Music Cultures essays

Music Cultures essays Early music is based mainly on the music of the Medieval, Renaissance and Baroque eras. Many people like to define Early Music as ending in 1750, with the death of J.S. Bach. This is a handy date, but it misses the various stylistic changes taking place around that time, i.e. the emergence of the gallant and pre-classical idioms in close proximity to the final flowering of the baroque proper. To add even more confusion, this is also not clear-cut. As with everything else, Baroque music ended gradually and sporadically, if we are to say that it ended all. Perhaps the significant factor defining these eras as early music is that they do not have a continuous performance tradition. In other words, this music ceased to be performed after its time had passed and needed to be revived in our own era. This is not true of the classical music of Mozart, Beethoven, et al. Which possesses a continuous performance tradition. This means that, to some degree, it is this revival which dominates EM (that is, early music as a movement), at least in spirit. Of course, things are not clear-cut here either. For instance, late Baroque composers like Bach, Handel, Vivaldi, and etc. Were revived relatively early and therefore have a fairly long performance tradition which is not dependent on the present early music movement. Now we are seeing an increasingly large number of performances of Mozart, Beethoven, and others in the content of early music; this further muddies the waters. There is the question of pre-Medieval music. While early musicians would undoubtedly be happy to claim it as their own, unfortunately there is very little surviving evidence about music from earlier times. Indeed, there are no music manuscripts from Western ...

Blueprint and Refined Thesis Template

Blueprint and Refined Thesis Template Time can change everything, it may even flip your world upside down in seconds.. If one makes a single wrong move, everybody tends to judge them. This can be clearly seen in Little Deaths by Emma Flint through the theme of the book. Moreover, by using makeup as a mask to hide feelings, and judging someone due to their appearance. This book portrays hardships of a single, driven mother living in a judgemental society. Body The theme of the book clearly showed how one wrong move can change one’s life completely. Helping one find the angel or devil inside them. Moreover, POINT: This quote help show the true side of Ruth, how she cared about her kids. This quote helps ignore other people’s judgemental opinions. â€Å"She stretched out a hand but Devlin was suddenly there, pulling her back. Forbidding her to touch. She opened her mouth, but the flies and the heat and the smell and the sudden awareness that this was the hair she had shampooed and combed and braided for four years made everything go dark for a moment.† COMMENT: This is a clear example that shows how kids require time and attention of parents to survive, otherwise they disappear. This quote helps understand the theme of the book. Ruth is not just a woman that cares about her looks, lovers, and drinks. She has a very soft side for her kids. POINT: This passage expresses the type of mindset Ruth had. She wasn’t very aware of where her kids were. She was also comfortable with the idea of strangers bringing her kids back home after they escape. This suggests that if anything ever went wrong with her kids, she wont know. Unless someone informs her. PROOF: Ruth knew she should be proud of these kids. She should be proud of herself, bringing them up practically alone. They had toys and books, their clothes were neat and clean, they ate vegetables for dinner every night. They were safe here. It was a friendly neighbourhood: when they climbed out of their window back in the spring, an old lady brought them home before Ruth even knew they were gone. COMMENT: Through this passage, Ruths adoration for her children is evidently portrayed. How she provided them with everything they needed and wanted. However, it also show how careless Ruth truly was, as mentioned: when they climbed out of their window back in the spring, an old lady brought them home before Ruth even knew they were gone. Shows how careless she truly was. Unfortunately, even after providing her kids with everything, she failed to take care of them. She was a mother who guaranteed to be dedicated to her youngsters, yet she worked long shifts in a shabby bar as opposed to remaining home to deal with them, and she locked them in their room for quite a long time while she dozed late. Concluding Statement (try and link points made in paragraph back to thesis) Providing kids with what they need or want isn’t enough, one must spend time with their kids. As opposed to leave them alone at house. It’s not wrong to say that Ruth’s worst move was to abandon her kids for long hours. Believing that they lived in a â€Å"friendly neighborhood† and nothing could go wrong. Which eventually led people into judging her after her kids death, and believing that she was the murderer. Topic sentence: Ruths veil of cosmetics, her eagerness on looking right, fills in as a screen on to which social dreams are anticipated. POINT: This passage portrays Ruth’s obsession with looking perfect. Doesn’t matter how critical a situation might be . Also proving that she, once again, cares more about how she looks than her dead children. Moreover, she also tends to use makeup to hide her true feeling that can evidently be felt in this passage. PROOF: ‘She knew that there would be men, strangers, looking at her, asking questions. Their eyes all over her like hands. She had to be ready for them. She had to look right.’ COMMENT: As soon as ruth realizes that cops are on their way to investigate her young childrens murder case. She doesnt hesitate even a bit to fix herself. Ruths fragile cover of cosmetics and pride that also portrays her sadness, and misfortune with an extreme delicacy that is both correct and awful. She was grieving, yet she kept on dressing provocatively and to apply her substantial cover of make-up in the days following the revelation of her kids bodies. POINT: Even during grieving for her children’s death, she couldn’t ignore the thoughts of how she expects herself to look. Again, showing her interests and first priorities. Priorities that depict the importance of her makeup mask she wears, rather than her kids. PROOF: She wiped at it savagely and thought how she must look: smudged and blotched and swollen. Drooling. And for a while she did not care. COMMENT: even during crying for her dead kids, she still hesitated to let out her feelings. Ruth always wanted to present herself elegantly in front of everyone. She cared way too much about her looks and reputation. To the point where her looks were always a bigger concern than anything else. This also hints how Ruth always kept her feelings to herself. As proven by the text: Finally she could weep. Even now she remembers the sweet relief of being able to let go in front of a woman who had seen the worst of her all her life. It was hard for her to express her feelings. Concluding Statement:It was hard for her to express her feelings without being concerned about the way she looks. These insecurities and obsession with looking good destroyed Ruth completely. As people around her judged her, she kept possessing herself over make up. Topic sentence: Society judged Ruth according to her appearance. The fact that she had lovers and drinked a lot, made her an indecent women in the eyes of her community and the police. POINT: Since everyone around Ruth blamed her for her children’s death. Ruth also started believing that it was her fault. Showing how devastated and pitiful she had become. PROOF: her leaking wet body that had betrayed her. It was her fault that someone had taken the children, her fault that Frankie was missing, that Cindy was . . . gone. COMMENT: Women in the modern world are still judged and misunderstood based on their appearance and sexuality more than anything else. People blamed Ruth for her kids death. Which lead her into believing that it was her fault only. POINT: This helps clarify the thoughts of people around Ruth. From police officer to neighbors, they all lead to the same conclusion, that Ruth was the killer. All judged by her appearance and without any evidence. PROOF: Seen through the eyes of the cops, the empty bourbon bottles and provocative clothing which litter her apartment, the piles of letters from countless men and Ruth’s little black book of phone numbers, make her a drunk, a loose woman–and therefore a bad mother. The lead detective, a strict Catholic who believes women belong in the home, leaps to the obvious conclusion: facing divorce and a custody battle, Malone took her children’s lives. (from article) COMMENT: The police just jumped to conclusions without proper investigation. Ruth was also involved with a lot of men, they also couldve been culprit. However, because of Ruths appearance, her drinking and other inappropriate habits. Sbe was automatically considered the murderer. Concluding Statement (try and link points made in paragraph back to thesis) Ruth suffered to prove herself guilty. As she feared of not looking perfect, people around her solved this puzzle, blaming Ruth for her children’s death. Without any evidence, and purely based on Ruths outer appearance. Ruth’s wrong move here was that she still cared more about her looks at such a critical time. Which lead into the whole world pointing fingers at her. CONCLUSION Children require time and consideration of guardians to survive, or else they vanish. If one makes a solitary wrong move, everyone tends to judge them. This can be unmistakably found in Little Deaths by Emma Flint through the epic theme of the book. Also by using cosmetics as a cover to shroud feelings, and passing judgment on somebody because of their appearance. People should start considering the fact that you cant judge a person through their appearance. We might not know what someone else is going through. Either way, no one should have the right to blame someone for such a tragic crime.

RESEARCH ISSUES IN HUMAN RSCOURCE MANAGEMENT Essay

RESEARCH ISSUES IN HUMAN RSCOURCE MANAGEMENT - Essay Example For example, interpersonal hostility may have deleterious effects on both the job satisfaction and well-being of victims (Mikkelsen and Einarsen, 2001; Tepper 2000; Ashforth 1997; Einarsen and Raknes 1997). What is more, interpersonal hostility may also lead to high costs for organisations, in the form of increased absenteeism and higher turnover of personnel, decreased commitment and productivity, and negative publicity (Hoel, Einarsen and Cooper 2003; Tepper 2000). For society as a whole, this may lead to lower productivity, early retirements and increased health costs. As a consequence, many nations have adopted or are planning to adopt laws promoting dignity at work or banning different forms of work harassment. Workplace violence and bullying has been identified as a vital concern by trade unions in Britain and in many countries for several years now. As it is, many reports have vividly demonstrated the pain, psychological distress, physical illness and career damage suffered by victims of bullying, however, academic research began only recently. The most developed research comes from Scandinavia (Vartia 1996; Niedl 1996), where there is strong public awareness; government funded research, and established anti-bullying legislation. Bullying presents significant methodological problems for researchers. A crucial difficulty is that of definition as no clear agreement exists on what constitutes adult bullying. Although physical bullying is seldom reported, the workplace presents opportunities for a wide range of menacing schemes and devices. Five classifications of bullying behaviour have been provided (Rayner & Hoel 1997) -- threat to professional status (belittling opinion, public professional humiliation, accusation of lack of effort); threat to personal standing (name calling, insults, teasing); isolation (preventing access to opportunities such as training, withholding information); overwork (undue pressure to produce work, impossible deadlines, unnecessary disruptions); and destabilisation (failure to give credit when due, meaningless tasks, removal of responsibility, shifting of goal posts). There have been three main approaches to research into workplace bullying. The first has been qualitative and individualistic in perspective, identifying a role for the individual in terms of vulnerability to bullying or a propensity to bully (Crawford 1997; Lockhart 1997; Randall 1997) and explaining the dynamics of bully-victim relationships. The second approach is descriptive and epidemiological and is usually based on self report. These studies document the prevalence of workplace bullying, the types experienced, age and sex differences, who is told, what action is taken, etc. The third approach is influenced by theories and constructs in organisational psychology and has focused on the interaction between the individual and the organisation and how aspects of the organisational structure and climate of the workplace may encourage the development of a bullying culture (Rayner 1997). For researchers who

Is spanking your child effective discipline or bad parenting Research Paper

Is spanking your child effective discipline or bad parenting - Research Paper Example e people see spanking as an outdated method of punishment or even child abuse, while others view a swat on the bottom as a parents prerogative and if done correctly can be effective. Do you agree with this? Where do we draw the line when it comes to disciplining our children? There has been a huge amount of research on the effectiveness of corporal punishment of animals, but remarkably little on the effectiveness of spanking children. This may be because almost no one feels the need to study it because everyone assumes it is effective. Study after study shows that almost 100 percent of parents with toddlers and young children do hit their children. There seems to be many reasons for the strong supporters of spanking children, but they all seem to be myths. Wikopedia: In its original sense, discipline is systematic instruction intended to train a person, in a craft, trade or other activity, or to follow a particular code of conduct of order. Often, the phrase "to discipline" carries a negative connotation. This is because enforcement of order–that is, ensuring instructions are carried out–is often regulated through some type of punishment. Spanking is the act of striking the buttocks of another person to cause temporary pain without producing physical injury. It generally involves one person striking the buttocks of another person with an open hand. When an open hand is used, spanking is referred to in some countries as slapping or smacking. More severe forms of spanking, such as switching, paddling, belting, caning, whipping, and birching, involve the use of an implement instead of a hand. It is most commonly used to discipline an infant, a child, or a teenager. It generally involves an adult – typically a parent, guardian, or teacher – striking the childs buttocks as punishment for unacceptable behavior. Some countries have outlawed the spanking of children in every setting, but many allow it at least when administered by a parent or guardian. Some

Evaluation Of The Lord Of The Flies Essay -- essays research papers

Evaluation of The Lord of the Flies   Ã‚  Ã‚  Ã‚  Ã‚  Lord of the Flies is a 202 page long adventure story written by William Golding in 1954 about a number of boys marooned on a tropical island and left to fend for themselves. While on the island, they discover quite a bit of evil within themselves.   Ã‚  Ã‚  Ã‚  Ã‚  A few years after World War 2, a planeful of boys as young as 5 or 6 but most no older than 11 or 12 crashes near an uninhabited tropical island. As soon as they land, one of the eldest assumes leadership of the others, but not before befriending an overweight, asthmatic boy nicknamed Piggy. Ralph takes control of the boys and organizes a small expedition up the mountain. He meets Jack Merridew, the chief antagonist. Jack is then a leader of choir boys, but will soon turn into a leader of savages. On the mountain, Jack hunts but does not kill a pig. He vows to kill it the next time. On their return, Ralph holds an informational meeting and informs the boys that they will be safe, but that they must start a signal fire and set up temporary shelters until help can be found. A rumour of a beast is heard, but is quickly discounted as a nightmare. It will later be a major theme in the book. On the mountain, fire is created, but only through the use of Piggy's glasses. After Jack goes off to hunt and comes back, Ralph discusses the problems of people not working with Jack. Simon goes into the jungle alone and contemplates. The boys become used to the daily tasks on the island. The small children play all the time while the older ones do most of the work. The first flash of Jack's future warrior/hunter position as leader is shown as he comes back to camp with his face painted. A ship is spotted, but they find that the signal fire on the mountain has gone out, and the ship passes them by. Jack finally kills a pig, but Piggy criticizes him. In return, Jack slaps Piggy and breaks one of the lenses on his glasses. Ralph warns Jack to stop this destructive behaviour. Jack starts roasting the pig he had killed earlier. Jack does not initially give Ralph any food, but he does finally get some. Ralph calls an assembly after the feast. He verbally attacks all the boys for their neglect for the daily tasks that must be completed such as building shelters and keeping the fire lit. The fear of the beast grows even larger. Piggy begins t... ... government and rules must be carefully imposed to preserve order, like Hobbes, I would also be interested in knowing what his other philosophical positions were as he wrote this novel. Finally, I would be interested in knowing what particular event he witnessed or was part of in real life drove him to write this book. Could it have been an experience he had in World War II? What could have been so bad as to inspire a book of this passionate intensity?   Ã‚  Ã‚  Ã‚  Ã‚  Although I disagree with Golding's view of the world as basically evil, his book is certainly a good argument for that position. It shockingly reveals that none have innocence and even the best among us can be brought down to a near-beast state, as even Ralph was by the end of the book, consigned to mindless running from the evil. I find it interesting how Golding made the Beast, the Lord of the Flies, the apparent evil in this book and the focus of the hunter's search, but in fact the Beast is the hunters themselves and the evil they represent. I think that although the brutality in the book may be a bit much for some, I do not think that Golding would have been able to get his point across without it.

Who’s Responsible for a Student’s Education

Who is it that bears the responsibility for the student's education? Is it the student? The school? Or is it the government? This question cannot easily be answered by just one person. The answer could be based on that person†s opinion, and opinions vary from person to person. Some people will say it is solely the student's responsibility. Others might say it is the school's responsibility. While others might say it is the government's responsibility. Some people might say that it's the student's responsibility because the student has to show up to the class on time, be prepared, and pay attention. They could also say that it is the student's responsibility because the student has to be willing study and do the homework. The student has to be willing to learn, and try to learn as best they can. Students have to provide the supplies that they don't get from the school so that they are able to do the work. The student has to study and at least try to pass the courses they are taking so that they can further their education. The student has to provide their own means of transportation to the school if the schools do not, or cannot, provide it for them. The student has to pay attention to the curriculum being taught and attempt to absorb and learn it to the best of their ability, because if they don't they can't really learn anything. The student however can't be held responsible if the teacher isn't teaching the curriculum in a way the students can comprehend and learn it. This is why other people might say that it is more of the school's responsibility, because the teachers are responsible for teaching the curriculum correctly. The students can't be held responsible if the facilities are inadequate for learning or teaching. (The teachers are not at fault either if they don†t have proper classrooms or materials assigned to them. ) The students can't be responsible for all the supplies they need for learning that are supposed to be provided to them. The school is the one responsible for the teachers and the facilities. The school is responsible for keeping the facilities maintained and in adequate condition for teaching and learning. The school and the government are also responsible for making sure the teachers are qualified enough to teach the curriculum they are teaching. The school has to provide equipment for the teachers and for the students, so that the teachers can teach the curriculum properly (and so that the students can learn it properly as well). The school has to provide other supplies as well and insure that the students are getting a proper education. The school has to make sure that most of the students are learning what they are supposedly being taught, and they learn how to use it in the proper way. Schools also have to make sure that the students are in the proper curriculum according to their skill and learning level, so that they don't get far behind in their education. The school also has to use the funding they have in a proper way to help the students and the teachers and keep the buildings adequately kept to ensure the student's and the teacher's safety and to make sure that the facilities are comfortable enough that the teachers can teach the courses and that the students can learn the courses. The school, however, isn't responsible for receiving inadequate funding. The schools get some of their funding from the government. This is another reason why people might say that it isn't the schools† or the student's responsibility, and that it is the government's responsibility. After all, the government has to provide the school with proper funding so that the teachers are paid their salaries, and so that the facilities can be maintaine The school, however, isn't responsible for receiving inadequate funding. The schools get some of their funding from the government. This is another reason why people might say that it isn't the schools† or the student's responsibility, and that it is the government's responsibility. After all, the government has to provide the school with proper funding so that the teachers are paid their salaries, and so that the facilities can be maintainehools don't follow the guidelines set up by the government the government also has to make it so the school is reprimanded so that the school will start to follow the rules and guidelines. All these are very valid points showing how each of the three is responsible for the education of the students that attend the schools. All three have their own responsibilities to attend to, to give the student a good education. All of these opinions and reasons are valid as well, and they show that the student, the school, and the government are all responsible for the students† education. The student wouldn't be able to learn if the student didn't have adequate facilities to learn in or teachers that could teach the courses properly. Equally the schools couldn't teach the students without the funding they need to keep the buildings well kept and to pay for equipment and supplies to help the teachers teach and the students learn. The government couldn't help the student get a proper education if the schools didn't use their funding properly or didn't follow the proper rules, guidelines, and regulations that have been set up. The schools wouldn't be able to teach the student's if they weren't willing to learn or didn't have their own supplies they are supposed to provide. The student, the school, and the government all have to work together and be willing to help each other to give the student a good, proper education that they can use later in their lives after they stop attending schools and stop furthering their educations. Each has to work in conjunction with the next in order to do their job in the process. This essay has attempted to show how the student, the school, and the government are all responsible for the student's education. It has also tried to show that each of the three has their own part that has to be done in order for their goals to be met. They each have to help individually so that they all can used their combined efforts to give the student a good, proper, and usable education that can be applied to the rest of their life. It also shows how schools or governments alone wouldn't be able to give the education to the student without the help of the other. If the others didn't do their part the student wouldn't be able to get an education and wouldn't do as well later on in their life when they need their education to find a good job, to raise and take care of their family, and have a more secure financial future.

Feminism in Herland by Charlotte Perkins Gilman and When...

Feminism in Herland by Charlotte Perkins Gilman and When It Changed by Joanna Russ During the long history of science fiction, one of the most common themes is the utopia. Many feminists used utopia to convey their ideas. Two of these stories, Herland by Charlotte Perkins Gilman and When It Changed by Joanna Russ portray feminist utopias in different ways. Herland shows a society lacking men, and makes this seem positive, while When It Changed shows an all-female society that mirrors a world with men. Through their respective stories, the authors are saying that women should be considered equal to men. Gilman points out that women should be accepted because they can survive on their own, while Russ suggests that women can be as†¦show more content†¦Janet mentions the three duels that she has fought several times (Russ 946). In the reader’s mind, dueling and fighting are activities usually reserved for men. The environment of Whileaway is a very harsh one, and consequently the women that live there have to be much stronger and self-sufficient. In thi s story, Russ uses Katy and Janet to say that women are fundamentally equal to men. The world created in Herland is intended to appear flawless and unattainable, but seems more like fantasy than science fiction. For instance, scientific explanations are not always available to describe the events that lead to the state of the society. When compared to Herland, Russ’s story has many more elements of science fiction, in that the society is explained in a scientific manner. Conversely, Herland is more of a utopia than Whileaway, in that Whileaway does not appear superior to the current world. By definition a utopia is written to suggest improvements to society, and the world of Whileaway has no visible improvements. One interesting difference between the two societies is the manner in which the children are brought up. In the Gilman story, the children are raised by the community. In some cases, a child will be taken from its mother and put under the care of a more capable woman (Gilman 71). The entire society of Herland is based on motherhood, so the children