The Evolution of the Motet Essay - 1297 Words

The Evolution of the Motet The Evolution of the Motet Throughout the history of music, there have been few styles that not only have opened doors to masterwork compositions in their own genres, but have also led the way to other musical techniques over the musical eras and one of these magical music styles is the motet. The motet can easily be confused with other musical structures but what separates the motet from other types of group-performance based styles of music is a piece of music in several parts with words.1 This is the closest definition of motet as can be said without overgeneralization and will operate from the beginning of the 13th century well into the late 16th century and beyond. Some scholars†¦show more content†¦Ã¢â‚¬Å"Medieval motets tended to be isorhythmic; that is, they employed repeated rhythmic patterns in all voices—not only the cantus firmus—which did not necessarily coincide with repeating melodic patterns.†2 This new isorhythmic principle, brought on mostly by the composer Macha ut, was used not only in the tenor voice but also rather with much more freedom in the upper voice parts. The application of discant over a cantus firmus marked the beginnings of this new revolutionary style, the motet, in Western music. The key motet composers in the medieval period were few in number; Phillip de Vitry and Machaut were one of the earliest composers to institute the isorhythmic technique, which set the style for other medieval composers like Willelmus de Winchecumbe. Guillaume de Machaut was a more famous named late-medieval composer to institute the discant which caught on in other music styles and only helped to evolve the motet into its later stylings. These composers helped carry the motet to the new Flemish motet style. The Flemish style of motets marked the peak of the motet, in my opinion. The Flemish motet was more polished and refined while in contrast, the medieval motet was a diamond in the rough.Show MoreRelatedSatire, Stain Glass And The Hagia Sophia1303 Words   |  6 Pageswritten in the style of the motet. Là ©onin had never wrote any of the music himself, he only notated the music he had learned during his career as a singer. One of the many unique features of the Magnus Liber is the addition of the third and fourth voice parts above a tenor, which are credited to Pà ©rotin. This had never been seen before and allowed more harmonies and cadence to be added. Pà ©rotin also coined the motet and that within itself has impacted my life. The motet has multiple voice parts singingRead MoreMusic History Through the Middle Ages, Rennisance, Baroque, Etc...2017 Words   |  9 Pagesshape musical eras during time. Here I will look at the middle ages, renaissance, baroque, classical, romantic and twentieth century periods. I hope that a better understanding can be reached to why, when, where and who are the reasons for musical evolution. Middle Ages Beginning with fall of Rome in 476a.d. the first half of this millennium is referred to as the dark ages. In society, all power flowed from the king with the approval of the Roman Catholic Church and its bishops. This is whatRead More Music History thru the Middle Ages, Rennisance, Baroque, etc...1983 Words   |  8 Pagesshape musical eras during time. Here I will look at the middle ages, renaissance, baroque, classical, romantic and twentieth century periods. I hope that a better understanding can be reached to why, when, where and who are the reasons for musical evolution. Middle Ages Beginning with fall of Rome in 476a.d. the first half of this millennium is referred to as the â€Å"dark ages†. In society, all power flowed from the king with the approval of the Roman Catholic Church and its bishops. This is what we knowRead More History Of Music Essay2522 Words   |  11 Pagessang for their own enjoyment. The content of these songs often portrayed a hero and celebrated his strength or wisdom in battle or on a quest. Many manuscripts of this music have been successfully recovered. One of the primary landmarks in the evolution of the plainchant and music as a whole was the advent of polyphony. Polyphony is the singing (or playing) of two separate melodies at the same time while still maintaining a pleasing sound. Polyphony was first used in France, with the first in veryRead More The Baroque Concerto Essay821 Words   |  4 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp; Introductionnbsp;nbsp;nbsp;nbsp;nbsp; In simple terms, the word â€Å"concerto† translates into â€Å"concert.† Motets by Vidana, madrigals by Monteverdi as well as works by Corelli and Torelli are all described by their composers as ‘concertos’. The Baroque era was one in which many different styles of music had been formulated. These differing forms of music wereRead MoreMusic And Its Influence On The Italian Genre1785 Words   |  8 PagesThroughout history, various styles of music have developed to further the evolution and complexity of music, wether it be commissioned by nobility or, composed for the enjoyment of the normal, common populace. English madrigals, though not the longest lasting style, is one such form of music that has had a lasting impact on the continuing composition of music. Madrigals are defined four ways in A History of Western Music. The fourth definition, â€Å"English polyphonic work imitating the Italian genreRead MoreMusical Hybridization: Surveying Guillaume1653 Words   |  7 Pagestechnique†¦to return to first essentials with†¦economical means.† Three Marian works worth analyzing are the Salve Regina, Ave Maris Stella, and Petrarch’s setting of Vergene Bella. Although Vergene Bella is not a Marian antiphon, it is a cantilena motet expressing Marian praise. Vergene Bella, Ave Maris Stella, and Salve Regina not only contain multinational compositional traits, but also provide evolutionary musical cognizance into Dufay’s early, middle, and late periods, respectively. Dufay’sRead MoreThe Evolution of Music Essay2161 Words   |  9 Pagesinstruments. There are also many ways that the two styles can cross over each other; this is seen in popular music and a lot of video game music. Though many people cannot see any similarities between modern and classical music, modern music is really an evolution of classical music; the roots of modern music go back to classical era. The term â€Å"classical music† refers to the western influence, not the eastern influence of Asia; the two are very different (History). Classical music can be split into several

Self-Proclaimed Philosopher “Charlotte Perkins Gilman” Free Essays

Charlotte Perkins Gilman was a self-proclaimed philosopher, writer, educator and an intellectual activist of the women’s movement from the late 1890’s through the mid-1920’s. She demanded equal treatment for women as the best means to advance society’s progress. She was an extraordinary woman who waged a lifelong battle against the restrictive social codes for women in late nineteenth-century America. We will write a custom essay sample on Self-Proclaimed Philosopher â€Å"Charlotte Perkins Gilman† or any similar topic only for you Order Now Mrs. Gilman was born Charlotte Anna Perkins on July 3, 1860, in Providence, Rhode Island. She was the grandniece of Harriet Beecher Stowe. She attributed her lifelong talent for speaking and her writing ability to her Beecher heritage. Most of what Charlotte learned was self-taught, since her formal schooling was only about six or seven years. Gilman believed early on that she was destined to dedicate her life to serving humanity. When her lover unexpectedly proposed, she was suddenly torn between work and marriage. After years of debating whether to marry or not to marry, she consented and to the best of her abilities carried on the traditional roles of wife and mother, only to suffer a nervous breakdown. When her treatment of total rest drove her close to insanity, she was cured by removing herself physically from her home, husband, and finally her daughter, and by taking part in and writing about the social movements of the day. Later in life she married her first cousin, George Gilman, and again suffered from depression though not as severely as she had suffered throughout her first marriage. Using her life experiences as a female within a male dominated society, Gilman wanted to redefine womanhood. She declared that women were equal to men in all aspects of life. This new woman she described was to be an intelligent, well-informed and well-educated thinker. She would also be the creator and the expresser of her own ideas. She was to be economically self-sufficient, socially independent, and politically active. She would share the opportunities, duties and responsibilities of the workplace with men, and together they would take care of their home. Finally, this new woman was to be informed, assertive, confident, and influential, as well as compassionate, loving, and sensitive, at work and at home. This vision of the future female went against the traditional role of womanhood, not to mention the concepts and values of family, home, religion, community, and democracy. These views have labeled Gilman as a feminist, but theses ideas clearly have a place within educational history. Gilman showed the need to develop higher learning institutions for teacher education and to offer women a place that would train them to think more critically. She viewed the education of women as an essential part of a democratic society. She felt by educating women and thus feminizing society that gender discrepancies within society would end. Gilman began to explore the issue of gender discrepancy within society in the mid-1880’s when she first began her career as a writer. Her first published essays focused on the inequality found within marriage and child-rearing. Her well received short story The Yellow Wallpaper told the story of a new mother who was nearly driven insane by the overwhelming traditional duties piled upon her as a wife and mother. The story mirrored that of her own experiences after the birth of her only child. In her highly successful publication of Women and Economics, she studied the issues of gender discrepancy and the relationship between education and women. Gilman stated that humans â€Å"are the only animal species in which the female depends upon the male for food, the only animal in which the sex-relation is also an economic relation. † She said that women’s economic dependence resulted in their being â€Å"denied the enlarged activities, which have developed intelligence in man, denied the education of the will, which only comes, by freedom and power. To Gilman, the liberation of women required education and the opportunity to use what they learned to establish social as well as economic independence. In Gilman’s journal called the Forerunner, she said the goal of education was to teach men, women and children to think for themselves instead of excepting other people’s opinions as their own. She felt that learning centers at the turn of the century were teaching females with masculine content and philosophy. Gilman maintained that the educational philosophy needed to be changed because it was still too narrow in thinking since masculine traits were defined as human while female traits were defined as something other. She felt that these women were being educated to think like men. Once education was feminized, she believed that women could place an emphasis on social responsibility and specialized knowledge, which would develop them to their full potential. Gilman said that by teaching women to dedicate their lives to the common good that it would free them from the daily household routines and help them to recognize their connection and contribution to the world around them and become active members of the economy. In her work entitled Concerning Children she stated that a civilized society is responsible for raising civilized children and that it was the responsibility of everyone in the community to accomplish this by attending to the needs of its young. In Herland, another of her works, she said that children should start their education in infancy. Well-trained professionals should teach this education since motherhood was not a guarantee of teaching abilities. Throughout her long career as a feminist writer and lecturer, Gilman was never comfortable with labels. â€Å"I was not a reformer but a philosopher,† she wrote in her autobiography. â€Å"I worked for various reforms†¦ my business was to find out what ailed society, and how most easily and naturally to improve it. This method was through education. She used her lectures and publications to teach present and future generations about the possibilities that lay open to them. Gilman’s writings about the tensions and struggles between marriage and career, social expectations, and personal goals continue to impact women’s decisions. Her arguments have greatly heightened our understanding of the power of social norms on individuals, making Gilman’s life and literary works a role model for many. Even though these works were written a century ago, Gilman’s view of womanhood and education remains important as society continues to struggle with issues of gender and women continue to struggle for equality and independence. How to cite Self-Proclaimed Philosopher â€Å"Charlotte Perkins Gilman†, Papers Self-Proclaimed Philosopher â€Å"Charlotte Perkins Gilman† Free Essays Charlotte Perkins Gilman was a self-proclaimed philosopher, writer, educator and an intellectual activist of the women’s movement from the late 1890’s through the mid-1920’s. She demanded equal treatment for women as the best means to advance society’s progress. She was an extraordinary woman who waged a lifelong battle against the restrictive social codes for women in late nineteenth-century America. We will write a custom essay sample on Self-Proclaimed Philosopher â€Å"Charlotte Perkins Gilman† or any similar topic only for you Order Now Mrs. Gilman was born Charlotte Anna Perkins on July 3, 1860, in Providence, Rhode Island. She was the grandniece of Harriet Beecher Stowe. She attributed her lifelong talent for speaking and her writing ability to her Beecher heritage. Most of what Charlotte learned was self-taught, since her formal schooling was only about six or seven years. Gilman believed early on that she was destined to dedicate her life to serving humanity. When her lover unexpectedly proposed, she was suddenly torn between work and marriage. After years of debating whether to marry or not to marry, she consented and to the best of her abilities carried on the traditional roles of wife and mother, only to suffer a nervous breakdown. When her treatment of total rest drove her close to insanity, she was cured by removing herself physically from her home, husband, and finally her daughter, and by taking part in and writing about the social movements of the day. Later in life she married her first cousin, George Gilman, and again suffered from depression though not as severely as she had suffered throughout her first marriage. Using her life experiences as a female within a male dominated society, Gilman wanted to redefine womanhood. She declared that women were equal to men in all aspects of life. This new woman she described was to be an intelligent, well-informed and well-educated thinker. She would also be the creator and the expresser of her own ideas. She was to be economically self-sufficient, socially independent, and politically active. She would share the opportunities, duties and responsibilities of the workplace with men, and together they would take care of their home. Finally, this new woman was to be informed, assertive, confident, and influential, as well as compassionate, loving, and sensitive, at work and at home. This vision of the future female went against the traditional role of womanhood, not to mention the concepts and values of family, home, religion, community, and democracy. These views have labeled Gilman as a feminist, but theses ideas clearly have a place within educational history. Gilman showed the need to develop higher learning institutions for teacher education and to offer women a place that would train them to think more critically. She viewed the education of women as an essential part of a democratic society. She felt by educating women and thus feminizing society that gender discrepancies within society would end. Gilman began to explore the issue of gender discrepancy within society in the mid-1880’s when she first began her career as a writer. Her first published essays focused on the inequality found within marriage and child-rearing. Her well received short story The Yellow Wallpaper told the story of a new mother who was nearly driven insane by the overwhelming traditional duties piled upon her as a wife and mother. The story mirrored that of her own experiences after the birth of her only child. In her highly successful publication of Women and Economics, she studied the issues of gender discrepancy and the relationship between education and women. Gilman stated that humans â€Å"are the only animal species in which the female depends upon the male for food, the only animal in which the sex-relation is also an economic relation. † She said that women’s economic dependence resulted in their being â€Å"denied the enlarged activities, which have developed intelligence in man, denied the education of the will, which only comes, by freedom and power. To Gilman, the liberation of women required education and the opportunity to use what they learned to establish social as well as economic independence. In Gilman’s journal called the Forerunner, she said the goal of education was to teach men, women and children to think for themselves instead of excepting other people’s opinions as their own. She felt that learning centers at the turn of the century were teaching females with masculine content and philosophy. Gilman maintained that the educational philosophy needed to be changed because it was still too narrow in thinking since masculine traits were defined as human while female traits were defined as something other. She felt that these women were being educated to think like men. Once education was feminized, she believed that women could place an emphasis on social responsibility and specialized knowledge, which would develop them to their full potential. Gilman said that by teaching women to dedicate their lives to the common good that it would free them from the daily household routines and help them to recognize their connection and contribution to the world around them and become active members of the economy. In her work entitled Concerning Children she stated that a civilized society is responsible for raising civilized children and that it was the responsibility of everyone in the community to accomplish this by attending to the needs of its young. In Herland, another of her works, she said that children should start their education in infancy. Well-trained professionals should teach this education since motherhood was not a guarantee of teaching abilities. Throughout her long career as a feminist writer and lecturer, Gilman was never comfortable with labels. â€Å"I was not a reformer but a philosopher,† she wrote in her autobiography. â€Å"I worked for various reforms†¦ my business was to find out what ailed society, and how most easily and naturally to improve it. This method was through education. She used her lectures and publications to teach present and future generations about the possibilities that lay open to them. Gilman’s writings about the tensions and struggles between marriage and career, social expectations, and personal goals continue to impact women’s decisions. Her arguments have greatly heightened our understanding of the power of social norms on individuals, making Gilman’s life and literary works a role model for many. Even though these works were written a century ago, Gilman’s view of womanhood and education remains important as society continues to struggle with issues of gender and women continue to struggle for equality and independence. How to cite Self-Proclaimed Philosopher â€Å"Charlotte Perkins Gilman†, Papers Self-Proclaimed Philosopher â€Å"Charlotte Perkins Gilman† Free Essays Charlotte Perkins Gilman was a self-proclaimed philosopher, writer, educator and an intellectual activist of the women’s movement from the late 1890’s through the mid-1920’s. She demanded equal treatment for women as the best means to advance society’s progress. She was an extraordinary woman who waged a lifelong battle against the restrictive social codes for women in late nineteenth-century America. We will write a custom essay sample on Self-Proclaimed Philosopher â€Å"Charlotte Perkins Gilman† or any similar topic only for you Order Now Mrs. Gilman was born Charlotte Anna Perkins on July 3, 1860, in Providence, Rhode Island. She was the grandniece of Harriet Beecher Stowe. She attributed her lifelong talent for speaking and her writing ability to her Beecher heritage. Most of what Charlotte learned was self-taught, since her formal schooling was only about six or seven years. Gilman believed early on that she was destined to dedicate her life to serving humanity. When her lover unexpectedly proposed, she was suddenly torn between work and marriage. After years of debating whether to marry or not to marry, she consented and to the best of her abilities carried on the traditional roles of wife and mother, only to suffer a nervous breakdown. When her treatment of total rest drove her close to insanity, she was cured by removing herself physically from her home, husband, and finally her daughter, and by taking part in and writing about the social movements of the day. Later in life she married her first cousin, George Gilman, and again suffered from depression though not as severely as she had suffered throughout her first marriage. Using her life experiences as a female within a male dominated society, Gilman wanted to redefine womanhood. She declared that women were equal to men in all aspects of life. This new woman she described was to be an intelligent, well-informed and well-educated thinker. She would also be the creator and the expresser of her own ideas. She was to be economically self-sufficient, socially independent, and politically active. She would share the opportunities, duties and responsibilities of the workplace with men, and together they would take care of their home. Finally, this new woman was to be informed, assertive, confident, and influential, as well as compassionate, loving, and sensitive, at work and at home. This vision of the future female went against the traditional role of womanhood, not to mention the concepts and values of family, home, religion, community, and democracy. These views have labeled Gilman as a feminist, but theses ideas clearly have a place within educational history. Gilman showed the need to develop higher learning institutions for teacher education and to offer women a place that would train them to think more critically. She viewed the education of women as an essential part of a democratic society. She felt by educating women and thus feminizing society that gender discrepancies within society would end. Gilman began to explore the issue of gender discrepancy within society in the mid-1880’s when she first began her career as a writer. Her first published essays focused on the inequality found within marriage and child-rearing. Her well received short story The Yellow Wallpaper told the story of a new mother who was nearly driven insane by the overwhelming traditional duties piled upon her as a wife and mother. The story mirrored that of her own experiences after the birth of her only child. In her highly successful publication of Women and Economics, she studied the issues of gender discrepancy and the relationship between education and women. Gilman stated that humans â€Å"are the only animal species in which the female depends upon the male for food, the only animal in which the sex-relation is also an economic relation. † She said that women’s economic dependence resulted in their being â€Å"denied the enlarged activities, which have developed intelligence in man, denied the education of the will, which only comes, by freedom and power. To Gilman, the liberation of women required education and the opportunity to use what they learned to establish social as well as economic independence. In Gilman’s journal called the Forerunner, she said the goal of education was to teach men, women and children to think for themselves instead of excepting other people’s opinions as their own. She felt that learning centers at the turn of the century were teaching females with masculine content and philosophy. Gilman maintained that the educational philosophy needed to be changed because it was still too narrow in thinking since masculine traits were defined as human while female traits were defined as something other. She felt that these women were being educated to think like men. Once education was feminized, she believed that women could place an emphasis on social responsibility and specialized knowledge, which would develop them to their full potential. Gilman said that by teaching women to dedicate their lives to the common good that it would free them from the daily household routines and help them to recognize their connection and contribution to the world around them and become active members of the economy. In her work entitled Concerning Children she stated that a civilized society is responsible for raising civilized children and that it was the responsibility of everyone in the community to accomplish this by attending to the needs of its young. In Herland, another of her works, she said that children should start their education in infancy. Well-trained professionals should teach this education since motherhood was not a guarantee of teaching abilities. Throughout her long career as a feminist writer and lecturer, Gilman was never comfortable with labels. â€Å"I was not a reformer but a philosopher,† she wrote in her autobiography. â€Å"I worked for various reforms†¦ my business was to find out what ailed society, and how most easily and naturally to improve it. This method was through education. She used her lectures and publications to teach present and future generations about the possibilities that lay open to them. Gilman’s writings about the tensions and struggles between marriage and career, social expectations, and personal goals continue to impact women’s decisions. Her arguments have greatly heightened our understanding of the power of social norms on individuals, making Gilman’s life and literary works a role model for many. Even though these works were written a century ago, Gilman’s view of womanhood and education remains important as society continues to struggle with issues of gender and women continue to struggle for equality and independence. How to cite Self-Proclaimed Philosopher â€Å"Charlotte Perkins Gilman†, Papers

Online Modules Rights of Patients and Carers

Question: Discuss about theOnline Modulesfor Rights of Patients and Carers. Answer: Rights of Patients and Carers In order to provide effective healthcare services to a patient, a practitioner has to adhere to standards of professional practice, legal regulations as well as ethical codes of conduct. These play a very significant role in safeguarding the interests of the practitioner, patient and their carers. When it comes to the ethical regulations, the healthcare provider is required to comply with the ethical standards of confidentiality and respect. Meaning, the patient should be treated with the respect and dignity that they deserve (Herring, 2007). Should there be any case of major decision making, the healthcare provider should not do it alone, but be ready to collaborate with the patient through seeking their opinion. At the same time, the healthcare provider has a mandate to inform the patient about their care, but refrain from revealing the patients private health information to other partys including the carers without the consent of the patient. It therefore means that in as much as the patient has a right to information, the healthcare provider still has a responsibility of strictly adhering to the principle of confidentiality (Burston, Tuckett, 2013). At no one time should the healthcare provider fail to adequately and timely equip the patient with all the information regarding the health. This is a fundamental healthcare right that no one deserves to be deprived at any given time. On the other hand, it is morally wrong for a healthcare provider to violate the standards and let other know about the patients privacy (Gold, Philip, McIver Komesaroff, 2009). Should that be done, the practitioner would have been declared to have acted in a violation of the ethical standards of practice. The only correct thing to do is to seek for the consent of the patient. Meaning, it is the client who has authority to decide if the private health information about them is to be revealed to others. Nevertheless, the healthcare provider can only go against the confidentiality standards in case the patient is incapacitated and is not in a position of making a sound and valid consent. The same can apply when attending to a minor who has no decision making capabilities and must be represented by the carers. For such a patient, a practitioner might be compelled to reveal private health information to the carers since in such situations; it is the carers with whom the practitioner can collaborate with to make important decisions regarding the health of the patient (Atkins, De Lacey Britton, 2014). So, should this happen, the healthcare practitioner would be justified to have done the right thing because it is exclusively aimed at saving the life of incapacitated patient who is not capable of contributing towards healthcare delivery. Reflection of How I Won My Personal Battle with Obesity How I Won My Personal Battle with Obesity is an article written by Berni Dymet and published by the bernidymet.com in July 2013. In this article, Berni presents a candid story of his battle with obesity. He says that, as an ordinary man, he was brought up in a society in which western poor diet was the order of the day. However, when he realized that he was the real cause of his woes, Berni made a choice to be a solution. To do so, he made a bold decision of changing his lifestyle to live in an extraordinary manner from the rest of his accomplices. So, apart from starving himself, he refrained from carbohydrates, ventured into crush dieting, and spent a large portion of his time to engage in physical exercises (Ogden, Carroll, Kit Flegal, 2012). This is how he managed to surprise himself, his family and the whole world by losing a record 25 kg. Indeed, How I Won My Personal Battle with Obesity is an insightful article that has a lot of lessons. First, it made me learn what obesity means to a patient. It gave me an opportunity to realize that from a patients perspective, obesity is viewed as a lifestyle disease that is caused by the choices made by individuals. As pointed out by the author, obesity is a lifestyle disease caused by human choice. The high rate at which people consume sugary foods expose them to diseases like obesity (Swinburn Wood, 2013). Worse still, many people still opt to lazy around and fail to engage in active physical activities. From Bernis perspective, I came to learn that obesity is a lifestyle disease. It is true that many people have lost their lives because of the choices that they make in life. For example, the use of poor diet is so unhealthy to individuals. It increases the chances of contracting lifestyle diseases that would otherwise be prevented from troubling their lives (Partonen, 2014). This justifies why many people suffer from obesity and other lifestyle diseases simply because they cannot adopt a healthy eating culture (Walls, Magliano, Stevenson, Backholer, Mannan, Shaw Peeters, 2012). References Atkins, K., De Lacey, S., Britton, B. (2014). Ethics and law for Australian nurses. CambridgeUniversity Press. Burston, A. S., Tuckett, A. G. (2013). Moral distress in nursing Contributing factors,outcomes and interventions. Nursing Ethics, 20(3), 312-324. Gold, M., Philip, J., McIver, S., Komesaroff, P. A. (2009). Between a rock and a hard place:exploring the conflict between respecting the privacy of patients and informing theircarers. Internal Medicine Journal, 39(9), 582-587. doi:10.1111/j.1445-5994.2009.02020.x Herring, J. (2007). Where are the carers in healthcare law and ethics? Legal Studies, 27(1), 51- doi: 10.1111/j.1748-121X.2006.00037.x Ogden, C.L., Carroll, M.D., Kit, B.K., Flegal, K.M. (2012). Prevalence of obesity and trendsin body mass index among US children and adolescents, 1999-2010. Jama, 307(5), 483-490. Partonen, T. (2014). Obesity= physical activity+ dietary intake+ sleep stages+ light exposure. Annals of medicine, 46(5), 245-246. Swinburn, B., Wood, A. (2013). Progress on obesity prevention over 20 years in Australia andNew Zealand. Obesity Reviews, 14(S2), 60-68. Walls, H.L., Magliano, D.J., Stevenson, C.E., Backholer, K., Mannan, H.R., Shaw, J.E., Peeters, A. (2012). Projected progression of the prevalence of obesity in Australia. Obesity, 20(4), 872-878.