Learning Bharatnatyam, An Indian Classical Dance Form

As the music began, I started to move; the pounding of my feet blending in with the melodious sounds of the flute, the ghungaroo(bells) around my ankles, the mridangham (drums), and the blood rushing into my own heart. With the music and my first movements, the fear of being on stage washes away and I am focused on my movements and my expressions—using them to tell a story about my culture, my heritage, and me. Learning Bharatnatyam, an Indian classical dance form, since the age of 5 has taught me perseverance and the importance of hard work —characteristics that will allow me to achieve my ultimate goal of becoming a doctor. This passion for medicine parallels my early journey through dance and has been reinforced by memorable experiences along the way. One of my earliest experiences involved a childhood friend who battled a brain tumor for nearly three years before succumbing to her illness. To me, her loss was heightened by a sense of unfairness—she was too young to have been robbed of her life before she truly had a chance to live. These thoughts followed me through adolescence as my mother also began to face a variety of health problems. Seeing how much disease and pain robs an individual of their essential nature frightened me and made me feel helpless. But out of this helplessness, came a strong desire to help and be involved in medicine. I persevered in the study of sciences, volunteering in clinical settings, and had research and internship experiences that haveShow MoreRelatedStatement of Purpose for Business Studies1309 Words   |  6 Pagesperformance, for achieving academic scores exceeding 90% for all three years. I have learnt Bharatnatyam, a a classical south-Indian dance form, rooted in devotion to God that goes back more than 2,000 years, from the Ganesa Natyalaya, Delhi for seven years. It is performed to an accompaniment of the equally ancient vocal Carnatic music and an orchestra comprising a drum, flute and a stringed instrument. Bharatnatyam is taught by a guru (one-on-one or at most 3 to 4 students) over five years or more, beforeRead MoreStatement of Purpose for Business Studies1296 Words   |  6 Pagesperformance, for achieving academic scores exceeding 90% for all three years. I have learnt Bharatnatyam, a a classical south-Indian dance form, rooted in devotion to God that goes back more than 2,000 years, from the Ganesa Natyalaya, Delhi for seven years. It is performed to an accompaniment of the equally ancient vocal Carnatic music and an orchestra comprising a drum, flute and a stringed instrument. Bharatnatyam is taught by a guru (one-on-one or at most 3 to 4 students) over five years or more, beforeRead MoreSolution to Ignou Papers2652 Words   |  11 PagesMahatma Gandhi. Gandhiji made social report a part of the programme of the nationalist movement. His greatest achievement in the field of social reform was the campaign against inhuman institution of untouchability which had degraded millions of Indians. His other achievement was in the field of cottage industries. He saw in the charkha, the spinning wheel, the salvation of the village people and its promotion became part of the congress programme.In addition to infusing people with the spirit ofRead MoreCultural Tourism4485 Words   |  18 Pagesan appreciation of the past. It also refers to the marketing of a location to members of a diaspora who have distant family roots there. Decolonization and immigration form the major background of much contemporary heritage tourism. Falling travel costs have also made heritage tourism possible for more people. Another possible form involves religious travel or pilgrimages. Many Catholics from around the world come to the Vatican and other sites such as Lourdes or Fà ¡tima. Large numbers of Jews haveRead MoreEthnic Tourism Essence of India7906 Words   |  32 Pageswas to attain communion with the nature, the route always had an element of adventure and of the unexpected. The journey also brought the traveler face to face with the marvels provided by Mother Nature whether in the form of The Himalayas, the deep jungles or the deep blue of the Indian Ocean. This used to be an ideal tourist package - low in cost but high on experience and adventure-in effect, it gives shape to the tourist’s dream. Today there are many types of tourism in vogue. Some of the prominent

Analysis Of The Poem Comedia - 947 Words

In his life Dante, Alighieri was a famed author, poet, and statesman. Over the course of his life the esteemed thirteenth century Italian wrote a handful of successful works. However, Dante is undoubtedly best known for his critically acclaimed epic poem, Comedà ¬a, which would later be called The Divine Comedy. Comedà ¬a has 3 parts: Inferno, Purgatorio, and Paradiso. The first installment, Inferno, may currently be the most well known of the three poems, spawning countless reprints, several movies and even a video game. Despite being known as a comedy, anyone who has read Inferno realizes that the story is full of symbolism, double entendres, political messages, allusions, religious undertones†¦ the list goes on. However, there are several comedic elements in the story that distinguish it from other epic poems such as The Odyssey and Beowulf. Dante, unlike most other poets of the time, intended for his poem to have a parodic style, oftentimes poking fun at Christianity and i ts beliefs. Some of these comedic elements will be addressed and analyzed in this essay, supporting the statement that, despite its deeper meaning, Inferno is a work of humor. â€Å"Mappa dell’Inferno,† Botticelli The story of Inferno revolves around Dante Alighieri’s decent into Hell, accompanied by an Angel named Virgil, who was sent from Heaven to assure Dante’s safe journey. The premise of the story alone carries heavy religious symbolism, but careful observation reveals even more religious meaning thanShow MoreRelatedThe Inferno And What Dante1374 Words   |  6 PagesIntroduction This paper critically analyzes the character Dante in the Comedia. The paper analyzes the nature of the journey in the Inferno and what Dante needed to learn from it. The changes that were experienced have been analyzed in addition to the important parts of the text that are related to the changes. Moreover, the discussion has been keen to provide relevant illustrations as the case may be in order to emphasize on the character and the changes that are being addressed. Discussion TheRead MorePolitical and Religious Motivations in Dante Alighieri’s Divine Comedia 3036 Words   |  12 PagesI: Introduction For many years Dante Alighieri’s epic poem the Divine Comedia has been known as a work born from his religious perspective and internal conflict of faith. Many have suggested that he wrote the text to share his perspective of Christianity with the world. However, beyond religious implications, Dante sought just as equally, if not more so, to share his political philosophy and the agony inspired by some of the political occurrences in his life with the world. It is important, thenRead MoreModernist Elements in the Hollow Men7051 Words   |  29 Pagestendency, and many other attitudes that typify modernist writings, are present in Eliot’s works. This short paper intends to highlight some modernist elements in Eliot’s The Hollow Men as a poem representative of his new innovative poetry and of the spirit of modernism as a whole. I will look at how the poem reflects this newly new literary movement in terms of both thematic matter and style. This latter, of course, shouldn’t be viewed as constant for there is a permanent quest for a style that isRead More Adult Arts Learning Essay2217 Words   |  9 Pagesimagination in developing new perspectives; they view the arts as a way of engaging adults in imaginative exploration of themselves and their relationship to the world (Dirkx 2000; Kazemek and Rigg 1997). In adult literacy education, analysis of paintings and poems can be a means of developing visual and linguistic acuity, critical thinking, and aesthetic judgment (Dreybus 2000; Kazemek and Rigg 1997). Greene (in Elias, Jones, and Normie 1995) speaks of aesthetic education as a form of critical literacyRead MoreThe Great Divorce and The Divine Comedy3095 Words   |  13 Pagesacknowledge that though the structures may differ in their overall thematic constructions, Dante’s work determines the arrangement of Lewis’s. In fact scholar Joe R. Christopher argues that, â€Å"The Great Divorce is heavily influenced in structure by Dante’s poem—but in a complicated way. A background of the settings will be helpful for the basic discussion, before one considers the structure† (1). Dante’s work is divided into three distinct sections the â€Å"Inferno†, â€Å"Purgatory† and â€Å"Paradise†, with each section

Octavia monologue from the play by Seneca Essay Example For Students

Octavia monologue from the play by Seneca Essay A monologue from the play by Seneca NOTE: This monologue is reprinted from Seneca\s Tragedy, v. ii. Trans. Frank Justus Miller. New York: G.P. Putnam\s Sons, 1917. OCTAVIA: Though I should endure what must be borne, ne\er could my woes be ended, save by gloomy death. With my mother slain, my father by crime snatched from me, robbed of my brother, by wretchedness and grief o\erwhelmed, by sorrow crushed, by my husband hated, and set beneath my slave, the sweet light brings no joy to me; for my heart is ever trembling, not with the fear of death, but of crime be crime but lacking to my misfortunes, death will be delight. For \tis a punishment far worse than death to look in the tyrant\s face, all swollen with rage \gainst wretched me, to kiss my foe, to fear his very nod, obedience to whom my smarting grief could not endure after my brother\s death, most sinfully destroyed, whose throne he usurps, and rejoices in being the worker of a death unspeakable. How oft does my brother\s sad shade appear before my eyes when rest has relaxed my body, and sleep weighed down my eyes, weary with weeping. Now with smoking torches he arms his feeble hands, and with deadly purpose aims at his brother\s eyes and face; and now in trembling fright takes refuge in my chamber; his enemy pursues and, e\en while the lad clings in my embrace, savagely he thrusts his sword through both our bodies. Then trembling and mighty terror banish my slumbers, and bring back to my wretched heart its grief and fear. Add to all this the proud concubine, bedecked with our house\s spoil, as gift for whom the son set his own mother on the Stygian bark; and, when she had o\ercome dread shipwreck and the sea, himself more pitiless than ocean\s waves, slew her with the sword. What hope of safety, after crimes so great, have I? My victorious foe threatens my chamber, blazes with hate of me, and, as the reward of her adultery, demands of my husband his lawful consort\s head. Ar ise thou, my father, from the shades and bring help to thy daughter who calls on thee; or else, rending the earth, lay bare the Stygian abyss, that I may plunge thither headlong.

Risk and Effective Practice free essay sample

Introduction to effective practice and risk management Effective practice principles This assignment will explain three effective practice principles: carcinogenic need, programmer integrity and responsively, followed with a brief case example of how it is used in my professional practice. Carcinogenic Need The carcinogenic need principle involves the basic idea of identifying key dynamic risk factors related to offending behavior (Chapman Hough 1998, Winston Heath 2010), such as unemployment or drug dependency, and then implementing prevention methods designed to counteract them (Barrington, 2002: 60). This idea is at the core of rehabilitative practice (Burnett Roberts, 2004), if the practitioner assesses the carcinogenic needs and provides intervention to suit, then risk of further offending should be reduced (Memorizing, 2004). This need is to identify what is needed to reduce the offending Programmer modeled on the What Works paradigm are based on the need principle. It is important to be able to distinguish between carcinogenic and non carcinogenic needs, I. We will write a custom essay sample on Risk and Effective Practice or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page E. N individuals problem that supports or contribute to offending to those more distantly related or unrelated to it. (McGuire, 1995:15). Programmer which target carcinogenic needs and behaviors related to offending are more likely to be effective (Chapman Hough, 1998: 8). This underpins work on offending behavior, however addressing non-carcinogenic needs may provide some benefit to the offender, but because the needs are not related to the likelihood of criminal behavior it is less likely to reduce recidivism (Warren Crime and Justice Institute, 2007:31). Chug (2003:63) cites Day and Howell (2002:41) as also arguing that offender rehabilitation should focus on carcinogenic [dynamic risk factors rather than static non carcinogenic needs such s self-esteem, anxiety, depression and psychological distress. However these factors can have some impact on re-offending as they can be linked, for example gaining employment may eliminate depression, or re-offending. (Chug, 2003:63) A case example is when delivering reports for the Courts. It is imperative that carcinogenic needs of an offender is identified and addressed in the report as sentencing decisions and sentence plans will be based on this assessment. The given proposal should demonstrate on how best to address the individuals carcinogenic needs to reduce re-offending. Mr. XV was a young single man who had a history of acquisitive type offending. Mr. XV admitted at the interview for the report that he has been using cannabis for the past 7 years; he had no money to buy cannabis and decided to shoplift to fund his habit. As I need to address factors contributing directly to criminal behavior (Stanley, 2009:154) I requested a DIR assessment and he was found suitable for a low level DIR. After the interview with Mr. XV I completed the OKAYS assessment which gives clinical and actuarial scores to inform my sentence proposal in the report. My proposal had to demonstrate that the intervention would effectively address his carcinogenic need (Chapman Hough, 1998:15). I proposed a 12 month Community Order with a 6 month DIR to target his substance misuse and a 12 month supervision to address his pro criminal attitudes and beliefs. This principle is about delivering a programmer as intended, (Howling, 1995; Rayon 2002:1186) and paying attention to whether programmer are being delivered as intended is an important feature of the what works paradigm. Howling (1995:196) discloses that integrity simply meaner that a programmer is conducted in practice as intended in theory and design. Integrity places emphasis on quality, practice and research to see if we are doing what we are set out to do (Howling, 1995:203) and whether we are having the desired effect. Hellions has identified at least three threats to programmer integrity, which is programmer drift where the aim of the programmer shifts, reversal whereby staff work to reverse and undermine the self-approach and non-compliance to the programmer, when staff omit or change part of the programmer. To minimize these threats he emphasized the importance of monitoring and measuring integrity. This would be achieved through processes in place which ay attention to several areas (Howling, 1995: 199), for example to have fully trained staff delivering programmer (Winston Heath, 2010: chap 5), observation through skilled observers or live videotaped sessions, feedback through evaluation forms and the use of treatment manuals. According to Howling (1995: 207) with high levels of programmer integrity, programmer have a greater chance of success. Chapman and Hough have regarded this principle as an essential element of effective practice (1998:18). The level of integrity is an important measure that is used in research as a variable in determining outcomes. This highlights the importance of quality assurance to effective practice, which must be assessed through close monitoring and evaluation. (Chug 2003: 63) A case example from my own practice is on Ms CM. She was sentenced to a single requirement of structured supervision for women (SSW). This case was allocated to me as my manager is aware that I have attended the 3 day training course, and fully trained to deliver the programmer. When I first met with Ms CM I clearly explained the SSW objectives, and the structure of the sessions that will be delivered. I also informed her that on session 7 of the 12 session aerogramme my trainer would be Joining us in the session to observe me delivering the programmer. During session 3 Ms CM asked if she could be given the rest of the programmer worksheets to take home and complete, so she can finish her SSW quickly. I explained to her that she cannot and explained why we had to adhere to the structure and delivery to ensure there was no drift. I gave her tasks to undertake at home which she successfully completed and I ensured that each session began with a review of the previous session, this allowed her to give feedback so I could respond to any concerns raised. This allowed the Programmer to be delivered as planned using appropriate methods by skilled staff and be properly monitored and evaluated (Memorizing Stanley, 2009: 441) Responsively The responsively principle describes how the treatment or intervention should be provided (Bona Andrews, 2007). Many offenders desist from crime when they feel someone believes in them (Rexes, 1999) and that they are perceived as capable of changing and have something beneficial to offer society (McNeill et al, 2005). Bona (1996) points out that an offenders assessment, interaction and rehabilitation can be effected by their responsively, which can be influenced by ideographic and monotheistic factors. Ideographic meaning an offenders self-esteem, motivation and characteristics, professional relationships and programmer delivery (Golf and Davis, 2004). In order for offenders to desist from crime, evidence suggests that the relationship between the offender and the person managing them plays an important element in their rehabilitation (Trotter, 2000; Burnett and Rogers, 2004). The Supervising officer teaching style should be responsive to offenders learning styles and take into consideration various factors, for example the gender, socio economic status, and mental illness when working with individuals. The more active participatory methods of working are better than unstructured and didactic ones. Chug, 2003:63) It is recognized that there are two types of responsively within the what works paradigm, the general responsively and specific responsively. The general matches the learning styles, motivations and aptitudes, using cognitive social learning methods to influence behavior. The specific responsively is about adapting oneself to difference and diversity issues among participants, it is the fine tuning of the cognitive behavio ral intervention. Bona Andrews, 2007:1; Winston Heath, 2010: chap 5) In general, responsively factors are not treatment targets, they are about individual attributes that can affect the achievement of treatment goals and how they are delivered. Andrews (1995:43) found that some interpersonally and cognitively immature clients require structured services, perhaps for example when working with youths, and a psychological mature client may respond to an evocative style of service and anxious clients may respond poorly to confrontational services. A case example of how this principle is applied in my practice is in preference to Ms INK. This case was allocated from her sentence; she received a Community order with structured supervision for women (SSW). Ms INK was a single mother of three young children. From her initial appointment it became clear that I would need to be responsive to her diversity needs (Winston Heath, 2010: chap 5). I would have to offer a degree of flexibility on any future appointments as they needed to work around child care commitments.

The eNotes Blog World Class Snapshots of Classrooms From Around theGlobe

World Class Snapshots of Classrooms From Around theGlobe The ever-curious Brain Pickings  yesterday shed light on a fascinating project, Classroom Portraits. Since 2004, photographer Julian Germain has captured images of classrooms the world over, progressing from his small corner of North East England to include schools from North and South America, the Middle East, Europe, Africa, and Asia. Collected in a new book, Germains photos provide unique insight into childhoods both familiar and foreign, sharing what makes  schoolkids  around the globe so similar, yet worlds apart. England, Bradford, Year 7, Art Each photograph captures the same faces weve all seen in the classroom growing up: you have the bored and the enrapt, the angry and the apathetic, the eager and the daydreamers. Germain captures all of these and more in his trans-global portraits. Wales, Felindre, Reception and Years 1 2, Numeracy Yet, just as these photos begin to hark back to ones own school days, you come across a classroom like the one snapped in Yemen, below. A small room packed with serious-looking men, the only thing belying their young age the dark but faint peach fuzz atop each ones upper lip. Yemen, Sanaa, Secondary Year 2, English Flipping past the slightly militaristic uniforms of a class of Peruvian 4th-graders Peru, Cusco, Primary Grade 4, Mathematics to a colorfully Havanan classroom Havana, Cuba, Year 2, Mathematics and a stark Nigerian one Nigeria, Kano, Ooron Dutse, Senior Islamic Secondary Level 2, Social Studies you are reminded that this (Im presuming for most of you) is not the childhood you remember. But while the environments and languages might not be the same, its always easy to spot some common ground: in one image a band of sulky pubescents, in another a mob of sticky-fingered kindergartners, and in all the compulsory child with the mischievous glint in his eye, the one who is certainly up to no good at all. England, Seaham, Reception and Year 1, Structured Play In each photo Germain has also managed to evoke the gang-like quality found in a room full of students. He positions them with their eyes locked on the camera, staring it down as though ready to pounce at any given moment. Perhaps the one similarity we should be mindful of in every classroom is the courage it takes to stand up in front of a room of these creatures and teach them. Cuba, Havana, Playa, Year 9, national television screening of film ‘Can Gamba’ (about Cuban participation in Angolan Revolution) No, in all seriousness Classroom Portraits is a joyful reminder of the many fresh young minds out there in the world, and the importance a good education serves in shaping every one of them. Lagos, Nigeria. Basic 7 / Junior Secondary Level 1, Mathematics For more on the project, you can visit Germains website or purchase his book Classroom Portraits 2004-2012 on Amazon.

Absolutism and Consitutionalism

The 17th century was the turning point of absoluteism in Western Europe. In the beginning of the century, we spent a religious war dating from 1618 to 1648 called war today for 30 years. Cardinal Richelieu, Principal Minister of King Louis XIII, was able to maintain absolute authority over France during the war. Unlike Richelieu, Charles I in the UK has not been as successful as the Diet and does not struggle. France continued to prosper under this absolute monarchy, but the UK gradually began to shift to constitutionalism. France 's absolute principle is the political system related to Louis XIII, especially King Louis XIV. From the 16th century to the 17th century, the whole Europe developed absolute or absolute monarchy. Important politicians such as Cardinal Richilieu are faithful supporters of absoluteism. The absolute law means that the power of the monarch is theoretically infinite except for sacred law or so-called natural law. In absolute society, the only person who can cha nge the power of the monarch is his / her own lord. Therefore, it is difficult for an absolute monarch to dilute his authority and authority. In the 17th century, a new keyword called absoluteism was born. Absolutism is the political theory that all power should belong to rulers / juniors or dictators. Therefore, the absolute monarch is a ruler who governs by himself and does not undergo legal or constitutional rule. The monarch of an absoluteist considers himself a sacred right of the emperor. In other words, they can be held responsible only by God and can not judge beyond God. An ideal example of an absolute monarch of this era was Louis XIV who crowned the King of France in 1643. There are many points to show that he is considered to be an important absolute leader. During the transition from feudalism * to early capitalism *, the word absoluteism is often used with the monarchs of Europe, and the description of the absolute monarch was specifically discovered in the 17th and 18 th centuries. It is generally considered that the age of absoluteism began during the reign of Louis XIV (1643 - 1715) and ended with the French Revolution (1789). The main motivation of absoluteism is the 16th and 17th centuries. Protestant reform (1517-1648) brought about a series of violent and bloody religious wars, during which thousands of innocent people were murdered. For example, during the 30-year war (1618-48), the German state's population has declined by about 30% from about 15%, compared with 16% in the French population reduced by 16-18 million . During the French Religious War (1562 - 98) 2 million to 4 million *

Steven Johnson Syndrome Essay Example | Topics and Well Written Essays - 1000 words

Steven Johnson Syndrome - Essay Example The essay "Steven Johnson Syndrome" discusses the effects of Stevens Johnson’s syndrome that causes immense damage to an individual’s skin layer. Stevens Johnson Syndrome is a disease that leads to severe complications amongst individuals. It damages the skin and causes prolonged irritation. SJS is a serious disorder that individuals should not neglect based on its detrimental effects. They should identify symptoms and seek assistance promptly to guarantee individuals safety. The disorder’s main symptoms include flues like complications, painful red, blisters and purplish rash. The symptoms cause the top layer of skin to die or shed off. SJS is a deadly skin disorder that damages individual’s skin layer and compromises the functional level of the mucous membrane. The disorder results from the reactions that individuals experience when they take a certain type of medicine or injection. The body reacts to the medication due to the evident incompatibility or allergy. It compromises the functionality of individual’s skin layer causing irritation. â€Å"The rash evolves suddenly, characterized by wild spread blisters on an erythematous or purpuric macular background†. It leads to psychological and mental complications since it presents severe effec ts that diminish an individual’s self-esteem. Individuals persistently receive advice concerning properly prescribed medicine to avert severe body damage due to reactions. They should understand the need for the acquisition of proper diagnosis.