The Integrated Arts Essay Example | Topics and Well Written Essays - 1500 words

The Integrated Arts - Essay Example Collections are often secretive, sometimes fetishistic, and can consist of the mundane and disposable, fragments of nature or urban waste (Meecham and Sheldon, 2000, p. 190-192). Art through the eyes of an artist represents the different moods, features, and aesthetics of the contemporary world. The same cannot be said of the spectator, who like many before and after him, see art as a piece of sexuality and provocation. Any discussion on art brings one noting the Greeks. The Greeks during the high classical age (470-430 BC), created standing sculptures of human figures, carved out of limestone and marbles, adapting seventh century Egyptian models. These sculptures were stiff, rigid, decorative, subordinate elements of tombs and temples rather than true sculpture. The range of depictions on heroic nude male (often in athletic contests) and draped female figures were prominent1. Each figure of the period reflected the artistic marvel and importance to this form of art. The sculptures were true living representations of the lifestyle and culture enjoyed by the prominent people of that age. In continuation on the subject of art and artists, this paper focuses on two distinct artists and their way of presenting contemporary world to their audience. First, the paper looks at the works of Fred Wilson and Conceptual Art, and then it's the turn of Judy Chicago and Feminist Art. Fred Wilson is a2.0 Fred Wilson and the Conceptual Art Fred Wilson is a conceptual artist; he doesn't paint, sculpt ortake photographs as he used to, but works with museums, culling through their collections and selecting objects to make his point. He arranges these exhibits against the backdrop of selective wall colors, display cases, lighting and wall labels to communicate with his audience. At an exhibit for the Maryland Historical Society, he juxtaposed fine silver service with slave shackles, and four period chairs lined up to observe a whipping post. He was more than convincing in conveying the message of white oppression over the black; the refined products of white society such as the silver service and chairs against slave shackles and whipping post. Wilson uses the objects to great effect, and this particular exhibit strongly reflected the white society's oppression of the black community. Most of his exhibitions harbor on racism. As a conceptual artist, Wilson takes pain to gather as much relevant material as possible from dif ferent places, and then using his artistic excellence, recreates images that has a longstanding impression on the viewer. In the 'Colonial Collection,' Wilson mocks a museum display, using a row of street-bought African masks with their eyes covered with pieces of the British flag. In a display case in front of the masks are insects and lithographs showing the British infantry fighting native Africans. Wilson has been quite critical of museums and the way they projected artifacts. In many cases, museums have kept materials of historical relevance from public viewing or importance. In 'Old Salem: A Family of Strangers,' 20 or so color photographs of cloth dolls made by blacks during the 19th and 20th centuries were left undisclosed from public viewing from the collection of a southern museum. Wilson has left no stone unturned to

How important is curriculum in determining a school's international Essay

How important is curriculum in determining a school's international status - Essay Example Further, for high school students that are graduating, they would often look for schools in other countries to enrol in for their college education. Most of the time, they choose schools by popularity and International status. But the question is, how is curriculum related or is a factor in determining the International status of an educational institution? We will dwell on the answers as we go further along. This paper will also discuss the significance of curriculum, the theories and basis of curriculum, the different approaches to learning, elements of curriculum, effects of changes in curriculum and the relation of curriculum to international acclaim. Curriculum as a Work Plan In every aspect of life, planning is required. Whether it is as simple as planning for a family vacation or things to do during the holiday break, plans play an important role in achieving objectives at the end. And in deciding on education, there should be a formal framework to be followed to ensure that t he end product will come out as planned. Plans are made and drawn to be followed to ensure success. And careful planning is very much needed especially if an educational institution is to offer learning and development to its students for years. Curriculum is the plan for educational institutions (Pinar 2003). ... Not only will it focus on the academics of the students but will include the other aspects of a student’s life like extracurricular activities, social activities, learning ability and other learning needs and (Abbott, Hughes, Williamson 2001) agrees. Further, a curriculum does not only set a plan for its students but for the mentors and teachers too. It will include an estimate measure of time regarding how many sessions should a subject matter take, the workload of teachers and their capability to teach the subject matter at hand. All of these constitute to the curriculum of a school and now, we can move forward and talk about the significance or importance of curriculum in a school setting. Significance of Curriculum in Schools As previously discussed, curriculum serves as a work plan on how a school attains objective goals at the end of a course. So, why is this important in the different levels of schooling namely elementary or grade school, high school and college or high er education. For the elementary level, the curriculum is drawn with consideration of all the learning needs of a child. At this stage (Waller & Clark 2007) says children will still have different learning capabilities and different ways of adapting to teaching methods. Such considerations will be included in the drafting of the curriculum. Students in this level will have no choice on what subjects to take as they are being geared towards studying a universal curriculum. The reason for this is that grade school students should have a complete development regarding all subject matter. In the high school level, there are more choices given to the student. Although the freedom of subjects is still limited, there is still an exercise of

The Bob Knowlton Case Study Essay Example for Free

The Bob Knowlton Case Study Essay Summary Bob Knowlton is the head of the Photon Lab when a new member, Simon Fester, was introduced to his lab. He begins to feel inferior to his new member and feels that he cannot voice his concerns to his superior, Dr. Jerold. After a period of events and insecurities, he finds a better position with more salary and takes the job immediately. Dr, Jerrold and Fester were shocked by Knowlton’s decision. The lab took a large hit as Fester went on to work on another project as planned. No one knew that Knowlton wanted to leave as he did so very suddenly citing fictional personal problems. Analyze the roles of those involved The main characters in the Bob Knowlton case were: Bob Knowlton the team leader of Photon Lab collaborative team leader hard working man confidence easily wavered by insecurities does not voice out problems Dr. Jerrold the supervisor of Bob Knowlton and his team has very high expectations of those working under her not observant no instinctual perception Simon Fester a new comer to the company and Photon Lab confident aggressive competitive opportunist highly intelligent non paticipative Discuss the reasons as to why what happened happened. The bringing in the newcomer: Bob Knowlton was threatened by the newcomer that was not properly introduced to him Fester just showed up without warning and began looking into things Dr. Jerold did not introduce Fester did not even for mention or hint at Knowlton for possibly having someone new join his team Simon Fester lacked tact and the human touch was too confident and arrogant to accept the way people do things and embrace it The communication breakdown: Bob Knowlton did not voice his queries or insecurities simply assumed that Fester was there to replace him did not consider speaking to his supervisor regarding his problem and started looking for another job instead Dr. Jerold did not indicate that Festers place in Knowltons team was temporary did not give earlier warning regarding Festers transfer to another project did not make any intentions of caring for Knowltons well being Simon Fester too much of an opportunist to work in a team with others did not heed the advice of whom was rightfully his team leader remained individualistic and closed off to the team until he left to work for another project Consider the personalities involved, especially those of Knowlton and Fester, and the organizational characteristics. Bob Knowlton was more of an introvert. He did not share his feelings,opinions and conflicts with his team mates, Fester or Jerold. He lacked also lacked of strong of communication skills. He did not know how to voice his concerns to Jerold or properly inform an guide Fester on his responsibilities in the team, which lead to Fester doing his own thing most of the time, without consulting with others. Simon Fester on the other hand was someone very self involved and confident. He had no qualms speaking openly of his ideas and what he wanted to do. Fester was also aggressive in his approach. He did not care for group work and was more individualistic, even to the point of making others feel inferior. Organizational characteristic: Work Group Knowlton had regular morning meetings with his members as a way to keep up to date of what was going on in the project, and discuss problems faced. However, Fester took over some of these meetings plastering himself as the team leader, and spear heading discussions, undermining Knowltons authority and the intelligence of the team at many an occasion. Open System Jerrold and Knowlton shared a mostly open relationship, Knowlton even mentioned that he enjoyed Jerold coming over to talk to him at the end of  the day. However, Knowlton did not share his problems with his superior when he had the chance of voicing them; mainly when he felt threatened by Fester’s place in the team. Imagine yourself in the position of Dr. Jerrold at the end of the case, reflecting back over the events. Is there anything you could have done, on the basis of what you knew or could have known at the time, that would have led to a more favorable outcome? State your reasoning. Dr.Jerrold could have utilized a better interpersonal communication skill. Had she made clear that she was going to hire Simon Fester and taken into consideration Bob Knowltons personality, explaining her intentions to train him to lead another project, things might have worked out very differently. Knowlton could have been less insecure regarding his position and would probably been more willing to overlook Festers lone ranger tendencies. Had Dr. Jerrold utilized interpersonal communication with Simon Fester as well, ensuring that Fester should try to work under the conditions laid out by his team leader, Fester might have better understood where he stood within the team and made more of an effort to be a team player as intelligent or talented as he may be. Dr. Jerrold could have also been more involved with the meetings, and taken an initiative to ensure that all employees were happy and satisfied.

Midieval Technology And Social Change :: essays research papers

Medieval Technology and Social Change Medieval Technology and Social Change Oxford University Press first published Medieval Technology and Social Change in 1962. It discusses the technological advances during the medieval times and how these changes affected society. The book's author, Lynn White, Jr., was born in San Francisco in 1907. Educated at Stanford, Union Theological, and Princeton, White taught at Princeton and the University of California at Los Angeles. He was also president of Mills College in Oakland from the 1940s to the 1960s. His other works include Medieval Religion and Technology: Collected Essays, published in 1978 and Life & Work in Medieval Europe, the Evolution of Medieval Economy from the Fifth to the Fifteenth Century, published in 1982. White's work has been influential both in medieval history and the history of science. In Medieval Technology and Social Change, White examines the role of technological innovation during the rise of social groups in the Middle Ages. White begins with the in vention of the stirrup. He shows how this innovation, in turn, introduced heavy, long-range cavalry to the medieval battlefield. The development thus escalated small-scale conflict to "shock combat." Cannons and flame-throwers followed, as did more peaceful inventions, such as watermills and reapers. White also reviews the development of the manorial system with the introduction of new kinds of plows and new methods of crop rotation. He reviews the evolution of the scratch plow into the heavy plow and explains the use of each type in different areas of Europe. White next discusses the social effects of feudalism and how it spread from the Franks to Spain and later to England. He shows that military service became a matter of class, with lands and titles being exchanged for the commitment to serve as mounted warriors. The concept of the knight's duty to his lord translated into chivalry and noble obligation. White then ventures into the slow collapse of feudalism, coming ab out with the development of machines and tools. This caused the introduction of factories, which took the place of cottage industries. Although White's work falls short in a few areas, it is valuable for the attention that it pays to aspects of medieval history that too often go ignored White's work is important because he advocates the importance of science and technology to medieval history. Before White, few scholars thought that any significant science or engineering was done in Europe during the Middle.

Science and Society

Science and Society Is life fact or fiction? One could look at science and society in the same manner. Meaning that there is an ideal subject, one subject could be the truth and one could be deception. Science, in my opinion, is the truth. For example, science is based on facts and numbers and figures, these never deter from the truth if correctly applied in their own fields of study. The term for society states that it is a group of people who shape their lives in aggregated and patterned ways that distinguish their group from other groups.Society can take a number of shapes and forms and it is never the same in any place in the world, politics and economy differ yet society is unified as a whole in the larger spectrum. Lewis Thomas (â€Å"Alchemy†), George Orwell (â€Å"What Is Science? †), Carl Sagan (â€Å"Why We Need to Understand Science†), and Lawrence Krauss (â€Å"School Boards Want to ‘Teach to the Controversy. ’ What Controversy? † have different points of views in each of their understandings of science and society, yet one thing that sticks out in their essays as a related is that society in some way, shape, or form should be informed and open to more knowledge of the sciences.Carl Sagan’s’ (â€Å"Why We Need to Understand Science†) was one of my favorite pieces due to the fact that he did in his own opinions and views yet what stuck out in my mind is that he added data and facts into his piece. I believe his piece best describes science as his primary term because he is trying to get people to understand the importance of why society should look at science this way and why. People like numbers because they are either comforting or they make people realize something that was never really thought of before because it wasn’t as solid or tangible in their minds.He wrote his delved more into the root of the problem with society and science on both aspects. He also concluded with a sug gestion to the solution of the problem of our society’s lack of knowledge in science. Sagan preaches his point and is very to the point in all aspects of his writing although it wasn’t as logical as the other essays I think the emotion he put into his piece was what won me over because of the passion of wanted to get his point across to the readers is usually the same difference of what gets people interested in the knowledge of science.Lewis Thomas (â€Å"Alchemy†), primarily states in his essay that of the work of alchemists. He indicates that their seemingly todays silly work of trying to turn metal into gold or their secret society of alchemist did not go wasted. They actually set a lot of today’s sciences up for advancement and great lengths of achievement. Thomas made a clear and concise history of the Alchemists such as the origins being traced back to the ancient time of the Arabic, Latin, and Greek.He added the meaning of the work that Alchemists were trying to achieve such as there only being one particle in the universe that was the true meaning of existence in all shapes or forms. He also argued to downfalls of the Alchemist such as the time they spent on dead ends in their pursuit of science, all the writing and work they proposed that was written in secretive language, the bans of their work due to it being related to black magic.Yet, in many positive aspects the Alchemists did pave the way for other sciences to be studied successfully, such as physics or chemistry. This got people interested and helped to spur conversation, debate, and helped bring questions to one another to spur thought. On a very low level this work did get science in society started yet it was only amongst the scientist community. None of the work can be understood by people of normal or medial knowledge.Yet again on could argue that among certain interested parties for instance student, the subject of alchemy could be seen as an interesting subje ct, therefore the student would want to read about alchemist and then possibly see what the fuss is about and want to take a look at what works interested alchemist and would try to learn to study aspects of their work such as physics and chemistry in a broad sense. Thomas does make certain valid points yet the downfall is that this type of science would not be relatable to the masses it is above their heads.This type of science in society can almost always be only attainable to those in the field of science and only reel in a few of outsiders in society. George Orwell (â€Å"What Is Science? †), writes and essay of very profound aspects of science. For instance his piece he defines what science is and also argues the differences between sciences in my opinion for his readers to get both sides of what he is trying to describe so one can form an opinion of their own.This is the point he is trying to get across to his readers, to be able for one to form his own opinion about sc ience. Therefore they are learning and gain knowledge of the subject of science in some way shape or form. I agree with many facts of Orwell’s piece, for instance he states that anyone educated can describe to you what science may mean to them whether it’s a specific or broad term. Does the knowledge of science make one smarter than the next, not necessarily?Vice versa in the sense that someone who was less knowledgeable on science then became knowledgeable could have less intelligence about the subject than â€Å"an illiterate peasant†, or that this knowledge may do more harm than good. After this seemingly contradictory argument he contradicts himself more by stating that society should be educated in science to be able to grasp the concept of being able to possess a â€Å"rational, skeptical, experimental habit of mind. This to me means that one should have a firm grasp on the knowledge of science and be able to carry a conversation of facts data and look at science in broad and insightful aspects. I don’t think this work is as strong as Carl Sagan’s work because he is trying to please the masses and preach about two things at the same time which I feel is untruthful because he is trying to reel in a larger crowd so to speak, which I lost interest in. Lawrence Krauss (â€Å"School Boards Want to ‘Teach to the Controversy. What Controversy? †) describes how schools across the board should teach other methods of science in order for one to search for their own truth or the whole truth of their meaning of science. He relates his main subject on religion vs. science and how the church and science is constantly arguing about the fact of who is right and who is wrong about evolution, in depth the Big Bang theory or that every human is genetically related from the first organism.As interesting as Krauss’s point about science were I found his points to more centered only around the church and sciences point of view in the matter, I only dismissed it because it didn’t relate to the masses and it was a very limited piece to give readers much knowledge beyond what was stated and I could not personally gather anything out of it for my own purposes other than the ending quote which if he wrote around this subject I probably would have chosen it, To search thoroughly for the truth involves a searching of souls as well as of spectra. Then again souls are not an indefinite thing, science because it is based on facts and numbers, so in theory this does not make sense and is weaker than Carl Sagan’s piece in general because it does not really evoke thought to the reader. I think the most relatable thing between all the pieces was that amongst specific likeminded people there will always be debate and conclusions will be drawn based on their facts and that these certain societies can communicate efficiently with each other. On a larger scale society as a whole should learn more about science in order to attain basic understanding of knowledge of science.Personally I think that basic understanding of the knowledge of science is attainable and should be learned amongst society because education in America is lacking while others are racing ahead in almost every aspect of education, reading, writing, math, and science. Education should be important to everyone for the simple fact that science has gotten our society to the point it is today. Some aspects may be good and some bad for instance the good may include being able to function in an advanced society with buildings and cars, advancements in medicine allowing humans to live longer and healthier.Yet again with our advancement we also have made negative aspects for ourselves such as being able to genetically mass produce beef that goes into fast food restaurants all over the country that has made 70% of Americans obese, or the fact that because of our advancement in medicine which allow most humans to live longe r or cure them from most ailments, natural selection has come to a stop and has allowed the weaker of humans to spawn and created other like humans.I envision that I would prefer to live in a world with science rather than a primitive society, my answer is pure and simple there is nothing profound about it, this world with science is what I am used to and I wouldn’t want to change this.Perhaps in a positive light I would want to change science to further advancement science as we know it, for example finding a cure for cancer, or better yet finding out what in the brain or body creates mental illness or to add or subtract DNA from fetuses in order to create a â€Å"perfect† human one free from disease. I believe my ideas towards science would actually better society because it would benefits them in ways that would make them possibly more interest in science due to the controversy and debates it may cause.

Compare and Contrast the Main Principles Psychological Therapies

Good psychological health is characteristic of a person's ability to complete some key functions and activities, including: learning ability, ability of feel, expression and management of all kinds of positive and negative emotions, the ability to form and maintain good human relations and the ability of deal with and change management and uncertainty. (Mental health foundation) Good psychological health not only is the lack of may diagnose mental health problems, although a good mental health may help prevent the development of many of these issues.There are some mental health problems: strong emotional experience, behavior/motivation to change, physical/physical symptoms, unrealistic idea and thought prejudice and distress and damage function, etc. So in order to tackle those mental health problems, psychology clients need some effectively therapeutic approaches to treat. In generally, treating common mental health problems can through two main ways: Medication therapy and Psycholo gical therapies. The ratio is 2:1 preference psychological therapy and medication therapy, when people seeking treatment for common psychological health problems.It can be seen that people are more willing to choose psychological therapies to treat their problems. The psychological therapies including: psychodynamic therapy, behavior therapy, humanistic therapy, cognitive therapy, systemic and family therapies. (Kate Cavanagh(lecture), 2012) In this essay, I will focus on the behavior therapy and cognitive therapy. Following paragraph will analysis the behavior therapy and the paragraph next the behavior therapy will explain cognitive therapy in detail. In the finally paragraph I will compare and contrast the main principles between behavior therapy and cognitive therapy.Behavior therapy The definition of behavior therapy is a nonbiological form of therapy that developed largely out of learning theory research and that is normally applied directly, incrementally, and experimentally in the treatment of specific maladaptive behavior patterns. (Erwin, 1978, p. 44) There are two main principles here, ‘the classical conditioning principles’ and ‘the operant learning principles’. Classical conditioning is the learnt association between stimulus and response. Behaviorists have described many different phenomenons with classical conditioning. The most famous xperiment is a famous physiologist Ivan Petrovich(1894-1936)’s experiment. The experiment is about the salivary reflex in dong. Without any special training in any way, when the researcher put the meat in a healthy dog’s mouth (the stimulus), the dog is starting to produce saliva quickly (the response). Then the assistant put the meat in a healthy dog’s mouth, and the dog still producing saliva, different from last time, at the same time assistant was ringing the bell. Finally, when assistant is ringing bell, the dog will producing saliva. It can be summing up to thre e basic stages of classical conditioning. Geoffrey L L, 1990) Stage 1: food (unconditioned stimulus) can lead to salivation (unconditioned response). And bell (neutral stimulus) can lead to nothing (no effect). Stage 2: food (unconditioned stimulus) linked with bell (neutral stimulus), and food still lead to salivation (unconditioned response). Stage 3: bell (conditioned stimulus) can lead to salivation (conditioned response) directly. (Kendra Cherry (1)) Based on classical conditioning principles, the therapeutic approaches include: systematic desensitisation, aversion therapy, flooding and counter-conditioning / reciprocal inhibition.Joseph Wolpe, behavior therapy pioneer, developed a technology, called systematic desensitization therapy for anxiety related diseases and phobia. Systematic desensitization usually begins to see yourself in a progress and use relaxed fear and anxiety of the competition strategy. Once you can successfully manage your anxiety and imagine terrible event s, you can use this technology in real life this kind of situation. The process's goal is to be gradually to trigger cause you pain. (Sheryl Ankrom, 2009) The procedure shows us the desensitization process in following figure. Source from: ‘The practice of behavior therapy’ (Third Edition), Copyright 1982, Pergamon Books Ltd. ) As the figure shows, when anxiety evolking potential of A is reduced from 1 to 0, B automatically is reduced from 2 to 1, and so forth. Aversion therapy is a form of therapy, the use of behavior principle to eliminate unwanted behavior. In the treatment, unnecessary stimulation is repeated collocation discomfort. Regulating process goal is to make the individual association stimulus and unpleasant or uncomfortable feeling. Kendra Cherry (2)) That means using the pairs problem stimulus (e. g. alcohol) with aversive outcome (e. g. nausea), to deter engagement. In the aversion therapy, the client may be asked to want to or participation behavior the y enjoy and contact some unpleasant things such as bad smell, a bad smell or even mild electric shock. Once the unpleasant feeling become related behavior, hope is unnecessary actions or action will begin to decrease in the frequency or completely stop. Mainly the aversion therapy can be used in bad habits, addictions, alcoholism, smoking, gambling etc.The overall effectiveness of aversion therapy can depend on many factors, including the use of methods, and whether the clients to continue after practice the prevention and treatment of recurrence. In some cases, the client may return to previous behavior patterns once their treatment and no longer exposed to frighten. One of the most important disadvantages is aversion therapy the lack of rigorous scientific evidence to prove its effectiveness. A question of ethics in the treatment of the use of penalty is a bigger worry. Flooding is prolonged exposure to feared stimulus and counter-conditioning / Reciprocal inhibition.Pairs feared stimulus (e. g. giving a talk) with new response (e. g. feeling relaxed and confident). Those two therapeutic approaches are not very popular than systematic desensitisation and aversion therapy, so I just describe them briefly. (Kendra Cherry (2)) Operant conditioning is a kind of study method that occurred in the behavior of the rewards and punishment. An association is made between behavior and result of behavior, through the operant conditioning. The most different from classical conditioning is the behaviors are voluntary. Geoffrey L &Sheryl L, 1990) There are two main concepts in operant conditioning: reinforcement and punishment. Reinforcement is any event that raises the behavior follows. Positive reinforcers and negative reinforcers are the main point in positive reinforcers. Positive reforcers are presented after the behavior. The response or behavior is strengthened by the praise or a direct reward, which reflect positive reinforcement. And negative reinforcers involve th e removal or outcomes after the display of behavior. In both of these cases of reinforcement, the behavior rises.On the other hand, punishment is the presentation of outcome or event that caused a decrease in behavior. There are also two kinds of punishment: positive punishment and negative punishment. Positive punishment involves presentation of event or outcome, in order to recede the response. And negative punishment as a punishment by removal is removed after behavior occurs. Both of these case of punishment the behavior decrease. (Kendra Cherry (3)) Operant conditioning key is to use either rewards and punishment mechanism increase or decrease a behavior.Through this process, the association formed between the behavior and the behavior of the consequences. For example, suppose that a coach tried to teach the dog to get a ball. When dog successful chase and picked up the ball, the dog was praised as a reward. When an animal can't search ball, coach reserved praise. Finally, the dog form a connection between his behavior of the grab the ball and receive the reward. Cognitive therapy Cognitive therapy = cognitive behavior therapy (CPT). It is a way of talking about how you think about yourself, how what you do affects your thoughts and feeling and the world and other people. Windy Dryden & William L. Golden, 1978) Cognitive behavior therapy (CBT) can help you to change how you think (Cognitive) and what you do (Behaviour). After those changes you will feel better than beforetime . It is different from some of the other treatments, it focuses on more the ‘here and now' problems and difficulties rather than focusing on the causes of your distress or symptoms in the past, it looks for ways to improve your state of mind now. (Nancy Schimelpfening, 2007) A lot of mental health problems like anxiety, stress, bipolar disorder bulimia, panic, disorder, depression etc. an be treated by cognitive behavior therapy (CBT). (Brian Sheldon,1995) Everything have both side, also cognitive behavior therapy have some problems. For example, CBT is not a fast repair. A therapist can give you advises or encourages, however they cannot do it for you. If you are depressed, it difficult to excitation and concentrate. (Alec G, Michael T, Ronam M & Nigel S, 2010) Also to overcome anxiety, you need to face it. This may make you feel more eager for a short period of time. Good doctors will your conversational pace. You decide what you do together, so you should keep control. (RCPSYCH)Compare and contrast the main principles in cognitive therapy to behavior threapy. Behavior therapyCognitive therapy focuses on changing undesirable behaviors. Behavior therapy involves identifying objectionable, maladaptive behaviors and replacing them with healthier types of behavior. focuses on working with the client to identify and evaluate potentially unhelpful thoughts and beliefs. Key point: classical conditioning principles. operant learning principles. Key point: chang e how you think (Cognitive) change what you do (Behaviour) Therapy may longer. Therapy may be quiet brief or longer for more severe or complex difficulties

100 Words for Facial Expressions

100 Words for Facial Expressions 100 Words for Facial Expressions 100 Words for Facial Expressions By Mark Nichol Face it sometimes you must give your readers a countenance-based clue about what a character or a subject is feeling. First try conveying emotions indirectly or through dialogue, but if you must fall back on a descriptive term, try for precision: 1. Absent: preoccupied 2. Agonized: as if in pain or tormented 3. Alluring: attractive, in the sense of arousing desire 4. Appealing: attractive, in the sense of encouraging goodwill and/or interest 5. Beatific: see blissful 6. Bilious: ill-natured 7. Black: angry or sad, or see hostile 8. Bleak: see grim and hopeless 9. Blinking: surprise, or lack of concern 10. Blissful: showing a state of happiness or divine contentment 11. Blithe: carefree, lighthearted, or heedlessly indifferent 12. Brooding: see anxious and gloomy 13. Bug eyed: frightened or surprised 14. Chagrined: humiliated or disappointed 15. Cheeky: cocky, insolent 16. Cheerless: sad 17. Choleric: hot-tempered, irate 18. Coy: flirtily playful, or evasive 19. Crestfallen: see despondent 20. Darkly: with depressed or malevolent feelings 21. Deadpan: expressionless, to conceal emotion or heighten humor 22. Dejected: see despondent 23. Derisive: see sardonic 24. Despondent: depressed or discouraged 25. Doleful: sad or afflicted 26. Dour: stern or obstinate; see also despondent 27. Downcast: see despondent 28. Dreamy: distracted by daydreaming or fantasizing 29. Ecstatic: delighted or entranced 30. Etched: see fixed 31. Faint: cowardly, weak, or barely perceptible 32. Fixed: concentrated or immobile 33. Furtive: stealthy 34. Gazing: staring intently 35. Glancing: staring briefly as if curious but evasive 36. Glaring: see hostile 37. Glazed: expressionless due to fatigue or confusion 38. Gloomy: see despondent and sullen 39. Glowering: annoyed or angry 40. Glowing: see radiant 41. Grim: see despondent; also, fatalistic or pessimistic 42. Grave: serious, expressing emotion due to loss or sadness 43. Haunted: frightened, worried, or guilty 44. Hopeless: depressed by a lack of encouragement or optimism 45. Hostile: aggressively angry, intimidating, or resistant 46. Hunted: tense as if worried about pursuit 47. Impassive: see deadpan 48. Inscrutable: mysterious, unreadable 49. Jeering: insulting or mocking 50. Languid: lazy or weak 51. Leering: see meaningful; also, sexually suggestive 52. Meaningful: to convey an implicit connotation or shared secret 53. Mild: easygoing 54. Mischievous: annoyingly or maliciously playful 55. Moody: see sullen 56. Pained: affected with discomfort or pain 57. Pallid: see wan 58. Peering: with curiosity or suspicion 59. Peeved: annoyed 60. Petulant: see cheeky and peeved 61. Pitying: sympathetic 62. Pleading: seeking apology or assistance 63. Pouting: see sullen 64. Quizzical: questioning or confused 65. Radiant: bright, happy 66. Roguish: see mischievous 67. Sanguine: bloodthirsty, confident 68. Sardonic: mocking 69. Scornful: contemptuous or mocking 70. Scowling: displeased or threatening 71. Searching: curious or suspicious 72. Set: see fixed 73. Shamefaced: ashamed or bashful 74. Slack-jawed: dumbfounded or surprised 75. Sly: cunning; see also furtive and mischievous 76. Snarling: surly 77. Sneering: see scornful 78. Somber: see grave 79. Sour: unpleasant 80. Stolid: inexpressive 81. Straight-faced: see deadpan 82. Sulky: see sullen 83. Sullen: resentful 84. Taunting: see jeering 85. Taut: high-strung 86. Tense: see taut 87. Tight: see pained and taut 88. Unblinking: see fixed 89. Vacant: blank or stupid looking 90. Veiled: see inscrutable 91. Wan: pale, sickly; see also faint 92. Wary: cautious or cunning 93. Wide eyed: frightened or surprised 94. Wild eyed: excited, frightened, or stressful 95. Wistful: yearning or sadly thoughtful 96. Withering: devastating; see also wrathful 97. Woeful: full of grief or lamentation 98. Wolfish: see leering and mischievous 99. Wrathful: indignant or vengeful 100. Wry: twisted or crooked to express cleverness or a dark or ironic feeling Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:20 Computer Terms You Should KnowTop 11 Writing Apps for iOS (iPhone and iPad)20 Names of Body Parts and Elements and Their Figurative Meanings