Analyze Thyself Essay Example | Topics and Well Written Essays - 750 words

Analyze Thyself - Essay Example This essay aims to provide philosophical depth on the fashion industry, notably the ethics incorporated in the trade. The fashion industry has come in handy in adding zest to the lives of human beings and as noted by the iconic Oscar De La Renta, fashion is great, for it routinely looks forward. That notwithstanding, it is imperative for the society to take into consideration some of the ethical concerns that have been raised overtime. Most of the raw materials used in the fashion industry originate from plant and animal textile (Paulins et al 318). The herbicides used in the spraying of cotton for example, are known to cause substantial damage to the environment in terms of air, soil and water pollution. Additionally it affects the health of the workers who take part in the production of cotton as well as those of the families that reside around the plant textile fields. Henry David Thoreau once attested that it is useless to construct a fine house if there is no tolerable planet to put it on. For that reason, it is far-reaching for the industry players to embrace ethical production measures; as s uch an approach would come in handy in making certain that the future generations find their stay on earth interesting. Animal cruelty is another issue that has faced the fashion industry for a considerable duration. In as much as consumers celebrate fur products for their stylishness and their outstanding nature, human and animal activists have raised concerns over the extent to which several animals experience brutality during animal trapping and extraction of fur, leather and wool. Presently, consumer knowledge drives most of the customers to be associated with products that take into consideration most of the factors that matter in an environment (Paulins et al 322). To that effect, the industry players should work towards making sure that they understand the demands of their client base through market

Walden by Henry David Thoreau Essay Example for Free

Walden by Henry David Thoreau Essay No doubt, the great Henry David Thoreau was born in Concord, Massachusetts on July 12, 1817 and died there calmly on May 6, 1862. He was explained by Hawthorne as ugly as sin. He appreciated nature, and his steady worry was exploring the woods and ponds making full observations of plants and creatures. Henry led a remarkable life, never marrying, and marching to his own drummer, as he put it. From 1845 to 1847, he lived unaccompanied in a little cabin he built by Walden Pond near Concord. He explain this sole trial in natural living in Walden criticizing those who lead lives of quiet desperation by all the trappings of usual society. His personal self-government and simple manner was harsh to a number of people, and he gained very little credit throughout his lifetime. Henry David Thoreau was jailed for refusing to pay his poll-tax because he did not believe he should be part of a government which allowed the holding of slaves and invaded other countries (Mexico) with a standing army. An unknown person paid his poll-tax and he was released from jail. Thoreau would have preferred to remain jailed and had others join him in his refusal. If others had joined him, based on their consciences he believes this could have caused the minority to force the majority to do the right thing. I know this well, that if one thousand, if one hundred, if ten men whom I could name if ten honest men only yes, if one HONEST man ceasing to hold slaves withdrew from the copartner-ship, and be locked up in the county jail therefore, it would be the abolition of slavery in America (Thoreau, Disobedience 317). Summary of His Book Today a majority of high school students do not read books because it is considered boring, and with todays technology, you dont have to read, something else will do it for you. People who dont read often judge a book by its cover. It is not all books that are as dull as their readers. Thoreau said this quote because people often judge books without knowing about the book, in this case, the book would not be dull but the person saying it is will be. In the chapter Reading, Thoreau said, To read well, that is, to read true books in a true spirit, is a noble exercise, and one that will task the reader more than any exercise which the customs of the day esteem. It requires training such as the athletes underwent the steady intention almost of the whole life to this object. This quote is very important because Thoreau is saying that reading is not an easy task, but it also requires lots of practice and training just as athletes undergo. Throughout the chapter of Reading, Thoreau states how everyone should read books, and if we dont, we could end up being like pygmies and manikins. No wonder that Alexander carried the Iliad with him on his expeditions in a precious casket. (Thoreau, Walden) In the chapter Solitude, Thoreau explains how being by yourself is not at all a bad thing. But for the most part it is as solitary where I live as on the prairies. It is as much Asia or Africa as New England, I have, as it were, my own sun and moon and stars, and a little world all to myself. Thoreau didnt look at solitude as being something bad or a punishment, he looked at it as if it were a gift. When he said that he had his own little world all to himself, it made me think different about whenever I am alone. I used to think of solitude as something that was bad, but the way that Thoreau put it, I now felt better about being all by me. In the chapter Visitors, Thoreau talks about how having people around are just as good as being in solitude. I had three chairs in my house; one for solitude, two for friendship, three for society. When visitors came in larger and unexpected numbers there was but the third chair for them all, but they generally economized the room by standing up. I think that when Thoreau said that he wanted to keep things as simple as possible, he meant it. For example, he only had 3 chairs in his house, and to most people that would be crazy, but when you think about it, how many chairs do you actually need? Or how many rooms do you need? Thoreau also said that it was amazing how he could fit 25-30 people in his tiny house, and how that brought him and all of his visitors closer together. I could not but notice some of the peculiarities of my visitors. Girls and boys and young women generally seemed glad to be in the woods. They looked in the pond and at the flowers, and improved their time. (Samuel Taylor Coleridge) Walden by Henry David Thoreau is an important book for a high school student to read because it has important factors of life that may be needed now, or in you future. In this book, Thoreau explained many things, but I think the most important thing he explained were his chapters on Reading, Solitude, and Visitors. He explained the importance and necessity of reading, he showed how being alone is usually a good thing, and he also showed how great visitors can be. These are all reasons why I think high school students should read Walden. Conclusion Thoreau wrote a lot of stories, one counting Walden. This story clearly portrayed Thoreaus love for nature and life. Thoreau, in the primary part, defines what he sees as the main difficulty of his time. In the second part, Thoreau describes his own trial in living an easy life. Part three focuses on what is significant to him. In this case, Nature is most significant to him, believing nature of learn as a spiritual pursuit. The entire story of Walden is just a trial of a man in living well. Henry D. Thoreau also wrote Resistance which was about him refusing to pay a poll tax. He was in prison and imprisoned in agreement for one night in 1846 for default of his poll tax. This act of disobedience was a complaint against slavery and alongside the Mexican War, which Thoreau and other abolitionists regard as a means to get bigger the slave territory. Self-reliance and personal independence are hallmarks which are predominant in Walden. Thoreau went to the woods to get to the most basic facts of life and to appreciate and enjoy everything about these most basic facts. Thoreau viewed the woods in particular, and nature in general, as a teacher of life and living. Thoreau believed that the simpler his life became the greater his opportunity to appreciate life. Thoreau did not want to allow society to determine that which he knew as life. To live an existence based on the common experience of others would be as to neglect ones own experience. Individualism and an appreciation for nature and solitude do not necessarily mean living as a hermit. Thoreau believed that in order to truly appreciate life, to understand and experience life as ones own life, it is necessary to quiet the mind of all the surrounding trappings of society. Individualism, the importance of the individual, self-reliance, and personal independence is one of the leading characteristics of the era of Romanticism. Henry David Thoreau wrote about individualism and demonstrated his belief by the way he lived. Living at Walden Pond, standing up to his government, refusing to pay a poll-tax to a government with which he viewed as corrupt are examples of his fierce independence and individuality. Thoreau is a stellar example of what individuality can produce. A worthy goal is to make the effort to devote oneself to thought and work, to in fact nurture ones own individuality, rather than becoming lost in the mainstream of life. This will allow greater individuality and diversity to complement our current day society. References Samuel Taylor Coleridge, The Collected Works of Samuel Taylor Coleridge, gen. ed. Kathleen Coburn, 14 vols. to date (Princeton: Princeton UP, 1969) 6: 30. Thoreau, Walden, the Writings of Henry David Thoreau 199. All additional citations from Walden will come from this edition and be designated by a page number in parentheses.

Reflection Paper on Heard Around the Common -- Education Teacher Essay

Reflection Paper on â€Å"Heard Around the Common† I had a variety of goals for taking â€Å"Designing and Producing Media for Education.† First, I wanted to learn theories of multimedia design, specifically for educational purposes, and then have the opportunity to immediately apply those learnings to a hands-on production process. Second, I wanted the chance to interact with other educational media designers, such as Harvard’s TIE students. While there are many designers and media theorists at MIT, I don’t have as many opportunities to interact with those interested in education. I feel that in addition to â€Å"learning by doing,† it is also beneficial to learn by closely observing others’ production processes and creative development, and receiving feedback from engaged peers. Third, I wanted to sharpen and expand upon my production skills. I have a stronger background in video production and editing and less experience with web technologies like Flash and Dreamweaver. Finally, I was excited to test out one approach for how we can use multimedia to better educate people to become critical thinkers, evaluators, and decision-makers. I am very interested in how we can use media and emerging technologies, such as handhelds or PDAs (personal digital assistants), to enhance and encourage the learning of critical thinking of history. I wanted to experiment with how we can best design a multimedia program for a handheld that encourages the critical thinking of history, specifically, that a) multiple perspectives on history are valid and should be considered and b) each person interprets history from their present position and sociocultural context. I am intrigued by the inclusion of multiple perspectives and diverse interpretations ... ...o develop either instructions or materials that can support reflective activities once the PDA tour is over. This means encouraging the participants to discuss the various perspectives they experienced. I had hoped to build the interactive games and to create the status bar where the participant collects items. Most immediately, I would like to propose my idea and present my prototype to the Lexington Historical Society. Finally, I want to continue to work on my Flash skills and using Flash to make the journey more interactive, creative, engaging, fun, informative, and valuable. I want to accentuate and augment the experience of students with the town of Lexington and its rich history. I see my coursework in â€Å"Designing and Producing Media for Education† as the beginning of a journey, and I hope that I can continue to share my project with you in its various stages. Reflection Paper on Heard Around the Common -- Education Teacher Essay Reflection Paper on â€Å"Heard Around the Common† I had a variety of goals for taking â€Å"Designing and Producing Media for Education.† First, I wanted to learn theories of multimedia design, specifically for educational purposes, and then have the opportunity to immediately apply those learnings to a hands-on production process. Second, I wanted the chance to interact with other educational media designers, such as Harvard’s TIE students. While there are many designers and media theorists at MIT, I don’t have as many opportunities to interact with those interested in education. I feel that in addition to â€Å"learning by doing,† it is also beneficial to learn by closely observing others’ production processes and creative development, and receiving feedback from engaged peers. Third, I wanted to sharpen and expand upon my production skills. I have a stronger background in video production and editing and less experience with web technologies like Flash and Dreamweaver. Finally, I was excited to test out one approach for how we can use multimedia to better educate people to become critical thinkers, evaluators, and decision-makers. I am very interested in how we can use media and emerging technologies, such as handhelds or PDAs (personal digital assistants), to enhance and encourage the learning of critical thinking of history. I wanted to experiment with how we can best design a multimedia program for a handheld that encourages the critical thinking of history, specifically, that a) multiple perspectives on history are valid and should be considered and b) each person interprets history from their present position and sociocultural context. I am intrigued by the inclusion of multiple perspectives and diverse interpretations ... ...o develop either instructions or materials that can support reflective activities once the PDA tour is over. This means encouraging the participants to discuss the various perspectives they experienced. I had hoped to build the interactive games and to create the status bar where the participant collects items. Most immediately, I would like to propose my idea and present my prototype to the Lexington Historical Society. Finally, I want to continue to work on my Flash skills and using Flash to make the journey more interactive, creative, engaging, fun, informative, and valuable. I want to accentuate and augment the experience of students with the town of Lexington and its rich history. I see my coursework in â€Å"Designing and Producing Media for Education† as the beginning of a journey, and I hope that I can continue to share my project with you in its various stages.

Applying Leadership Theories

Leadership styles are similar to teaching styles in that they require a certain amount of flexibility and adaptability; in reality, there is no singular ideal theory. In this way, the study of leadership and the management of the same, as shown by the previous discussion theories about leadership, are multidimensional. However, in reading through various studies on the subject, two come to the forefront as being more applicable than others: Transformational Leadership Theory and the Servant Leadership Theory since both stress the importance of communication and trust amongst administration, staff, and faculty. Transformational Leadership Theory Transformational Leadership theory was developed in 1978 by James McGregor Burns, â€Å"who saw leadership as the motivation of followers to achieve goals that met individual as well as the changing needs of the organization† (Giles, 2006, p. 259). â€Å"Transformational leaders are visionaries, role models, and facilitators who prepare their employees to work in dynamic environment† (Hawkins, 2009, p 43). Burns later expanded his theory, by adding that â€Å"transformational leaders manage with morals, tenacity, selflessness and have good political skills† (Hawkins, 2009, p 43). This leadership theory has continued to evolve over time with the changing of the world. A more modern take on transformational leadership theory in education would be as follows: â€Å"A transformational leader typically has a charismatic vision and personality and is able to inspire his followers to accept change at their school. This leader acts as a moral agent who raises consciousness about professional practices and values in the school. He encourages educational creativity and innovation and fosters a sense of ownership by motivating others to commit to his vision. He does this by considering the specific needs of those who answer to him, thereby empowering them to change. (Cleary, 2011) Transformational Leadership Theory Flaws Although in theory a Transformational leader appears to encompass the mind set to lead a school district into the future, this study is also not without flaws. â€Å"Because environmental conditions are constantly changing, leadership must be able to manipulate the organizational culture to ensure the system’s ability to adapt to and survive in the environment through the evolution of new cultural assumptions† (Razik, 2010, p. 95). Major problems arise when â€Å"assumptions† become almost impossible to predict in an expanded school culture. Schools now need to adapt to conditions beyond their control as mandates from the State are increasing at a rapid rate while funding is decreasing just as quickly from both a state and local level. Transformational Leaders who have expressed their goals and ideals and been have been able to put them into practice with the support and cooperation of the faculty and staff are now faced with watching those goals suddenly stalled by unforeseen circumstances that go beyond the theory of being able to adapt and change. Any plans for the future become nearly impossible to implement under these conditions since the future, due to funding, is now so unpredictable. The practice of a unified vision under the realm of a well-liked and respected leader becomes non-existent when monies are limited, agreements become severed, and everyone views his or her concepts as being the most important to the needs of the district. The â€Å"consistency and constancy† that created the trust and unity amongst the administration, staff/faculty, and the community is no longer apparent, causing distention within the school organization (Hawkin, 2009). Servant Leadership Theory Although similar to the theory of Transformational Leadership in its use of open communication between the faculty and leader, the Servant Leadership Theory concentrates more on the needs of the individual rather than the unified understanding of the needs of the district. Servant leadership theory was coined and defined in a 1970 essay, The Servant as Leader, written by Robert Greenleaf (Serrat, 2009). As cited by Hawkins (2009), Greenleaf explained â€Å"the servant-leader is servant first†¦ It begins with the natural feeling that one wants to serve, to serve first. Servant-leaders must have a sense for the unknowable to be able to foresee the unforeseeable. Servant-leaders have a power for healing that strengthens the bond between leaders and employees, allowing for difficult issues to be addressed†(Hawkins, 43). Greenleaf created a new theory in which the needs of the individual within the organization are paramount to the needs of the leader. Greenleaf suggests, â€Å"servant-leaders are deeply committed to the personal, professional, and spiritual growth of each and every individual within the institution† (Hawkins, 2009, p. 47). According to Hawkins (2009), servant leaders thoroughly analyze and build an understanding of what their employees and community stakeholders need in order to improve the well being of the entire community. A servant-leader encourages collaboration, trust, foresight, listening, and the ethical use of power and empowerment (cited in Borden, 2003 p. 12). Servant Leadership Theory Flaws Even though this leadership theory appears to be the chosen one for the administrators in this particular school district, certain situations and/or individuals create an atmosphere where putting the theory into practice becomes extremely difficult. Not only is communication of the utmost importance, but putting aside egos and individual wants and needs for the good of the district is imperative. When personalities clash, and all involved have their own agenda, the district suffers. A function of this board of education, for example, is to lead, to maintain order in the district by overseeing that all involved are abiding by the rules and regulations. Once that board of education over reaches those boundaries, a sense of hostility and mistrust is left in its wake. On the surface, while seeking to acquire open communication with one’s staff members and meeting the needs of each one is ideal, it is also unrealistic. There are too many hands in the mix, too many ideas to sift through, too many egos to soothe. Until the majority in the school district can leave behind altruistic needs and concentrate solely on the ultimate goal, the theory of Servant Leadership will not succeed. Being a Successful Leader Razik (2010) states, â€Å"No one theory has embraced all the necessary variables to define satisfactorily the complexity of the leadership role or to predict best-case leadership scenarios† (p. 3). An educational leader must foster a vision of learning that focuses on the school, the community, as well as teaching and learning. The vision must be managed and evaluated constantly, by building effective interpersonal relationships based on the entire community’s needs. The educational leader must model integrity and show case ethics while understanding the political, social, economics and legal context that affect the educational system (Green, p. 14). â€Å"Effective principals and school administrators set the organizational direction and culture that influences their teacher and students performance† (ISLLC 2008, p. ). In order for principals/educational leaders to be effective they must be exceptional communicators and collaborators; without these skills leadership will fail. Effective communication and collaboration will help the educational leader â€Å"establish a climate of trust and mutual respect in which individuals feel empowered to be creative and offer suggestions for the enhancement of organizational goals† (Green, 2009, p. 3). If there is not trust and mutual respect in th e educational organization the visions can not be obtained and students success will not be achieved. An educational leader must foster a vision of learning that focuses on the school, the community, as well as teaching and learning. The vision must be managed and evaluated constantly, by building effective interpersonal relationships based on the entire community’s needs. The educational leader must model integrity and showcase ethics while understanding the political, social, economics and legal context that affect the educational system (Green, 2009, p. 14). The leader plays various roles of directing, coaching, supporting, and delegating as individuals and the group mature and become able to perform activities. Group maturity depends on individual maturity (Razik, 2010, p. 88). As with any study put into practice, the key is past experience, the realization and agreement of what worked and what did not, and the ability to reach an agreement on the most efficient and beneficial way to move forward. Although by opinion, there is no leadership strategy without flaws that would guarantee effectiveness, Transformational and Servant Leadership theories, due to their stress on communication and trust amongst those involved with the vision and goal for the school district, appear to be the best starting point.

Lamb: The Gospel According to Biff, Christ’s Childhood Pal Chapter 14

Chapter 14 Meanwhile, back at the hotel room, Raziel has given up his hopes to be a professional wrestler and has resumed his ambition to be Spider-Man. He made the decision after I pointed out that in Genesis, Jacob wrestles an angel and wins. In short, a human defeated an angel. Raziel kept insisting that he didn't remember that happening and I was tempted to bring the Gideon Bible in out of the bathroom and show him the reference, but I've just started reading the Gospel of Mark and I'd lose the book if the angel found out about it. I thought Matthew was bad, skipping right from Joshua's birth to his baptism, but Mark doesn't even bother with the birth. It's as if Joshua springs forth full grown from the head of Zeus. (Okay, bad metaphor, but you know what I mean.) Mark begins with the baptism, at thirty! Where did these guys get these stories? â€Å"I once met a guy in a bar who knew a guy who's sister's best friend was at the baptism of Joshua bar Joseph of Nazareth, and here's the story as best as he could remember it.† Well, at least Mark mentions me, once. And then it's totally out of context, as if I was just sitting around doing nothing and Joshua happened by and asked me to tag along. And Mark tells of the demon named Legion. Yeah, I remember Legion. Compared to what Balthasar called up, Legion was a wuss. I asked Balthasar if he was smitten with me,† Joshua said over supper. â€Å"Oh no,† said Joy. We were eating in the girls' quarters. It smelled really good and the girls would rub our shoulders while we ate. Just what we needed after a tough day of studying. â€Å"You weren't supposed to let him know we were on to him. What did he say?† â€Å"He said that he'd just come off of a hard breakup and he wasn't ready for a relationship because he just needed to spend a little time getting to know himself, but that he'd love it if we could just be friends.† â€Å"He lies,† said Joy. â€Å"He hasn't had a breakup in a hundred years.† I said, â€Å"Josh, you are so gullible. Guys always lie about stuff like that. That's the problem with your not being allowed to know women, it means you don't understand the most fundamental nature of men.† â€Å"Which is?† â€Å"We're lying pigs. We'll say anything to get what we want.† â€Å"That's true,† said Joy. The other girls nodded in agreement. â€Å"But,† said Josh, â€Å"the superior man does not, even for the space of a single meal, act contrary to virtue, according to Confucius.† â€Å"Of course,† said I, â€Å"but the superior man can get laid without lying. I'm talking about the rest of us.† â€Å"So should I be worried about this trip he wants me to take with him?† Joy nodded gravely and the other girls nodded with her. â€Å"I don't see why,† I said. â€Å"What trip?† â€Å"He says we'll only be gone a couple of weeks. He wants to go to a temple at a city in the mountains. He believes that the temple was built by Solomon, it's called the Temple of the Seal.† â€Å"And why do you have to go along?† â€Å"He wants to show me something.† â€Å"Uh-oh,† I said. â€Å"Uh-oh,† echoed the girls, not unlike a Greek chorus, except of course they were speaking Chinese. In the week leading up to Joshua and Balthasar's departure, I managed to talk Pea Pods into taking on a huge risk during her shift in Balthasar's bed. I picked Pea Pods not because she was the most athletic and nimble of the girls, which she was; nor because she was the lightest of foot and most stealthy, which she was also; but because she was the one who had taught me to make bronze castings of the Chinese characters that were the mark of my name (my chop), and she could be trusted to get the most accurate impression of the key that Balthasar wore on the chain around his neck. (Oh yes, there was a key to the ironclad door. Joy had let it slip where Balthasar kept it, but I was sure that she was too loyal to him to steal it. Pea Pods, on the other hand, was more fickle in her loyalties, and lately I had been spending a lot of time with her on and off.) â€Å"By the time you return, I'll know what's going on here,† I whispered to Joshua as he climbed onto his camel. â€Å"Find out what you can from Balthasar.† â€Å"I will. But be careful. Don't do anything while I'm gone. I think this trip, whatever it is that we are going to see, has something to do with the house of doom.† â€Å"I'm just going to look around. You be careful.† The girls and I stood at the top of the plateau and waved until Joshua and the magus, leading the extra camel loaded with supplies, rode out of sight, then, one by one, we made our way down the rope ladder to the passageway in the cliff's face. The entrance to the passageway, and the tunnel for perhaps thirty cubits, were just wide enough for one man to pass through if he stooped, and I always managed to bruise an elbow or a shoulder along the way, which allowed me to show off my ability to curse in four languages. By the time I got to the chamber of the elements, where we practiced the art of the Nine Elixirs, Pea Pods had the small furnace stoked to a red heat and was adding ingots of brass to a small stone crucible. From the wax impression we had made a wax duplicate of the key, from that we'd made a plaster mold, which we'd fired to melt out the wax. Now we'd have one chance to cast the key, because once the metal cooled in the plaster mold, the only way to release it was to break off the plaster. When we broke off the mold Pea Pods held the end of what looked like a brass dragon on a stick. â€Å"That's some key,† I said. The only locks I'd ever seen were big bulky iron boys, nothing elegant enough for a key like this. â€Å"When are you going to use it?† asked Pea Pods. Her eyes went wide like those of an excited child. Times like that I almost fell in love with her, but fortunately I was always distracted by Joy's sophistication, Pillow's maternal fussing, Number Six's dexterity, or any one of the other charms that were heaped upon me daily. I understood completely Balthasar's strategy to keep from falling in love with any one of them. Joshua's situation, on the other hand, was harder to figure, because he enjoyed spending time with the girls, trading stories from the Torah for legends of the storm dragons and the monkey king. He said that there was an innate kindness born in women that he'd never seen in a man, and he liked being around them. His strength in resisting their physical charms astounded me perhaps even more than the other miraculous things I'd seen him do over the years. I couldn't relate to the act of raising someone from the dead, but turning down a beautiful woman, that to ok courage beyond my understanding. â€Å"I'll take it from here,† I said to Pea Pods. I didn't want her to be involved any further in case things didn't turn out well. â€Å"When?† asked Pea Pods, meaning when would I attempt to open the door. â€Å"Tonight, when you have all gone to live in the world of pleasant dreams.† I tweaked her nose affectionately and she giggled. It was the last time I ever saw her in one piece. At night the halls of the fortress were lit by the ambient light from the moon and the stars that filtered in from the windows. Everywhere we went we carried a clay oil lamp which made the serpentine curves of the passageways seem even more like the inside of a huge creature as they swallowed up the dim orange light. After several years with Balthasar, I could find my way through the main living quarters of the fortress without any light at all, so I carried an unlit lamp with me until I had passed the girls' quarters, stopping at the beaded doorway to listen for their gentle snores. Once I was well away from the girls' door, I lit my lamp using one of the fire sticks that I'd invented using some of the same chemicals we used to make the explosive black powder. The fire stick made a soft pop as I struck it on the stone wall and I could swear I heard it echo from the hall up ahead. As I made my way to the ironclad door I could smell burning brimstone and I thought it strange that the smell of the fire stick had stayed with me. Then I saw Joy standing by the door holding an oil lamp and the charred remains of the fire stick she'd used to light it. â€Å"Let me see the key,† she said. â€Å"What key?† â€Å"Don't be foolish. I saw what was left of the mold in the room of the elements.† I took the key from where I'd tucked it in my belt and handed it to Joy. She examined it by lamplight, turning it this way and that. â€Å"Pea Pods cast this,† she said matter-of-factly. â€Å"Did she take the impression as well?† I nodded. Joy didn't seem angry, and Pea Pods was the only one of the girls skilled enough in metallurgy to have done the casting, so why deny it? â€Å"Getting the impression must have been the hard part,† Joy said. â€Å"Balthasar is fierce about guarding this key. I'll have to ask her what she did to distract him. Could be a good thing to know, huh? For both of us.† She smiled seductively, then turned toward the door and pushed aside the brass plate that covered the keyhole. In that second I felt as if a frozen dagger had been dragged over my spine. â€Å"No!† I grabbed her hand. â€Å"Don't.† I was overcome with a feeling of revulsion that wrenched my insides. â€Å"We can't.† Joy smiled again and pushed my hand away. â€Å"I have seen many wondrous things since I came here, but there has never been anything that was harmful. You planned this, you must want to know what is in here as much as I do.† I wanted to stop her, I even tried to take the key away from her, but she grabbed my arm and pushed into a pressure point that made my whole left side go numb. She raised an eyebrow as if to ask, â€Å"Do you really want to try that, knowing what I can do to you?† And I stepped back. She put the dragon key into the lock and turned it three times. There was a clicking of machinery finer than anything I had ever heard, then she withdrew the key and shot the three heavy iron bolts. As she pulled the door open there was a rush of air, as if something had moved by us very quickly, and my lamp went out. Joshua told me what had happened later and I put the timing together myself. As Joy and I were opening the room they called the house of doom, Joshua and Balthasar were camped in the arid mountains of what is now Afghanistan. The night was crisp and the stars shone with a cold blue light like loneliness or infinity. They had eaten some bread and cheese, then settled in close to the fire to share the last of a flask of fortified wine, Balthasar's second that evening. â€Å"Have I told you of the prophecy that sent me in search of you when you were born, Joshua?† â€Å"You spoke of the star. My mother told me of the star.† â€Å"Yes, the three of us followed that star, and by chance we met up in the mountains east of Kabul and finished the journey together, but the star wasn't the reason we went, it was only our means of navigation. We made the journey because each of us was looking for something at the end.† â€Å"Me?† Joshua said. â€Å"Yes, but not just you, but what it is said was brought with you. In the temple where we travel now, there lies a set of clay tablets – very old – the priests say that they date back to the time of Solomon, and they foretell the coming of a child who will have power over evil and victory over death. They say he will carry the key to immortality.† â€Å"Me? Immortality? Nope.† â€Å"I think you do, you just don't know it yet.† â€Å"Nope, I'm sure,† said Joshua. â€Å"It's true that I have brought people back from the dead, but never for very long. I've gotten better at healing over the years, but my back-from-the-dead stuff still needs work. I need to learn more.† â€Å"Which is why I have taught you, and why I am taking you to the temple now, so you may read the tablets yourself, but you must have the power of immortality within you.† â€Å"No, really, I haven't a clue.† â€Å"I am two hundred and sixty years old, Joshua.† â€Å"I've heard that, but I still can't help you. You look good though, I mean for two hundred and sixty.† At this point Balthasar started to sound desperate. â€Å"Joshua, I know that you have power over evil. Biff has told me of you banishing demons in Antioch.† â€Å"Little ones,† Joshua said modestly. â€Å"You must have power over death as well or it does me no good.† â€Å"What I am able to do comes through my father, I didn't bargain for it.† â€Å"Joshua, I am preserved by a pact with a demon. If you do not have the powers foretold in the prophecy I will never be free, I will never have peace, I will never have love. Every minute of my life I must have my will focused on controlling the demon. Should my will fail, the destruction would be unlike anything the world has ever seen.† â€Å"I know how it is. I'm not allowed to know a woman,† Joshua said. â€Å"Although it was an angel that told me, not a demon. But still, you know, it's hard sometimes. I really like your concubines. The other night Pillows was giving me a back rub after a long day of studying, and I started getting this massive – â€Å" â€Å"By the Golden Tenderloin of the Calf!† Balthasar exclaimed, leaping to his feet, his eyes wide with terror. The old man began loading his camel, thrashing around in the darkness like a madman. Joshua was following him, trying to calm him down, fearing he might have a fit any second. â€Å"What? What?† â€Å"It is out!† the magus said. â€Å"Help me pack up. We must go back. The demon is out.† I stood cringing in the dark, waiting for disaster to fall, for mayhem to reign, for pain and pestilence and no good to manifest, then Joy struck a fire stick and lit our lamps. We were alone. The iron door hung open into a very small room, it too lined with iron. The entire room was just big enough to contain a small bed and a chair. Every span of the black iron walls was inlaid with golden symbols: pentagrams and hex symbols and a dozen others I had never seen before. Joy held her lamp close to the wall. â€Å"These are symbols of containment,† Joy said. â€Å"I used to hear voices coming from in here.† â€Å"There was nothing in here when I opened the door. I could see in the second before the lamp blew out.† â€Å"Then what blew it out?† â€Å"The wind?† â€Å"I don't think so. I felt something brush me as it passed.† Just then someone in the girls' quarters screamed, then a chorus of screams joined in, primal screams of absolute terror and pain. Instantly Joy's eyes filled with tears. â€Å"What have I done?† I took her sleeve and dragged her down the passage toward the girls' quarters, snatching up two heavy lances that were supporting a tapestry as we passed and handing one to her. As we rounded the curves I could see an orange light ahead and soon I could see that it was fire blazing on the stone walls from broken oil lamps. The screaming was reaching a higher pitch, but every few seconds a voice was removed from the chorus, until there was only one. As we approached the beaded doorway into the concubines' chamber the screaming stopped and a severed human head rolled in front of us. The creature stepped through the curtain, oblivious to the flames that licked the walls around it, its massive body filling the passageway, the reptilian skin on its shoulders and its tall pointed ears grating against the walls and ceiling. In its talonlike hand it held the bloody torso of one of the girls. â€Å"Hey, kid,† it said, its voice like a sword point dragged across stone, a yellow light coming from behind its dinner-plate-sized cat's eyes, â€Å"it took you long enough.† As they rode back to the fortress, Balthasar explained to Joshua about the demon: â€Å"His name is Catch, and he is a demon of the twenty-seventh order, a destroyer angel before the fall. As far as I could tell, he was first called up to assist Solomon in building the great temple, but something got out of hand and with the help of a djinn, Solomon was able to send the demon back to hell. I found the seal of Solomon and the incantation for raising the demon almost two hundred years ago in the Temple of the Seal.† â€Å"Oh,† Joshua said, â€Å"so that's why they call it that. I thought it had something to do with one of the barky sea animals.† â€Å"I had to become an acolyte and study with the priests there for years before I was allowed access to the seal, but what is a few years against immortality. I was given immortality, but only so long as the demon walks the earth. And as long as he is on earth he must be fed, Joshua. That's the curse that goes with being this destroyer's master. He must be fed.† â€Å"I don't understand, he feeds on your will?† â€Å"No, he feeds on human beings. It is only my will that keeps him in check, or it was until I was able to build the iron room and put golden symbols on the wall that would hold the demon. I've been able to keep him in the fortress I made him build for twenty years now, and it has been some respite. Until then he was with me every minute, everywhere I went.† â€Å"Didn't that attract enemies to you?† â€Å"No. Unless he is in his eating form, I am the only one who can see Catch. In his noneating form he's small, the size of a child, and he can do little harm (except for being incredibly irritating). When he feeds, however, he's fully ten cubits tall, and he can tear a man in half with the swipe of his claw. No, enemies are not a problem, Joshua. Why do you think there are no guards at the fortress? In those years before the girls came to live there, some bandits attacked. What happened to them is legend now in Kabul, and no one has tried since. The problem is that if my will were to fail, he would be set loose again on the world as he was in the time of Solomon. I don't know what could stop him.† â€Å"And you can't send him back to hell?† Joshua asked. â€Å"I can with the seal and the right incantation, which is why I was going to the Temple of the Seal. Which is why you are here. If you are the Messiah predicted in Isaiah, and on the clay tablets in the temple, then you are the direct descendant of David, and therefore Solomon. I believe that you can send the demon back and keep me from suffering the fate of his return.† â€Å"Why, what happens to you if he is sent back to hell?† â€Å"I will assume the aspect of my true age. Which I would guess, by this time, would be dust. But you have the gift of immortality. You can stop that from happening.† â€Å"So this demon from hell is loose, and we are returning to the fortress without the Seal of Solomon or this incantation to do exactly what?† â€Å"I hope to bring him back under control of my will. The room has always held him before. I didn't know, I truly didn't know†¦Ã¢â‚¬  â€Å"Know what?† â€Å"That my will had been broken by my feelings for you.† â€Å"You love me?† â€Å"How was I to know?† The magus sighed. And Joshua laughed here, despite the dire circumstances. â€Å"Of course you do, but it is not me, it's what I represent. I am not sure yet what I am to do, but I know that I am here in the name of my father. You love life so much that you would brave hell to hold on to it, it's only natural that you would love the one who gave you that life.† â€Å"Then you can banish the demon and preserve my life?† â€Å"Of course not, I'm just saying that I understand how you feel.† I don't know where she found the strength, but the diminutive Joy came from behind me and hurled the heavy lance with as much power as any soldier. (I felt my own knees starting to buckle in the face of the demon.) The bronze tip of the lance seemed to find its way between two of the monster's armored chest scales and drove itself a span deep under the weight of the heavy shaft. The demon gasped, and roared, opening his massive maw to show rows of saw-edged teeth. He grabbed the shaft of the lance and attempted to pull it out, his huge biceps quivering with the strain. He looked sadly down at the spear, then at Joy, and said, â€Å"Oh, foul woe upon you, you have kilt me most dead,† then he fell back and the floor shook with the impact of his huge body. â€Å"What'd he say, what'd he say?† Joy asked, digging her nails into my shoulder. The demon had spoken in Hebrew. â€Å"He said that you killed him.† â€Å"Well, duh,† said the concubine. (Strangely enough, â€Å"duh† sounds exactly the same in all languages.) I had started to inch forward to see if anyone was still alive in the girls' quarters when the demon sat up. â€Å"Just kidding,† he said. â€Å"I'm not kilt.† And he plucked the spear from his chest with less effort than it might take to brush away a fly. I threw my own lance, but didn't wait to see where it hit. I grabbed Joy and ran. â€Å"Where?† she said. â€Å"Far,† I said. â€Å"No,† she said, grabbing my tunic and jerking me around a corner, causing me to nearly coldcock myself on the wall. â€Å"To the cliff passage.† We were in total darkness now, neither one of us having thought to grab a lamp, and I was trusting my life to Joy's memory of these stone halls. As we ran we could hear the demon's scales scraping the walls and the occasional curse in Hebrew as he found a low ceiling. Perhaps he could see in the dark somewhat, but not a lot better than we could. â€Å"Duck,† Joy said, pushing my head down as we entered the narrow passage that led to the cliff above. I crouched in this passage the way the monster had to crouch to move in the normal-sized halls and I suddenly realized the brilliance of Joy's choice in taking this route. We were just seeing the moonlight breaking in through the opening in the cliff's face when I heard the monster hit the bottleneck of the passage. â€Å"Fuck! Ouch! You weasels! I'm going to crunch your little heads between my teeth like candied dates.† â€Å"What'd he say?† asked Joy. â€Å"He says that you are a sweet of uncommon delicacy.† â€Å"He did not say that.† â€Å"Believe me, my translation is as close as you want to the truth.† I heard a horrible scraping noise from inside the passage as we climbed out on the ledge and up the rope ladder to the top of the plateau. Joy helped me up, then pulled the ladder up behind us. We ran to the stable where the camel saddles and other supplies were normally kept. There were only the three camels that Joshua and Balthasar had taken, and no horses, so I couldn't figure out why we were taking the time to stop until I saw Joy filling two water skins at the cistern behind the stable. â€Å"We'll never make it to Kabul without water,† Joy said. â€Å"And what happens when we make it to Kabul? Can anyone there help? What in the hell is that thing?† â€Å"If I knew, would I have opened that door?† She was remarkably calm for someone who had just lost her friends to a hideous beast. â€Å"I guess not. But I didn't see it come out of there. I felt something, but nothing that size.† â€Å"Act, Biff, don't think. Act.† She handed me a water skin and I held it in the cistern, trying to listen for the sound of the monster over the bubbles as it filled. All I could hear was the occasional bleating of the goats and the sound of my own pulse in my ears. Joy corked her water skin, then went about opening the pig and goat pens, shooing the animals out onto the plateau. â€Å"Let's go!† she shouted to me. She took off down the path toward the hidden road. I pulled the water skin from the cistern and followed as quickly as I could. There was enough moonlight to make traveling fairly easy, but since I hadn't even seen the road in daylight, I didn't want to try to negotiate its deadly cutbacks at night without a guide. We had almost made the first leg of the road when we heard a hideous wailing and something heavy landed in the dust in front of us. When I could get my breath again I stepped up to find the bloodied carcass of a goat. â€Å"There,† Joy said, pointing down the mountainside to something moving among the rocks. Then it looked up at us and there was no mistaking the glowing yellow eyes. â€Å"Back,† Joy said, pulling me back from the road. â€Å"Is that the only way down?† â€Å"That or diving off the edge. It's a fortress, remember – it's not supposed to be easy to get in and out of.† We made our way back to the rope ladder, tossed it over the side, and started down. As Joy made it to the ledge and ducked into the cave something heavy hit me on the right shoulder. My arm went numb with the impact and I let go of the ladder. Mercifully, my feet had tangled in the rungs as I fell, and I found myself hanging upside down looking into the cave entrance where Joy stood. I could hear the terrified goat that had hit me screaming as it fell into the abyss, then there was a distant thump and the screaming stopped. â€Å"Hey, kid, you're a Jew, aren't you?† said the monster from above. â€Å"None of your business,† I said. Joy grabbed the ladder and pulled me inside the cave, ladder and all, just as another goat came screaming past. I fell on my face in the dust and sputtered, trying to breathe and spit at the same time. â€Å"It's been a long time since I've eaten a Jew. A good Jew sticks to your ribs. That's the problem with Chinese, you eat six or seven of them and in a half hour you're hungry again. No offense, miss.† â€Å"What'd he say?† Joy asked. â€Å"He says he likes kosher food. Will that ladder hold him?† â€Å"I made it myself.† â€Å"Swell,† I said. We heard the ropes creak with the strain as the monster climbed onto the ladder.

History of San Juan, The Capital of Puerto Rico

History of San Juan, The Capital of Puerto Rico The capital of Puerto Rico, San Juan ranks high on the list of most historic cities in the New World, with early explorers establishing a settlement there 15 years after  Columbus’s monumental first voyage. The city has been the scene of many historic events, from naval battles to pirate attacks. Modern San Juan, now a top Caribbean tourism destination, embraces its long and fascinating history. Early Settlement The first settlement on the island of Puerto Rico was Caparra, founded in 1508 by Juan Ponce de Leà ³n, a Spanish explorer and conquistador best remembered for his quixotic quest to find the Fountain of Youth in 16th-century Florida. Caparra was deemed unsuitable for a long-term settlement, however, and the residents soon moved to an island a short distance to the east, to the present site of Old San Juan. Rise to Importance The new city of San Juan Batista de Puerto Rico quickly became famous for its good location and port, and it rose to importance in the colonial administration. Alonso Manso, the first  bishop  to arrive in the Americas, became bishop of Puerto Rico in 1511. San Juan became the first ecclesiastical headquarters for the New World  and served as the first base for the Inquisition as well. By 1530, barely 20 years after its founding, the city supported a university, a hospital, and a library. Piracy San Juan quickly came to the attention of Spain’s rivals in Europe. The first attack on the island took place in 1528, when the French razed several outlying settlements, leaving only San Juan intact. Spanish troops started building San Felipe del Morro, a formidable castle, in 1539.  Sir Francis Drake and his men attacked the island in 1595 but were held off. In 1598, however, George Clifford and his force of English privateers managed to capture the island, remaining for several months before illness and local resistance drove them away. That was the only time El Morro castle was ever captured by an invading force. The 17th and 18th Centuries San Juan declined somewhat after its initial importance, as wealthier cities such as Lima and Mexico City thrived under the colonial administration. It continued to serve as a strategic military location and port, however, and the island produced significant sugarcane and ginger crops. It also became known for breeding fine horses, prized by Spanish conquistadors campaigning on the mainland. Dutch pirates attacked in 1625, capturing the city but not the fort. In 1797, a British fleet of approximately 60 ships attempted to take San Juan but failed in what is known on the island as â€Å"The Battle of San Juan.† The 19th Century Puerto Rico, as a small and relatively conservative Spanish colony, did not participate in the independence movements of the early 19th century. As the armies of Simon Bolà ­var and Jose de San Martà ­n swept across South America liberating new nations, royalist refugees loyal to the Spanish crown flocked to Puerto Rico. Liberalization of some Spanish policies – such as granting freedom of religion in the colony in 1870, encouraged immigration from other parts of the world, and Spain held onto Puerto Rico until 1898. The Spanish-American War The city of San Juan played a minor role in the Spanish-American War, which broke out in early 1898. The Spanish had fortified San Juan but did not anticipate the American tactic of landing troops at the western end of the island. Because many Puerto Ricans did not oppose a change of administration, the island basically surrendered after a few skirmishes. Puerto Rico was ceded to the Americans under the terms of the Treaty of Paris, which ended the Spanish-American War. Although San Juan had been bombarded for a time by American warships, the city suffered relatively little damage during the conflict. The 20th Century The first few decades under American rule were mixed for the city. Although some industry developed, a series of hurricanes and the Great Depression had a profound effect on the economy of the city and the island in general. The grim economic situation led to a small but determined independence movement and a great deal of emigration from the island. Most emigrants from Puerto Rico in the 1940s and 1950s went to New York City in search of better jobs; its still home to a great many citizens of Puerto Rican descent. The U.S. Army moved out of El Morro Castle in 1961. San Juan Today Today, San Juan takes its place among the Caribbeans top tourism destinations. Old San Juan has been extensively renovated, and sights like the El Morro castle draw large crowds. Americans looking for a Caribbean vacation like to travel to San Juan because they don’t need a passport to go there: it is American soil. In 1983 the old city defenses, including the castle, were declared a World Heritage Site. The old section of the city is home to many museums, reconstructed colonial-era buildings, churches, convents, and more. There are excellent beaches close to the city, and the El Condado neighborhood is home to top-notch resorts. Tourists can reach several areas of interest within a couple of hours from San Juan, including rainforests, a cave complex, and many more beaches. It is the official home port of many major cruise ships as well. San Juan is also one of the most important ports in the Caribbean and has facilities for oil refining, sugar processing, brewing, pharmaceuticals, and more. Naturally, Puerto Rico is well-known for its rum, much of which is produced in San Juan.

Dont Begin at the Beginning

Dont Begin at the Beginning Dont Begin at the Beginning Dont Begin at the Beginning By Simon Kewin If youre a fiction writer, youll be aware of the need to grab a readers attention as early as possible; to hook them, preferably, on your very first page. One key technique for doing this is to start your story in medias res.   The Latin expression in medias res means into the midst of things. Used as a literary term, it refers to starting a story by jumping straight into the middle of the conflict or action. Its often a temptation for writers to start by providing all the background information for their story, all the character and location detail theyve laboriously worked out. But this exposition or infodump can be very boring.   A better approach is to skip the exposition, at least temporarily, and dramatize your works central conflict from the beginning. As well as immediately involving the reader, this helps set up narrative tension : the reader wants to know why the described conflict is happening. Explaining too much up front can deflate this intrigue. Over time you can slowly reveal the explanation in what will, hopefully, be a satisfying and engrossing process for the reader.   Filling in the back-story can be achieved in several ways : via flashback, for example, or by having your characters recall prior events. The skill is in providing the reader with just the information they need, without either overwhelming them or leaving them bemused. The best approach is to reveal your back-story in dribs and drabs so that a lot of the time, your readers aren’t even aware they are being informed.    Of course, theres nothing wrong with writing long sections of factual information for your own use, as you work out the details of your setting. In many ways, this is a good thing. Just dont expect your readers to wade through all that before they reach your actual story. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:7 English Grammar Rules You Should KnowStory Writing 101Starting a Business Letter with Dear Mr.

Spitting Image

Spitting Image Spitting Image Spitting Image By Maeve Maddox ELVIS’ SECRET SON FOUND: Handsome 32-year-old is the spitting image of The King Thats to say, the young man looks exactly like Elvis. The underlying image is that of a man spitting out a child in his own likeness, rather like Cadmus sowing the dragons teeth from which sprang full-grown men. NOTE: Some fastidious folk etymologists have tried to elevate the expression from the realm of expectoration by suggesting that spit and image derives from the phrase spirit and image. Not likely. The Online Etymology Dictionary gives 1602 as a date for spit used with the meaning the very likeness. The Phrase Finder cites this 1689 reference from George Farquhars play Love and a Bottle: Poor child! hes as like his own dadda as if he were spit out of his mouth. The expression has appeared in various forms: the spit A daughter,..the very spit of the old captain. (1825) the spit and fetch He would be the very spit and fetch of Queen Cleopatra. (1859) the spit an image Shes like the poor lady thats dead and gone, the spit an image she is. (1895) the dead spit Ill chance you having another ring..the dead spit of mine. (1901) the spitten image He looked the spitten picture of my ould father. (1887) the spittin image Hes jes like his pa, ï ¿ ¼the very spittin image of him! (1901) the spitting image In another twenty years..she would be her mothers spitting image. (1929) the spit-image My husband saw a man that was the spit-image of King no further away than Jackson. (1949) The OED gives an example of Westmoreland dialect in which splittin image is used instead of spittin image. A possible explanation is given by D. Hartley in Made in England (1939): Evenness and symmetry are got by pairing the two split halves of the same tree, or branch. (Hence the country saying: hes the ‘splitting image’ï ¿ ¼an exact likeness.) Spitting image is definitely the winning version. Most modern speakers would hear splitting image as a malapropism. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:20 Great Similes from Literature to Inspire YouWhat is Dative Case?How to Write a Proposal

Does Economical Crisis Effect Consumer Behavior Dissertation

Does Economical Crisis Effect Consumer Behavior - Dissertation Example This study will greatly benefit different parties for instance; current investors, potential investors, scholars, the government and consumers themselves. The current players in these industries will be able to gain knowledge on how their products are faring in the market and with this they are able to develop strategies on how to improve their position. To scholars, this study will enable them to gain knowledge as well as understanding as to why luxury brands are still being purchased despite the economic crisis. The government will also gain a better understanding of the standards of living and with this develop suitable policies. For the potential investors, they are well-equipped to make decisions concerning venturing into such industries. Lastly, the study will also provide essential data.The ImpactAccording to Smith (2009), as most consumers struggle to fit in the economic crisis, most companies have realized the opportunity for capturing the changing consumers’ profile. This is by offering lower priced products, a strategy for continuity and winning consumers. Sullivane (2008) informs that new products should enter the market at low prices and be promoted through special offers or free samples. Not very long ago, luxury was beyond most people’s reach and it was mostly available to the elite. For example, Louis Vuitton was once renowned for making products solely for European aristocrats. Compare this to the current situation where its logo-ridden products are worn the world-over by teenagers.

Annotaed bibliography and rephrase Annotated Example | Topics and Well Written Essays - 250 words

Annotaed and rephrase - Annotated Bibliography Example He notes that socialist markets are controlled and do not respond the forces of demand and supply. In his context, this policy indirectly recommends women and children to work, centrally to capitalism where anyone works at their own wish. In addition, he says that this trend can be changeable the respect the natural forces of the market. David Stark’s article is an important source of knowledge. It would mostly help someone to know the differences of socialism and capitalism. It would also enable one to know why socialism was popular in the industrial revolution of America and how it ended. The objective of the article is achieved since it gives a vivid description of socialism, capitalism, and the industrial revolution in America. His article was of much help to me since it informed, me of the differences of socialism and capitalism as it pertains to industrial revolution in America. Chapters in this article could be used in classes to explain the notable differences he gives of socialism. Information contained in this article could be used in research projects as a hypothesis to enable the researcher prove the differences indicated in this article. Problems arose in contemporary America because of socialism. Labor unions powers have largely been eliminated and capitalists can engage in any transactions aimed at reducing the cost of labor thus weakening workers and socialism. Workers are threatened since the socialist inspired safety nets have been abolished (Bissett

Paraphrasing Essay Example | Topics and Well Written Essays - 250 words - 23

Paraphrasing - Essay Example Secondly, compare between the printed and measured resistance, which should have a small difference. The second phase is to implement the power supply for the circuit in a way that the output yields 10 volts while the other is putting out 5 volts. The experiment led to the formation of Thevenin’s circuits both connected in series and parallel by using the two DC power supply and the three resistors. The third step is to use the initial resistors by adding them to the circuit. The last phase of the experiment is to measure the open circuit voltage, the short circuit current and the equivalent resistance and to comparison of the outcomes. At the end of the experiment, there was a difference in computed and measured values and the definition of Thevenin’s theorem in equivalent for linear and resistive circuits. The purpose of the experiment is to give the credible results of resistivity test showing the importance of the lab session and the

The contemporary securitization of borders and the new policies of Essay

The contemporary securitization of borders and the new policies of states in North America and Europe that attempt to link asylu - Essay Example Third, Germany issues its own version of anti-refugees and asylum seekers statutes. Fourth, emphasized the problems of the refugees and asylum seekers grew in magnitude after the end of World War II. Fifth, some host countries have not fully given the refugees and asylum seekers their deserved rights and liberties. Sixth, the key to the strict refugees and asylum seekers policies is protection from terroristic and other acts that may disadvantage other residents of the host country. Seventh, international refugee law defines a refugee as: having a well grounded fear of being persecuted one or more discriminatory grounds. The reduction of protection for the refugees and asylum seekers is grounded on self- preservation. INTRODUCTION Refugees and asylum seekers are realities of the cruel world. The research centers on the difficulties faced by the refugees and asylum seekers. The research includes the moves to improve the lives of the refugees and asylum seekers in their host countries. North American and European policies are currently attempting to link asylum-seekers and refugees with terrorism and threats of national security, violating related international refugee laws. ... There is an increasing trend of host democratic governments turning their backs on the implementation of the Universal Humanitarian Principles. After the September 11, 2001 attack, many laws were enacted to reduce the rights as well as the liberties of the refugees and asylum seekers and also the citizens entering the host countries. A vivid example is the establishment of extra-judicial refugees and asylum seekers detention camps. Of the recent abuses was headlined in the abuses of the American soldiers, including the abuses committed by the American soldiers on Cuban and Haitian refugees and asylum seekers held in a prison camp in Guantanamo Bay, near Cuba. Likewise, abuses of the Soldiers managing the refugee and asylum seeker camps on Manus Island, Papua New Guinea as well as the Island Republic. Consequently, many democratic governments have reduced their focus on implementing the rights and liberties of refugees and asylum seekers (Wilson 659). Many of the refugees and asylum s eekers arrive in foreign country because they could no longer bear living in their home country. The refugees and asylum seekers escape from their home country taking with them the agony of losing their home, social status, friends, and identity. Article 14 of the Universal Declaration of Human Rights states â€Å"Everyone has the right to seek and enjoy in other country’s asylum from the sufferings received in their home countries. However, the refugees and asylum seekers do not know what will happen to them on their journey towards the host country (Wilson 641). To understand the sudden turnaround in terms of offering rights and liberties to refugees and asylum seekers, the focus should first look at the refugees and

Innovation, Technology Essay Example | Topics and Well Written Essays - 4000 words

Innovation, Technology - Essay Example The objective of this paper is to determine whether technology significantly impacts the core strategies and organization of companies to the extent that it should be considered as the primary means of initiating innovation or development. For the purpose of this study, The validity of the statement will consider in both public as well private enterprises from small to large scale. In the course of the discussion, the research will also determine effective applications of technology, how it is changing markets and industries and the developing challenges for companies with its utilization. The application of technology necessitates a study of the relationship of productivity and technology. The debate on whether productivity paradoxes really do exist has become an issue for analysts and managers once more with the shift towards digitization. Consider the implications of the productivity paradox or the Solow computer paradox that Robert Solow theorized in response to the mechanization of clerical work. According to Solow that, "You can see the computer age everywhere but in the productivity statistics," (Greenan et al, 2002, p. 42). The productivity paradox implies that as technology is introduced to a system, in particular information technology, work productivity decreases (McGovern, 2001). If the paradox is to be accepted as true, then technology contravenes productive strategies. However, Dusharme (2001) points out that these impacts are part of the process of adaptation, similar to competency development learning curves. Furthermore, Suter (2007) points out that many companies have considered alternatives to techno-based strategies because of the cost of implementation as well as discrepancies in information literacy in international markets. In Tubbs and Schulz (2006) study, he concluded that lags in productivity in technology-related initiatives can be attributed to the lack of channels where the technology can be learned or used. Explanations for the decline in productivity pointed out the need for technology to be prevalent before it impacts productivity significantly. Thus, later adaptation to technology creates less vulnerability to productivity paradoxes: the implication is that later access to emerging technologies, with the assumption that there has bee growth in software and applications available, is a more viable choice to ensure productivity. Technology and Business Operations According to there should be a realization that the technology is a tool and the degree of its impact is dependent on other strategies (Womack et al, 1991). The bulk of technology adaptations and strategies have focused on information and communications technologies. Among the benefits that have been seen is the increase in communication and networking capacity technology provides (Insinga & Werle, 2000). For example, the utilization of VOIP (voice over internet protocol) operations has become critical in the management or trafficking PSTN calls locally and internationally as well as mobile communications; IP Multimedia Subsystems (IMS) are providing platforms for the incorporation of internet technologies with business operations; as well facilitated the actual interface of VOIP infrastructure with PSTN; and the rise of network societies, referring to online communities and feedback systems,

The contemporary securitization of borders and the new policies of Essay

The contemporary securitization of borders and the new policies of states in North America and Europe that attempt to link asylu - Essay Example Third, Germany issues its own version of anti-refugees and asylum seekers statutes. Fourth, emphasized the problems of the refugees and asylum seekers grew in magnitude after the end of World War II. Fifth, some host countries have not fully given the refugees and asylum seekers their deserved rights and liberties. Sixth, the key to the strict refugees and asylum seekers policies is protection from terroristic and other acts that may disadvantage other residents of the host country. Seventh, international refugee law defines a refugee as: having a well grounded fear of being persecuted one or more discriminatory grounds. The reduction of protection for the refugees and asylum seekers is grounded on self- preservation. INTRODUCTION Refugees and asylum seekers are realities of the cruel world. The research centers on the difficulties faced by the refugees and asylum seekers. The research includes the moves to improve the lives of the refugees and asylum seekers in their host countries. North American and European policies are currently attempting to link asylum-seekers and refugees with terrorism and threats of national security, violating related international refugee laws. ... There is an increasing trend of host democratic governments turning their backs on the implementation of the Universal Humanitarian Principles. After the September 11, 2001 attack, many laws were enacted to reduce the rights as well as the liberties of the refugees and asylum seekers and also the citizens entering the host countries. A vivid example is the establishment of extra-judicial refugees and asylum seekers detention camps. Of the recent abuses was headlined in the abuses of the American soldiers, including the abuses committed by the American soldiers on Cuban and Haitian refugees and asylum seekers held in a prison camp in Guantanamo Bay, near Cuba. Likewise, abuses of the Soldiers managing the refugee and asylum seeker camps on Manus Island, Papua New Guinea as well as the Island Republic. Consequently, many democratic governments have reduced their focus on implementing the rights and liberties of refugees and asylum seekers (Wilson 659). Many of the refugees and asylum s eekers arrive in foreign country because they could no longer bear living in their home country. The refugees and asylum seekers escape from their home country taking with them the agony of losing their home, social status, friends, and identity. Article 14 of the Universal Declaration of Human Rights states â€Å"Everyone has the right to seek and enjoy in other country’s asylum from the sufferings received in their home countries. However, the refugees and asylum seekers do not know what will happen to them on their journey towards the host country (Wilson 641). To understand the sudden turnaround in terms of offering rights and liberties to refugees and asylum seekers, the focus should first look at the refugees and

Should smartphones be bsnned in classrooms Research Paper

Should smartphones be bsnned in classrooms - Research Paper Example 1). In addition, the same discourse has identified that the smartphone owners by age group revealed that 23.8% are owned by young people, specifically within the 13 to 24 years range (Alexander, 2012), or those who are considered within the school-age bracket. In this regard, the current study aims to determine the effects of smartphone use in academic performance. Despite the academic benefits that have been published associated with smartphone use; apparently, there are more costs or disadvantages linked to its usage within the classroom setting. As such, one argues that smartphones should be banned in classrooms due to the greater disadvantages associated to its use and its negative impact on academic performance. Impact of Smartphone Use in the Classroom Setting One of the more prominent reasons for arguing that smartphones should be banned is its being used to promote maladjusted behavior, including cheating and posting inappropriate information about teachers (Gutnicki, 2010; ( Barkham & Moss, 2012). As emphasized by Gutnicki (2010), â€Å"smart phones are being utilized to cheat in the classroom and to record/post inappropriate information about teachers. ... Concurrently, smartphones should be banned in classrooms for being a distraction and taking crucial time from focusing on the instructions. From among the schools that have confirmed the distractive effect of smartphones, instituting banning or prohibitive policies of their use within the classroom setting were noted to have gained benefits in terms of improvements of academic behavior. As noted from a spokesperson for Cockshut Hill Technology College in Yardley, Birmingham, â€Å"we introduced a complete ban on mobile phones two years ago because of the disruption they were causing†¦and it has improved behaviour† (Barkham & Moss, 2012, par. 14). If the collective time spent of viewing and attending to applications in the smartphones are removed, these time would completely be focused on academic endeavors and instructors would enhance students’ awareness of subject matters that would benefit them most. Thus, the banning of smartphones has evidently proven that stu dents’ behavior and academic performance significantly improved. Finally, smartphone use were clearly linked to cyberbullying. Banning smartphones within the classroom setting and within the campus would therefore minimize time spent to send distructive messages that aim to ridicule, discriminate, or victimize unsuspecting students. As emphasized, â€Å"a recent survey conducted by the National Crime Prevention Council reported that 43% of middle school students: received an e-mail or an instant message that made them upset had something posted on a social networking site that made them upset had been made fun of in a chat room; had something posted on a Web site that made them upset; had something posted online that they did not want others to see; and were afraid to go on the computer†

Burma Religion (Burma) Essay Example for Free

Burma Religion (Burma) Essay Since the Myanmar ancient times, there has been full freedom of worship for followers of Burma religions in Myanmar. So many different religions can be practiced in Myanmar. Buddhism is practiced by almost 90 percent of Myanmar religion Burmas population, with the Myanmar Theravada Buddhism School being the most prevalent. It has a firm hold in Myanmars culture along with an observance of animism, or the worship of ancestors (nat). In Myanmar culture, there are many Myanmar festivals and celebrations held that correlate with nat. Nat also has influence on the practice of Myanmar traditional medicine in Myanmar religion Burma. There are other religions in Myanmar, but they are not as widespread as Buddhism and animism. Some of the beliefs found include Christianity (Baptists) in Myanmar hill areas and Muslims. Christianity is practiced by 5.5 percent of Burmese Myanmar, Islam by 3.8 percent Hinduism by 0.5 percent and Animism by 0.2 percent before respectively in Myanmar. Myanmar is a predominantly Theravada Buddhist country. Buddhism reached Myanmar around the beginning of the Christian era, mingling with Hinduism (also imported from India) and indigenous animism in Myanmar. The Pyu and Mon kingdoms of the first millennium were Buddhist, but the early Burmese Myanmar peoples were animists. According to Myanmar religion Burma traditional history, Myanmar King Anawrahta of Bagan adopted Buddhism in 1056 and went to war with the Mon kingdom of Thaton in the south of Myanmar country in order to obtain the Buddhist Canon and learned Myanmar monks in Myanmar religion history. The religious Myanmar tradition created at this time, and which continues to the present day in Myanmar, is a syncretalist mix of what might be termed pure Buddhism (of the Sri Lankan or Theravada school) with deep-rooted elements of the original animism or nat-worship and even strands of Hinduism and the Mahayana tradition of northern India. Islam reached Myanmar at approximately the same time, but never gained a foothold outside the geographically isolated seaboard running from modern Bangladesh southwards to the delta of the Ayeyarwady (modern Rakhine, known previously to the British as Arakan, and an independent kingdom until the eighteenth century) Myanmar. The colonial period saw a huge influx of Muslim (and Hindu) Indians into Yangon and other Myanmar  cities, and the majority of Yangons many mosques and temples owe their origins to these immigrants. Christianity was brought to Myanmar by European missionaries in the 19th century. It made little if any headway among Myanmar Buddhists, but has been widely adopted by non-Buddhists such as the Karen and Kachin in Myanmar. The Chinese contribution to Myanmars religious mix has been slight, but several traditional Myanmar Chinese temples were established in Yangon and other Myanmar large cities in the nineteenth century when large-scale Chinese migration was encouraged by the British. Since approximately 1990 this migration has resumed in huge numbers, but the modern Chinese immigrants seem to have little interest in Myanmar religion Burma. Some more isolated indigenous peoples in the more inaccessible parts of Myanmar country still follow traditional animism. The Roman Catholic Church, Myanmar Baptist Convention and the Assemblies of God of Myanmar are the largest Christian denominations in Myanmar. There are no totally reliable demographic statistics form Myanmar, but the following is one estimate of the religious composition of Myanmar country: Buddhists: 87% Animists: 5% Christians: 4.5% Muslims: 4% Hindus: 1.5% Burma Arts Jamie Therese Jainar The culture of Myanmar has been heavily influenced by Buddhism. More recently, British imperialism has influenced aspects of Burmese culture, such as language and education. More recently, British imperialism has influenced aspects of Burmese culture, such as language and education. Its neighbors, particularly India, China, and Thailand, have made major contributions to Myanmar culture. In more  recent times, British colonial rule and westernisation have influenced aspects of Burmese culture, including language and education. Historically, Burmese art and literature was based on Buddhist or Hindu cosmology and myths. In addition to the traditional arts are silk weaving, pottery, tapestry making, gemstone engraving, and gold leaf making. Temple architecture is typically of brick and stucco, and pagodas are often covered with layers of gold leaf while monasteries tend to be built of wood. Although court culture has been extinguished, popular street-level culture is vibrant and thriving. Drama is the mainstay of this culture, and just about any celebration is a good excuse for a pwe (show). Performances may recount Buddhist legends, or be more light-hearted entertainments involving slapstick comedy, dance, ensemble singing or giant puppets. Myanmar music is an integral part of a pwe; it originates from Thai and emphasizes rhythm and melody. Instruments are predominantly percussive and include drums, boat-shaped harps, gongs and bamboo flutes. The toys of Myanmar are not only for the children but also famous in the world, known as the Marionettes (or) Puppets of Myanmar. It’s a combination of Myanmar Art and Culture, together to show the inner expressions of the Myanmar people. A. The Prehistoric Period c. 1100 BC to 200 BC The Pre historic Period in Burma is known from a limited number of excavations that were carried out in selected rock shelters, caves and other sites along the middle course of the Irrawaddy River. Since Burma even today is sparsely populated, it would not be surprising to find that early cultures in Burma developed in isolation. However, the artifacts uncovered in these digs resemble those in other parts of Southeast Asia indicating that there was meaningful contact over wide areas at a very early date, and the arts in Burma were not isolated even at this early time. This pattern of intra-area contact continued into the later historical periods. Since there are no written records for this early period, we know little about religious practice. However, since the artifacts that have been discovered conform to those used in small-scale societies for animist rituals, it might be presupposed that these early societies practiced a type of Animism. Therefore, Animism, and artifacts associated with its practice, will be discussed as a bridge between this most remote period and contemporary  animist art forms. B. The Pre-Pagan Period Mon and Pyu Urbanism c. 2nd BC – 8 AD During the Pre-Pagan Period there is ample evidence that the lowland peoples in Burma adopted ideas from India as indicated by a few standing structures, numerous excavated foundations, and a wide array of artifacts. These materials were produced for worship in Animism and Hinduism as well as Mahayanna and Theravada Buddhism. The first cities appear throughout central Burma and were directly dependent on extensive irrigation systems. Thus begins the parmountcy of the central region of Burma that continues until the present. The cities occur in well-planned forms that are a combination of indigenous and Indian concepts. Within these cities, the first buildings in non-perishable materials were constructed. These brick and mortar buildings were all used for religious purposes whereas secular buildings, even palaces, continued to be made of perishable materials until the modern era. This dichotomy between the type of material used for construction and the use of the building generally continued through all later developmental periods. Also, at this time, a particular interest develops for two types of religious structures – the Buddhist stupa and the Buddhist temple. Brick foundations of what were most probably the first monasteries are dated to this period. Although the number of images from the Pre-Pagan Period is limited, the diversity of styles and subject matter is generally broader than in later periods. The Mon and Pyu languages are written using alphabets and concepts adopted from India. A Burmese calendar was later created that begins with the fall of the Pyu dynasty in 836 AD. C. The Pagan Period 11th to 13th centuries Classic forms emerged during the Pagan Period for many aspects of Burmese culture, including the economic, political, religious, social, and artistic. These forms were the models used by later Burmese dynasties to create new but related forms, often through slightly modifing their content. Classic architectural forms emerged as embodied in the Shwezigon Stupa and the Ananda Temple that were repeatedly copied by later donors. The styles of sculpture from the Pagan Period were also periodically revived. Theravada Buddhism became the preferred faith and thereafter remained the predominant Burmese religion. The first examples of figurative painting occur on temple walls and employ the Pala style of India and Nepal. Although Pagan ceased  to be the political capital of Burma in the 13th century, the city continued to be a respected religious center and many later monarchs returned to Pagan to endow new foundations or refurbish old ones. D. The Post Pagan Period -14th to 20th centuries After the decline of Pagan, Burma fragmented into a number of small kingdoms that looked back to Pagan for validation and for artistic inspiration. None of these kingdoms rivaled the earlier period in art and architectural accomplishments and all can be seen as â€Å"Pagan writ small†. Pagan buildings were proudly copied, but often with significant modifications. The stupa became the most favored religious building and temples were rarely built. Wooden monasteries constructed on a raised wooden platform largely replaced the brick and stucco monasteries of Pagan. A number of Burmese styles arose, particularly in sculpture, as a result of fewer contacts with India due to the Muslim invasions there and the Muslim destruction of Buddhist religious sites. Burmese styles of painting develop and in the nineteenth century borrow pictorial devices from the West. The Mandalay Style that arose during the latter half of the Post Pagan Period became dominant in central Burma and has continued until the present as the preferred style in Burmese art.

Musics Effects On The Brain Music Essay

Musics Effects On The Brain Music Essay Music is a world renowned language that all can understand. From Australia to the deepest jungles of Africa, music is associated in peoples everyday lives. Music can be heard anywhere and everywhere: the grocery store, the gym, in the car, at work, at school, on the television, etc. Not only is music applied for entertainment but it can also be used for story telling, learning, religious rituals and medical therapy. Today, it is not uncommon for music to be used as a medicine for Parkinsons, Alzheimers, depression, anxiety, stroke-victim recovery, stress, memory loss, and mental well-being. Musics effect on the brain is a very profound and mysterious topic. It is said that music influences the process of thinking and analyzing, making work more enjoyable and efficient. Studies have shown that music increases the amount of endorphins (a chemical released in the brain to reduce pain and provide a good feeling state) in the brain, initially, jump-starting the bodies healing process. As it distracts the attention from pain, it concurrently generates chemical behaviors that promote healing. Along with physical healing and mental effects, music impacts human emotions. Often, someone will listen to music when they are distraught, happy, need to focus, exercising, etc. Experiments show that music in a major key will cause a person to be happy, while the music in a minor key will bring sadder, depressed emotions. This paper will discuss how the music of major and minor keys differently effect human emotions. Emotions Throughout an average day, humans will experience one emotion after the other: sadness, happiness, frustration, anger, guilt, remorse, etc. But when one is asked the question what is an emotion? most find themselves dumbfounded. The answer to what is an emotion is not an easy one to answer. For centuries great minds have studied to answer this question but have yet to receive a definite answer. There are many reasons for this state of affairs. One reason is that emotions are difficult to define and measure. (Juslin and Sloboda 73). To be able to define emotions, theorists must know where emotions come from and how they are detectable. From a scientific perspective, emotions can be concluded from three types of evidence: self reports, expressive behavior and physiological development (Juslin and Sloboda 74). Self reports are a variety of surveys people will take to measure their emotions. Although this method is a first hand account of emotions, it still includes many problems such as the imperfect relationship between emotions and words that denote emotions, and the problem of choosing which words to include on checklists or scales (Juslin and Sloboda 74). The second type of evidence is expressive behavior which is the study of peoples emotion by their facial expression, vocalizations or body language (Juslin and Sloboda 74). The difficulty with this procedure is that not all emotions are visible by expressive features. The third type of evidence used to decipher emotions is physiological kinds of measurement; this includes measuring heart rate, blood pressure, muscle tension and much more. Many theorists have suggested definitions of emotions based off the previous three types of evidence. Based on a review of these definitions they proposed the following consensual definition (Kleinginna Kleinginna 1981, p. 355): Emotion is a complex set on interactions among subjective and objective factors, mediated by neural/hormonal systems, which can (a) give rise to affective experiences such as feelings of arousal, pleasure/displeasure; (b) generate cognitive processes such as perceptually relevant effects, appraisals, labeling processes; (c) activate widespread physiological adjustments to the arousing conditions; and (d) lead to behavior that is often, but not always, expressive, goal-directed and adaptive (Juslin and Sloboda 75). As seen in the previous definition, it is almost impossible to define emotions simplistically or even in one sentence. Tonality Like emotion, tonality is not an easy concept to grasp. For one, it is used in many different senses and areas of music. Also, tonality has been widely discussed amongst theorist as to what it is and its significance in Western music. One simple definition of tonality is a system for interpreting pitches or chords through their relationship to a reference pitch, dubbed the tonic. Once the tonic is established the relationship of this pitch to other pitches can be designated using scale-degree names or numbers (Huron 143). In other words, tonality is the organization of pitch. Referring to Western theorists, there are two types of tonalities: major and minor. The theory and use of major and minor tonality dominated Western culture between 1650 and 1900 (Forney 20). The tonality of a piece of music is determined by the scale used for the foundation of the music (Forney). A scale is a series of tones in ascending or descending order; may present the notes of a key (Forney A20). Because of the combination of intervals between notes in a scale, each scale has a special and unique sound. Major scales promote a feeling of happiness and cheerfulness while minor tones sound sad and dark A composer would not be likely to choose a minor key for a triumphal march, nor a major key for a lament (Forney 21). As stated earlier, the first note of the scale, the tonic, is used as a starting place Affects of Major Tonality on Human Emotions Musics effect on humans has been a hidden phenomenon for thousands of years. The emotional experience one has with music has always been enticing and misunderstood. Still, it is probably true that most people experience music-somehow, somewhere-everyday of their lives, often with an accompanying affective response of some sort (e.g. nostalgic recognition of a favourite song on the radio while driving a car, frustration directed at the music at the shops, joy while listening to an excellent performance at an evening concert, a sad mood created by the soundtrack of a late night movie) (Juslin and Sloboda 3). The goal of this section is to describe how the music from major tonalities influence human emotions. To sum up the affects of major tonality on human emotions is the results of David Hurons, author of Sweet Anticipation, experiment on the feeling evoked from listening to major scale degrees. Huron conducted his experiment by asking ten experienced Western-cultured musicians to describe the emotions they incorporate with different scale degrees from the major key. All ten musicians were given the following instructions: For each of the following scale degrees describe as best you can the distinctive quality or character of that tone. Describe how the tone makes you feel in as much detail as possible. Imagine the tones for the major key only. Please think of pitches rather than chords (Huron 144). The table below is the result of Hurons responses as displayed in his book Sweet Anticipation. Scale Tone Common Descriptors Sample Responses Tonic Stable, pleasure, home, contentment Stable, extremely satisfying, centered, foundational, solid, resolved, strong Raised tonic Strong, upward, bold Edgy, unstable, uncertain, upwardly, mobile, mildly precarious Lowered supertonic Surprise, abruptness, pause Somewhat dark, a sense of almost inevitable further descent, murky, unexpected richness, mild surprise Supertonic Solid, movement, resolve Hanging, dangling, transitory, moderate expectancy of more to come, part of a flow Raised supertonic Longing, unstable Needling, moderately harsh, jarring, unstable, off balance Mediant Bright, love, warmth, beauty Light, lifted, bright, point of many possible departures, yet also strongly restful, peaceful and calm Subdominant descending Akward, tentative, strong sense of being unfinished, Now what? no clear expectation of future, hanging feeling, would be happy to fall by half step Raised subdominant Intentional, motivated Moderately anxious, interrupted flow to dominant, somewhat curious about possibilities, fluidity, transitory Dominant Strong, muscular, balance, possibility, pleasant Strong, towering, height, sense of looking down from a tall building and being comfortable, but knowing youll eventually take to elevator back to the street level Raised dominant Leading, aspiring Leading to something, sense of implication, unfinished, leaning, mildly uncomfortable Submediant Balance, open, lightness Airy and open, temporary suspendedness, neutral, evokes mild curiosity in regard to direction Subtonic Falling, lightness, drifting downward, shifting Heavy, like walking with a limp, unexpected, open new possibilities, sheds a new light on things Leading tone Unstable, pointing, restless Sense of inevitably, highly unstable, uncomfortable, squirmy, itching, restless Hurons table provides direct and professional examples of emotions accompanied by scale degrees in the major key, now the question is what links these emotions to these particular scale degrees? Huron clusters the results into seven categories of the responses he received, certainty/ uncertainty, tendency, completion, mobility, stability, power and emotion (Huron 163). The certainty/ uncertainty category is the easiest to explain through statistical properties of music. Two scale tones were described as unexpected, surprising or abrupt- the lowered supertonic and the subtonic pitches (Huron 163). Because the supertonic and subtonic pitches appear the least out of all the scale tones the feeling of surprise or abruptness is normal. The category tendency describes the scale tones level of continuation, in other words, the tones ability to carry on with the melody or song at hand. The raised dominant and the leading tone were both described with words associated with tending or leading, -both tones that are statistically limited in their possible continuation tones (Huron 163). The completion category can also be described using statistical properties of music with relevance to the tonic and mediant pitches. Both pitches were described as restful indicating the pitches connection to the end or closure of musical phrases, allowing the listener to feel at rest or home-like. The fourth category, mobility, involves the supertonic and subtonic pitch. The supertonic was depicted as modern expectancy of more to come and the subtonic as like walking with a limp. Both pitches portray the act of moving but do not hold the same leading value as the tonic. The category of power, however, can not be easily described through the statistical properties of music. The raised tonic and dominant pitches were connected with words like jarring and harsh, creating the effect of power to the listener. The last category Huron describes is emotion. Terms like pleasure, beauty, and warmth, love, bright and pleasant are used to describe the tonic, mediant and dominant pitches. Negative hedonic terms like harsh, jarring, uncomfortable, and anxious were applied to tones such as the raised supertonic, the raised subdominant and the raised dominant (Huron 164). As made apparent from the table, positive emotions seem connected to frequently occurring tones with closure (Huron 164). A peculiar fact about tonality is that different tones can suggest different and specific emotions. Even a tone in one given context can have a completely different effect in another context. There are several factors attributed to why scale degrees in the major scale cause the listener to feel a variety of emotions, one of them being the predictability of a tone. When a tone has a high rate of predictability, the experience for the listener is more positive The most predictable tones and tone sequences tend to be experienced as the most pleasant- especially if listeners are not consciously aware of the high predictability (Huron 173). The most predictable structural feature in music is cadences. Cadences are the place of rest in a musical phrase. A cadence can either end in the middle of a melody, called an inconclusive cadence, causing the ending to feel dissonant. Meanwhile, a cadence can also end at the end of a melody, creating a consonant ending call a conclusive cadence. Music theorists have long observed that cadences tend to be organized in a stereotypical fashion. It is not simply the final note of the cadence that is predictable; the final note is often approached in a characteristic of formulaic manner (Huron 154). Cadences, however are not the only feature that increase the feeling of uncertainty Another feature is the increase in uncertainty that commonly follows after the closure point (Huron 156). So not only is there high predictability before the cadence but after as well. Listeners are more apt to forebode predictability with points of disruption or closure. Music in Silent Movies (To be changed) Silent Movies In todays movies there is barely ever a silent moment. For example, while actors are walking down the street multiple sounds can be heard: the actors dialogue, the sound of footsteps, cars screeching down the road, birds chirping, etc. There is constant noise in current movies, never allowing for one second of silence. In 1890s to the late 1920s silent films were prominent among towns and cities in the United States. Although they are called silent movies, they are far from silent. Characteristics of silent films include: little or no dialogue (if there was dialogue it was written in pamphlets and given to the audience), usually black and white, live orchestras and sometimes live narrators or actors. Because there was no recorded dialogue, silent films relied heavily on the acting of actors and the music to set the mood and tone for the film. Most actors were required to over act to be able to convey the emotions across the camera without verbal help. Actors like Charlie Chaplin, Buster Keaton, Clara Bow, and Blanche Sweet were all prominent in silent films and were used to portray the emotions the audience longed for. Genres of silent films include comedies, westerns, horror, science fiction, documentaries, series, animates, epics and experimental films. Like the actors in silent films, music played an essential role in this movie era, As silent cinema developed, and especially after c.1912, music came to play a crucial role in shaping and conditioning the viewers response to moving pictures (Cooke 5). Musicians were needed to write scores for the films that would effect peoples emotions the same way words would. The music was needed to take the audience through the story emotionally, à ¢Ã¢â€š ¬Ã‚ ¦..music, by its very physical presence, created a sense of three-dimensionality singularly lacking in the projected image: while the film was projected from the rear of the hall to the screen at the front, so music played at the front was projected backwards over the audience and through a kind of transference or slippage between sound and image, the depth created by the sound is transferred to the flat surface image (Kalinak 1992, 44). (Cooke 6). Silent films were seen as an art form that had never been tried before. It was new technology that everyone was fascinated in learning and perfecting The silent era was a period of immense creativity, and there seems to be no end to its surprises (Brownlow XI). Silent films have been and will be longed cherished as timeless classics. Unfortunately, ninety percent of the films made during the silent era have disintegrated due to the use of nitrate film (Scorsese IX). Organizations like the National Film Registry and the Library of Congress work to preserve these movies and prevent any further losses. Charlie Chaplin As stated previously, Charlie Chaplin was a famous actor and director of silent films. Charlie Chaplin was born on April 16, 1889 in London, England. Charlie was born into fame, both his parents being renowned vocalists and actors. Appearing in small rolls for films like The Eight Lancashire Kids and Sherlock Holmes, Chaplin began his career before the age of fourteen I went home on the bus dazed with happiness, and began to get the full realization of what happened to me. I had suddenly left behind a like of poverty and was entering a long desired dream-a dream my mother had often spoken about, had reveled in. I was to become an actor! (Chaplin 78). Chaplin continued his career through vaudeville, which brought him to the United States where in 1913 he signed with the Keystone Film Company, making thirty-five films. From 1915 on, Chaplin directed his own movies and the popularity of his baggy-trousered tramp character earned him a million-dollar contract with First National in 1917 (Cooke 27). While working under First National, Chaplin made the films Shoulder Arms in 1918, The Kid in 1921 and The Pilgrim in 1923. In his later years, Chaplin focused away from directing and dabbled in music, sports and writing. Charlie Chaplin was a self-taught musician and wrote music for many of his films, for example Sing a Song, Eternally and With You Dear in Bombay. Chaplin also authored four books: My Autobiography, My Trip Abroad, A Comedian Sees the World and My Life in Pictures. Charlie Chaplin died Christmas day in 1977 at the age of seventy-eight. Over Charlie Chaplins career he was able to convey to the audience any character he wished Chaplins range of characters was extraordinary: he could be a waiter, a down-and-outer turned cop, a hapless immigrant, a vagrant violinist, a soldier- all with equal conviction (Kobel 59). Being the chameleon that Chaplin was, he spoke to the audience through his characters; appealing to peoples emotions and desires. (More sources and information to be added) How Major Tonalitys Effect on Human Emotion is used in Chaplins Movie