Effect of Cultural Globalization in Intercultural Communication Essay

A. Background It’s almost always about international trade, foreign investment, capital flow and all the rest. But what about culture, identity, traditions and ways of life; do these things amount to anything? True, globalization has various manifestations. If viewed strictly from economic terms, then the debate delves into trade barriers, protectionism and tariffs. Powerful countries demand that smaller countries break down all trade barriers, while maintaining a level of protectionism over their own. Smaller countries, knowing that they cannot do much to hide from the hegemonic nature of globalization, form their own economic clubs, hoping to negotiate fairer deals. And the economic tug of war continues, between diplomacy and threats, dialogue and arm twisting. This is the side of globalization with which most of us are familiar. But there is another side of globalization, one that is similarly detrimental to some countries, and profitable to others: cultural globalization — not necessarily the domination of a specific culture, in this case Western culture, over all the rest — but rather the unbridgeable disadvantage of poorer countries, who lack the means to withstand the unmitigated takeover of their traditional ways of life by the dazzling, well-packaged and branded â€Å"culture† imparted upon them around the clock. What audiences watch, read and listen to in most countries outside the Western hemisphere is not truly Western culture in the strict definition of the term, of course. It’s a selective brand of a culture, a reductionist presentation of art, entertainment, news, and so on, as platforms to promote ideas that would ultimately sell products. For the dwarfed representation of Western culture, it’s all about things, tangible material values that can be obtained by that simple and final act of pulling out one’s credit card. To sell a product, however, media also sell ideas, often one-sided, and create unjustifiable fascinations with ways of life that hardly represent natural progression for many vanishing cultures and communities around the world. There is nothing wrong with exchanges of ideas, of course. Cultural interactions are historically responsible for much of the great advancements and evolution in art, science, language, even food and much more. But, prior to globalization, cultural influences were introduced at much slower speed. It allowed societies, big and small, to reflect, consider, and adjust to these unique notions over time. But the globalization of the media is unfair. It gives no chance for mulling anything over, for determining the benefits or the harms, for any sort of value analysis. News, music and even pornography are beamed directly to all sorts of screens and gadgets. This may sound like a harmless act, but the cultural contradictions eventually morph into conflicts and clashes, in figurative and real senses. Now days, globalization has spread out through all aspects of human live around the world. The globalization not only has been become a theory discussion but also the effect of it can change cultural identity and human perception. In this case we can know that globalization has changed our perception and our understanding about culture. In fact, culture is a fundamental reflections to do communication an any cases. Culture is also affect on our perception and our performance in our communication with other different culture, or we often call it Intercultural Communication. The impact of cultural globalization can be a virtue or fault in our communication. So, next, we also need to adapting in our behavior that we still have to open our mind and the cultural globalization can not hinder us in international or intercultural communication. B. Data Cultural globalization is the rapid traversing of ideas, attitudes and values across national borders. This sharing of ideas generally leads to an interconnectedness and interaction between peoples of diverse cultures and ways of life. The term â€Å"globalization† came to be widely used in the 1980s, but as early as the 1960s, Marshall McLuhan popularized the term â€Å"global village† to describe the effect that the ability to connect and exchange ideas instantaneously would bring to the world. Mass media and communication technologies are the primary instruments for cultural globalization. Global news services such as CNN disseminate the same events and issues across the world including some of the most remote locations in the world. A terrorist attack in a small village school in the Northern Caucasus can hold entire households in Kansas spellbound. This internationalization of news exposes countries to foreign ideas, practices, and lifestyles. The development of computer technology — with its social networking sites, video sharing ebsites, blogging sites and various other permutations — has served to accelerate cultural globalization as there are no boundaries on the World Wide Web. Advances in transportation have also facilitated physical travel to other countries, which in turn, has encouraged cross-cultural exchanges. Describing the relation between globalization and culture we can mention two intellectual currents that have been attempting to define it: the cultural universalism and the cultural particularism. These approaches try to identify a global identity. Here, where the paradox of Globalization relies. As I mentioned above (on reference to the usage of media and technology by indigenous people to spread their message), it seems that the more these people are trying to resist from what they call â€Å"Globalization†, the more that Gobalization invades them and confuses its reality with their reality, giving shape to a sort of incidental by-product of globalization: globalization itself. Globalization is not a recent process. Although it is now where its scope and force is more evident than ever, globalization might have existed since the very moment the cavern man first thought on humanity integration. I will summarize a historical overview of globalization as a concept on the following lines. Culture matters for globalisation in the obvious sense that it is an intrinsic aspect of the whole process of complex connectivity. However, it does not mean that culture is intrinsically more globalising on account of the ease of the ‘stretching’ of the relations involved and the inherent mobility of the cultural forms and products. Looking at the present phase of capitalist/imperialist globalisation all sorts of its dimensions are noticed. The impact of multinational corporations, the international division of labour, the increasing phenomenon of labour migration, financial and commodity trading, the significance of trading regulatory agreements, financial prescriptions at global level, and bodies such as the World Trade Organisation, World Bank and IMF – all testify to the globalisation of ‘material exchanges’ involved in economic relations. Obviously, there are lots of instances in which production, exchange and consumption of commodities do remain relatively local activities, but a trip around the neighbourhood will quickly reveal how much it is not a local produce. Software productions in India will cater to the markets in USA, UK and Australia, intensive banana production in Latin American continues to satisfy the needs of European and American markets and make year – round availability-show and these local based productions act as constitutive of the global process. Equally, in the cultural arena symbolic exchanges float free of material constraints – as books, CDs, celluloid, electronic flows on to TV screens and Videos and so forth constitute the cultural aspect of these globalising process. It does not mean that culture predominates in the globalisation process. One way is to think about the consequentiality of culture for globalisation, then is to grasp how culturally informed ‘local’ actions can have globalising consequences. A world of complex connectivity (a global market place, international fashion code, an international division of labour, a shared eco-system) links the myriad small everyday actions of millions with the fates of distant unknown others and even with possible fate of the planet. All these individual actions are undertaken within the culturally meaningful context of local mundane life worlds in which dress codes and the subtle differentiations of fashion establish personal and cultural identity. The way in which this ‘cultural actions’ become globally consequential is the prime sense in which culture matters for globalisation. To be sure, the complexity of the chain of consequences simultaneously entails the political, econ omic and technological dimensions of globalisation. But the point is that the ‘moment of culture’ is indispensable in interpreting complex connecticvity†6 . This is how a Western intellectual explains global consequentiality of ‘cultural actions’. Globalisation in its cultural dimension also discloses its essentially dialectical character in a particularly vivid way. There exists a cultural politics of the global arena which one can grasp by referring to the example of ecological consequences of local actions. The Green movement slogan ‘Think globally, act locally’ suggests a political strategy motivated by a clear collective cultural narrative of what the ‘good life’ entails. This strategy involves the mobilisation of agents – increasingly via sophisticated media campaigns – to achieve institutional changes at a global level. And if such a strategy is sometimes successful, it is because it draws on and appeals to very general cultural dispositions more than engagement with scientific-technical arguments over environmental problems. So culture also matters for globalisation in the sense that it makes out a symbolic terrain of meaning – construction as the arena for global political intervention. Cultural Imperialism? The Organisational Dimension of Cultural Globalisation Cultural globalisation as a dimension of this ongoing capitalist globalisation, or Fiedel Castro’s terminology – imperialist globalisation has the obvious object of dominating the national culture as also transform or pollute it to suit the imperialist design of exploitation and rendering the people frustrated and demoralised. Commercialisation of media and the cultural symbols and artefacts and the global tide driving for profit using ‘culture’ as a commodity, constitute the modus operandi of ‘cultural imperialism’. It is, however, unhelpful to focus exclusively on the conscious active agency of individuals and the local direct impact of artefacts and objects in describing the glolbalisation of culture. Of course, cultural practices can be and are actively imposed in places distant from their original site of production. Empires, in particular, stand as an important example of the extensive reach of new cultural ideas that are backed in their impact by the possibility of coercive force and the reality of political subordination. ’7 The process of the globalisation of culture is, however, more complex and varied in their forms and in the relationship between producers and receivers. Thus an important fact of this process is captured by reference to the notion of modes of interaction that is, the dominant ways in which cultural globalisation operates from imposition, through emulation to diffusion. The idea of ‘Cultural Imperialism’ is connected with a further element of the globalisation of culture – the establishment of the infrastructures of cultural production, transmission and reception, and the extent to which cultural flows and processes are institutionalised , that is regularised and embedded across time and space. As with any form of power, cultural power cannot be mobilised and displayed in the absence of organisations that create, transmit, reproduce and receive cultural messages or practices. These imply more than technologies, central as they are. For technologies must be displayed and operated by social organisations. Globalisation of culture, therefore, implies emergence of infrastructures and institutions of cultural transmission, reproduction and reception on a global C. Review on A Problem We can see from the theory, based on the data above, that globalization is a term of influence which came from ‘the first world’ and affect ‘the third world’ in all aspect.  Globalization of culture is the changing of imperialism that superior culture of western demolish culture of country fom ‘the third world’ gradually. It is done vey easy because the development of technologies and mass media spread out fast over world. These all cases affect on communication between each involved country. These are like a barrier of that communication. The cultural globalization will give many effects to that communication, or we often call it intercultural communication.

Ar 670-1 – Essay 5

?AR 670-1 There are many army regulations dealing with the army but the one that I am going to talk about today is army regulation 670-1. What is army regulation 670-1 covering in the United states army? Army Regulation 670-1 deals with the wear and appearance of military uniforms for my paper I will recite the way a person is supposed to wear their uniform in army text and then tell you what it means in my own words. Starting with the parts that deals with the reason I am writing this report right now. AR 670-1 starts off with Part 1 which is General information and responsibilities. Part one is made up of 19 sections they are listed as followed: †¢1–1. Purpose †¢1–2. References †¢1–3. Explanation of abbreviations and terms †¢1–4. General †¢1–5. How to recommend changes to Army uniforms †¢1–6. Classification of service and utility or field uniforms †¢1–7. Personal appearance policies †¢1–8. Hair and fingernail standards and grooming policies †¢1–9. Uniform appearance and fit †¢1–10. When the wear of the Army uniform is required or prohibited †¢1–11. Uniformity of material †¢1–12. Distinctive uniforms and uniform items †¢1–13. Wear of civilian clothing †¢1–14. Wear of jewelry †¢1–15. Wear of eyeglasses, sunglasses, and contact lenses 1–16. Wear of identification tags and security badges †¢1–17. Wear of personal protective or reflective clothing †¢1–18. Wear of organizational protective or reflective clothing †¢1–19. Restrictions on the purchase, possession, and reproduction of heraldic items Being that I am a female in the united states army not all of the regulation applies to me. For instance I am not a guy so I don't have to worry about how to keep my mustache trimmed or well groomed but that doesn't mean that I should not know these things because when I do become an NCO I will have soldiers that are male that I need to keep squared away. But since I am writing this paper on myself and AR 670-1 I will us write the stuff that relates to my punishment and to me. Starting with 1-1. 1-1 is written as follows: 1–1. Purpose This regulation prescribes the authorization for wear, composition, and classification of uniforms, and the occasions for wearing all personal (clothing bag issue), optional, and commonly worn organizational Army uniforms. It also prescribes the awards, insignia, and accouterments authorized for wear on the uniform, and how these items are worn. General information is also provided on the authorized material, design, and uniform quality control system. This paragraph named purpose states that AR 670-1 tells you the way you should wear, put together, and how the uniform should look when you have it on. It goes on to say that the way that the army or the unit wears their uniform should not be changed but put together in an organized group. It also talks about awards, insignia,and what is allowed whe n it comes to the material used the way the uniform is designed and how they should be worn at all times. With the soldiers in the same uniform the army has system control. The next section 1-2 is written as followed: 1–2. References Required and related publications are listed in appendix A. In this section of AR 670-1 it just tells us that if we need to see the publications that they are listed in the back of the book. The next section to look at is 1-3: 1–3. Explanation of abbreviations and terms Abbreviations and special terms used in this regulation are explained in the glossary. ?This section states that all abbreviated items throughout AR 670-1 will be in the back of the glossary. 1–4. General a. Only uniforms, accessories, and insignia prescribed in this regulation or in the common tables of allowance (CTA), or as approved by Headquarters, Department of the Army (HQDA), will be worn by personnel in the US Army. Unless specified in this regulation, the commander issuing the clothing and equipment will establish wear policies for organizational clothing and equipment. No item governed by this regulation will be altered in any way that changes the basic design or the intended concept of fit as described in TM 10–227 and AR 700–84, including plating, smoothing, or removing detail features of metal items, or otherwise altering the color or appearance. All illustrations in this regulation should coincide with the text. The written description will control any inconsistencies between the text and the illustration. b. AR 70–1 prescribes Department of the Army (DA) policies, responsibilities, and administrative procedures by which all clothing and individual equipment used by Army personnel are initiated, designed, developed, tested, approved, fielded, and modified. c. AR 385–10 prescribes DA policies, responsibilities, and administrative procedures and funding for protective clothing and equipment. d. In accordance with chapter 45, section 771, title 10, United States Code (10 USC 771), no person except a member of the US Army may wear the uniform, or a distinctive part of the uniform of the US Army unless otherwise authorized by law. Additionally, no person except a member of the US Army may wear a uniform, any part of which is similar to a distinctive part of the US Army uniform. This includes the distinctive uniforms and uniform items listed in paragraph 1–12 of this regulation. Further, soldiers are not authorized to wear distinctive uniforms or uniform items of the US Army or of other US Services with, or on civilian clothes, except as provided in chapters 27 through 30 of this regulation. This part states that only uniforms that are authorized by the CTA and HQDA will be allowed to be worn by the units in that military. But at the same time the commander that authorizes your clothing can tell you what to wear and what not to wear on it. For instance, when we were down range and the battalion commander told us that we we only allowed to wear the 172nd patch so we could be in unison and so that people could know who we deployed with he had the right to do that. But the commander could not go out of the regulations of AR 670-1. So if the commander decided to change the design of the flight vest because it looks cool and it is the way he wanted to look hat is against AR670-1 the commander can only add to the regulation but cannot take away from it. This section also states that only a person from The united sates army can wear the uniform that the military issues out. This section is stating that if I have a uniform and I don't want it and my brother does I cannot give it to him because it is property of the united states army and he is not. Also if I have a pair of ACU trousers and the knees are worn i n them I am not allowed to cut them off and wear them as civilian attire. 1–5. How to recommend changes to Army uniforms a. Army Ideas For Excellence Program (AIEP). If a major Army command (MACOM) recommends approval of an AIEP suggestion, the recommendation will be forwarded to the Project Manager-Soldier Systems (SEQ), Bldg. 328, 5901 Putnam Road, Fort Belvoir, VA 22060–5852, for consideration. Each suggestion forwarded to the project manager will reflect the MACOM position; contain all appropriate supporting documentation; and be signed by the commander, deputy commander, chief of staff, or comparable level official. Suggestions not recommended for adoption at any level will not be forwarded to PM-Soldier. Suggestions forwarded without a MACOM position will be returned to the MACOM for action. b. General comments and suggestions. Comments and suggestions regarding the policy, criteria, and administrative instructions concerning individual military decorations, the Good Conduct Medal, service medals and service ribbons, combat and special skill badges and tabs, and unit decorations will be processed in accordance with AR 600–8–22. This section talks about how to go about making changes to an army uniform. The only ways you can go about making changes to the uniform is if a major Army command entrust approval of the change suggested. Then it will then go to the project manager-soldier system to get looked at to see if they will consider the change. They will then get all documents or paperwork that supports the reason they recommended the change. But if it was not recommended on any level of the chain then to the PM-Soldier. The second part of 1-5 talks about General comments and suggestions regarding policy, criteria, and administrative instructions concerning ertain people such as the good conduct medal, service medals and ribbons, combat badges and special skill badges and tabs and unit decorations but they will be worn only by and in a manner that comply with the rules standards or laws of army regulation 600-8-22. 1–6. Classification of service and utility or field uniforms a. The male class A service uniform consists of the Army green (AG) coat and trousers, a short-or lon g-sleeved AG shade 415 shirt with a black four-in-hand tie, and other authorized accessories. b. The male class B service uniform is the same as class A, except the service coat is not worn. The black four-in-hand tie is required with the long-sleeved AG shade 415 shirt when the long-sleeved shirt is worn without the class A coat, as an outer garment; the tie is optional with the short-sleeved shirt. c. The female class A service uniform consists of the Army green coat and skirt or slacks, a short-or long-sleeved AG shade 415 shirt with a black neck tab, and other authorized accessories. The Army green maternity uniform (slacks or skirt) is also classified as a class A service uniform when the tunic is worn. When the tunic is worn, females will wear the neck tab with both the short- and long-sleeved maternity shirts. d. The female class B service uniform is the same as the class A, except that neither the service coat nor the maternity tunic are worn. The black neck tab is required only when wearing the long-sleeved AG shade 415 shirt or the long-sleeved maternity shirt without the class A coat or tunic; the neck tab is optional with the short-sleeved version of both shirts. e. Class C uniforms are the utility, field, hospital duty, food service, and other organizational uniforms. F. See the table of prescribed dress in appendix B. This section talks about the action or process of classifying something according to shared qualities or characteristics of service and utility field uniforms. But since I am a female I will only break down the portion that relates to me. So with that said I will break down sections C, D, and E. Section C talks about the class A's service uniforms. The service class a uniforms for females have the Army green coat and skirt or pants. Short and long sleeve light green shirts and a tunic which is a neck piece is worn. The female just like the males also have class B service uniforms. The class A's and the class B's don't really differ from each other. The only difference is that the female wears the tunic or neck piece with the long sleeve or short sleeve maternity shirts without the jacket or coat to go with it. Another difference is that with the class B's the neck tab is only worn with the long sleeve shirt and not the short sleeve one. And last the class C uniform is the uniform that you wear on a daily basis for work. Whether it is the utility, field, hospital duty, food service, and other uniforms that is used by the unit. –7. Personal appearance policies a. General. The Army is a uniformed service where discipline is judged, in part, by the manner in which a soldier wears a prescribed uniform, as well as by the individual’s personal appearance. Therefore, a neat and well-groomed appearance by all soldiers is fundamental to the Army and contributes to building the pride and esp rit essential to an effective military force. A vital ingredient of the Army’s strength and military effectiveness is the pride and self-discipline that American soldiers bring to their Service through a conservative military image. It is the responsibility of commanders to ensure that military personnel under their command present a neat and soldierly appearance. Therefore, in the absence of specific procedures or guidelines, commanders must determine a soldier’s compliance with standards in this regulation. Soldiers must take pride in their appearance at all times, in or out of uniform, on and off duty. Pride in appearance includes soldiers’ physical fitness and adherence to acceptable weight standards, in accordance with AR 600–9. b. Exceptions to appearance standards based on religious practices. 1) As provided by AR 600–20, paragraph 5–6, and subject to temporary revocation because of health, safety, or mission requirements, the following applies to the wear of religious apparel, articles, or jewelry. The term â€Å"religious apparel† is defined as articles of clothing worn as part of the observance of the religious faith practiced by the soldier. Religious articles include, but are not limited to, medallions, small booklets, pictures, or copies of religious symbols or writing carried by the individual in wallets or pockets. Except as noted below, personnel may not wear religious items if they do not meet the standards of this regulation, and requests for accommodation will not be entertained (see AR 600–20, para 5–6g(2)(d)). (a) Soldiers may wear religious apparel, articles, or jewelry with the uniform, to include the physical fitness uniform, if they are neat, conservative, and discreet. â€Å"Neat conservative, and discreet† is defined as meeting the uniform criteria of this regulation. In other words, when religious jewelry is worn, the uniform must meet the same standards of wear as if the religious jewelry were not worn. For example, a religious item worn on a chain may not be visible when worn with the utility, service, dress, or mess uniforms. When worn with the physical fitness uniform, the item should be no more visible than identification (ID) tags would be in the same uniform. The width of chains worn with religious items should be approximately the same size as the width of the ID tag chain. (b) Soldiers may not wear these items when doing so would interfere with the performance of their duties or present a safety concern. Soldiers may not be prohibited, however, from wearing religious apparel, articles, or jewelry meeting the criteria of this regulation simply because they are religious in nature, if wear is permitted of similar items of a nonreligious nature. A specific example would be wearing a ring with a religious symbol. If the ring meets the uniform standards for jewelry and is not worn in a work area where rings are prohibited because of safety concerns, then wear is allowed and may not be prohibited simply because the ring bears a religious symbol. c) During a worship service, rite, or ritual, soldiers may wear visible or apparent religious articles, symbols, jewelry, and apparel that do not meet normal uniform standards. Commanders, however, may place reasonable limits on the wear of non-subdued items of religious apparel during worship services, rites, or rituals conducted in the field for operational or safety reasons. When soldiers in uniform wear visible religious articles on such occasi ons, they must ensure that these articles are not permanently affixed or appended to any prescribed article of the uniform. d) Chaplains may wear religious attire as described in this regulation, CTA 50–909, and AR 165–1 in the performance of religious services and other official duties, as required. Commanders may not prohibit chaplains from wearing religious symbols that are part of the chaplain’s duty uniform. (See AR 600–20, para 5–6g(7). ) (2) Soldiers may wear religious headgear while in uniform if the headgear meets the following criteria. (a) It must be subdued in color (black, brown, green, dark or navy blue, or a combination of these colors). b) It must be of a style and size that can be completely covered by standard military headgear, and it cannot interfere with the proper wear or functioning of protective clothing or equipment. (c) The headgear cannot bear any writing, symbols, or pictures. (d) Personnel will not wear religious headge ar in place of military headgear when military headgear is required (Outdoors, or indoors when required for duties or ceremonies). (3) Personal grooming. Hair and grooming practices are governed by paragraph 1–8 of this regulation, and exceptions or accommodations based on religious practices will not be granted. As an exception, policy exceptions based on religious practice given to soldiers in accordance with AR 600–20 on or prior to 1 January 1986 remain in effect as long as the soldier remains otherwise qualified for retention. 1-7 is the way a person dresses in their uniform. Its their personal appearance. this section states that the army is judge based on the amount of discipline the manner and the way a soldier wears his or her owned uniform. And by the way a soldier looks in their uniform or their personal appearance. This is why a soldier should take pride in the way they look every morning. o matter how bad they feels when they are getting dressed in the morning. A soldier should always have on a clean uniform on and conducts good personal hygiene. Their uniform should not be hanging off of them or too tight. their hair should remain neatly done for females and for males should always be cut to standards. But that isn't the only thing that a female and males have to maintain in the united states military. Males and females have to maintain their weight at all times. Soldiers should always maintain a well groomed appearance because they never know who is watching them. Soldiers should maintain their military appearance whether they are in or out of uniform. When a soldier maintains their physical appearance and takes pride in the way that they look it not only makes them feel better about themselves as a soldier but it also shows that they take pride in their unit and also show the self discipline that was embedded in them. The commanders job is to make sure that as a soldier it is they have a neat and presentable appearance at all time. Soldiers can also wear jewelry but only under certain terms and conditions such as if it is a part of their religious beliefs. Religious apparel for the army is listed as such medallions, small booklets such as bibles, pictures, or copies of religious symbols or writing carried by the individual in wallets or pockets such as verses from a bible, or hyms from a religious song book and etc. but if the jewelry or religious items do not meet the standards of the army regulations they can not wear them. Take me for example, i work on weapons and say if i have a ring on that had a cross on it i could not wear it because with my job if i was to work on a weapon with the ring on and the ring gets snagged on the bolt of a 50 cal. s i go to charge it and i release the handle from the ring being snagged on the handle when i let go of it my finger could be ripped off. Any religious apparel that when worn can put your life at harm or threaten your ability to work can not be worn in the uniform according to the army regulation. Another example of an improper religious apparel that cannot be worn while in uniform is t-shir ts. Say that I have this t-shirt that has a picture of god on it and I wear it every sunday to church I would not be able to wear it in uniform because it could make my uniform look bulky and stick out. The shirt could stick out over or away from under my ACU top. It could make my uniform a little more form fitting then it should be and it would look bad on the unit if I was to present myself in public like that. So us to show you a couple of examples of why not all religious apparel cannot be worn in military uniform. Another thing to add to the the wear of jewelry in the united states military and it also includes the physical fitness uniform is if they are neat, conservative, and discreet. Meaning dressing the way that the army regulation wants you to dress. There are yet some jewelry that you can not wear while you are in the army such as stomach piercings also known as abdomen piercings, nipple piercings, ear piercings while you are in uniform and if you are a guy no piercings in your ear at all, facial piercings such as lip rings, tongue rings, noise rings, no piercings that start from the bottom of your ear and go to the top of your ear if you are a female you are only allowed to have one hole in your ear and thats it. 1–8. Hair and fingernail standards and grooming policies a. Hair. (1) General. The requirement for hair grooming standards is necessary to maintain uniformity within a military population. Many hairstyles are acceptable, as long as they are neat and conservative. It is not possible to address every acceptable hairstyle, or what constitutes eccentric or conservative grooming. Therefore, it is the responsibility of leaders at all levels to exercise good judgment in the enforcement of Army policy. All soldiers will comply with the hair, fingernail, and grooming policies while in any military uniform or while in civilian clothes on duty. a) Leaders will judge the appropriateness of a particular hairstyle by the appearance of headgear when worn. Soldiers will wear headgear as described in the applicable chapters of this regulation. Headgear will fit snugly and comfortably, without distortion or excessive gaps. Hairstyles that do not allow soldiers to wear the headgear properly, or that interfere with the proper wear of the protective mask or other protective equipme nt, are prohibited. (b) Extreme, eccentric, or trendy haircuts or hairstyles are not authorized. If soldiers use dyes, tints, or bleaches, they must choose those that result in natural hair colors. Colors that detract from a professional military appearance are prohibited. Therefore, soldiers should avoid using colors that result in an extreme appearance. Applied hair colors that are prohibited include, but are not limited to, purple, blue, pink, green, orange, bright (fire-engine) red, and fluorescent or neon colors. It is the responsibility of leaders to use good judgment in determining if applied colors are acceptable, based upon the overall effect on soldiers’ appearance. (c) Soldiers who have a texture of hair that does not part naturally may cut a part into the hair. The part will be one straight line, not slanted or curved, and will fall in the area where the soldier would normally part the hair. Soldiers will not cut designs into their hair or scalp. (2) Male haircuts will conform to the following standards. (a) The hair on top of the head must be neatly groomed. The length and bulk of the hair may not be excessive or present a ragged, unkempt, or extreme appearance. The hair must present a tapered appearance. A tapered appearance is one where the outline of the soldier’s hair conforms to the shape of the head, curving inward to the natural termination point at the base of the neck. When the hair is combed, it will not fall over the ears or eyebrows, or touch the collar, except for the closely cut hair at the back of the neck. The block-cut fullness in the back is permitted to a moderate degree, as long as the tapered look is maintained. In all cases, the bulk or length of hair may not interfere with the normal wear of headgear (see para 1–8a(1)(a), above) or protective masks or equipment. Males are not authorized to wear braids, cornrows, or dreadlocks (unkempt, twisted, matted, individual parts of hair) while in uniform or in civilian clothes on duty. Hair that is clipped closely or shaved to the scalp is authorized. b) Males will keep sideburns neatly trimmed. Sideburns may not be flared; the base of the sideburn will be a clean-shaven, horizontal line. Sideburns will not extend below the lowest part of the exterior ear opening. (c) Males will keep their face clean-shaven when in uniform or in civilian clothes on duty. Mustaches are permitted; if worn, males will keep mustaches neatly trimmed, tapered, and tidy. Mustaches will not present a chopped off or bushy appearance, and no portion of the mustache will cover the upper lip line or extend sideways beyond a vertical line drawn upward from the corners of the mouth (see figure 1–1). Handlebar mustaches, goatees, and beards are not authorized. If appropriate medical authority prescribes beard growth, the length required for medical treatment must be specified. For example, â€Å"The length of the beard will not exceed 1? 4 inch† (see TB MED 287). Soldiers will keep the growth trimmed to the level specified by appropriate medical authority, but they are not authorized to shape the growth into goatees, or â€Å"Fu Manchu† or handlebar mustaches. d) Males are prohibited from wearing wigs or hairpieces while in uniform or in civilian clothes on duty, except to cover natural baldness or physical disfiguration caused by accident or medical procedure. When worn, wigs or hairpieces will conform to the standard haircut criteria as stated in 1–8a(2)(a), above. (3) Female haircuts will conform to the following standards. (a) Females will ensure their hair is neatly groomed, that the length and bulk of the hair are not excessive, and that the hair does n ot present a ragged, unkempt, or extreme appearance. Likewise, trendy styles that result in shaved portions of the scalp (other than the neckline) or designs cut into the hair are prohibited. Females may wear braids and cornrows as long as the braided style is conservative, the braids and cornrows lie snugly on the head, and any hair-holding devices comply with the standards in 1–8a(3)(d) below. Dreadlocks (unkempt, twisted, matted individual parts of hair) are prohibited in uniform or in civilian clothes on duty. Hair will not fall over the eyebrows or extend below the bottom edge of the collar at any time uring normal activity or when standing in formation. Long hair that falls naturally below the bottom edge of the collar, to include braids, will be neatly and inconspicuously fastened or pinned, Section 1-8 basically is explains the way a male and females nails hair make-up and facial hair should be. For a female their hair cannot touch their collar and can be only one color. And that one color that they have can only be a na tural color such as blonde, brown, and auburn color which is a reddish color and black. Any other color that isn't any one of those colors are not authorized in the united states army. Make-up for a girl can only be a natural color. Like the color of their skin or if it looks natural the female soldier is allowed to wear it. But some exceptions are made for females when it comes to their ma-up. For instance a female can have eyeliner on if it is a permeant thing so if a female went to the tattoo polar and got black ink tattooed on her in the place of eyeliner it is excepted in the army as long as it looks presentable. Nails on a female cannot have an off the wall color her nails can only be a natural color such as white manicured nails or clear as long as it looks natural. Also A females nails can only be a fourth of an inch long past the tip of her finger tips. The last section I am going to do is paragraph 1-14. Paragraph 1-14 reads as follows according to the army regulations 670-1: 1–14. Wear of jewelry a. Soldiers may wear a wristwatch, a wrist identification bracelet, and a total of two rings (a wedding set is considered one ring) with Army uniforms, unless prohibited by the commander for safety or health reasons. Any jewelry soldiers wear must be conservative and in good taste. Identification bracelets are limited to medical alert bracelets and MIA/POW identification bracelets. Soldiers may wear only one item on each wrist. b. No jewelry, other than that described in paragraph 1–14a, above, will appear exposed while wearing the uniform; this includes watch chains, or similar items, and pens and pencils. The only authorized exceptions are religious items described in para 1–7b, above; a conservative tie tack or tie clasp that male soldiers may wear with the black four-in-hand necktie; and a pen or pencil that may appear exposed on the hospital duty, food service, CVC, r flight uniforms. c. Body piercing. When on any Army installation or other places under Army control, soldiers may not attach, affix, or display objects, articles, jewelry, or ornamentation to or through the skin while they are in uniform, in civilian clothes on duty, or in civilian clothes off duty (this includes earrings for male soldiers). The only exception is for female sold iers, as indicated in paragraph 1–14d, below. (The term â€Å"skin† is not confined to external skin, but includes the tongue, lips, inside the mouth, and other surfaces of the body not readily visible. ) d. Females are authorized to wear prescribed earrings with the service, dress, and mess uniforms. (1) Earrings may be screw-on, clip-on, or post-type earrings, in gold, silver, white pearl, or diamond. The earrings will not exceed 6 mm or 1? 4 inch in diameter, and they must be unadorned and spherical. When worn, the earrings will fit snugly against the ear. Females may wear earrings only as a matched pair, with only one earring per ear lobe. (2) Females are not authorized to wear earrings with any class C (utility) uniform (BDU, hospital duty, food service, physical fitness, field, or organizational). 3) When on duty in civilian attire, female soldiers must comply with the specifications listed in (1) above when wearing earrings, unless otherwise authorized by the commander. When females are off duty, there are no restrictions on the wear of earrings. e. Ankle bracelets, necklaces (other than those described in para 1–7b), faddish (trendy) devices, medallions, amulets, and perso nal talismans or icons are not authorized for wear in any military uniform, or in civilian clothes on duty.

Characterizing Mrs. Bennet

As far as the Mrs. being a gossip, it is clear that Mr. Bennet has heard his fair share of it from her. When asked if he wants to know who is moving into Netherfield he replies that he knows that she wants to tell him, but that he does not particularly â€Å"want† to hear it. We also see that Mr. Bennet knows his wife is somewhat of a drama queen and he is constantly poking fun at her with his sarcasm, which she never seems to understand as such. Yet another example of Mr. Bennet’s experience with his wife’s personality is his seemingly un-caring behavior towards his daughters getting married. Mrs. Bennet is convinced that Mr. Bingley could be her new son-in-law, Mr. Bennet points out that Bingley is not necessarily there to find a wife. Through all these ways we can see a bit of Mrs. Bennet’s personality through the words of another character in the book. We can get even more information through words not necessarily spoken in the book, but spoken to us through the voice of the narrator. Even the simplest of comments can show a huge personality trait. The simplest way the narrator shows us that Mrs. Bennet loves to gossip and talk is when Mr. Bennet says he has no objection to hearing her story, the narrator points out that â€Å"That was invitation enough,† showing us that Mrs. Bennet is very eager to get her information out. Although we can gather much of Mrs. Bennet’s character through the entirety of the page, the narrator makes sure we have gathered what we need to about her by giving us a summary at the very end of the page. The narrator tells us that â€Å"She was a woman of mean understanding, little information, and uncertain temper. When she was discontented she fancied herself nervous. The business of her life was to get her daughters married; its solace was visiting and news. † So, once again we gather that she loves â€Å"visiting and news,† or gossip, and that the business of her life is to get her daughters married. Mrs. Bennet is not hard to figure out with Jane Austen’s excellent characterization techniques. With her great narration techniques we have the author there to tell us much of what we need to know. Even better is that much of the time we don’t even need the narrators help, through the speech in the book; whether it be Mrs. Bennet herself, or somebody speaking to her or about her. Through either the character itself, the characters around it, or the author herself, Jane Austen manages to use all three â€Å"characters† excellently to show us the personality of Mrs. Bennet, as well as the rest of her characters. Characterizing Mrs. Bennet As far as the Mrs. being a gossip, it is clear that Mr. Bennet has heard his fair share of it from her. When asked if he wants to know who is moving into Netherfield he replies that he knows that she wants to tell him, but that he does not particularly â€Å"want† to hear it. We also see that Mr. Bennet knows his wife is somewhat of a drama queen and he is constantly poking fun at her with his sarcasm, which she never seems to understand as such. Yet another example of Mr. Bennet’s experience with his wife’s personality is his seemingly un-caring behavior towards his daughters getting married. Mrs. Bennet is convinced that Mr. Bingley could be her new son-in-law, Mr. Bennet points out that Bingley is not necessarily there to find a wife. Through all these ways we can see a bit of Mrs. Bennet’s personality through the words of another character in the book. We can get even more information through words not necessarily spoken in the book, but spoken to us through the voice of the narrator. Even the simplest of comments can show a huge personality trait. The simplest way the narrator shows us that Mrs. Bennet loves to gossip and talk is when Mr. Bennet says he has no objection to hearing her story, the narrator points out that â€Å"That was invitation enough,† showing us that Mrs. Bennet is very eager to get her information out. Although we can gather much of Mrs. Bennet’s character through the entirety of the page, the narrator makes sure we have gathered what we need to about her by giving us a summary at the very end of the page. The narrator tells us that â€Å"She was a woman of mean understanding, little information, and uncertain temper. When she was discontented she fancied herself nervous. The business of her life was to get her daughters married; its solace was visiting and news. † So, once again we gather that she loves â€Å"visiting and news,† or gossip, and that the business of her life is to get her daughters married. Mrs. Bennet is not hard to figure out with Jane Austen’s excellent characterization techniques. With her great narration techniques we have the author there to tell us much of what we need to know. Even better is that much of the time we don’t even need the narrators help, through the speech in the book; whether it be Mrs. Bennet herself, or somebody speaking to her or about her. Through either the character itself, the characters around it, or the author herself, Jane Austen manages to use all three â€Å"characters† excellently to show us the personality of Mrs. Bennet, as well as the rest of her characters.

Stakeholder Groups Involved in the Takeover Essay

Stakeholder Groups Involved in the Takeover - Essay Example It is evident that the Ferrovial shareholders did not view the takeover in a positive light. This was because the takeover deal was satisfied with a large amount of borrowing which caused a humongous change in the firm’s leverage. Following the takeover, there was a continuous declining trend in the share price of Ferrovial following the takeover. The price went from â‚ ¬60.57 on 31 May 2006, hitting a low of â‚ ¬50.76 on 16 June 2006, to a â‚ ¬58.56 at the close of the month. Though Ferrovial had made cash payment for BAA and the takeover did not dilute the ownership of Ferrovial, the stock prices continued to decline in the following years. The current share price of Ferrovial is down to a â‚ ¬19.38.BAA employees:Ferrovial had indicated that it would ‘sell its 50% interest in Bristol airport to co-owner Macquarie’. In addition, the Spanish company also expressed intentions for cutting costs at BAA to make it even more profitable (Lea, Robert, 2006). This obviously aroused great fear in the employees of BAA. Employees also believed that Ferrovial was unfamiliar with the industry and would, therefore, be unable to bring much improvement to BAA. However, many of the fears of BAA employees were quenched as the takeover did not cause any massive layoffs. However, to improve the efficiency of the system, several British managers were laid off. BAA Creditors:Some of BAA’s bonds were downgraded and became junk bonds. The bondholders lost out heavily, as they received little compensation for their initial investments.

Statistical Methods Math Problem Example | Topics and Well Written Essays - 2000 words

Statistical Methods - Math Problem Example 4. Given data: , Sxx = 27100, Syy = 280.1 and Sxy = 2665 Cxx = Sxx - n = 27100 - 10(51.82) = 267.6 Cyy = Syy - n= 280.1 - 10(5.12) = 20 Cxy = Sxy - n= 2665 - 10 (51.8) (5.1) = 23.2 The slope a of the fitted regression line Y on X is a = Intercept b = = 5.1 - (0.0867) (51.8) = 0.6091 Estimate S for the standard deviation of the model s = = 5. H0: A = 0 Vs H1: A 0 where A is the slope of the fitted line Y on X. Test statistic: Under H0, tn - 2 distribution where a is the sample slope parameter, A is the population slope parameter, s is the sample estimate for the standard deviation. The results from Q4 are a = 0.0867, s = 1.4495 and Cxx = 267.6 and A = 0. Test statistic: Pr {-2.306 t8 2.306} = 0.95. The value 0.9786 is contained in this interval and hence we have insufficient evidence to reject the null hypothesis. The p-value is 0.3 which is higher than 0.05. Hence we can conclude that the population slope parameter A = 0. 6. The Fitted line is y = ax* + b where 'a' is the slope and 'b' is the intercept. From previous questions we have the results a = 0.0867 and 0.6091 At x* = 44, the value of the line is y = 0.0867(44) + 0.6091 = 4.424 At x* = 52, the value of the line is y = 0.0867(52) + 0.6091 = 5.118 At x* = 54, the value of the line is y = 0.0867(54) + 0.6091 = 5.291 The 95% confidence interval for mean of Y is given by the formula where a = 0.0867, b = 0.6091, x* = 44, 52 and 54, = 51.8, n = 10, s = 1.4995, Cxx = 267.6 and t8,0.025 = 2.306 At x* = 44, the confidence interval is 4.4239 1.9784 (2.4455, 6.4023) At x* = 52, the confidence interval is 5.1175 1.09428 (4.023, 6.21178) At x* = 54, the confidence... The value 0.9786 is contained in this interval and hence we have insufficient evidence to reject the null hypothesis. The p-value is 0.3 which is higher than 0.05. Hence we can conclude that the population slope parameter A = 0. The tabulated value for t32 distribution at upper 5% significance level is 1.694. Since our test statistic value is higher than this value, we reject H0 at 10% significance level. The tabulated value for t32 distribution at upper 2.5% significance level is 2.037. The test statistic is lower than this. Hence we accept H0 at 5% level of significance. The estimated p-value should be between (0.05, 0.1) excluding the upper and lower limits. The result is statistically significant and we can conclude there is a difference in the mean profit outputs. Since we can only say that the means are not equal and cannot say about which is larger, we recommend carrying out one-sided test and then choosing about which course is best. This is reasonable as the sum of n-1 values of a sample gives the other value of the statistic and there is dependence between the n terms and so the degrees of freedom of sample size n are n - 1. As we infer about 2 samples it is reasonable to use 2(n-1) as degrees of freedom when the sample sizes and variances are equal.

Robinhood Essay Example | Topics and Well Written Essays - 1000 words

Robinhood - Essay Example 2. Weaknesses: One of the notable weaknesses of this case is the type of associates Robin Hood has allowed into his organization. While he began allowing only men with a strong sense of justice and legitimate grievance with the sheriff into the organization, he veered from this policy. Believing that there was strength in numbers, he has allowed any individual to join; in these regards, it’s highly likely that a number of individuals in his organization are of questionable moral character and are more detrimental to the organization than beneficial. 3. Opportunities: There are a number of opportunities that Robin Hood and his organization have. The first of which is the control they have over the forest and its use as a route of transport. This has given Robin Hood and his men the ability to reap considerable property from theft and could potentially be utilized as a means of collecting consistent taxes from travelers. Another opportunity is the motivated nature of Robin Hood’s followers; many having legitimate grievances against the sheriff they will be more dedicated and willing to go to extremes to see that they succeed and the sheriff fails. Finally, the barons’ growing resentment with Prince John and their attempt to conspire with Robin Hood is a solid opportunity. 4. Threats: The threats include the growing size of Robin Hood’s organization and the increasing difficulty in supplying the large number of these individuals with supplies. Another threat includes that of the potential of alienating the farmers that travel through the forest by charging them a tax. Finally, the last threat includes that of the potential that in conspiring against Prince John could result in failure and then cause greater amounts of retribution to be levied against Robin Hood and his band of men. There are a number of major issues that Robin must address. The first issue concerns whether

Are You A Good or A Great Boss Case Study Example | Topics and Well Written Essays - 750 words

Are You A Good or A Great Boss - Case Study Example In order to manage others, bosses should strive to manage themselves because their personality, thoughts and feelings drive your actions, especially how they relate with others that will influence them.   Becoming an effective manager requires not only acquiring good qualities and knowledge but also should undergo difficult personal changes. According to Hill and Lineback (16), the qualities that bosses posses influence others productivity and build trust depending on how well the boss has managed him or herself. Who you are portraying vividly in the way you build relationships with your teamwork; thus, an effective boss should possess the self-awareness and management required to influence their team and do things in the right way. I agree with the fact that a boss should have self-management because those who become bosses should learn to view themselves and their work differently. Meanwhile, they should develop qualities, deeper self-awareness and ability to exercise wise judgme nt in the way they delegate duties. Hill and Lineback (17) indicate that managing network is the significant issue that managers should focus on. In order to manage the people who are responsible to you, managers should manage the context in which these people dwell. The bosses should comprehend the political environment and develop ways in which to build a network with others by setting the right expectations for your people and utilize the right resources. To become an effective boss, one should strive to operate effectively in a political environment because the political environment meets the teamwork request and promote the competitiveness. The political environment provides the division of labour among the people in which it creates different teams with disparate and even conflicting priorities and goals. Meanwhile, it offers interdependence to the teamwork in that none of these teams can meet their responsibilities without informing their other team. To manage the network, bosses should be capable to create a co mpetitive environment where the teamwork should utilize the scarce resources to meet and improve the performance of the organization.  Ã‚  

Frankeinstein book Essay Example | Topics and Well Written Essays - 500 words

Frankeinstein book - Essay Example However, one obvious reading of the character of Victor is viewing Victor as a neglectful parent who abandons his progeny the moment its born. The many apparent examples in the novel point to the same fact and it is the poor â€Å"parenting† of his progeny which lead to his creation’s thirst for the vindication of his unjust life resulting in the most tragic events in the novel. It is also notable that the novelist’s personal child nurturing experiences, about the practice of parenting, have been significant contributor to the relationship between Victor and the creature. The birth of the monster, the â€Å"prestigious† child of Frankenstein does not bring any kind of joy to him, but he is very much thwarted and incredibly repulsed by the disgusting and abnormal physical appearance of his creation. Therefore, the description of the much expected and cherished-for birth of the child, i.e. the monster, reflects the attitude of the parent in Victor. â€Å"I saw the full yellow eye of the creature open: it breathed hard and a convulsive motion agitated its limbs.† (Shelley 1961). Victor escapes from the newborn when it follows him and he admits that the child was a mistake or an accident, abandoning the child completely along with his parental responsibility. Victor neglects and abuses his creation and even expresses his wish that it died. â€Å"I gnashed my teeth, my eyes became inflamed, and I ardently wished to extinguish that life which I had so thoughtlessly bestowed.† (Shelley 1961). The hatred that the monster develops toward the ‘parent’ is the result of the parenthood of Victor who as a neglectful parent abandons his progeny the moment it is born. A. The classic novel Frankenstein by Mary Shelley is particularly noted for the treatment of the advancements in the scientific field and the consequences of man trying to

Writing to Evaluate Essay Example | Topics and Well Written Essays - 750 words

Writing to Evaluate - Essay Example This is because many razors in the market do not meet my expectations. Most of them do not last long; others are highly priced, while the rest cause irritations to my skin because of their poor design. I am sure a lot of men are reluctantly finding themselves in this quest as well. After a long search for a razor that could shave my tough beard and not irritate my sensitive skin, I settled on one of the popular blade manufactures, Gillette Company. I have been using their blades for the last fifteen years and although their products do not always meet my expectations, I find them better than most manufacturers in the industry (Adam 12). So, when the company released a new razor in the market a week ago; I was yearning to try it. The following is a review of the Gillette Fusion Power Gamer razor. This evaluation specifically focuses on its price, design, longevity and effectiveness. The Gillette Fusion Power Gamer comes only six months after Gillette released the Gillette Mach 3 late last year. This shaver is a cartridge razor which makes it simple to use and convenient. Fusion’s design is an improved version of the Mach 3. It bears a lot of similarities with the Mach such as the shape of its head. However, the Fusion razor has six shaving blades compared to the three that the Mach 3 has. I found the Fusion much lighter than the Mach, which is a good thing. Its small in size and rubber grip on the handle makes it very comfortable to hold. There are other additional features that make the Fusion a better blade such as the automatic shut off and the battery level indicator (Adam 15). Besides this, the sixth blade that is placed on the back of the cartridge is one of the best elements of this product. It made shaving under the nose and trimming of my sideburns using the Fusion less hectic. I did not cut myself on the nose-lip area which is something I frequently experienced with the Mach 3. Gillette also significantly reduced the size of the Fusion’s head. This is particularly useful when shaving tight spaces or looking for a closer shave. The blade manufacturer has distributed two versions of the product: the powered and the manual razor. I personally prefer the powered version for a quicker shave. For the powered version of the razor, drag across the face is highly reduced and the Fusion glides effortlessly. This is however the only good functionality of the vibrations caused by the powering, as I did not get a thorough shave (Adam 17). The Gillette Fusion also comes with a blade stabilizer which ensures the blades are at a fixed distance from each other and they do not shift as you shave. Gillette introduced another new feature in this product, what they called Low Cutting Force Blades aimed at reducing resistance on the skin. All this make this razor much smoother than its predecessor. This multiple blade razor also gives Gillette Company a competitive lead in the market against its competitor company, Schick. Apart from the design, cost is another key quality that I consider when purchasing a blade. The Fusion razor retails for 12 dollars, same to the Mach 3. This comes with a single cartridge and AAA battery. The consistency in price is a good thing for loyal Gillette customers, as we do not have to pay extra. However, this price is higher compared to other razors in the market. Further, the cost of the Fusion’s blades is higher compared to that of the Mach 3 blades. An 8 pack of Fusion’s blades cost 32 dollars compared to the 24 for the Mach. This is an 8 dollar variance in the two prices. This is a big deal for me. The high price is nonetheless compensated for by the long life of its cartridge (6 to 10 shaves) and the high number of shaves (4 to 5) the Fusion gives you before the blades are completely dull. This in

Communication and Conflict Chapter 6 Essay Example | Topics and Well Written Essays - 500 words

Communication and Conflict Chapter 6 - Essay Example Second principle is that each discrete emotion serves different functions; they help us organize perception, cognitions, and actions in order to pursue attempts to cope and create. In this regard, different emotions assist us in accomplishing different tasks in resolving conflicts. Third principle is that significant personal situations are those that trigger organized patterns of emotions. In short, emotions happen in an organized manner, with one emotion regulating other emotions. Emotions interact with each other in coherent ways; this is how persons can address their conflicts, even though conflicts are highly complex and may be confusing. Emotions create an orderly response to conflicts. Fourth principle is that people develop emotion-behavior patterns as children, and build on them as they grow and mature. For instance, the crying jags of toddlers adjust to more restrained behaviours as one grows older. The fifth principle is that individual personalities are built upon blocks of emotion-behaviour patterns, and lastly, emotions trigger difficult behaviour in response to certain triggers. One misconception about emotion is that it is a hindrance to resolving conflicts. For many people, emotions are thought to be irrational, uncontrollable, and will tend to escalate they remain unexpressed. The tendency therefore is for people (who believe that emotions are a hindrance) to ignore their emotions; emotions are seen as a negative thing, a sign of weakness, and should not be expressed at work. Emotional people are thought to be out of control, so it is important to try to justify feelings logically so that they could be put in control. Many times, the expression of emotions are thought to be a burden to the listeners, so our modern rational culture tells us not to express emotions, or to avoid those who do. Moreso even, mature, well-adjusted people are misconceived to be

Myth Analysis Essay Example for Free

Myth Analysis Essay There once was a goddess with a mystical power that made everyone happy; as long as she was happy they were happy. That goddess’ name was Ella. Ella has a twin brother named Evan. Evan has the power of mind-control. Ella lived high in the sky on clouds amongst the other god. Ella and the other gods got along very well especially when she was in a good mood. After living in the clouds for a very long time all the gods got tired of doing regular deeds for themselves. They decided to do something big to create something. They all joined together in a big circle around the largest cloud and spun around three-hundred-and-sixty-five times. As they all came to a halt, they all peered off the edge of Evan’s humongous cloud they noticed a gigantic sphere. The gods got together and decided to call this gigantic sphere Earth. The gods soon learned that they could travel to Earth and that life could survive on Earth by the god James who had the power to make life human and animal. As soon as word broke that life was able to survive on Earth they gods asked James to make them serpents. James was fine with this as long as the other gods let these serpents have some free time also. After James said yes, almost every god had serpents except Ella. Ella has been happy for a while, until one day Gus the god of wind blew her cloud near the sun. Ella demanded Gus blow her cloud back, Gus unfortunately couldn’t. When Ella got to her cloud she realized her feet were extremely hot because the ground of the cloud was hot. Ella wanted a shoe that would not slow her down, a shoe that was light and mystical just like her. Ella soon became very sad because she didn’t know how to make shoes. After Ella became sad, so did all the other gods. Once James got sad he offered her several serpents. Ella got super excited; she accepted the serpents from James. James had taught Ella a trick to get serpents to the clouds, which he taught to all the gods. James to Ella to snap, as soon as she did she was at her house on her cloud; she was impressed. As soon as Ella and the serpents started walking their feet began burning, she told them that burning sensation was what she felt. Ella snapped her fingers again; both her and her serpents were back on Earth. Most of the serpents made shoes of wood. They carved using tools Shiloh the goddess of tools had given them, with their hands. Ella did not want wooden shoes that were far from what she wanted; she looked to her last serpent that had a very strong leaf in his hand. Ella asked this man what he was doing with a leaf, he replied simply â€Å"making you a shoe.† Ella asked â€Å"out of a measly little leaf?† The man was very wise he traded with a serpent of Veronica the goddess of strength and power which can obtain in animals or plants. The man told Ella that the â€Å"measly little leaf† was very strong because of Veronica. Also the man told Ella that the leaf could be used as the bottom part of the shoe. Ella took the leaf from the old man and put it on her foot she realized that there was nothing holding that bottom part of the shoe or leaf to her foot, so she told the serpent. The serpent had an idea. He told Ella that if they poke three holes in the leaf like a triangle, one at the top two on the sides, using stems of flowers also. Ella thought this idea was brilliant. Ella knew she couldn’t do that without help from Veronica again. So Veronica and Ella come together and pair up as a team. Veronica made strong stems of flowers by moving jumping the higher and faster she jumped, the stronger and taller the plant would be. Finally Veronica gave the stems to the serpent and he put the m in the holes and tied knots at the end of each hole. To make sure the knots were as tight as they could be they had to pair up with another god Zack god of wisdom and strength. Zack tied the knots so tight that they could not be loosened. Just to make sure that the knots would not come undone and would stay forever the serpent suggested a collaboration with Fresh. Fresh was the god of fire. After hearing what the serpent had suggested just to be on the safe side Ella, agreed with this collaboration. Ella really didn’t want to have Fresh involved because bad things tend to happen when he is around. When Ella first heard of the words come out of the serpents mouth she threw the shoe. While in the air the shoe did a flip and it hit a tree made a big WHACK, and had a very loud FLOP. Ella liked that sound, she wanted to hear it again so she threw shoe again. Finally Fresh came, to tighten the knots with fire. He rubbed his thumb and middle finger together and a spark of fire appeared. As soon as the spark appeared he put the fire on the knots and then snapped to make the fire go away. As soon as Ella saw the finished product she was amazed. She tried the shoe on it had a strap like a v shape. She remembered when she threw the shoe how it flipped and then made a loud FLOP. She named these shoes flip-flops.

An Educational Workplace Challenge Essay Example for Free

An Educational Workplace Challenge Essay â€Å"It is our deep faith that God is compassionate and merciful, and mercy is what he bestows upon His subjects. He is generous and beautiful, and beauty is what he gives. That is how we should see the world, beautiful, with all its resources and contents, known to us or unknown. Qatar, our beloved, is also rich in natural resources. Be it human buds or wild flowers. All are blossoms, all are natural, all are beautiful bearing Qatar’s name. Let us all work together, caring for our little buds. Lets us plant them deep in the consciousness of our land. Let us nurture them with love and care to help them blossom into flowers filled with beautiful scents and filling their surroundings with beauty. † Her Highness Sheikha Moza Bint Nasser Bin Abdullah Al-Missned. (Shafallah 2007) â€Å"A picture says more than a thousand words. † For an educational institution, the vision statement shows the picture of what the school will be at its best. On the one hand, the vision is the very basis for everything that the school, the management, the teachers, the students, their parents and the community, all work for. On the other hand, the mission is the means to achieve this vision. The mission determines the strategies that will be implemented by the school management to achieve its goals and vision. Leadership takes a significant role in the achievement of this mission. This paper discusses workplace challenges and the influence of leadership in the achievement of successful school reforms. The Shafallah Center for Children with Special Needs and its efforts to solve its major problems and improve the implementation of its educational programs will be discussed using the concepts on leadership. Specifically, the paper will focus on the concept of parallel leadership and the roles of the school management and teaching professionals as leaders in influencing the school’s needed reforms. The Workplace The School The Shafallah Center for Children with Special Needs is a non-profit private school located in Doha City, Qatar, providing comprehensive services and care to individuals with departmental learning challenges, their families and the community. It was established in 1998 through the efforts of community leaders who believe in the vitality and importance of the family and the child’s role in the society particularly those children with special needs. They want to provide the children with the best care, services and educational facilities that will enable them to adapt to the surrounding environment in order to live among others in the community, and eventually secure their future. The center provides diagnosis, evaluation, school programs, training and development services for all children with all forms of disabilities from ages three to twenty-one years old. The goals and objectives of the school are: To provide comprehensive educational, instructional, rehabilitation, social, vocational and recreational services for children with special needs. To provide support and family counseling services to families of children with special needs, including individual and group therapy. To provide community awareness on dealing with children with special needs, as well as fostering acceptance and understanding of the nature of disabilities. To provide training opportunities through Shafallah Center and establishing an international entity specializing in this field. To serve as an advocate for public policy and legislative support of appropriate educational and vocational programs for children with special needs. (Shafallah 2007) School funds are generated from local and international grants and from regular tuition and matriculation of the students. The school offers five (5) programs aligned for students depending on age and learning concentration. These are the Pre-school and kindergarten which enrolls students ages 3-5. The school unit 2 is for students aging 6-21 with mild and moderate challenges, its coursework are in pre-academic, academic and pre-vocational and emphasizes on social and daily life skills. Unit 3 caters to students with mild and severe intellectual and developmental disabilities from ages 6-21; its programs are aimed to increase independence and activities are centered on daily living, self care and basic communication including socialization and leisure education. Unit 4 is designed for those diagnosed with autism spectrum disorders, ages ranging from 6-21. The program uses the model TEACCH (Treatment and Education of Autistic Related Communication Handicapped Children) and other models tailored for these children.

Psychological Benefits of Sports on Youth

Psychological Benefits of Sports on Youth Jonathan Johnson Taking part in game can enhance the personal satisfaction of people and groups, push social consideration, enhance health, counter hostile to social conduct, raise singular respect toward oneself and certainty, and augment skylines. (sportscotland, 2003, p7) Consistent interest in physical movement (PA) is basic for great health. Animated individuals profit from larger amounts of health-related fitness and are at easier danger of creating numerous distinctive handicapping therapeutic conditions than idle individuals. It is broadly recognized that the health profits of interest in PA are not restricted to physical health additionally fuse mental segments. Far reaching exploration has brought about clear suggestions of the level of PA needed to prepare health profits. There are particular health-related proposals for youngsters and youths different from those for grown-ups. For individuals matured 5–17 years it is proposed that they attempt moderate or incredible exercises for no less than 60 minutes for every day. Customary support of this level of action by youngsters and youths can bring about expanded physical fitness, decreased muscle to fat ratio ratios, great cardiovascular and metabolic malady danger profiles, upgraded bone health and decreased manifestations of wretchedness and tension. Whilst numerous diverse health profits of support in PA are recognized, the lions share of examination has centered on the physical health profits of support in PA, with less research concentrated on the mental and social health angles. Despite the fact that mental health profits have been referenced in late rules, to date lacking proof blocks decisions about the negligible or ideal sorts or measures of physical action for mental health (Part G Section 8 p39) Despite the fact that the World Health Organization definition of health (2006) consolidates physical, mental and social health areas, the examination giving proof to the PA rules does not particularly address social health. On the other hand, the expositive expression briefing PA rules does propose that viewpoints, for example, social help may help a percentage of the descriptions of mental health results. The addressed to mental or social health profits from sport. In this setting, the accompanying definitions were received: sport a human movement of accomplishing a effect obliging physical effort or physical expertise which, by its temperament and association, is aggressive and is for the most part acknowledged as being a sport. health – a state of complete physical, mental and social prosperity and not just the non appearance of sickness and ailment; mental of alternately alluding to the brain or to the procedures of the brain, for example, considering, feeling, sensing, and the like(p475) mental health – Mental Health alludes to an expansive exhibit of exercises specifically or by implication identified with the mental prosperity part included in the WHOs meaning of health†¦ It is identified with the advancement of prosperity, the counteractive action of mental issue, and the medication furthermore recovery of individuals influenced by mental scatters social: I dentifying with the associations of people, especially as parts of an aggregation or a group (p475); social health: That extent of a singulars prosperity that concerns how he gets alongside other individuals, how other individuals respond to him, and how he associates with social establishments and societal mores. (p 152). In this study, we likewise utilized the accompanying terms: mental – as an equivalent word for mental; furthermore psychosocial †¦ any circumstance in which both mental and social elements are expected to play a part (p638). Sports is a physical activity which sets on rules and help to maintained individual health by different In the world sports is a very popular activity which is play important physical, psychological and social development significances for those children and youth involved. Children and Youth are mentally and physically fit those are participating in sports. Sports are supposed to play a main part in improving children’s health and good for years to come. According to an author (Price-Mitchell, 2014) idea of youth sports have reason that sports helps children in developed teamwork abilities, make person self-confidence, it also helps in overcome the trauma and any injury, build good character and other personal strengths. (Price-Mitchell, 2014) THE EXTRAPOLATION OF ACHIEVEMENT inspiration hypothesis to the domain of focused games has fixated on the two operational ideas of dispositional parts of accomplishment objectives (undertaking and personality inclusion) and situational parts of accomplishment objectives (dominance and execution group atmosphere; Duda, 1992; Duda Nicholls, 1992; Roberts, 1992). Errand and inner self objective viewpoints are thought to reflect the way in which a player translates triumph, disappointment, and subsequently his or her level of games capability. Training specialists have found that assignment included people naturally characterize capability as far as referenced toward oneself benchmarks of execution, for example, undertaking dominance, satisfaction of potential, and aptitude change (Ames Archer, 1988; Nicholls, 1984, 1992), while personality included people judge individual skill on the support of other-referenced measures, for example, beating adversaries and exhibiting predominant cap acity (Jagacinski Nicholls, 1987; Nicholls, 1989). The specific accomplishment objective introduction that a competitor embraces may be influenced by situational elements display inside the evaluative setting (Duda, 1992). Authority and execution situated atmospheres inside the classroom have been joined to errand included and sense of self included intentions, separately, prescribing that motivational atmosphere assumes a persuasive part in the advancement of singular objective introductions around scholars (Ames Archer, 1988). An authority atmosphere has a tendency to advertise positive influence at the class, more versatile taking in methodologies, and more stupendous test looking for practices around its understudies, although an execution atmosphere empowers regularizing or other-referenced norms of victory that regularly process easier recognized capacity in learners consequent to disappointment results (Ames, 1992; Ames Archer, 1988). Understanding what factors influence positive youth development has been advocated by youth development researchers ((P. L. Benson, 2006; J. S. Eccles J. A. Gootman, 2002).) Body Mental studies on the quality of youth games offer wide bits of knowledge into youngster advancement and frequently repudiate each other. Since nobody youngster is precisely like an alternate, folks who comprehend the profits and pitfalls of games and who give careful consideration to the unique necessities of their kids are more inclined to bring children that flourish up in life. Generally, studies show three critical parts of games support that influence positive youth advancement force, coherence, and equalization. A synthesis of every one of the three offers the best profits to children..( Mitchell, 2012) Intensity The measure of time kids use completing games every week is especially imperative to if they accept positive developmental results from their support. Kids who invest more of an opportunity in games exercises have more amazing profits than youth who partake at easier levels or not in the slightest degree. With more terrific time duty, youngsters create better dominance of abilities and predominant information of strategies and technique. This can prompt the advancement of key speculation which is useful in all parts of life, including the capacity to discover and outperform in the occupation market. Nobody can let you know how long of games for every week is the ideal measure. The significant taking in is that kids who make a guarantee to normal practice accept more amazing developmental profits. The security and span of how youngsters take part over their juvenile years is additionally essential. Studies infer that discontinuous support throughout the center and secondary school years is not as gainful as persistent commitment. Setting aside a few minutes encourages the probability that kids will overcome tests and obstructions in their execution. They additionally have more stupendous chances to connect with buddies, figuring out how to adapt to the interpersonal tests of working with others. This is a significant part of creating activity, an inner quality that endures a lifetime. Maybe the most paramount of the three parts of youth games interest is to attain a harmony between games and different exercises. Studies demonstrate that more terrific developmental conclusions are accomplished by kids who invest time in exercises other than their predominant games hunts. It is not so much the amounts of exercises in which youth take an interest yet rather that they have outlets past games. Case in point, one study discovered youth who took part in games and school clubs had easier rates of melancholy than children who centered solely on games. Different studies prescribe that youngsters who partake in exercises that present certifiable tests, such as volunteering in their groups, attain more terrific developmental profits. These exercises urge youth to create a community character and see a world past a session of winning and losing. References Holt, N. L. (Ed.). (2008).Positive youth development through sport. New York, NY: Routledge. Marilyn Price-Mitchell, PhD,is a developmental psychologist working at the intersection of youth development,leadership,education, and civic engagement. C. D. Jensen,C. C. Cushing,A. R. Elledge,Associations Between Teasing,Quality of life and Physical Activity Among Preadolescent Children,Journal of Pediatric Psychology,2014,39,1,65 Niek Pot,Niels Schenk,Ivo Van Hilvoorde,School sports and identity formation: Socialisation or selection?,European Journal of Sports Science,2014,1 Theokas, C. (2009). Youth sport participation: A view of the issues.Developmental Psychology, 45(2), 303-306. Zaff, J. F., Moore, K. A., Papillo, A.R., Williams, S. (2003). Implications of extracurricular activity participation duringadolescenceon positive outcomes.Journal of Adolescent Research, 18, 599-630. Lesyk, J. (1998). Retrieved from http://www.sportpsych.org/nine-mental-skills-overview Price-Mitchell, M. 2014. The Psychology ofYouth Sports.The Moment of YouthHelping teensbelieve in themselves. Sallis J, Owen N: Ecological models of health behavior. In Health Behavior and Health Education: Theory, research, and practice. Edited by Glanz K, Rimer B, Lewis F. San Francisco: Jossey-Bass; 2002:462–485. Kriemler S, Meyer U, Martin E, van Sluijs EMF, Andersen LB, Martin BW: Effect of school-based interventions on physical activity and fitness in children and adolescents: a review of reviews and systematic update. Br J Sports Med 2011, 45(11):923–930 Australian Bureau of Statistics: Defining sport and physical activity, a conceptual model. Canberra: Australian Bureau of Statistics; 2008. Shields and Bredemeier, â€Å"Moral Development and Behavior in Sport,† p. 590. Shields and Bredemeier, â€Å"Moral Development and Behavior in Sport,† p. 593. US Department of Health and Human Services: Physical activity guidelines advisory Committee report; 2008. Available from http://www.health.gov/ paguidelines/report/. Janssen I: Physical activity guidelines for children and youth. Appl Physiol Nutr Metab 2007, 32:S109–S121. Oja P, Bull F, Fogelholm M, Martin B: Physical activity recommendations for health: what should Europe do? BMC Public Health 2010, 10:10. US Department of Health and Human Services: Physical Activity Guidelines for Americans; 2008. Available from: http://www.health.gov/paguidelines/ guidelines/. Zimmermann-Sloutskis D, Wanner M, Zimmermann E, Martin B: Physical activity levels and determinants of change in young adults: a longitudinal panel study. Int J Behav Nutr Phys Act 2010, 7:2. Department of Health and Ageing: Australian National Childrens Nutrition and Physical Activity Survey: Main Findings, 2008. Department of Health and Ageing: Canberra; 2007. Tammelin T, Nayha S, Hills A, Javelin MR: Adolescent participation in  sports and adult physical activity. Am J Prev Med 2003, 24(1):22–28.

Hamlets Faith Costs Him His Life :: essays research papers

A great chain of events in "Hamlet", Shakespeare's great revenge tragedy, leads to Hamlet's own demise. His necessity for subterfuge allows him to inadvertently neglect is main objective, revenge. So much so that the ghost of his dead father appears to stipulate Hamlet's reserved behavior towards his fathers revenge. "Do not forget. This visitation is to whet thy almost blunted purpose," (83-84) says the ghost in a motivational manner which almost suggests a lack of faith on Hamlet's behalf. Nevertheless, Hamlet is overflowing with faith. Faith in god, faith in himself, even faith in his dead father's ghost a faith that will cost him his life. The untimely "Death" of King Hamlet, Hamlet's father, has sparked a disturbance in the regularity of Denmark. Hamlet's mother has waited "Not so much, not two" (12) months after the Kings death to remarry and her new husband, who coincidentally is King Hamlet's brother, has swiftly embraced the throne. As the plot unfolds, King Hamlet's ghost appears to young Hamlet. He explains the current dilemma and elicits a vengeful feeling from Hamlet, providing young Hamlet with purpose, to "Revenge his foul and most unnatural murder". (25) At first, Hamlet is weary of this appearance, but he compromises his thoughts and put his faith in the ghost. In addition, the ghost even evokes a vow of allegiance from Hamlet. However, at this juncture in time, Hamlet finds himself in a state of disbelief. "And shall I couple hell?" (26) speaks Hamlet once the ghost has departed, suggesting that Hamlet is very doubtful. However, his doubts are subsequently invalidated at the performance of 'The Murder of Gonzago' where he requests a group of players to enact a similar murder to that of King Hamlet's. "I'll have these players play something like the murder of my father before mine uncle.... The plays the thing wherein I'll catch the conscience of the King". (55) Towards the end of the play, Claudius hastily removes himself from the crowd, verifying Hamlet's suspicions. Now, Hamlet not only possesses every reason to believe the ghost, but entrusts his faith in the ghost as well. However, Hamlet's faith does not lie solely in the ghost. He has another kind of faith faith in himself. Hamlet's belief that he can see through his revenge blatantly exemplifies his faith in himself. In several instances, Hamlet requires himself to act mad "To put an Antic disposition on" (30) if you will.

Changes in Soil Physical, Chemical, and Biological Properties Caused by

Changes in Soil Physical, Chemical, and Biological Properties Caused by Artificial Drainage of Wetlands Wetland soils are extremely varied. They are found from the tropics to the subarctic. They can be seasonal or year-round, freshwater or saltwater, organic or mineral. The one thing that all of them have in common is that for at least part of the year they are saturated with water. This saturation has a significant impact on the soil's physics, chemistry, and biota. However, over the past century more than half of all the wetlands in the United States has been drained for agriculture and other uses such as construction. When the soils are drained the physics, chemistry, and biota are drastically changed. This paper is an attempt to describe the changes in artificially drained soils and to consider a few of the consequences of these changes. The physical properties of saturated soils vary somewhat from wetland to wetland but are characterized by certain processes. One is the interaction of the soil with the watertable. Three patterns of possible groundwater flow have been considered: water could flow into the saturated areas from the surrounding area (discharge), making the saturated area the focal point; water could flow through swamps because of local relief (flow-through); or water could flow from the saturated zone into surrounding areas (recharge) possibly due to differential water use by plant communities or pumping (Crownover et al, p. 1199). There can also be vertical exchange of water between the groundwater and saturated soil. For example, capillary effects pull water upward into the soil from the water table. Besides the vertical and horizontal flow of water, the area of the soil taken up by water is important.... ...ater flow patterns through a cypress swamp-pine flatwood landscape: Soil Science Society of America Journal, 59, p. 1199-1206. Fausey, N.R., Brown, L.C., Belcher, H.W. and Kanwar, R.S., 1995, Drainage and water quality in the Great Lakes and cornbelt states: Journal of Irrigation Drainage Engineering, 121, p.283-288. Leventhal, E., 1990, Alternative uses of wetlands other than conventional farming in Iowa, Kansas, Missouri, and Nebraska: EPA/171/R-92/006, 145 p. McBride, M. B., 1994, Environmental Chemistry of Soils: New York, Oxford University Press, 406 p. Mitsch, W.J. and Gosselink, J.G., Wetlands: New York, Van Nostrand Reinhold Company, 537 p. Schipper, L.A., Harfoot, C.G., McFarlane, P.N., and Cooper, A.B., Anaerobic decomposition and denitrification during plant decomposition in an organic soil: Journal of Environmental Quality, 23, p. 923-928.

The Underworld and Morality in Vergils Aeneid Essay -- Aeneid Essays

The Underworld and Morality in Vergil's Aeneid Book IV of the Aeneid can stand alone as Vergil's highest literary achievement, but centered in the epic, it provides a base for the entire work. The book describes Aeneas's trip through the underworld, where after passing through the depths of hell, he reaches his father Anchises in the land of Elysium. Elysium is where the "Soul[s] to which Fate owes Another flesh" lie (115). Here Anchises delivers the prophecy of Rome to Aeneis. He is shown the great souls that will one day occupy the bodies of Rome's leaders. Before the prophecy of Rome is delivered, Aeneis's journey through the underworld provides a definite ranking of souls according to their past lives on Earth. The Aeneid does not encompass a heaven, but the Underworld provides a punishment place where souls are purged of their evils and after one thousand years, regenerated to Earth. The ranking of souls in the Underworld warns of punishment for sin, and provides a moral framework for Roman life. Aeneis's first contact with a soul in the purgatory of the Underworld is Palinurus, who died after falling from one of Aeneis's ships. Aeneis is at the mouth of the river that flows through hell with his guide the goddess Diephobe and Charon the ferryman. Palinurus is waiting to be ferried to his place in the Underworld, so he can begin his thousand-year purge. He pleads with Aeneis's party to take him along, but Deiphobe scolds him: "Shalt thou, unburied, see the Stygian flood, / The Furies stream, or reach the bank unbid?" (107). In Vergil's Underworld one must have had a proper burial to gain a position. This serves as a warning to Romans to give their deceased a proper funeral, less they remain in hell longer. After Pa... ...ere he meets his father and receives the destiny of Rome. Elysium houses those souls "to which fate owes another flesh" (115). These are the great heroes of the Ancient World that will be reincarnated as Roman leaders: They have no human acts to be punished for. The story shifts here from that of moral lesson, to historical prophecy, but underlying the history there is a subtle command of respect for Roman leaders. The Underworld is more then just a creation to make Aeneis's voyage to his father more poetic. Through it, Vergil creates a moral code for his people, emphasizing grayer acts that can be easily justified such as deciding not to raise a child and giving up on love. Vergil saw how these acts hurt humanity, and created the Underworld to curve them. Bibliography Vergil. Aeneid. Dover Thrift Edition. Trans. Charles J. Billson. New York: Dover, 1995.

Concert Report

Andrew Griffin Roberta Gregg Music Appreciation 10-17-11 Concert Report 1 Initial Response:My initial response to the concert was of much surprise. First, when I walked in I didn’t expect to see such a formal event. Thank goodness I showed up in my work clothes! My initial reaction to the music however was one of great surprise. I didn’t really know what to expect from the Lee’s Summit Symphony because honestly I didn’t even know they existed. Once the symphony began to play â€Å"Don Giovanni† my mood instantly changed. The symphony was incredible, and the music was not what I had expected at all.I was surprised by how much of the music I had actually heard before and just not realized it. First Half: Instrumentation and Technology: The instrumentation in the symphony was incredible. The symphony included multiple violins as well as numerous other sting instruments, but also instruments from the percussion, and woodwind groups. One instrument that really helped set the undertone of the music was the timpani. The timpani also really help to keep the rhythm. The drums are membranophones which are instruments that are played by being struck, plucked, or rubbed. Another instrument that really stuck out to me was the harp.The harp was played quite a bit and created a beautiful tone for the music. Technological wise, there wasn’t a lot in the symphony. There was one electrical piano that was located in the back of the symphony, but I wasn’t able to really hear it. The piano however would be an idiophone which is an instrument that produces sound by striking itself. Harmony: The harmony of the Overture was mostly consonant but showed some dissonance to reflect the overall mood of the music. The consonance and dissonance led to the harmonic progression which established a clear sense of key.The harmony in â€Å"Don Giovanni† was very stern. In Classical music most if not all pieces had a privileged harmony which is one harmony that is more important than the others. This was evident in the overture. The harmony seemed to be most evident during the instruments noisiest parts. Mozart was known for these daring types of harmonic innovations. Musical Time Period: As far as the musical time period we haven’t covered the Classical era yet in class. However, new developments such as Mozart’s daring harmonies and the rise of opera music were characteristics new to the classical era.Second Half: Melody: â€Å"Titan† in the beginning had a very gentle melody. As it opened the music was calm and peaceful. The shape started out very contour or a small wave, but as the music progressed the shape began to show ascending and descending patterns. The movement of the music was both conjunct and disjunct. A climax was present in the 4th section. There are a couple of times when the music builds up as if it were about to reach the climax but then descends and doesn’t reach the clim ax until nearly the end.Tempo/Dynamics: The tempo of â€Å"Titan† was pretty upbeat and sprightly. As far as instrumentation wise, the strings were very fast similar to those of the baroque era. It had a dance style speed like the baroque era as well. The third movement is the slowest of the four, and fourth is the most involved. The drums really become a part of the fourth section and they make it seem as if the tempo changes drastically because they play in between the beats. The dynamics are very similar to the tempo in this piece. The introduction is slow but steadily picks up.The piece appears as if it were written to build up to the climax which is pretty cool. Throughout the third and fourth parts the music builds up to the climax but doesn’t actually reach the climax until the very end. Musical Time Period: This piece of music took place in the Romantical time period. We haven’t covered this time period yet in class but one of the biggest things I took o ut of this music was the climax build up. The climax was built up multiple times but descended and then the climax was finally reached at the end. This was very unique.