The ways to reduce crime in the worlds most violent cities Essay Example for Free

The ways to reduce crime in the worlds most violent cities Essay Crime has long been considered to be a serious issue of many countries, both developed and developing, in the contemporary society. In particular, the crime rate increases annually in degree in some sectors worldwide. In this speech, I would like to show my concern about the causes of the problem and the solutions to it. There are subjective as well as objective factors that lead to the escalation of this adverse circumstance. The first and also the principal cause of this problem is poverty, or we can say, economic deprivation. People are often driven to great lengths of desperation by poverty and this is a major cause of crime all around the world. The fact that such frustration is created is in itself a very dangerous thing for society on the whole as global inflation has risen significantly over the last few years. It does seem that in our world today, the rich get richer and the poor get poorer. That is to say, these destitute people do not have enough money to buy food and other necessities. Thus, their last resort to maintain their lives is to rob or steal, which leads to crime. More to the point, violence from mainstream media can also contribute substantially to the increase of crime. There are many films and plays containing violent or sensitive contents, which have a profound influence on the viewers. Some people want to emulate the heroes, as they see them, in the movies without knowing that the behaviour in reality can be seen as illegal in the eyes of the law. Teenagers are especially prone to this kind of factor without the supervision of older adults. There are also many social issues bringing about this unfavorable circumstance. Overpopulation, racism, regionalism, family conditions, and often political power are some factors that lay the foundation of serious crimes. Besides, there are other subjective factors. In other words, the reason for his crime-committing is partially not from the pressure of the society or social illnesses as mentioned above, and really difficult to control. Illustriously, mental disorders are a major cause of crime of this type. Other than depression, people with grave mental disorders also end up committing crimes. Such people should be treated before their tendencies and ailments get out of hand. A person with depression or some other serious mental disorder can also easily cause harm to themselves. Moreover, we have drugs, which are a bane [a cause of trouble], no matter how we look at them. A person addicted to drugs is unable to support their addiction and more often than not they end up in a life of crime to fuel their habits. It is not unknown anywhere in the world that a drug addict ends up committing crimes to raise money for their habits. Besides that, there are also a large number of people that are involved in the drug trade. Though these people may not really be drug-users themselves, they often lure others into drugs and crimes. So, what should we, people in the society, do to help tackle such a problem? Government, I’d like to say, need to come up with some policy that helps narrow the gap between the rich and the poor. Television and film rating system need to be strictly implemented. Parents should thoroughly supervise their children, so as not for them to be stuck into drug-relating problems, and make their children lead the most fulfilled life as possible .

sarah bernhardt :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Sarah Bernhardt was one of the stage’s most admired actresses. She was born in Paris, France where she became a star and later traveled the world touring. Bernhardt didn’t start out as the best but did rise to the success she is known for today. She was known for her romantic looks and her melodious voice, her natural acting style and sometimes her tempestuous attitude. Bernhardt lived quite a life, from her many famous lovers, her fabulous clothing, and her travels performing on stages all over the world and even becoming a star of silent movies. She was what we know today as a â€Å"drama queen† in many ways. She wasn’t successful right away, but did rise to her stardom. As stated in The Divine Sarah, even Sigmund Freud who saw her in a performance (Sardou’s Theodora) has said â€Å"†¦I believed at once everything she said†¦, it is incredible what postures she can assume and how every limb and joint acts with her.â⠂¬    Ã‚  Ã‚  Ã‚  Ã‚  Sarah Bernhardt was born Henriette Rosine Bernard in 1844 to women named Julie Bernard, who was of Jewish descent and little is known about her father. What is known about her mother, is that she was a legendary courtesan and was rarely home, and when she was home, there were always rich men around. Sarah was a wild child who, when she wasn’t sick, did what she wanted and threw many temper tantrums. Her mother wanted Sarah to follow in her footsteps and entertain men for money, the idea made Sarah sick (although later she learned that there is a thin line between acting and prostituting), she told her mom she was to become a nun. That all changed when she saw Racine’s Britannicus at the Comedie Francaise. She planned on attending the Conservatoire, and in 1860 she did where she was trained for two years.   Ã‚  Ã‚  Ã‚  Ã‚  In 1862, at the age of 18 she made her first debut as the lead in Racine’s Iphigenie. Sarah often suffered from stage fright and her dire performance received some bad reviews. According to Gold and Fizdale, Francisque Sarcey, Paris’s most powerful critic, was quoted to say â€Å"[she] is remarkably beautiful. She carries herself well and pronounces her words with perfect clarity. That is all that can be said at the moment.† Her next appearance was in Scribe’s Valerie which was virtually unnoticed, and her third debut in Moliere’s Les Femmes Savantes was not any better.

The Carl Roger Concept

PP 8203 Practicum III Fall 2007 INSTRUCTOR: |Marjorie Witty | PHONE: |(312) 777-7702 | EMAIL: |[email  protected] edu | FAX: | | ALT PHONE: |(773) 327-1046 | REQUIRED TEXTS: |Title |Client-centered therapy:   Its current practice, implications and theory | |Author(s) |Rogers, Carl R. |Copyright |1951/ 2003 | |Publisher |Houghton Mifflin/ Constable & Robinson, Ltd. | |ISBN |1841198404   | |Edition |   | Title |Embracing nondirectivity | |Author(s) |Levitt, B. (Ed. ) | |Copyright |2005 | |Publisher |Ross-on-Wye, UK:   PCCS Books www. pccs-books. co. k | |ISBN | 898059683 | |Edition |2005 | This Course Requires the Purchase of a Course Packet: YES NO RECOMMENDED READINGS |Title |Person-centered therapy: A revolutionary paradigm | |Author(s) |Bozarth, J.D. | |Copyright | | |Publisher |Ross-on-Wye, UK:   PCCS Books www. pccs-books. co. uk | |ISBN |1898059225 | |Edition |1998 | Title |The tribes of the person-centred nation: An introduction to the schools of therapy related to the person-centered approach. | |Author(s) |Sanders, P. (Ed. ), | |Copyright | | |Publisher |Ross-on-Wye, UK:   PCCS Books www. pccs-books. co. k | |ISBN |1898059608 | |Edition | | Argosy University Illinois School of Professional Psychology Doctoral Practicum III PP 8203 Fall 2007 Syllabus Instructor: Marjorie Witty, Ph. D. Phone: (312) 777-7702 E-mail: [email  protected] eduOffice: 1325 Office hours: Tuesday 1:00 – 3:00; Thursday 10:00 – 12:00 Class meetings: Mondays, 3:30 – 4:45 Required readings Levitt, B. E. (2005). Embracing Nondirectivity. Ross on Rye, UK: PCCS Books. ISBN: 1 898059 68 3. Available from: www. pccs-books. co. uk (On reserve) (EN) Rogers, Carl R. (1951) Client-centered therapy: Its current practice, implications and theory. Boston: Houghton Mifflin. Newer edition: Constable & Robinson, Ltd. (2003). ISBN 1841198404. (On reserve) Wampold, B. E. (2001) The great psychotherapy debate: Models, methods, and findings.Mahwah, NJ : Lawrence Erlbaum Associates. Articles as assigned will be forwarded to you through e-mail. This course does not require the purchase of a course packet. (O) in the syllabus denotes available online or through e-mail, EN refers to Levitt text. CRR refers to Kirschenbaum & Henderson's The Carl Rogers Reader available in Library. Recommended Books (see attached bibliography at end of syllabus. Learning Objectives 1. Achievement of competence in empathic following response process, as assessed by performance in taped therapy sessions. 2.Expanding self-awareness of personal reactions and feelings during the therapy sessions measured by class discussion and students’ self-reports in the comments submitted with each of their therapy tapes. 3. Mastery of basic theory of client-centered therapy (or other orientation) through completion of all assigned readings; assessed by students’ transcript commentaries, participation in discussion. 4. Increased ability to evaluate oneâ₠¬â„¢s own work as a novice therapist, assessed by final self-evaluation and submission of CEC in Spring 2008. Required Assignments:Each term you will be required to present your taped session with a client from your site. Bring an audible tape. Inaudible or hard-to-hear tapes are not acceptable. Check your tape before presenting! Provide a transcript of 20 minutes of the session (any 20 minute segment is fine, but cue up your tape to coincide with the transcript before class. Bring a case conceptualization of 2 – 3 pages. Format will be covered in class. Be sure to obtain a good tape recorder from the library or bring your own on the day you are assigned to present. Schedule of presentations will be determined on the first day of class.Grading and evaluation policy Therapy practicum seminars are graded â€Å"credit/no credit. † In order to successfully complete your practicum, you must receive credit from your site supervisor, from your seminar instructor and pass your Clinical Evaluation Competency (CEC) in Spring 08. The main method of evaluation will be the comments you and I make about your tape assignments and my assessment of success in implementing the necessary and sufficient attitudinal conditions set forth by Carl Rogers. If you are having problems with the assignments, please see me to discuss the difficulty. Attendance at all classes is required.Course Outline, Readings, and Assignments September 10 Introduction to Seminar. Assignments for tape presentations. Required readings for September 10th to be read before the first class: Rogers, C. R. (1951) The attitude and orientation of the counselor. Chapter 2 of Client-centered therapy. (On reserve) Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. (CRR, pp. 219-235). September 17 Tape Presentation 1: Defining practice; goals of therapy. Evaluating progress. Required readings: Brodley, B. T. Client-centered therapy: An expressive therapy. (O ) Brodley, B.T. Empathic understanding: Observations of a CC practice (O) Brodley, B. T. Instructions for the clinical interview. (O) (http://adpca. org/articles. html) September 24 Discussion: Ethics Confidentiality and its limits; taping/transcribing and disposition of records. Therapeutic boundaries. Required reading: Brodley, B. T. Ethics in psychotherapy. (handout) October 1 Tape Presentation 2: October 8 Discussion: Empathy, unconditional positive regard Required readings: Witty, M. , Raskin, N. J. , Rogers, C. R.. (in press). Client-Centered Therapy. In Corsini & Wedding (Eds. ), Current Psychotherapies.Excerpt of session by Brodley w/ commentary by Witty (O) October 15 Tape Presentation 3: October 22 Discussion: Congruence: A frequently misunderstood condition Required readings: Brodley, B. T. (1998/2001). Congruence and its relation to communication in client-centered therapy. The Person-Centered Journal, 5(2), 83-116. (In the library) October 29 Tape Presentation 4 Novembe r 5 Multiculturalism & Diversity Issues Required readings: Glauser & Bozarth, J. D. (2001). Person-centered counseling: The culture within. Journal of Counseling & Development, 07489633, Spring2001, Vol. 79, Issue 2 Database: Academic Search EliteMier, S. & Witty, M. Considerations of race and culture in the practice of non-directive client-centered therapy. In Carl Rogers Counsels a Black Client. (O) (on reserve) Knopf, N. Working with gay couples. Witty, M. (2005). Nondirectiveness and the problem of influence. (EN) November 12 Tape Presentation 5 November 19 Chronic Mental Illness and the significantly impaired Required readings: Sommerbeck, L. (2005). Nondirective therapy with clients diagnosed with a mental illness. (EN) Wilders, S. (2005) An exploration of nondirective work with drug and alcohol users. (EN) Recommended: Prouty, G. 1994) Theoretical evolutions in person-centered/experiential therapy: Applications to schizophrenic and retarded psychoses. Westport, CN: Praeger. ( On reserve) Prouty, G. , Van Werde, D. & Portner, M. (2002). Pre-therapy: Reaching contact-impaired clients. Ross on Wye, UK: PCCS Books. (On reserve) Shlien, J. M. (1961/2003). A client-centered approach to schizophrenia: First approximation. In A. Burton (Ed. ), The Psychotherapy of the Psychoses (pp. 285- 317). New York: Basic Books. Also in To Lead an Honorable Life: Invitations to think about Client-Centered Therapy and the Person-Centered Approach. Edited by P. Sanders.Ross-on-Wye: PCCS Books. (On reserve) November 26 Tape Presentation 6 December 3 How clients make therapy work. Required readings: Brodley, B. T. (in press). Non-directivity in client-centered therapy. (O) Bohart, A. C. Chapters from How Clients Make Therapy Work. Recommended: Bohart, A. C. & Tallman, K. (1999) How clients make therapy work. Washington, D. C. : APA. December 10 CCT case conceptualization and prep for CEC. Required reading: Rogers, C. R. (1961) Ellen West—and Loneliness. (in CRR, pp. 157-1 68) Shlien, John M. (1987/2003) A Countertheory of Transference. Person-Centered Review, 2 (1), 15-49. Reprinted in Shlien, J.M. (2003). To Lead an Honorable Life: Invitations to think about Client-Centered Therapy and the Person-Centered Approach. Edited by P. Sanders. Ross-on-Wye: PCCS Books. (O)(also on reserve) Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University, Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of heory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following: †¢ Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients. OBJECTIVE 1A: ACCURATELY AND ETHICALLY ADMINISTER AND SCORE VARIOUS PSYCHODIAGNOSTIC INSTRUMENTS. o Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally. o Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the ass essment. Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients. o Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications. Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients. o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision. Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeuti c relationships. †¢ Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and emonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services. †¢ Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning. †¢ Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice. Disability StatementIt is the policy of the Argosy University/Chicago to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations to c omplete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodation will be provided to students upon request. Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form.It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors. Instructor’s Note: If you choose not to disclose that you have a disability which affects your academic or clinical performance, then you are taking full responsibility for any related consequences which may occur.I cannot accommodate what I don’t know about. You need not disclose the diagnosis or the nature of the disability itself, you need only bring me your accommodation letter. Disclosing a disability after an assignment is due is too late to be helpful for that assignment although accommodations can be made from that point forward. Academic dishonesty/plagiarism statement The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student.Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or pro ject and what sources may be used.Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University. Technology Statement The University encourages the use of technology throughout the curriculum. This course uses methods such as email communication, videotapes and online syllabus and assignments. Save this syllabus Retain a copy of the syllabus as documentation of coursework that might be needed for licensure. This page is to be turned in to your instructor. It will be held by your instructor until after the grade appeal time allotment.PP8203 Practicum Seminar III Fall 2007 I, ____________________________________, have read this syllabus and understand the course requirements. Date: _____________________________________ Note: many of these readings can be found online or will be on reserve in the library. You are only required to obtain the books listed at the top of the syllabus. Recommended Reading s: Asay T. P. , & Lambert M. J. (1999). The empirical case for the common factors in therapy: Quantitative findings. In M. A. Hubble, B. L. Duncan, & S. D. Miller (Eds. ), The heart and soul of change: What works in therapy (pp. 3-55). Washington, DC: American Psychological Association. Bohart, A. C. (2004). How do clients make empathy work? Person-Centered and Experiential Psychotherapies, 3(2), 102-116. Bozarth, J. D. (1998). Person-centered therapy: A revolutionary paradigm. Ross on Wye, UK: PCCS Books. (On reserve) Brodley, B. T. (1999b). A client-centered demonstration in Hungary. In I. Fairhurst, Women Writing in the Person-Centered Approach, (pp. 85-92). Ross-on-Wye, UK: PCCS Books. Brodley, B. T. (1997). The nondirective attitude in client-centered therapy. Person-Centered Journal, 4(1), 18-30. Brodley, B. T. 1999a). Reasons for responses expressing the therapist’s frame of reference in client-centered therapy. Person-Centered Journal, 6(1), 4–27. Brodley, B. T . (2000). Client-centered: An expressive therapy. In J. Marques-Teixeira & S. Antunes (Eds. ), Client centered and experiential psychotherapy (pp. 133-147). Linda a Velha, Portugal: Vale & Vale. Brodley, B. T. (2001). Congruence and its relation to communication in client-centered therapy. In G. Wyatt (Ed. ) Rogers’ Therapeutic Conditions: Evolution, Theory and Practice, Volume I Congruence. (pp. 55-78) Ross-on-Wye, UK: PCCS Books. Eells, T. D. 2007) Handbook of psychotherapy case formulation. New York: Guilford. Elliott, R. (2002). The effectiveness of humanistic therapies: A meta-analysis. In D. J. Cain & J. Seeman (Eds. ). Humanistic Psychotherapies: Handbook of Research and Practice (pp. 57-81). Washington, D. C. : American Psychological Association. Kirschenbaum, H. , & Henderson, V. L. (Eds. ) (1989). The Carl Rogers Reader. Boston: Houghton Mifflin. Kirschenbaum, H. , & Jourdan, A. (2005). The current status of Carl Rogers and the Person-Centered Approach. Psychotherap y: Theory, Research, Practice, Training, 42 (1), pp. 37-51. Lambert, M. J. Ed. ). (2004). Bergin and Garfield’s handbook of psychotherapy and behavior change (5th Ed. ). New York: Wiley. Lietaer, G. , Rombauts, J. , & Van Balen, R. (1990). Client centered and experiential psychotherapy in the nineties. Leuven, Belgium: Leuven University Press. Luborsky, L. , Singer, B. & Luborsky, L. (1975). Comparative studies of psychotherapies: Is it true that â€Å"everyone has won and all must have prizes†? Archives of General Psychiatry, 32, 995-1008. Mearns, D. (2003). Problem-centered is not person-centered. Person-Centered and Experiential Psychotherapies, 3(2), 88-101. Mier, S. & Witty, M. (2004).Considerations of race and culture in the practice of non-directive client-centered therapy. In R. Moodley, C. Lago, & A. Talahite (Eds. ), Carl Rogers counsels a Black client (pp. 85-104). Ross-on-Wye, UK: PCCS Books. Miller, R. B. (2004). Facing human suffering: Psychology and psyc hotherapy as moral engagement. Washington, D. C. : APA. Moon, K. (2002). Nondirective client-centered work with children. In J. C. Watson, R. N. Goldman & M. S. Warner (Eds. ), Client-centered and experiential psychotherapy in the 21st century: Advances in theory, research and practice (pp. 485-492), Ross-on-Wye, UK: PCCS Books.Moon, K. (in press). A client-centered review of Rogers with Gloria. Journal of Counseling & Development. Muran, C. (2007). Dialogues on difference: Studies of diversity in the therapeutic relationship. Washington, D. C. : APA. Patterson, J. , Albala, A. A. , McCahill, M. E. , & Edwards, T. M. (2006). The therapist’s guide to psychopharmacology: Working with patients, families, and physicians to optimize care. New York: Guilford. Rogers, C. R. (1951). Client-centered therapy. Boston: Houghton Mifflin. Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change.Journal of Consulting Psychology, 21, 95–103. Roge rs, C. R. (1959a). The essence of psychotherapy: A client-centered view. Annals of Psychotherapy, 1, 51–57. Rogers, C. R. (1959b). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In S. Koch (Ed. ), Psychology: A study of science, Vol. 3. Formulations of the person and the social context (pp. 184 –256). New York: McGraw-Hill. Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.American Psychologist, 55 (1), 68 – 78. Sanders, P. (Ed. ), The tribes of the person-centred nation: An introduction to the schools of therapy related to the person-centered approach. ISBN: 1898059608 Available from: www. pccs-books. co. uk (On reserve) Sanders, P. (Ed. ) (2003). To lead an honorable life: A collection of the work of John M. Shlien. Ross-on-Wye, UK: PCCS Books. Schmid, P. F. (2003). The characteristics of a person-centered approach to therapy and counseling: Criteria for identity and coherence. Person-Centered and Experiential Psychotherapies, 2(2), 104-120. Sommerbeck, L. (2003).The client-centered therapist in psychiatric contexts: A therapist’s guide to the psychiatric landscape and its inhabitants. Ross-on-Wye, UK: PCCS Books. Wampold, B. E. (2006). Not a scintilla of evidence to support empirically supported treatments as more effective than other treatments. In J. C. Norcross, L. E. Beutler & R. F. Levant (Eds. ) Evidence-Based Practices in Mental Health: Debate and Dialogue on the Fundamental Questions (pp. 299-307). Washington, D. C. : American Psychological Association. Watson, N. (1984). The empirical status of Rogers’s hypotheses of the necessary and sufficient conditions for effective psychotherapy.In R. F. Levant, & J. M. Shlien (Eds), Client-centered therapy and the person-centered approach: New directions in theory, research, and practice (pp. 17-40). New York: Praeger. We sten, D. , Novotny, C. M. & Thompson-Brenner, H. (2004). The empirical status of empirically supported psychotherapies: Assumptions, findings, and reporting in controlled clinical trials. Psychological Bulletin, 130(4), 631-663. Wilkens, P. & Bozarth, J. (2001), Unconditional positive regard: Rogers’ therapeutic conditions: Evolution, theory and practice. Ross-on-Wye, England: PCCS books. On reserve) Witty, M. C. (2004). The difference directiveness makes: The ethics and consequences of guidance in psychotherapy. The Person-Centered Journal, 11, 22-32. Zimring, F. M. (2000). Empathic understanding grows the person†¦.. Person-Centered Journal, 7(2), 101-113. Zimring, F. M. (1995). A new explanation for the beneficial results of client centered therapy: The possibility of a new paradigm. Person-Centered Journal, 2(2), 36-48. Zur, O. (2007). Boundaries in psychotherapy: Ethical and clinical explorations. Washington, D. C. : APA.

Feminist Theory in Music Free Essay Example, 2500 words

In 1970, numerous female historians acquired professional training in musicology in the United States of America and along with reviving feminism, produced a new discipline called â€Å"women’s studies† (Pendle, 2000). By 1980, ‘women in music’ courses started being taught at American universities and the demand for sound recordings and scores increased. Leonarda (founded by Marnie Hall, 1977) was one of the recording companies which started specializing in historical and contemporary work by women in the 1970s. Furore Verlag (founded in 1986) was the first publishing house to seriously print books about and music by women composers. The comprehensive â€Å"New Grove Dictionary of Women Composers (1994)† contains over 900 entries (Hopper, 2006). Although women’s choruses played an important role in festivals and rituals of ancient Greece and Rome, music-making by women aroused a lot of commentary by Greek philosophers such as Plato and Aristotle and they differentiated respectable women from female musicians and entertainers. This is notion is supported by Karin Pendle (2000). Authors such as Plato, Aristotle, Clement, Basil, and Boethius associated manly music with reason, restraint and order, whereas music associated with women or effeminacy was though to give rise to sensuality, excitement, passion, or madness. We will write a custom essay sample on Feminist Theory in Music or any topic specifically for you Only $17.96 $11.86/pageorder now Socrates warned that music in the Mixolydian and â€Å"intense Lydian† modes, which were associated with women and goddess worship, would give rise to drunkenness, softness, and sloth. He preferred a harmony that â€Å"would fittingly imitate the utterances and the accents of a brave man who is engaged in warfare or in any enforced business. (qtd in: Hopper 2006)† Aristotle claimed that professional musicians were vulgar, that performing music was unmanly, except when the performer was drunk or just having fun. He stated that the Phrygian mode, associated with the great goddess Cybele, should not be allowed, â€Å"for the Phrygian harmony has the same effect among harmonies as the aulos among instruments – both are violently exciting and emotional. (qtd in: Rodintzky, 1999)† Some songs, which date back to before the feminist movement, carry out the same function as the feminist movement does nowadays, for example, warn young women against the dangers of deceptive men, getting involved with wrong partners before birth control was available, or getting married. Such songs include â€Å"Omie Wise†, â€Å"Careless Love†, and â€Å"Beautiful, Beautiful Brown eyes†. â€Å"Omie Wise† is a song about an American murder victim.