Musical Eras Essay Example | Topics and Well Written Essays - 1500 words

Musical Eras - Essay Example a. Chants – The earliest commonly known music was most probably medieval chants. This type of music was found in Jewish and early Christian music and consisted of chanting or singing the Psalms. Chants were developed to regionally to follow local liturgies. Monks often were responsible for singing the chants. One early Monk made a big impression on medieval music. Guido d’Arrezo, an Italian Monk, created the original Do, Re, Me, using his hand (Neff, 2007). The Guidonian Hand was a chart that put notes on the right hand. This easy to learn chart was a system to help people learn the notes. His original Do, Re, Me sounded much like the song Julie Andrews sang in the 1959 musical â€Å"The Sound Of Music† (Neff, 2007). During his lifetime d’Arrezo trained singers at a local cathedral. The Roman Catholic Church made good use of chants using them in their daily and special masses. Most European or American educated individuals are familiar with Gregorian Chants that were very much a part of the early Catholic Church literagy. b. Goliards – Goliards are best described as poet-musicians. These musicians were made up of scholars who sang and recited poetry in Latin. It is believed they played a big part in the development of the Troubadours. Some Goliards were secular and some were religious. Because they were scholars and literate they were able to write songs down.

Capital Punishment Essay Example | Topics and Well Written Essays - 2250 words

Capital Punishment - Essay Example After 2004, lethal injection (perceived by many as the least gruesome way of executing someone), hanging and beheading were the main methods used. Electrocution and the gas chamber are used in the United States only if the inmates wish to be executed by these methods. Stoning to death for sexual offences still occurs in some Islamic countries, notably Pakistan.2 From 1990 to 2003 Amnesty International reported a global average of 2,242 executions per year. In 2003 Amnesty reported 1,146 executions in 28 countries, 88% of them in just 5 countries: The People’s Republic of China 726, Iran 108, the U.S. 65, Vietnam 64 and Saudi Arabia 52.3 The figures reported by Amnesty in 2004 showed an increase over the previous year, totaling 3,797 executions in 25 countries, about 90% of them (3,400) in The People’s Republic of China, 230 in Iran, 64 in Vietnam, and 59 in Opposition to Capital Punishment began in Europe in the 1750s. Persons like Cesare Beccaria (Italian jurist), Voltaire (French philosopher), Jeremy Betham and Samuel Romilly (English law reformers) declared that Capital Punishment was inhumane and should be replaced by life imprisonment.5 Today, Capital Punishment has been abolished in the vast majority of democracies in Europe and Latin America, while it is still retained in most democracies in Asia, the U.S. and almost all totalitarian governments. In the U.S., the Supreme Court abolished it in 1972 on the grounds that it was being applied in an arbitrary and capricious manner which constituted cruel and unjust punishment (Furman v Georgia 1972).6 On July 2, 1976 in deciding the case Gregg v Georgia, the Supreme Court legalised capital punishment.7 Today following a four-year moratorium, Capital Punishment was reinstated in 1976. Today, it is followed in 36 States as well as by the Federal Government.8 Capital Punishment is a far better tool than life imprisonment primarily considering the saving of State and

PE lessons a week Essay Example for Free

PE lessons a week Essay Along with the need explained above Lucy will need other needs as she is a child. Lucy is growing and developing her Physical, Intellectual, Emotional and social needs all the time. Due to this Lucy will need health care needs as she will need Jabs from the doctors as she will need to be protected against diseases and illnesses. The school achieve this need of Lucys the school have school nurses which give the jabs to the children. Also they help her stay healthy as they make sure they are healthy in the lunches they provide and have a balanced diet, do regular exercise and have a good hygiene. They also provide warmth for the children. They make sure that she is healthy and has a balanced diet they have school dinners which are healthy. They also provide health school dinners because a child needs to have food as it will help her brain to function well and learn properly. They provide these children with fruits at break time and healthy sandwiches and soups and rice and curry for lunchtime. It is important that Lucy gets some food like vegetables and fruits. They make sure that they have regular exercise the children have one or two PE lessons a week so they will be exercising at school even if they dont exercise at home. They also help them to keep fit because they have two playtimes and one lunchtime a day. During these times the children will be running around the playground and playing with toys and skipping ropes so they will be exercising their muscles. They provide good hygiene as they provide the use of clean toilets for the children to access. They also provide cleans clothes for the children when they urinate themselves or other accidents occur. These services helps Lucy physically as she will be active all the time and will be normal size and not overweight or obese. These services also help Lucy to build her stamina, suppleness and her strength so she is fitter than usual. It will help her intellectually as she is provided with education and experiences on new things everyday. It also helps her intellectually as she will be learning new skills and the main thing a new language which is the most important thing in her life. It will help Lucy emotionally as she will feel better about herself as she knows that people are there for her whenever she needs it. It will make her socially as she will have friends. The subject that Lucy learns at school that helps her with her intellectual needs are: * Mathematics: the teacher teaches mathematics to the students and to the students as she uses blocks and large numbers to help them understand with what they are learning for learners who are visual. She also writes the solutions on the board so they can also see it and check their answers with the ones on the board. * Science: they are taught science through little object which represent the topics that they are studying. They also get A3 sheets of paper which have some objects and word on them and the pupils have to match them. The teacher also uses worksheets and performs activities with them to help them understand in depth. * Literacy: they are taught literacy as the teacher reads to the children and then they are asked to answer questions on the story that the teacher has read out to them to see how much of the story they have understood. * Art: the teacher teaches them art mainly through making them draw pictures and paint them. The teacher also give the children printed versions of picture and make them colour inside the lines to make sure that they are neat. The developmental needs that Lucy will have are new experiences, education and books. The placement meets Lucys need about new experiences as they provide Lucy with different types of environment throughout the school year. They also take the children to trips where they learn about different places and their related topics. They provide education as Lucy is taught everyday in school and also sets reading tasks for Lucy to carry out at home with her parents. The provide books for the children as they provide free reading books for the children and free exercise books for the children to write on. They also provide free pens, pencils, and other equipment to do with art.

Gender Stereotypes In Trifles

Gender Stereotypes In Trifles The Nineteenth century was built around a society that contradict a strong point in the United States Constitution, that all men are created equal. Even though segregation was one of the main problems that got acknowledge, gender stereotype was often the case in most home throughout society. In the plays A Dolls House, by Henrik Ibsen, and Trifles, by Susan Glaspell, the characters show stereotype through gender. This includes the belief that women are lesser people, child like in their action, and in need of being controlled. Nora was the main female character in the play A Dolls House; she lived in a lavish home eating macaroons, drinking champagne and hosting banquets. Nora lived her life, in one sense, as a complete lie. She never thought for herself or had her own opinions. Noras father would tell her what he thought about everything, leaving her no opinion but his. If she did have an opinion of her own she kept quiet knowing he would not have agreed. She played his little doll until she moved in with Torvald, her husband. She felt as though she was passed from her father hands into Torvalds hands. Now she played the role of Torvalds little doll, pretending to take on his views of everything. This evidence of gender stereotype is shown in the way Torvald treats his wife Nora, and in the way Nora acts to please her husbands. In the first act of the play we come across the first instance of Torvald name calling his wife in a child like manner is that my little lark twittering out there?(Ibsen 796) This is the first of many names Torvald use to give his wife child like tendencies. Torvald also refer to Nora as a squirrel, a spendthrift, a songbird, and a goose. Torvald shows ownership of Nora by calling her my richest treasure, denoting his attitude toward Nora as his possession. This stereotypical oppression by Torvald serves a purpose of keeping women in their place, and keeping men on the top of the social structures. One can easily determine Nora as immature and childlike in her action, this stereotype is not only presented by Torvald, but by Nora as well. When Torvald ask Nora what did she want for Christmas she replies in a very child like manner. Nora speaking quickly you might give me money(Isben 798) when Torvald said yes Nora said Oh do Dear Torvald, please, please do! Then Ill wrap it up in beautiful gold paper and hang it on the Christmas tree. Wouldnt that be fun? (Isben 798) As one reads on Nora come home in say Oh yes, Torvald, we can squander a little now. Cant we ? Just a tiny, wee bit. Now that youve got a big salary and are going to make piles and piles of money. With this excerpt, we see a child-like attitude, not only in Noras manner of speaking with the statement Just a tiny, wee bit, but also in her attitude toward money and the unrealistic expectations of making piles and piles of money. The following example also shows Noras childish manner in her personal interactions with her husband. Her manner seems more like that of a favorite daughter, accustomed to getting her way, than that of a wife, also keeping with the stereotype concerning control by keeping oppression high. Through-out A Dolls House, men are seemingly in the dominant position, and they manipulate their power to control women in ideological sphere so that their own identity and social status may be retained and be acknowledged by the society. As exposed in A Dolls House, men are in a financially and ideologically superior position over women while women are kept in a subordinate position and are confined to their homes as they are not economically independent and have to rely on their husbands for support. What causes this situation to exist in the 19th-century Europe is the social context in which people held the notion that men were supposed to be responsible to their families and provide all the necessities that a family needed, while women were supposed to maintain their sacred duty of a good wife and mother. In the case of the male protagonist Helmer Torvald, his ideology is conditioned by social standards and his conception of manliness is based on mans social values. Gender stereotype was not only shown by the male writers, but also by the female writers as well. In the play Trifle by Susan Glaspells the stereotypes made are those of the women being concerned only with trifling things, that are loyal to the female gender, and that women must live under their spouses. Trifles is based on an actual event that took place in Iowa at the turn of the Nineteenth century. The play Trifles involves a murder case that explores gender relationships, power between the sexes, and the nature of truth. In the play Trifles, the victim in the suspect is not the main focus of gender stereotype: instead the gender stereotype is presented by the investigator in his associates, follow by their wives. In the opening act of the play the men enter the house, follow by their wives. This stereotypical action was to show the dominate status of men. In Trifles, the male characters make several assumptions concerning the female characters. These assumptions show the way in which the men view the women, and are purely gender stereotypical. The first assumption that of women being only concerned with trifling things, is seen beginning with line 120 when the sheriff say Well, can you beat the women! Held for murder and worryin about her preserves. I guess before were through she may have something more serious than her preserves to worry about. Well, women are used to worrying over trifles. These lines show the attitude toward women prevalent throughout the play. It is the mens nonchalance toward the small details that ultimately undermines the murder case. The second stereotype presented by the men concerning the women is that of being loyal to their own gender. In line 140, the County Attorney states, Ah, loyal to your sex, I see. But you and Mrs. Wright were neighbors. I suppose you were friends, too. This statement also makes an assumption concerning country women being neighborly. The County Attorney assumes that because the two women were neighbors, they were naturally friends, and spoke regularly. Because of the way the men treated the women they expresses discomfort at the mens violation of Mrs. Wright house. They didnt think about the law, instead they care more about the relationships than the rules. The action by the women shows a very stereotypical asset between the bonds they have for each other, instead of doing whats right by the law. The men try to diminish the female identity or role in the societal context by setting up in unfavorable image of female as ideologically submissive and dependent, that men are the subject or the absolute, and that women objects is existence and defined by males. The consequence of this stereotypical thinking causes the women to hide the truth from the men in Trifles. The women knew that Mr. Wright kept Mrs. Wright isolated from the world: Therefore the men remain oblivious to the action of the women hiding the truth. Their men vision and, their way of knowing narrows their focus in this play. In this case gender stereotype leads to a type of blindness on what happen in the farmhouse. If the men had discovered the evidence they would have had no doubt about on how to use it. The women discovered the evidence, but since gender stereotype was a factor it lead them to hold the truth from the men. As the women read Mrs. Wright story the understood it as if it was their story. I think the ir decision are based on gender, it springs from their maps of the territory, one fundamentally. The third stereotype the men make concerning the women can be found in line 159, when the Sheriff says I suppose anything Mrs. Peters does be all right, Do you want to see what Mrs. Peters is going to take in? Oh, I guess theyre not very dangerous things the ladies have picked out. No, Mrs. Peters doesnt need supervising. For that matter, a sheriffs wife is married to the law. It is here assumed that, because Mrs. Peters is the sheriffs wife, she will do only what she should. Mrs. Peters has been asked to bring a couple of things to Mrs. Wright in jail, and if she finds anything that may be of use to the case, she is asked to let them know. After Mrs. Peters and Mrs. Hale find the very evidence that could incarcerate Mrs. Wright, they proceed to hide it from the men, providing the greatest evidence for the loyalty among women issue, and departing from the assumptions of women being trifling and subservient. In Trifles, the women both conform to and depart from the assumptions made by the men. Mrs. Hale has found an important piece of evidence, a dead bird. The ladies decide not to allow the men to know of the true reason for the birds death. This departs from the stereotype depicting women as only being concerned with trifling things. As concerns the loyalty of one woman to another, evidence is found in line 366 that seems to allude to such a bond. Line 366 begins when the County Attorney say Is there a cat? Mrs. Hale glances in a quick covert way at Mrs. Peters. Mrs. Peters say Well, not now. Theyre superstitious, you know. They leave. These lines also show a departure from the assumption that women are subservient to their men in that they lie to the men. In line 411 one can see more evidence of the almost sisterly bond between women. Mrs. Hale says I might have known she needed help! I know how things can befor women. I tell you, its queer Mrs. Peters reply with We live close together and we live far apart. We all go through the same thingsits all just a different kind of the same thing Here one gets the idea of women depart from the stereotypical roles assigned to them by men.

Self: Plunging into the Other Side of the Mirror Essay -- Self Conscio

Self: Plunging into the Other Side of the Mirror Only in a mirror do we find ourselves. We cannot do it when we are apart, distanced, from who and what we are: we need to see our shapes, our selves, in the way we cannot see ourselves subjectively. But still, the glass plays with us, contorting and distorting, even if it is nothing more than a straightforward, honest reflection. It is our minds which are the true lenses. Why do we feel this compunction throughout the ages to look at our own reflections? It is inbred into us; it begins at such a tender age, this obsession with oneself. I never really took much notice of it while I was young, partly because I myself was never overly concerned with my appearance, and partly because my generation was not so image-conscious. However, as the years have passed, I have grown into an awareness of this larger societal issue, watching as more and more pre-teen girls doll themselves up in tight jeans, baby T-shirts and glitzy make-up. Like observing the gorillas in the mist, I watch as these girls preen and pluck, check themselves over and over in their compacts and handheld mirrors, readjust their clothes and redo their hair. It is, from a clinical viewpoint, disturbing. I doubt any of those girls remember the first time they ever saw their reflections in mirrors. If they even did, I further doubt that they would make anything of it, ponder its repercussions, question the greater impact of this first awakening. It is not an emotional, sexual, or intellectual awakening, no: it is a subtle and important transition from the world of the oblivious to the waking world of self-consciousness. As a very young child, I looked for myself in any reflective surface I could find. I would cra... ...ingle noticeable change. My roommates constantly voice their bewilderment at these frequent self-deprecations of mine. It is probably tiring for them to have to reassure me, time and again, but I have fed for too long on my own seeds of hatred and regret; now, like Persephone, I am drawn into that underworld, lost within its dark corners. I am me, I do realize that. But when I look at my other self, that frowning, miserable girl in the mirror, I cannot yet see what Walker saw in herself. However, I no longer look for myself in the mirror, not truly. Yes, it is a starting place, like the very last step to the top of the high dive. But I still have those five very long feet to walk before I can dive off into that most vast of mirrors, and I want to be able to enjoy that shimmering and sparkling last look at myself before I plunge, deeply and honestly, into my self.

Intangible Justice is in the Soul Essay -- Essays Papers

Intangible Justice is in the Soul Plato’s Republic, although officially divided into ten books, can be separated into two very distinct sections. The first section, roughly spanning Books I through IV, contains a rather tangible investigation of justice in practice. Namely, the section considers what acts or occurrences are just, either in a city or in a man. The second section, beginning around Book V and continuing through the end of the dialogue, deals with the much more abstract issue of justice in a soul. The backbone of this section is the Allegory of the Cave, and the establishment of the philosopher. Within these discussions, a new concept of justice is revealed which proves to be the most profound in the dialogue, and comes closest to answering the question of Socrates’ success in convincing Glaucon and Adeimantus that it pays to be just. The discussion surrounding the Allegory of the Cave, known well independently of the Republic, begins as an attempt by Socrates to â€Å"make an image of our nature in its education and want of education.† (Plato, Republic[1], 514a[2]). Here, Socrates begins to emphasize the connection between the nature of human education and justice—a theme that will become a central element in the definition of justice that the Allegory produces. The Allegory itself begins with a description of people raised in a dark cave who can see only the shadows that a fire behind them projects onto the wall they are perpetually facing. The images the people see, the â€Å"puppets† (514b), are all they have ever known, and are therefore thought of as reality, and not a filtered version void of details. Socrates, in fact, calls the people â€Å"prisoners† (514a). Socrates then turns the tables and, perhaps signal... ...mention of the benefits of keeping one’s soul free of chaos, Socrates shies away from actually addressing whether it pays or not to be just. The very fact that the second unofficial section of the Republic, which proves to be more dominant than the first, deals with justice in the soul furthers this phenomenon. In the end, justice is in a person’s soul and has little to no connection with the tangible world, and therefore cannot provide tangible benefits to following or disobeying it. This is the real message of the Republic. -------------------------------------------------------------------------------- [1] Plato. Republic. Trans. Allan Bloom. Basic Books, 1968. [2] Stephanus numbers and letters used to cite all works of Plato. They will be used to cite all further quotes from Plato’s Republic. [3] This is in fact the definition of an allegory.

German Indian Partnership for IT Systems Essay

Very good morning to all of you and a warm greetings on behalf of Centre for infrastructure, Sustainable transportation and urban Planning (CiSTUP), Indian Institute of Science and National Academy of Science and Engineering Germany (ACATECH).. Today we have guests of honour Mr. Rolf Saligmann, German General Consul, Bangalore, Mr. Subir Hari Singh IAS, Addl. Chief Secretary, Govt. of Karnataka, Dr. Christian Aulbach, Science and Technology Counselor, German Embassy, Delhi, Dr. A. Ravindra IAS, Advisor to Chief Minister, Govt. of Karnataka. We also have on the dias Prof. Dr. Otthein Herzog, Executive Board member, National Academy of Science and Engineering, Germany who is the main brain behind this event. We also have Prof. B.N. Raghunandan, Divisional Chair, Earth and Environmental Sciences, IISc who will preside over the function. Warm welcome to other dignitaries off-the dias, Guests and Invitees, press and TV persons, my dear colleagues and students, Ladies and Gentlemen. A warm welcome to all of you from CiSTUP which is started in 2009 with a generous support from Govt of Karnataka in particular BMTC, KSRTC, BDA and NERTC. In about 2 years, we have started a masters programme in transportation and infrastructure engineering, carried out many research and consultancy projects for the Govt of Karnataka and others, organized many conferences, symposium, brain storming sessions and round table meetings to address issues related with our cities in particular urban issues. CiSTUP has grown into a full fledge centre having more than 50 scientists/researchers and students associated with the centre carrying out many important research projects which is of interest to our city, state and the country in the areas of infrastructure, transportation and urban planning. We are organizing a Symposium and a workshop as part of German Indian Partnership for IT Systems (GRIP IT) on the 19th (today) and 20th May (tomorrow) respectively, The symposium is on – ‘Smart Mobility and Energy Concepts for Megacities’. The GRIP IT Workshop on Smart cities is planned  for 20th May 2011 at the Institute and it is restricted to selected and invited participation from industry and academicians. GRIP IT project is planned to act as a catalyst for future research and development collaborations between India and Germany by bringing together the German and Indian partners from the world of academics and industry and to provide a platform for networking. The focus of the initiatives are around the theme ‘Smart Cities’ – the various topics, technologies and the potential research and development potentials in and around the theme. The objective of the workshop is to further deepen our initiatives towards establishing a joint team of German and Indian research and industry partners to pursue high potential research topics of common interest to both countries and to explore possibilities of submitting joint proposals under the EU research framework programme. Towards the objective of identifying the right topics for a potential joint research initiative, we have initiated two studies – one on mobility and the other on energy. The results of the study would be presented at the workshop tomorrow to help focus on the right topics and to work on the next steps towards joint research proposals. It gives me great pleasure to welcome the dignitaries on the dias and off the dias to this Inaugural function of â€Å"Symposium on – ‘Smart Mobility and Energy Concepts for Megacities’. This is a joint initiative of CiSTUP and ACATECH, Germany. It is a great occasion for CiSTUP, IISc and ACATCEH to come together to start a joint collaborations in the area of smart cities. We would like to take this opportunity to express our hearty welcome, on my behalf and on our Institute’s behalf, to Honorable Consul General Rolf Saligmann for honoring our invitation to be the chief guest of this function and inaugurate the symposium. German Consular General is very supportive for such activities leading to large scale indo-german colloborations. We extend a warm welcome and present a bouquet of flowers to Mr. Rolf Saligmann, Consul General of the Federal Republic of Germany. We also welcome Mr. Subir Hari Singh IAS, Addl. Chief Secretary, Govt. of  Karnataka and commissioner BMRDA, who is always supportive for such developmental initiatives and for accepting to grace this function and deliver his address. We present a bouquet of flowers to Mr. Subir Hari Singh. A warm welcome to Dr. Christian Aulbach, Science and Technology Counselor, German Embassy, Delhi, for this function. We present a bouquet of flowers to Dr. Christian Aulbach. A warm welcome to Dr. A. Ravindra IAS, Advisor to Chief Minister, Govt. of Karnataka, who is always supportive for such initiatives in CiSTUP and at the institute, we thank him for accepting to grace this function and deliver his address. We present a bouquet of flowers to welcome Dr. A. Ravindra. 2 Hearty welcome to Prof. B.N. Raghunandan for accepting our invitation to be with us today as a President of the function. We welcome him and present a bouquet of flowers to Prof. B.N. Raghunandan. We miss amongst us our beloved Director Prof.P. Balaram and Associate Director Prof. N. Balakrishnan, who are very supportive for such activities, who are unable to be here with us today due to other engagements. Hearty welcome to Prof. Dr. Otthein Herzog, Executive Board member, National Academy of Science and Engineering, Germany who has spent lot of time with me in coordinating this event. We extend hearty welcome and present a bouquet of flowers to Prof. Dr. Otthein Herzog. We have many distinguished professors, academicians and leading persons from germany and India. Also we have leading persons from R&D groups and Industry amongst us. Hearty welcome to all the speakers from Germany, India and also Officers of ACATECH and Dr. Ulrich Golgzback, Mr. mathew Joseph, Project manager at ACATECH. Special welcome to all the dignitaries off the dais and Invitees from the Govt of Karnataka, BMTC, BDA, KSRTC, DULT and Indian Institute of Science for taking the time off from their busy schedule to grace this function. We welcome press, TV persons, and officers of our institute, my colleagues from the centre and department, students and other invitees. Once again I extend hearty welcome to all of you for this inaugural function of the Symposium. ONCE AGAIN I EXTEND A WELCOME TO YOU ALL. Sitharam =========================== Prof. T.G. Sitharam, Ph.D.(Canada), FIGS, FIE; Chairman, Centre for infrastructure Sustainable Transportation and Urban Planning (CiSTUP) and PROFESSOR Department of Civil Engineering, Indian Institute of Science, Bangalore – 560012, INDIA Tel.No.+91-80-23602261 / 22932919 ; Fax no. 080 – 2360 2261 (phone/fax) / FAX no. 0802360 0404 (dept) email: sitharam@civil.iisc.ernet.in (preferred) / proftgs@gmail.com. web URL: http://civil.iisc.ernet.in/~sitharam ; mobile: 9448273751