Performing and Visual Arts

Performing and Visual Arts Mia Debrowski ARTS 100 August 27, 2012 Jordan Handler Performing and Visual Arts If there is one thing in this life that cannot be escaped, it is art. Art takes over our visual, audio senses as well as sensation of touch at times. Not only does art take over our senses but it does something very wonderful to our mental status. It raises awareness and stimulates our brains. Some art can touch us on a very deep emotional level. The very definition of art may vary from one person’s opinion to another.It has been said that for centuries the many have debated without resolution of defining the word â€Å"art† (Sporre, 2011). The definition of performing and visual art can be described as a creative form of communication through several different outlets. These may include plays, music, paintings, sculptures, dance and so much more. My personal experience with art has been such a positive influence in my life. Art has always been my escape. When I w as a teenager I was going through some hard family times.On my lunch break at school Iwould go into the music room and teach myself how to play the piano. Typically I get frustrated very easily when I do not know how to do something and I do not pick up on it right away. My fingers were not limber enough for piano, I knew how to read music but had no idea where these notes were located on the piano, I was clueless. For some reason sitting at that piano calmed me, I never once got frustrated. To this day music is still an outlet for me. More often then that it includes dancing to go with it.I love to dance for fun, dance away my stress. I adore watching true dancers perform more than anything. I often watch the Television show So You Think You Can Dance on Fox. There has been so many times that the performance has made me cry. There are several things that go into this amazing performance making me cry. The choreographer turn their story into a vision of dance in their head and pair it with the perfect song. A choreographer can have a great dance but without the perfect dancers then it will never come across right.The dancer has to have the raw emotion come through their performance as well. The wardrobe also helps create this character the dancer is trying to portrait. When all of these elements are paired together just right it creates a truly magical experience for me. I think humans cannot help ourselves in creating art. We are a very creative, intelligent and emotional species. I think that art is our way of expressing ourselves, telling our stories and reaching out to others. Art creates a common ground for people that they may not otherwise have.One of the first things infants do is coo at themselves almost in song. When an infant gets to a point where they can stand or walk first instinct is to bounce when they hear music. To be without art would to be without emotion and passion. It seems that it is almost encoded into our DNA to have creativity and ar tistic abilities, even if it is in just the mildest form. References D. J. Spoore, Perceiving the Arts: An Introduction to the Humanities. (pp. 1-235). Upper Saddle River : Prentice Hall. Performing and Visual Arts The definition for visual and performing arts is: skill that requires public performance, as acting, singing, dancing. To discuss personal experiences with the visual and performing arts as a creator, performer and audience member will be addressed, followed by the values of studying visual and performing arts, the indication why visual and performing arts is created, and how it reflects to society. Some of the experiences I have on Visual and Performing arts are as a creator, performer and especially an audience member.I had been involved in music since the 5th grade. I loved being a part of a choir and the great benefits it had towards me even till this day. My most memorable moment was when I made the top 5 soprano list in the Phoenix Union High School. It has taught me a lot about team work, perseverance, and confidence. My experience with being an audience member for visual arts expands as each year comes. Lots of my experiences come from back in high school, only four years ago . With the help of my performing art teachers I was about to see many varieties of performances.They include Madame Butterfly, Jesus Christ Superstar, Rent, Traditional Mexican Folk Dance (La Rondalla) and Jazz Mad. As an audience member, I really enjoy what the visual and performing arts has in store for all of us. I support and encourage strongly the importance of art, music, dance, theater and all that the visual and performing arts has to offer. I think it’s an amazing way for one to express themselves as well as so many emotions and cultures. As someone who is studying to become a teacher, the value of studying the visual and performing arts is just as important as knowing your own career.So many values can be cherished from the visual and performing arts. For someone who is teaching it should have the feeling of accomplishment when you find your own student enjoying what they are producing. The value of finding comfort in what you taught is being translated in a positiv e energy. Sporre â€Å"When a person Studies the mechanics of internal combustion engines, the intended result is that he should be better able to understand, design, build, or repair such engines, and sometimes he should be better able to find employment because of his skills, and thus better life†¦Ã¢â‚¬â€œ For living is a vocation we have in common despite our differences. † (p. g. 3) Humans are known for being creative people. People create of participate in the visual and performing arts because it’s a ways for them to express themselves. Whether it’s just a hobby or a career; this is a way for people to examine and communicate with the world. Sporre â€Å"Humans are a creative species. Whether in science, politics, business, technology, or the arts, we depend on our creativity almost as much as anything else to meet the demands of daily life. † (p. g.5)Sporre â€Å"Recognizing the artistic principles and influences all around us makes our world more interesting and habitable. The arts are elements of life with which we can and must deal and to which we must respond every day. We live with the arts because their principles permeate our existence. Specifically, the aesthetic experience provides a way of knowing and communicating in and of itself, separate from other ways of knowing and communicating. The arts play important roles in making the world around us a more interesting and habitable place.â€Å"(p. g. 2)In conclusion, my experiences in visual and performing arts with regards to creator, performance and audience member are involved in today’s world. I strongly believe in the values that the visual and performing arts has to offer and the end reward that it gives to each individual that is a part of it whether if they are performing, creating or watching. Humans are creative people and their participation in visual arts is performed every day and is influenced by society. Performing and Visual Arts Performing and Visual Arts Mia Debrowski ARTS 100 August 27, 2012 Jordan Handler Performing and Visual Arts If there is one thing in this life that cannot be escaped, it is art. Art takes over our visual, audio senses as well as sensation of touch at times. Not only does art take over our senses but it does something very wonderful to our mental status. It raises awareness and stimulates our brains. Some art can touch us on a very deep emotional level. The very definition of art may vary from one person’s opinion to another.It has been said that for centuries the many have debated without resolution of defining the word â€Å"art† (Sporre, 2011). The definition of performing and visual art can be described as a creative form of communication through several different outlets. These may include plays, music, paintings, sculptures, dance and so much more. My personal experience with art has been such a positive influence in my life. Art has always been my escape. When I w as a teenager I was going through some hard family times.On my lunch break at school Iwould go into the music room and teach myself how to play the piano. Typically I get frustrated very easily when I do not know how to do something and I do not pick up on it right away. My fingers were not limber enough for piano, I knew how to read music but had no idea where these notes were located on the piano, I was clueless. For some reason sitting at that piano calmed me, I never once got frustrated. To this day music is still an outlet for me. More often then that it includes dancing to go with it.I love to dance for fun, dance away my stress. I adore watching true dancers perform more than anything. I often watch the Television show So You Think You Can Dance on Fox. There has been so many times that the performance has made me cry. There are several things that go into this amazing performance making me cry. The choreographer turn their story into a vision of dance in their head and pair it with the perfect song. A choreographer can have a great dance but without the perfect dancers then it will never come across right.The dancer has to have the raw emotion come through their performance as well. The wardrobe also helps create this character the dancer is trying to portrait. When all of these elements are paired together just right it creates a truly magical experience for me. I think humans cannot help ourselves in creating art. We are a very creative, intelligent and emotional species. I think that art is our way of expressing ourselves, telling our stories and reaching out to others. Art creates a common ground for people that they may not otherwise have.One of the first things infants do is coo at themselves almost in song. When an infant gets to a point where they can stand or walk first instinct is to bounce when they hear music. To be without art would to be without emotion and passion. It seems that it is almost encoded into our DNA to have creativity and ar tistic abilities, even if it is in just the mildest form. References D. J. Spoore, Perceiving the Arts: An Introduction to the Humanities. (pp. 1-235). Upper Saddle River : Prentice Hall.

Liberal Arts Essay

An education conducted in a spirit of free inquiry undertaken without concern for topical relevance or vocational utility. This kind of learning is not only one of the enrichments of existence; it is one of the achievements of civilization. It heightens students’ awareness of the human and natural worlds they inhabit. It makes them more reflective about their beliefs and choices, more self-conscious and criticising, speaking, critical and logical thinking. Law schools report that by the yardsticks of law review and grades, their top students come from math, classics, and literature, with political science, economics, â€Å"pre-law â€Å"and† legal studies† ranking lower. In today’s fast evolving world, leaders across the spectrum of vocations and professions need a broad imaginative and critical capacity, not a prematurely narrow point of view. In terms of the actual world, a solid liberal arts and sciences education will generally prove the most practical preparation for many demanding, high-level careers, or for the several careers that an increasing number of adults will eventually pursue. No particular concentration or area of study is inherently a better ticket to security, leadership, or personal satisfaction than another. Students should be encouraged to follow their passions and interests, not what they guess (or what others tell them) will lead to a supposedly more marketable set of skills. Of course, higher education has a utilitarian function. In that regard, as Robert Bellah states, it possesses â€Å"its own legitimacy.† Yet, it is crucial to combine and integrate that function with other aims and ends, with what Bellah calls â€Å"education for the development of character, citizenship, and culture.† A healthy system of higher education offers many rewards: scientific discoveries, eventual and even unforeseen applications, thoughtful political leadership, intelligent public discourse, cultural vitality, and an educated workforce. Higher learning serves several goals in coordination, goals that are mutually reinforcing. The aims are at once personal and social, private and public, economic, ethical, and intellectual. Harvard College exists to serve all these goals and offers a broad array of concentrations and courses for the purpose of educating the whole individual. Why? Because that kind of education, and not one aimed at certain occupational targets, is, in the long run, the best preparation for advanced achievement. The very broad, capacious form of education that we call the liberal arts is rooted in a specific curriculum in classical and medieval times. But it would be wrong to assume that because it has such ancient roots, this kind of education is outdated, stale, fusty, or irrelevant. In fact, quite the contrary. A liberal-arts education, which Louis Menand defined in The Marketplace of Ideas as â€Å"a background mentality, a way of thinking, a kind of intellectual DNA that informs work in every specialized area of inquiry,† lends itself particularly well to contemporary high-tech methods of imparting knowledge. We all wrestle with the challenges of educating students who are used to multitasking, doing their homework while listening to music and texting on their iPhones. For such students, the Web-based facilities of exciting liberal-arts courses are particularly salient. What would Aristotle or Erasmus or Robert Maynard Hutchins not have given for a technique that allows one to tour the world’s greatest museums, looking closely at the details of countless masterpieces; explore the ruins of ancient castles and pyramids and forums; join archaeological digs at your desk, turning objects around to see all sides of them; visualize problems in geometry or astronomy or mathematics in several dimensions and work out their solutions. An excellent example of the power of multimedia coupled with the liberal arts is â€Å"Imaginary Journeys,† a general-education course sometimes taught at Harvard University by Stephen Greenblatt. The course is described as being â€Å"about global mobility, encounter, and exchange at the time that Harvard College was founded in 1636. Using the interactive resources of computer technology, we follow imaginary voyages of three ships that leave England in 1633. Sites include London’s Globe Theatre, Benin, Barbados, Brazil, Mexico.† With this kind of course in mind, it seems that the liberal arts could almost have been designed for sophisticated online learning, so far from being stale or fusty are these ways of knowing. This kind of education has become more and more appealing to students and teachers at universities around the world. Donald Markwell, the warden of Oxford’s Rhodes House, recently gave a series of lectures in Canada entitled â€Å"The Need for Breadth.† He referred to a â€Å"surge of interest† in liberal education in â€Å"many other countries.† He cites a major address in London by Yale’s Richard Levin in which Levin noted that â€Å"Asian leaders are increasingly attracted to the American model of undergraduate curriculum,† specifically because of the two years of breadth and depth in different disciplines provided before a student chooses an area of concentration or embarks on professional training. Levin described liberal-arts honors programs at Peking University, South Korea’s Yonsei University, and the National University of Singapore; he also referred to liberal-arts curricula at Fudan University, Nanjing University, and the University of Hong Kong. Yet, as we know, the trends in the United States are in the opposite direction, and this is not just a recent problem. Menand cites evidence that in the United States, â€Å"the proportion of undergraduate degrees awarded annually in the liberal arts and sciences has been declining for a hundred years, apart from a brief rise between 1955 and 1970, which was a period of rapidly increasing enrollments and national economic growth.† Thus, paradoxically, as a liberal-arts education becomes more appealing to leaders and families in Asia and elsewhere in the world, it is losing ground in our own country. At least three factors are at work in this decline: a) the creation of increasingly specialized disciplines, and the rewards for faculty members for advancing knowledge in those areas; b) the economic premium that is thought to reside in a highly technical form of preparation for careers; and c) a growing focus on graduate education from the early 20th century to the present day. T hese developments have clearly not been beneficial for American undergraduate education. â€Å"Liberal education in crisis† is a tiresomely familiar theme, and countless commissions, reports, and study groups have attempted to address it. I am under no illusions that I have the magic key to resolve a problem that has stumped so many brilliant educators. But these are not just theoretical quandaries, they are the issues we confront almost every day: How do we defend liberal education against the skeptics—parents, potential students, the media, the marketplace, even some trustees and students? The first, most practical defense is that the liberal arts (and sciences) are the best possible preparation for success in the learned professions—law, medicine, teaching—as well as in the less traditionally learned but increasingly arcane professions of business, finance, and high-tech innovation. So my first defense of liberal learning is what you are taught and the way you learn it: the materials a doctor or financial analyst or physicist or humanist ne eds to know, but taught in a liberally construed fashion, so that you look at the subject from many different dimensions and incorporate the material into your own thinking in ways that will be much more likely to stay with you, and help you later on. This way of learning has several distinct advantages: It’s insurance against obsolescence; in any rapidly changing field (and every field is changing rapidly these days), if you only focus on learning specific materials that are pertinent in 2012, rather than learning about them in a broader context, you will soon find that your training will have become valueless. Most important, with a liberal education you will have learned how to learn, so that you will be able to do research to answer questions in your field that will come up years from now, questions that nobody could even have envisioned in 2012, much less taught you how to answer. The second, slightly less utilitarian defence of a liberal-arts education is that it hones the mind, teaching focus, critical thinking, and the ability to express oneself clearly both in writing and speaking—skills that are of great value no matter what profession you may choose. It’s not just that you are taught specific materi als in a liberally designed context, but more generally, the way your mind is shaped, the habits of thought that you develop. These skills were well described by a former dean of the Harvard Law School, Erwin Griswold, cited in a recent speech by the current dean, Martha Minow. Griswold was discussing an ideal vision of the law school, but his arguments fit a liberal education wherever it is provided: â€Å"You go to a great school not so much for knowledge as for arts or habits; for the art of expression, for the art of entering quickly into another person’s thoughts, for the art of assuming at a moment’s notice a new intellectual position, for the habit of submitting to censure and refutation, for the art of indicating assent or dissent in graduated terms, for the habit of regarding minute points of accuracy, for the art of working out what is possible in a given time; for taste, for discrimination, for mental courage, and mental soberness.† My third argument is that a liberal-arts education is the best education for citizenship in a democracy like ours. In her book, Not for Profit, M artha Nussbaum points out that from the early years of our republic educators and leaders have â€Å"connected the liberal arts to the preparation of informed, independent, and sympathetic †¦ citizens.† Nussbaum argues that democracies need â€Å"complete citizens who can think for themselves, criticize tradition, and understand the significance of another person’s sufferings and achievements.† Among the skills a liberal-arts education fosters, she notes, are the ability â€Å"to think about the good of the nation as a whole, not just that of one’s local group,† and â€Å"to see one’s own nation, in turn, as part of a complicated world order.† At a time when democracy is struggling to be born in countries around the world, and countries that have long enjoyed democracy are struggling to sustain it against pressures of multiple varieties, this may be the best of all the arguments for a liberal-arts education. My fourth argument I borrow from Michel de Montaigne, who thought of his own mind as a kind of tower library to which he could retreat even when he was far from home, filled with quotations from wise people and experimental thoughts and jokes and anecdotes, where he could keep company with himself. In his essay â€Å"Of Solitude,† he suggested that we all have such back rooms in our minds. The most valuable and attractive people we know are those who have rich and fascinating intellectual furniture in those spaces rather than a void between their ears. Virginia Woolf used a different spatial image to make a similar point in her book Three Guineas, when she talked about the importance of cultivating taste and the knowledge of the arts and literature and music. She argues that people who are so caught up in their professions or business that they never have time to listen to music or look at pictures lose the sense of sight, the sense of sound, the sense of proportion. And she concludes: â€Å"What then remains of a human being who has lost sight, and sound, and a sense of proportion? Only a cripple in a cave.† So my fourth argument for a liberal-arts education is that it allows you to furnish the back room of your mind, preparing you for both society and solitude. My final argument is that the liberal arts admit you to a community of scholars, both professional a nd amateur, spanning the ages. Here I would quote one of my predecessors at Wellesley, Alice Freeman (later Alice Freeman Palmer). When she presided over Wellesley in the last part of the 19th century, it was quite unusual for girls to go to college (as indeed it still is today in some parts of the world). In a speech she gave to answer the repeated question she got from girls and their families, â€Å"Why Go to College?† she said: â€Å"We go to college to know, assured that knowledge is sweet and powerful, that a good education emancipates the mind and makes us citizens of the world.† The sweet and powerful knowledge imparted by a liberal-arts education is specifically designed to fulfill this promise. But how can college presidents today best go about making the case for the liberal arts? First and most obvious, they should use the bully pulpit of the college presidency deliberately and effectively—at convocations, commencements, groundbreakings for new buildings, in speeches to the local Rotary Club or the state 4-H club convention, and addresses to alumni clubs. This is a truly precious opportunity that few other leaders have, to address the community in situations where there is likely to be respectful attention to their message, at least for a while! They should use the opportunity with zest! The second way is by using their fund-raising skills and obligations to raise money for exciting programs like Greenblatt’s â€Å"Imaginary Journeys.† They can make this case effectively to foundations and generous alumni who remember their own liberal-arts education fondly, and thus enhance the resources available for this purpose. Presidents can demonstrate their support of the liberal arts in how they honor faculty members. With the teaching awards and other distinctions their colleges offer, they should single out for praise and support those who have been most effective in advancing the liberal-arts mission. And then they can ensure that these awards and recognitions are appropriately highlighted in college publications and in messages to parents and prospective students. And perhaps the most effective way presidents can use their leadership to offer support is to speak from a liberal-arts perspective in their own discourse, both formal and informal, by citing examples of fine literature, drawing on instances from history, referring to the arts, and describing learning in the sciences in liberal terms. Rhetoric was one of the original artes liberales, and it can still be one of the most transformative. Taking my own advice about larding language with liberal learning, I will conclude with a poem by Imam Al-Shafi’i, which I discovered in a brochure on a recent visit to the Georgetown University School of Foreign Service, in Doha, Qatar: According to the measure of hardship are heights achieved, And he who seeks loftiness must keep vigil by night; As for he who wants heights without toil, He wastes his life seeking the impossible— So seek nobility now, then sleep once more (finally), He who seeks pearls must dive into the sea. As this poem reminds us, a liberal-arts education is not always easy; it involves paying close attention, taking risks, exploring uncharted territory, diving into the sea. But despite these challenges, the deep rewards of a liberal education are surely worth our best efforts on its behalf.

Language barriers Essay

I agree with what you said that society expects much more from women as compared to men. People grew up with the idea that men should have this rough exterior, which means talking loudly, cursing, and not allowed to cry. It is okay for them to behave in unacceptable manners just because they are men. Women, on the other hand, are expected to act delicately. Those who would act otherwise would be looked down upon. It is very unfortunate that you were taught such things regarding behaving in public because it meant being held back of your feelings, thoughts, and actions. People who think lowly of those who do not act or speak according to their preference are very shallow and only attract conflict with others because of their attitude. I think that not being â€Å"direct† with a stranger is acceptable. Although we want to be transparent to other people, we should still be reserved in the things that we say to protect ourselves. You are right in saying that this could cause misunderstanding because people may not be able to get your point. At times, it is hard to communicate with people that you do not know because of language barriers. This is especially hard when dealing with the opposite sex who might not see things your way and may have the tendency to misinterpret what you are saying. You are also correct in saying that people should be more flexible in terms of following the rules of gender because not all scenarios are the same for everybody else. Also, people are not perfect and would be able to act according to the rules at all times. Men cry. Women curse and shout. It does not matter where they are or when they choose to do so because they should not be judged for their actions and decisions. People do not know what caused their actions and have no right in thinking lowly of them. Your experiences are similar to mine in that I am also a female and that I am expected the best behavior at all times just because of my gender. I also tend to become reserved when dealing with people I do not closely work with because I do not feel comfortable enough to share important information with them. I find having friends, specifically female friends, very comforting because they are able to empathize with me when I need them to. They are also able to give their opinions without appearing biased or judgmental. We all grew up thinking the same things regarding how men and women should act and speak, especially in front of everyone else. This is why it is hard for some to see behaviors that contradict what they have known growing up, which is why they too cannot be blamed. This is the reason why people need to be more open-minded when it comes to understanding others and even the opposite sex. Men and women communicate in different ways and people need to accept this fact. After accepting and adjusting to this reality, people should find ways on how to understand each other more effectively. If it means talking more often or asking questions, then this should be done. On the other hand, people should also learn how to listen and explain what they feel and think better. Your self-reflection says that we should be more understanding and I believe that this is one key to a better communication. We should also make it a point to practice what we preach. If we think that people should be more understanding of others, we should start with ourselves and practice this thought. We should never base our opinions from one encounter with a person because we would not be able to see the real them with just one experience.

Atellophobia

TRANSVERSAL PROYECT ENGLISH ATELOPHOBIA Grammar Oral Literature Marina Cecilia Garcia Contreras Rodrigo Hernandez Martinez Ilse Navarrete Salazar Diego Rodriguez Castro 4 °A Why we chose this problem? People too often become victims of Atelophobia in other words ‘fear of imperfection'. But one should always remember that mistakes are eye openers. They add to a person's experience. Mistakes are very normal. Till the time, you do not try to do a thing that you have never done before, you cannot do it. Any kind of fear of failure in doing that task perfectly is just a blocker.In my point of view I can say there are many things that this phobia makes you very insecure one is that you learn from mistakes , if I want to be perfect how can I make a mistake ? Hypothesis We think that atelophobia exists because all the influence of the media. Nowadays television, radio, magazines and many others, try to make people think that they should have an specific profile; they tell them they s hould be skinny, beautiful, tall, white and many others stereotypes that make people afraid of not being good enough and try to do many things to be perfect, but this can’t happen and many people have terrible consequences because of this.Problem Atelophobia is the fear of not being good enough. This is such a common problem that many people suffer and it’s getting bigger and bigger everytime because of the influence of the media and because people believe in all it says. It happens principally in teenagers because they are more involved in social pressure and many times they don’t accept themselves because of this. The worst part is that this can cause many others problems in them such as anorexia, bulimia, bullying and many other physic and psychologic problems. ConclusionsWhat we learn about this problem is that it is psychological, but in a big amount it is caused by society, we are often influence by the things people says and considers it is â€Å"perfect ion†. In addition, they always promote the ideal stereotype, with certain characteristics like being skinny, tall, white and what they consider beautiful, it appears in many ways of media like television, magazines, radio, etc. Even if we don? t notice, it causes a lot of damage in people, being obsessed with your image can have some terrible consequences. What we, as a society, can do about it is to stop caring about what people say, you don? need to have perfect physical appearance, just accept yourself as you are, be happy and feel confidence with your image. We have to start by making people know that being judgmental really can hurts the feelings of the other persons. This problem is nowadays very common, not accepting yourself can cause many horrible deceases like anorexia, bulimia, vigorexia or worse, suicide. We really have to stop this problem; it will take us time because we are used to be influenced by what all the people think, we should start with campaigns agains t stereotypes. Photos:

Task 3 Answer

Task 3 Name: Section: Author’s Purpose Activity Directions: Read the descriptions of each item and determine the author’s purpose in writing it (to entertain, persuade, or inform). Then, in a sentence or two, explain your answer. 1. A story about a family trying to stick together and survive through the Great Depression in the Midwest in the 1930s Author’s Purpose: to entertain Explain Your Answer: Write a sentence or two. Because it is a story and wants to entertain. 2. A section in a history book describing the conditions and causes of the Great Depression in the Midwest in the 1930sAuthor’s Purpose: to inform Explain Your Answer: Write a sentence or two. It is giving an idea or information about great depression. It is written to inform. 3. An instructional booklet describing how to operate an MP3 player Author’s Purpose: to inform Explain Your Answer: Write a sentence or two. Because this text describing how to operate MP3 player using instructi onal booklet. Then, the purpose of the author is to inform. 4. An article where the author argues that an IPOD music player is better than a ZUNE Author’s Purpose: to persuade Explain Your Answer: Write a sentence or two.The authors showing that IPOD music player is better than ZUNE. Try to encourage the reader. [email  protected] 5. A poem about why the IPOD is the greatest consumer electronic device ever made Author’s Purpose: to entertain Explain Your Answer: Write a sentence or two. The text is a kind of poem and the poem is written to entertain. 6. The story of a young athlete who takes steroids and his life and future fall apart Author’s Purpose: to entertain Explain Your Answer: Write a sentence or two. Even though the readers can get information and lesson, it is a story wants to entertain. . A medical report describing the effects of steroids on the human body Author’s Purpose: to inform Explain Your Answer: Write a sentence or two. The author describe the effects of steroids on human body, therefore, the purpose of the author is t inform. 8. A speech written by Jose Canseco listing the negative effects of steroids and urging young athletes to not use steroids Author’s Purpose: to persuade Explain Your Answer: Write a sentence or two. The authors attempting to influence the readers that steroids have different effects. The purpose of the author is to persuade. [email  protected] 9. A booklet containing the school rules and the consequences for violating those rules Author’s Purpose: to inform Explain Your Answer: Write a sentence or two. The text (student booklet) gives information to the reader. Therefore, the purpose of the author is to inform. 10. A story written about a young boy who moves to a new school and is bullied, but he gains self-confidence by joining a sports team and learns to stand up for himself. Author’s Purpose: to entertain Explain Your Answer: Write a sentence or two. To enterta in is the main purpose of the story.

Martin Luther King and Henry DavidThoreau Essay

However with different motives; Dr. Martin Luther King Jr. and Henry David Thoreau were both admirable men that strived for a better government. As respected spokesmen they served as rebels against what they thought to be bad one’s stopping at nothing. Not even jail. Henry David Thoreau and Martin Luther King Jr. were both brilliant men. Thoreau’s â€Å"Civil Obedience† and Dr. King’s â€Å"Letter from Birmingham Jail† are perfect examples of their intellect. Looking at these documents and observing the tactics they use while attempting to move their audience toward their ultimate goal, one can see the finesse that both men possessed. Thoreau and Dr. King lived during two different centuries. So being that they were vocalist and activist on the current issues it’s almost certain that they would have a different motive. Even though their motive was ‘poles apart’, differing in many ways, both Thoreau and Dr. King wrote with the aspiration of obtaining a new form of government presumably resembling the republican one we exercise today. Although awfully controversial, to do so both men felt nonverbal actions such as breaking the laws was the only effective way. In spite of the fact that it’s relatively ironic, they viewed going to jail in order to make a mockery of an immoral or impractical laws put in place by the government was â€Å"the very highest respect for law (King para. 5).†Henry David Thoreau motive for rebelling against the government was to make it more of a democratic one. He had no respect for the way it was being ran. His proclaimed problem basically summed up to be that he felt the government was being ran like a monarchy, or in other words by a selective few and not an entire society as it should. It simply wasn’t up to par according to his standards; for he stated this â€Å"I ask for, not at once no government, but at once a better government (para. 4).†Unlike Henry David Thoreau, Dr. Martin Luther King, Jr. was an African American during the times of segregation. This alone is a critical manipulating variable in the equation of why the two’s motive wasn’t the same. Dr. King was all about helping America move towards a desegregated future. He had zeal towards annihilating all unjust laws which he stated to be â€Å"a code inflicted upon a minority which that minority had no part in enacting or creating†¦ (para. 4),† but for the most part he had an overall respect for the government. In conclusion, it’s safe to say that other than race and motive Henry David Thoreau and Martin Luther King Jr. were pretty similar. They both were men of their own opinion that could be classified as moralized radicals. As spokesmen of their time they were both good at what they did. Through the form of speeches, protest, letters, and etcetera they both exemplified â€Å"Civil Disobedience (Thoreau). â€Å"Thoreau, Henry D. Civil Disobedience. New York: Barnes & Noble Books, 1849. 263-287. King Jr., Dr. Martin L. â€Å"Letter from Birmingham City Jail.† 16 Apr.-May 1963. Birmingham: Charles Moore, 1963. 1.

The Worst Storm in Canadian History

Ice storms, also referred to as glaze storms, cause considerable damage every year to trees in urban and natural areas. They vary considerably in their severity and frequency. Ice storms are result of the ice formation process, which is influenced by general weather patterns. Ice accumulates when super cooled rain freezes on contact with surfaces, such as tree branches, that are at or below the freezing point (0'C). This generally occurs when a winter warm front passes through an area after the ground-level temperature reaches or falls below freezing. Rain falls through layers of cooler air without freezing, becoming super cooled. Periodically, other climatic events, including stationary, occluded, and cold fronts, also result in ice storms. The purpose of this paper is to gain a better understanding of the1998 ice storm. This paper features three main section: An introduction, the main body (damage to woodland), and finally, a conclusion. In the main body of this paper, the effect of fire and pest/disease is discussed in detail. In the conclusion, comparison is made between fire and pests/disease versus ice storm. By the end of this paper, one should gain a better understanding of the severity of the 1998 ice storm as well as other damaging agents that affect the woodland in eastern North America Ice storms are often winter's worst hazard. More slippery than snow, freezing rain or glaze is tough and tenacious, clinging to every object it touches. A little can be dangerous, a lot can be catastrophic. Ice storm in Northeastern America has been common but the 1998 ice storm was exceptional. Ice storms are a major hazard in all parts of Canada except the North, but are especially common from Ontario to Newfoundland. The severity of ice storms depends largely on the accumulation of ice, the duration of the event, and the location and extent of the area affected. Based on these criteria, Ice Storm'98 was the worst ever to hit Canada in recent memory. From January 5-10, 1998 the total water equivalent of precipitation, comprising mostly freezing rain and ice pellets and a bit of snow, exceeded 85 mm in Ottawa, 73 mm in Kingston, 108 in Cornwall and 100 mm in Montreal (Environmental Canada, Jan 12/1998). Previous major ice storms in the region, notably December 1986 in Ottawa and February 1961 in Montreal, deposited between 30 and 40 mm of ice – about half the thickness from the 1998 storm event! (Environmental Canada, Jan 12/1998). The extent of the area affected by the ice was enormous. Freezing precipitation is often described as â€Å"a line of† or â€Å"spotty occurrences of†. At the peak of the storm, the area of freezing precipitation extended from Muskoka and Kitchener in Ontario through eastern Ontario, western Quebec and the Eastern Townships to the Fundy coasts of New Brunswick and Nova Scotia. What made the ice storm so unusual, though, was that it went on for so long. On average, Ottawa and Montreal receive freezing precipitation on 12 to 17 days a year. Each episode generally lasts for only a few hours at a time, for an annual average total between 45 to 65 hours. During Ice Storm'98, it did not rain continuously, however, the number of hours of freezing rain and drizzle was in excess of 80 – again nearly double the normal annual total. One of the most appealing features of Eastern Ontario is the extensive forest cover. This is made up of woodlands of varying structure. These woodlands, as well as natural fencerows, windbreaks, and plantations of pine and poplar, dominate the landscape. Icing impacts may best be understood by treating spatially larger scales, starting with individual trees, proceeding to stands, and finally to forest landscapes. Ice damage to trees can range from mere breakage of a few twigs, to bending stems to the ground, to moderate crown loss, to outright breakage of the trunk. In the 1998 Northeastern ice storm, icing lasted long enough that many trees which were bent over had their crowns glued to the snow surface by the ice in many instances for as long as 3 weeks. Some of those trees actually erect posture after release from the snow, while many others remain bent over after 2 years. The severity of damage is generally believed to be closely related to the severity of winds following the heaviest ice accumulations. Damage varies across a range of severity and subtlety: minor branch breakage; major branch loss; bending over of crowns; root damages; breakage of trunks and in some hardwoods, trunks can be split. Depending on the stand composition, the amount of ice accumulation, and the stand history, damage to stands can range from light and patchy to the total breakage of all mature stems. Complete flattening of stands occurred locally in the Northeaster 1998 storm. In response to more moderate damage, effects on stands could include: shifts in over story composition in favor of the most resistant trees; loss of stand growth until leaf area is restored; and loss of value of the growth due to staining or damage to stem form. The term landscape refers to a ‘group† or a ‘family† of trees. I use the term vaguely because the size and composition of landscapes differ from region to region. The degree of damage is typically highly skewed by area. For example, in the January 1998 Northeaster storm, 1,800,000 ha of damage in Quebec was assessed by the Ministry of Natural Resource: very severe 4.2%, severe 32.0%, moderate 29.9%, and slight/trace 33.9% (The Science of the Total Environment, Volume: 262, Issue: 3, November 15, 2000, pp. 231-242 ). The effects on entire forest landscapes are highly patchy and variable. They also depend significantly on how landowners respond to the damage. Disturbance caused by diseases, by themselves or in conjunction with disturbance by insects, abiotic factors such as drought, fire and wind, and, increasingly, human activities, has played a critical role in the dynamics of many forest ecosystems in North America. In the predominantly coniferous forests in western North America there are considerable areas undisturbed directly by human activities. In these areas, diseases kill trees or predispose them to other agents of disturbance, resulting in gradual change in stand composition and structure. In areas disturbed by forest management practices of harvesting or exclusion of fire, increased disease incidence and severity has increased the damage caused by disease, and consequently, the rate of change. In the absence of introduced diseases in the predominantly deciduous forests of the Appalachian region of eastern North America, forests are relatively healthy. Here, forests are disturbed significantly by disease only after they are disturbed or stressed by other agents, predominantly defoliating insects and drought. In the eastern montane coniferous forest, chronic wind damage is a major predisposing factor to disease. Past harvesting practices, introduced diseases and insects, and fire exclusion have in some instances resulted in large areas of similar species and relatively similar ages that exacerbate the magnitude and severity of disturbance by disease. Fire is predominantly a natural phenomenon that burns the forest vegetation, polluting the ozone and wiping out the biodiversity. One major distinction between ice storm and forest fire is the way disaster are caused. The majority of forest fire could arguably be a result of human action and ice storm as an ‘act of god,† an act that is out of human control. Foresters usually distinguish three types of forest fires: ground fires, which burn the humus layer of the forest floor but do not burn appreciably above the surface; surface fires, which burn forest undergrowth and surface litter; and crown fires, which advance through the tops of trees or shrubs. It is not uncommon for two or three types of fires to occur simultaneously. Forest management has been able to reduce the occurrence of this event but many forest fires are out of arm†s length. Humans cause the majority of forest fires. Campers that do not put out their bond fire or campers littering lit cigarette bud are responsible for such an action. Natural occurrence such as lightning could spark a forest fire but the probability is small compared to human action. The convention way of putting out or reducing the spread of forest fire has been airliners. These airliners are filled with gallons and galloons of water. With limited capacity, these airliners fly above the flame and deposit galloons of water. For the purpose of this paper, deforestation simply means the lost of trees where the lost of trees exceeds the level of sustainable development. One of the major effects of forest fire is the burning of carbon dioxide into our atmosphere. This eventually creates a greenhouse affect and global warming. The effect damages our ecosystem as well as reduces one of Canada†s precious natural resource. Many projects, both from government funding and corporate sponsors, have done a good job increasing the awareness and risk related to deforestation. Pests directly affect the quantity and quality of forest nursery seedlings and can indirectly cause losses by disrupting reforestation plans or reducing survival of out planted stock. The movement of infested stock can disseminate pests to new areas. Since control of nursery pests may be based on pesticide usage, pest outbreaks may lead to environmental contamination. Woodland damage caused by livestock is a well-documented, yet persistent, forest health problem. Soil compaction, root disturbance and trunk/root collar damage caused by livestock reduce the vigor of trees. This paves the way for armillaria root rot, borers and other opportunistic organisms. Livestock also destroy the forest under story (reproduction), which hastens soil erosion and limits the future productivity of the site. The resulting forest decline reduces the quality, value and longevity of current and future trees on the site. Eliminating livestock from woodlands is the first step toward a healthier, more productive forest. As mentioned earlier in this paper, ice storm is a natural phenomenon caused by nature whereas forest fire are a result of human actions and preventable. One of the major differences between fire and ice storm is the rate of damage. Forest fire has a direct impact on the woodlands by changing the diversity of the landscape. Forest fire wipes out an entire landscape of trees causing a release of carbon dioxide. This ‘in lieu† effect results in global warming as well as greenhouse effect. The release of carbon dioxide has a long-term effect to our ecosystem. Carbon dioxide is trapped in our ozone layer making airways less preamble. This trapping effect eventually radiates heat causing global warming. The long-term effect is hazardous and changes our biodiversity. Ice storm has very little affect to our ozone layer. Damage to woodlands as a result of ice storm is concentrated within that area. Ice storm does not spread like fire does so areas that have been hit by an ice storm affect woodlands Pests and disease slowly eroded the quantity as well as quality of woodland. Infected woodland slows the development of growth by eroding the soil limiting the production of trees. Pest control and good forest management could improve the quality and well as productivity in these areas. Pests and diseases cause a slow change in biodiversity. As the woodland become infested, animals feeding from leafs and branch find it less desirable, eventually leaving the area in search of more suitable woodland. Similarly, forest fire, pests and disease spread but at a much slower rate. These agents infect the trees, eventually penetrating the roots and moving on to the next host. As mentioned previous, ice storm does not spread, rather the effect stays within the area. To conclude, fire and pests/disease are similar in the way these agents spread and infect their host. The preceding sentence can be best thought of as a virus infected it†s host as an analogy. Fire spreads at a much faster rate than pests/disease and the impact are instant. Both of these agents have long-term effect, which does not work in our favor. Ice storm affects the area it hits and will not spread. Furthermore, ice storms are predictable whereas fire is not since the cause of fire is human mistake and is hard to predict. Ice storms are not preventable but human actions can be prevented. The potential of damage from fire is far more severe than that of ice storm. We must increase the awareness to ensure that our woodland remains healthy and protect our ecosystem.