 1. Puppet Joe 2. 2 x taping sticks for the beat 3. 1 copy of ‘The End’ poem by A. A. Milne (see appendix 1) 4. White board 5. White board marker 6. Coloured magnets for the white board 4. Learning outcomes: Musical activity Performing Singing (y) Playing Instruments (n) Moving (y) Organising Sound (n) Listening (y) Musical Concepts Duration (rhythm) (y) Pitch (y) Dynamics (y) Tone Colour (n) Structure (y) 5. Procedure1. Clear an area in the middle of the room and have students sit on the floor in their own space. 2. Teacher introduces Puppet Joe (a kookaburra puppet) and explains that Joe will help them learn a new poem called ‘The End’ by A. A. Milne (see appendix 1). 3. Start with Joe saying the first verse and then repeating the verse using his taping sticks he creates a beat (ti-ti ta ta, ti-ti ta ti-ti). The students then sing through the verse while tapping their knees or clapping their hands with the beat/rhythm. 4. Teacher writes the poem on the white board under bars and talks through the beats/rhythm and words, placing different coloured magnets for the ti-ti’s and ta’s.5. Each verse is then taught the same way, until the last 2 verses when the beat/rhythm is different (ti-ti ta ti-ti, ta ta ti-ti ta ta ta), ‘The End’ sheet music see appendix 2. Once the class has learnt the poem and the beat/rhythm, they then sing through the poem together. 6. The class then picks out a number from a box and the number allocate s the student to their group. In the group the students talk through what movement they think would be good for their verse and if they should use loud, soft, fast or slow speech/singing.7. The class sings through the poem together and then each group sings their own verse with their chosen movement. Then the class sings their section of the poem loud, soft, fast, slow or using a different voice without their movement. Then again mixing the movement and their chosen musical concept. 8. Ask the class if they have any suggestions about the structure, if they think it could be changed. Pick a couple of the suggestions and try them out, see if the class thinks they make the composition better or worse. As a class the student talk through the actions chosen by the groups and the musical concepts, whether they were applicable or not to their verse? Whether there was repetition in the beat/rhythm? What similarities and differences there was in the beat/rhythm?6. AssessmentSee appendix 3 fo r the assessment sheet. 7. Links to other subjects HSIE, Mathematics, English and PDHPE.HSIE – Mirror Me Lesson Plan 2 Activity 4 – Mirroring each other through rhythm and movement 1. Level: Stage 1 2. Goals: Students will understand how rhythm works and identify how the music changes resulting in their movements changing. Students will perform a number of rhythms and patterns in movement focusing on rhythmic correctness and co-ordinated movement. 3. Teaching materials1. IPod dock 2. IPod with Creation by Descendance Aboriginal & Tsi Dance Theatre on it 4. Learning outcomes: Musical activity Performing Singing (n) Playing Instruments (n) Moving (y) Organising Sound (n) Listening (y) Musical Concepts Duration (rhythm) (y) Pitch (y) Dynamics (y) Tone Colour (y) Structure (y) 5. Procedure1. Clear an area in the middle of the room. For this activity the students could even go into the school hall if it is available, to allow for extra space. 2. Have the student’s pa ir up and stand in 2 lines. Allocate the lines names – trees and grass. Have the students move away to their own area in the room/hall and face each other. 3. Talk to the class and advise that when a name (trees or grass) is called out the other student in the pair has to follow the other student. That students need to try movements they think would suit the music, fast, slow, loud and soft. What types of movements would best suit. If the students wanted to they could even represent Australian animals. 4. Start playing the song and prompt the students to listen at first. Then call out trees, as the students are comfortable in following (no less than 60 seconds), the teacher calls out grass. Alternating between the leader gets faster as the students learn to adapt faster.5. The teacher then increases the volume and decreases the volume to encourage alternate responses in the music. 6. At the end the teacher prompts the students to talk about what movements went best with which types of music? What types of movements did they use for the tempo, pitch, dynamics, tone colour? Did they prefer certain parts of the song more than others and why? Those students who represented animals, did they find it hard to choose movements and keep in character for the lesson? Was it easy for students to follow the leader? Was it easy to lead? Which did students prefer to follow or lead?6. AssessmentSee appendix 4 for the assessment sheet. 7. Links to other subjects HSIE, Mathematics, English and Science and Technology.HSIE – Rainforest Soundscapes Lesson Plan 3 Activity 6 – Group composition of a soundscape from a rainforest painting 1. Level: Stage 3 2. Goals: Students will create and perform a soundscape with the use of instruments, voice and movements from a painting of a rainforest. They will demonstrate their rhythmic abilities, co-ordination with movements, their ability to work in groups and ability to create a composition. 3. Teaching materials1. Pain tings from previous music lesson 2. Cardboard box 3. 5 x numbers 1-6 4. White board 5. White board marker 6. Coloured magnets for the white board 7. 6 x A3 sheets of paper with a blank grid on it. 8. Coloured pencils 9. Instruments – chimes, drums, triangles, xylophone, tambourines, etc 4. Learning outcomes: Musical activity Performing Singing (y) Playing Instruments (y) Moving (y) Organising Sound (y) Listening (y) Musical Concepts Duration (rhythm) (y) Pitch (y) Dynamics (y) Tone Colour (y) Structure (y) 5. Procedure1. Each student picks out a number (1-6) from a box and that shows which group the student is assigned to. On the white board the list of effects (see appendix 5) is written. Depending on which number the group is, depends on what the effect they will need to introduce into their soundscape. The rainforest pictures have been painted prior to this lesson from an alternate music activity. Each group chooses their favourite painting to create the soundscape from (o n condition that none of the students in the group painted it).2. The class has a discussion on what a soundscape is (a quick refresher) and what they need to cover when preparing for it (dynamics, tempo, pitch, tone colour, etc). The students are encouraged to create a story to at least start and finish the soundscape, they are welcome to have the story throughout the soundscape, eg the effect with the men with axes, they could have them laughing and talking, whistling, etc.The students are also encouraged to include movements if they can see it fits with their soundscape, eg in the gorilla congregation, they can have one or two students sitting like gorillas and making gorilla noises. 3. Each group receives an A3 sheet of paper with a blank grid (see appendix 6) on it and coloured pencils. The students choose the instruments they believe will get the best result for their soundscape and work on their composition which needs to include the allocated effect for their rainforest soun dscape. 4. Once the students have spent the allotted time creating the soundscape on the grid paper (see appendix 7) and practicing it.They will then perform as a group in-front of the class and demonstrate their soundscape. 5. Once all groups have finished performing for the class, there is a class discussion on the musical concepts used by each group and how they felt they related to the painting and soundscape? Did they find that each group included rhythm, tempo, pitch, structure, dynamics, tone colour and if they felt that the groups incorporated the assigned effect successfully? Did the groups that used storytelling as part of their soundscape find it easier/harder to follow the story being told? Did any of the soundscapes sound like they came from any particular cultures? 6. AssessmentSee appendix 8 for the assessment sheet. 7. Links to other subjects HSIE, English and Science and Technology.