The Trung Sisters of Ancient Vietnam

The Trung Sisters of Ancient Vietnam Beginning in 111 B.C., Han China sought to impose political and cultural control over northern Vietnam, assigning their own governors to oversee existing local leadership, but unease within the region gave birth to brave Vietnamese fighters like Trung Trac and Trung Nhi, The Trung Sisters, who led a heroic yet failed rebellion against their Chinese conquerors.   The pair, born sometime around the dawn of modern history (1 A.D.), were the daughters of a Vietnamese nobleman and military general in the area near Hanoi, and after the death of Tracs husband, she and her sister raised an army to resist and reclaim freedom for Vietnam, thousands of years before it gained its modern independence. Vietnam Under Chinese Control Despite the relatively loose control of Chinese governors in the region, cultural differences made relations between the Vietnamese and their conquerors tense. In particular, Han China followed the strictly hierarchical and patriarchal system espoused by Confucius (Kong Fuzi) whereas the Vietnamese social structure was based on a  more equal status between the sexes. Unlike those in China, women in Vietnam could serve as judges, soldiers, and even rulers and had equal rights to inherit land and other property. To the Confucian Chinese, it must have been shocking that the Vietnamese resistance movement was led by two women - the Trung Sisters, or Hai Ba Trung - but the made a mistake in 39 A.D. when Trung Tracs husband, a noble named Thi Sach, lodged a protest about increasing  tax rates, and in response, the Chinese governor apparently had him executed. The Chinese would have expected a young widow to go into seclusion and mourn her husband, but Trung Trac rallied supporters and launched a rebellion against foreign rule - along with her younger sister Trung Nhi, the widow raised an army of some 80,000 fighters, many of them women, and drove the Chinese from Vietnam. Queen Trung In the year 40, Trung Trac became the queen of northern Vietnam while Trung Nhi served as a top advisor and possibly co-regent. The Trung sisters ruled over an area that included about sixty-five cities and towns and constructed a new capital at Me-linh, a site long associated with the primordial Hong Bang or Loc Dynasty, which legend holds ruled Vietnam from 2879 to 258 B.C. Chinas Emperor Guangwu, who had reunified his country after the Western Han kingdom fell apart, sent his best general to crush the upstart Vietnamese queens rebellion again a few years later and General Ma Yuan was so pivotal to the emperors successes that Mas daughter became the empress of Guangwus son and heir, Emperor Ming. Ma rode south at the head of a battle-hardened army and the Trung sisters rode out to meet him on elephants, in front of their own troops. For more than a year, the Chinese and Vietnamese armies fought for control of northern Vietnam. Defeat and Subjugation Finally, in 43, General Ma Yuan defeated the Trung sisters and their army. Vietnamese records insist that the queens committed suicide by jumping into a river, once their defeat was inevitable while the Chinese claim that Ma Yuan captured and beheaded them instead. Once the Trung sisters rebellion was put down, Ma Yuan and the Han Chinese clamped down hard on Vietnam. Thousands of the Trungs supporters were executed, and many Chinese soldiers remained in the area to ensure Chinas dominance over the lands around Hanoi. Emperor Guangwu even sent settlers from China to dilute the rebellious Vietnamese - a tactic still used today in Tibet and Xinjiang, keeping China in control of Vietnam until 939. Legacy of the Trung Sisters China succeeded in impressing many aspects of Chinese culture upon the Vietnamese, including the civil service exam system and ideas based on Confucian theory. However, the people of Vietnam refused to forget the heroic Trung sisters, despite nine centuries of foreign rule. Even during the decades-long struggles for Vietnamese independence in the 20th century - first against the French colonists, and then in the Vietnam War against the United States - the story of the Trung sisters inspired ordinary Vietnamese. Indeed, the persistence of pre-Confucian Vietnamese attitudes about women may help to account for a large number of female soldiers who participated in the Vietnam War. To this day, the people of Vietnam perform memorial ceremonies for the sisters every year at a Hanoi temple named for them.

Research paper on Inferno Dantes Essay Example | Topics and Well Written Essays - 1000 words

Research paper on Inferno Dantes - Essay Example The mankind was badly immersed in the sins, vice and ignorance and it looked as if the Satan, himself has been unleashed on the Planet with Pope being the Anti Christ himself as foretold in the Holy Book. In these abominable conditions of Italy emerged Dante, the Italian poet of the middle ages. Dante is renowned for Divine Comedy and he added one of the greatest literary work to the field of literature, composed in the Italian language but later translated to the English Language. Taking a look at the ‘Divine Comedy’ written by Dante, it starts from Inferno which is a morbid and a gruesome excursion through her. The port talks and discusses the different stages of hell and sinners who committed various sins dwell on each of the levels, undergoing the punishment which perfectly matches the sin they had committed. Limbo, emerges as the first circle of hell does not depict torture of any form but rather stagnancy, a forever stop where the souls who never embraced the grace of the Church inhibit. This circle of hell is not exactly the form of torture, the souls will simply sit there, and that too for an eternity. These ‘virtuous pagans’ were not bad; they do not deserve the grace and the Supremacy of the Lord. So Dante, along with his poet guide Virgil, penetrate deeper in to the Hell, to discover more and then they find the shades they meet guilty of more severe sin. Each have greeted the perfect matched fate in Hell, each punished appropriately for the sins they have committed. The ice lake in the ninth circle of Hell, known as the Cocytus is the lake where the treacherous individuals are thrown into for eternity. Since Satan was himself the biggest treacherous, is damned to this very circle where he stays with his closest followers, who were able to successfully mimic his deadly sin when they walked on Earth. Cocytus has even rounds and the first round is known as the Caina, which was given the name after Cain of Bible. Cain was the fi rst ever human being to have committed a murder on Earth and he murdered his very own blood, his brother, Abel. Hence, those who were treacherous with their own family are damned to the first round. In this round, almost everyone who has sinned against their kin is damned to the icy lake of Cocytus, unable to move, unable to struggle. However this is contradictory to the notion of Satan burning and writhing with his followers in hell, searing in flames for an eternity. The reason why this set of damned have been frozen up to their faces in ice is because the burning of eternity can be viewed as lenient and an easy punishment, because fire is associated with light and warmth, the characteristics of God, his love and His Blessings. Hence this set of individuals has been damned to frigid ice because God wants to punish them in a way that can never be associated with him. These are the people who turned cold towards their own men and fellows on Earth have been punished in a way that the y failed to find companionship with other sinners as well. The second round is with people who were treacherous to their country, calling this round Antenora, which was named after Antenor of Troy who betrayed his city to the Greeks. Although the bond a n individual shares with his country is not as strong as the one he shares with his family, but the mere act of treachery can have adverse effects on the country and the countrymen, exposing them to hardships, severe

Philosophy of Nursing Essay Example | Topics and Well Written Essays - 750 words - 1

Philosophy of Nursing - Essay Example The life philosophy may vary based on individual differences, cultural differences and the religious differences. Philosophy is a kind of beliefs, values and goals a person sets in his life. Philosophy in short is the personal belief about how to live or how to deal with a situation. On academic terms, philosophy is the origin of every sort of knowledge. In olden times, when science was not developed much, the philosophers were the persons who interpreted the problems and they were able to provide answers to the doubts of the common people. Philosophy was the first sort of knowledge originated in human history. All the other subjects like, science, mathematics, literature etc gradually separated from philosophy when the knowledge became gradually increased. Since the origin of every sort of knowledge is attributed to philosophy, the highest degree awarded in all the subjects is labelled as Doctor of Philosophy or PhD in academics. Two persons working in an organization, in the same department and same position may approach their work differently because of their difference in attitudes and philosophy about work. For example, consider two accountants working in the same company. One may finish his works daily and may not keep anything for the next day. The other may not finish his works in time and he may keep something for the next day. This is because of their difference in attitude or philosophy in approaching the profession. Nursing profession is considered as a noble profession because of their contributions in saving the life of sick people. For me nurses are not getting the respect they deserve from the society considering the nature of their services. I have selected nursing as my profession because of its relevance and value in the society. For me human life is the most important thing in the world and I am happy, if I am

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. 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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.