Responsible for most of the global economic problems Essay Example for Free

Responsible for most of the global economic problems Essay Neo-liberalism is a political ideology that suggests that ‘human well-being can be advanced by the maximisation of entrepreneurial freedom, characterised by private property rights, individual liberty, free markets and free trade’ (Geografiskar, A 2006). In today’s modern society neo-liberalism is widespread around the globe with various stakeholders offering conflicting views. Some advocates, namely the capitalistic portion of society argue that a liberal market is essential for economic growth whilst others hold neo-liberalism responsible for the global economic problems we are experiencing today. It is clear to many that the policies arising from this ideology have caused the poor to grow poorer and the rich to grow richer. Accordingly, this essay will argue that Neo-Liberalism greatly contributed greatly to today’s global economic problems and will shed light on the overriding reasons why a neo-liberalism is not ideal to foster a sustainable and healthy economic environment for all as the ideology proposes. One of the primary economic problems in the world is sub-standard living conditions and the major gap between the wealthy and the non-wealthy. The first argument that encapsulates the problems associated with neo-liberalism is the tendency for the ideology to foster inequality in society. Navarro (1998) agrees and extends to say that neoliberalism has caused increasingly declining living conditions for most of the world’s population, whilst the minority continue to grow wealthier. This is supported by the argument that the inequality arises from policies that exist in a neo-liberal society such as granting tax-cuts for the wealthy and decreasing minimum wages for the non-wealthy (George, 1999). Pro neo-liberals would combat these arguments and suggest that a free market will grow the prosperity of a society as a whole however, it has been argued that although wealth might be increased, it is supressed by the elite and  the non-elite do not share in the economic growth making neoliberal ideologies on positive for one level of society (Beder, 2006). A prominent example is in Brazil where in the early 1990’s the country liberalised the market considerably, as a result the inflation rate decreased and the economy was stimulated however the living conditions of the general society did not improve and inequality was greater than ever (Amann Baer, 2002). Brazil still continues to grow poorer as neoliberal ideologies now control the vast majority of Latin America increasing the inequality amongst majority of society. Therefore it can be concluded that neo-liberalism is a major contributor to global economic problems such as inequality and sub-standard living conditions. When governments implement neoliberal ideologies it causes regulatory agencies to be taken over by special interests and anti-government groups which reduces the level of protection for the general public. Deregulation is the â€Å"the reduction or elimination of government power in a particular industry, usually enacted to create more competition within the industry†. (investopedia, 2013). From a neoliberal supporter’s standpoint, deregulation allows corporations to increase their bottom line and profit margins by reducing regulations that may restrict them from certain income-producing activities. However, by reducing regulation there are large risks involved that can lead to catastrophic events. The enormous ecological and economic damage in the Gulf of Mexico caused by the British Petroleum oil spill is just one of many examples of the breakdown of regulation caused by neoliberalism. It has also come to light around the globe that the reduction of government oversight of the financial sector was a leading cause of the mortgage loan crisis and the severe economic recession that it triggered. The most prominent and possibly the most notable market crash is the ‘Global Financial Crisis’ which was a direct repercussion of the neo-liberal policies which were implemented at the time and for which many of today’s global economic problems has stem from. These policies predominately include the replacement of government functions and services with profit-seeking entities, or more commonly known as privatisation and most importantly the deregulation of the economic market (Beder, 2006). Due to the deregulation, financial institutions and other economic players were able to invest in more complex financial markets which were beyond their understanding and a result a market crash occurred and the detrimental effects were widespread. If regulation had been put in place to monitor investment activity then it has been argued that the Global Financial Crisis would not have occurred and the associated global economic problems we are experiencing today would not have eventuated (Dag Einar Thorsen, 2013). As neoliberal policies where implemented around the world casing the global financial crisis the world disparities in wealth and income increased as well as poverty, contradicting neoliberal theories that by increasing the wealth at the top everyone becomes better off. One of the largest areas of concern around the globe is the poverty levels. Over the last 40 years governments have been influenced by neoliberal ideologies and poverty has increased on a global scale. Neoliberalism has contributed to this increase by boycotting certain government regulations and cutting tax rates, providing private industries with more power to grow wealthier while the poor suffer the consequences. A representative from the World Bank stated â€Å"Reducing government regulation with tax rates and deregulation across most of the planet has not brought anything close to an end of poverty†, (World Bank 2001). Neoliberal advocates believe that wealth generated by reducing regulation and allowing private enterprises such as banks and financial institutions to hold more power will be passed down to all levels of society. However, this is not the case, an example is the United states, under Neoliberal governments child poverty rose by a third and in the â€Å"united kingdom between 1980 and 1990 when the government was run by neoliberal policies poverty rose by half†.( Navarro, Vicente. 1998). The high volume of capital movements caused by neoliberalism have led to much crisis, exposing developing countries to new risks. There are various reasons why neoliberal policies have failed to address the issues of poverty in society. One of these reasons being the stability policies neoliberalism has input into our governments, supported by tight fiscal and monetary controls which have provided neither growth nor stabilization within countries’ economies. (Geografiskar, A 2006). The liberalisation of foreign trade was put in place to remove the barriers of developing countries but maintenance of these barriers has given birth to an unfair international market. Thoroughly linked with poverty, another major economic human problem that neoliberalism has failed to resolve is  employment. Global markets have not generated anything close to enough waged work for the world’s labour force. Hundreds of millions of people remain unemployed or underemployed. Neoliberalism ideologies are set through government to generate wealth in private industries, this wealth aims to grow business’s and by doing this aims to increase employment. However, owing to the neo-liberal economic reforms, the higher costs of utilities like power and water are caused by the government reducing expenditure, when services become privatized, such as transport, health and education which the leads to business’s enhancing their turnover. â€Å"As a result of the diminishment government owned industries and the economic agents cut back on output growth rates and downsize the number of employees, inevitably generating unemployment† (Daniela Zirra, 2012.). Private industries continue to aim for increasing profits, this is achieved by lowering expenses and when their main expenses are wages the unemployment rate continues to rise. Current debates concerning the effects of neoliberalism ideologies have frequently separated between advocates who see only benefits and opponents who see only problems. In practice the results have been more one sided. Alternatively many people have faith in in the Neoliberalism ideology’s and argue towards supporting it as the way of the future. The mixture of positives and negatives has varied between one situation and another; the negatives of a neoliberal society are far more detrimental to our economy than what the positives produce. I argue that Neoliberals re responsible for most of the global economic problems we are currently experiencing today. It will be hard to stop governments enforcing Neoliberal policies and standards as ‘Neo-liberal theories have been embraced by big businesses because they provide legitimisation for their pursuit of self-interest and avenues for business expansion (Beder, 2006). However, we can look towards a more positive future for all levels of society, reducing the global economic problems we face today by standing together and fighting against Neo-liberal beliefs. Referencing Amann, Edmund and Werner Baer. 2002. â€Å"Neoliberalism and Its Consequences in Brazil.† Journal of Latin American Studies 34(4):945-959. http://www.corpwatch.org/article.php?id=376 2011  Beder, Sharon (2000). Selling the work ethic: : From puritan pulpit to corporate PR. Australia Daniela Zirra, 2012. CURRENT NEOLIBERAL IDEAS ABOUT EMPLOYMENT AND UNEMPLOYMENT . Romanian Economic and Business Review – Vol. 4, No. 1. — Elizabeth Martinez and Arnoldo Garcia, What is â€Å"Neo-Liberalism†?, National Network for Immigrant and Refugee Rights, January 1, 1997 George, Susan. 1999. â€Å"A Short History of Neoliberalism.† Presented at the Conference on Economic Sovereignty in a Globalising World, March 24-26, Bangkok, Thailand. Geografiskar, A. Series B, Human Geography , Vol. 88, No. 2, Geography and Power, the Power of Geography (2006), pp. 145-158 Published by: Wiley on behalf of the Swedish Society for Anthropology and Geography . Article Stable URL: http://www.jstor.org.libraryproxy.griffith.edu.au/stable/3878384 Profit Over People: Neoliberalism and Global Order. Seven Stories Press. November 1998. ISBN 1-888363-82-7 1998†(John Williamsons Washington Consensus,1998. Navarro, Vicente. 1998. â€Å"Neoliberalism, ‘Globalization,’ Unemployment, Inequalities, and the Welfare State.† International Journal of Health Services 28(4):607-682. Neoliberalism, globalization, unemployment, inequalities, and the welfare state. Navarro V 2012. Department of Health Policy and Management, Johns Hopkins University, School of Hygiene and Public Health, Baltimore, MD 21205-1901, USA. http://www.theguardian.com/commentisfree/2013/jan/14/neoliberal-theory-economic-failure http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1220context=artspapers http://willyloman.wordpress.com/2013/03/04/as-expected-sequestration-cuts-are-neoliberal-blueprint-not-dumb-mistakes/ Title: Guidelines for Public Debt Management Published: 20010, World Bank and International Monetary Fund.

Similarities between Christianity and Shinotoism

Similarities between Christianity and Shinotoism Undoubtedly, a person craving to comprehend the spiritual and the religious has served as the drive for the sustained expansion and progression of religious communication. Consequently, when a person reflects on the amount and range of the worlds religions, it is not shocking to discover that there are overabundances of religious principles that have been formed. Bearing this in mind, this analysis reflects on the capacities of religious inquisition that has been fashioned. Particularly, this analysis evaluates Christianity and Shintoism. Through a close reflection of what has been written regarding these religions, and through a personal interview that was conducted, it will be feasible to present an explanation of the backgrounds and similarities and differences of the religions. In order to start this analysis, it is first accommodating to think about the essential background of both religions. First, examining the basic doctrines and evolution of Christianity, it becomes apparent that this religion developed from the Jewish tradition as depicted in the Old Testament. The difference is, however that Christianity firmly believes in the resurrection of Jesus Christ. Christianity concerns the capacity of God to resurrect the dead, just like He did for Jesus. Through finding faith in Christ, the followers are given the ability to guarantee that they could live a life that would give them eternal salvation (New Advent, 2009). The New Testament offers detailed depictions of how Jesus lived and insights into his resurrection. When examining Christianity, it becomes very clear that the magnitude of the resurrection is momentous to the development of the religion. In general, the resurrection is the most significant characteristic that expresses Christianity. Through the resurrection, a person is given salvation from God an eternal life. Even though the precise circumstance of the resurrection is what separates Christianity Judaism, there is a drive to recognize why Christianity has become so dominant to its followers. One of the reasons why it has become so dominant is the result of many of its followers believing that through faith, God will guard and supply. It is now obvious why Christianity is such a distinguished religion; it is because of the assurances that it gives its followers. Every person goes into a covenant with God when s/he accepts the teachings of Christ (New Advent, 2009). Through this procedure, a person is assured to be given eternal deliverance for his or her labors in living a life that is based on the principles of Christ. Despite the consequences of how tricky life is, a person must constantly stick to the larger agenda of his teachings. By doing this, they will basically be resurrected in the afterlife (New Advent, 2009). The assurance of this resurrection gives the followers a belief that life goes on after a person dies. In order to conduct my interview and obtain information about Shintoism, I decided to perform an Internet search to see where the closest Shino center was. It turned out the closes center was located at 300 W. 55th St, 20B, New York, NY which wasnt terribly difficult for me to go to. It is called the International Shinto Foundation (New York Center). It was, however, very difficult for me to get in touch with a representative, so I decided to simply make an unannounced trip there in expectation that I would be able to speak to someone who had a strong grasp on Shintoism. My efforts were certainly rewarded; I was able to connect with an English-speaking man who was responsible for maintaining the tea ceremony room. He gave me a great deal of valuable information, and it is with this information that I am able to offer a summary of the religion, in addition to being able to compare and contrast it to Christianity and draw up a conclusion. Shintoism is a very old Chinese religion which advanced around 500 BC (Personal Interview, 2009). Exact details of Shintoisms origins is very difficult to receive because of the fact that that there are no official texts or leaders within this movement. As a result, Shintoism is defined as a set of values and principles that developed in the larger framework of Japanese society (Personal Interview, 2009). This belief system has grown in conjunction with Buddhism. Actually, many scholars believe that in early Japanese history, both Shintoism and Buddhism could not be distinguished from each another. Even though Shintoism expanded from a Buddhism framework, it has been recognized as a separate religion and spiritual way of living. The fundamental element of Shintoism concerns deities or Kami, who are accountable for the construction of Japan and the expansion of a variety of tribes that reside in the region (Handbook of Todays Religions, 2009). In general, the Kami that exist in Shintoism are benevolent gods that play a constructive role in the growth of humanity. Accordingly, Shintoism does not dwell on the framework of divine intervention as it pertains to day-to-day living. Instead, Shintoism centers on the growth of life that is lived in search of additional supercilious social standards (Personal Interview, 2009). In many situations, Shintoism uses a large amount of its basic principles from the Confucian tradition. Even though Shintoism is extremely interlaced with both Confucian and Buddhist ideologies, it has been noted that there are dissimilar components of the practices which undoubtedly distinguish them. For example, Shintoism believes that ancestors are extremely respected and even worshipped. Also, all people are thought of as Kamis child (Personal Interview, 2009). In addition, there are four assertions that are significant in Shintoism, and include elements of tradition, love, hygiene, and worship (Personal Interview, 2009). Shintoism was established through these values. All of components of Shintoism center on the growth and founding of an optimistic relationship between a person and his or her environment. Shintoism looks to smooth the progress of the progress of man as it pertains to nature in a harmonious association. This harmony has the potential to be attained through intense worship; however, it can also be attained through ceremonial offerings of both money and food. A large amount of followers are occupied in the offer a meal movement, which is basically when a person skips a meal on a monthly basis and instead donates his or her money to their religious institution for worldwide liberation and analogous activity (Personal Interview, 2009). After evaluating the general attraction of Shintoism to an individual disciple, it is an all-purpose way of life that authorizes that the follower to follow a life that is Godly in nature. Even though the term Shinto is not easy to convert into English, the elementary translations that have been accepted entail that the follower lives a life that follows the ways of the Gods. Because of this, Shintoism is a spiritual element that encompasses the day-to-day life of an individual follower. It supplies the foundation for the progression of action and requires that all followers take on actions and ideologies that are proportionate with how the Gods would act in a comparable situation. Therefore, Shintoism is not necessary tempting to indulge in because of what it guarantees the follower in the afterlife; instead, Shintoism is tempting to be part of because it gives its followers numerous methods to connect with God in multiple ways. When the fundamental structures of both Christianity and Shintoism are evaluated against one another, it seems, at least initially, that there are definitely more noteworthy variations between the two religions than there are similarities. For example, Christianity is based upon the wisdom and labors of Christ, as outlined in the New Testament. However, Shintoism in actuality has no real texts, or even a religious set of guidelines that are to be followed by its followers. In addition, Christianity primarily focuses on devotion to God through living a meaningful life that is supported by the teachings of Christ. Shintoism, on the other hand, does not have a fundamental leader that has served as the foundation for the general growth and expansion of the religion (Shintoism, 2009). Actually, as alluded to above, Shintoism was founded on an extended practice of harmonizing spiritual values that have been sustained in the framework of other religions such as Confucianism and Buddhism. Even though there are obviously distinguishable variations between the two religions, there actually appears to be one prominent resemblance that really should be taken into account for when evaluating these two religions. In spite of of the texts, in regards to the principles and leaders that are both living or not living within the framework of the religion, both Christianity and Shintoism call for paving a pathway of existence that will ultimately show the way for a better life. When it comes to Christianity, a person could successfully dispute that this religion primary deals with the teachings of Christ as an essential method of bringing a person closer to God. Christ guaranteed his followers that if they lived a life that pursued his teachings, they would, in turn, become closer to God and the Gods Kingdom. If a person closely examines the teachings of Christ as depicted in the New Testament, it is obvious that Christ desired for his followers to be in love with and take pleasu re in all of humanity. This message is obvious, as Jesus promotes that followers feel affection for God and their neighbors in the same capacity. In regards to Shintoism, it is obvious that the conduit that followers are supposed to attribute to is one that also cultivates a conduit that will ultimately show the way to God. Even though it seems as though Shintoism deals more with a persons connection with nature, the bond that is fashioned is comparable: man needs to live in agreement withÂÂ  the environment that is around him in order to achieve an advanced existence and successfully come nearer to God. In Christianity, the corridor that a person is supposed to follow is essentially written in the scripture; however, in Shintoism, the corridor that a person needs to follow is sustained through practice and admiration for the magnificence and majesty of nature. In both of the religions, however, the objective is to make certain that a person follows a corridor that ultimately brings them to God. This fundamental principle is one that is the foundation for the growth and foundation of both of these religions. Even though both Christianity and Shintoism primarily emphasize on following a conduit that will in due course lead to connecting with God, as time has progressed, Christianity seems to have taken on an exclusive element that particularly separates it from the fundamental foundation of Shintoism. The principles of Shintoism, when properly implemented by the follower, become an essential component of every-day life. Shintoism is not a religious order that can be taken control of or divided from a person (Shintoism, 2009). As such, Shintoism has been distinguished to have a spiritual aspect that establishes it as a crucial element in the day-to-day life of a person. Even though Christianity seems to convey a comparable message-that a person needs to undertake on a daily basis in the same way in which Christ would-the development of modern Christianity has gotten rid of the day-to-day impact of Christ on the individual person. Christianity seems to have become an observance that happens outside of the non-spiritual life of the person. A person attends church on a weekly basis in order to worship in Christs name. Even though Christ is considered to be an essential element of a persons life, this appropriation of the spiritual makes it very hard for the person to maintain Jesus as an encouraging element that encourages certain behaviors on a daily basis. Even though both Christianity and Shintoism present themselves as a tool for the spiritual progression of a person, the transformation of Christianity seems to have had an unconstructive effect on separating religion from the daily activities of a person. Notwithstanding, Christianity seems to have remained among the most well-known worldly religions. Consequently, even though some amount of transformation has taken place, Christianity still remains appealing to a majority of people. When the fundamental principles of both Christianity and Shintoism are look at in detail, the general petition of each of the religions seems to come from a more widespread plan of action for an individual. Under the principles of both Christianity and Shintoism, the individual follower is provided with a pathway to pursue. In most occasions, this pathway gives the follower a way for them to live a godly existence that will ultimately bring them closer to Him. This important element is what makes both of the religions so interesting for their followers.

Therapeutic Value of Art and History of Art Therapy

Therapeutic Value of Art and History of Art Therapy Therapy Emotions Artistic Becoming An Art Therapist â€Å"Art therapy is a type of psychotherapy that encourages the expression of emotions through artistic activities such as painting, drawing or sculpture; psychotherapy based on the belief that the creative process involved in the making of art is healing and life-enhancing† (Webster’s Dictionary). Art therapy opens a creative world for those who cannot express the way they feel by use of verbal communication. To some people, are not enough. Expression through painting, sculpting, and drawing assists one in overcoming the effects of traumatic or unpleasant happenings in his life. Art therapy is a field that is beneficial to people of all ages, gender, emotional status, or mental ability. It is necessary to examine the knowledge of products resulting from and various methods utilized in a variety of disciplines in order to fully understand the vast benefits of implementing art therapy (Repko, 2005). It is used for a wide variety of conditions such as: the terminally ill, mentally challenged, emotionally disturbed, those afflicted with eating disorders, the abused both physically and verbally, and many more. The goal of Art Therapy is free and open expression, emotional well-being, mental stability and well-balanced coping skills for the client. In the profession of Psychology, use of Art Therapy is considered a most crucial component in evaluating, diagnosing and treating patients. Analysis of a persons psyche and mental health is often difficult with the single use of verbal communication. The use of art in healing dates back to the ancient drawings on walls of caves, revealing that although the profession of Art Therapy appears very young in the family of mental health disciplines it is very old and personally natural in practice. There is even evidence that the creative act of art may have prevented or forestalled more serious mental disorders for painters such as Blake, Munch or Van Gogh (McNiff, 1980). Patients who are given the opportunity to free themselves of inhibitions stemming from inner hesitations of new experiences, parental influences, cultural or economic are able to express deep fears, even fantasies or wishes through the expression of art. It is the symbolic language of images that initiates the surfacing of feelings and emotions that one often cannot or dares not to express verbally (Meltzer, 1948). As people outgrow inhibitions their personalities are freed and they can express and project feelings as well as face events that once disturbed them. In therapy, the developmental stages of art expression go from quite restricted and simplistic stereotypic models to images with actual faces or events expressed. Frustrated or once disassociated personalities are released and reintegrated through the use of art expression (McNiff, 1948). Art is often neglected as a serious academic subject in educational institutions. However, with further investigation it can compliment even the most difficult educational programs. Art is important to every student, but especially in programs educating handicapped or exceptional children. J. Dewey expressed in his drive to develop humanness in exceptional children that â€Å"†¦artistic activity is the way in which one may gain in strength and stature, the belief in his own powers, and the self respect which makes artistic activity constructive in the growth of personality† (Dewey, 1970 as sited in Integration of Art Education into Special Education Programs, 1976, n.p.). Curiosity is emerging about the therapeutic values of art, where once there was an emphasis on cognition art is becoming recognized as beneficial in the development and growth of individuals. The goal of both art therapist and art teacher is for an individual to realize his full ego. Teachers and therapists strive to master techniques which affect and develop the inner psyche of students. Margaret Naumburg was the first educator who had a sophisticated understanding of the importance of art in education. She incorporated free art expression into her work and published writings about her experiences. Teachers joined clinicians and educators in institutions dealing with handicapped, the bereaved and the mentally ill (Rubin, 1980). Intense and long-term education with clinical practice is required for an Art Therapist to obtain certification. The very nature of altering one’s personality or well-being in therapy necessitates the seriousness in consideration of the academic and practical preparation of an art therapist. The American Art Therapy Association was formed to regulate and determine and delineate the degree of education and training of art therapists. Standards of registration include strict guidelines with requirements including a master’s program with a highly valued emphasis on graduate training under the supervision and tutelage of art therapists and psychotherapists within clinical settings (McNiff, 1980). A wide variety of disciplines could be examined to understand the value of Art Therapy. Some are: sociology, psychology, economics, artand education. The scope of this paper will focus onhow art therapy is used in analyzing the psychological health of patients and treatment of; the development of individuality through art incorporated into education; and the aesthetic value of expression through the creative act of art. The most critical disciplines to determine the benefits of Art Therapy incorporated into its goal are psychology, art, and education. Examining the perspective of psychology will allow understanding of how a person can be evaluated for emotional and mental health, and methods of treatment prescribed to achieve the ultimate of balanced well-being through the use of the creative act. Psychology is the science of the status of the mind and it processes. Many conditions and happenings in life affect an individual’s physical and mental health. It is imperative to evaluate and prescribe the most beneficial methods of treatment to achieve this balance of mental status. Examining the perspective of art will reveal how expression of emotion and experience within the freedom of verbal communication has a healing affect on an individual and can rid him of past traumas or harmful experiences that prevent ultimate health. Art is the production of what is appealing, considered beautiful or that which is of more than ordinary significance. The avenue of communication through this type of creative expression enhances all individuals who utilize it. Not only is aesthetic value received through artistic expression, rather the therapeutic value far outweighs the former benefits. Finally, in looking at the perspective of education may explain why there is a necessity of years of academic instruction and clinical practice to obtain the certification of art therapy. Education is considered the intellectual preparation for mature life through acquiring knowledge. Its goal is to develop the power to reason based on knowledge and instruction that is imparted to the student. The profession of Art Therapy requires many years of academic study as well as clinical study and internship to obtain certification. Intense focus is on the importance of proper study and training to perform art therapy with an individual. Research of articles, journals and literary information pertaining to each discipline will be conducted. Products of the three disciplines mentioned concerning art therapy will be discussed such as American Art Therapy Association standards and requirements, artistic work of individuals before and after treatment, and exhibits of artistic expression from a variety of painters. The effectiveness of art therapy will also be revealed through drawings and paintings exhibited by different artists and individuals. The purpose of this paper is to reveal the therapeutic value of free expression in drawing, sculpting and the use of images; how art expands the imagination and educational scope of children and adults; and how the development of personality and character is affected when allowed expression through non- verbal means. By looking at similarities in the end product of individuals through various disciplines, the benefits of implementing art therapy will be revealed. Background Art Therapy (All in bold will be defined in Appendix A) began its history in the 1930s in America because of the efforts of Margaret Naumburg. In thirty years it developed into seven courses taught in five institutions by four art therapists including Ms. Naumburg. By 1971 four programs offered master’s degrees in art therapy. These degrees were offered in universities, a medical college and a college known for its fine arts studies. Single courses in art therapy were offered across the country in academic institutions as supplemental education. The historical background of art therapy began very slowly with seemingly nothing happening and then it developed with great speed (Agell, 1980). In the early development of art therapy professionals used it as case work for treating children with behavioral problems in residencies and special schools, hospitalized patients and private clients. â€Å"Art therapists who, convinced of the special qualities inherent in art, persuaded others – artists, teachers, and clinicians – that art expression provided an enduring, moving, and sometimes exquisite message of human experience† (Agell, 1980, p. 9). During the pioneering days, many therapists had been doing art therapy but didn’t know what to call the process or results of something special that was happening in their work. Elinor Utman founded the American Journal of Art Therapy in 1961. This publication provided information regarding the therapeutic use of art in professions. It also enabled art therapists who had formerly been isolated to be unified. This ultimately led to the founding of the American Art Therapy Association (AATA) in 1969 that gave therapists a structure for promoting their field of work, and its ultimate priority was to support the training development of art therapists. Two documents, Guidelines for ArtTherapy Training and Guidelines were created to provide the fundamental standards for training and the educational level required for certification of art therapy. It was determined that professional certification should be with a Master’s degree with recommended didactic and practicum experience (Agell, 1980). Art therapy has developed into four categories: recreational, occupation, general therapeutic and actual art therapy. These types of therapy are typically used with a variety of patients; the most intensive application of the therapy was used on institutionalized tubercular patients. Handicrafts and major arts were used to aid in the depression caused by elongated institutionalization. Physically handicapped patients were trained how to use other limbs or a different set of learning functions. Neurologically impaired patients such as those with cerebral palsy, mongoloid or the blind experienced the benefit of release or development of a satisfactory degree of intellectual functioning through the creative act of art. Those with mental and psychologically deviant conditions experienced art therapy as a therapeutic process and sometimes as a curative process. Art therapy was used for the occupational benefit as well as for enjoyment. â€Å"With the retarded and pathological child we have begun to realize the great help that can be gained from art psychotherapy in the youngest age group (Harms, 1975, p. 242). Research in progress shows that we ought first to distinguish between intellectual and perceptive learning. An impaired child will comprehend a branch of green leaves or a flower much more readily if it is not only explained to him but if he also has drawn it with crayons. The creative method of comprehending is not only much simpler but also reaches deeper into the apperceptive nature of the young child† (Harms, 1975, p.242). Development of Art therapy is used for people with health issues. Anna, age twelve, is a patient who came to treatment after having suffered many traumatic experiences due to a heart defect. She endured five major cardiac surgeries and had many problems that compounded her condition other than the physical difficulties. Having been sexually abused by a family member she exhibited difficulty coping with her feelings about the issues in her life causing stomach aches and a lack in friendships. Anna’s treatment included art therapy and resulted in better management of her anxiety and depression. A part of her treatment was to create a collage to draw out the subconscious feelings she had reached regarding her life issues. The focus of treatment and healing was her serious medical condition along with abuses. Anna’s depiction of herself in the collage was a figure with a large head and small body shown in the center of the paper. She had cut out magazine and placed the â€Å"good† describing herself on the right of her head and to the left, the â€Å"bad†. It was determined that she could not see both sides as a part of the whole head indicating she viewed herself as divided. It was only through art instead of traditional verbal therapy that this depiction of self was revealed. Though she was initially unaware of the divided view of herself through art therapy she reached a measure of healing resulting in healthier coping skills. This was confirmed by the change of images in her art, proving the benefit of art in treatment as well as recovery (Lees, 2003-2005). Victims of violent physical abuse also benefit from art therapy in that they are able to express in images horrible experiences that are either no longer conscious or are too painful to verbalize. As a sexual abuse survivor Susan exhibited a common theme of confusion of feelings and devaluation of self that is often only revealed through art. Art therapy reveals through images the impact the violence of sexual abuse creates. The first drawing of Susan reflected her pain with a single tear on an expressionless face. Her torment was silent, but through continued use of art she was able to express her suppressed emotions and the feelings that overwhelmed her. Progressive pictures depicted images of her feelings of loneliness and helplessness. Art allowed Susan to step outside herself and view what her feelings look like. This was a step used for her to learn how to own her true feelings. Through art she was able to see herself as a grown woman with an inner child. The colors in her art turned from black and colorless to vibrant and vivid. Emotions of anger appeared after the fifth drawing and as art drawings continued through treatment deeper emotions were depicted in the images and color selection. Through art therapy Susan was able to work through the steps of healing which brought hope of a new life without the pain from past experiences (Lees, 2003-2005). A third use of art therapy is with people who have challenges living in the normal realm of life. Children with autism benefit from art therapy by the opportunity to express and communicate with the world through images since they often cannot verbally. Sung, a Korean five year old girl, was filmed with a 35 mm camera to determine the benefit of art in autistic children. In her first session she became familiarized with the supplies used in art – sketchbook and a box of bright wax craypas. Her first drawings were banana-like arcs with heavy lines or large solid dots also containing rectangular patches. Other forms come and go in her depictions. Eventually she became â€Å"mesmerized by activity which fills her entire visual field and is absorbed by the deepening color and her rapidly moving hand seen from scant inches away† (Kellman, 2004, p.13). Sung’s art developed into additional shapes and a common images of heads with big solid eye dots and facial features. As time went on her pictures became more detailed including bodies with clothes and thinner lines. Paints and origami were introduced which developed dexterity. She was able to develop keen vision with spatial capacities as well as the control of fine motor skills. Her art revealed that autistic children frequently â€Å"focus on the geometric structure of a visual scene and on the forms and structures of objects themselves in their drawings† (Kellman, 2004, p.16). Sung was developing her available skills through art. Art therapy has developed into an essential and beneficial form of treatment and therapy. The above three scenarios prove the variety of uses in the expressive language of art. People with physical, mental or emotional difficulties are able to heal or develop with the use of art expression. The extent of healing/development can be measured through the progression of detail in the images. The scope of treatment is determined by the extent or type of art medium necessary. From its beginning in the 1930s, art therapy has developed and become recognized as an authentic therapy to assist people through a variety of disciplines. The objective of this paper is to explain how to become a successful art therapist by showing examples of treatments and giving the guidelines of the educational process. Integrating several disciplines forms a holistic, comprehensive understanding of how to accomplish this profession by using the Comprehensive Perspectives Model (Repko, 2005). Psychology not only benefits the therapist but is also the core reason patients turn to art therapy. Having a background in psychology will give an understanding of the brain and gives insights of how to cope and treat the issue. Art consists of the therapeutic process of learning to show emotion by using drawing pencils, paints and clay for sculpturing. Any individual can benefit from art alone because it subconsciously uses all the senses. Education is what ties the two above disciplines together. Psychology and art alone are very different but with having the proper process in both, together they form a creative solution for those not only in need of therapy, but for all. References Psychology Evans, R., Tissot, C. (2003). Children with autistic spectrum disorders: Perspectives on current research. Early Childhood Development and Care173, 361-362. Kellman, J. (2004).Art of a child with autism: Drawing systems and proto mathematics. Journal of Aesthetic Education. 38, 12-22. Lusebrink, V.B., (2004). Art therapy and the brain: An attempt to understand the underlying process of art expression in therapy. Art Therapy: Journal of the American Art Therapy Association21, 125-135. Meltzer, H. (1948). Studies of the free art expression of behavior problem children and adolescents as a means of diagnosis and therapy. The Journal of Educational Psychology39(6), 382-384. Art Harms, E. (1975). The development of art therapy. Leonardo8, 214-244. Lees, L. A. (2003-2005). Lees psychological services, inc.. Retrieved March 8, 2008, from Examples of How Art Therapy Works Web site:http://heartandmindmatters.com/content/view/8/7/ Packard, S. (1980). The history of art therapy education. Art Education33, 10-13. Rubin, J.A. (1980). Art therapy today. Art Education33, 6-8. Education May, D.C. (1976). Integration of art education into special education programs. Art Education. 29, 16-20. McNiff, Shaun (1980). Art therapy registration and standards of practice. Art Education. 33, 29-30. Stoner, S.D., Drachnik, C., Jensch, K., Jungles, G., Levick, M., Minar, V. (1980). Employment, training program development, and legislative issues. 33, 25-28. Additional Sources Repko, A. (2005) Interdisciplinary practice: A student guide to research and writing. Boston: Pearson. Webster, N (1961). Websters new international dictionary. Cambridge, MA: Riverside Press. Figure Captions Figure 1: Untitled (Lees, 2003 2005) Figure 2: Letting Go (Lees, 2003 2005) Figure 3: Inner Child (Lees, 2003 005) Figure 4: Haling Hope (Lees, 2003 2005) Appendix A: Glossary (Preston, 2008) apperceptive able to relate new percepts to past experience art – â€Å"the means of widening the range of human experiences and creating equivalents for such experiences; an area where experience can be chosen, varied and repeated at will. In the creative act, conflict is re-experienced, resolved and integrated â€Å" (Kramer, 1958, p. 6) art therapy – therapy with the use of creative activities to express emotions enabling individuals to manage/overcome physical and mental problems. curative something that cures; a remedy. dexterity skill and grace in physical movement, especially in the use of the hands or mental skill or cleverness. didactic intended to instruct; inclined to teach or moralize excessively. craypas painting media such as watercolor, temper, acrylic, oils, wax crayons

John Dewey and His Impact on Society :: Pragmatism Essays

John Dewey was an American philosopher and teacher who, with Charles Peirce and William James, were the originators of the philosophy known as "pragmatism." Dewey had a long and distinguished career as a teacher, labor activist, and "public intellectual" who was not afraid to deal in his philosophical writings with real social issues. Dewey changed philosophy and its view forever and has made a large impact on the way modern philosophers look at things today. Dewey started off as a Hegelian idealist, but changed from idealism to experimentalism, which studied the human mind and real life issues, and which emphasized the ways in which human intelligence may be applied to the solution of real problems in real life. Dewey published over 100 books during his lifetime, dealing with topics such as education, ethics, logic, metaphysics, aesthetics, religious experience, war, politics, and economics. He was often scorned by other philosophers who thought his philosophy was too concerned with practice and not concerned enough with theory or with traditional philosophical issues like epistemology (or "how can we know"), ontology ("what is real"), or traditional logic ("what is truth"). Dewey was quite blunt in his claim that "Philosophy recovers itself when it ceases to be a device for dealing with the problems of philosophers and becomes a method, cultivated by philosophers, for dealing with the problems of men." (The Need for a Recovery in Philosophy, 1917) This set Dewy apart from the rest, and made his view on philosophy (Pragmatism) very unique and moving. His theories on human intelligence have helped numerous Universities, schools, and doctors help people learn. Dewey was one of the greatest minds to ever walk the face of America. Timeline and achievements of John Dewey  · Born Burlington, VT October 20, 1859  · 1875, attended University of Vermont major of philosophy  · 1879, taught high school in Oil City PA  · 1882, attended Johns Hopkins University- studied philosophy and psychology  · 1884, first job at University of Michigan  · 1886, married Alice Chipman  · 1888, worked at University of Minnesota as head of philosophy dept.  · 1889, worked back at U. Michigan as head of philosophy dept  · 1894, worked as head of philosophy and psychology departments at University of Chicago (1894 - 1904)  · 1894-6, founded University Elementary School, now the University of Chicago Laboratory Schools  · 1905, worked as professor of philosophy at Columbia University

The Violation of William Blakes Songs of Innocence Essay examples --

The Violation of Blake's Songs of Innocence      Ã‚  Ã‚  Ã‚   Abstract: William Blake's Songs of Innocence contains a group of poetic works that the artist conceptualized as entering into a dialogue with each other and with the works in his companion work, Songs of Experience. He also saw each of the poems in Innocence as operating as part of an artistic whole creation that was encompassed by the poems and images on the plates he used to print these works. While Blake exercised a fanatical degree of control over his publications during his lifetime, after his death his poems became popular and were encountered without the contextual material that he intended to accompany them.    William Blake was probably more concerned than any other major Romantic author with the process of publication and its implications for the interpretation of his artistic creations. He paid a price for this degree of control over the process of printing, however: Blake lived in poverty and artistic obscurity throughout his entire life. Later, when his poems began to be distributed among a wider audience, they were frequently shorn of their original contexts. For William Blake, there has been a trade-off between the size of the audience he has reached and the degree of control he exerted over the publication process.    Blake was not satisfied merely to write poems and send them off to a publisher; instead, he designed illustrations to accompany his poems, engraved the poem-illustration works onto copper plates, printed the plates onto paper, and (when color was desired) colored the pages by hand, then bound the printed pages into volumes for sale. Blake was assisted in much of this work by his wife, Catherine, who had been illiterate when he ma... ...990. Hilton, Nelson. "William Blake, Songs of Innocence and of Experience" in The Blackwell Companion to Romanticism. Ed. Duncan Wu. Oxford: Blackwell, 1998. Online. Internet. 25 February 2000. Available http://virtual.park.uga.edu/~wblake/SONGS/begin/songs.html Hirsch, E. D., Jr. Innocence and Experience: An Introduction to Blake. Yale University Press: New Haven and London, 1964. Keynes, Sir Geoffrey. Introduction to William Blake's Songs of Innocence and of Experience. Shewing the Two Contrary States of the Human Soul. Ed. Geoffrey Keynes. Oxford: Oxford University Press, 1967. Mason, Michael. Notes to William Blake: A Critical Edition of the Major Works. Ed. Michael Mason. Oxford: Oxford University Press, 1988. Stauffer, Andrew M. "The first known publication of Blake's poetry in America" in Notes and Queries v43, n1 (March, 1996): 41-43.

Ethics Reflections Paper

Ethics Reflection Paper Nadine C. Brown STR/581 Strategic Planning and Implementation University of Phoenix Jose L. Hernandez, MBA November 15, 2010 Ethics Reflection Paper During this age of philosophy in which people exercise their freedom of speech and is concerned with their personal development, it becomes a challenge to remain ethical while considering one’s social responsibilities. People are striving to become more successful without being dishonest or disrespectful.With more emphasis on moral and ethical issues, equality and fair trade, â€Å"businesses are under pressure to be fair and ethical to satisfy not only government standards, but also consumers, and additionally, to attract more discerning employees† (Hughes, 2010, p. 1). Many factors can affect one’s ethical decision-making process. For example, one’s own values and ideology about right and wrong can make one doubt one’s own beliefs if the outcome is unfavorable. The interaction with family and friends can greatly influence decision-making because of the emotions involved.One can experience conflict with socialization in the community when it goes against one’s religious beliefs. In addition, businesses want to be successful and honest while competing in a struggling economy. Conflict can exist with one’s own values and ethics. Organizations want to remain competitive but also practice honesty with consumers and stakeholders who want to receive a return on their investment. To ensure employees remain ethically aware of the company’s values, obligations to customers, society and stakeholders, organizations should develop a code of ethics and incorporate its principles in its strategic plan.The Importance of Ethics in an Organization A code of ethics incorporated in the strategic plan is especially important for leaders. When leaders make decisions, they must consider the impact their decisions will have on others. â€Å"Leaders are ofte n put in decisions where they must choose among options that vary in their degree of ethical behavior† (Sherwin, 1983, p. 1). This is true because of the competition of priorities. For example, the goal of any organization is to generate a profit for its stakeholders.To reach this goal, some may apply unethical methods to generate that profit, such as increasing proceeds or cutting expenses. On the other hand, the same stakeholders who work and invest in the organization are a part of the general makeup of the community. If cutting costs harms the individuals who make up the community, it would be harming the stakeholders as well. The decision made is then unethical because it is not for the greater good. Therefore, leaders should (Sherwin, 2010, p. 2): 1. Recognize all perspectives when making an ethical decision. . Define who you are, your company and personal values. 3. Don‘t allow personal gains to outweigh the good of the organization. Changes in My Ethical Perspect ives While attending University of Phoenix, my ethical perspectives have changed. This is evident when required to write essays. Many essays exist online to be used by all. The decision to avoid using them demonstrates my values of honesty and integrity. The university strives to keep its student honest by posting its own code of Ethics.Temptations that will allow me to take the easy way out always exist. Because students benefit more from doing their own work, possessing the moral courage to do what is right, even when one is unsure of the results, demonstrates one’s ethical values. According to my William Institute Ethical Awareness Inventory, the results or consequence of my actions stems from my ethical perspective. I know turning in the work of others for my own benefit is wrong and will have consequences that may appear later. ConclusionThe pressure of trying to remain ethical to stakeholders and society may result in businesses making unethical decisions. Businesses wa nt to make a profit for stakeholders but may hurt the people in the community in the process. â€Å"Leaders are often put in decisions where they must choose among options that vary in their degree of ethical behavior† (Sherwin, 1983, p. 1). To ensure leaders and employees remain ethically aware of the impact of their decisions; organizations should develop a code of ethics and ncorporate its principles in its strategic plan. As a result, leaders will remain ethically aware of the company’s values and its obligations to customers, society and stakeholders when making decisions.References Hughes, S. (2010). Corporate Social Responsibility and Ethical Business. Retrieved on November 14, 2010 from http://www. squidoo. com/CSR-ethicalbiz Sherwin, D. (1983). Work-Place Ethics. Retrieved on November 15, 2010 from http://www. chsbs. cmich. edu/leader_model/Development/media/Targeted%20Lessons/workplace_ethics. htm

Plow and Cyrus Essay

John Deere’s Steel-Tipped Plow and Cyrus McCormicks’s Mechanical Reaper – Deere invented a steel-tipped plow that halved the labor to clear acres to till. Timber for housing and fencing was available in nearby woods, and settlements spread rapidly. McCormick developed the mechanical reaper which harvested grain seven times faster than traditional methods with half the work force and guaranteed that wheat would dominate the Midwestern prairies. American System of Manufacturing, or Interchangeable Parts – Europeans had started to refer to manufacture by interchangeable parts as the â€Å"American System of Manufacturing. The system had many advantages. Traditionally, damage to any part of something ruined the whole thing and no new part would fit. With interchangeable parts, however, replacement parts could be obtained and mass production also occurred. Samuel F. B. Morse – Morse was an American inventor. He contributed to the invention of a single-wire telegraph system bases on European telegraphs. He was also co-inventor of the Morse code, and also an accomplished painter. Catharine Beecher, A Treatise on Domestic Economy – In her widely popular Treatise on Domestic Economy, Beecher told women that technological advances made it their duty to make every house a â€Å"glorious temple† by utilizing space more efficiently. Contagion Theory versus Miasma Theory – The inability of physicians to explain the diseases led to these theories. No one understood that bacteria cause cholera and yellow fever. The contagion theory was that epidemic diseases were spread by touch, whereas the miasmas theory was it resulted from air carried gases from rotten vegetation or dead animals. But neither theory worked. Crawford Long and William T. G. Morton – Long employed sulfuric ether during a surgical operation. Long failed to follow up on his discovery, but four years later, Morton, a dentist, successfully employed sulfuric ether during an operation at MA General Hospital in Boston. Within a few years, ether came into wide use in American surgery. Hydropathy – Hydropathy was known as the â€Å"water cure,† which filtered into the United States from Europe. By the mid-1850s the United States had twenty-seven hydropathic sanatoriums, which used cold baths and wet packs. It helped relieve the pain associated with childbirth and menstruation. Sylvester Graham – Graham propounded a health system that anyone could adopt. Alarmed by the cholera epidemic, Graham counseled changes in dies and regimen as well as total abstinence from alcohol. Soon, he added sexual â€Å"excess† to his list of forbidden indulgences. Phrenology – The belief that each person was master of his or her own destiny underlay not only evangelical religion and popular health movements but also the most popular of the antebellum scientific fads: phrenology. It rested on the idea that the human mind comprised thirty-seven distinct organs, each located in the different part of the brain. James Gordon Bennett, the New York Herald, and the Penny Press – Bennett applied new technology to introduce the penny press. Newspapers could now rely on vast circulations rather than on political subsidies to turn a profit. The New York Sun became America’s first penny newspaper, and Bennett’s New York Herald followed in 1835. Horace Greeley and the New York Tribune – Greeley’s New York Tribune pioneered modern financial and political reporting. The relentless snooping of the Tribune’s Washington reporters outrages politicians. In 1848, Tribune correspondents were temporarily barred from the House floor for reporting about Representative Sawyer of Ohio. Astor Place Riot – In 1849, a long-running feud between the leading American actor, Edwin Forrest, and popular British actor William Macready ended with the Astor Place riot in New York City, which left twenty-two people dead. This riot demonstrated the broad popularity of the theater. Minstrel Shows – These shows arose in northern cities when white men in blackface took to the stage to present and evening of songs, dances, and humorous sketches. Minstrelsy borrowed some authentic elements of African-American culture, especially dances. P. T. Barnum and the American Museum – Barnum purchased a run-down museum in NYC, rechristened it the American Museum, and opened a new chapter in the history of popular entertainment. The founders of earlier museums had educational purposes. Barnum, in contrast, made pricking public curiosity the main goal. Washington Irving – When British questioned â€Å"Who ever reads an American book? ,† Americans responded by pointing to Irving, whose Sketch Book contained two famous stories, â€Å"Rip Van Winkle† and â€Å"The Legend of Sleepy Hollow. † Naming hotels and steamboats after Irving, Americans soaked him in applause, but they had to concede that Irving had done much of his best writing while living in England. James Fenimore Cooper – Cooper was the first important figure in this literary upsurge. His most significant innovation was to introduce a distinctively American fictional character, the frontiersman Natty Bumppo. Edgar Allan Poe – Poe wrote both fictional and poetry and was a major contributor to the American Renaissance. He set several of his short stories in Europe; as one critic has noted, â€Å"His art could have been produced as easily had he been born in Europe. † American Renaissance – The Renaissance was a flowering of literature. In 1800, American authors accounted for a negligible proportion of the output of American publishers. By 1830, 40 percent of the books published in the United States were written by Americans; by 1850 this had increased to 75 percent. Not only were Americans writing more books; increasingly, they sought to depict the features of their nation in literature and art. Henry David Thoreau – Thoreau was representative of the younger Emersonians. He was more of a doer and was adventurous in action. At one point, he went to jail rather than to pay his poll tax. This revenue, he knew, would support the war in Mexico, which he viewed as part of a southern conspiracy to extend slavery. The experience led Thoreau to write â€Å"Civil Disobedience† in which he defended a citizen’s right to disobey unjust laws. Ralph Waldo Emerson and â€Å"The American Scholar† – Emerson emerged in the late 1830s as the most influential spokesman for American literary nationalism. He announced his address â€Å"The American Scholar. † The time had come for Americans to trust themselves. Let â€Å"the single man plant himself indomitably on his instincts and there abide,† he proclaimed. Transcendentalism – It’s a philosophical movement that developed in the 1830s and 1840s in the Eastern region of the United States as a protest to the general state of culture and society. Among their core beliefs was the inherent goodness of both man and nature. They believed that society and its institutions ultimately corrupted the purity of the individual. Margaret Fuller – Her status as an intellectual woman distanced her from conventional society. Disappointed that his first child was not a boy, her Harvard educated father determined to give Margaret the sort of education young men would have acquired at Harvard. Fuller turned transcendentalism into an occupation of sorts. Nathaniel Hawthorne – Hawthorne was a major contributor to the American Renaissance. He wrote the famous novel, The Scarlett Letter along with The House of the Seven Gables and The Marble Faun in Rome. He ignored Emerson’s call to write about everyday experiences of their fellow Americans. Ironically, their conviction that the lives of ordinary Americans provided inadequate materials for fiction led them to create a uniquely American fiction marked less by the description of the complex social relationships of ordinary life than by the analysis or moral dilemmas and psychological states. Walt Whitman – Self-taught and in love with virtually everything about America except slavery, Whitman left school at eleven and became a printer’s apprentice and later a journalist and editor for various newspapers in Brooklyn, Manhattan, and New Orleans. A familiar figure at Democratic Party functions, he marched in party parades and put his pen to the service of its antislavery wing. Herman Melville – Melville was another key contributor to the American Renaissance who primarily wrote fiction. He did draw materials and themes from his own experiences as a sailor and from the lore of the New England whaling industry, but for his novels, be picked the exotic setting of islands in the South Seas. He wrote the famous Moby-Dick. Thomas Cole, Asher Durand, Frederic Church, and the Hudson River School – The Hudson River School flourished from the 1820s to the 1870s. Cole, Durand, and Church best represented more than fifty painters. They painted scenes of the region around the Hudson River, a waterway that Americans compared in majesty to the Rhine. Lyceums – This is a category of educational institution defined within the education system of many countries, mainly in Europe. The definition varies between countries; usually it is a type of secondary school. Frederick Law Olmsted and Calvert Vaux – In 1858, New York City chose a plan drawn by Frederick Law Olmsted and Calvert Vaux for its proposed Central Park. Olmstead eventually became the park’s chief architect. They both wanted the park to look as much like the countryside as possible, showing nothing of the surrounding city.