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Walden Effects of Antidepressant Medications & Psychotherapy Treatments Article Analysis

Walden Effects of Antidepressant Medications & Psychotherapy Treatments Article Analysis.

Hi Chocolate Chip! I need your help. It’s been a crappy year as a travel nurse. I was in Lake Charles, LA working when the hurricane hit. I have no power or Wifi and my apartment was flooded. I swear I can’t make this stuff up! Can you help me out with a paper that’s due Sunday, 10/18? I’ll attach all the documents since the current project references two prior assignments. You did one of those for me. I decided to narrow the focus of my research question to: Do adolescents with MDD have fewer symptoms of depression with antidepressant use than with psychotherapy alone?Can you help me out?Joni
Walden Effects of Antidepressant Medications & Psychotherapy Treatments Article Analysis

Topic The need for an after school program (Big Sister Mentorship type) for minority females aged 12-16 in Texas to reduce and educate on depression and anxiety. This program would allow women who have experienced and overcame this struggle to meet and work hands on with young girls who are experiencing the same thing. some key needs could be -increase in numbers due to covid -cultural stigma to not address it in home -allows a platform where shared experience can benefit the community *community asset map in some kind of visual form *swot analysis some kind of chart form *if additional pages are needed please let me know Below are attached A power point to understand what is needed (starts at 3:30-10:00)-DOC 3- right click and hit play An example of a needs assessment.
Table of Contents Introduction Main Body Conclusion Works Cited Introduction One aspect stands out to distinguish the two groups, namely, the factor of sex. Identical twins are always of one sex; fraternal twins may or may not be. This in itself suggests a different mode of genesis for the two types of twins. It is well established that in all higher forms of animal life, the sex of a fertilized ovum is determined by the presence or absence of a particular chromosome, called the X chromosome. The fertilized ovum, which has two X factors (XX), develops into a female; that which has a single X factor, or an X factor with a corresponding Y factor develops into a male. Identical twins are generally born with one placenta and enclosed in one chorion. This immediately suggests that they are the result of the germination of one ovum, which by some variation of cell division has become two separate germinal bodies, each perfect in itself and able to achieve perfect embryonic development. This is the generally accepted theory to which most of the evidence seems to point, although some authorities have suggested other possible modes of genesis. If all twins were of fraternal origin, then boy-boy, mixed, and girl-girl pairs should occur approximately in the ratio 1:2:1 by the normal laws of chance. The number of twins of like sex would be approximately equal to the number of mixed pairs. By extensive observations, however, it has been found that about sixty-two or sixty-three percent of all twins are of like sex, a proportion which would be accounted for if about twenty-five percent of all twins, or about forty percent of all like-sex twins are identical twins. Few individuals are in any strict sense bilaterally symmetrical. One side of a profile presents a different outline from the other; one ear may be slightly larger, longer, fuller; one leg heavier; the finger and palm prints on the one hand quite unlike those on the other; and so on for almost every paired structure in the body. The most generally accepted theory to account for the differences between identical twins is based on this normal asymmetrical tendency of the individual. Main Body There is a continuous gradation in the resemblance between twins from almost complete duplication to rather great difference. Two groups of twins have been distinguished: (a) uniovular and (b) binovular, but within each group, gradations of resemblance are noted. Within the uniovular group, this generalization holds less than within the binovular, for, in the former group, there is a “bunching” towards the extreme of identical resemblance. Within the entire range of all twins taken as one group, this tendency is also noted. When two individuals are separated in infancy, brought up as different, and still manifest such mental similarities, it is impossible to resist the conclusion that the physical make-up of the individual is very largely settled by the time he is born. Although most laypeople find the study of identical twins reared apart most compelling, there are reasons for nonrandom selection and nonrandom assignment to environments that render the study of reared apart less useful than research on adopted children. If there were a study of identical twins reared in uncorrelated environments, genetic differences would be controlled, whereas both within-family and between-family environmental variables are free to vary. This would be an ideal study of genetic differences. Unfortunately for science, there are simply too few pairs of reared apart, too peculiarly sampled, to make these subjects useful to social science. Adopted children, on the other hand, provide almost as useful data as the rare identical twins reared apart, and they are far more available. Adopted children are not genetically descended from the family of rearing so that environmental differences between families are not confounded with genetic differences in the children if the adopted children are randomly placed by adoption agencies. Theoretically, regressions of adopted child outcomes or adoptive family characteristics will provide genetically unbiased estimates of true environmental effects in the population. Unfortunately, adoptive families are selected by agencies for being above average in many virtues, including socioeconomic status. Thus, they are always an unrepresentative sample of the population to which one would like to generalize. Although it is possible that the adoptive family coefficients on the background are good estimates of the population values, it is difficult to know without modeling the way in which the families were selected. An easier corrective for the possible bias of selected adoptive families is to have a comparison sample of biologically related children in the same adoptive families or a sample of biological families that are similarly selected. Get your 100% original paper on any topic done in as little as 3 hours Learn More Constance Holden (2000) also presented his famous work on the subject of identical twins reared apart. “Holden reports on a study that emphasizes the importance of heredity In shaping human behavior. She tells us that investigators were often astonished at similarities between long-separated twins, similarities that are or (primarily attributed to common environmental Influences”. Holden gives examples of few twins reared apart; the most interesting case is of famous British twins. Holden reports: “Bridget and Dorothy are 39-year-old British housewives; identical twins raised apart who first met each other a little over a year ago. When they met to take part in Thomas Bouchard’s twin study at the University of Minnesota, the manicured hands of each bore seven rings. Each also wore two bracelets on one wrist and a watch and a bracelet on the other”. Holden describes various features of the Minnesota study in which identical traits of twins were studied and analyzed. The Minnesota study is unprecedented in its scope. Using a team of psychologists, psychiatrists, and medical doctors to probe and analyze every conceivable aspect of the twins’ life histories, medical histories and physiology, tastes, psychological inclinations, abilities, and intelligence. The case of Jim twins clearly shows that traits of twins quite resemble regardless of different environments. We will write a custom Essay on Identical Twins Reared Apart specifically for you! Get your first paper with 15% OFF Learn More “Take the “Jim twins,” as they have come to be known. Jim Springer and Jim Lewis were adopted as infants into working-class Ohio families. Both liked math and did not like spelling In school. Both had law enforcement training and worked part-time as deputy sheriffs. Both vacationed in Florida; both drove Chevrolets. Much has been made of the fact that their lives are marked by a trail of similar names. Both had dogs named Toy. Both earned and divorced women named Linda and had second marriages with women named Betty. They named their sons James Allan and James Alan. Respectively. Both like mechanical drawing and carpentry. They have almost identical drinking and smoking patterns. Both chew their fingernails down to the nubs”. (379) Holden admits that twins also show the difference in their traits in some cases. “The twins also have their differences. One wears his hair over his forehead; the other has It slicked back with sideburns. One expresses himself better orally, the other In writing. But although the emotional environments in which they were brought up were different, the profiles on their psychological inventories were much alike.” Holden gives an example of Bridget and Dorothy, along with another twin sister Barbara and Daphne, who show great identical qualities. “Other well-publicized twin pairs are Bridget and Dorothy, the British housewives with the seven rings, and Barbara and Daphne, another pair of British housewives. Both sets are now hi their late 30’s arid were separated during World War IL Bridget and Dorothy are of considerable interest because they were raised In quite different socioeconomic settings—the class difference turns out mainly to be reflected In the fact that the one raised In modest circumstances has bad teeth, Otherwise, say the investigators, they share “striking similarities.” “The other British twins, Daphne and Barbara, are fondly remembered by the investigators as the “giggle sisters.” Both were great gigglers, particularly together, when they were always setting each other off. Asked If there were any gigglers in their adoptive families, both replied in the negative. The sisters also shared identical coping mechanisms in the face of stress: they Ignored it, managed to “read out” such stimuli; in keeping with this, both flatly avoided conflict and controversy—neither, for example, had any interest In politics. Such avoidance of conflict is “classically regarded as learned behavior,” says Bouchard. Although the adoptive families of the two women were not terribly different, “we see more differences within families than between these two.” (382) Holden concludes that the study of identical twins reared apart gives very important knowledge about the impact of heredity and environment on the traits of twins. “The twin study may also make it clear that estimating the relative contribution of heredity and environment to mental and psychological traits can never be boiled down to percentages. Sonic people, for example. They may have authoritarian personalities no matter what their upbringing; the authoritarianism of others may be directly traceable to their environment. Similarly, with Intelligence, some people may be smart or dumb regardless of outside influences, whereas the intelligence of others may be extremely malleable.” Not sure if you can write a paper on Identical Twins Reared Apart by yourself? We can help you for only $16.05 $11/page Learn More By far the greatest interest attaches to a comparative study of identical twins reared together with identical twins reared apart; but until more data, accurate as to detail, are assembled on such twins separated in infancy, it is impossible to draw final conclusions on the effects of differences in the environment on the development of test intelligence. Workers must be cautioned against making deductions that, merely because the twins have been separated, their environments have been essentially “different.” It is quite possible for two separate foster homes, having relatively similar standards and requirements, to be highly “similar” (e.g., as in the case of Bridget and Dorothy). It is equally possible, on the other hand, for two different environments to obtain within the one physical home as illustrated in the case of Barbara and Daphne. To capture these subtle factors and operations of the environment, rather careful measuring devices must be standardized and employed. If the environments of separated pairs–individuals or groups-were rated quantitatively, new interpretations would be inevitable; and the extent to which degrees of specific environment corresponded with intellectual variation could be found. In the meantime, we have to depend, much less accurately, on social history reports based in large part on highly uncertain personal memory, opinion, and anecdotal account. The degree of similarity in test intelligence reported for identical twins reared together was go. For siblings reared together, the average is around, indicating a very much lower degree of resemblance, a result which has been subject to constantly changing interpretation ever since studies of this sort were inaugurated by Francis Galton over half a century ago. The earlier investigators, apart from the inadequacy of their tools of measurement, did not tend to allow for similarities of environment roughly proportional to the degree of genetic relationships and therefore reached conclusions on the heredity-environment problem by comparing correlations for twins with correlations for siblings. Furthermore, they lacked knowledge of the mechanism of heredity, and hence were led to draw conclusions by comparing correlations of general intelligence with those of the simplest physical traits such as eye color; and while their reasoning is impressive and convincing to the layman, it will not stand up under careful analysis, especially an analysis made in the light of modern knowledge of genetics. Reasoning from physical similarity to consequent mental similarity is also without justification. If human matings took place only between individuals of the same stock, and only within stocks homologous for all their traits (that is, composed of a number of identical individuals), then we could expect a perfect correlation between sibs in respect of those traits which are hereditary and not affected by the environment. The index of correlation for each trait would be a measure of the extent to which the trait had been affected by such differences in the environment as exist between sibs. But human matings rarely take place between individuals of the same stock, and no human stock is homologous except identical twins or triplets, each group of which is necessary of the same sex and cannot reproduce within the group. The purest family lines Twin studies indicate that this familial resemblance is due to heredity rather than a shared family environment. Again, genetic influence is substantial, and nonadditive genetic variance appears to be important. Twin concordance is positively related to the severity of the cases. These studies also point to substantial influence of the environment; for example, concordance for first-degree relatives is a long way from 50%. One of the most important findings, however, is that a shared family environment is unimportant: Familial resemblance is just as great when biological relatives are adopted apart as when they live together in the same family. Studies of identical twins discordant for schizophrenia have not been successful in identifying the source of these within-family environmental influences. Conclusion So far, no specific environmental source of liability is known; the most likely environmental contributor, stress, may come from many sources and, apparently, may come during any stage of development. Prenatal or birth complications, early deprivations, broken homes, censuring parents, the death of someone close, failures in school, poor work or social relations, childbirth, a bad drug trip, as well as all kinds of good fortune may have effects on a predisposed individual that are obvious only in retrospect. In prospect, it will be impossible to prophesy the events themselves, let alone their effects. Adoption studies add substantially to our knowledge about the genetics of intelligence in adulthood. One adoption study of IQ compared resemblance in adoptive families to resemblance in nonadoptive families in which the children were from 16 to 22 years of age. In other words, by the time they are adults, offspring resemble their parents in IQ primarily for hereditary reasons and only slightly for reasons related to the fact that they shared a family environment with their parents. Much has been written about the relatively few cases of identical twins reared apart, in part because this particular adoption design is so easy to understand. If pairs of genetically identical individuals are reared in uncorrelated environments, their correlation directly estimates heritability. However, the use of this design is severely hampered by the rarity of such twin-only 69 pairs that have been reported. Studies of twins reared apart are currently being conducted in the United States (the Minnesota Study of Twins Reared Apart; Bouchard, 1984) and in Sweden ( Pedersen, Friberg, Floderus-Myrhed, McClearn,

An Analysis Of Family Structure And Dynamics Social Work Essay

An Analysis Of Family Structure And Dynamics Social Work Essay. The concept of family identity can be defined as a family’s subjective understanding of reality based on shared beliefs and experiences that determine how individual members interact and relate to each other and the world outside the family (Bennett, Wolin, McAvity, 1988). Throughout my childhood my family had two identities: a public identity that was shaped by societal expectations and norms, and a private identity that was governed by the unique needs and issues that plagued our family life. From a public perspective we were a traditional middle class family complete with a married couple, three children, and two dogs. We lived in a modest but nice home in a suburban community, my sisters and I attended private schools, and we were financially secure. However, few people were aware of the conflict, chaos, and abuse that occurred behind closed doors within our home. Our private identity, characterized by dysfunctional behaviors and interactions that occurred between various members of the family, told a very different story. The structure or organization of my family based on patterns of interactions, subsystems, and boundaries is important in understanding the dynamics within my family of origin (Minuchin, 1974; Nichols, 2011). The genogram, or family diagram, provided in the appendix illustrates a multigenerational view of structure and relationships within my extended family (Bowen, 1978; Nichols, 2011). However, for the purpose of this paper I will focus on the structure of my family of origin. My family consists of my father, Gerald, my mother, Alma, and three children: Michelle, the eldest, Jennifer, the middle child, and myself the youngest child. Our family structure was governed by familial roles, rules, and expectations (Nichols, 2011). My father held the role of financial provider within the family. His responsibility was to ensure that the family had financial security. My mother maintained the role of caregiver and leader. She was the matriarch of the family and was charged with the task of maintaining every aspect of the home and family. My oldest sister was the scapegoat and protector within the family. Family issues were often projected onto her forcing her to take responsibility and blame for family dysfunction (Shulman, 2006). She also held the role of protector within the sibling subsystem, and frequently shielded my middle sister and I from danger and harm within and outside the home. My middle sister was the quiet member and model child of the family. She is passive and rarely expressed opinions regarding family issues, and always made an attempt to satisfy familial expectations and demands (Shulman, 2006). As the youngest child, I played the role of gatekeeper within the family. My goal as the gatekeeper was to use my wit and humor to help the family return to a state of homeostasis by easing tension and restoring calm and peace within the family (Shulman, 2006). My family was also governed by a set of explicit and implicit rules and expectations (Nichols, 2011). Explicit rules and expectations consisted of good behavior, high academic achievement, and the completion of various chores and duties within the household. Implicit rules helped fortify family secrets and included keeping family issues private, and forbidding family members to discuss or acknowledge the dysfunction within the family. Additionally, my family operated as a closed system with rigid boundaries limiting input from outside sources (Minuchin, 1974; Nichols, 2011). We were not open or welcoming to outside influences and support; rather, we internalized familial issues and problems. My mother’s mental illness complicated family dynamics and contributed to the pathology within the home. My mother has Borderline Personality Disorder which made her a polarizing presence within our home due to her frequent fits of rage and unstable mental health (Nichols, 2011). Thus, the family’s attention and energy was primarily focused on my mother and her needs (Nichols, 2011). My mother would frequently displace her anger and rage onto my sisters and I in the form of physical and emotional abuse. Her behavior affected relationships, boundaries, and attachment patterns within the family as illustrated in the family genogram. My mother exhibited an anxious-ambivalent attachment to my father due to her imminent fear of abandonment (Bowlby, 1988; Nichols, 2011). She desperately desired my father’s love and attention, but would behave in ways that created conflict and chaos within the marital subsystem (Bowlby, 1988; Nichols, 2011). As a result, my father developed an anxious-avoidant attachment to my mother, which resulted in him creating a rigid boundary within the marital subsystem in order to protect and distance himself from my mother’s anger and concomitant feelings of helpless and frustration (Bowlby, 1988; Minuchin, 1974; Nichols, 2011). My parents were involved in a cyclical pursuer-distancer pattern of interaction that resulted in my father’s disengagement within the marital subsystem (Minuchin, 1974; Nichols, 2011). The dynamics, boundaries, and attachments between the parental and child subsystems were equally complicated. The relationship between my mother and my oldest sister was filled with conflict and tension. My mother was exceptionally abusive to my oldest sister which resulted in the establishment of disorganized attachment (Bowlby, 1988; Nichols, 2011). My oldest sister perceived my mother as frightening; yet, she desperately desired nurturance from my mother and fluctuated between distancing herself from my mother and desperately seeking comfort and security (Bowlby, 1988; Nichols, 2011). My oldest sister and my mother were psychologically and emotionally entwined or fused with one another despite years of abuse (Bowen, 1978; Nichols, 2011). My middle sister established an anxious-avoidant attachment with my mother (Bowlby, 1988; Nichols, 2011). As a child, my middle sister rarely sought help, guidance, or comfort from my mother as a result of the abuse she endured and my mother’s inability to adequately address her needs for safety and comfort (Bowlby, 1988; Nichols, 2011). I established an anxious-ambivalent attachment to my mother in which I desperately depended on her for emotional support and encouragement despite her abuse, but rarely received adequate comfort and nurturance (Bowlby, 1988; Nichols, 2011). My sisters and I have an anxious-avoidant attachment with my father as a result of his inability to consistently provide us with comfort and safety in response to my mother’s abuse (Bowlby, 1988; Nichols, 2011). The family dynamics, however, strengthened the sibling subsystem. My sisters and I have a secure attachment and are able to rely on each other for support, comfort, and nurturance in the face of adversity (Bowlby, 1988; Nichols, 2011). Culture and ethnicity also played an integral role in my family identity and dynamics. My parents are first generation Mexican-Americans and were raised in families that emphasized traditional Mexican cultural values and beliefs including a strong commitment to family, respect, trust, and religion (Rothman, Gant, Hnat, 1985). However, my parents raised my sisters and I in a bi-cultural environment that incorporated various aspects of American and Mexican culture and traditions. My parents emphasized trust, respect, and commitment within the family, but they also introduced American language, food, celebrations, and values including a focus on individuality, privacy, and achievement (Rothman et al., 1985; Beane, 2011). Additionally, contrary to traditional Mexican culture, there was a stronger emphasis on immediate rather than extended family (Rothman et al., 1985). Religion was also an important cultural aspect of our lives. My family is Catholic and placed a strong emphasis on religious beliefs and rituals such as praying before meals and attending church together every Sunday. Family Crisis/Transition In June of 1992 my family, as we knew it, changed forever. My father left our home without any prior notice or discussion and filed for divorce from my mother. His abrupt and unanticipated departure from our home left every family member struggling with feelings of shock, confusion, disdain, anger, and anxiety. The initial phase of the divorce process is identified as the most stressful time for a family due to the changes in family structure as a result of the absence of a parent, and subsequent pressures and demands for family members to take on new roles and responsibilities (Cooper, McLanahan, Meadows, Brooks-Gunn, 2009; KellyAn Analysis Of Family Structure And Dynamics Social Work Essay

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Assignment:Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.Requirements:Provide a 500 word (or 2 pages double spaced) minimum reflection.Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.Share a personal connection that identifies specific knowledge and theories from this course.Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.You should not, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.Be sure to not self-plagiarize as this assignment is similar in multiple courses.
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Van Gogh’s Use of Color Essay

The works of Van Gogh and his use of color have often been studied chronologically demonstrating the shift in his usage of colors from his early paintings, which were dark and pessimistic, to the paintings of his mature career, where he has used lighter tones and brighter colors. In the later stage, Van Gogh made a distinct use of complementary color scheme, which was a definite shift from the classical treatment of colors. This paper will compare and contrast two paintings, The Sower and The Night Café, and demonstrate the distinct style Van Gogh followed to use color for his paintings. Expressive use of colors in distinctive complementary schemes has dominated many of the masterpieces created by Van Gogh. His correspondences to his brother during the 1882-85 demonstrate his obsession with the use of color in his work. They demonstrate that Van Gogh’s concern and distinction between shades, tones, hue, and brightness of color, which formed the psychological basis of colors and themes of his paintings. The use of complementary colors, which became the signature of Van Gogh’s style, helped to intensify the mutual effect of the color scheme in the paintings. Van Gogh used basic colors and contrasting hues to increase firmness and depth of his paintings: These things that are relevant to complementary colors, to the simultaneous contrasting and the mutual devaluation of complementary colors, are the first and most important issue: the second is the mutual influence of two similar colors, such as carmine and vermilion, or a pink-lilac and a blue-lilac. (Van Gogh Letter # 428, dated Oct. 1885. (Bekker and Bekker) The use of primary colors and the use of their complementary colors, also known as secondary colors, is a basic technique used for impressionistic painting. When a primary color is put against a complementary color, it creates a contrasting color scheme, creating a powerful effect. Van Gogh exploited this technique of creating a strong effect in his painting through juxtaposition of primary and complementary colors. Van Gogh’s fascination for complementary colors intensified as he shifted his focus from Dutch style to paintings that are more impressionistic. Get your 100% original paper on any topic done in as little as 3 hours Learn More Gayford (179) demonstrates Van Gogh’s heightened interest in colors, which created a symbolic language for the maestro. In another correspondence to his brother Theo, Van Gogh expressed his increasing obsession with colors: “Yesterday evening an extraordinary beautiful sunset of a mysterious, sickly citron color – Prussian blue cypresses against trees with dead leaves in all sorts of broken tones without any speckling with bright greens.” (Gayford 179) Thus, colors create a symbolic language for Van Gogh, which helped his to determine the effect that wanted to create in his paintings. Given this understanding of Van Gogh’s philosophy of color, the essay then moves on to analyze two of his paintings and the treatment of colors in them. The Sower demonstrates a man striding across a wheat field, with outstretched arms, appear in many of Van Gogh’s paintings and sketches. Philosophically, it has often been interpreted as the renewal of life; however, in this essay we will discuss the use of complementary color scheme of the paintings. The particular picture that is discussed in this essay was painted in 1888, which stands out from all other paintings of sowers and creates a unique impressionistic creation of the cycle life in full summer (The Sower is shown in figure 1 below). Figure 1: The Sower, 1888 The Sower, painted predominately in yellow and violet demonstrates the use of complementary colors by Van Gogh. Yellow is a primary color that is positioned against violet, one of its complements, and a mix of the other two primary colors, red and blue. Even though artists had knowledge of the effect two complementary colors could create, no one before Van Gogh experimented with it. Primary colors, when juxtaposed with complementary colors, create a vibration and magnificence that is otherwise unattainable. Hence, when yellow is used against violet, it creates greater brightness and pureness of color than when painted with any other colors. Similarly, violet seems more lively and vigorous when put against yellow. We will write a custom Essay on Van Gogh’s Use of Color specifically for you! Get your first paper with 15% OFF Learn More The Sower was painted when Van Gogh was living in Arles, in June 1888. The original Sower by Millet from which Van Gogh drew inspiration or his Sower believed that Millet created a painting in “colorless gray” and wanted to create a painting of the sower with colors (Bekker and Bekker). In order to understand color contrast, consider putting orange against blue and orange against green. Orange is blue’s complement where blue is a primary color and orange is a secondary color created through mixing of the other two primary, red and yellow. Hence, the effect of brightness when orange and blue are used together is greater than when orange and green are used, wherein both are secondary colors. Moreover, the orange when put with green seem darker, almost a different color. Hence, it can be observed that colors can change their hue and brightness depending on the colors with which they are used. Moreover, colors cannot be used singularly, without considering the other colors that are used. Colors cannot be judged in isolation. Hence, it is important to understand what colors are used along with the others and what affect it creates in the paintings. Knowledge of colors becomes the most important factor while studying Van Gogh’s form so impressionistic painting. The painting of the yellow and violet together as an expression of light and darkness in the field is an extreme example of use of complementary colors in paintings. This helped in intensifying the brightness, saturation, and depth of the painting. Van Gogh described his 1888 creation inspired from Millet’s painting, in one of his letters, as “painting from Millet’s drawings is more like translating them into another language than copying them” (Metzger and Walther 272). The colors used in the painting became reminiscent of his emotions and feelings. The colors demonstrated the dominant mood of the painter. The Night Café is a poetic expression through colors, which demonstrates the harsher realities of modern life. Van Gogh’s obsession with colors intensified from 1885 until his death in 1890, resonant in his letters to his brother Theo. Each of the letters is evocative of the saturation, hue, and intensity of the colors from his palette. In describing the Night Café (figure 2) in his letter to Theo, Van Gogh associates passion with the use of two complementary colors – red and green: I’ve tried to express the terrible passions of humanity with red and green. The room is blood red and dull yellow, with a green billiard table in the middle; there are four lemon yellow lamps casting an orange and green glow… In my picture of the night café, I’ve tried to convey the sense that the café is a place where one goes to ruin goes mad, commits crimes. I’ve tried to express the powers of darkness, in a way, in this dive of a bar, through contrasts of delicate pink, blood red, wine red, and soft Louis XV green and Veronese green, in contrast with hard green-yellows and blue-greens – all this amid an infernal furnace of pale sulphur. (Letter#533, Bekker and Bekker) Not sure if you can write a paper on Van Gogh’s Use of Color by yourself? We can help you for only $16.05 $11/page Learn More The above description of the painting as expressed through Van Gogh’s words demonstrate the use of complementary colors in the painting, and the reason for the sue of the colors in their complementary best. Life’s juxtaposition is expressed through the oppositions of color that makes life as well as his paintings so pulsating. In the Night Café Van Gogh has expressed the struggle of life through the juxtaposition of the two complementary colors – red and green. The violet and blue used in the painting depicts sadness and dreariness of modern nightlife, and Figure 2: The Night Café The painting shows maximum saturation of colors, where colors like red and green has been used without any hint of tint or shade. In the Night Café, Van Gogh used color in its purest form against its equally pure complementary. This is not seen in The Sower, where the colors were used symbolically, but not its purest hue. The use of original hue in the Night Café sets is apart from other paintings, even though the technique used in both the pictures are similar. Nevertheless, both the picture reverberates with the infernal furnace of life though the use of yellow, which has been used to depict the sun in The Sower and the lamps in The Night Café. The difference between the two paintings is that the first is a depiction of continuity of life while that of the café describes a hellish existence. Works Cited Bekker, K.G. and A.Y. Bekker. 2009. “Color and Emotion — a Psychophysical Analysis of Van Gogh’s Work.” 2009. PsyArt. Web. Gayford, Martin. The Yellow House.:Van Gogh, Gauguin and Nine Turbulent Weeks Provence. New York: Houghton Mifflin Company, 2006. Print. Metzger, Rainer and Ingo F. Walther. Van Gogh. Berlin: Taschen, 2008. Print.

CJST4500 Plato The Crito Ethics and Professional Responsibility Exam

CJST4500 Plato The Crito Ethics and Professional Responsibility Exam.

Hello, I have an exam which is 40 multiple choices and three short essays and one hypothesis question you don’t have do answer if u don’t feel like it i have the 40 multiple choices answers but i need you to revise them and answer the first three short essay questions please. Tge material to study on the exam are : Michael Sandel – JusticeChapters 1,2,5 and 8Plato – The Crito ( attached down below)David Brooks – the character ( attached down below)Stephan carter – the rules about the rules , the integrity of the upright, and nothing but the truth ( all attached below ) I really know it sounds a lot but please chick it out it’s not as hard as you think i swea
CJST4500 Plato The Crito Ethics and Professional Responsibility Exam

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