Evelyn Glennie
Evelyn Glennie is a true musician. There are a lot of people out there that want to do what she did, and what she’s still doing, but frankly not many people are willing to put that much effort and time into achieving what she has. Not to mention that almost everyone lacks the talent. Evelyn hopes that the audience will be stimulated by what she has to say (through the language of music) and will therefore leave the concert hall feeling entertained. That is true musicianship.
Now is the time that I should start spouting off all of her amazing achievements, but if I attempted that not only would I get bored writing a list that long, but also you would get bored trying to read one. Plus I would most likely go far over the 750 required words for this essay. But I suppose it is necessary to mention a few of her many antecedents. For the first ten years of her career essentially every performance Evelyn gave was in some way a first. The first time an orchestra had performed with a percussion soloist, the first solo percussion performance at a venue or festival or the world premiere of a new percussion concerto. Evelyn has performed in approximately 42 countries. Evelyn was the first full time solo percussionist in the world. Evelyn has recorded 18 albums and is still working on more. At the age of 19 Evelyn graduated from the Royal Academy of Music. In 1991 Evelyn's autobiography 'Good Vibrations' was published and reprinted in 1995. In 1993 'Good Vibrations' was published in Japanese.
Yes Evelyn has lived an extraordinary life. She was born in Aberdeen, Scotland. And she went to school at Ellon Academy, Scotland. Her Conservatoire is The Royal Academy of Music, London. But I am making her sound she has always been this percussionist goddess whose whole life has been dedicated to her career. In some ways, though, she is just like you or me. As a child, Evelyn played the mouth organ and the clarinet. When she was a teenager, Evelyn wanted to be a hairdresser. But now she is very much a percussionist goddess who personally owns over 1800 instruments and in a live performance can use up to approximately 60 instruments.
One of the most amazing things about Evelyn is that she is legally deaf. It’s never been a big deal for Evelyn though; to her it’s like the fact that she has brown hair or brown eyes.
From being a competitor on Dancing with the Stars, to an actress on Switched at Birth, Marlee Matlin is known for her overflowing amount of talents. She seems to do it, and quite effortlessly while she’s at it. But, the one thing she cannot do, is hear. To quite a few people, this may seem as a disadvantage, but to Marlee this is quite the opposite. She embraces her uniqueness and strives to show her disbelievers that she is capable of anything that she sets her mind to. Despite the many challenges she has faced, Marlee Matlin remains determined, unique, and an advocate for the Deaf culture.
Martha and the other Ingram Family members have all been the donors to and/or directors of, various family foundations and private Donor Advised Funds over the years. Currently most of the Ingram family relies on Donor Advised Funds administered through the Community Foundation of Middle Tennessee (CMFT) for their philanthropy. The move to Donor Advised Funds holds several advantages over those of a family foundation; not the least of which is the ability make large gifts anonymously and not disclose asset and donation information.
Martha Euphemia Lofton Haynes was the first African American women to earn a PH.D in mathematics. She was the first and only child of William S. Lofton, a dentist and financier, and Lavinia Day Lofton. Euphemia Lofton Haynes was born Martha Euphemia Lofton on September 11, 1890 in Washington D.C. In 1917 she married her childhood sweetheart Dr.Harold Appo Haynes. They knew each other very well, as they grew up in the same neighborhood when they were teenagers. They both attended, and graduated from M St. High school. Her husband graduated from M St high school in 1906, a year earlier than she did. During their marriage they were highly focused on their careers, and didn’t have any children.
Anderson had a very strong musical education. At age eleven he began piano lessons and music studies at the New England Conservatory of Music in Cambridge. At his high school graduation from the Cambridge High and Latin School, Anderson composed, orchestrated, and conducted his class song. In 1925 he entered Harvard College. While at Harvard he studied musical harmony with Walter Spalding, counterpoint with Edward Ballantine, canon and fugue with William C. Heilman, and orchestration with Edward B. Hill and Walter Piston. Between 1926 and 1929 he played trombone for the Harvard University Band. He eventually became the director of the Harvard University Band for four years. In 1929 Anderson received a B.A. magna cum laude in Music from Harvard. The magna cum laude is the next-to-highest of three special honors for grades above the average. He was also elected into Phi Beta Kappa. Anderson continued into graduate school at Harvard. In 1930, he earned an M.A. with a major in music. He began studying composition with Walter Piston and Georges Enesco; organ with Henry Gideon and double bass with Gaston Dufresne of the Boston Symphony Orchestra. As well as his studies in music, he continued for his PhD in German and Scandinavian languages. He ultimately mastered Danish, Norwegian, Icel...
Louise Bernice Halfe was born in 1953 in Two Hills, Alberta. Her Cree name is SkyDancer. She grew up a member of the Saddle Lake Reserve and at the age of 7 was sent to the Blue Quills Residential School in St. Paul, Alberta. . After leaving the school at the age of 16, she attended St. Paul’s Regional High School where she began to journal about her life experiences. (McNally Robinson)
Up until now Lynn had it very tough growing up in a hearing world, but as soon as she started learning and using sign language her world turned around. Lynn finally gained a means of communication and Thomas and Louise were finally able to understand and communicate with their beautiful little girl with whom they were cut off from with a language barrier. Through communicating with other deaf individuals like her, Lynn finally felt like she was “normal” without trying to please the society’s normalcy.
Many people never realize or take much notice on what deaf people go through in life, but by watching the movie "Love is Never Silent", hearing people are able to have a clear view of what it is like to be deaf in the hearing world. Many different perspectives towards how deaf people live, socialize, party or work are built by many distinctive types of people. As the movie "Love is Never Silent" shows, Margaret and her family are isolated from their community. They aren 't allowed to sign in front of the hearing because it 's strange and abnormal. Seeing a deaf person sign during a time where being different can make a person look like an outcast makes hearing people pity the deaf and end up treating them as ignorant people. Although deaf
The majority of families were once considered perfect. The father went to work everyday, while the mother stayed at home and cared for her two children, “Henry” and “Sue”. The children never fought and the parents were involved in all the community events. Our society has grown to accept that there is no such thing as a perfect family. Eleven-year-old Ellen from the book Ellen Foster, by Kaye Gibbons, grows up in a household where her father is an abusive alcoholic and her mother is too sick to complete everyday tasks. By using her positive assets, and learning from her negative assets, Ellen was able to overcome a lot of challenges throughout the book.
Gwendolyn Brooks is the female poet who has been most responsive to changes in the black community, particularly in the community’s vision of itself. The first African American to be awarded a Pulitzer Prize; she was considered one of America’s most distinguished poets well before the age of fifty. Known for her technical artistry, she has succeeded in forms as disparate as Italian terza rima and the blues. She has been praised for her wisdom and insight into the African Experience in America. Her works reflect both the paradises and the hells of the black people of the world. Her writing is objective, but her characters speak for themselves. Although the idiom is local, the message is universal. Brooks uses ordinary speech, only words that will strengthen, and richness of sound to create effective poetry.
Both Laura and Adam’s communication disabilities are accurately portrayed in this movie. First of all, Marlee Matlin is deaf in real life, so she knows first hand what being deaf is actually like and can portray it accurately. Also, Adam uses Sign Language and expressive facial expressions, which are all trademarks of deaf culture. Also, he doesn’t speak hardly at all, and neither does his mother. Another way that Marlee’s character Laura is portrayed accurately is that her character feels very strongly about deaf culture, and a lot of people in the deaf community feel the same way; that there’s nothing wrong with them and they don’t want to be changed....
The brilliant composer Clara Schumann was born as Clara Josephine Wieck on 13 September 1819. Even before her birth, her destiny was to become a famous musician. Her father, Friedrich Wieck, was a piano teacher and music dealer, while her mother, Marianne Wieck, was a soprano and a concert pianist and her family was very musically gifted. Her father, Friedrich, wanted to prove to the world that his teaching methods could produce a famous pianist, so he decided, before Clara’s birth, that she would become that pianist. Clara’s father’s wish came true, as his daughter ended up becoming a child prodigy and one of the most famous female composers of her time.
.... Also following a guideline pointed by Saddler (1986 -retrive from Forester-Miller, H., & Davis, T., 1996) counselors should apply the three test in their practice. The test of justice which determines if you would treat others the same in this situation, the publicity test, if you would want your behavior to be known and reported to the public, and the test of universality to ask yourself if you would administer the same action to another counselor in the same situation. With that in mind the professional has to believe that after all of this is achieved the professional is capable to perform the career with an outstanding background and knowledge on how and when to act and perform the social and personal changes that relies on the profession and always having in mind what is more beneficial to the patient in resolving and responding to their ethical conflicts.
The topic of this paper focuses on the battles school counselors face as the law and ethical standards collide. School counselors face a number of legal and ethical issues and recognizing a clear decision isn’t always easy. School counselors have to work with a large number of students, parents, and administrators while conforming to ethical codes, state laws, and school board guidelines. This topic is of great relevance to me as I will be going into the school counseling profession. It is also a meaningful topic to me because life-changing decisions are made every day in reference to legal and ethical issues. Researching this topic has shed some light on the difficulty for school counselors to fulfill both legal and ethical requirements. The main reason for this is that laws and ethical codes may sometimes provide differing and contradictory messages regarding the same subject. This can lead to legal ramifications, even while following ethical norms as we will look at in the example case of Woodlock v. Orange Ulster B.O.C.E.S. (2006/2008).
Ethical issues are common in the field of mental health, and so mental health counselors rely heavily on sound ethical decision-making to navigate difficult decisions that affect the client’s wellbeing, law, and the counselor’s own liability. Using ethical decision-making models, counselors can make better decisions, however, there are situations where other factors outside of the counselor’s control can influence these decisions. These factors can include the education and experience of the counselor as well as their current emotions. The purpose of this study is to investigate the effects of emotions, both positive and negative, on ethical decisions.
Then audience members who were perfect strangers who were screaming loudest would turn to each other with knowing glances and smile because they were sharing the same excitement and connecting with one another over their love of this man’s music. There was no pushing or shoving to get closer to the stage – it wasn’t that kind of crowd. Instead, there was mutual respect for one another’s space within the confines of the too-small venue. Nobody wanted to be the person who ruined it for someone else. It was this respect that made the audience members’ connections with one another that much stronger – we were all here to listen to this wonderful man’s music and see his performance – and, of course, we were here to enjoy it.