Free Essays on Congenital Analgesia

Inborn Analgesia What might it be want to go all through existence without having the sentiment of agony? A great many people would adore not having the option to feel the vehicle entryway pummel on their fingers, that small paper cut, and numerous different agonies that would hurt strongly. Torment we as a whole realize what it feels like, regardless of whether it's the short sharp stun of a scratch to the knee, or the annoying pulse of a joint. It's an unwanted sensation, however it's a piece of being human. Truth be told there are those couple of brought into the world incapable to feel torment that are brought into the world with a condition known as innate absense of pain. Well there is this issue individuals are brought into the world with that makes an individual have no feeling of agony in their bodies by any stretch of the imagination. Its called inherent absense of pain, this issue has various causes, numerous signs and indications, and noteworthy approaches to adapt to it. Innate absense of pain otherwise called lack of care toward torment is a turmoil that individuals are brought into the world with. A disorder portrayed by apathy to torment notwithstanding the capacity to recognize harmful from nonnoxious boosts. Missing corneal reflexes and mental impediment might be related. Familial structures with autosomal passive and autosomal predominant examples of legacy have been described†(Adams et al., Principles of Neurology, sixth ed, p1343). There are numerous reasons for this issue like basic irregularities in fringe nerves which are the fringe pathways conveying electrical driving forces from torment touchy nerve endings in both shallow and profound tissues. In Congenital aloofness to torment, the fringe nerves are unblemished and the deformity is obviously in the focal structures, for example, the thalamus where agonizing driving forces are typically deciphered. Lack of interest to Pain more likely than not exists as a free condition, however is exceptionally uncommon. Inherent absense of pain is typically ordered under the more broad heading of Hereditary and Sensory Autonomic Neuropathy (HSAN). The various classifications are recognized agreeing t... Free Essays on Congenital Analgesia Free Essays on Congenital Analgesia Intrinsic Analgesia What might it be want to go all through existence without having the sentiment of agony? The vast majority would cherish not having the option to feel the vehicle entryway pummel on their fingers, that minuscule paper cut, and numerous different torments that would hurt seriously. Agony we as a whole comprehend what it feels like, regardless of whether it's the short sharp stun of a scratch to the knee, or the pestering pulse of a joint. It's an unwanted sensation, yet it's a piece of being human. Truth be told there are those couple of brought into the world incapable to feel torment that are brought into the world with a condition known as innate absense of pain. Well there is this issue individuals are brought into the world with that makes an individual have no feeling of torment in their bodies by any means. Its called inborn absense of pain, this issue has various causes, numerous signs and manifestations, and huge approaches to adapt to it. Innate absense of pain otherwise called inhumanity toward torment is a turmoil that individuals are brought into the world with. A disorder described by lack of concern to torment regardless of the capacity to recognize poisonous from nonnoxious boosts. Missing corneal reflexes and mental hindrance might be related. Familial structures with autosomal latent and autosomal predominant examples of legacy have been described†(Adams et al., Principles of Neurology, sixth ed, p1343). There are numerous reasons for this issue like auxiliary irregularities in fringe nerves which are the fringe pathways conveying electrical driving forces from torment delicate nerve endings in both shallow and profound tissues. In Congenital aloofness to torment, the fringe nerves are unblemished and the deformity is evidently in the focal structures, for example, the thalamus where excruciating driving forces are typically deciphered. Lack of interest to Pain in all likelihood exists as an autonomous condition, yet is uncommon. Inborn absense of pain is normally arranged under the more broad heading of Hereditary and Sensory Autonomic Neuropathy (HSAN). The various classifications are recognized concurring t...

Action Research Essay Example for Free

Activity Research Essay Unique This paper reports the consequences of an activity investigate (RA) on the viability of showing stories in another manner â€Å"Teaching Stories without Telling Them†. The motivation behind this exploration was to legitimize that how intuitive methods of encouraging stories empowers understudies to perform better in the study hall, how the intelligent instructing extends the information on the two instructors and students, and how the educator, simultaneously, is instructing and drawing on and gaining from the information and experience of the understudies. That makes a perfect showing cycle, a self-strengthening educating and endless learning process. Presentation The instructor can pick specific structures and methods for showing an unknown dialect in a specific setting. No convenient solution is ensured to give accomplishment to all study hall circumstances. Each student is exceptional; each educator is remarkable; so is each student instructor relationship. The teacher’s key errand is, in this manner, to comprehend the properties of these connections and set the study hall condition as needs be. In different nations, for example, Nepal, understudies are educated to see their teachersâ as a position and a knows-everything individual in the homeroom, and this worth based relationship upsets the students from uninhibitedly communicating in the study hall. In this solidly settled instructor focused framework, it is frequently hostile for the understudies to negate the teacher’s perspective. This inconsistent homeroom relationship is frequently observed as a social demeanor. I accept this is certainly not another issue. Many distributed works have basically taken a gander at it. In any case, an instructor can generally embrace different methodologies to increment students’ investment in the homeroom exercises. So as to legitimize this chance, I utilized a procedure that I have named as â€Å"teaching stories without telling them†. In the event that the narratives are painstakingly picked, understudies feel what they do in the study hall is important and significant to their lives. Additionally, when requested to react actually to the writings, understudies become progressively sure about communicating their own thoughts and feelings. The narratives include feelings just as insight, which adds to inspiration and add to self-improvement. This is specifically extremely valuable where the homeroom is regularly just wellspring of English. Foundation I’m another English Teacher at Kaunlaran High School however I have been showing English throughout the previous multi year. The pre-essential to join this program is School Leaving Certificate (SLC). Basically, the understudies who join this course run from SLC graduates to University graduates. I additionally work at â€Å"English Speaking and Research Club† that runs classes for the individuals who need to improve their talking aptitudes. Curiously, the individuals resulting in these present circumstances Club incorporate school understudies to experts and businesspersons. Unquestionably, the classes in the two settings are staggered in nature. I might want to allude to Hess’s (2002) definition staggered class is the class where understudies change extensively in their language and artistic abilities. For my situation, understudies contrasted in language level, yet additionally in age, inspiration, desires, disposition and intrigue. The Procedure In the two spots, I started with a pre-test so as to analyze the learnersâ level of English. The competitors were tried every one of their abilities †first day perusing and composing and the subsequent day talking and tuning in. Later they were isolated into three gatherings named as triple five (those scoring under half), triple seven (those scoring between 50-60 %) and triple six (those scoring 60% above) as per their test outcomes; however they were not educated about it. Activity plan educating process Choosing a story: (I chose stories from books accessible in the market. I deliberately picked books that had a suitable degree of trouble and length.) Briefing the understudies about the diverse idea of class: (I told my understudies that they would need to peruse the content and have the option to address the inquiries I would pose to them in the class. I didn't peruse the story. My job as an educator and facilitator was to pose inquiries cautiously with the goal that I would be capable comprehend the story and students’ job was to cause me to comprehend the story.) Giving understudies the story to peruse at home as understanding task: (I gave every understudy a duplicate of a similar story to peruse at home.) Grouping the understudies as indicated by their language capability level and completing the class: (I posed basic true inquiries to beneath normal gathering for example 555; intelligent inquiries to average gathering for example 777; and interpretive and critical inqui ries to better than expected gathering for example 666. This really connected each understudy in the homeroom movement. In addition, they were extremely mindful when somebody was talking. This different sorts of inquiries really spurred every single level understudy to take an interest in the study hall movement.) Carry out conversation: (I was extremely cautious while completing the conversation. Now and then the understudies offered opposing responses to a similar inquiry I posed. In such circumstance I assumed a cautious job †I furnished the understudies equivalent chance to legitimize their responses. My activity was to encourage them to go to a concurring point.) Giving home task: (I gave various errands to various gathering †I asked the underneath normal gathering to compose a rundown of the story, I requested that the normal gathering envision one of the characters in the story and compose the story from their own viewpoint. For instance, envision that you are the Brahmin in the story, compose a section how these three cr iminals conned you. I asked the better than expected gathering to decipher the story utilizing their own sentiments and feelings. For instance, do you figure you would rebuff these criminals if youâ were an adjudicator? Compose an extremely consistent passage of your argumentations. The understudies toward the start were minimal bewildered yet didn't communicate straightforwardly. Be that as it may, they took an interest effectively in the study hall exercises. My essential point was to advance student self-governance, by urging them to assume responsibility for their own learning (Nguyen, 2005). This turned out to be significantly all the more fascinating as I deliberately didn't peruse the story to make a genuine data hole. In the event that I had perused the story, I would as of now have known it all and afterward the inquiries I posed in the study hall would have been just mechanical ones. Consequently, I guarantee that the study hall language was real. Study hall action In the study hall, I posed four distinct sorts of inquiries: truthful, intelligent, interpretive, and critical. It is essential that we comprehend the idea of the various kinds of inquiry. I have quickly depicted what they mean and cited some example addresses I utilized in my study hall and their particular answers that understudies gave. They are as per the following. a) Factual inquiries: the inquiries are straightforward and they can get the appropriate response from the content effectively, for example, T: what is the title of the story? 555: Brahmin and criminals (they can pick from the content) T: what number characters are there? 555: There are four; one Brahmin and three criminals. b) Reflective inquiries: the sorts of inquiries are connected with peoples’ feelings, sentiments and relationship for which the understudies need to utilize their won emotions to characters, occasion and plot of the story, for example, T: What could be another appropriate title? 777: Brahmin and the goat (they need to connect with the content.) T: for what reason did they attempt to trick the Brahmin? 777: in light of the fact that they need the goat. c) Interpretive inquiries: the kinds of inquiries are connected with meaning,â purpose and qualities, for example, T: Why do you figure the title ought to be Brahmin and goat? 666: Because the goat additionally has fundamental job in the story. d) Judgmental inquiry: these sorts of inquiries permit the understudies to choose their sentiments, feelings and reaction to the theme and conversation they have had together, for example, T: Write a consistent portrayal, for what reason would you like to rebuff one? 666: I should pass judgment on cautiously. We as a whole realize that in the event that we miss judge, at that point there is nobody to support destitute individuals. For this situation, any way the Brahmin is (sister) casualty †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Along these lines, each student took an interest in the class. Despite the fact that the class was staggered, the undertaking intended for various levels was truly testing. The study hall decide was that solitary the gathering should respond to the inquiry, on the off chance that they didn't answer then other gathering would reply. To the extent the blunder amendment concerned, I didn't right all the mistakes they made in the conversation. It doesn't imply that I overlooked all the blunders. I amended just worldwide blunder not the nearby mistake. I concur with Brown’s (2000) definition that the neighborhood blunder is plainly and entertainingly perceived and suggested that they may not be remedied as long as the message is comprehended and amendment may intrude on a student in the progression of correspondence. The worldwide mistake should be revised somehow or another since the message may some way or another stay muddled and rather equivocal. I have revised the mistakes viewing the circumstance without upsetting in their endeavor to deliver the language. The outcome I found an emotional change in the homeroom climate: all attempting to state something, tuning in to others what they state. Truth be told, I had never had such fulfillment in my group before despite the fact that I utilized pair work, bunch work and pretend. In this sense, I concur with Nunan’s (as refered to in Hiep 2005) recommendation that the instructor should utilize such exercises that include oral correspondence, completing important undertakings and utilizing language which is significant to the students and just as the utilization of materials that promoteâ communicative language use. Such exercises helped the students to discover the methods of helping them to interface what is in the content to what is in their brains. One of th

How to Meet Like-minded Individuals Join Clubs

How to Meet Like-minded Individuals Join Clubs Why it Pays to Join Clubs at School Why it Pays to Join Clubs at School When you get to campus, one of the first things you notice is the myriad university clubs and organizations that are available for you to join. During the first couple of weeks at school, many of these clubs and campus organizations set up booths advertising what they are about, what they offer, and try to attract prospective new members. So many university clubs to choose from Depending on the size of the university, nearly every political, religious, sexual, and niche group is represented. There are clubs for those who like organic gardening, for campus liberals, conservatives, snowboarders, RC airplane enthusiasts, investment club, bird watchers, and the list goes on. Campus life, classes, parties, and student residences are all great ways to meet new people. But if you really want to increase your chances of meeting people who share your interests and passions, then campus clubs and organizations are the way to go. No guessing game required If you enter a room filled with 100 randomly selected people from your college or university campus, what are the odds that the first five people you speak to share your passions and interests? That’s not to say you can only be friends with people who share all your passions and interests, but one of the fastest ways to bond with a new person is over what you have in common, and one of the best ways to increase the odds you have a happy and fulfilling time at university is to join a club. Making friends, even meeting a potential romantic interest, can seem like a crap shoot when there are, potentially, tens of thousands of people to meet. This is especially the case if you are someone with niche, or highly specific interests. If your passion is working on old cars, it is unlikely the first person you sit beside, or the one randomly appointed to you in a shared dorm room is going to share that passion. If you are a photography geek, and love talking camera minutiae, it’s a safe bet the first person you sit beside in your 200-person psychology course won’t share that hobby. Networking opportunities Another reason to get involved with a university club, or clubs, is to meet people with whom you might be able to network. This is especially true if you are interested in turning your hobby into a future job. If your dream is to turn your passion into a full-blown career, or even some kind of side hustle, knowing other people who are also passionate about the same thing is a great way to open doors. In a Forbes article entitled “The 5 Best Ways to Network While You’re Still in College,” author Liz Wessel, talks about how her time spent in her college’s ‘model congress’ introduced her to a number of interesting people, one of whom eventually became an advisor to her company, and with whom she has since invested money. Many times networking events that are not designed around a shared interest or passion can seem like an act of pure self interest. When you meet and network with people in a club setting, where everyone is operating on the assumption you all have something in common (why else would you have voluntarily joined that specific club?) you are exposed to people who you can not only connect with on a personal level, but who might be useful allies and strategic partnerships for you down the road. Extracurricular opportunities Another good reason to join a university club or organization is because of the extracurricular opportunities it offers you. While spending enough time reading, writing, and studying is certainly a must while at school, you should not have to altogether forfeit experiences outside the classroom in order to feel like you’ve had a successful academic career. A large component of the university experience is taking advantage of the out-of-school experiences that abound. If you are going to school close to a local ski hill, and there is a ski and snowboard club on campus (which often offer discounts on day and season passes), then that particular club might be the perfect way to work in a weekly, or bi-weekly trip up the mountain. It’s also a surefire way to make certain that you always have someone to do something extracurricular with. Not all of your friends are going to share your niche, or subculture interests, nor will they always have time to do things with you. A club will likely have a Facebook page, and group chats where people are always coming and going, setting up events, or scheduling trips. Academic diversity Most people, especially people studying something highly specialized at college and university, end up surrounded by people from that same specialization. As the years progress, and you begin to select a major, start applying to different programs, even move schools entirely, friend groups have a tendency to become academically insular. Joining a club is a great way to mitigate against ending up in an intellectually homogeneous social group. If you are a social sciences student interested in building freshwater aquariums, the aquarist club will likely contain people from all manner of disciplines, at various stages of their academic careers (undergraduate, masters, PhD) to interact and make friends with. This could end up exposing you to additional interests, intellectual pursuits, reading material, political ideologies, etc. that you never knew existed. Many people find it difficult to make new friends and find like-minded individuals, even on a campus with tens of thousands of students. While the social potential of the university experience is indeed limitless, tapping into it is the hard part. If you feel like you are spending too much time in the library, and not enough time pursuing interests and developing meaningful relationships, get in touch with Homework Help Global and commission one of our writing services. University clubs and social events are as much a part of the university experience as anything else. References: Coldwell, W. (2012). “Student Societies: A Great Way to Make Friends at Uni.” The Guardian. Retrieved from: clearing-extra-curricular-societies Wessel, L. (2016). “The 5 Best Ways to Network While You’re Still in College.” Forbes. Retrieved from: #79ffcf982e15 How to Meet Like-minded Individuals Join Clubs Why it Pays to Join Clubs at School Why it Pays to Join Clubs at School When you get to campus, one of the first things you notice is the myriad university clubs and organizations that are available for you to join. During the first couple of weeks at school, many of these clubs and campus organizations set up booths advertising what they are about, what they offer, and try to attract prospective new members. So many university clubs to choose from Depending on the size of the university, nearly every political, religious, sexual, and niche group is represented. There are clubs for those who like organic gardening, for campus liberals, conservatives, snowboarders, RC airplane enthusiasts, investment club, bird watchers, and the list goes on. Campus life, classes, parties, and student residences are all great ways to meet new people. But if you really want to increase your chances of meeting people who share your interests and passions, then campus clubs and organizations are the way to go. No guessing game required If you enter a room filled with 100 randomly selected people from your college or university campus, what are the odds that the first five people you speak to share your passions and interests? That’s not to say you can only be friends with people who share all your passions and interests, but one of the fastest ways to bond with a new person is over what you have in common, and one of the best ways to increase the odds you have a happy and fulfilling time at university is to join a club. Making friends, even meeting a potential romantic interest, can seem like a crap shoot when there are, potentially, tens of thousands of people to meet. This is especially the case if you are someone with niche, or highly specific interests. If your passion is working on old cars, it is unlikely the first person you sit beside, or the one randomly appointed to you in a shared dorm room is going to share that passion. If you are a photography geek, and love talking camera minutiae, it’s a safe bet the first person you sit beside in your 200-person psychology course won’t share that hobby. Networking opportunities Another reason to get involved with a university club, or clubs, is to meet people with whom you might be able to network. This is especially true if you are interested in turning your hobby into a future job. If your dream is to turn your passion into a full-blown career, or even some kind of side hustle, knowing other people who are also passionate about the same thing is a great way to open doors. In a Forbes article entitled “The 5 Best Ways to Network While You’re Still in College,” author Liz Wessel, talks about how her time spent in her college’s ‘model congress’ introduced her to a number of interesting people, one of whom eventually became an advisor to her company, and with whom she has since invested money. Many times networking events that are not designed around a shared interest or passion can seem like an act of pure self interest. When you meet and network with people in a club setting, where everyone is operating on the assumption you all have something in common (why else would you have voluntarily joined that specific club?) you are exposed to people who you can not only connect with on a personal level, but who might be useful allies and strategic partnerships for you down the road. Extracurricular opportunities Another good reason to join a university club or organization is because of the extracurricular opportunities it offers you. While spending enough time reading, writing, and studying is certainly a must while at school, you should not have to altogether forfeit experiences outside the classroom in order to feel like you’ve had a successful academic career. A large component of the university experience is taking advantage of the out-of-school experiences that abound. If you are going to school close to a local ski hill, and there is a ski and snowboard club on campus (which often offer discounts on day and season passes), then that particular club might be the perfect way to work in a weekly, or bi-weekly trip up the mountain. It’s also a surefire way to make certain that you always have someone to do something extracurricular with. Not all of your friends are going to share your niche, or subculture interests, nor will they always have time to do things with you. A club will likely have a Facebook page, and group chats where people are always coming and going, setting up events, or scheduling trips. Academic diversity Most people, especially people studying something highly specialized at college and university, end up surrounded by people from that same specialization. As the years progress, and you begin to select a major, start applying to different programs, even move schools entirely, friend groups have a tendency to become academically insular. Joining a club is a great way to mitigate against ending up in an intellectually homogeneous social group. If you are a social sciences student interested in building freshwater aquariums, the aquarist club will likely contain people from all manner of disciplines, at various stages of their academic careers (undergraduate, masters, PhD) to interact and make friends with. This could end up exposing you to additional interests, intellectual pursuits, reading material, political ideologies, etc. that you never knew existed. Many people find it difficult to make new friends and find like-minded individuals, even on a campus with tens of thousands of students. While the social potential of the university experience is indeed limitless, tapping into it is the hard part. If you feel like you are spending too much time in the library, and not enough time pursuing interests and developing meaningful relationships, get in touch with Homework Help Global and commission one of our writing services. University clubs and social events are as much a part of the university experience as anything else. References: Coldwell, W. (2012). “Student Societies: A Great Way to Make Friends at Uni.” The Guardian. Retrieved from: clearing-extra-curricular-societies Wessel, L. (2016). “The 5 Best Ways to Network While You’re Still in College.” Forbes. Retrieved from: #79ffcf982e15

The Bhagavad Gita Essay - 861 Words

The Bhagavad Gita as translated by Juan Mascaro is a poem based on ancient Sanskrit literature contained in eighteen chapters. The period of time, around which it was written, although it is merely an educated guess, was approximately 500 BCE. â€Å"†¦there are a few archaic words and expressions, some of the greatest scholars have considered it pre-Buddhistic, i.e. about 500 BC,† (Bhagavad Gita, xxiv). This quote is found in the introduction to the book and further explains that the exact time it was written is undeterminable. Although the words and dialogue are very different than that of the English language to which most are accustomed to, the spiritual messages throughout the entire book are very clear and meaningful. There are two main†¦show more content†¦The contents of the eighteen chapters are very basically the acquisition of the correct knowledge to achieve such a conclusion. The piece of spiritual knowledge that carries the most weight throughout the Bhagavad Gita is the responsibility of the individual. Before one can accept the responsibility of one’s self, one must differentiate between the temporary material body and the eternal spirit soul. Everyone must engage in some sort of activity in this material world, however one’s own actions can do one of two things. They may bind you to this material world, or liberate one from it. By living life selflessly and placing full faith and trust in the Supreme Truth, one will be lead to that higher path. The idea of self-responsibility is not merely being accountable for your faults, but living according to the wants and needs of a higher power. Simply, the responsibility of the individual is to submit fully to the Supreme truth, and live one’s life righteously in the quest for that truth. In trying to explain this Supreme Truth as well as other aspects of life, Krishna appeals to Arjuna in several arguments. Just when Arjuna believes he is headed for the great battle, he falls to his knees in despair, â€Å"Fall not into degrading weakness, for this becomes a man who is not a man. Throw off this ignoble discouragement, and arise like a fire that burns all before it† (Bhagavad Gita, 2). Arjuna is a classicShow MoreRelatedThe Symposium And The Bhagavad Gita Essay1725 Words   |  7 PagesPaper Assignment 2 Prompt 1 When it comes to the subject of love and desire, it would seem that The Symposium and The Bhagavad Gita disagree as to whether those qualities are beneficial to achieving spirituality or detrimental. In the Symposium, Plato states that desire is part of the pathway to achieving spirituality. By contrast, the unnamed author of the Bhagavad Gita seems to state that desire is an obstacle in the pathway to achieving divinity. 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review the article What is strategy by Michael .E. Porter

Michael Eugene Porter is a Professor at The Institute for Strategy and Competitiveness, based at the Harvard Business School. He is generally recognized as the father of the modern strategy field. One of his great writing is â€Å"What is strategy?† published in 1996. The beginning of the article raises a mistake of Operational Effectiveness for Strategy that many companies had suffered for almost two decades. In the article, Operational Effectiveness means performing similar activities better than rivals perform them. To achieve this objective, companies based on its strength using their best available technologies, skill, management, human resource, eliminated wasted effort, motivated employees†¦ As the result of this, they could offer†¦show more content†¦A university lab room is just used for teaching or checking models in simple cases. It can not be used to do business in complex case like the lab room in industry. Finally; it comes from limit on internal coordination and control. Continental lost a lot of money when imitating Southwest to add a new service for point-to-point flight. However, in practice, trade-off is not easy. It’s not sure to choose what to remain and what to give up. In psychology, managers always want to make their company grow. When seeing the competitors who are successful and get a lot of profit, it’s hard to ignore without jump into that business. Therefore, trade-off requires thoughtful decision and sensitive impression. Furthermore, Porter argues that to gain competitive and sustainability every thing has to be â€Å"Fit†. That is the way activities relate to another. They are combined to fit and reinforce another. Activities can be performed separately but the give effect on each other. Since competitors are facing an entire ecosystem, with elements that allow and strengthen each other existence, they need to be very persistent, capitalize, or creative to be able to replicate or break the company’s strategy. 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Notes on Art History Free Essays

Note: This statue of an Ancient Egyptian woman clearly shows the way of dressing in Ancient Egypt. This statue belongs to the New Kingdome period. Body: The woman is wearing a kalasiris, a typical ancient Egyptian dress. We will write a custom essay sample on Notes on Art History or any similar topic only for you Order Now The length of the dress tells us that this woman probably belonged to the upper class, as working woman mostly wore a kalasiris in a shorter variant. The dress is made of linen, which was perfect for Egypt’s hot climate. The dress is undecorated, but does have a lot of pleats going in various directions, which must have been very labour intensive. Head: The woman is wearing a wig, made of human hair or date palm fibres. The hair is curled and was kept together by wax. The wigs were only worn by wealthy people. Accessories: Jewellery was very popular in Ancient Egypt, no matter what you social status was. They were known for wearing lots of jewellery in turquoise metals like gold and silver and small beads. This woman is wearing a gorgerine, which was a typical Egyptian necklace, existing of metal discs, worn on the chest. Minoan Snake Goddess figurine, 1600 BC, Herraklion Archaeological Museum Note: This is one of a series of figurines, showing a woman holding a snake in each hand. It was found during excavation of Minoan archaeological sites in Crete. It represents a goddess. Little is known about their identity, but it tells us a lot of the way the Minoan women dressed themselves. Body: The goddess is wearing a tight bodice, which leaves the breasts bare. She also wears a long skirt which is comprised of seven overlapping flounces, which are strips of cloth, gathered and sewed on by its upper edge only. The flounces appear to be thick and were probably made of wool, a popular fabric used by the Minoan. Over the hips, she wears a double-apron, which is bordered with stripes and patterned with a simple diagonal grid of lines The skirt and apron are secured by a belt , which emphasizes the figure’s wasp-waist and accentuates the curve of the hips. Head: The headpiece , the goddess is wearing shows a series of three dark-painted, raised medallions. Accessories: The goddess is wearing a tiny bracelet on her right wrist. The Minoan were famous for their beautiful jewellery production. Note: This female Minoan figure is dressed in traditional Minoan clothing. The Minoans were known to have a more advance and complexed culture, which is shown in the artistically designed and skilfully made clothing they wore. The figure of the Minoan woman, with large breasts and hips and a tiny waist, as very similar to that of the late 1800 woman, who wore tight corsets to make their waist small and hoops under their skirts to increase the size of their bottom. Body: The woman is wearing a colourful blouse and skirt that shape the body well. The skirt is tight at the waist and flares out towards the bottom in a bell shape. The skirt consists of several strips of fabric, sewn together. The layers of fabric have a pointed shape in the centre, facing towards the floor. The blouse is close fitted to the body and has a low cut in the front to expose the breasts. Head: The woman has long dark hair, which hangs loose on her shoulders. Accessories: She wears ring shaped earrings and a belt, which was very common in the Minoan culture. Because a tiny waist was prized, some historians believe that Minoans would wear a heavy metal belt since their early childhood, forcing the waist to stop growing. Scene of Sacrifice, c. 540 B. C. Pitsa, National Archaeological Museum, Athens, Greese, painting, wood. Note: This painting shows an animal sacrifice in Corinth. It is one of the 4 painted wood slabs of Pitsa that were found in 1934 near Sicyon in a cave above the village of Pitsa in Corinth. Body: The woman are wearing a blue peplos that is decorated with a pattern. It is a rectangular woollen fabric that is folded at the top, so that the top part falls over the body. The peplos is fastened at the shoulders with pins. Over the peplos, the woman are wearing a red cape, a chlaina. It is made up of a rectangular piece of fabric which is draped around the body. The young men in the painting are wearing a blue, short chiton which reaches their knees and is fastened at their left shouder with pins. Head: The woman have their long hair tied back in a ponytail, while the men have short cut hair. Accesoires: The figures are all wearing a wreath, a headpiece made of goldon leaves. Briseis and Phoenix Painting on a cup, Brygos, ca 490 B. C. , Vulci, Louvre Museum, Paris, France Note: This attic red-figure cup shows Phoenix and Briseis. It is an ancient Greek art work from the Classical period. Body: The woman is wearing a long chiton with many folds and pleats. The chiton is made of linen, a light fabric, suitable to the cimate and which makes it easier to form pleats with. The tunic is wrapped around her body and pinned along at the shoulders and arms, forming two loose fitted sleeves. The man is wearing a chiton as well, which reaches his feet. On top of the chiton he wears a himation, large piece of fabric, draped arount the body and used as a mantel. Both chitons are decorated with a playfull motif at the bottom. Head: The woman has her hair tight back into a bun, with some strings of hair falling loosy besides her face. The man has a long beard and his hair cut short. You can clearly see that he is old, due to his undyed white hair colour. Accesoires: Both man and woman wear a hairband. Statue of august, national museum of rome, 100 AC Note: This Ancient Roman statue shows Augustus. A Roman emperor who ruled the Roman Empire from 27 BC until his death in 14 AD. In that era, all men wore the same type of cloth, but the fabric and way it was worn, marked important social differences. Agustus, being an emperor is therefore a clear example of how people of higher social status would wear their clothes. Body: Augustus is wearing a tunica, an essential garment in the warderobe of the ancient Roman man. It consists of two pieces of rectangular fabric, one set on top of the other. It was sewn together at the sides and the top wit holes left for the head and arms. This tunica has long and wide sleeves. On top of the tunica, Augustus wears a toga. A long cloak which is draped around the body. Head: Augustus has short cut hair and his toga is draped around his head to form a hood. Court of Emperor Justinian with Macimian and court officialsand Praetorian Guards, Basilica of San Vitale in Ravenna, Italy, 547 AC, Mosaik Note: A clear example of clothing from the Byzantium era. Body: Justinian, in the centre, is wearing an imperial chlamys with a large lozenge shaped goldon panel (tablion) and an opulent brooch. Underneath that he wears a white silk tunic with tight sleeves (Divistion), which is decorated with god stripes and circular roundles and gold embroidered rd shoes. The Dignitaries wear a white chlamys with a purple tablion an an embroidered tunic. The archbishop Maximianus wears a goldon chasuble and a white dalmatic with very wide sleeves and purple stripes. Head: The figures have slightly long hair at the back. Maximianus is somewhat bold and has a little beard and mustache, just like some other men portrayed. Accesoires: Justinian wears a two-tired gemstone encrusted crown on his head and an opulent brooch that is fastened at his rght shoulder. Maximianus wears a pallium around his neck, a white wool strip which is decorated with a cross. The bikini girls, mosaic, 4th century AD, Roman Villa of Casale, Italy. Note: This piece of art, dating from the Diocletian period (186-305 AD) is evidence that the Romans were one of the first to wear a bikini. Although the woman depicted are wearing a bikini as sportswear and not as swimwear. Body: The female atheltes are wearing a two-piece swimsuit that resembles the bikini as we know it today. The top part covers the breasts and has no elastic bands tied around the arms, but is probably kept in place at the back. The bottom part, looks like it is a piece of fabric that is folded around the womans lower body. Head: The woman have different hairstyles. Most of them have their hair tied back, which is more comfortable when playing sports. Others have long hair that falls on their shoulders. Accessories: One of the woman in the centre is wearing a headpiece made of flowers, she is probably wearing it because she won the competition. The consular diptych of Manlius Boetius, who was consul in 487 AD, Santa Giulia Museum, Brescia, Italy. Note: This artwork resembles the type of clothing worn by the Barberians and Nomads. Their clothing style was more practical than that of the Romans and consisted of loose and simple garments. Body: Boetius wears an embroidered woollen toga which reaches the ankles. The toga has long sleeves, is draped around the body and wrapped around the right hip. Head/ Accesoires. : It looks like Boetius is wearing a diadem of goldon leaves on his head. This is a picture of Charlemagne is an example of how the fine linen and silk togas of the Romans disappeared and were replaced by the clothing of the less civilized people, the Romans had called Barbarians and Goths. Charlemagne always wore the traditional costume of the Frankish people. Body: He is wearing a blue silk cloak which is trimmed with bands of decoration. His legs are covered by a hose and he wears shoes at his feet. On top of his cloak he wears a red/brownish mantel that is loosly draped around his shoulders and fastened with a brooche at his right shoulder. The mantel is deorated at the neckline. Head/ Accesoires: On his head he wears a golden crown, embellished ith jewels. This template from the Middle-Ages shows what the knights would wear. The knits are wering under clthes that consists of a linen under-shirt and linen under pants. These would prevent the armor from chafing the Knights skin. They woul also wear a padded garment, known as a Doublet, that consisted of a quilted coat which was either sewn or stuffed with linen . It served as padding for additional armour worn over the top. Woollen stockings cover their legs and over their armour they wear a robe which is fastenedaround the waist, known as a Surcoat. The surcoat is emblazoned with the cote of arms or device of the Knight in order to identify the knight in the battle. On their head they were a helmetwhich is slightly pointed at the back. Nicephorus III and Officers, c. 1074-1081, Bibliotheque nationale de France Manuscript Coislin. This painting of the Byzantine Emperor Nicephorus iII, is a good example of Byzantine Imperial costume. The emperor is magnificently attired in Byzantine silk. Over his blue and goldon tunic he wears a darker bue cloak, fastened by a gold-and-ruby brooch and decorated with a large tablion, woven of gold thread. On his head he wears a bejewelled crown and around his neck a superhumeral, which is a imperial decorative collar. The Arnolfini Portrait, Jan van Eyck, 1434, Oil on oak, National Gallery, London. This painting is believed to be a portrait of the Italian merchant Giovanni di Nicolao Arnofili and his wife. It is a very realistic painting and therefore a good example of Late Medieval costume. The two figures are richly dressed. The man’s tabard, a short sleeveless cape, and woman’s dress are both lined with fur, judging from this we can say that they are both wearing their outerwear. The woman’s dress has elaborate dagging (cloth folded and sewn together, then cut and frayed decoratively) on the sleeves and a long train. Underneath her green dress, she wears a blue underdress which is trimmed with white fur and has long tight sleeves. The man’s tabard is made from purple silk and has long full sleeves which are tight at the wrists. Head: The man wears a hat of plaited straw, dyed black, as often worn in the summer all the time. The woman wears a white cotton wimple on her head. Accesoires: The woman wears a brown leather belt around her waist. The only other jewelry visible are the woman’s plain gold necklace and rings. Rogier van der Weyden, Portrait of a Lady, c. 1460, National Gallery of Art, Washington, D. C. Van der Weyden portrayed this woman in high fashionable clothing. The woman wears an elegant low-cut black dress with dark bands of fur at the neck and wrists. This type of clothing resembles the then-fashionable Burgundian style, which emphasises on the tall and thin aesthetic of the Gothic ideal. The dress is buckled with a bright red sash below her breasts. The buckle is gold. Head: On her head she wears a buff-coloured hennin headdress that is draped with a large transparent veil, which spills over her shoulders, reaching her upper arms. The veil forms a diamond shape and matches the transparent vest worn under her dress. Her hair is pulled backwards in a tight knot. Accessories: The woman wears a gold necklace and 2 rings around her fingers. Sant’Orsola e le compagne, miniatura, 1380 , Parigi, Biblioteca Nazionale Body: The women are wearing dresses with a low round neckline. The top of the dresses fit closely to the body while the skirt hangs loose and has several pleats. The sleeves are long and wide at the cuffs. The underdress is of a different colour and visible at the wrists and its sleeves fit tightly around the arms. Some dresses have a simple print. Head: The woman wear a hat that consists of a frame of wirework, covered with embroidery or other trimmings. Titian, Portrait of Philip II of Spain (1527-1598), 16th century, oil on canvas. Body: Philip II is wearing a silk doublet in a gold/brown colour with a decorative print. The pants, breeches, he is wearing, falls just above the knees and is of the same fabric as the doublet. Under the breeches he wears a white hose. Philip also wears a mandilion on top of his outfit, a loose hip-length coat that is decorated with a pattern. Head: Phillip has his hair cut very short and a tiny beard and pointed moustache. Accessories: Accessories were very important in the 16th century as they represented wealth. Phillip wears several bracelets and rings and a necklace. Shoes: Philip wears simple white silk flat shoes. Marcus Gheerraerts the Younger, Portrait of Elisabeth I, c. 592, National Portrait Gallery, London. Body: Elisabeth I wears a crimson gown that is barley visible on either side of her waist. The gown has a white satin lining that matches the petticoat, bodice and hanging sleeves. Her petticoat is pinned to a cartwheel farthingale. The bodice has a broad, low, square neckline and ends in a V-shape at the front of the waist. The shoulders are very wide and puffed. Head/ Accessories: Elisabeth I wears gloves and a van in her hands. Her jewellery consists of several necklaces of pearls reaching the waist, a flower shaped necklace and some beads in her hair. She also has a high standing ruff around her neck of a transparent fabric and a crown on the back of her head. Giovanni Battista Moroni, An Italian Tailor, c. 1570, National Gallery London. Body: The Italian Tailor wears a light pink, tight fitted doublet over a heavily padded red hose. The doublet is fastened by a row of pearl buttons at the centre front. His white blouse, worn underneath the doublet, has some small ruffles at the cuffs and the neckline. Head: His hair is cut short and he has a small beard and moustache. Accessories: The man only wears a brown leather belt around his waist. Manteau, ca. 1685-90, Contemporary fashion plate by Bonnard Body: The woman wears a mantua. Instead of a bodice and skirt cut separately, the mantua hung from the shoulders to the floor. This mantua is looped and draped over a contrasting petticoat. The dress has a low squared neckline and short puffed sleeves that reach just below the elbows. The petticoat is fastened at the centre front with decorative buckles. Both petticoat and mantua are embellished with a print. Head: The woman’s curly hair is worn swept up into a high pile. She also wears a scarf in her hair. Accessories: She has some bracelets around her left wrist and wears a cross formed necklace. Portrait, c. 1660, France Body: The man wears a large simple dark coat that is embroidered on the left shoulder. Underneath this he wears a long-sleeved ruffled white shirt, which can only be seen at the wrists. A small falling collar with round edges, made of lace, hangs around his neck. Head: The man doesn’t wear a wig and shoes his natural long dark fuzzy hair. He has little facial hair around his lips. Fashion plate, Jean de St Jean, 1688, France Body: How to cite Notes on Art History, Essay examples

Polar Bear Formal Outline free essay sample

Polar bears have lived in extremely harsh conditions, and with global warming made their way to being endangered. Polar bears have opened eyes on how we see extreme weather and how to survive in it. i. Body of bear, what they eat, where they find shelter. Body of polar bear a. How bodies react to swimming/running i. can handle -40 degree to -990 degree in winter, up to 77 degrees in summer ii. can swim average of 6 mph, 100 miles at a time. ii. Can quickly overheat when running, so they often walk at a leisurely pace. Partially webbed toes b. Weight i. females weigh between 500-600 pounds ii. males weigh up to or over 1,400 pounds iii. polar bear cubs weigh 1-2 pounds when they are born c. Body attributes i. Fur isn’t white, its transparent and reflects sunlight which helps trap heat ii. Fur is oily and water repellant to shake dry in one shake iii. We will write a custom essay sample on Polar Bear Formal Outline or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Claws measure up to 2 inches for traction on ice catching prey iv. Have black skin which is a layer of fat, but fur keeps them warm, and prevents most heat loss. v. Cubs are 12-14 inches long III. What polar bears eat, how they find it, and capture it. a. What they eat. i. In desperate times, if available, berries, mussels, kelp, bird eggs, and geese. ii. Most often available, ringed seals, beached whales, and walruses. b. How they find and capture it. i. They will find their prey by walking on floating sheets of ice, where seals create 10-15 holes and surface every 5-15 minutes. They wait for the seals, for hours, sometimes days, until they come up to breathe. ii. In winter they will walk on the ice, but in summer they will wait on shore for them. iv. They depend on the ice for their main prey. c. Capturing and sharing. i. If one bear owns carcass, others must beg in order to share the meal. ii. Low approach, slow circle around carcass, touching nose to bear owners nose. iii. Use their claws to help catch and hold their prey. IV. Homes, where they live, how they keep warm. a. Attributes to home. i. Dens are 30-50 feet long. ii. Have multiple rooms. iii. In Winter, faced so polar bear’s side/back is to the wind. V. Conclusion a. Restate thesis.