Goldey-Beacom College Admissions SAT Scores, Costs...

The Effects Of Tobacco Smoking On The Australian Community

1.0 Introduction In Australia, tobacco smoking is one of the main leading causes of death and disability.1 Smoking is also one of the single major preventable conditions and is the main causes of disease burden in comparison to other major risk factors.1,2 Use of tobacco voluntarily or involuntary (passive smoking) has been associated with various chronic, life threatening and debilitating conditions such as heart disease, reduced lung function, lung cancer, chronic obstructive pulmonary disease and emphysema.1-3 In Australia, tobacco accounts for 9.6% of the total disease burden, 20.1% of total cancer disease burden every year, and estimated social and economic costs of smoking is $31.5 billion, putting a heavy financial burden on the Australian community.4 Smoking tobacco causes 16 types of cancers and only for lung cancer; in 2008-09 Australia’s health expenditure was $210 million.4 Furthermore, according to World Health Organisation (WHO), 10% of total deaths globally caused in 2015 would due to smoking.4 However, rates of smoking in Australian adults have declined from 2001(22.3%) to 2011-12 (16.3%).5 This could be attributed to different government policies implemented to curb this epidemic, such as plain packaging, smoke-free environment legislation, ban on smoking advertisements, heavy taxes on tobacco and public education programs through mass media.6 This article focuses on critical evaluation of tobacco control policies in Australia. Based on previous studies,Show MoreRelatedThe Socio Economic Disadvantage Faced By Indigenous People1687 Words   |  7 PagesIntroduction: â€Å"Smoking rates have halved in Australians over the past 30 years, falling below 16%. Except for in Indigenous populations, smoking rates have remained at more than twice this level, with even higher rates reported in remote communities† (RACGP, 2013) The inequality that has been faced by Indigenous people is still at an unacceptable level, and has â€Å"been identified as a human rights concern by the United Nations† (Dick, 2007). Smoking is a major issue because, â€Å"it is the most preventableRead MoreThe Effects Of Smoking Tobacco On Individuals With Poor Health And Wellbeing Outcomes1415 Words   |  6 PagesIntroduction This report will focus how smoking tobacco can result in individuals with poor health and wellbeing outcomes. The report with the first overview of the Victorian public health and wellbeing plan 2015-2019, outlining how the determinants of health can influence at-risk population groups. Afterwards, one of the priority area, tobacco-free living, will be selected along with the two at-risk groups, those who are lower on the social gradient ladder and Aboriginal Victorians, then one at-riskRead MoreTobacco Consumption in Adolescents: A Health Promotion Campaign1263 Words   |  6 PagesThis essay will discuss the issue of smoking in adolescents from the Australian society. The discussion will include a recent campaign that has been created to cut the morbidity rates of smoking in adolescents from the Western Australian (WA) region. The campaign â€Å"Smarter than Smoking† provided an effective health promotion strategies to reduce tobacco enhancement for adolescents aged 10-15 y ears old. The essay will provide a better analysis on tobacco consumption in adolescents. Thus, portrayingRead MoreCause And Effect Of Smoking1386 Words   |  6 PagesSmoking via a cigarette is a preventable habit that people develop when they become stressed, feel the need for social acceptance or wanting a satisfaction release of hormones. Cigarettes contain nicotine; a highly addictive group of chemicals that when inhaled spread through the body via the lymphatic system. Smoking has both internal and external repercussions including a depletion in oxygen levels and gangrene respectively. Smoking has been directly related to many types of cancers and ailmentsRead MoreChild Care Essay1186 Words   |  5 PagesThe need for priority direction ‘Improving the physical health of young Australians’ (ARACY 2014) has been established as one of the priority directions to achieve good physical health and wellbeing for all Australian children. Improving Indigenous young people’s physical health can not only alleviate disease burden of their current health, but also set the stage for their future health and wellbeing. Youth is crucial for physical, cognitive, social and moral development (Resnick et.al 2012). FunctionalRead MoreThe Need For Priority Direction . The Australian Research1175 Words   |  5 PagesThe need for priority direction The Australian Research Alliance for Children Youth imitated the Nest action agenda and established ‘improving the physical health of young Australians’ as one of the six priority directions (ARACY 2014), aiming to achieve good physical health for all children. Many health conditions are associated with early childhood (Patton Viner 2007). During children’s development, the bodies undergo dramatic physical changes. Puberty that initiates the peaks in neural andRead MoreResearch: Tabacco Control and Road Safety in Australia1584 Words   |  7 Pagesworld which adds up to health of Australians. One must understand how these successes have happened and know the factors causing it. This review brings together information and data from different sources to describe two of Australia’s major successes in health outcome. These are: A) Smoking and Tobacco Control B) Road Traffic Safety DESCRIPTION Australia ranks highly among nations in efforts to reduce the burden of tobacco caused deaths and disease (WHORead MoreThe Effects Of Smoking On The Decline Of Smoking Rates1072 Words   |  5 Pagesmade significant advances in the decline of smoking rates within the population, with rates falling dramatically since the 1960s to approximately 14% of the population classed as smokers, smoking continues to be a leading cause of preventable illness and deaths in Australia. Worryingly, smoking is attributed to more hospital admissions and deaths than alcohol and illicit drug consumption combined. Unfortunately, smoking claims a staggering 15,500 Australians every year. Internationally, the WHO statesRead MoreAssessment Two And Professional Development Essay1665 Words   |  7 Pagesplacement in the town of Narrabundah, ACT. In three sections, this assignment will identify the population profile of the assigned community, the local Indigenous community health service - Winnunga Nimmity jah and the professional development of nurses addressing the importance of on-going professional development for delivering culturally safe nursing care at this local community health service of Narrabundah. PART A Narrabundah is located in the inner south city of Canberra, ACT. The ACT Government acknowledgesRead MoreOttawa Charter0National Tabacco Campaign1851 Words   |  8 Pagesworld Health Organisation. It involves five action areas called developing personal skills, creating supportive environments, strengthening community action, reorienting health services and building healthy public policies. To combat lung cancer and other health risks the Australian government launched The National Tobacco 2011 Campaign to raise awareness of smoking through the five action areas to reduce the number of daily smokers by 2018. Developing personal skills supports personal and social development

Experiential Learning Theory Free Essays

string(29) " change his future practice\." Introduction It is difficult to define learning but I understand from my teachers that it is the acquisition of knowledge and skills from instructions or studies. The teachers have an inclination and desire to help our learners acquire, maintain or develop the knowledge, skills and attitudes that they need in the context of their everyday work (Mann 2002). According to Knowles, learning is broadly defined as the occurrence of change in a person with regards to behaviour, skills, knowledge and attitude. We will write a custom essay sample on Experiential Learning Theory or any similar topic only for you Order Now (Knowles 2005). Description of a case from my teaching This was an intra-operative training for a Core Medical Trainee doctor (CT Doctor) in the reconstruction of tissue defect using a local skin flap. The trainee had never done this procedure before independently but had seen similar procedures being done and is regularly seeing the postoperative results of cases operated by me and other colleagues in the out patient follow up clinics. The aim of this teaching was a one to one surgical skill teaching of how to do a rhomboid flap, which is a transposition flap to reconstruct the defect following excision of a lesion. Though it was a teaching of an operative technique, it involved three stages namely pre-operative planning, per-operative practical procedure and post-operative documentation and reflection on the performance. The student usually is required to have preliminary prior knowledge about the skin anatomy including the components of flaps, blood circulation and different types of flap configurations based on the design (transposition, rotation and advancement flaps). The student is taught about the preparation on the operating table, draping the operation site, observing all aseptic precautions, removal of the skin lesion (this part is done me in this teaching session), planning of the flap, raising the flap, insetting the flap to fill the defect, suturing the flap and donor site, applying the dressing, documentation of operation notes, reflection on the performance and agreeing on what changes needed to improve the performance next time. Learning theory applicable to my teaching case Experiential Learning Theory (Kolb) The experiential learning theory was developed by Kolb emphasizing the importance of experience in the learning process and based his theory on the work of Dewey, Lewin and Piaget (Kolb 1984). Kolb offers a working definition of learning as â€Å"a process whereby knowledge is created through the transformation of experience† and emphasizes the importance of adaptation, as knowledge is not static but changing, as we learn and relearn through the process of ongoing experience which changes the practice. Kolb built this upon six propositions (Kolb 1984): Learning is best conceived as a process, not in terms of outcomes Learning is a continuous process grounded in experience The process of learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world Learning is an holistic process of adaptation to the world Learning results from synergistic transactions between the person and the environment Learning is a process of creating knowledge Principles of Experiential Learning: Learning occurs best when people learn through their own experiences and from the reflections of their own experiences rather than through lectures and theories to generate knowledge and skills. In learning what the learners do is more important rather than what they know Experiential learning makes the learners’ behaviour and attitudes explicit so that they can be assessed to construct it better for the future experiences. It is not just sufficient to teach the learner what to do but they need to be actually shown how to do and also how to improve it. The cyclical learning offers the learners continuous improvement by repeating the learning wheel over and over. Continuous use of the experiential learning cycle guides individuals and groups or teams towards improved performance and high quality outcomes. Experiential learning is not just about acquiring knowledge and skills but generating experience in the learner to discover what it is like, how it made them feel and what it meant to them, which in turn is the key to generating greater skills. The new experiences not only generate new ideas but also dispose of or modify the old ones. Experiential learning gives importance to the key aspect of learning which is to achieve change in behaviour and attitude by the holistic approach of addressing cognitive, emotional and the physical aspect of the learner. Many learners feel experiential learning process gives a sense of satisfaction, reward or gift because of it’s value is appreciated by the learner as a vital learning tool Kolb developed a cyclical learning process consisting of four stages (abilities): Concrete experience (abilities) – â€Å"Doing something† Reflective observation (abilities) – â€Å"Observing and reflecting on the action† Abstract conceptualization (abilities) – â€Å"Thinking and finding where the action fits in with theory† Active experimentation (abilities) – â€Å"Planning to implement the idea to solve actual problems The learning can begin at any of the four stages (Kolb Fry 1975) but needs to go through all four stages to complete and progress further for learning to continue. Kolb and Fry developed four types of learning styles people use and they can be placed between concrete experience and abstract conceptualization; and active experimentation and reflective observation as shown below: Four Stages of Kolb’s Learning Cycle Concrete experience: The learner performs an activity and gains experience. The activity can be a demonstration, a case study or learning a skill such as assisting an operation or performing an operation under supervision. The learner links this awareness or experience with his prior knowledge or experience resulting in a new experience or knowledge and this forms a basis for future experience. Reflective observation: The learner reflects upon the performance as a self-reflection, with that of the observer who is usually the teacher or from a small group in the form of discussion or constructive criticism. This is very important for the learner to link in with his prior knowledge and experience and move forward. Abstract conceptualization: The learner develops a concept or theory from the knowledge gained through this experience and makes some plans to alter or change his future practice. You read "Experiential Learning Theory" in category "Essay examples" Active experimentation: At this stage the learner puts into practice of the lessons learnt from this experience to experiment the solutions to improve the new experiential cycle. Four Types of Learning Styles (Kolb, 1976) Assimilators (Abstract conceptualisation reflective observation): This group has a strong ability to learn better when provided with sound logical theories to practice and reflect. They are concerned with abstract concepts than people. Convergers (Abstract conceptualisation active experimentation): This group learn better when exposed to practical applications of concepts and theories. They are focussed on solving specific problems by reasoning. Accommodators (Concrete experience active experimentation): Their greatest strength is doing things and learn better when given opportunity to have â€Å"hands-on† experiences. They perform well when required to react to immediate circumstances Divergers (Concrete experience reflective observation): This group is strong in imaginative ability and are good at generating ideas and seeing things from different perspectives. They are interested in people. Though there are different predominant styles of learning in each learner, there is considerable overlap and mixture of different situations that is likely to complement the learning. Kolb’s model provides an invaluable practical framework for designing experiential learning for adults. Relevance of KOLB Learning theorY TO MY CASE Concrete Experience: The CT doctor started from the stage of concrete experience when the flap procedure was planned. He has seen me doing the flap procedure before and he has also assisted me to perform this procedure before. We had discussion pre-operatively, which triggered his pre-existing knowledge about the flap and his prior knowledge of anatomy, technique of flap elevation, insetting, and suturing in place. This is followed by the operative procedure done by him and I assisted him. This practical experience imparted new level of understanding to him and assimilated with his prior knowledge. Reflection: After the completion of the operation and documentation, we had time to reflect on this new experience and consolidate the experience with the prior knowledge to form a new knowledge. During the discussion, I have acknowledged the good points and both have agreed the importance of tissue handling, suture placements in relation to tissue planes and the need to trim off the excess bulky tissues in the flap to fill the defect better. Abstract Conceptualisation: As a result of above discussion and feedback, we have identified areas for improvement as mentioned above for the transposition flap. We have agreed that I will assist him again in another similar case when he can apply those principles during the procedure. I also introduced the concept of rotation flap and advancement flap as in some cases, after removal of lesion and creating the defect, it is not always possible to perform transposition flap. The learner has some prior theoretical knowledge about the configuration and surgical technique of rotation and advancement flaps. I gave further guidance regarding reading materials – flap books and specific articles. This fine-tuning has helped in preparing the learner for active experimentation in a new cycle. Active Experimentation: After two weeks, the learner developed further reading related to the new concepts following the above discussion and attended my skin cancer clinics. We selected two cases needing operation to remove the lesion and reconstruction using local flaps. We applied his knowledge and prior experience to formulate the new treatment plan to carry out very soon. This has prepared him for the new encounter of active experimentation stage described by Kolb. Some Practical Difficulties and Potential Improvements I have come across problems and difficulties during the flap teaching sessions and I have enumerated them with the possible solutions, which I hope will improve my future teaching and make it more beneficial to the trainee and safer to the patients. Reflection of the learners with that of teachers’ observation is an important part of this learning cycle. Problem: The operative technique teaching of the flap to cover a tissue defect is mostly done under local anaesthesia with the patient awake. It is not always easy to talk all the aspects explicitly during the procedure. How to overcome it: One of the options would be to plan the first cycle of operative learning in patient who wanted the procedure under general anaesthesia. Problem: In some instances we have missed out this session of reflection due to lack of time, busy operating list and the learner had to attend ward patients or dressing clinic patients. How to overcome it: I need to plan this teaching session when the learner has a protected time to attend my appropriate theatre session. In cases of unforeseen circumstances causing this, I instruct the learner to write down his thoughts of reflection of the session and send it by email which will enable me give my impressions to him personally at a mutually agreeable time to move forward with an agreed plan for future experiences. The other option is to hand over the further continuity of learning to another colleague. Problem: Quite often Core Trainees in Plastic Surgery do not attend the Dressing Clinic to see the post-operative results when the patient returns for the suture removal and they also miss the opportunity when the patient returns to out patient clinic subsequently for pathology results. Reviewing the patients on these two occasions is equally important to complete the learning process. How to overcome it: I have started including in the post-operative instruction to call that particular Trainee doctor (for specific cases) when the patient returns for suture removal. Another option is to book the patient into my dressing clinic session and encourage the learner to attend. I also inform the trainee that the assessment form will be completed after he has seen the patients’ post-operative result. This is an incentive for them to attend the clinic. Problem: Kolb cycle may be difficult to apply to all trainees and there are some cultural differences the way the trainees are trained, for example trainees from Indian subcontinent or from Europe. How to overcome it: I will use spiral method of learning proposed by Dewey in this type of surgical technique teaching so that the learner follows it through the spirals to modify and improve the quality of outcome performance. I would also incorporate four-stage process of teaching in theatre (Walker Peyton, 1998) as part of the Kolb cycle depending on the pre-existing experience of the learner. Stage I involves my demonstration of the normal procedure at normal speed. In stage II, I will carry out the procedure again with full explanation and trainee is encouraged to ask questions. I perform the procedure for a third time during the III stage with trainee describing the steps, being questioned on key issues and providing any necessary correction. This stage continues until I am satisfied that the trainee fully understands the procedure. Now we move on to the final stage when the trainee carries out the procedure under close supervision, describing each step before it is undertaken . Thus this drilling of four-stage surgical skill development is followed by repetition to increase the confidence and further practicing of the skills to master it to apply in different situations. I will employ flexibility as to where to start the training depending on the individual trainees’ abilities and their prior knowledge and experience. Here is a framework I plan to use for the future flap teaching sessions: References Mann K V. (2002) Thinking about learning: Implications for Principle-Based Professional Education, The Journal of Continuing Education in the Health Professions, 22: 69-76 Knowles M S, Holton E F, Swanson R A. (2005) What is Learning, The Adult Learner, Elsevier, Burlington, MA Kolb D A. (1984) Experiential Learning, Experience as the source of Learning and Development, Prentice Hall, Englewood Cliffs, New Jersey Kolb D A. (1976) The Learning Style Inventory: Technical Manual, Boston, Ma.: McBer. Kolb D A. (1981) ‘Learning styles and disciplinary differences’. in A. W. Chickering (ed.) The Modern American College, San Francisco: Jossey-Bass. Kolb D A, Fry R. (1975) ‘Toward an applied theory of experiential learning;, in C. Cooper (ed.) Theories of Group Process, London: John Wiley. Walker M, Peyton R. (1998) Teaching in the Theatre, Teaching and learning in medical practice, Manticore Europe, Pages 171-180 How to cite Experiential Learning Theory, Essay examples

Presentation Chinese Painting and Calligraphy Essay Example For Students

Presentation Chinese Painting and Calligraphy Essay Political evolution: the main Dynasties Just to remind you, there is a succession Of dynasties: thats the simplification here (The UP is on Web if you are interested). Characteristics themes and symbols in Chinese art All traditional Chinese art is symbolic and reflects some aspect of a totality of which the painter is intuitively aware. And the artist (the word must be understood carefully especially for Chinese art because differentiation between professional painters and amateurs that are the elite) expresses the inner character of things rather than just his appearance. I made a list of symbols with various possible meanings. Calligraphy Calligraphy in Chinese art and society The Chinese name for calligraphy is Chuff that means method of writing. Actually, its different from writing as communication because it supposes a technique and a specific approach. It expresses something more profound -that is the inner state of the calligrapher. It is considered as a spiritual discipline practiced by educated elite, called Literati. It developed mainly after the Han dynasty. Calligraphy has been considered supreme among the visual arts in China. The spieling sets the standard by which Chinese painting is judged so the two arts are closely related. Main characteristics The early Chinese written words were simplified pictorial images, indicating meaning through imagination. These images were flexible in composition that allows changing the meaning by slight variations. The tools for Chinese calligraphy are few?an ink stick, an ink stone, a brush, and paper or silk. The calligrapher then composes structures with well-balanced spaces between the strokes. Normally, number and form Of strokes, their order and brush movements are predetermined. The calligrapher does not invent form. Rather he interprets them, With his particular style that reflects his individuality. The fundamental inspiration of Chinese calligraphy is nature. Evolution I) Guanine The earliest known Chinese characters were engraved on the bones of large animals. It was said that Canning, the legendary inventor of Chinese writing, got his ideas from observing animals footprints as well as other natural phenomena. He then started to work out simple images from what he conceived as representing different objects Each image is composed of a minimum number f lines and yet it is easily recognizable. The arrangement of the images changes the meaning. 2) Jinee Form of writing found on bronze vessels also called metal script. Its in this period that calligraphy as a discipline by itself emerges. Xanthium style In the 3rd century Bcc, at the same time of the first unity of China, the bronze script was unified Lines of even thickness and many curves and circles characterize small-seal script. Each word tends to fill up an imaginary square. There are series of these equals squares arranged in columns and rows, each of hem balanced and well spaced. BUT: could not be written speedily so passage to the fourth stage Lush Here, squares and short straight lines, vertical and horizontal, predominate. The words tend to be rectangular. Shuns (khakis) regular script Since this curtailed the freedom of hand, a fifth stage developed. The Chinese write in regular script today. Each stroke, each square or angle, and even each dot can be shaped according to the will and taste of the calligrapher. Indeed, a word written in regular style presents an almost infinite variety of problems of structure and composition, o the calligrapher can create something more than the meaning of the word. Singing We can see the moment of the brush to trail from one word to another. Cacaos It is less a style for general use than tort that of the calligrapher who wishes to produce a work of abstract art, Calligraphers and periods Powering Painting A Characteristics * Characteristics of painting The Chinese painter uses essentially the same supports as the calligrapher: silk or paper, The basic material is ink and the painter uses a brush that gives the dynamism to the painting Color is added to make the effect more true to life or decorative cent. .u8d032f4963894f30c0aca334b08a526e , .u8d032f4963894f30c0aca334b08a526e .postImageUrl , .u8d032f4963894f30c0aca334b08a526e .centered-text-area { min-height: 80px; position: relative; } .u8d032f4963894f30c0aca334b08a526e , .u8d032f4963894f30c0aca334b08a526e:hover , .u8d032f4963894f30c0aca334b08a526e:visited , .u8d032f4963894f30c0aca334b08a526e:active { border:0!important; } .u8d032f4963894f30c0aca334b08a526e .clearfix:after { content: ""; display: table; clear: both; } .u8d032f4963894f30c0aca334b08a526e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8d032f4963894f30c0aca334b08a526e:active , .u8d032f4963894f30c0aca334b08a526e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8d032f4963894f30c0aca334b08a526e .centered-text-area { width: 100%; position: relative ; } .u8d032f4963894f30c0aca334b08a526e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8d032f4963894f30c0aca334b08a526e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8d032f4963894f30c0aca334b08a526e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8d032f4963894f30c0aca334b08a526e:hover .ctaButton { background-color: #34495E!important; } .u8d032f4963894f30c0aca334b08a526e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8d032f4963894f30c0aca334b08a526e .u8d032f4963894f30c0aca334b08a526e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8d032f4963894f30c0aca334b08a526e:after { content: ""; display: block; clear: both; } READ: Chinese architecture EssayAnd different techniques In Chinese eyes a picture may gain considerably in interest and value from the colophons added by later connoisseurs The judgment of Chinese painting is basically the vitality and expressiveness of the brushstroke itself and the harmonious rhythm of the whole composition, as in calligraphy, SIX PRINCIPLES: About the mid 6th century, the painted Xii He compiled the works on art theory and prefaced this list with the so-called aesthetic principles. Weve seen in the lecture that point so spare you the details, they are on UP. The principles eave become the cornerstone of Chinese aesthetic theory down through the centuries. Evolution a) Chou dynasty 1046-256 BCC We assist in this period in the flowering Of the arts in many areas. Its the emergence of a representational art form and representations were cast with gold or silver inlay or engraved onto the sides Of bronze vessels. The early representations of landscape are dated from this period. B) Kin and Han dynasties A lot of supports: wall painting, long rolls of silk, tomb paintings and painted objects Paper invented in that period but not used until the 3rd or 4th centuries CE. Themes: nature or historical narratives It is the first time we can notice stylistic features creating spatial illusion and lighting effects. C) Three kingdoms (220-280) and Six Dynasties (220-589) This period establish the tradition of scholarly amateur painting, It is also the time when narrative illustration appears, The concept of flowers in relief appears perhaps cause of chiaroscuro or pigment eve do not know. D) SSI (581-618) and Tang (618-907) dynasties The royal tombs near Asian (706) show the emergence of a more liberated tradition in brushwork that came to the fore in mid to late 8th century painting. The tang dynasty experiences the three-dimensional effect created by ink only. In the same time, the depiction of the court is emphasized and horses became a popular subject for painting. Its a period of progress and changes in landscape painting: either mineral colors were applied or painters varied the tones of monochrome ink The eccentric painter that splashed ink are born under Tang dynasty and the Chant painting (Zen Buddhism) developed. E) Five Dynasties (907-960) and ten Kingdoms (902-978) Under the five dynasties, two distinct traditions in Chinese landscape appeared. Jinn Ha: dark painting lot of rocks Dong Yuan: almost impressionistic in treatment, calligraphic mode, calm, regional affiliation. In this period, flower painting became a separate branch Of painting in the Vive dynasties. Either by a naturalistic style mostly adopted by professional painters Or by the style created by Xx Xi Who drew flowers in ink and adding a little color afterward, preferred by the scholars. F) song (960-1279), Lila (907-1125), and Jinn (1 115-1234) The song dynasty is a stimulus for the rise of the amateur painting movement that brings great achievement in landscape painting especially with the ideas of cloudlike textures, or relief In the same time, a group of intellectuals proposed a completely different approach. The aim of these artists was not to depict nature realistically but to express themselves. For that, they valued spontaneity above all. I go quicker now because it is outside the dates of the program but just to give the main ideas g) Yuan dynasty (1206-1368) Under the Yuan dynasty, calligraphy and painting were unified because calligraphy became a part of the design. Ex: Zoo Menage applied calligraphic forms to landscape painting. The artists c:wan inscription and the colophons of connoisseurs became an integral part of the total work of art. Mining dynasty The 15th century was a period Of settled prosperity and great achievement in the arts. The naturalistic features such as perspective and different shading effects appeared under the Mining dynasty; i) King Dynasty (1644-1911/12) The King dynasty is characterized both by lavish decoration and ornate effects. But it is especially, the end of the co nflict at court between professional and amateur styles that had been introduced in the Song dynasty. This period is based on conservatism: and compositions became routine. Nevertheless, the group of the so-called Individualists proposed to focus on motions and feelings. ) Since 1912 Since 1912, we assist to the modernization and Western influence (Impressionists, the Fauves for instance). But the Sixth century is marked by some periods of great political control * Conclusion What I wanted to show in this presentation is that firstly there is continuity and fundamental changes in this long period: sometimes calm, more eccentric, influenced by past, radically new etc. And, secondly, that there are common points of both disciplines. To sum up. The main relations you should retain from that are: *The use of the same materials, especially the role of the brush .u1d0770d3ecbb8985d627f9691cdbe242 , .u1d0770d3ecbb8985d627f9691cdbe242 .postImageUrl , .u1d0770d3ecbb8985d627f9691cdbe242 .centered-text-area { min-height: 80px; position: relative; } .u1d0770d3ecbb8985d627f9691cdbe242 , .u1d0770d3ecbb8985d627f9691cdbe242:hover , .u1d0770d3ecbb8985d627f9691cdbe242:visited , .u1d0770d3ecbb8985d627f9691cdbe242:active { border:0!important; } .u1d0770d3ecbb8985d627f9691cdbe242 .clearfix:after { content: ""; display: table; clear: both; } .u1d0770d3ecbb8985d627f9691cdbe242 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1d0770d3ecbb8985d627f9691cdbe242:active , .u1d0770d3ecbb8985d627f9691cdbe242:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1d0770d3ecbb8985d627f9691cdbe242 .centered-text-area { width: 100%; position: relative ; } .u1d0770d3ecbb8985d627f9691cdbe242 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1d0770d3ecbb8985d627f9691cdbe242 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1d0770d3ecbb8985d627f9691cdbe242 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1d0770d3ecbb8985d627f9691cdbe242:hover .ctaButton { background-color: #34495E!important; } .u1d0770d3ecbb8985d627f9691cdbe242 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1d0770d3ecbb8985d627f9691cdbe242 .u1d0770d3ecbb8985d627f9691cdbe242-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1d0770d3ecbb8985d627f9691cdbe242:after { content: ""; display: block; clear: both; } READ: Edouard Manet EssayBrushstrokes similar especially the use of lines and supple movement *The role of the spaces in the composition * The judgments of the painting and calligraphy are both based on the rhythm of the composition (with the criterion of dynamism, vitality or expressiveness). * Expression of the inner, of the essence of the things they represent or the inner state of painter and calligrapher ; determines the different styles. To express this idea of close link between painting and calligraphy, we could refer to the expression The Three Perfections: calligraphy (script), painting and poetry concept).