The Effect of Baroque Music Essay Example

The Effect of Baroque Music Paper The Effect of Baroque Music on the Performance of Elementary Students on Problem Solving Task A Research Proposal Submitted to the Faculty College of Liberal Arts Western Mindanao State University In partial fulfillment of the requirements in Psychological Research I Submitted by: Lilibeth Grifon Christie Annie M. Jalaron Audraiza Macaraya Arlynn Mae Tangon Chapter I Introduction Students’ lives today are filled with large variety of experiences by which they develop either positive or negative attitudes toward certain experiences. Eventually, these attitudes develop into a guide to their behavior. It has been noticed that most school learners are now musically inclined and the need to have a better teaching strategy to facilitate students’ learning abilities is the prime reason why researchers want to pursue this study. This study focuses on the application of background music in the classroom setting to find out if providing music in the environment can have a significant difference in learners’ performance. The influence of music on rates of learning has been the subject of study for many years. Research has confirmed that loud, background noise hinders learning concentration, and information acquisition. Background music is used to provide a welcoming atmosphere and help prepare and motivate students for learning tasks. It can energize lagging attention levels or soothe and calm when necessary. Music in the classroom may have different effects, depending on the strengths and weaknesses of the pupils in the classroom. It may also depend on the existing level of noise at the school and surrounding area. We will write a custom essay sample on The Effect of Baroque Music specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Effect of Baroque Music specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Effect of Baroque Music specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Various researchers reported that kids seem to be vulnerable to excessive noise. For children who are sensitive, environmental noise can be a source of stress. That’s why for the past years, researchers experimented many ways of producing the healthiest sound possible. Several researchers have proven that classical and baroque music with some nature sounds are the most appropriate background music. Some amount of background music may be helpful in the learning process. Original studies in the used of music in learning show that Baroque music was optimal for learning. Another study showed that Baroque music accelerates learning, and enhance both short-term and long-term memory. Baroque music, with its unique rhythmic structure and stability, is particularly conducive to memory, productivity and healthy, stress-free environments (Lawrence, 2001). Baroque music describes an era and a set of styles of European classical music which were in widespread use between approximately 1600 and 1750. The original meaning of baroque is irregular pearl. Baroque music forms a major portion of the classical music canon, being widely studied, performed, and listened to. Baroque composers include J. S. Bach, Antonio Vivaldi, Handel, Chopin, Pachelbel and Alboni. Background of the Study Mathematics is a subject where most learners have low achievement. Different reasons are presented on why learners have difficulty in dealing with math subjects. It even came to the point wherein learners cut classes during math subjects. Some respondents stated why they have low interest in math is because they get bored with numbers and teacher’s chalk-board strategy is even reinforcing their boredom. Problem solving is a process of thinking that is directed toward the solution of a specific problem. The process involves the use of problem solving skills. Yet the most difficult to teach in Mathematics is problem solving. Even high school students could hardly solve two-step problems. This is due to poor analysis and understanding of word problems. Proficiency in remediating the problem experienced by the students in this area is an essential skill of a competent educator (Miranda, 2004) One reason of boredom is the lack of interest but more so with the lack of environmental stimulation. Enriched environment is one of the most important factors that educators should look into for the reason that learners are widely curious with different stimuli that will encourage them to do their best in every endeavor. Several researches show that instrumental music can enrich environment and can cause stimulation to learners which is present in the change of their physiological processes. Review of Related Literature This section will discuss the study of the effect of background music in learning. It also includes literature and studies on the effect of music in learning performance. This section will provide scientific evidence that support the claim that music is related to the improvement of mathematical performance. (Tria, Limpingco, Jao, -) concrete operational stage is a period of concrete operational logical thought in number, class and orders (7-11 years old). The child becomes increasingly capable of demonstrating logical thinking in relation to physical objects. A newly acquired capacity of reversibility allow him or her to mentally reverse action that was previously only than physically. The child is now able to mentally hold two or more variables at a time when studying objects and to reconcile apparently contradictory data. He or she becomes more sociocentric, increasingly aware of the views of others. These new mental capacities are demonstrated by a rapid growth in the ability to conserve certain properties and to do relational thinking such as classifying and ordering objects. Mathematical operations are also developed. The child becomes increasingly able to think of physically absent things based on the vivid images of past experiences. The child’s thinking, however, is restricted to concrete thing rather than ideas. (Hurlock, 1982) stated in her book that educators call late childhood the elementary school age. It is the time when the child is expected to acquire the rudiments of knowledge that are considered essential for successful adjustment to adult life. It is also the time when the child is expected to learn certain essential skills, both curricular and extracurricular. Educators also regard late childhood as a critical period in the achievement drive –a time when children form the habit of being achievers, underachievers or overachievers. Once formed, habits of working below, above, or up to one’s capacity tend to persist into adulthood. It has been reported that the level of achievement behavior in childhood is highly corrected with achievement behavior in adulthood. As their world expands with their entrance into school, so do children’s interest. And with this broadening of interest comes an understanding of people and things which formerly had little or no meaning. Children now enter Piaget has called the â€Å"Stage of concrete operations† in thinking, a time when the vague and nebulous concepts of early childhood become specific and concrete. With rapid growth comes a sapping energy. This leads to a disciplination to work and to attitudes of boredom toward any activities that require effort on the individual’s part. While underachievement after begins around the fourth or fifth grade in school, when early enchantment with school gives way to disenchantment, it generally reaches its peak during puberty. Barr and Seashore (as cited in Kong, 2005) says that it is easy to see how active listening can be applied to the steps for teaching toward conceptual change. Once a student has internalized the skills for active listening, they are primed for engaging in an active learning process. The exhibition of this capability is limited by the child’s ability to understand or apply himself to the task. It stressed that researchers and educators have further identified active listening and its component skills as being transferred across disciplines. The ability to listen effectively affects students’ chievement in school, and contributes to the success in life. Music among the multiple intelligences was found invaluable to develop student’s abilities in listening. Insofar as the power of reflective thinking is concern, musical intelligences are like philosophical, mathematical or scientific intelligence. Hodges (2000) outlines the five basic premises that have been derived from neuromusical research. These premises establish a link between the human brain, the ability to learn and the capacity for resilient health. This research supports the long held supposition that music is beneficial to human beings. He states: (1) human brain has the ability to respond to and participate in music; (2) musical brain operates to respond at birth throughout life; (3)early and ongoing musical training affects the organization of the musical brain; (4) musical brain consists of extensive neural systems involving widely distributed, but locally specialized regions of the brain: cognitive components, affective components, and motor components. O’donell (1999) stated that Music from the baroque period causes the heart beat and pulse rate to relax to the beat of music. It affects the amplitude and frequency of brain waves, which can be measured by an electro-encephalogram. Music also affects breathing rate and electrical resistance of the skin. It activates the left and right brain, thus, maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. In addition, he also find out that listening to baroque music before taking a test releases neurons in the brain which will help the body to relax. Its effectiveness can be seen by the results from an IQ test performed on two groups of college students. The first group listened to Mozart music before taking the test. The second group did not listen to music before taking the test. The first group had an average of 119 while the second group had an average of 110 only. In addition, he stated that the key component of music that makes it beneficial is the order. The order of the music from the baroque and classical periods causes the brain to respond in special ways. This order includes repetition and changes, certain patterns of rhythm, and pitch and mood contrasts. The brain works by looking at the different pieces of information and deciding if they are different or the same. This is done in baroque and classical periods by playing a theme and then repeating and changing the theme. The repetition is only done once. More than one repetition causes the music to be come displeasing, and also causes the person to either enter a state of sub-conscious thinking or a state of anger. Accordingly, the human mind shuts down after three or four repetition of rhythm, or a melody, or a harmonic progression. Zatorre (as cited in O’donell, 1999) children pay close attention to subtle variations in tone and timing, which enables them to learn language accent perfectly. Likewise, musical people have increased aptitude in foreign language learning due to an advanced ability in perceiving, processing, and closely reproducing accent. When the brain processes music, this function extends over both hemispheric regions. The primary actuator in this connection is the acoustic cranial nerve which acts as a switching station for cranial nerves. In other words, the acoustic nerve channels not only sound from the ear, but also conduct other sensory inputs together, so our experience of the environment necessarily becomes a synthesis. Shaw and Bodner (as cited in Kliewer, 2003) included in their study the used of magnetic resonance imaging (MRI) to map the regions of a subject’s brain that respond when listening to Mozart and Beethoven, and they found out that all types of music activates the auditory cortex, where the brain process sound, and sometimes trigger parts of the brain that are associated with emotion. But with Mozart and Beethoven’s music, the whole cortex is lighting up. Also, it activates areas of the brain involved in fine motor coordination, vision and other higher thought processes, all of which might be expected to come into play for spatial reasoning. Lawrence (2001) found that several studies used instrumental soothing music tends to help accelerate learning. Examples include the composition of Mozart, Vivaldi, Bach and Handel. These instrumental pieces are called concentration music or relaxation music. Baroque music, with its unique rhythmic structure and stability, is particular conducive to memory, productivity and healthy, stress-free environments. Studies for accelerated learning showed that Baroque music was optimal for learning. This music also provides health benefits such as lower muscle tension, lower blood pressure, and a slower pulse rate. Rauscher et al (1988) determined that listening to 10 minutes of Mozarts Sonata for Two Pianos in D Major briefly increased scores 48% (relative to control groups) on the paper-folding task, a component of the Stanford-Binet intelligence test that measures spatio-temporal reasoning abilities. Moreover, the effects were transient, lasting only about 10 minutes, and performance on non-spatial reasoning tasks was unaffected. Such results seem to be unique to the music of Mozart, whereas music not as highly structured did not have measurable effects. Other researchers have demonstrated that compositions of other classical composers such as J. S. Bach show similar benefits. Lozanov (1960) found that playing Baroque instrumental music (such as that of Handel and J. S. Bach) in the background while teaching foreign language vocabulary greatly increased students speed of learning and degree of memory retention. Music with a meter close to 60 beats per minute was found to be most effective; that this rate closely matches that of a relaxed pulse is thought to be significant. Merrill (1991) got 72 mice and divided them into three groups: the hard rock group, the Mozart group, and the control group who had no music at all. He placed the mice in aquariums, and then started playing music 10 hours a day. He put each mouse through a maze three times a week that originally had taken the mice an average of 10 minutes to complete. Over time, the 24 mice in the control group were able to cut about 5 minutes from their maze completion time. The Mozart mice cut their time back 8 1/2 minutes. The hard rock mice added 20 minutes to their time, a 300% increase in maze-running time from their original average. Unfortunately, the study did not go for long because all hard rock mice killed each other. Hardie (1990) studied the effect of music on mathematics anxiety and achievement. Two different environments were used while students took an Intermediate Algebra exam. One group took the exam in silence, while the other group listened to background music during the exam. There was a significant increase in anxiety for the students tested in silence. Ruvinshteyn and Parrino (as cited in Orel, 2007) says research over the past 40 years, Baroque music pulses between 50-60 beats per minute and has been shown to enhance learning of foreign languages and to improve performances in some types of tests. Because of this, the music has been widely marketed as a learning tool. The faculty members studied two groups of classes at Essex County College. In the first group, the instructor played baroque-style music in the background during the first semester. The second group, taught by the same instructors, was not exposed to music during class time. After the first month, surveys showed that students who listened to music were more likely to enjoy class (86 percent vs. 76 percent) and less likely to find mathematics challenging (33 percent vs. 46 percent). Similar changes were noted in both groups regardless of which instructor taught the course. Preliminary results also indicated an improvement in student grades. Weber (2007) stated that Baroque music accelerates learning and enhances both short-term and long-term memory. Physiological effects of Baroque music on learners includes lowering of the blood pressure slows heart beat, decrease of beta waves by 6% but increase of alpha waves by an average of 6%, and the right and left brain hemispheres of the brain synchronized. As the body becomes relax and alert, the mind is able to concentrate more easily. Mowesian and Heyer (1973) tested the basic arithmetic skills of tenth grade students under five different music style conditions: silence, rock music, folk music, classical-instrumental, and classical-vocal. No significant mean exam score differences were found among the five music conditions. They suggested that because music or some other distracter so frequently accompanies participants studying, music may be assumed to raise their morale (p. 108) and that music may make studying and test-taking less tedious, boring, and anxiety-producing (p. 108). Wolfe (1983) researched the use of four volume levels of music while computing mathematics problems. Participants, 200 undergraduate non-music majors, were randomly assigned to 4 treatment groups. The groups were task only (no music), task plus background music at 60 – 70 dB, task plus background music at 70– 80 dB, and task plus background music at 80 – 90 dB. For the three music groups, the music consisted of four instrumental selections from motion picture sound tracks. The results indicated no significant difference in the number of problems completed by each group. Also there was no significant difference in the number of math problems completed correctly among the four groups. The participants were given a questionnaire concerning the effect of the loudness on their ability to complete the task. More participants in the 80 90 decibel music group felt that the loudness of the musical selections seemed to interfere with computing the math problems. Theoretical Framework This study anchors on the theory of human intelligence developed by psychologist Howard Gardner who suggested that there are several ways of perceiving and understanding the world that allow individuals to find and resolve problems they faced. This also interrelates the theory of Burrhus F. Skinner and Edward C. Tolman on the role of environment in learning. In 1983 Howard Gardner, psychology professor at Harvard University, presented his Multiple Intelligence theory based upon many years of research. Promoting the concept that intelligence is not one entity but that there are many different forms of intelligence, Gardner has awakened a revolution in learning. Multiple Intelligence teaching methods recognize eight (though there may be more) forms of intelligence: visual-spatial, linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, and most recently naturalist. Multiple Intelligence teachers strive to broaden students’ familiarity and skill levels in each area. In introducing musical intelligence, Gardner first stands back and identifies its basic core of objective features: rhythm, pitch, harmony, and timbre, but he soon moves closer to dwell on the mysterious emotional power of music. He then presents several kinds of evidence to support his theory that musical ability functions like intelligencewhat composers have called logical musical thinking and the musical mind. Musical abilities illustrate why Gardner rejects the simpler split-brain concept of mind. Although most musical abilities are located in the right hemisphere, trained musicians are likely to draw upon the left hemisphere in solving a task that the novice tackles primarily through the use of right hemisphere mechanisms. The Multiple Intelligence teaching model emphasizes education for understanding rather than rote memory or the mimicking of skills. Practical hands-on skill development is coupled with factual knowledge and the ability to apply skills and information in real-life situations and make meaningful contributions to society. Development of the musical intelligence can be greatly aided by the use of music throughout the curriculum. In addition to learning about musical elements and how to create music, the musical intelligence involves developing an ability to respond to musical sound and the ability to use music effectively in ones life. Edward C. Tolman (1886-1959), in his theory Sign/Purposive Learning indicates that cognitive processes are acquired relationships between environmental stimuli and responses. In his theory, the learner recognizes the significance of a stimulus and its different eatures. By following a series of recognizable signs toward a specific goal, learning becomes purposeful. His definition of stimulus is a perception, it is an environmental event that is processed by the organism, and definition of response is a learned behavior composed of performances. Burrhus F. Skinner (1904-1990), his theory Instrumental Learning contends that the most significant human behavior falls under the general heading of operant behavior, which means that there are observable stimuli that lead to human action. His basic approach is a functional analysis of the relationship between observable behavior and the external variables that identify those elements of the environment associated with the occurrence of a behavior or a response. Manipulation of the environment is involved to produce the desired behavior. Conceptual Framework Since learning is a function of the multiple intelligences inherent in the learner this study looks into the causal relationship between Baroque music and performance in Math problem task. It is said that music enhances the learning process. Figure I represent the conceptual framework of the study. Math Problem Solving ability is an aspect of the logical-mathematical and intelligence which could be affected by environmental stimulation such as the presence of Baroque music while doing a problem solving task. Gender and mental ability as possible factors that may affect problem solving ability are considered as control variables to eliminate their influence on the dependent variable in the study. The Problem Research What is the mean pretest score of the group exposed to Baroque music in the problem-solving task? What is the mean pretest score of the group not exposed to Baroque music in the problem-solving task? What is the mean posttest score of the group exposed to Baroque music in the Math Problem Solving task? What is the mean posttest score of the group not exposed to Baroque music in the Math Problem Solving task? Is there a significant difference in the mean pretest scores between the groups exposed to Baroque music and the group not exposed to Baroque music? Is there a significant difference in the mean posttest scores between the groups exposed to Baroque music and the group not exposed to Baroque music? Hypothesis The following hypothesis are tested in the study: There is no significant difference in the mean pretest scores between the groups exposed and unexposed to Baroque music. There is no significant difference in the posttest scores between groups exposed and unexposed to Baroque music. Definition of Terms Baroque Music- this term is associated with the era and the set of styles of European classical music which were in widespread use between 1600 to 1750. n this study it refers to the instrumental songs composed by Bach (Hapsichord Concerto in F Minor and Air on G String), Vivaldi (The Four Seasons), Albino (Adagio for Strings in G Minor), and Chopin (Nocturne for Piano No. 9). Performance in Math- this phrase refers to the score obtained in the problem-solving task designed to measure mathematical ability. Gender- refers to the sex of the person whether a girl or a boy. Significance of the Study This study is significant to parents because the results will give the them information how Baroque music can help in enhancing the mathematical ability of their children. Parents will encourage their children to appreciate Baroque music, and play it while reading, studying and doing homework. This also provides the teachers information that music is a powerful tool that they can use in the classroom to promote academic achievement and mental discipline. The intentional use of music in the classroom will set the scene and learning atmosphere to enhance teaching and learning activities. School administrators will know the necessary equipments to produce a better performance from their students. The recommendations made in this research are an attempt to find means and solutions to improve instructional facilities needed in subjects where Mathematics is concerned. Chapter II Methodology Research Design This study will utilize an experimental design to investigate the difference in the mathematical problem solving performance of pupils exposed to baroque style of music and those who are not exposed. The pre-test posttest non-equivalent comparison groups quasi-experimental design will be the method of investigation. This design is illustrated bellow: Group 1 01 X03 Group 2 02 04 The above diagram means that group 1 serves as the experimental group and receives the treatment (X). In this study X will be the baroque music. Group 2 will be the control group and does not receive the treatment. 01 and 02 correspond to the pretest while 03 and 04 correspond to the posttest of the control and experimental groups. Population and Sampling Procedure The total population of the Grade Six pupils of Zamboanga City Polytechnic State College is 34 and composed of only one section. Two groups will be used as respondents of the study, one for control and one for experimental. The assignment as to which one will be experimental or control will be done be random. Total enumeration will be used for the number of pupils in the class. Instrumentation An objective type of Math Achievement Test will serve as the instrument to measure Mathematical performance of Grade Six pupils. This will be administered at the start and end at the experimental sessions. Before the administration of the test the self-constructed Math test will be submitted to a panel of experts. Methodological Limitation This study is limited to the investigation of the effect of Baroque music to Mathematics Problem Solving test of the Grade Six Pupils of Zamboanga City State Polytechnic College, located at Baliwasan Chico, Zamboanga City. Data Collection Procedure A. Pre-experimental Phase Permission will be sought from the principal of the Elementary school of Zamboanga City State Polytechnic College to allow the researches to conduct the study. Preparation of the materials such as CD player and the disc containing the song/entitled Harpsichord Concerto in F Minor and Air on G String, The Four Seasons, Adagio for Strings in G Minor, Nocturne for Piano No. , which are Baroque style of musical copies of test instrument. Setting the classrooms that will be used in the conduct of experiments. The classroom setting shall be arranged in such a way that quiet, well ventilated and well-lighted conditions prevail. Discuss and orient with the Math teachers who will serve as confederates of the researchers. They will be briefed on the purpose and mechanics of the research project. This will be done after Math teachers consent to the proposal. B. Experimental Phase The experiment will begin upon opening the school year 2007-2008. he duration of the experimental will be for four weekly class sessions in Math subjects. The assignment as to which class will receive the treatment or serve as experimental groups and control group will be done by random. At the start of the experiment, the Math Achievement Test will be administered to both groups. Results of the test will serve as the pretest component of the experiment. Control Group Condition After the pretest has been conducted, the Math problem solving tasks of Math shall be done without background music. After four weeks a Math Achievement Test will be administered as posttest measure. Experimental Group Condition For this group, Math Problem Solving Task shall be done while baroque music is being played as background music. Data Analysis Procedure Data gathered from the study will be quantitatively analyzed through the use of descriptive and inferential statistics. Computation of the pretest posttest mean scores in the Math Achievement test will be conducted. Mean differences in the pre-test posttest Math Achievement scores between the experimental and control group will be analyzed using t-test.

Compare and Contrast The Grauballe Man Essays

Compare and Contrast The Grauballe Man Essays Compare and Contrast The Grauballe Man Paper Compare and Contrast The Grauballe Man Paper Both poems are inspired by Heaneys fascination with bog people age-old corpses preserved naturally by bogs. The Grauballe man concerns a photograph of a bog man found by Heaney. Heaney creates a vivid connection between the bog and man throughout the poem. As we see in the first stanza, the man lies on a pillow of turf and seems to weep the black river of himself. The man and bog seem to be one with the black river of himself. They appear linked and connected. The atmosphere seems calm and tranquil. The man, although brutally murdered, seems somewhat relaxed and peaceful; he lies on a pillow of turf. The idea of connection between bog and man continues as Heaney writes, the grain of his wrists is like bog oak. Heaney seems to suggest that he has been there so long, they have almost merged together to become one being. Over time, the man has gradually become part of the bog; they have a mutual relationship. This theme continues as the mans instep is described as being like a wet swamp root. The man has gradually become at one with his surroundings, to the point that he and the swamp have effectively fused into one being. Throughout the first four stanzas, Heaney picks the man apart, comparing his various body parts to different elements of the swamp, namely in stanza four his hips are the ridge and purse of a mussel, his spine an eel arrested under the glisten of mud. This is done to the point that the man seems less human and more like an object, as you would view any other part of the bog. Furthermore, it seems to Heaney he appears to be an object of beauty. He describes him intensely, like a natural wonder. The persona seems fascinated by the body. The first four stanzas act as a significant contrast to the opening description of Punishment. There is no sense of the beauty or delicacy that we find in The Grauballe man. Heaney violently begins with I can feel the tug of the halter at the nape of her neck. This discomforting beginning immediately creates a dark mood. Whilst in The Grauballe man you are merely observing a body, here you are immediately being forced to connect and identify with it. It is much more personal. The raw description continues with the wind of her naked front. The body seems exposed and undignified, in a different way to the Grauballe man, like an object. The Grauballe man is described to be a thing of beauty, whilst the body in punishment seems discarded and degraded. This idea continues as we see she has a shaved head like a black stubble of corn. We can see she has been ritually disgraced and removed of her dignity. Heaney describes her drowned body and the weighing stone that drowned her. Thus is unlike the Grauballe man, who, although we find has also been murdered, seems relaxed and peaceful. The descriptive language used in the first half of each poem is also very different. Punishment uses short, abrasive sounding words such as tug and nape. Heaney uses small amounts of vowels, packing words full of consonants, such as rigging. The verbs used are forceful and aggressive such as, tug, shake and drowned. This all amounts to create a feeling of tension, aggression and unease. The language used in the first half of The Grauballe Man is very dissimilar. Heaney uses longer, smoother sounding words. He employs long vowel sounds in words such as poured and grain, creating a much more relaxed mood. This relaxed mood, however, is abruptly broken as Heaney unexpectedly uses the phrase slashed throat. It is a stark contrast to the language we have heard up to this point. So far, the language used has been smooth and gentle, opposite to the harsh, coarse sounding slashed throat. It completely breaks the atmosphere of the poem. The harsh sounds emphasise the brutality of the wound. This continues with tanned and toughened. Yet this is only a brief lapse in mood, as the poem reverts to its previous state. The language is again calm. Heaney manages to find beauty in even the most brutal element of the man with the cured wound opens inwards to a dark elderberry place. He sees rich, deep colour in the savage wound. Both poems experience similar changes in focus half way through. The focus changes from just description to thought and consideration of the described. In Punishment, we begin to sense a feeling of guilt coming from Heaney as he first describes the woman as little adulteress. From here, the poem takes on a different level. A similar transition occurs in The Grauballe Man, as Heaney begins to question the reader with Who will say corpse to his vivid cast? Who will say body to his opaque repose? Heaney views the man as more than just a corpse or body, he mocks such defamatory notions. He sees the man as much more. Furthermore, Heaney goes on to compare the man to a foetus and baby. He is comparing an age-old corpse, which we would usually never associate with any form of life, with possibly the clearest expression of life, a baby or foetus. Heaney describes the profound effect the image of the man has on him, perfected in my memory, down to the most specific detail, the red horn of his nails. In Punishment, we see the persona begins to feel guilt as he looks as the body. Heaney describes the tar-black face of the body and addresses her as poor scapegoat. We see now she was killed for committing adultery, the tarring and feathering a common social humiliation for committing such a crime. Heaney goes on to say I almost love you, but would have cast, I know, the stones of silence. This is the beginning of his apparent admission of guilt. It is from this point that Heaney begins to relate the poem to modern day Ireland. Heaney describes himself as the artful voyeur, partly responsible for her situation, as he goes on to say I who have stood dumb when your betraying sisters, cauled in tar, wept by the railings. He is referring to the common humiliation of catholic girls in the period of the Irish Troubles, who would be publicly tarred and feathered if found to be corresponding or romancing with protestants or British soldiers. Heaney is saying he has seen such incidents occur and stood dumb, letting it happen. Heaney describes himself to connive in civilized outrage, yet understand the exact and tribal, intimate revenge. Although he would appear to be outraged, he says he understands the tribal revenge. The use of the word tribal is also very significant; as there were tribes hundreds of years ago at the time of the dead girl, there are now Catholics and Protestants. He is consumed by guilt at the sight of the brutalised corpse, as he sees he is no better than those who killed the girl. In much the same way, Heaney also relates The Grauballe Man to modern day Ireland. As we see with hung in the scales with the dying Gaul with the actual weight of each hooded victim slashed and dumped he compare death of a warrior Gaul with the futile, anonymous deaths of present day sectarian victims. Both poems follow this format, ending by relating the bodies to modern day Ireland. Both poems are concerned with the cyclical nature of humanity. Heaney aims to show that although societies change and we develop fraudulent notions of how civilized we are, we remain intrinsically the same. We are always capable of committing the most horrific acts of brutality. He is trying to tell us that there will always be fighting tribes and they with never differ hugely. Images from two thousand years ago match perfectly with the headlines of Ireland in the period of the Troubles.

Global Health Issue Essay Example | Topics and Well Written Essays - 1250 words

Global Health Issue - Essay Example Since its foundation in 1948, it has developed into the largest healthcare system in the world which is funded through the public money. It is also considered as one of the most efficient and comprehensive healthcare systems in the world. (Gillies, 2003) NHS, with primary responsibility to administer healthcare in the country, however, works through the collaboration of different smaller organizations which contribute towards the overall achievement of healthcare. However, despite controlling most of the country’s healthcare system, there are also private sector providers of healthcare which offers important healthcare delivery services which are separate from NHS and are primarily funded through private contributions or through insurance. This paper will explore and study the healthcare system of England and will attempt to answer the question of how the healthcare is primarily delivered, how it is funded, how the care is delivered to chronically ill patients, patients who are dying and the selection criteria for patients for certain procedures. England has started to revamp its healthcare system since 2013 and new changes are being put in place to further rationalize and improve the healthcare system within the country. With the new changes, the roles have been redefined however, the primary healthcare delivery is still in the hands of National Health Service or NHS as it is called in the country. The overall healthcare services are delivered in England through the hospitals running under the management of NHS. Apart from the hospitals, there are smaller clinics which are located at various places within the country to offer easy and accessible GP services to the patients and mostly cater to the needs of the patients working as Outpatient Clinics. (Department of Health, 2014) Private clinics and certain other prescription services are also in place catering to the various needs of the patients. Such delivery services are offered either through the

Kurdish People in New Turkish Cinema Essay Example | Topics and Well Written Essays - 1000 words

Kurdish People in New Turkish Cinema - Essay Example The neo-realistic style is appropriate because the plight of Kurds is real. The films are good in terms of Kurdish culture, landscape and the vision of the Kurds. The movies praise the Kurd’s lifestyle, as it is by a Kurdish for Kurdish people. They are written and spoken in Kurdish language, thus unique as few films take Kurds as a subject matter and use the language too. International attention has also been drawn in the movies. The movies represent all aspects of Kurdish; the climate, the landscape, dressing code, behaviors, and culture in their land. The Kurds have used plays, music and films in the recent past to express themselves. The changing status of women representation in Turkey society, the effect of internal and external people and the East-West tug of war on Turkey through; faith, economics, politics, and so forth. The government has also allowed the teaching of Kurdish language in private universities. National cinema and Turkish filmmaking has received little English language attention as language equals to identity, and it is the root of any culture. Plays and art have been made to make the culture of Kurdish identified. Turkish cinema has gone under some renascence of late which gives various identities of a Turkish cinema. In Turkey, the language is mainly the contentious feature of Kurdish films. Kurdish directors have made Kurdish themed films yet it is not the official language in Turkey. In Turkey the films have shown that they can be formed and awarded. The movies â€Å"I saw the sun† and â€Å"The Breath† begins at the beginning just like many other movies. In the beginning where Muslim women could not be actors, non-Muslims minorities assumed the female role. Attention is given to women representation in film production. Directors and crew members are from Kurds who are minority and do not normally receive acknowledgement, making them to hide or down play their origins yet they have played a large role in the cinema (Mackenzie, 119). The movies appeal against discrimination and prejudice. There can be various reasons for the rise in Kurdish Cinema. International success can be classified as one of them, as they represent the lives of Kurdish people. It motivates young Kurdish people to engage in cinema and has turned into a way of self-description and liberation. This has made many young people to get film education at the university. The existence of Kurdish themed cinema started way back in 1960’s in Turkey . They portrayed eastern characters but it was only late in 2007 that it was portrayed as â€Å"Kurdish cinema†. This motivated a historical evaluation of cinematic production in Turkey by the definition of Kurdish cinema. The rise of Kurdish film directors and film critics has made the distinction between Turkish cinema and Kurdish cinema (Stanley, 276). Social issues in Turkish cinema have become a source of repression and difficult to solve. There is the issue of self-cencership and government censorship. The funding is also from European sources rather from the Turkish. The urbanization aspect has also threatened Kurdish culture as the use of mother tongue is a human rights violation thus; music, fairytales, lullabies and films from the villages are transferred from the heritage to new generations. The situation has changed considerably as there are Kurdish-language books, music, and some theatre troupe’s stage productions in Kurdish too. The films show how the Kur dish

Computer Crime and Security Essay Example | Topics and Well Written Essays - 1500 words

Computer Crime and Security - Essay Example Later investigations revealed that it was an insider incident, involved the theft of subsequent selling of patients' credit card numbers, and that the activities emanates from the Call Centre. Having provided you with a general overview of the situation, I will now explain its potential and actual consequences, summarize the results of the post-mortem and clarify both lessons learnt and future action. In regulating conduct related to the use of computers, the United States government currently defines a computer as "an electronic, optical, electrochemical, or other high-speed data processing device performing logical, arithmetic, or storage functions, and includes any data storage facility or communications facility directly related to or operating in conjunction with such a device" (United States Computer Fraud and Abuse Act (e)(l), 1984, cited in Kipper, 2007, p. 194). This definition accounts for the way in which IT has fused data storage, computing and telecommunications technologies and in so doing, touches upon the potential of both the computing and telecommunications technologies to violate the integrity and confidentiality of the stored data. The United States Department Of Commerce (2000) highlighted this threat in its report on the proliferation of computer use and internet access, not just in the United States but, across the world. As the greater majority of corporat ions, both in the United States and worldwide, are relying on IT for data storage and processing, increased popular access to IT renders corporate systems vulnerable to unauthorized penetration and the associate accessing of private and confidential data (U.S. Department of Commerce, 2000). While it is the responsibility of corporate entities to ensure the securitization of their networks, absolute inviolability is practically impossible to achieve. It is, thus, that recent years have witnessed the ever-increasing adoption of computers in the commission of crimes of fraud and theft (Power, 2000). Our company has recently fallen victim to one such incident. 3 Incident Overview On January 16th, 2008, a periodic review of our IT activities logs evidenced a string of unusual activities. Almost 10,000 patient files had been accessed and the data they contained had been transferred to an external medium, possibly an external hard drive. The IT department had no record of authorizing any individual this level of access and, indeed, there was no legitimate justification for the access of 10,000 patient files. The incident was terribly worrisome as these files contain sensitive data such as patients' social security, insurance and credit card numbers, not to mention home and place of employment addresses and contact information. The IT department immediately contacted the Legal Department and appraised its Director of the situation who, in turn, contacted law enforcement and did the same. 4 Post Mortem After reporting the incident to the Legal Department and law enforcement officials, the IT department launched an intensive post mortem investigation. The investigation, which followed standard procedures which will be described shortly, had several objectives. These were the identification of the source, as in whether it was an insider or outsider incident;

Leukemia: An overview

Leukemia: An overview What Is Leukemia? Leukemia is the general term used to describe four different disease-types called: Acute Myelogenous (AML), Acute Lymphocytic (ALL), Chronic Myleogenous (CML), and Chronic Lymphocytic (CLL). AML, the most common type of leukemia, is an attacking cancer of the bone marrow and blood. ALL, the most common in young children and adults over 50, is a cancer of the lymphocytes. CML is a cancer of the blood-producing cells of the bone marrow. CLL is a cancer of the lymphocytes. What are the Symptoms of Leukemia? The symptoms for leukemia depend on the type of leukemia. For AML, the symptoms are: fatigue, weakness, easy bruising or bleeding, weight loss, fever, bone or abdominal pain, difficulty breathing, frequent infections, swollen glands, and swollen or bleeding gums. For ALL, the symptoms are: fatigue, weakness, easy bruising or bleeding, weight loss, fever, bone or abdominal pain, dyspnea (difficulty breathing), frequent infections, swollen glands, and enlarged liver or spleen. For CML, the symptoms are: fatigue, excessive sweating, weight loss, and abdominal swelling or discomfort because of enlarged spleen. For CLL, the symptoms are: swelling of the lymph nodes in the neck, under the arms, or in the groin, discomfort or fullness in the upper left part of the abdomen because of enlarged spleen, fatigue, fever or infection, abnormal bleeding, and weight loss. What is the Diagnosis? The diagnosis for leukemia again depends on the type of leukemia. For AML, the tests that may be used to diagnosis a patient with AML are: blood tests, bone marrow biopsy, lumbar puncture, imaging tests, and subtypes. The tests that may be used to diagnose a patient with ALL is a little bit different. They are: blood tests, bone marrow biopsy, flow cytometry and cytochemistry, cytogenetics, lumbar puncture, and imaging tests. The tests for CML are: blood tests, bone marrow biopsy, cytogenetics, and imaging tests. The tests for CLL are: blood tests, bone marrow biopsy, flow cytometry and cytochemistry, and imaging tests. Some of the factors that may be considered by your doctor when choosing a diagnosis test are: age and medical condition, the type of cancer, severity of symptoms, and previous test results. What are the Risk Factors? A risk factor is anything that increases a persons chance of developing cancer. Some can be controlled, while some others cant. Most do not directly cause cancer. The risk factors that may raise your chances to get any one of those types of leukemia are: your age, if you smoked or if you are smoking, genetic disorders, high doses of radiation, if you had a previous chemotherapy treatment, race, viruses, gender, family history, and ethnicity. What is the Treatment? The treatment for each type of leukemia may depend on the classification, how healthy the person is, the patients stage, risk status, the subtype, morphology, and cytogenetics. Some of the kinds of treatments are: chemotherapy, induction, complete remission (CR), consolidation therapy, maintenance therapy, re-induction therapy, and central nervous system prophylaxis (preventive treatment), consolidation or intensification, Acute Promyelocytic Leukemia Treatment (APL), Imatinib, Dasatinib, Nilotinib, stem cell transplantation/bone marrow transplantation, Interferon, SCT, Hydroxyurea, and Biologic therapy. What are the Side Effects of Cancer and Cancer Treatment? Cancer and cancer treatment can cause a variety of side effects. Some of the side effects are: constipation, fatigue, hair loss, infection, mouth sores, nausea and vomiting, Neutropenia, skin problems, and Thromboc- ytopenia. Not all patients have side effects. What about After Treatment? After treatment, talk to your doctor about developing a follow-up care plan. People that are in remission should have regular follow-up examinations for a few years to see if there is any sign of relapse or late effects. What are Some Questions to Ask the Doctor? Some questions that you should ask the doctor are: â€Å"What is my Diagnosis?, What does this all mean?, What subtype of (ALL, AML, CML, and CLL) do I have?, What are the possible side effects of this treatment?, What clinical trials are open to me?, Do I need to start treatment right away?, How likely is it that my (ALL, AML, CML, or CLL) will go into remission?, How will the treatment affect my normal activities, including my ability to work or attend school?, What support services are available to me?, Can you recommend a leukemia specialist?, and Where is the best place for me to be treated?.† What is the Classification for ALL Leukemia? The doctors classify ALL based on the type of lymphocytes that are affected.

Kent State Massacre :: essays research papers

The Virginia and Kentucky Resolutions   Ã‚  Ã‚  Ã‚  Ã‚  The Virginia and Kentucky Resolutions were authored in secret by Thomas Jefferson and James Madison in response to the repressive Alien and Sedition Acts passed in 1798. In the opinion of Jefferson and Madison, the Acts were unjust. They also represented a major victory for the Federalists. By writing the Resolutions, Jefferson and Madison spearheaded the protests of those against the Alien and Sedition Acts and those in support of stronger states’ rights. Although the Resolutions were successful in the two originating states, they did not have much success in the other states. Still, the new ideas presented in the Resolutions were almost revolutionary. Although the Virginia and Kentucky Resolutions of 1798 and 1799 were not very successful, they were important because they provided necessary arguments for the supporters of greater states’ rights against the proponents of a stronger central government.   Ã‚  Ã‚  Ã‚  Ã‚  The Alien and Sedition Acts played major roles in the coming about of the Virginia and Kentucky Resolutions. Passed in early 1798, the Acts laid down a number of harsh restrictions on foreigners. The Alien Act stretched the minimum years for eligibility for naturalization from five years to fourteen years. It also gave the President the power to expel any alien from the country. The Sedition Act was even harsher; it gave the government the right to arrest anyone accused of seditious activities. The Sedition Act thus cracked down on many Jeffersonian newspapers which criticized the government. Of course, Jefferson criticized these Acts; he even called them â€Å"worthy of the 8th and 9th century† (2 / p.174). With these laws the Federalists were thought to be stifling the power of the Jeffersonians.   Ã‚  Ã‚  Ã‚  Ã‚  Through the Alien and Sedition Acts, those in support of a stronger federal government achieved a major victory. The Acts gave new powers which were not dictated in the Constitution to both the executive and legislative branches. The Federalists were able to pass these acts with their logic based upon loose translations of the Constitution, especially the â€Å"elastic clause.† In peacetime, these Acts would not have had a chance in being passed, but the undeclared war with France had riled up Congress enough to accept these loose translations.   Ã‚  Ã‚  Ã‚  Ã‚  The opponents of the Alien and Sedition Acts were led by Jefferson and Madison; in response to the Acts the Republicans launched an attack on what they believed were breaches of the Constitution. The attack on the Alien and Sedition Acts was based upon the â€Å"strict construction theory† of the Republicans.

Hris Case Study

HRIS Case study 1. How does this position help the HR function become a strategic partner of the organization? MOMIRI companies realize that quality personal are the key to success. That means the company can achieve its strategic goals by the support of human capital. Therefore, proper management of human capital is the core factor for company to reach its strategic goals. Thus, HRIS, of which primary objective is to maximize the value of an organization’s human capital, can serve as a significant strategic partner of the organization.In addition, according to the duties and responsibilities of the HRIS administrator, since the HRIS administer serves as key systems liaison with other department such as payroll, HRIS administer can also help other department and build an integrate relationship between HR and other department. That relationship can provide a very insightful view for HR department and help the company to make and implement its strategic goals by providing some u seful information of employees. 2. From the position description, identify the traditional, transactional, and transformational HR activities that this position is involved with.Traditional: Conduct new hire in process to include systems training for new employees and entering new employee information in Costpoint. Conduct termination out-processing to include entering employee separation information in Costpoint and reporting attrition data. Process personal actions (hires, terminations, pay & title changes, promotions, employment status, etc) to include entering data into HRIS. Transactional: Support and maintains the HRIS in addition to other systems supported by the management of enterprise applications.Provide detail and aggregate information for salary surveys and regulatory reporting. Maintain data integrity in ATS, HRIS, and other enterprise system by running queries and analyzing and fully auditing data across all HR departments. Transformational: Provide HR tools and resou rces for management and staff to accomplishment their goals and objectives. Serve as key systems liaison with other departments and process stakeholders. 3. Using the key responsibilities identified for this position, explain why and how the HRIS function plays a pivotal role in the organizational model as described in this chapter.The HRIS function keeps and manages all the employees’ information. The HRIS analyzes the employees’ information such as performance and skills and identifies some talented person to plan and implement project. In addition, the HRIS can help make payrolls and thus build an integrate relationship with other finance and accounting software. Last but not least, HRIS can enhance efficiency and effectiveness of HR administrative functions and improve employees satisfaction by delivering HR services more quickly and accurately.

How to Say “Good Morning” in Japanese + 9 Other Greetings

How to Say â€Å"Good Morning† in Japanese + 9 Other Greetings SAT / ACT Prep Online Guides and Tips If you're heading to Japan or thinking of studying Japanese, you’ll definitely want a firm grasp of the basic greetings and phrases. What’s "good morning" in Japanese? What's "good afternoon" in Japanese? In this article, I will teach you 10 common Japanese greetings, from how to say good morning in Japanese to how to introduce yourself properly. I’ll then give you my top tips for using these greetings both appropriately and effectively. 10 Common Japanese Greetings and How to Use Them The Japanese language uses different greetings depending on the time of day (as English does) and the situation (such as whether the person you’re greeting is a close friend or a superior at work). Let’s take a look at the most common Japanese phrases and how to use them. #1: Good Morning = OhayÃ…  㠁Šã  ¯Ã£â€šË†Ã£ â€  / OhayÃ…  Gozaimasu 㠁Šã  ¯Ã£â€šË†Ã£ â€ Ã£ â€Ã£ â€"㠁„㠁 ¾Ã£ â„¢ It’s essential to know how to say good morning in Japanese. There are two basic ways to say this greeting, depending on the level of formality you’re using (and are expected to use). The first way to say good morning is ohayÃ…  㠁Šã  ¯Ã£â€šË†Ã£ â€  (pronounced a lot like the state Ohio). This is the casual form, which you'd mainly use with close friends and family members. The second way to say good morning in Japanese is ohayÃ…  gozaimasu 㠁Šã  ¯Ã£â€šË†Ã£ â€ Ã£ â€Ã£ â€"㠁„㠁 ¾Ã£ â„¢. This is a more formal version. Gozaimasu is a common suffix in Japanese used to indicate a high degree of politeness and respect. Since this form is more polite, you’ll often hear it in Japan in places such as schools, stores, workplaces, etc. Pronunciation OhayÃ…  sounds very similar to the US state Ohio (oh-high-yoh). The only big difference is that you enunciate the "y" sound a little more strongly and hold the final "o" sound out longer (that’s why there’s a line above the letter). Gozaimasu is pronounced goh-zigh-moss. Usage While most people use this greeting in the morning (no surprise there!), it’s not rare to hear ohayÃ…  gozaimasu or ohayÃ…  in the afternoon, too, especially if it’s the first time you’re seeing someone that day (such as if your work day starts at 1 pm). It’s common to say ohayÃ…  gozaimasu while bowing (formal) or giving a nod and a smile (less formal). Typically written in the hiragana alphabet as 㠁Šã  ¯Ã£â€šË†Ã£ â€  (ohayÃ… ) or 㠁Šã  ¯Ã£â€šË†Ã£ â€ Ã£ â€Ã£ â€"㠁„㠁 ¾Ã£ â„¢ (ohayÃ…  gozaimasu). #2: Good Afternoon / Hello = Konnichiwa 㠁“ん㠁 «Ã£  ¡Ã£  ¯ This famous Japanese greeting is well known in the English-speaking world (though we’ve actually butchered the pronunciation a bit!). Konnichiwa 㠁“ん㠁 «Ã£  ¡Ã£  ¯ means good afternoon in Japanese- or, more generally, hello- and is typically used from late morning to late afternoon. Pronunciation The pronunciation of konnichiwa is kohn-nee-chee-wah. Make sure to hold out the "n" sound in the middle of the word (that’s why there are two of them). It'll probably feel a bit weird doing this if you’re not used to Japanese sounds, but trust me when I say it’ll make you sound much more like a native speaker in the end! Usage Unlike the difference between ohayÃ…  and ohayÃ…  gozaimasu, you may say konnichiwa with people you either know or don’t know equally. Like ohayÃ…  gozaimasu, it’s common to say konnichiwa while bowing (formal) or giving a head nod and a smile (less formal). Typically written in the hiragana alphabet as 㠁“ん㠁 «Ã£  ¡Ã£  ¯, though it may also be written in kanji as ä »Å Ã¦â€" ¥Ã£  ¯. This second spelling can be confusing, however, as it also means 㠁 Ã£â€šâ€¡Ã£ â€ Ã£  ¯ (kyÃ…  wa), or "as for today." When it starts to get dark like this, konnichiwa just won't cut it. #3: Good Evening = Konbanwa / Kombanwa 㠁“ん㠁 °Ã£â€šâ€œÃ£  ¯ Making our way to the end of the day now! Konbanwa (or kombanwa) 㠁“ん㠁 °Ã£â€šâ€œÃ£  ¯, meaning good evening, is primarily used- you guessed it- in the evening and at night. There’s no exact time you must begin using this phrase instead of konnichiwa. In general, though, once it starts to get dark out, this is the greeting to use. Pronunciation The pronunciation of konbanwa is kohn-bahn-wah; however, note that the "n" sounds here are a little more nasal-sounding than they would be in English. This is why you’ll sometimes see the first "n" in konbanwa written as an "m" (kombanwa). Pronouncing this first "n" more like an "m" will ultimately help you sound more like a native Japanese speaker. As for the second "n," think of it as if you're saying the "ng" sound, but without the final "g." Usage Unlike the difference between ohayÃ…  and ohayÃ…  gozaimasu, you may say konbanwa with people you either know or don’t know equally. It’s common to say konbanwa while bowing (formal) or giving a head nod and a smile (less formal). Typically written in the hiragana alphabet as 㠁“ん㠁 °Ã£â€šâ€œÃ£  ¯, though it may also be written in kanji as ä »Å Ã¦â„¢ ©Ã£  ¯. #4: Good Night = Oyasuminasai 㠁Šã‚„㠁™ã  ¿Ã£  ªÃ£ â€¢Ã£ â€ž Oyasuminasai 㠁Šã‚„㠁™ã  ¿Ã£  ªÃ£ â€¢Ã£ â€ž is used the same way its English equivalent, "good night," is used. In Japan, it's customary to say this phrase when preparing to go to bed, or when about to head home after a night out with friends and/or coworkers. Pronunciation Oyasuminasai is pronounced oh-yah-soo-mee-nah-sigh. Usage You may use the casual form oyasumi 㠁Šã‚„㠁™ã  ¿ when saying good night to a family member or close friend. Can be written in all hiragana as 㠁Šã‚„㠁™ã  ¿Ã£  ªÃ£ â€¢Ã£ â€ž, or with kanji as 㠁Šä ¼â€˜Ã£  ¿Ã£  ªÃ£ â€¢Ã£ â€ž (ä ¼â€˜Ã£  ¿ means "rest"). The proper way to introduce yourself in English ... to the man who killed your father. (oxygeon/Flickr) #5: How Do You Do? = Hajimemashite 㠁 ¯Ã£ ËœÃ£â€š Ã£  ¾Ã£ â€"㠁 ¦ Hajimemashite 㠁 ¯Ã£ ËœÃ£â€š Ã£  ¾Ã£ â€"㠁 ¦ should only be used when meeting someone for the first time. It is similar to the English greeting "How do you do?" though some might translate it as "Nice to meet you" or "Pleased to meet you." Pronunciation This word is pretty much pronounced how it’s spelled: ha-jee-meh-mosh-teh. Notice how you don’t overly enunciate the "i" after the "sh" sound. Usage This phrase is generally the first thing you say to someone new, followed by your name and then another common phrase: dÃ… zo yoroshiku or yoroshiku onegaishimasu (see below for more on this greeting), which is typically translated as "Nice to meet you." Usually written in hiragana as 㠁 ¯Ã£ ËœÃ£â€š Ã£  ¾Ã£ â€"㠁 ¦, though you may also write it with kanji as åˆ Ã£â€š Ã£  ¾Ã£ â€"㠁 ¦ (åˆ  means "for the first time"). #6: Nice to Meet You / Thank You = Yoroshiku Onegaishimasu よã‚ Ã£ â€"㠁 Ã£ Å Ã© ¡ËœÃ£ â€žÃ£ â€"㠁 ¾Ã£ â„¢ Yoroshiku onegaishimasu よã‚ Ã£ â€"㠁 Ã£ Å Ã© ¡ËœÃ£ â€žÃ£ â€"㠁 ¾Ã£ â„¢ is a somewhat complicated greeting, as there are many different ways to use and say it. As a result, it doesn’t translate easily into English. One translation of yoroshiku onegaishimasu is "Nice to meet you" or "Please treat me well" if you say it when meeting someone new. That said, it can also mean "Please and thank you" or "Thank you in advance" if you are instead using it to ask someone for a favor. Other translations of this phrase include "Thank you for understanding" or "I am indebted to you" (if someone is doing or will be doing something to help or benefit you in some way). In terms of formality, there are multiple ways to say yoroshiku onegaishimasu in Japanese. Here are the different versions of this phrase, from most formal to least formal: DÃ… zo yoroshiku onegaishimasu 㠁 ©Ã£ â€ Ã£ Å¾Ã£â€šË†Ã£â€š Ã£ â€"㠁 Ã£ Å Ã© ¡ËœÃ£ â€žÃ£ â€"㠁 ¾Ã£ â„¢ (more formal) Yoroshiku onegaishimasu よã‚ Ã£ â€"㠁 Ã£ Å Ã© ¡ËœÃ£ â€žÃ£ â€"㠁 ¾Ã£ â„¢ (formal) DÃ… zo yoroshiku 㠁 ©Ã£ â€ Ã£ Å¾Ã£â€šË†Ã£â€š Ã£ â€"㠁  (less formal) Yoroshiku よã‚ Ã£ â€"㠁  (casual) Pronunciation DÃ… zo is pronounced doh-zoh. Make sure to extend the first "oh" sound a bit (you can see it has the line above it to indicate this). Yoroshiku is also pronounced pretty simply: yoh-roh-shee-koo. Note that the "r" sound in Japanese is very different from the English "r." It’s a lot more like a mix between an "r," "l," and "d" (similar to how North Americans pronounce the "d" sound in "ladder" or the "t" sound in "better"). Onegaishimasu is pronounced oh-neh-guy-shee-moss. Note that you don’t need to overly enunciate the final "u" sound. Usage This is a go-to phrase for Japanese people, as it fits many kinds of situations. It is a polite (and expected) way to thank someone in advance and to address someone you have just met ("Nice to meet you"). It’s common to say this phrase while bowing (formal) or offering a head nod and a smile (less formal), especially when meeting someone for the first time. "Long time, no see," said the girl who had just seen her cat two minutes earlier. #7: Long Time, No See = Ohisashiburi Desu 㠁Šä ¹â€¦Ã£ â€"㠁 ¶Ã£â€šÅ Ã£  §Ã£ â„¢ The greeting ohisashiburi desu 㠁Šä ¹â€¦Ã£ â€"㠁 ¶Ã£â€šÅ Ã£  §Ã£ â„¢ is best translated as "Long time, no see!" It can also be translated as "It’s been a while." This is the phrase you use when you haven’t seen somebody in a long time; you cannot use it when meeting someone for the first time. There are different ways to say this phrase depending on the level of formality you want to use. Ohisashiburi desu is the formal version. However, you can shorten this to hisashiburi ä ¹â€¦Ã£ â€"㠁 ¶Ã£â€šÅ  if the situation is casual (e.g., you’re speaking with a friend or family member). Pronunciation Ohisashiburi desu is pronounced oh-hee-sah-shee-boo-ree-dess. Note that the final "u" in desu is very soft- so much so that you can basically drop it altogether. Remember that the Japanese "r" sound is not like the English "r" and is actually more closely related to the "d" sound in the word "ladder" (in short, it's a mix between a "d," "r," and "l" sound). Usage Many people add the suffix ne 㠁 ­ to the end of this greeting; this is similar to asking for a sign of agreement (like the English "you know?" or "isn’t it?"). You could say ohisashiburi desu ne 㠁Šä ¹â€¦Ã£ â€"㠁 ¶Ã£â€šÅ Ã£  §Ã£ â„¢Ã£  ­ (formal) or hisashiburi ne ä ¹â€¦Ã£ â€"㠁 ¶Ã£â€šÅ Ã£  ­ (casual). #8: Goodbye = SayÃ… nara 㠁•ã‚ˆã â€ Ã£  ªÃ£â€šâ€° or Shitsureishimasu Ã¥ ¤ ±Ã§ ¤ ¼Ã£ â€"㠁 ¾Ã£ â„¢ You’ve likely heard the first of these two phrases, but did you know that it’s not always appropriate to use sayÃ… nara 㠁•ã‚ˆã â€ Ã£  ªÃ£â€šâ€°- even when you mean to say goodbye? In truth, sayÃ… nara implies that you’ll be leaving for a long time or won’t be seeing whomever you’re saying goodbye to for a while (or even ever again). You can think of it as being similar to the English word farewell in that it's somewhat dramatic and theatrical. As a result, it’s not actually used all that often in everyday Japanese conversation. By contrast, shitsureishimasu Ã¥ ¤ ±Ã§ ¤ ¼Ã£ â€"㠁 ¾Ã£ â„¢ is a more formal (and common) way of saying goodbye. It’s often used in places such as schools, workplaces, hospitals, etc. There is no implication here that you won’t be seeing the person again for a long time. This phrase literally translates to "I am going to be rude" or "Excuse me for being rude." Pronunciation SayÃ… nara is pronounced sah-yoh-nah-rah. Once again, do not pronounce the "r" as you would an English "r" but rather as you do the "d" sound in the word "ladder." Be sure to also stress the "o" sound, as this is elongated. Shitsureishimasu is pronounced sheet-soo-ray-shee-moss. As mentioned above, do not pronounce the "r" sound as you would an English "r." You can also drop the final "u" sound, as this is very soft (so it sounds more like "moss," not "moss-oo"). Usage What exactly is the difference between sayÃ… nara and shitsureishimasu? Here’s an example: you’ve just finished work and are preparing to say goodbye to your coworkers. If you say shitsureishimasu, this means that you’re going now (and will see them tomorrow). On the other hand, if you say sayÃ… nara, your coworkers would most likely become worried, possibly thinking that you’ve been fired or are planning to leave work permanently! Shitsureishimasu can also mean "Excuse me" or "Excuse me for bothering you" when entering a teacher or boss’s office. In this sense, it’s both a greeting and a parting phrase. When leaving to go home from work early, it's customary to say osakini shitsureishimasu 㠁Šå…ˆã  «Ã¥ ¤ ±Ã§ ¤ ¼Ã£ â€"㠁 ¾Ã£ â„¢ ("Excuse me for leaving early/first"). The osakini indicates that you are excusing yourself for leaving before your coworkers and/or superiors do. "See you, everyone," whimpered Kermit as the cat finally put his paw down. #9: See You = Jaa Ne 㠁˜ã‚Æ'㠁‚㠁 ­ or Mata Ne 㠁 ¾Ã£ Å¸Ã£  ­ These are the two phrases to use when saying goodbye in casual situations- not sayÃ… nara (which is somewhat dramatic) or shitsureishimasu (which is quite formal). Both jaa ne 㠁˜ã‚Æ'㠁‚㠁 ­ and mata ne 㠁 ¾Ã£ Å¸Ã£  ­ mean something along the lines of "See you later!" or "See you!" You may also add the jaa part to mata ne by saying jaa mata ne 㠁˜ã‚Æ'㠁‚㠁 ¾Ã£ Å¸Ã£  ­ or just jaa mata 㠁˜ã‚Æ'㠁‚㠁 ¾Ã£ Å¸ (jaa means "well" or "then"). Pronunciation Both of these phrases are easy to pronounce. Jaa ne is pronounced jah-neh (the two a's mean you should hold out the "ah" sound a little bit). Mata ne is pronounced mah-tah-neh, with the stress on the "mah" syllable. Here's a helpful video that explains the differences between various ways of saying goodbye in the Japanese language: Usage Don’t use these parting phrases in formal situations, such as at work or when speaking to a teacher at school. There are a few variations of these phrases. Others include mata ashita 㠁 ¾Ã£ Å¸Ã¦ËœÅ½Ã¦â€" ¥ (see you tomorrow) and dewa mata ne 㠁 §Ã£  ¯Ã£  ¾Ã£ Å¸Ã£  ­ (dewa is the formal form of jaa). #10: Welcome = Irasshaimase 㠁„ら㠁 £Ã£ â€"ã‚Æ'㠁„㠁 ¾Ã£ â€º Irasshaimase 㠁„ら㠁 £Ã£ â€"ã‚Æ'㠁„㠁 ¾Ã£ â€º is a highly common word you’ll hear in Japan, though you yourself probably won’t use it all that much, if at all. The word means "Welcome!" and is primarily used by shopkeepers, restaurant workers, and others to greet customers who enter the shop/store, restaurant, or other business. Pronunciation Irasshaimase is a pretty fun word to say, especially if you want to accurately mimic shopkeepers. It is pronounced ee-rah-shy-moss-eh, with a slight pause between the "rah" and "shy" sounds. Don't forget that the Japanese "r" sounds like a combination of the English "r," "l," and "d" sounds. Usage Although you most likely won’t need to say this word aloud, it’s important to understand what it means so that you can know why people are yelling it at you when you enter a store! There’s no need to respond to this greeting. However, it doesn’t hurt to offer a polite nod and a smile, especially if the person saying it is looking at you or in your direction. You might occasionally hear the shortened version of this word, irasshai 㠁„ら㠁 £Ã£ â€"ã‚Æ'㠁„. Mastering Japanese greetings takes time- but luckily not as long as mastering calligraphy does. How to Use Japanese Greetings: 2 Essential Tips We’ve gone over quite a few common greetings, from how to say good morning in Japanese to how to welcome customers to a shop or restaurant in Japanese. Now, we'll look at two essential tips to help you use all of these Japanese greetings correctly. Tip 1: Bow When Appropriate Not every situation requires a 90 degree bow, but it’s important to remember to bow (or at least offer a deep head nod) when appropriate so that you don't offend anyone- especially when it comes to teachers/professors, bosses, clients, etc. For example, say you're taking a Japanese class. As you leave the classroom, it would be expected for you to say shitsureishimasu. While you don’t necessarily need to stop and do a full bow to your teacher, a low head nod and a smile is both polite and appropriate. Tip 2: When in Doubt, Err on Formal If you’re studying Japanese, you’ve likely heard that formality is a big deal in Japanese culture. This is generally true- and it can make using the Japanese language pretty darn confusing. If you’re ever doubting whether to use the formal or casual form of a phrase, just go with formal. There’s nothing wrong with being a little more polite; however, it’s definitely wrong (and offensive!) to be overly casual when you should be using far more deferential language with whomever you're speaking to. Ultimately, the only time you should use casual Japanese is when you're speaking with close friends and family members (although even within families, children are usually expected to use more respectful language toward older relatives). What’s Next? Got questions about literary devices, too? Check out our extensive guide to the most common literary devices you'll find in works of fiction, and learn how to identify them in anything you read. If you're stumped on science, we've got you covered. Read our guides to learn how to identify the different types of clouds and how to convert Celsius to Fahrenheit. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Clean out of spondulicks!

Clean out of spondulicks! Clean out of spondulicks! Clean out of spondulicks! By Maeve Maddox While looking up something else, I came across the slang word spondulicks, meaning money. It has a U.S. origin, but I dont recall having ever noticed it before. Its in the OED: spondulicks: n. slang. orig. U.S. [Of fanciful formation.]  Money, cash. Also, a piece of money, a coin. 1857 in R. H. Thornton Amer. Gloss. (1912), He lost..All the brass and all the needful, All the spondulix and buttons. Spondulicks may derive from Greek spondylikos, vertebra, which derives from spondylos, a seashell once used as currency. Another spelling is spondulix. The word is still in use among speakers of British English in England, Australia, and elsewhere, but it has pretty much been forgotten in its land of origin. According to Michael Quinion at Worldwidewords, one of its earliest appearances was in a piece about college life in the New York magazine Vanity Fair in 1860, and it may have originated as college slang. The vertebra sense of spondylo may have something to do with the coinage of spondulicks in the sense of money. Blogger Doug Wilson found a reference to spondulics in an 1867 book, A Manual of the Art of Prose Composition for the Use of Colleges and Schools, by John Mitchell Bonnell. Included in a list of provincialisms was: â€Å"Spondulics - coin piled for counting.† Anyone who has ever played with a stack of coins will see its resemblance to the vertebrae in a bending backbone. Its easy to see how a humorous medical student might show off his learning by coming up with the word. spondylo comb. form of Latin spondyl-us, vertebra, occurring in a few modern terms, chiefly Path. in the sense ‘of or pertaining to, connected with, the spine’, as spondylocace, -dynia, -pyosis, -tomy. spondylitis: n. Inflammation of the vertebral column. On the other hand, a coin dealer who has named his business The Elusive Spondulix says the word spondulix entered the American vocabulary in 1800, thanks to an exhibit of African and West Indies Cowry-shell money at the Philadelphia Mint. Whatever its origins, the word is still being used. Here are some examples from the web: Clicks, Bricks, and Spondulicks (title of a summary of proceedings of a conference held in Australia in 2003) So. Is there anyone out there with the spondulicks? (someone trying to raise money) Payday Loans Get You Spondulicks†¦ Online Pharmacies Entrust You To Spend Less Spondulicks On Medication Get yourself another tasty helping, as long as you are in possession of the requisite spondulicks. The Ground Beneath Her Feet (2000), Salman Rushdie,. Listen! You told the nipper that if he came up with two thousand quid youd give him the place. Supposing I come up with the spondulicks first, wont I be entitled to it then? The Dowry: A Novel of Ireland (2007), Walter Keady. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:How to Format a US Business LetterAbstract Nouns from Adjectives25 Favorite Portmanteau Words

Transnational Corporations and the International Human Rights Regime Essay

Transnational Corporations and the International Human Rights Regime - Essay Example Thus, a gap in governance exists, between the scope and influence of economic actors and the market forces on the one hand, and the capability of societies to address and manage the harmful effects created by globalization, on the other hand. The UN’s Human Rights Council takes the position that ‘governance gaps’ created by the speed of globalization and the failure of states to keep pace in their capacities to provide the necessary regulatory frameworks enable the ‘permissive environment’ that allows for the ‘wrongful acts by companies of all kinds without adequate sanctioning or reparation.’ There is also a need to clearly define the standards against which the actions of transnational corporations are to be assessed, and the process in addressing perceived violations. It is necessary, prior to enforcement of sanctions, to identify the elements which determine the culpability of the accused corporation. In many cases, there is a lack of precedent according to which the new cases are to be judged. There is likewise uncertainty about the legal procedure to be followed, the vesting of jurisdiction in the proper authority, even the identification of the tribunal to hear the case. Light also needs to be shed on the protocol as to how claim may be made and the party with the personality to make it, and the protections which the accused corporation may avail itself of in warding off false claims and accusations. Human rights upon which business has an impact: standards of compliance Much will be said in the course of this discussion about those human rights upon which business has significant impact. An enumeration of these rights is shown in the appendix, and the rights are classified into two – the labour rights, and the non-labour rights.2 The list was compiled

2 short journal entries Essay Example | Topics and Well Written Essays - 1000 words

2 short journal entries - Essay Example Secrecy, by contrast, concerns what citizens may know, and the citizen is not told what may not be known.† Government restrictions on press credentialing as documented in the June 2014 study, and the government’s de facto position that embedded journalists have reduced First Amendment rights, as highlighted by Manning’s editorial, point to crisis of the free press, one of the most fundamental institutions in a democratic society. First and most obviously: in 2014, corporate media continue to reproduce what Hall termed â€Å"official ideologies of the status quo†- not simply reflecting a â€Å"consensual† style of politics but also reinforcing it by blocking certain kinds of events and actors from achieving news worthy status. It’s well known that burning fossil fuels in the form of coal, oil, and natural gas releases carbon dioxide into the air. Less understood is that a quarter of this carbon dioxide- about twenty trillion pounds, every year- is absorbed by oceans. Governments and international organizations are least concerned with damages caused by the burning of fossil fuels, and this negligent behavior of the policy makers have resulted in the unprecedented increase of ocean acidification. The top ten countries and their expected assistance (in millions of current US dollars) are as follows: Israel 3,100; Afghanistan 2,200; Egypt 1,600; Pakistan 1,200; Nigeria 693; Jordan 671; Iraq 573; Kenya 564; Tanzania 553; Uganda 456 Three former General Electric bankers- Dominick Carollo, Steven Goldberg, and Peter Grimm- had been convicted in 2012 for rigging auctions of municipal bonds, essentially stealing from projects intended to build public schools, hospitals, libraries, and nursing homes in virtually every US state. Exploiting the world’s resources and governments with criminal impunity, a wealthy elite- sporting an estimated $32 trillion in tax-exempt offshore havens- are the deep dark secret of plutocratic imperialism, operating