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Aromatherapy: Science-Backed Benefits for Mind, Body, and Soul

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Strengthening, stretching, balance, and aerobic exercises will keep you active, mobile, and feeling great.

Exercise is key to good health. But we tend to limit ourselves to one or two types of activity. People do what they enjoy, or what feels the most effective, so some aspects of exercise and fitness may be ignored. In reality, we should all be doing aerobics, stretching, strengthening, and balance exercises. Here, we list what you need to know about each exercise type and offer examples to try, with a doctor's okay.

1. Aerobic exercise

Aerobic exercise, which speeds up your heart rate and breathing, is important for many body functions. It gives your heart and lungs a workout and increases endurance. If you're too winded to walk up a flight of stairs, you need to see your doctor for a medical evaluation. If it's just because you are deconditioned, then you will need more aerobic exercise to help condition your heart and lungs and get enough blood to your muscles to help them work efficiently.

Aerobic exercise also helps relax blood vessel walls, lower blood pressure, burn body fat, lower blood sugar levels, reduce inflammation, and boost mood. Combined with weight loss, it can also lower "bad" LDL cholesterol levels. Over the long term, aerobic exercise reduces your risk of heart disease, stroke, type 2 diabetes, breast and colon cancer, depression, and falls.

Aim for at least 150 minutes per week of moderate-intensity activity. Try brisk walking, swimming, jogging, cycling, dancing, or classes like step aerobics.

Marching in place

Starting position: Stand tall with your feet together and arms at your sides.
Movement: Bend your elbows and swing your arms as you lift your knees.
March in a variety of styles:

March in place.

March four steps forward, and then four steps back.

March in place with feet wide apart.

Alternate marching feet wide and together (out, out, in, in).

Tips and techniques:

Look straight ahead and keep your abs tight.

Breathe comfortably, and don't clench your fists.

Make it easier: March slower and don't lift your knees as high.
Make it harder: Lift your knees higher, march faster, and really pump your arms.

2. Strength training

As we age, we lose muscle mass. Strength training builds it back. Regular strength training will help you feel more confident and capable of daily tasks like carrying groceries, gardening, and lifting heavier objects around the house. Strength training will also help you stand up from a chair, get up off the floor, and go upstairs.

Strengthening your muscles not only makes you stronger, but also stimulates bone growth, lowers blood sugar, assists with weight control, improves balance and posture, and reduces stress and pain in the lower back and joints.

A physical therapist or certified personal trainer can design a strength training program that you can do two to three times a week at a gym, at home, or at work. It will likely include body weight exercises like squats, push-ups, and lunges, and exercises involving resistance from a weight, a band, or a weight machine.

It's important to feel some muscle fatigue at the end of the exercise to make sure you are working or training the muscle group effectively.

Squat

Starting position: Stand with your feet shoulder-width apart, arms at your sides.
Movement: Slowly bend your hips and knees, lowering your buttocks about eight inches, as if you're sitting back into a chair. Let your arms swing forward to help you balance. Keep your back straight. Slowly return to the starting position. Repeat 8-12 times.

Tips and techniques:

Shift your weight into your heels.

Squeeze your buttocks as you stand to help you balance.

Make it easier: Sit on the edge of a chair with your feet hip-width apart and arms crossed over your chest. Tighten your abdominal muscles and stand up. Slowly sit down with control.
Make it harder: Lower farther, but not past your thighs being parallel to the floor.

3. Stretching

Stretching helps maintain flexibility. We often overlook that in youth when our muscles are healthier. But aging leads to a loss of flexibility in the muscles and tendons. Muscles shorten and don't function properly. That increases the risk for muscle cramps and pain, muscle damage, strains, joint pain, and falling, and it also makes it tough to get through daily activities, such as bending down to tie your shoes.

Likewise, stretching the muscles routinely makes them longer and more flexible, which increases your range of motion and reduces pain and the risk for injury.

Aim for a program of stretching every day or at least three or four times per week.

Warm up your muscles first, with a few minutes of dynamic stretches-repetitive motion such as marching in place or arm circles. That gets blood and oxygen to muscles, and makes them amenable to change.

Then perform static stretches (holding a stretch position for up to 60 seconds) for the calves, the hamstrings, hip flexors, quadriceps, and the muscles of the shoulders, neck, and lower back.

However, don't push a stretch into the painful range. That tightens the muscle and is counterproductive.

Single knee rotation

Starting position: Lie on your back with your legs extended on the floor.
Movement: Relax your shoulders against the floor. Bend your left knee and place your left foot on your right thigh just above the knee. Tighten your abdominal muscles, then grasp your left knee with your right hand and gently pull it across your body toward your right side.
Hold 10 to 30 seconds.
Return to the starting position and repeat on the other side.

Tips and techniques:

Stretch to the point of mild tension, not pain.

Try to keep both shoulders flat on the floor.

To increase the stretch, look in the direction opposite to your knee.

4. Balance exercises

Improving your balance makes you feel steadier on your feet and helps prevent falls. It's especially important as we get older, when the systems that help us maintain balance-our vision, our inner ear, and our leg muscles and joints-tend to break down. The good news is that training your balance can help prevent and reverse these losses.

Many senior centers and gyms offer balance-focused exercise classes, such as tai chi or yoga. It's never too early to start this type of exercise, even if you feel you don't have balance problems.

You can also go to a physical therapist, who can determine your current balance abilities and prescribe specific exercises to target your areas of weakness. That's especially important if you've had a fall or a near-fall, or if you have a fear of falling.

Typical balance exercises include standing on one foot or walking heel to toe, with your eyes open or closed. The physical therapist may also have you focus on joint flexibility, walking on uneven surfaces, and strengthening leg muscles with exercises such as squats and leg lifts. Get the proper training before attempting any of these exercises at home.

Standing knee lift

Starting position: Stand up straight with your feet together and your hands on your hips.

Movement: Lift your left knee toward the ceiling as high as is comfortable or until your thigh is parallel to the floor. Hold, then slowly lower your knee to the starting position.

Repeat the exercise 3-5 times.

Then perform the exercise 3-5 times with your right leg.

Tips and techniques:

Keep your chest lifted and your shoulders down and back.

Lift your arms out to your sides to help you balance, if needed.

Tighten your abdominal muscles throughout.

Tighten the buttock of your standing leg for stability.

Breathe comfortably.

Make it easier: Hold on to the back of a chair or counter with one hand.

Make it harder: Lower your leg all the way to the floor without touching it. Just as it is about to touch, lift your leg up again.

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The 4 most important types of exercise - Harvard Health

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Some aspects of exercise and fitness are ignored. In reality, everyone should do aerobics, stretching, strengthening, and balance exercises....

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My Favorite Things // jazz ver. (The Sound Of Music) 【covered by Anna】

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What Actually Happens When You Are Sick?

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Apostolos Pappas, Ph.D., is a professional member of the Institute of Food Technology. He started his professional career as a research biochemist in the Skin Research Center of Johnson & Johnson and later served as a group leader at Munich Biotech, where he worked on cancer research. Thereafter he returned to Johnson & Johnson, where he is currently a Principal Scientist focusing on lipid metabolism research. He has authored numerous scientific publications, patent applications, and one book.

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The book will educate and decode the role of vitamins, essential fatty acids and other nutraceuticals on skin health and their tremendous impact to the current needs of the skin care industry. Focus on conditions, as acne, dermatitis, dry scaly skin or alopecia will provide a comprehensive knowledge of the relationship of nutrition and skin as well as the current attempts in nutritional or dermatological research.

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Americans with more education live longer, healthier lives than those with fewer years of schooling (see Issue Brief #1). But why does education matter so much to health? The links are complex-and tied closely to income and to the skills and opportunities that people have to lead healthy lives in their communities.

How are health and education linked? There are three main connections: ¹
Read More

The relationship between education and health has existed for generations, despite dramatic improvements in medical care and public health. Recent data show that the association between education and health has grown dramatically in the last four decades. Now more than ever, people who have not graduated high school are more likely to report being in fair or poor health compared to college graduates. ² Between 1972 and 2004, the gap between these two groups grew from 23 percentage points to 36 percentage points among non-Hispanic whites age 40 to 64. African-Americans experienced a comparable widening in the health gap by education during this time period. The probability of having major chronic conditions also increased more among the least educated. ³ The widening of the gap has occurred across the country ⁴ and is discussed in more detail in Issue Brief #1.

How important are years of school?

Research has focused on the number of years of school students complete, largely because there are fewer data available on other aspects of education that are also important. It's not just the diploma: education is important in building knowledge and developing literacy, thinking and problem-solving skills, and character traits. Our community research team noted that early childhood education and youth development are also important to the relationship between education and health.

This issue brief, created with support from the Robert Wood Johnson Foundation, provides an overview of what research shows about the links between education and health alongside the perspectives of residents of a disadvantaged urban community in Richmond, Virginia. These community researchers, members of our partnership, collaborate regularly with the Center on Society and Health's research and policy activities to help us more fully understand the "real life" connections between community life and health outcomes.

1. The Health Benefits of Education

Income and Resources

"Being educated now means getting better employment, teaching our kids to be successful and just making a difference in, just in everyday life." -Brenda

Better jobs: In today's knowledge economy, an applicant with more education is more likely to be employed and land a job that provides health-promoting benefits such as health insurance, paid leave, and retirement. ⁵ Conversely, people with less education are more likely to work in high-risk occupations with few benefits.

Higher earnings: Income has a major effect on health and workers with more education tend to earn more money. ² In 2012, the median wage for college graduates was more than twice that of high school dropouts and more than one and a half times higher than that of high school graduates. ⁶ Read More

Adults with more education tend to experience less economic hardship, attain greater job prestige and social rank, and enjoy greater access to resources that contribute to better health. A number of studies have suggested that income is among the main reasons for the superior health of people with an advanced education. ¹ Weekly earnings rise dramatically for Americans with a college or advanced degree. A higher education has an even greater effect on lifetime earnings (see Figure 1), a pattern that is true for men and women, for blacks and whites, and for Hispanics and non-Hispanics. For example, based on 2006-2008 data, the lifetime earnings of a Hispanic male are $870,275 for those with less than a 9th grade education but $2,777,200 for those with a doctoral degree. The corresponding lifetime earnings for a non-Hispanic white male are $1,056,523 and $3,403,123. ⁷

"Definitely having a good education and a good paying job can relieve a lot of mental stress."
-Chimere

Resources for good health: Families with higher incomes can more easily purchase healthy foods, have time to exercise regularly, and pay for health services and transportation. Conversely, the job insecurity, low wages, and lack of assets associated with less education can make individuals and families more vulnerable during hard times-which can lead to poor nutrition, unstable housing, and unmet medical needs. Read More

Economic hardships can harm health and family relationships, ⁸ as well as making it more difficult to afford household expenses, from utility bills to medical costs. People living in households with higher incomes-who tend to have more education-are more likely to be covered by health insurance (see Figure 3). Over time, the insured rate has decreased for Americans without a high school education (see Figure 4).

Lower income and lack of adequate insurance coverage are barriers to meeting health care needs. In 2010, more than one in four (27%) adults who lacked a high school education reported being unable to see a doctor due to cost, compared to less than one in five (18%) high school graduates and less than one in 10 (8%) college graduates. ⁹ Access to care also affects receipt of preventive services and care for chronic diseases. The CDC reports, for example, that about 49% of adults age 50-75 with some high school education were up-to-date with colorectal cancer screening in 2010, compared to 59% of high school graduates and 72% of college graduates. ¹⁰

Social and Psychological Benefits

"So through school, we learn how to socially engage with other classmates. We learn how to engage with our teachers. How we speak to others and how we allow that to grow as we get older allows us to learn how to ask those questions when we're working within the healthcare system, when we're working with our doctor to understand what is going on with us."
-Chanel

Reduced stress: People with more education-and thus higher incomes-are often spared the health-harming stresses that accompany prolonged social and economic hardship. Those with less education often have fewer resources (e.g., social support, sense of control over life, and high self-esteem) to buffer the effects of stress. Read More

Life changes, traumas, chronic strain, and discrimination can cause health-harming stress. Economic hardship and other stressors can have a cumulative, negative effect on health over time and may, in turn, make individuals more sensitive to further stressors. Researchers have coined the term "allostatic load" to refer to the effects of chronic exposure to physiological stress responses. Exposure to high allostatic load over time may predispose individuals to diseases such as asthma, cardiovascular disease, gastrointestinal disease, and infections ¹¹ and has been associated with higher death rates among older adults. ¹²

Social and psychological skills: Education in school and other learning opportunities outside the classroom build skills and foster traits that are important throughout life and may be important to health, such as conscientiousness, perseverance, a sense of personal control, flexibility, the capacity for negotiation, and the ability to form relationships and establish social networks. These skills can help with a variety of life's challenges-from work to family life-and with managing one's health and navigating the health care system. Read More

Many types of skills can be developed through education, from cognitive skills to problem solving to fostering key personality traits. Education can increase 'learned effectiveness,' including cognitive ability, self-control, and problem solving. ¹³ Personality traits, otherwise known as 'soft skills', are associated with success in education and employment and lower mortality rates. ¹⁴ One set of these personality traits has been called the 'Big Five': conscientiousness, openness to experience, being extraverted, being agreeable, andemotional stability. ¹⁵

These various forms of human capital are an important way that education affects health. For example, education may strengthen coping skills that reduce the damage of stress. Greater personal control may also lead to healthier behaviors, partly by increasing knowledge. Those with greater perceived personal control are more likely to initiate preventive behaviors. ¹³

Social networks: Educated adults tend to have larger social networks-and these connections bring access to financial, psychological, and emotional resources that may help reduce hardship and stress and improve health. Read More

Social networks also enhance access to information and exposure to peers who model acceptable behaviors. The relationship between social support and education may be due, in part, to the social and cognitive skills and greater involvement with civic groups and organizations that come with education. 16, 17 Low social support is associated with higher death rates and poor mental health. 18, 19

Education is also associated with crime. Among young male high school drop-outs, nearly 1 in 10 was incarcerated on a given day in 2006-2007 versus fewer than 1 of 33 high school graduates. ²⁰ The high incarceration rates in some communities can disrupt social networks and weaken social capital and social control-all of which may impact public health and safety.

"Being able to advocate and ask for what you want, helps to facilitate a healthier lifestyle. ... If it's needing your community to have green spaces, have a park, a playground, have better trails within the community, advocating for that will help."
-Chanel

Health Behaviors

Knowledge and skills: In addition to being prepared for better jobs, people with more education are more likely to learn about healthy behaviors. Educated patients may be more able to understand their health needs, follow instructions, advocate for themselves and their families, and communicate effectively with health providers. ²¹ Read More

People with more education are more likely to learn about health and health risks, improving their literacy and comprehension of what can be complex issues critical to their wellbeing. People who are more educated are more receptive to health education campaigns. Education can also lead to more accurate health beliefs and knowledge, and thus to better lifestyle choices, but also to better skills and greater self-advocacy. Education improves skills such as literacy, develops effective habits, and may improve cognitive ability. The skills acquired through education can affect health indirectly (through better jobs and earnings) or directly (through ability to follow health care regimens and manage diseases), and they can affect the ability of patients to navigate the health system, such as knowing how to get reimbursed by a health plan. Thus, more highly educated individuals may be more able to understand health care issues and follow treatment guidelines. ²¹⁻²³ The quality of doctor-patient communication is also poorer for patients of low socioeconomic status. A review of the effects of health literacy on health found that people with lower health literacy are more likely to use emergency services and be hospitalized and are less likely to use preventive services such as mammography or take medications and interpret labels correctly. Among the elderly, poor health literacy has been linked to poorer health status and higher death rates. ²⁴

Healthier Neighborhoods

"Poor neighborhoods oftentimes lead to poor schools. Poor schools lead to poor education. Poor education oftentimes leads to poor work. Poor work puts you right back into the poor neighborhood. It's a vicious cycle that happens in communities, especially inner cities." -Albert

Lower income and fewer resources mean that people with less education are more likely to live in low-income neighborhoods that lack the resources for good health. These neighborhoods are often economically marginalized and segregated and have more risk factors for poor health such as:

Less access to supermarkets or other sources of healthy food and an oversupply of fast food restaurants and outlets that promote unhealthy foods.²⁵
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Nationwide, access to a store that sells healthier foods is 1.4 less likely in census tracts with fewer college educated adults (less than 27% of the population) than in tracts with a higher proportion of college-educated persons. ²⁶ Food access is important to health because unhealthy eating habits are linked to numerous acute and chronic health problems such as diabetes, hypertension, obesity, heart disease, and stroke as well as higher mortality rates.

"If the best thing that you see in the neighborhood is a drug dealer, then that becomes your goal. If the best thing you see in your neighborhood is working a 9 to 5, then that becomes your goal. But if you see the doctors and the lawyers, if you see the teachers and the professors, then that becomes your goal." -Marco

"It's a lot of things going on [in this community], a lot of challenges. It's just hard sometimes to try and get people to come together, as one, just so we can solve the problem." -Toni

Less green space, such as sidewalks and parks to encourage outdoor physical activity and walking or cycling to work or school.

Rural and low-income areas, which are more populated by people with less education, often suffer from shortages of primary care physicians and other health care providers and facilities.

Higher crime rates, exposing residents to greater risk of trauma and deaths from violence and the stress of living in unsafe neighborhoods. People with less education, particularly males, are more likely to be incarcerated, which carries its own public health risks.

Fewer high-quality schools, often because public schools are poorly resourced by low property taxes. Low-resourced schools have greater difficulty offering attractive teacher salaries or properly maintaining buildings and supplies.

Fewer jobs, which can exacerbate the economic hardship and poor health that is common for people with less education.

Higher levels of toxins, such as air and water pollution, hazardous waste, pesticides, andindustrial chemicals.²⁷

Less effective political influence to advocate for community needs, resulting in a persistent cycle of disadvantage.

2. Poor Health That Affects Education (Reverse Causality)

"Things that happen in the home can definitely affect a child being able to even concentrate in the classroom. ... If you're hungry, you can't learn with your belly growling. ... If you're worried about your mom being safe while you're at school, you're not going to be able to pay attention." -Chimere

The relationship between education and health is never a simple one. Poor health not only results from lower educational attainment, it can also cause educational setbacks and interfere with schooling.

For example, children with asthma and other chronic illnesses may experience recurrent absences and difficulty concentrating in class. ²⁸ Disabilities can also affect school performance due to difficulties with vision, hearing, attention, behavior, absenteeism, or cognitive skills. Read More

Health conditions, disabilities, and unhealthy behaviors can all have an effect on educational outcomes. Illness, poor nutrition, substance use and smoking, obesity, sleep disorders, mental health, asthma, poor vision, and inattention/hyperactivity have established links to school performance or attainment. 25, 29, 30 For example, compared to other students, children with attention deficit/hyperactivity disorder (ADHD) are three times more likely to be held back (retained a grade) and almost three times more likely to drop out of school before graduation. ³¹ Children who are born with low birth weight also tend to have poorer educational outcomes, 32, 33 and higher risk for special education placements. 34, 35 Although the impact of health on education (reverse causality) is important, many have questioned how large a role it plays. ¹

3. Conditions Throughout the Life Course-Beginning in Early Childhood-That Affect Both Health and Education

A third way that education can be linked to health is by exposure to conditions, beginning in early childhood, which can affect both education and health. Throughout life, conditions at home, socioeconomic status, and other contextual factors can create stress, cause illness, and deprive individuals and families of resources for success in school, the workplace, and healthy living. Read More

Contextual factors throughout one's life can affect education and health. For example, biological characteristics can affect educational success and health outcomes, as can socioeconomic and environmental conditions such as poverty or material deprivation. These influences appear to be particularly acute during early childhood, when children's physical health and academic success can be influenced by biologic risk factors (e.g., low birth weight, chronic health conditions) and socioeconomic status (e.g., parents' education and assets, neighborhood socioeconomic resources, such as day care and schools). ³⁶ School readiness is enhanced by positive early childhood conditions-e.g., fetal wellbeing, social-emotional development, family socioeconomic status, neighborhood socioeconomic status, and early childhood education-but some of these same assets also appear to be vital to the health and development of children and their future risk of adopting unhealthy behaviors and adult diseases. ³⁷⁻⁴⁰ Early childhood is a period in which health and educational trajectories are shaped by a nurturing home environment, parental involvement, stimulation, and early childhood education, which can foster the development of social skills, adjustment and emotional regulation as well as learning skills. ⁴¹

What about social policy?

Social policy-decisions about jobs, the economy, education reform, etc.-is an important driver of educational outcomes AND affects all of the factors described in this brief. For example, underperforming schools and discrimination affect not only educational outcomes but also economic success, the social environment, personal behaviors, and access to quality health care. Social policy affects the education system itself but, in addition, individuals with low educational attainment and fewer resources are more vulnerable to social policy decisions that affect access to health care, eligibility for aid, and support services.

A growing body of research suggests that chronic exposure of infants and toddlers to stressors-what experts call "adverse childhood experiences"-can affect brain development and disturb the child's endocrine and immune systems, causing biological changes that increase the risk of heart disease and other conditions later in life (see Graphic 1). For example:

"The connection that I will say between education and health would be a healthy mind produces a healthy person. A motivated mind produces a motivated person. A curious mind produces a curious person. When you have those things it drives you to want to know more, to want to have more, to want to inquire more. And when you want more, you will get more. You know where the mind goes the person follows... and that includes health." -Marco

The adverse effects of stress on the developing brain and on behavior can affect performance in school and explain setbacks in education. Thus, the correlation between lower educational attainment and illness that is later observed among adults may have as much to do with the seeds of illnessand disability that are planted before children ever reach school age as witheducation itself.

Children exposed to stress may also be drawn to unhealthy behaviors-such as smoking or unhealthy eating-during adolescence, the age when adult habits are often first established.

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Instability in home and community life can have a negative impact on child development and, later in life, such outcomes as economic security and stable housing, which can also affect the physical and mental health of adults. Children exposed to toxic stress, social exclusion and bias, persistent poverty, and trauma experience harmful changes in the architecture of the developing brain that affect cognition, behavioral regulation, and executive function. 42, 43 These disruptions can thereby shape educational, economic, and health outcomes decades and generations later. ⁴⁴ Dysfunctional coping skills as well as changes in parts of the brain associated with reward and addiction may draw children to unhealthy behaviors (e.g., smoking, alcohol or drug use, unsafe sex, violence) as teenagers.

Focusing on seven categories of adverse childhood experiences (ACEs)*, researchers in the 1990s reported a "graded relationship" for poor health and chronic disease: the higher the exposure to ACEs as children, the greater the risk as adults of having ischemic heart disease, cancer, stroke, chronic lung disease, and diabetes ⁴⁵ (see Figure 5). Chronic exposure to ACEs is now believed to disrupt children's developing endocrine and immune systems, causing the body to produce stress hormones and proteins that produce chronic inflammation and lead later in life to heart disease and other adult health problems. ⁴⁶ Chronic stress can also cause epigenetic changes in DNA that "turn on" genes that may cause cancer and other conditions. ⁴⁷

Not surprisingly, exposure to ACEs also can stifle success in employment. 38, 48, 49 In one study, the unemployment rate was 13.2% among respondents with 4 or more ACEs, compared to 6.5% for those with no history of ACEs. ⁵⁰

People who begin life with adverse childhood experiences can thus end up both with greater illness and with difficulties in school and the workplace, thereby contributing to the link between socioeconomic conditions, education, and health. An important way to improve these outcomes is to address the root causes that expose children to stress in the first place.

*The adverse childhood experiences explored were: psychological, physical, or sexual abouse; violence against mother; and living with household members who are substance abusers, mentally ill/suicidal, or ever imprisoned.

"We now know that adversity early in life can not only disrupt brain circuits that lead to problems with literacy; it can also affect the development of the cardiovascular system and the immune system and metabolic regulatory systems, and lead to not only more problems learning in school but also greater risk for diabetes and hypertension and heart disease and cancer and depression and substance abuse." -J Shonkoff (The Poverty Clinic, The New Yorker, March 21, 2011)

What about individual characteristics?

Characteristics of individuals and families are important in the relationship between education and health. Race, gender, age, disability and other personal characteristics often affect educational opportunities and success in school (see Issue Brief #1). Discrimination and racism have multiple links to education and health. Racial segregation reduces educational and job opportunities ⁵¹ and is associated with worse health outcomes. 52, 53

How does education impact health in your community?

The Center on Society and Health (CSH) worked with members of Engaging Richmond, a community-academic partnership that included residents of the East End, a disadvantaged neighborhood of Richmond, Virginia. This inquiry into the links between education and health was a pilot study to learn how individuals could add to our understanding of this complex issue using the lens of their own experiences.

What does your community have to say about the links between education and health - or other health disparities? Learn more about community research partnerships and community engagement:

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30. Suhrcke M, de Paz Nieves C. The impact of health and health behaviours on educational outcomes in high-income countries: a review of the evidence. Copenhagen, WHO Regional Ofﬁce for Europe, 2011.

31. Barbaresi WJ, et al. Long-term school outcomes for children with attention-deficit/hyperactivity disorder: a population-based perspective. J Dev Behav Pediatr 2007;28:265-73.

32. Behrman JR, Rosenzweig MR. 2004. Returns to birthweight. Rev Econ Statistics 2004;86:586-601.

33. Black SE. et al. From the Cradle to the Labor Market? The Effect of Birth Weight on Adult Outcomes. NBER Working Papers 11796, National Bureau of Economic Research, 2005.

34. Avchen RN, et al. Birth weight and school-age disabilities: a population-based study. Am J Epidemiol 2002;154:895-901.

35. Chapman DA, et al. Public health approach to the study of mental retardation. Am J Ment Retard 2008;113:102-16.

36. Conti G, Heckman JJ. Understanding the early origins of the education-health gradient. Perspect Psychol Sci 2010;5:585-605.

37. Denhem SA. Social-emotional competence as support for school readiness: what is it and how do we assess It? Early Educ Dev 2006;17:57-89.

38. Williams Shanks TR, Robinson C. Assets, economic opportunity and toxic stress: a framework for understanding child and educational outcomes. Econ Educ Rev 2013;33:154-70.

39. Currie J. Healthy, wealthy, and wise: socioeconomic status, poor health in childhood, and human capital development. J Econ Lit 2009,47:87-122.

40. Leventhal T, Brooks-Gunn J. The neighborhood they live in: the effects of neighborhood residence on child and adolescent outcomes. Psychol Bull 2000;126:309-337.

41. Barnett WS, Belfield CR. Early childhood development and social mobility. Future Child 2006;16:73-98.

42. Hackman DA, et al. Socioeconomic status and the brain: mechanistic insights from human and animal research. Nat Rev Neurosci 2010;11:651-9.

43. Gottesman II, Hanson DR. Human development: biological and genetic processes. Annu Rev Psychol 2005;56:263-86.

44. Shonkoff JP, Phillips DA, Eds. From Neurons to Neighborhoods: The Science of Early Child Development. National Research Council and Institute of Medicine. Washington, DC: The National Academies Press, 2000.

45. Felitti VJ, et al. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. The Adverse Childhood Experiences (ACE) Study. Am J Prev Med 1998;14:245-58.

46. McEwen BS. Brain on stress: how the social environment gets under the skin. Proc Natl Acad Sci 2012;109 Suppl 2:17180-5

47. Zhang TY, Meaney MJ. Epigenetics and the environmental regulation of the genome and its function. Annu Rev Psychol 2010;61:439-66.

48. Egerter S, et al. Education and Health. Robert Wood Johnson Foundation, 2011.

49. Mistry KB, et al. A new framework for childhood health promotion: the role of policies and programs in building capacity and foundations of early childhood health. Am J Public Health 2012;102:1688-96.

50. Liu Y, et al. Relationship between adverse childhood experiences and unemployment among adults from five U.S. states. Soc Psychiatry Psychiatr Epidemiol 2013;48:357-69.

51. Williams DR, Mohammed SA. Discrimination and racial disparities in health: Evidence and needed research. J Behav Med 2009;32(1), 20-47.

52. White K, Borrell LN. Racial/ethnic residential segregation: Framing the context of health risk and health disparities. Health Place 2011;18: 438-48.

53. Smedley BD et al., eds. Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care. Washington, DC: The National Academies Press, 2003.

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Americans with more education live longer, healthier lives than those with fewer years of schooling (see Issue Brief #1). But why does education matter so much to health? The links are complex-and tied closely to income and to the skills and opportunities that people have to lead healthy lives in their communities.

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(Ghibli) The Wind Rises - Main Theme by Grissini Project

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From Wikipedia, the free encyclopedia

Faith Hill's single "Breathe" was the first country music recording to be ranked number one since Johnny Horton's "The Battle of New Orleans" in 1959. (Patsy Cline's "I Fall to Pieces" (1961) and Glen Campbell's "Rhinestone Cowboy" (1975) had each come close, ranking second.) Her "The Way You Love Me" also made the list, at 41.

Latin rock band Santana had a strong showing, taking positions two and three with "Smooth" and "Maria Maria" from the Supernatural album.

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Billboard Year-End Hot 100 singles of 2000 - Wikipedia

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When boiled down to its essentials, we will diagnose the last ever person with leprosy once we have successfully reached out to and provided MDT to every single person affected by leprosy. Our task is to spread awareness of the disease within the communities where it is commonly found so that we can get people treated.

People working for The Leprosy Mission (TLM) all over the world have worked hard to put together a road map that will drive us to zero transmission of leprosy by 2035. We know how to do this.

We don't have just one approach

We will end the transmission of leprosy when we find and treat everyone with the disease. To achieve this within the next 15 years we will conduct research in laboratories so that we can develop new and better tests to diagnose the disease and so that we can find ways to stop people contracting the disease. We will also work closely with national governments to ensure that the right number of resources are set aside to conduct leprosy detection work.

On top of this, we will run campaigns to reduce the stigma surrounding leprosy so that people won't be afraid to come forward for treatment. We will work with the United Nations so that they will hold nations accountable for their work to defeat leprosy. We will reach out into communities affected by leprosy with doctors and nurses so that we can find, diagnose, and treat all the cases of leprosy. We will do all of this and so much more in our effort to achieve our goal by 2035.

No disease has ever been defeated by one organisation

Just because we have a roadmap, doesn't mean the road will be easy. Without the support of partners across the world, we won't even get close to defeating leprosy by 2035.

We work closely with ILEP, The Global Partnership for Zero Leprosy, the WHO, the UN, national governments, countless national and local-level partners, and most, importantly of all, people affected by leprosy. Each one of these groups brings invaluable expertise to the fight to defeat leprosy. It is because we are working with these groups that I am confident we will achieve our goal.

There is one piece of the puzzle missing

We know how to end leprosy transmission, we have a road map to do it and the experts who can pull it off. All we need now is the money to make it happen.

Our organisation has been spurred on for more than 145 years by financial support from people, churches, schools, grant-givers, and governments. If we are to achieve our goal, your support is vital.

Our belief comes from a greater power

We were set up in the 1800s by a Christian missionary from Ireland named Wellesley Bailey. He met people affected by leprosy and saw that they needed help. He took his lead from Jesus, who showed us how we should care for people affected by leprosy: with healing and love.

Since those early days in the 1800s, God has been guiding this mission. It is with his support that we have gotten this far. We can be confident that we are doing God's work and he will be with us as we finish the work that Jesus started when he first healed people affected by leprosy.
Friends, we are the generation that will bring an end to the oldest disease known to man. We are going to have a great reason to celebrate in 15 years.

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Why I think we can defeat the world's oldest disease in the next 15 years - Leprosy Mission International

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Leprosy is the oldest disease in the world. Sadly, hundreds of thousands of people are still diagnosed with it ever year. We are now entering 2020 and I believe that, in the next 15 years, we will end transmission by 2035.

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Story of the Song: Bob Marley’s Redemption Song

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Despite never making the UK charts, “Redemption Song” remains one of Bob Marley’s defining songs. The closing track on his final studio album, 1980’s ‘Uprising’, it’s the sound of the reggae star signing off with special poignancy. It was written and rehearsed by Marley and the Wailers in the closing months of 1979, during the band’s live shows for the ‘Survival’ album, but kept in the can. When Marley presented Island Records’ Chris Blackwell with the tapes for ‘Uprising’, the following year, Blackwell nodded with pursed lips. Good as it was, he thought it lacked something. Marley took his point and the following day he returned with the outstanding “Redemption Song” which duly completed the album’s running order.

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The Kuba encompass seventeen to nineteen different groups of people, including the Bushoong, Ngeende, Shoowa, Ngongo, Bieeng, Idiing, Ilebo, Kel, Kayuweeng, Kete, Ngombe, Bokila and Kaam. Generally, all these groups share a common cultural orientation despite some variation in terms of origin myths, ritual and aesthetic traditions, and language. Bushoong is claimed to be the common language of the Kuba. The Bushoong are the leading community among the Kuba, who are united under a common leader or king (nyim). The king has always come from among the Bushoong population.

Like many Kuba masks, this one is also multicoloured. The same type of feather headdress as that worn by persons of high social status was usually attached to the top of the mask. The authority over the common people and the young that was accorded to older and high-ranking persons was confirmed through initiation rituals.

The mask has the eyes of a chameleon

The conical shape of the eyes and the protruding pupils are characteristic of this type of mask. As the picture shows, the eyes are surrounded by small holes to enable the wearer of the mask to see out through this ritual 'face.' Overall, the eye shape of the mask aims to engender associations with a chameleon. The chameleon is particularly known for being able to see in all directions simultaneously; in other words, it has a full overview of what is happening where, and who is doing what. The association with the chameleon is understandable, given that the mask incarnates an old wise man who is consulted by other dancers at any given time during ritual dances.

This type of mask is always used in connection with male initiation rituals, particularly among the Bushoong and Ngeende peoples. However, initiation rituals are performed rather infrequently among the Kuba people - only every fifteen or twenty years. However, the mask depicted is not used solely in connection with the initiation of young men, but much more frequently; it also appears during burial rituals for men who have been initiated.

The role of the mask in the Batende secret society

Particularly among the Bushoong, the association between wisdom, knowledge, and what the mask expresses is also demonstrated by the fact that it is worn by members of the Batende secret society when performing their most important social task, that of identifying members of the community who commit criminal acts.

The competence and knowledge required to become an old wise man or member of the Batende is imparted to men through an initiation ritual, in the context of which the mask plays a significant role. Among the Kuba people, secret knowledge is gradually imparted to men in stages by means of this type of ritual, the primary purpose of which is to transmit knowledge that subsequently will only be held and used by initiated men. During various dance sequences in this ritual, the leader wears the pwoom itok mask. By putting on the pwoom itok, the wearer confirms his social status - it is he who has the all-encompassing knowledge and ability that the others must still strive to comprehend. The knowledge is conveyed through dance and bodily postures in combination with orally performed rhyme, rules and recitations that the participants in the ritual must interpret to the best of their ability. Only in this way will they be able to achieve an extraordinary insight into human and physical nature, and through this process they will one day count themselves among the wise. By way of initiation rituals, young men are also trained in craft skills and learn which types of plant-based materials and magical ingredients are required in order to be able to construct meaningful ritual artefacts, dance costumes and masks, such as the one in the picture.

The history of the pwoom itok mask as part of the museum's collection

The mask presented here (catalogue number 18138) is part of the ethnographic collection at the Museum of Cultural History. The mask is 32.5 cm in length and is made of straw and other plant-based material such as wood, feathers and hessian. The mask or 'face' is painted red and decorated in white with some lines of black dots. The beard is made of straw, while a feather headdress and a sheet of hessian are stretched over thin reeds, which, according to the text, 'are intended to be fastened over the back of the head.'

The original information accompanying the mask when it first arrived at the museum is limited. What we know for certain is that this mask was donated to the Ethnographic Museum in 1910 by Judge Otto Krogh. Krogh had worked for the Belgian administration in Congo and had presumably brought this mask as well as other artefacts with him on his return to Norway. The museum catalogue states that the mask is from Kasai in Congo and that it belonged to a 'fetish priest.'

In other words, the information about the mask and its uses is limited, to say the least. It is difficult to know what the designation 'fetish priest' is meant to indicate, or whether Judge Otto Krogh himself was entirely clear as to what type of mask he had brought back to Norway with him and later donated to the University's ethnographic collections, together with a number of other artefacts from the Congo.

Nevertheless, the text of the catalogue defines the wearer of the mask as a 'fetish priest' without our knowing what this title implies or what is considered to be the mask's potential. In 1910, the designation 'fetish priest' presumably appeared to be meaningfully linked to the tradition of knowledge and cosmology on the African continent. At that time, everything that came from the African continent was often associated with something 'mystical, magical, dangerous and superstitious.' The general public in Europe and Norway knew little of the people, society, cosmology or intellectual traditions of this complex continent. Perhaps this is one of the reasons why 'mask belonging to a fetish priest' was considered to provide sufficient information about a mask from Congo?

The Museum of Cultural History's ethnographic collection of artefacts from the African continent is primarily a historical collection encompassing various types of object, also known as ethnographica. The collection includes masks, textiles, jewellery, weapons, ceramics, amulets, fetishes, ritual and medical accoutrements, ceremonial objects and various types of sculpture. In addition, the collection includes what could be considered market commodities and tourist souvenirs.

The composition of the African collection enables us to convey the social and cultural diversity of virtually the entire continent. Many of the artefacts in the collection are insufficiently documented, in particular the oldest objects. This makes it all the more interesting to trace the provenance of the artefacts: where they come from, the contexts in which they were used, their purpose as utilitarian objects and implements - and the mask that is the subject of this little narrative is just one example of what our storage rooms can offer.

References

Cornet, Joseph. 1993. "Masks Among the Kuba Peoples". In Face of the Spirit. Masks from the Zaire Basin, F.H. and C. Petridis, ed. Ethnografisch Museum: Antwerpen, pp. 129-143.

Binkley, David. A. 1987. "Avatar of Power: Southern Kuba Masquerade Figures in a Funerary Context", Africa: Journal of the International African Institute, Vol. 57. No. 1, pp. 75-97.

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The mask that sees all and knows all - Museum of Cultural History

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The mask is from Kasai, which today is one of 26 regions of the Democratic Republic of the Congo. The people of this region are known as the Kuba. Kuba is a central African kingdom which had a golden age spanning from the 18th to the 20th century, before the region was colonized by Belgium (1885-1960).

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Real Canadian Superstore Weekly Flyer - RedFlagDeals.com

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View the Real Canadian Superstore Weekly Flyer. Find sales, special offers, coupons and more. Valid from May 16 to 22

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Researchers have explored many complementary health approaches for preventing or slowing dementia, including Alzheimer’s disease.

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CBC News: The National | Fort McMurray wildfire

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A systematic literature review of the motivations to share fake news on social media platforms and how to fight them - Cristiane Melchior, Mírian Oliveira, 2024

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This review aims (a) to investigate the motivations to share fake news on Social Media Platforms (SMPs) according to the Self-Determination Theory (SDT); (b) to…

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Cineplex Inc. has made almost $40 million from online booking fees, which are central to a competition bureau lawsuit against the Canadian cinema chain.

Cineplex Inc. has made almost $40 million from online booking fees, which are central to a competition bureau lawsuit against the Canadian cinema chain.

An agreed statement of facts filed in the case before the Competition Tribunal shows Canada's largest theatre owner made more than $11.6 million in the six months after the fees were implemented in June 2022. It made another $27.3 million on the fees in 2023.

Cineplex charges an additional $1.50 on every ticket purchased online, but Scene+ members get a discount and CineClub members have the fee waived.

Competition commissioner Matthew Boswell alleges the online fees are deceptive, because moviegoers are not presented with the full price of a movie ticket on the very first page they encounter when buying tickets from Cineplex.com.

Cineplex has argued Boswell's claims are without merit and should be thrown out, with costs awarded to Cineplex, because moviegoers are told about fees they may face from the start of the purchase process.

The bureau sued Cineplex in May 2023, alleging the company is breaking the law by adding a fee that raises the price of tickets purchased online.
LISTEN | What is drip pricing and how does it impact consumers?:
It says an investigation found consumers can't buy tickets online at advertised prices, because of the mandatory $1.50 fee.

The bureau alleges this is misleading and an example of drip pricing, also known as a junk fee. It notes that recent amendments to the Competition Act explicitly recognize drip pricing as a harmful business practice.

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Cineplex has made nearly $40M from online ticket fees at heart of drip-pricing lawsuit | CBC News

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Cineplex Inc. has made almost $40 million from online booking fees, which are central to a competition bureau lawsuit against the Canadian cinema chain.

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18 Vancouver Restaurants Make Canada’s 100 Best List 2024

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One week after the 2024 Restaurant Awards, Canada’s 100 Best has officially released their list of the top restaurants in the country.

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BBC Radio 4 - A History of the World in 100 Objects - Downloads

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Podcast downloads for A History of the World in 100 Objects

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Communications Equipment - Signalling Lamp | Canada and the First World War

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Canada's contribution to the First World War led to growing autonomy and international recognition, but at great cost.

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10 most famous paintings in the world | CNN

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Museums around the world are brimming with spectacular art accumulated over centuries. But precious few of them become truly famous.

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This guide is intended to help you with your CA 117 research that focuses on the analysis of a historical art object. It will help you find scholarly sources of information relating to the object and its historical, social, or political context. It will suggest helpful questions to ask at each stage of the object-driven research process, recommending resources and search strategies along the way.

If you need help, please contact Sylvia Roberts, Liaison Librarian for Communication & Contemporary Arts at 778.782.3681 or sroberts@sfu.ca or Ask a librarian.

When starting off researching an art historical object, you may only have relatively limited information available. For example, this " Cantonese Opera Makeup Box " (pictured below) in the UBC Museum of Anthropology collections provides basic information about the item, including its country and culture of origin.

Key questions

Before beginning a search for information sources relating to this item, it is a good idea to start by considering what you already know about the object and what you want to learn.

One way to do this is to ask a series of questions about the item, including:

Who made the object?

When was the object made?

Why was the object made?

How was the object used?

Who used the object?

If this information is not available in the accompanying description of the object, you may need to make educated guesses for some of these questions. In the case of the Cantonese Opera Makeup Box, there is a "More information" section of the page with some helpful additional details.

This page includes a brief description of the object's "History of use," a "Physical description" that includes details about its material construction and design, and an estimate for its "Date Made" details.

Planning your search

Unless your object is unique and famous, it may be difficult to find discussions of the specific object you have chosen for this assignment, However, discussions of similar objects or related phenomenon will be useful in understanding your object.

For the example of the Cantonese Opera Makeup Box, this object's name is quite generic in nature, so it can be difficult to search for discussions of this specific object. Sources that describe this type of item (that is, from the same location, time period, and for the same use) will need to be used instead.

Some questions that can help steer your search for similar or related objects can be found below:

What is your object made out of?

How was it made? Was your object created by hand, or was it manufactured by machine?

Does your object have a characteristic design or style?

Is your object meant to be used for a specific purpose? Is it meant to be decorative?

How does this object's design relate to other objects from this time period?

Does this object have any symbolic value? Does it include any representations?

What characteristics of users can you infer based on the object and its description?

Depending on your level of familiarity, it can be helpful to refer to background reference sources, such as encyclopedias, to help familiarize you with key terms and concepts related to the historical object and its context. For historical art objects, start with Oxford Art Online.

For the example of the Cantonese Opera Makeup Box, it might be helpful to find background information about Cantonese Opera, or Chinese Opera more generally, and how makeup is used in this context. You may want to consider how the box ended up in a BC museum, perhaps as an example of the phenomenon of opera troupes touring for the Cantonese diaspora.

One way to search reference sources through the SFU Library is to use some of the general encyclopedias listed on this page. A search for " Cantonese opera" the Oxford Reference Online database, for instance, returns a list of encyclopedia entries providing a helpful overview of the topic and period-specific terminology.

Clicking on one of the search results brings us to an encyclopedia entry related to our topic. At the top of the page, we can see the name of the encyclopedia that this entry originates from. On the left-hand side of the page, we can see related entries from the same encyclopedia. Reading through this entry gives us additional terminology that we can use in subsequent searches.

Terminology

Make note of useful details and terms during this initial research stage so that you can use them as search terms when you start to search for more in-depth information.

Oxford Art Online includes a dictionary of art terminology. If you need to understand terminology or phenomenon beyond the visual arts and art history, use general or subject specific dictionaries in the Library collection, such as the Oxford English Dictionary.

In humanities research, secondary sources are works that interpret, describe, or evaluate primary sources. These works are typically created by individuals that are not personally connected to the time period or event from which the primary source originates.

Some common types of secondary sources include journal articles, books, book chapters, conference papers and films.

Journal articles

Scholarly journal articles can be a great type of secondary source to use for your research. Libraries subscribe to article indexes to help researchers identify useful articles about people or topics. The SFU Library subscribes to a large number of index databases of various types. To help researchers find useful indexes for their research, SFU librarians have created lists of the best databases for each discipline.

Index databases represent each article from a selection of publications. Each article is represented by a record that gives citation information (author, title, journal name, volume, issue, date of publication) and descriptive information (subject terms that describe the focus of the article, an abstract as summary of the article). The citation information helps you find the full text of the article, if not included in this database.

Some databases that are particularly useful for finding articles related to research on historical art objects are:

**Art Full Text**
Periodicals, journals, and reproduction of images covering fine, decorative and commercial art, folk art, photography, film, and architecture.

Arts & Humanities Citation Index
A multidisciplinary index to the journal literature of the arts and humanities, including Archaeology, Art, and History

Project MUSE Search
Humanities and social sciences peer-reviewed academic journals and ebooks from university presses and scholarly societies world-wide.

JSTOR
An archival collection of scholarly journals mainly in the arts, humanities and social sciences

America: History and Life
Literature on all aspects of U.S. and Canadian history, culture and current affairs from prehistory to present.

Historical Abstracts
Abstracts of journal articles, book reviews, dissertations on the history of the world outside, excluding Canada and the United States, since 1450. Access is limited to 6 users at a time. Users will be automatically logged out of the database after 12 minutes of inactivity.

CBCA Complete
Comprehensive Canadian periodical collection for reference and current events. Publications include scholarly journal articles, trade publications, dissertations, books, newspapers and magazines.

Academic Search Premier
Multidisciplinary index to academic & popular journals with many full-text articles.

Books

To find print or e-books related to your historical object, you can use the SFU Library catalogue. After doing a keyword search in the catalogue, select "Books" from the "Resource Type" filters. Please note that the SFU Library currently searches "Online Resources only" by default.

Because books tend to cover a wider range of information, it is important not to dismiss a book simply because its title does not include the specific term or concept you are looking for.

You can use a book's table of contents or index to find sections or pages related to your object or its context. In some cases, a book's table of contents will be included in the library catalogue record for the title.

You can also search for books by topic using library subject terms. If you're not familiar with subject terms related to your topic, you can find them listed on the catalogue record for books you have already found on your topic. Clicking on these subject terms will find all the books that have a major focus on that topic.

For more search tips, you can refer to the SFU Library's Catalogue Search Guide.

Depending on the needs of your research, you may need to find primary source materials related to the historical object you have chosen.

A primary source is a document or other sort of evidence written or created during the time under study, or by one of the persons or organizations directly involved in the event. Primary sources offer a view of a particular event, such as an exhibition or creation of a work, in the context of its time.

These primary sources might take the form of a similar object to the one that you have chosen, or it could include a newspaper article from the item's historical time period describing the item or a related issue.

Depending on the nature of your chosen object, you may want to search for a similar or related type of object, which can be found in visual art databases. Using some of the guiding questions listed above, use the details you have gathered about your object or type of item to carry out your search.

ARTstor
The ARTstor Collection currently contains over one million images. The Collection documents artistic traditions across many times and cultures and embraces architecture, painting, sculpture, photography, decorative arts, and design as well as many other forms of visual culture.

Empire Online
Manuscripts, print, and visual primary sources on colonial history, politics, culture and society around the world from 1492-1969.

Early Encounters in North America
Prints, drawings, paintings, maps, bibliographies, photographs, letters, diaries, memoirs, and accounts of early encounters in North America from 1534 to 1850. It includes perspectives of explorers, Indigenous peoples, missionaries, officials, slaves, soldiers, and traders.

Historical newspapers and documents

Newspaper articles or other documents written during the time period that the chosen object or item type was created or used can be another useful type of primary source to consider. Below are a list of databases containing these types of primary sources.

Historical Newspapers
Searches full page and article images from the Globe and Mail, the New York Times, the Wall Street Journal and the Washington Post from the mid to late 19th century with embargoes on the most recent 3-8 years of newspaper issues.
Detailed search guide

Gale NewsVault
Historical full page and article images from the Globe and Mail, the New York Times, the Wall Street Journal and the Washington Post from the mid to late 19th century.
Coverage of specific newspapers
Detailed search options

Early Canadiana Online
Books, government documents, and magazines documenting Canadian history from the 16th to 20th centuries.

British Columbia Historical Newspapers
Digitized versions of historical community newspapers from around the province of British Columbia from 1865 to 1994.

Electronic Enlightenment
Over 77,000 letters between over 10,000 people in Europe, the Americas and Asia from the early 17th to mid 19th century, with scholarly annotations.

Additional resources

Primary Sources for the Humanities
This guide includes primary sources (diaries, letters, maps, prints, pamphlets, handbills, manuscripts) grouped by geography.

See Primary sources: SFU Library Databases for a list of primary sources in alphabetical order.

A key element of your annotated bibliography is to provide an accurate and complete citation for each of the information sources. Academic research practice requires that you credit the influence of authors and artists on your research by citing the works that you've used in support of your own discussion. This also enables your reader to find these sources for their own research.

Each academic discipline tends to use a particular citation style to describe publications. The basic description typically includes the author, title, publication and year of publication in the citation. The way that this information is presented (the order and punctuation) varies to reflect how that academic field emphasizes.

Historians and art historians typically use Chicago/Turabian citation style. This enables researchers to cite a variety of primary and secondary sources in footnotes, to help the reader focus on the evidence instead of being distracted by publication information, as with in-text citations.

The SFU Library Chicago / Turabian citation style guide provides an overview and examples for frequently used publications.

Art history papers often need to cite images found in publications or online. You may find it helpful to also consult the SFU Library guide to f Citing tables, figures, and images: Chicago (17th ed) citation style).

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Art historical objects research guide (CA 117) | SFU Library

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This guide is intended to help you with your CA 117 research that focuses on the analysis of a historical art object. It will help you find scholarly sources of information relating to the object and its historical, social, or political context.