Comparison of Panhellenic Structures and Greek Sanctuaries

Comparison of Panhellenic Structures and Greek Sanctuaries In What Ways Were Panhellenic Sanctuaries Distinctive in Comparison with Other Kinds of Greek Sanctuaries? This work is going to centre on the Panhellenic sanctuaries of Olympia and Delphi and what made them distinctive, but also the reasons why these distinctions occurred. To achieve this I am going to focus the discussion on the origins of the sanctuaries in comparison to others that did not have Panhellenic status and also the types of activity that were established at these sanctuaries that were able to appeal to such a vast selection of people. According to tradition the Olympic games were first held in 776 BC, but cult activity at Olympia had its origins some time before this as evidenced by the presence of terracotta and bronze votive figurines, which suggest a date of at least the late 10th century BC (Morgan 1990: 57). During this period however the sanctuary was by no means Panhellenic and was mainly used by local groups. The site of the sanctuary of Zeus Olympios at Olympia was located in a fertile plain on the banks of the River Alpheios in the northwest Peloponnese, and was not controlled by any one state, which, as we shall see, was a key requirement for it becoming Panhellenic. Metal evidence of bronze and occasionally iron tripods points to settlements from the regions of Messenia and Arkadia as the main groups participating in the sanctuary in this earlier period and the reasons for this may have been to do with the remoteness of the site. It may have been, as Morgan suggests, a neutral meeting place at which in ter-regional relations were developed (Morgan 1990: 30, 85, Hall 2007: 272). It can be seen therefore that even during its earlier history, Olympia took on a role that fostered relations between different groups, in this case of the western Peloponnese rather than the larger Greek world. In the 8th century the number of communities using the sanctuary hugely increased as shown by a massive rise in the number of tripods being dedicated there. Tripods were seen as high status items and were an indictor of wealth, and were among the prizes given by Achilles at the funeral games of Patroclus in the Iliad: For swift charioteers first he set forth goodly prizes, a woman to lead away, one skilled in goodly handiwork, and an eared tripod of two and twenty measuresfor him that should be first.'(Homer Iliad 23.264-265) It can be seen from this that in around 700BC, the approximate date of the composition of the Iliad, tripods were given as prizes, but as Osborne notes, it is difficult to determine whether this association existed earlier in the 8th century. Despite this he suggests that the rise in tripod dedication coincides with the traditional creation of the Olympic games in 776 and argues that the reason for there being many more tripods than the number of possible victors is that the range of type and manufacture points to people bringing their own tripods to dedicate whether victorious or not (Osborne 1996: 96). It is the view of Hall however that this date of 776 was exaggerated through the calculations of Hippias of Elis to increase the standing of the games. He asserts that as the other great Panhellenic games were not established until the 6th century the Olympic games may also have their origins in this century (Hall 2007: 32, 272). Morgan on the other hand, believes there may be an ele ment of truth in Pausanias account that the games were re-established in 776, and puts forward the idea that there may have been a small scale local festival tradition in place prior to the 8th century. She argues that although a precedent may have been in place, wider participation in the games did not commence until c.725BC (Morgan 1990: 48). It does seem odd however that the other Panhellenic games at Delphi, Nemea and Isthmia were not established until over a hundred years after those at Olympia, and yet these were apparently founded within quick succession (between c.582 and c.573). I am therefore in support of Halls position that perhaps the antiquity of the games was exaggerated, and it seems more likely that their origins lie in the late 7th or possibly even early 6th century. If it were not games then, what drew people to the Olympic sanctuary to cause the sudden increase in the number of tripods dedicated? There is another explanation which shows a changing attitude in the ideas of individual identity and the display of wealth. The dedications could reflect a new desire to display wealth for the viewing of a much wider audience. This would therefore have been a way of displaying social status but may also have provided opportunities for increasing your position within a social hierarchy. The sheer numbers of tripods may also reflect the need to compete with others outside of your own community. Olympia was therefore the ideal place for these activities, situated on two major rivers and so providing ample status boosting attention and also on neutral territory in a remote location, the distance, and thus the added danger, increasing the prestige of the dedicator (De Polignac 1994: 11, Osborne 1996: 98). This seems to be a valid suggestion in explaining th e influx of votive offerings. A fundamental change in attitude appears likely as an explanation for these new practices, as an increase in cultic practice was taking place throughout Greece. For example in the sanctuary of Pherai only two fibulae have so far been found dating to the 9th and early 8th centuries compared to 1783 from the late 8th and early 7th. This can also be seen in a range of other objects at various different sanctuaries, and is not restricted to the future Panhellenic sites (Osborne 1996: 93). Snodgrass suggests this represented a redirection of wealth to the dedication of the gods, and so it may be no coincidence that in this same period there was also a change in custom in that the dead were no longer buried with the range or wealth of grave-goods that they once were (Snodgrass 1980: 53-4, Osborne 1996: 82). This would imply a change in belief from the display of power, of an individual or possibly even just a family group, in death through the inclusion of wo rldly possessions, to an active display of wealth and social status in life. This may of course have been a factor prior to the 8th century but it is not as archaeologically visible as it becomes through tripod dedications. This is not to say that the games could not have been taking place at the same time, as neither activity is mutually exclusive; however it highlights the practical impossibility of identifying the origins of the games through available archaeology. The sanctuary of Apollo Pythios at Delphi had quite different origins to Olympia and there is no evidence that it had any cult associations until around the start of the 8th century, when bronze tripods and figurines appear. It is Morgans view that the sanctuary began life as a local shrine for the village of Delphi, which was subsequently adopted by neighbouring states (Morgan 1990: 106). During most of the 8th century dedications were relatively limited especially when compared to other sanctuaries such as Perakhora. These increased considerably in the last quarter of the 8th century, but unlike Olympia where this apparently trailed off in the 7th, these dedications steadily continued coming from locations as diverse as the Peloponnese, Attica and Crete (Osborne 1996: 202-203). Similarly to Olympia, Delphi was situated in quite a remote location on the slopes of Mount Parnassos, north of the Gulf of Corinth, in central Greece. This remoteness likewise allowed for its appeal to a wider audience, but it did evolve as part of a community, unlike the much more isolated Olympia and there was also a strong Corinthian involvement. The key issue however is that it did not fall directly within the territory of a developing powerful political centre. The aforementioned sanctuary of Hera at Perakhora for example became part of the territory of the city of Corinth and despite its similar origins and superior wealth in the 8th century at least to Delphi, it never achieved Panhellenic status. It would come under what Marinatos calls an extra-urban sanctuary, in that it fell under the direct administration of Corinth but was not within the urban space of the city. Urban sanctuaries, such as the Acropolis at Athens, were prominent features within the boundaries of a city and were used as an obvious display of the wealth and power of the respective city. Extra-urban sanctuaries on the other hand had a different political function; to define the territory of the city administering it, such as Corinth in the case of Perakhora. They also acted as small scale pan-Hellenic sanctuaries in as much as they united followers of a particular cult within a region and were not just for members of a specific polis. The Panhellenic sites of Delphi and Olympia fall under the title of inter-urban sanctuaries (Marinatos 1993: 229). This status largely depended on where the sanctuary was when cities became politicised, and the creation of, or claim for possession of a sanctuary probably indicated the beginnings of regional awareness (Morgan 1990: 7). The position of a sanctuary therefore defined its function, thus also changing the types of votive objects dedicated. Morgan believes Perakhora came to reflect the personal concerns of the people in the region of Corinth, while the elite utilized Delphi for the display of their wealth; this change in focus can be seen at Perakhora through dedications of items such as clay model koulouria and other feminine items linked to Hera (Morgan 1990: 144). The major investment in sanctuaries within polis territories however came in the form of monumental architecture which was constructed in these locations at least a century before that of any of the temples of the major Panhellenic sanctuaries (Hall 2007: 271, De Polignac 1994: 12). Prior to the construction of these temples the main focus of cult activity at all sanctuaries had been just an open air altar. The small temple of Hera at Perakhora built c.800 BC was one of the first to be constructed and was probably a one roomed building around 8 metres long and 5 metres wide. The initial temple of the Heraion at Samos was also constructed in this period; though it was far more monumental in structure at just over 30 metres long, although still only 6 metres wide. The temple to first be built entirely of stone however was not erected until the 6th century, though perhaps it is not surprising that this was also at a polis sanctuary; the temple of Artemis at Kerkyra (Coldstream 1977: 322, Coldstream 1985: 70-3). It is interesting then that these smaller, localised polis sanctuaries received this type of investment from communities long before the Panhellenic sanctuaries in the 7th and 6th centuries. Did this mean that urban and extra-urban sanctuaries were more important? Hall asserts that local sanctuaries must have been of a higher priority and Morgan takes this further in saying that the reason for this is that the state had to be defined politically, spatially and socially before formal investment could take place outside of its borders (Hall 2007: 271, Morgan 1993: 19-20). Coldstream also agrees with this view, and it is his opinion that the construction of temples, among other signs, marked the arrival of the polis (Coldstream 1985: 68). This would therefore seem to show that local temples such as that at Perakhora, were a key component of polis identity, and so it would seem only natural that city sanctuaries were invested in before competing against other poleis on the wider stage at the sanctuaries of Delphi and Olympia. As a result, it would seem less an argument of which was the more important and therefore most deserving of communal investment, and more about which was the most fundamental to the establishment of a collective civic identity. This change in the notion of identity, away from the promotion of self interest of the individual and towards the collective identity of the polis, is also noticeable in the building of treasuries, particularly at Delphi. At first these were constructed by elites in order to promote their own status, such as the treasury of Cypselus mentioned by Herodotos: These bowlsstand in the Corinthian treasury though to speak strictly it should not be called the public treasury of the Corinthians, but the treasury of Cypselus, son of Eà «tion.'(Herodotos Histories 1.14) As Hall notes however, by the 6th century these, despite still probably being financed by the most affluent, were constructed in the name of the polis, the treasury of Knidos being built in c.560-550 and the treasury of Siphnos in 525 for example (Hall 2007: 272-3, Snodgrass 1980: 141). Their function would have been the same, but the focus had shifted to the glorification of the polis rather than individuals. Only once a city state, and thus the communal identity that went with it, had fully formed could this be possible and allow for competition between states. Treasuries also existed in state sanctuaries, but all would have been financed by local inhabitants of the controlling city again differentiating from the Panhellenic appeal of Olympia and Delphi. The Heraion at Samos for instance has several possible treasuries, which were likely funded by local elites (Kyrieleis 1993: 129, 133). As previously mentioned, the majority, if not all of the Panhellenic sanctuaries introduced games in the early 6th century and this is the period when they can truly be called Panhellenic, involving competition between many poleis, rather than just elite individuals from neighbouring states. Individuals were still fà ªted as heroes for victory, both by their polis and on a wider scale; through winning they had increased their own status, but also the prestige of their home city. All athletic competitions were linked to religious festivals, and by 500BC there were around 50 sets of games in place throughout Greece (Sweet 1987: 3). This wider recognition of ability of course, could not happen at these local games, such as those of the Panathenaia, and so added to the appeal of the Panhellenic games and must have been one of the main reasons for the assured interest of so many states. Again the reason that so many city-states could come together in one place to compete was because none of the Panhellenic sanctuaries were dominated by a powerful state. This meant that there was no reason to feel threatened as perhaps could happen at more urban sanctuaries, located within or close to a dominant polis. This was one of the reasons why the Panathenaia, despite efforts from the Athenians to make it an inter-state festival to rival the Panhellenic games, was ultimately unsuccessful in attracting other poleis to compete (Finley 1985: xviii-xix). The Pythian games at Delphi and the Olympic games consisted of similar events, except that Delphi also offered musical competitions: contests for harpingfor flute-playing and for singing to the fluteThe competitions being the same as at Olympia, except the four horse chariot, and the Delphians themselves added to the contest running races for boys, the long course and the double course.'(Pausanias Description of Greece 10.7.4-5) These contests clearly fixed the Panhellenic status of these sanctuaries, but could they have been classed as Panhellenic prior to the introduction of athletic competition? This is harder to determine with Olympia, as the games were the main attraction of the sanctuary but also because the origins of the games are so hard to determine. Delphi however was just as famous, if not more so, for its oracle. The Delphic oracle is believed to have been established in the late 8th century, although like the Olympic games this is disputed. Again the only material evidence is the rise in votive offerings at the end of the century, which as discussed above is present in many places and could be indicative of a number of practices. There is a mention of the oracle in the Odyssey however: in sacred Pytho, when he passed over the threshold of stone to enquire of the oracle.'(Homer Odyssey 8.79-82) If its provenance is to be believed, and if it was not a later addendum to the story, then this would seem to support an 8th century origin for the oracle. Whatever the actual date, it is Morgans belief that the introduction of the oracle may reflect early state domination of the sanctuary, in a similar fashion to the way treasuries began to reflect the polis rather than the individual (Morgan 1990: 184-5). Osborne advocates that the oracle was part of the wider appeal of Delphi, but Delphi was not the only sanctuary with an oracle, and this again brings us back to the question of when it first became Panhellenic and what determined this status; the oracle or the Pythian games (Osborne 1996: 204). No matter what the actual cause of panhellenism was, the activities in place at both Olympia and Delphi were available elsewhere at many other sanctuaries that never achieved the status Panhellenic. The apparent reason for this, as has been reiterated many times through this work, was the geographical location of the sanctuaries. The Delphic oracle would have been perceived as far less likely to give biased advice to protect its political allegiances, as its neutrality meant that it was not dependent on the ambitions of a controlling polis. Similarly, the Olympic and Pythian games would have provided impartial ground on which to compete for greater glory than was possible within the confines of a state or intra-regional festival. It can be seen therefore that the origins of both Panhellenic and civic sanctuaries were quite comparable, and it was only following the emergence of a fully defined state, with territorial awareness, that the varying roles of sanctuaries became distinct. Co nsequently, it is my belief that it was a combination of geographical location and the rise of the polis that provided the environment for Panhellenic sanctuaries to be set apart, but that they had to have something to offer in order to appeal to a wider audience, whether it was an oracle or athletic competition. It is mainly through these factors that inter-urban sanctuaries differentiated from those directly under the control of a city-state. Bibliography Herodotos. Histories, translated by A. De Sà ©lincourt (Penguin Classics). London: Penguin Books. 2003. Homer. Iliad, translated by A. T. Murray. London: Heinemann / Cambridge, Massachusetts: Harvard University Press. 1924. Homer. Odyssey, translated by A. T. Murray. London: Heinemann / Cambridge, Massachusetts: Harvard University Press. 1919. Pausanias. Description of Greece, translated by W. H. S. Jones and H. A. Ormerod. London: Heinemann /Cambridge, Massachusetts: Harvard University Press. 1918. Coldstream, J. N. 1977. Geometric Greece. London: Ernest Benn. Coldstream, J. N. 1985. Greek Temples: Why and Where? In P. Easterling and J. Muir (eds), Greek Religion and Society. Cambridge: Cambridge University Press. De Polignac, F. 1994. Mediation, Competition, and Sovereignty: The Evolution of Rural Sanctuaries in Geometric Greece. In S. Alcock and R. Osborne (eds), Placing the gods: Sanctuaries and Sacred Space in Ancient Greece. Oxford: Clarendon Press. Finley, M. 1985. Foreword. In P. Easterling and J. Muir (eds), Greek Religion and Society. Cambridge:Cambridge University Press. Hall, J. M. 2007. A History of the Archaic Greek World ca. 1200-479 BC. Oxford: Blackwell. Kyrieleis, H. 1993. The Heraion at Samos. In N. Marinatos and R. Hà ¤gg (eds), Greek Sanctuaries: New Approaches. London and New York: Routledge. Marinatos, N. 1993. What were Greek Sanctuaries? A Synthesis. In N. Marinatos and R. Hà ¤gg (eds),Greek Sanctuaries: New Approaches. London and New York: Routledge. Morgan, C. 1990. Athletes and Oracles: The Transformation of Olympia and Delphi in the Eight Century BC. Cambridge: Cambridge University Press. Morgan, C. 1993. The Origins of Pan-Hellenism. In N. Marinatos and R. Hà ¤gg (eds), Greek Sanctuaries:New Approaches. London and New York: Routledge. Osborne, R. 1996. Greece in the Making: 1200-479 BC. London and New York: Routledge. Snodgrass, A. M. 1980. Archaic Greece: The Age of Experiment. London: J M Dent. Sweet, W. E. 1987. Sport and Recreation in Ancient Greece: A Sourcebook with Translations. Oxford:Oxford University Press.

Concepts of Abnormal Behaviour

Concepts of Abnormal Behaviour 1.1 Normal behavior is known as behavior that is widely accepted as the prescribed norms of a particular society. For example, it is normal for an American to greet someone by shaking hands. Adhering to normal behavior satisfies individuals’ need to fit into society. The ability to behave normally also allows one to fulfill the innate need to interact with others. Abnormal behavior contrasts normal behavior in that it is unacceptable behavior which is outside of the norm of functioning behavior. Abnormal behaviors could range from minor deviations from societal norms to very severe behaviors that are considered taboo, or forbidden. There is a dilemma in defining how these concepts are defined in that behaviors which are known to be acceptable in one culture may not be tolerated in another. No single culture can determine a paradigm for normalcy within another society, since this would imply that another culture’s societal rules are incorrect. Instead, it is necessary to consider behaviors in the appropriate cultural context, as suggested in an article entitled, Epidemiology of major depression in four cities in Mexico. [1] 1.2 To effectively treat the underlying pathological disorders that cause abnormal behaviors, researchers have created paradigms that describe possible explanations for psychopathology. The Biological Paradigm of abnormal behavior states that mental disorders are the result of biological processes. For instance, research in the field of Behavior Genetics describes how genes play a significant role in individuals’ behavior. Also, irregularity in the amount of neurotransmitters released between neurons is the root of some disorders, such as Depression and Manic Disorder. Another model is the Humanistic and Existential Paradigm. It holds that people who suffer from abnormal behavior lack insight into their life issues (Davison et. al., 2003). [2] Paradigms such as the ones described above are invaluable in working with individuals who suffer from pathological behavior. The Diagnostic and Statistical Manual of Mental Disorders (DSM) is a universal diagnostic tool that categorizes models of abnormal behavior and provides clinicians with information about a client’s mental functioning (American Psychiatric Association, 2000).[3] The DSM lists specific criteria that are required for an individual to either have features of a particular mental disorder or further, be diagnosed with one. The DSM also incorporates portions of the International Classification of Diseases (ICD) manual that pertain to mental disorders. The ICD is typically used by medical professionals. The Diagnostic and Statistical Manual of Mental Disorders (DSM) outlines categories of disorders according to the Multiaxial Assessment Model, which breaks up disorders into five axes of functioning. Axis I includes clinical disorders such as Depression, Manic Disorder and Schizophrenia. Axis II encompasses personality disorders such as Histrionic Personality Disorder and Borderline Personality Disorder. It also includes Mental Retardation. Axis III is comprised of medical disorders. Axis IV contains Psychosocial and Environmental Problems such as life problems not attributed to a clinical, personality or medical disorder. The last axis encapsulates an individual’s Global Assessment of Functioning, which is a rating system that represents a person’s overall level of mental health. The classification system for mental disorders is comprehensive in covering various areas of mental disorders and symptomology. However, most studies that have assisted researchers in gathering the information included in the DSM were performed by homogenous researchers and did not include diverse study participants. Thus, applicability of the DSM to other cultures is disputed by professionals. Details about the inapplicability of Western cultural values upon other cultures are displayed in an article titled, Mental health issues for Asian Americans, by Lin and Cheung.[4] In order to attempt to deflect this shortcoming, DSM collaborators decided to include popular disorders of other cultures within the DSM. For example, the DSM incorporates Taijin kyofusho, a Japanese disorder described in an article titled, The place of culture in psychiatric nosology: Taijin kyofusho and DSM-III-R.[5] Although this approach is somewhat helpful, results of a study titled, The place of culture in DSM -IV, focused on better integrating diverse populations encourages statisticians to integrate multicultural issues into diagnostic systems.[6] 1.3 One of the greatest struggles a mental health professional faces in diagnosing a client is differentiating which disorder a client may potentially have. Spitzer portrays this difficulty through research titled, The DSM-III-R field trial of disruptive behavior disorders.[7] The difficulty lies in categorizing symptoms into only one disorder. For example, â€Å"sleep disturbance† is both a symptom of depression and anxiety. Although there are notable difficulties in diagnosing a client, differentiation is an important component of diagnosis, and eventually in administrating the appropriate treatment. If a client is misdiagnosed due to lack of scrutiny during the assessment and diagnosis period, the results could be detrimental. 2.1 Mental illness is a complex subject with various facets. However, there is a major similarity in the mode of treatment options allowed to people suffering from mental illness. In many cases a person’s quality of life can be sustained by managing the illness through therapeutic means and possibly psychotropic medication. Regrettably, however, there are a percentage of people who may not receive the full benefits of treatment. An examination of the differences within mental illness is required in order to grasp a better understanding of why this is so. Mental illness is divided into two major categories: neuroses and psychoses. Neuroses represent those mental illnesses that cause a person distress; however, there is opportunity to remedy the source of distress based on a person’s level of insight into the illness. Mood, anxiety, attachment, eating, and personality disorders are some of the illnesses encapsulated under the category of neuroses. Psychoses are similar to neuroses in that they also cause a level of distress that hampers daily functioning. Conversely, however, psychoses also encompass disorders that include delusional and hallucinatory features. In result, a person suffering from a psychosis lacks the insight to understand that these psychotic features are of a pathological nature (American Psychiatric Association, 2000). Disorders under the neuroses category include schizophrenia, delusional disorder, and psychotic disorder. While treatment options for neurotic disorders are vast and prognosis for long-term ment al health possible, the outlook for treatment and prognosis of psychotic disorders is not optimistic in many cases, as suggested in the article, Recovery from mental illness.[8] 2.2 Several types of psychopathological disorders have been identified over time. These disorders are now categorized in the DSM according to what areas of functioning are affected and symptomology. For instance, one category includes mood disorders. Bipolar Disorder, Anxiety Disorder and Depression are found under this heading because all of them affect mood. A second category, eating disorders, includes anorexia and bulimia. Psychotic Disorders are most severe and include disorders such as Schizophrenia and Delusional Disorder. Schizophrenia is one of the most studied psychotic disorders and deserves further explanation. Based on the DSM, criteria for diagnosing a person with the disorder are that it last for at least six months and contain at least one month of active-phase symptoms. These symptoms include one or more of the following: delusions, hallucinations, disorganized speech, grossly disorganized or catatonic behavior, and negative symptoms (such as affective flattening). Other symptomology that is common with Schizophrenia is severe social and occupational dysfunction, which incapacitates important daily living skills. Additionally, there are three subtypes that more clearly identify which symptoms are most prominent within individual sufferers: Paranoid Schizophrenia causes the sufferer to experience delusions and hallucinations in a paranoid state. In result, the person may accuse another entity or person of wanting to harm the sufferer. Disorganized Schizophrenia is diagnosed when a client is ha ving difficulty expressing himself properly. Both thought and speech may be disorganized and incomprehensible. A person with Catatonic Type Schizophrenia displays very little facial expressions, body movements or other normal physical movements and speech. Every client’s symptoms and any applicable subtype may vary. This variation within the disorder makes diagnosis and treatment a difficult task. 3.1 Based on the severity of symptomology, the forecast for effective treatment is not hopeful. However, some treatment options are available. One approach is called Psychosocial Rehabilitation, and is a popular form of treatment for sufferers of schizophrenia, as described in the study, Psychosocial rehabilitation services in community support systems.[9] This model consists of reintroducing clients to basic living skills in order to function in society and in effect, avoid being institutionalized, as stated in the study, Psychiatric and social reasons for frequent rehospitalization.[10] Additionally, the Humanistic Theory is utilized often with this population due to its introspective nature. Theorists who utilize this modality attempt to teach the client to become increasingly self-aware and gain insight into their behaviors and illness. The irony in using this approach is that it is precisely the type of treatment the client needs but has most difficulty applying. Medication is also used as a mode of treatment, mainly to decrease psychotic symptoms. In The Texas medication algorithm project, a study by Chiles et. al, the researchers created an algorithm for administering medication to patients with Schizophrenia.[11] The article details the type of psychotropic medication that should be used, including a â€Å"decision tree† model for administration. The article also details various types of medication used with patients with Schizophrenia. Medication such as Risperidone and haloperidol is mainly used for psychotic symptoms while __________ is used for symptoms related to depressive symptoms as a result of the schizophrenia. 3.2 The types of therapy outlined above can be relatively effective for clients with schizophrenia based on extensive research and application. However, some important factors regarding the implications of therapies and treatment should be considered, particularly due to the nature of the client’s symptoms. Most importantly, it is crucial that there be a positive client-therapist match. The therapist should have the ability to build rapport with the client, be knowledgeable about Schizophrenia, and remain professional in spite of irrational thoughts and processes displayed by the client. Moreover, the therapist should be invested in the client long-term, due to the nature of this type of therapy. There is no timeline for resolution of the client’s problem in the case of Schizophrenia, but rather maintenance of well-being and management of symptoms. This tedious therapeutic process could become increasingly frustrating. However, the onus is upon the therapist to handle this frustration with a sense of beneficence, thereby, remaining emotionally available and dedicated to the client. Once a trusting relationship is established, it is important for the therapist to consider what therapies will realistically be effective. Many modalities can be used, such as group, family and individual therapy; support groups; and various others. However, great importance must be placed on the individual client’s needs. As stated earlier, people who suffer from schizophrenia have very little insight into their behaviors and symptoms. It is important to address the client’s current stressors in a practical and resourceful manner. For instance, if a therapist is dealing with someone who suffers from paranoid schizophrenia, a group setting may be difficult for this client. In many cases, medication is also applied as a treatment approach, although carefully. Though many of the recommended medication that exists for schizophrenia seems to work quite effectively, there are long-term side effects. Because schizophrenia is a life long disorder, medication may only make matters worse by igniting damaging side effects. Additionaly, it is important to know whether clients can accurately assess whether a certain medication is helping or hurting. At times, they may not be able to determine this objectively. Professionals have the responsibility of advocating for their clients so that clients are not misled or disadvantaged. Also, both clinicians and psychiatrists must collaborate closely due to for client’s need for both medication and long term therapy. As several studies show, any of the two given alone would not be as effective (Chiles, 1999). Ultimately, professionals must make decisions that are most beneficial for the client. There is opportunity for this population to be taken advantage of quite easily due to their lack of understanding about their circumstances. Unfortunately, sometimes therapists decide not to terminate therapy even though they believe the client has learned appropriate life skills and does not need therapy at the time. Psychiatrists can prescribe medication to a client only because they are promoting a certain type at the time, although the medication might not be the most compatible. Due to disheartening situations such as these, it is important for professionals who are dedicated to the field to work beneficently for the client while considering the most practical and ethical modalities of treatment (Davison, 2003). Bibliography American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC: American Psychiatric Association. Anthony WA. (1993). Recovery from mental illness: the guiding vision of the mental health system in the 1990s. Innovations and Research 2(3):17-24. Chiles, J, Miller, A., Crismon, M., Rush, A., Krasnoff, A., and Shon,S. (1999). The Texas Medication Algorithm Project: Development and Implementation of the Schizophrenia Algorithm. Psychiatric Services, 50:69-74. Davison, G; Neale, J., Kring, A. (2003). Abnormal Psychology with Cases, 9th Edition. California: John Wiley Sons, Inc. DeSisto MJ, Harding CM, McCormack RV, et al. (1995). The Maine and Vermont three-decade studies of serious mental illness. British Journal of Psychiatry 167:331-342. Harding CM, Zahniser JH. (1994). Empirical correction of seven myths about schizophrenia with implications for treatment. Acta Psychiatrica Scandinavica 90:140-146. Kent S, Yellowlees PM. (1994). Psychiatric and social reasons for frequent rehospitalization. Hospital and Community Psychiatry 45:347-350. Kirmayer L.J. (1991). The place of culture in psychiatric nosology: Taijin kyofusho and DSM-III-R. Journal of Nervous Mental Disorders. 179(1):19-28. Lin, K., Cheung, F. (1999). Mental health issues for Asian Americans. Psychiatric Services 50:774-780. Mezzich JE, Kirmayer LJ, Kleinman A, Fabrega H Jr, Parron DL, Good BJ, Lin KM, Manson SM. (1999). The place of culture in DSM-IV. Journal of Nervous Mental Disorders, 187(8):457-64. Rogler LH. (1996). Framing research on culture in psychiatric diagnosis: the case of the DSM-IV. Psychiatry, 59(2):145-55. Roshel Lenroot, M.D., Juan R. Bustillo, M.D., John Lauriello, M.D. and Samuel J. Keith. (2003). Integration of Care: Integrated Treatment of Schizophrenia. Psychiatric Services 54:1499-1507. Slone LB, Norris FH, Murphy AD, Baker CK, Perilla JL, Diaz D, Rodriguez FG, de Jesus Gutierrez Rodriguez J. (2006). Epidemiology of major depression in four cities in Mexico. Journal of Depression and Anxiety. Spitzer RL, Davies M, Barkley RA. (1990). The DSM-III-R field trial of disruptive behavior disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 29(5); 690-7. Thakker J, Ward T. (1998). Culture and classification: the cross-cultural application of the DSM-IV. Clinical Psychology Review, 18(5):501-29. Footnotes [1] Slone LB, Norris FH, Murphy AD, Baker CK, Perilla JL, Diaz D, Rodriguez FG, de Jesus Gutierrez Rodriguez J. (2006). Epidemiology of major depression in four cities in Mexico. Journal of Depression and Anxiety. [2] Davison, G; Neale, J., Kring, A. (2003). Abnormal Psychology With Cases, 9th Edition. California: John Wiley Sons, Inc. [3] American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC: American Psychiatric Association. [4] Lin, K., Cheung, F. (1999). Mental health issues for Asian Americans. Psychiatric Services 50:774-780. [5] Kirmayer L.J. (1991). The place of culture in psychiatric nosology: Taijin kyofusho and DSM-III-R. Journal of Nervous Mental Disorders. 179(1):19-28. [6] Mezzich JE, Kirmayer LJ, Kleinman A, Fabrega H Jr, Parron DL, Good BJ, Lin KM, Manson SM. (1999). The place of culture in DSM-IV. Journal of Nervous Mental Disorders, 187(8):457-64. [7] Spitzer RL, Davies M, Barkley RA. (1990). The DSM-III-R field trial of disruptive behavior disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 29(5); 690-7. [8] Anthony, W. (1993). Recovery from mental illness: the guiding vision of the mental health system in the 1990s. Innovations and Research 2(3):17-24. [9] Barton, R. (1999). Psychosocial rehabilitation services in community support systems: a review of outcomes and policy recommendations. Psychiatric Services, 50:525-534. [10] Kent S, Yellowlees PM. (1994). Psychiatric and social reasons for frequent rehospitalization. Hospital and Community Psychiatry 45:347-350. [11] Chiles, J, Miller, A., Crismon, M., Rush, A., Krasnoff, A., and Shon,S. (1999). The Texas Medication Algorithm Project: Development and Implementation of the Schizophrenia Algorithm. Psychiatric Services, 50:69-74.

The Role of Music During and After Puerto Rican Migration to the United

The Role of Music During and After Puerto Rican Migration to the United States For Puerto Ricans, music served infinite purposes. It allowed for the formation and reformation of cultural views and opinions, through the lyrics in the songs. These views were constantly changing, which in turn fed into the ever evolving identity of the Puerto Rican people. As a vehicle of expression it stimulated thought and provided a method of communication for the community. In The Puerto Rican community of New York City the increasing popularity of music indicated a desire for Puerto Rican based and oriented entertainment but more importantly for national unity. For the musicians themselves music served as an outlet for creativity while doubling as a secondary source of economic growth. In Puerto Rico music became the major avenue for social acceleration. Musicians on both the island and the mainland looked to music as a career choice that would eventually lead to amassed wealth. This opinion, however, was not universal as the upper classes saw music as simply a hobby. â€Å"The white and more affluent populations... did not see music as a step up the social or economic ladder† (Glasser 32). Many musicians migrated to the mainland in search of a musical career that would reap fame and fortune. â€Å"For blacks and mulattos from an impoverished background, music could be a means of upward mobility† (31). Within the confines of their economical situation there was a dire necessity for improvement that was readily available in the music industry or so they thought. Unfortunately the will and desire of the people did not suffice in a society where the mere color of the skin automatically closed many doors. This aspect of American soc... ...an era. For the Puerto Rican community music created an outlet for their pain and sorrow as seen in Lamento Borincano. Also it established a much needed nationally recognized identity based on a common culture as opposed to the pigmentation of the skin. Glasser’s loose interpretation of race channeled the readers attention more onto the issue of race and what it should mean. For Glasser race is equated with color. Although I disagree with the statement, it is a viable one. The ambiguity of the word creates the problem. Her inconsistency with her terms shows a lack of preparation. This problem could have been easily remedied with a brief explanation of the terms used and her stance on the issue. Bibliography Glasser, Ruth. My Music is my Flag: Puerto Rican Musicians and their New York Communities 1917-1940. (University of California Press: Berkeley, 1995).

The Character of Meursault in The Outsider, by Albert Camus Essay

Meursault had an indifferent, nonchalant demeanour. The setting of the novel prevails in Algiers after the invasion of the French. Since the novel was written post World War I, the political tension and fear in the society is vividly visible. Meursault was drastically different from the narrow minded people who alienated him. Since the society had been colonized by the French, it was vulnerable, destabilized and wary of threats, Meursault was unaccepted by them. Meursault, the protagonist and narrator is a stoic and detached figure. His indifferencee towards family and society was apparent in his reaction to his mother’s death, relationship with his lover and the cold-blooded murder of the Arab. In the case of his mother, he showed no sense of attachment, â€Å"After the funeral, though, the case will be closed and everything will have a more official feel to it† (Albert Camus, The Outsider, Page 1). He was relentless and continued to remain detached from her as he avoided meeting her at the old age home over the weekends. The only time he took the effort to visit her was when she passed away. The visit to his dead mother also seemed inappropriate to him as he contemplated in the bus, how he could have made that day more productive and interesting. The passing away of his mother seemed so irrelevant that he had no recollection of the day of her death. Meursault killed the Arab and had no resentment of this heinous act he had just committed. As he killed the Arab he displayed no sense of horror or guilt. Meursault heartlessly continued to shoot the Arab’s cold corpse – regardless of his behaviour, he refused to show any sign of grief, â€Å"Then I fired four more times at the motionless body where the bullets lodged without leaving a ... ... Meursault does not bother about other people’s actions. Compared to that of his society, Meursault’s actions are unconventional and thus, make him more of an ‘outsider’ or a ‘stranger’ to the society. Clearly, Meursault is different from the people of his time and age and it is this among the many differences that mainly lead to his execution. The unwavering opinion of the judge against Meursault is reflective of the people then. These people were intolerant and scared of the truth. They were extremely narrow minded. Hence, they were scared of Meursault who was brutally honest all the way, which is why he was mistaken to be a threat to society. To get rid of this threat, they (through the judge) executed an exception to save the society from the change of beliefs. Works Cited Camus, Albert, and Joseph Laredo. The Outsider. London: Penguin, 2000. Print.

Helping to Save the Rainforest :: Environment Environmental Pollution Preservation

Helping to Save the Rainforest   Ã¢â‚¬Å"Save the Rainforest.†Ã‚   â€Å"Don’t bungle the jungle.†Ã‚   We’ve all heard these sayings time and time again, but when we are at the store, about to purchase a nice entertainment center for our TVs and stereos, â€Å"How can we be sure that our money is supporting our social and political concerns?†Ã‚   (Stark 1)   Our efforts to save the rainforest aren’t as clear as they may seem.   It is difficult to tell where wood comes from and where it is produced.   Ã¢â‚¬Å"There isn’t a way for the individual to identify a good wood from the bad, well-managed forests from ill managed, both domestically and tropically,† said Scott Landis, President of the Woodworkers Alliance for Rainforest Products (WARP), a non-profit organization of woodworkers, instrument makers and architects and designers.   Landis suggests that as consumers, we should educate ourselves about the sources of products they sell.   By looking around for signs and labels to see if they indicate responsible use of the rainforest and its products.   Without a better understanding of how the forest works, what influences it creates, dynamics and how resistant it is, there is little probability of any future for the few forests that still remain.   It will be very difficult to change public opinions or remove some of the pressures forests face without attending a program of education.   Some of the pressures on the rainforest, such as the rise of changing cultivation and population, come from hunger promoted by unequal ownership.   (Park 31)   I propose that the government in Brazil take nationalistic siege on all lumber exportation to foreign nations. Governments spend a lot of money trying to help the ecology if rainforests, but apparently there has been little luck.   According to Chris Park in Tropical Rainforests, â€Å"There have been numerous calls for major investment of time, money and trained personnel into research of rainforest ecosystems.   While scientific research in recent decades has revealed a great deal about this unique and highly complicated ecosystem, important questions are still unanswered.   There are still many gaps we need to know how to better understand the structure and ecology of rainforests.   About 93 percent of the land are owned by only seven percent of the landowners. (Park 130)   In Brazil, only one percent of the farms occupies over forty three percent of the total farmland, forcing half of the farms to be squeezed onto less than three percent of the land and leaving about seven million families without land.

Extrovert and Introvert Children

Children learn how to express themselves by watching their parents or guardian. They learn how to love; stress, get angry, sadness, or discontent etc†¦Cultural backgrounds have a lot to do with how children show emotion. Is your child’s emotional behavior acceptable by society standards? Parents that are in touch with their feelings and/ or emotions and are able to express themselves without being destructive are more then likely going to raise their child to express the appropriate emotion giving the situation.Parents with repressed emotions will also teach their children how to hold back their emotions. A child maybe more of an introvert if they are not aloud to express themselves, as the child that is encouraged to express how they feel is more likely to be an extrovert. Society tolerates emotional expression as long as it is not destructive to themselves or others. Many people will march in protest for or against a cause, which is acceptable by society, but if that pr otest turns violent then the emotional behavior is now an unacceptable means of expression.As your child grows you should encourage them to have an opinion and to be respectable to others opinions. Teaching your child that it is ok for someone to disagree, and we are not all meant to believe, feel, live and look the same way. Some cultural types are very adamant about what kind, when to, and even who is aloud to express certain emotions. Cultural differences play a huge part on many racist people. You may not be a racist but maybe your parents taught you that it is socially unacceptable to date or marry out side your race.Some cultural differences teach boys that crying shows weakness. Some parents may yell or talk aggressively, while others are very quiet and don’t have a whole lot of communication with the child at all. We as parents are the biggest influences on our child’s emotional behavior. The way we communicate with our child helps them develop emotionally. The way we encourage communication will also determine if they are able to communicate their feelings, needs, likes, or dislikes in a way which is socially acceptable.Children should be taught that all forms of emotions are normal feelings, and that it is ok to be angry, mad, disappointed, scared, confused, or happy etc†¦it’s dealing with those emotions and how we communicate those feelings which count. I always told my daughter that it was ok to tell me how she feels (whether I agreed or not) as long as she does it respectfully. I want her to feel that her opinion matters.

Lesson Plan for Social Studies Class Grades 9-12

UnitSocial Studies:   The Civil War — Emancipation ExperienceObjectiveThrough this lesson, the students will be able to:  1. Given a particular situation, recognize the period of history portrayed following the inquiry period.  2.   Given a particular scenario, distinguish groups after the inquiry period.  3.   Study and come into contact with changeable emotions of every group.  4.   Examine and differentiate the differences in the lifestyle of every group.  5.   Assume/imagine and identify with what life was like for Americans during that period.RationaleHardly any event in mankind can measure up to the damage and destruction of war.   However, nearly every generation of man cannot break away from its ongoing reality. Our country has also had its won share of experiences of war. Ever since our origin, with the American Revolutionary War, our country has already been at war.   In addition, in our 200 plus years of survival there was one war that cannot be matched up to to any other war when measured in terms of devastation and American loss of lives — the American Civil War.   Just like any civil war there is no winner- just a loser, as losses on both sides make up the entire loss of that nation.   This lesson will try to look at the changes that occurred in the lives of Americans that were the outcome of this catastrophic war.Therefore, the rationale of this inquiry lesson is to provide students an affective encounter of the pre and post American Civil War incident on Americans- both Whites and Blacks (or northerners and southerners).ContentGroup activity using charts and internalizing the role of each groups involved in the Civil War.Procedures1.   By means of random, divide class into three (3) groups- A, B, C according to size.Group A (Slaves)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1/4 of classGroup B (S. Whites)   1/4 of classGroup C (N. Whites)   1/2 of classNote:   Don’t inform the class what every group stand f or.2.   Then instruct every member to name themselves utilizing a marker and a piece of tape.   It must be visible.3.   Move desks apart from each other and split the classroom in half.   Break up the room by means of putting tape on the floor.   Area I will be shared by Groups A and B.   Next, move desks so that 1/4 of area I is free of desks and chairs and then put newspapers on the floor.   This area must be surrounded with tape.  4.   Next, show Chart I to all the groups and inform them regarding each group's location, food allotment, and movement as shown below:Chart IGroup  Ã‚   Location  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Food Allotted  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   MovementA  Ã‚  Ã‚   Sit on newspapers  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Plate of broken crackers  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   NoneB  Ã‚  Ã‚  Ã‚   Sit on chair in area I or II  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Plate of whole crackers  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Full (everywhere in the      classroomC  Ã‚  Ã‚  Ã‚   Sit on chair in area I or II  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Plate of whole crackers     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Full (everywhere in the  classroom)  5.   Start conducting Part I for a period of 5-10 minutes.   Guide groups to their own location, their capability to move without restraint or none at all, and provide every group either whole or broken crackers on a plate to be shared with that group.   Allow member of just groups B and C speak without restraint to one another.   But let every group speak to each other.  6.   End Part I.   Show Chart II to the class, which contain as follows:Chart IIGroup  Ã‚   Location Food Allotted      MovementA  Ã‚  Ã‚  Ã‚   Chairs      Plate of broken crackers  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   Shaded areaB  Ã‚  Ã‚  Ã‚   Chairs       Plate of broken crackers  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Area I onlyC  Ã‚  Ã‚  Ã‚   Chairs       Plate of whole crackers  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Area II only7.   After showing Chart II, direct the class to start conducting Part II for a period of five (5) minutes. At this time, movement or talking between groups B and C is prohibited since they should stay put in their particular areas (I or II). Then, take out 1/2 the members from group B and put them into a neutral corner where they would not be able to eat, speak, or move from their chairs.8.   End Part II.   After the Part II activity, show Chart III explain to the class as follows:Chart IIIGroup  Ã‚   Location         Food Allotted  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   MovementA  Ã‚  Ã‚  Ã‚   Chairs                  Plate of whole crackers  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   FullB  Ã‚  Ã‚  Ã‚   Chairs                  None   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   FullC  Ã‚  Ã‚  Ã‚   Chairs                  Plate of whole crackers  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Full9.   After showing chart III, you can start conducting Part III for a period of five (5) minutes.   Guide students just like what was done in Part I and Part II consistent with what is instructed in Chart III.   Remove the shaded area.   Do away with all tape placed on the floor.   The groups can now freely move.   But, Group B merely receives broken crackers.10.     End Part III and the whole activity.   Arrange the room to bring it back to its original order.MaterialsMasking tape, pen markers, chart paper/chalk board, newspapers, 5 packages saltines/crackers, and 3 paper plates.AssessmentAt the end of the activity, ask the students the following questions to assess their feelings and reactions about the act ivity:1.  Ã‚   What can you say about this activity? Did you like it? If yes, why? If no, why not?2.   How did you feel about being in Group A, B, or C?3.   In your opinion, how did the groups differ from each other?4.   What do you think was the best group to be in?   How about the worst group to be in?5.   What primary event in American History did this simulation describe?Answer:   The American Civil War.  6.   Who do you think did each group stand for?Answer:   Group A. represented the Black SlavesGroup B symbolized the White SouthernersGroup C stood for the White Northerners7.   What do you think did the headings in the charts symbolized?Answer:   Location (floor or chairs) represented social statusFood Alloted (either whole or broken crackers) symbolized economic statusMovement (either full or restrained) symbolized political status8.   In your opinion, what did Parts I, II, III stood for?Answer:   Part I stood for the Pre Civil War periodPart II. r epresented the Civil War era  Part III represented the Post Civil War period9.   Consistent with the headings of the charts and what they symbolized, what can you say or notice about every group?Example:   Compared to Groups B & C, Group A was instructed to sit on the floor  Ã‚  Ã‚   symbolizing a lower social status, they also had to eat broken crackers representing a lower economic status, and were just limited to move in a particular area. Thus, Group A stood for the Black Slaves of the South.   The, take note of the change in Group's A status from Part I to Part III depicting the changes from the Pre to the Post Civil War period.Meanwhile, for Group B, in Part I, they were instructed to sit on chairs and eat whole crackers and also to move freely. Hence, it can be said that these activities symbolized good, economic, social, and political status.   Nevertheless, in Part II they had be restricted to move outside of Area I since battle lines were established between th e North and South. .Moreover, the South survived extreme devastation and destruction since most of the war happened there.   This was represented when half of the group was pulled out and placed into a neutral area.   Then, in Part III, social and political status were recovered as movement was not restricted and chairs were utilized.   But their economic status turned negative, as symbolized by broken crackers because it experienced devastation and destruction of its factories and cities.   Moreover, due to the closure of plantations and freedom of slaves, agriculture transformed and changed drastically.Then for Group C, all throughout the three parts (I, II, & III), they enjoyed good economic, political, and social status since the war happened on southern soil thus the northern property was not destroyed.Rubric:Group Learning ActivityRubric A: ProcessExceptional Admirable Acceptable Amateur  Exceptional Admirable Acceptable Amateur Group Participation Every member activ ely participate At least  ¾ of the members enthusiastically participate At least half of the members share their ideas Only one or two members enthusiastically participate Shared Responsibility Responsibility for task is equally shared among members Most group members share the responsibility Only  ½ of the group members share the responsibility The members depend only one member Quality of Interaction Members display excellent leadership and listening skills;   in their discussions, members display awareness   and knowledge of other's ideas and opinions s During interaction, members exhibit   adeptness; active  discussion and interaction focuses on the task  Members display some capability to interact; members listen attentively; there is some proof of discourse or  alternativeThere is only little interaction; members converse briefly; some  students show disinterest Roles within the Group every member was assigned a  distinctly specified role; the  group memb ers execute  roles successfully and effectively every member was assigned a  role, however, roles are not clearly  specified or systematically  followed.Members were given roles to perform, however, roles were not  consistently followed.  No effort was shown to assign roles to every group member ReferencesCommager, H.   (1982). The Story of the Civil War as Told by Participants.   Fairfax Press,   Ã‚  Ã‚   1982.Jasmine, J. (1993) Portfolios and Other Assessments. California: Teacher Created   Ã‚  Ã‚  Ã‚   Materials.Rubistar.   Create Your Rubric.   Retrieved April 29, 2006 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://rubistar.4teachers.orgSass, E.   Social Studies Lesson Plans and Resources.   Retrieved April 29, 2006 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.cloudnet.com/~edrbsass/edsoc.htm