An Effective Communication With Prospective Clients

An effective communication with prospective clients is an interpersonal skill. Therapist can improve client and therapist relationship by the therapeutic use of self-such as personality, unique characteristics, perception, and insight. The effective communication always requires effective listening skills, be able to understand other people emotion, and be empathize to client situation. Effective communication occurs in two different ways such as professionally with your peer, clients, and socially with your friends, and family members. According to Tamparo and Lindh the successfully achieving multicultural therapeutic communication requires consideration of the cultural background of the client. According to Tamparo and Lindh, each†¦show more content†¦She does not have any disability or condition. However, one day I faced transcultural communication issue. The issue was related to my Jamaican friend birthday dinner plan. My Israelis friend came up with the suggestion of Me diterranean dinner suggestion, but my Jamaican friend and I were fed up with that food so we denied. Eventually, I came with the plan that we can go the Indian restaurant for dinner. My Jamaican friend likes that idea because she tried spicy Indian food before and she likes it, but my Israelis friend denied because she never tried Indian food before. In addition, my Israelis friend has stereotyping belief that Indian food is always spicy. I suggested her that if she can order mild spicy food at Indian restaurant people will make it for her. Also, I told her that now a day’s lot of non-Indian like an Indian food because people believe that it is healthier than their own traditional food. However, my Israelis friend was in dilemma that if she not going to like Indian food at restaurant than it is going to be waste of money for her. Finally, I came up with the idea that if I can cook Indian food for everyone at home and she can try. Since, it was my Jamaican friend birthday and she like to eat Indian spicy food; my Israelis friend honor our request and she was agreed to try some homemade Indian food. In addition, both of my friend decided to come early at my house so they can help me dinner preparation. The

Eight Stages Of Genocide - Free Essay Example

Sample details Pages: 7 Words: 2186 Downloads: 2 Date added: 2019/10/30 Category History Essay Level High school Tags: Genocide Essay Did you like this example? The term genocide was first introduced by Raphael Lemkin to first describe the Holocaust (US Holocaust Memorial Museum). He stated that by By genocide, we mean the destruction of a nation of an ethnic group (US Holocaust Memorial Museum). There are eight stages of genocide which are predictable but not inevitable (Stanton). Don’t waste time! Our writers will create an original "Eight Stages Of Genocide" essay for you Create order During each of these eight stages, preventative measures could be taken to end it (Stanton). This is a non-linear process and logically the later stages of genocide have to be preceded by previous stages, however, all stages will continue to operate throughout the entire process of genocide (Stanton). These eight stages of genocide are classification, symbolization, dehumanization, organization, polarization, preparation, extermination, and denial (Stanton). All of these stages can be applied to the study of the Jewish Holocaust and the first six stages are the early warning signs. The Holocaust took place in between 1933 and 1945 (Paulsson, 2017). It resulted in the murder of six million Jewish people which was called the Final Solution (Paulsson, 2017). It began with the first stage of classification. In classification, you have an us versus them mentality (Stanton). A society will begin to distinguish by nationality, ethnicity, race, or religion (Stanton). Classification is the main way to divided society and it creates a power struggle between groups (Stanton). In Germany, they divided the German and the Jew (Stanton). The racist part of Nazi ideology was rooted in 19th-century theories of human differences based on race and was connected to imperialism and social Darwinism (Dekmejian, 2007, p. 247). In the Nazi ideology, these theories of race became mixed with traditional European antisemitism to produce a doctrine against the Jewish people (Dekmejian, 2007, p. 248). Jews were classified as Untermenschen, meaning subhuman people in German (Dekmejian, 2007, p. 248). They were blamed for Germanys defeat in World War I, for communism, and were viewed as a threat to Germans (Dekmejian, 2007, p. 248). Films were used to spread anti-semitism, to depict Jewish people are subhuman (My Jewish Learning). For Example, The Eternal Jew in 1940 depicted th em as wandering parasites who chase sex and money and destroy others cultures (My Jewish Learning). German newspapers regularly printed anti-semitic caricatures of Jews and after the German invasion of Poland, they depicted Jews as not only subhuman but enemies of the German Reich (My Jewish Learning). Stage two which is symbolization is where people are given names or other symbols to go with the classifications (Stanton). However, the first two stages of classification and symbolization will not result in genocide unless dehumanization the next stage of dehumanization also occurs according to the Eight Stages of Genocide (Stanton). However, the dehumanization was happening in these first two stages as well. Jews as unwilling members of the pariah group during this time had the yellow star imposed on them as a symbol to (Stanton). This yellow star was inscribed with the word jude meaning Jew in German (Rosenburg, 2018). Before it was imposed on all are a symbol, the star was used as vandalism when it was painted on the windows of Jewish owned businesses (Rosenburg, 2018). This was after the Nazis declared a boycott against them, however, it was before top leaders had discussed imposing as a symbol to wear (Rosenburg, 2018). After the Kristallnacht in 1938, it was first suggested as a badge and after the beginning of the Second World War in 1939 that it was to be imposed on all Jews over ten years of age in Germany as well as occupied territories (Rosenburg, 2018). However, it was not until 1941 that this was finally implemented (Rosenburg, 2018). This yellow star badge helped the Nazis to visually label Jewish people (Rosenburg, 2018). Now all Jews could be seen, not just the stereotypical and religious ones who already dressed a certain way (Rosenburg, 2018). This would leave them all vulnerable to future attacks (Rosenburg, 2018). This was very humiliating to Jews and a step back to before the Middle Ages, before they were emancipated (Rosenburg, 2018). Not only did this badge represent humiliation for the Jews, but it also now represented a real fear (Rosenburg, 2018). The third stage is dehumanization which is where one group denies the humanity of another group (Stanton). Members of the dehumanized group are compared to animals, vermin, insects, disease (Stanton). With dehumanization, the perpetrators of a genocide, in this case, the Nazis will overcome the natural human revulsion against murder (Stanton). In this stage, hate speech and incitement against the targeted group increases over the radio, in print, and so on and it did during the Holocaust too (Stanton). Examples are from earlier with the films mentioned, the printed caricatures and the list goes on. The fourth stage is organization. Genocide is always organized and it is usually done so by the state (Stanton). Special army units or militias are often trained and united for this purpose and armed (Stanton). During this time, plans are made to carry out genocidal killings (Stanton). While the Nazis debated how to solve the Jewish question, it began to impose a totalitarian system in order to establish the legal and organizational framework necessary to victimize the Jewish people (Dekmejian, 2007, p. 248). Soon after Hitler took power and after the dehumanization, Hitler went into th e third phase with calling for war against the Jews (Dekmejian, 2007, p. 249). During this time, the complex task of Aktionen, the coordination, and implementation of genocide was entrusted to Heydrichs Schutzstaffel (defense echelons) and its ancillary elements (Dekmejian, 2007, p. 248). These consisted of the Einsatzgruppen (Mobile killing squads) and the Totenkopfverb? ¤nde (Death head units), there was also the Gestapo (the secret police), and the Order Police (Ordnungspolizei) which all would participate in what came to be known as the Final Solution (Dekmejian, 2007, p. 251). During this time, a structure of ghettos and concentration camps was also put in place, with Eichmann pushing the Madagascar Plan in mid-1940, and this was followed by attempts to expatriate limited numbers of Jews (Dekmejian, 2007, p. 251). The fifth stage is polarization. During this time, extremists will drive the groups apart and hate groups or governments will ramp up the broadcasting of propaganda against the targeted group (Stanton). Laws may forbid marriage or social intera ction of those who have been othered, in the case of the Holocaust, the Jews (Stanton). There are many examples. After Hitler became Chancellor in 1933, he began to polarize with prohibiting Jews from owning land (Dekmejian, 2007, p. 250). In 1934, Jews were banned from the German Labor Front, the same year they were also denied national health insurance (Dekmejian, 2007, p. 250). In 1935, Jews were banned from military service and this polarization only slowed down in 1936 when the Olympic Games were held in Berlin (Dekmejian, 2007, p. 250). In 1937, Jews were banned from professional occupations and denied tax reductions and in 1938, they were forced to register their wealth and property and businesses (Dekmejian, 2007, p. 250). In July of 1938, Jews were forced to apply for identity cards and their passports were stamped with large Js as Jews to prevent them from seeking asylum in other countries (Dekmejian, 2007, p. 250). Violent attacks will increase against a group during this time and the Kristallnacht or the Night of Broken Glass is an example in this stage of p olarization (Dekmejian, 2007, p. 250). The next stage of genocide is preparation. During this stage, the victims are identified and separated because of their ethnic or religious identity (Stanton). Death lists can be drawn up during this time, members are again forced to wear identifying symbols like the yellow star badge the Jews had to wear during the Holocaust (Stanton). Their property and businesses can be expropriated and they can often be segregated into ghettos during this phase and after that deported to concentration camps (Stanton). They can also be confined to famine-affected regions during this time and starved to death (Stanton). This is when a genocide emergency must be declared if it were to happen again today (Stanton). In 1939, Goring ordered Heydrich to speed up the emigration of Jews as Hitler threatened Jews in the Reichstag speech and in the same year, a Decree regarding employment of Jews allowed the Nazi regime to take them as forced labor (Dekmejian, 2007, p. 250). After Germany invaded Poland in September of 1939, Heydrich issued instruct ions to the Einsatzgruppen there to begin ghettoization and it was followed by the forced labor of Polish Jews (Dekmejian, 2007, p. 250). In 1940, the Auschwitz concentration camp was established in Poland as others were being established (Dekmejian, 2007, p. 250). The next or seventh stage is extermination. This is when the mass killing quickly begins and legally can be called genocide (Stanton). The killers call it extermination rather than killing because to them, their victims are not real humans (Stanton). When a genocide is officially sponsored by a state, the armed forces often work closely with militias in order to carry out these killings (Stanton). At this stage of genocide, only rapid and overwhelming military intervention can put an end to the genocide (Stanton). In this case, the Final Solution or the Nazi plan for the Jews of Europe, now called the Holocaust now took place without any intervention to prevent it. This took place from 1942 to 1945 (Dekmejian, 2007, p. 252). There were previous pogroms and mass killings in Europe in 1941 in Ukraine, Poland, Romania, Yugoslavia, Lithuania, Latvia, and they were precursors to it (Dekmejian, 2007, p. 252). They were successful to test the Third Reich plans for mass murder and the semina l event to enable the Final Solution was the Wannsee Conference in January of 1942 (Dekmejian, 2007, p. 252). This is where they concerned themselves and worked out the details over the administration and the coordination that would be needed in order to carry out the mass killing (Dekmejian, 2007, p. 252). Heyrich in the role of chief executioner controlled the millions of Jews who were to be forced into over a dozen ghettos and fifteen concentration camps (Dekmejian, 2007, p. 253). In December 1941, Chelmno concentration camp began to process Jews with carbon monoxide and after that Zyklon B gas and similar operations began to be carried out in the other concentration camps (Dekmejian, 2007, p. 253). This continued and the fear of defeat during the second world war made the Nazis panic and speed up their exterminations (Dekmejian, 2007, p. 253). After Germany surrendered, it was discovered throughout a span of twelve years, it had exterminated over six million Jews or three-fourths of European Jewry (Dekmejian, 2007, p. 253). The eighth and final stage is denial and it always follows a genocide (Stanton). It is one of the indicators that further genocides could happen (Stanton). Those who perpetrated the genocide will dig up mass graves, burn bodies, and attempt to hide the evidence of their crimes in other ways and even go to intimidate witnesses and survivors into silence (Stanton). Not only will they attempt to deny their crimes, but they will often blame th e victims for what they did to them (Stanton). If they can, they will attempt to block the investigation of their crimes or if they can, they will flee if they cannot hold power (Stanton). In the case of the Holocaust, there was coded language as it was going on and most of the orders were verbal rather than written down to keep it a secret (US Holocaust Memorial Museum). This would make it easier for those to deny it later. On top of that, Himmler attempted to hide the truth of the Holocaust from the advancing allied armies through burning bodies and to attempt to destroy forensic evidence (US Holocaust Memorial Museum). The SS forced the prisoners of camps to dig up mass graves and to burn more bodies to rid themselves of evidence of their mass murders (US Holocaust Memorial Museum). The Nazis also sent Jews from ghettos away in an attempt to make them seem less crowded, planted flowers, remodeled them, and allowed the Red Cross to visit them for only six hours in a hoax to hide the horrors (US Holocaust Memorial Museum). Despite all of this, some perpetrators, victims, and witnesses talked about it and more and more information began to leak out and the Nazis contin uined a misinformation campaign to confuse the international community (US Holocaust Memorial Museum). During the war, the allies made up many stories about the Nazis to gain support for the war efforts, therefore when truth about the Holocaust came out, many were skeptical because of previous lies (US Holocaust Memorial Museum). Today there are deniers who still exist. Some do so out of ignorance, however, many still do so out of hateful, political, anti-semitic reasons (US Holocaust Memorial Museum). Others claim that it is a hoax perpetuated by Jews to advance their interests today which is very concerning and sounds like the anti-semitic propaganda before the Holocaust (US Holocaust Memorial Museum). Others claim it is a hoax created to advance Israels goals and others deny it because they again want to advance their own modern day Nazi movements (US Holocaust Memorial Museum). Holocaust denial is a very serious problem that unites far right radical groups who want to promote new Naziism and Islamist groups who seek to destroy Israel (US Holocaust Memorial Museum). This cannot go ignored or unchallenged because this is how hate can rise and get out of control which is what can lead to a genocide if the world ignores it.

My Dream Job Become a Chef - Free Essay Example

Sample details Pages: 2 Words: 616 Downloads: 10 Date added: 2017/09/20 Category Career Essay Type Argumentative essay Level High school Tags: My Dream Job Essay Did you like this example? My name is Kenneth Jerome Verrette, I am 23 years of age. I am currently attending The Art Institute of Dallas acquiring my Associates in Applied Science under Culinary Arts. I was always in the kitchen as a kid. I love to cook a variety of foods. There have only been a handful of dishes that I have prepared that were not up to par. I chose to take a cooking class in high school over other electives. So let see as to why I was destined to become a chef from a child. I love to cook. Growing up, I would always be in the kitchen, and it didn’t matter as to whose house that I was in. I would always ask if there was something that I could do to help out. I remember one Thanksgiving when I was at my Grandmother’s house and it was my job to make the mashed potatoes and sweet potatoes. I think that was some of the most fun that I have had in the kitchen. It ended up being the hit of the evening. When I got out of high school I didn’t touch the cooking side of things for a couple of years. I actually specialized in weapons and missiles while I was in the military. But when I got out because I got disabled I knew that I had to go to school because I couldn’t sit behind a desk again. Don’t waste time! Our writers will create an original "My Dream Job: Become a Chef" essay for you Create order I had done that before and I knew that I couldn’t sit behind a desk for 8 hours a day or more, I needed to be active. The day that I went to look into enrolling into this school, the individual gave me a tour of the school. When we got back to his desk and I knew that I was going to enroll and I signed the papers and knew that I just entered the career that I was destined to be in. I love to cook. I have cooked many of different dishes from around the world and I am always interested in new dishes to cook at home with my girlfriend. It is always fun cooking something new and tasting it for the first time after it has been prepared. I go out to eat occasionally and the food is good but there is something better about eating at home something that I have prepared myself. I would much rather cook at home 3 meals a day than go out to eat. When I was in my sophomore year in high school, I was asked to take an elective and I remember seeing the cooking class on the paper. I remember saying to myself that was the class that I was going to take before I had even looked at the other classes that there were to offer. The whole time that I took that class I had a blast. I remember when we had to make something and bring it in to class for everyone to taste. I made chocolate pancakes that had chocolate chips in them because I knew that I could make them well and they were my favorite. When I brought them into class they were eaten up within minutes of being uncovered. It made me very pleased knowing that they were that good. As you can see from a child I was destined to become a chef. From all of the times of being in a kitchen, from the class that I took in high school, to getting out of the military and enrolling in this school. I just couldn’t get aw ay from the kitchen. Cooking it was my career from the start.

Summary Of Charlotte Bronte s Jane Eyre - 1607 Words

Carissa Iacobucci Ms. Petrosinelli English 12 27, January 2016 Title Equality is a given. The oldest and most relevant discussion on equality lies with the difference of sex; man versus woman. In the eighteenth century, society very much male dominated. Women were expected to obey a man s commands and were treated inferior to their male superior. This novel embodies the ideology of equality between men and women in society. Charlotte Bronte s novel Jane Eyre embraces many views in opposition to the Victorian gender limitations. Ultimately, the reader can see the author develops a variety of characters who not only represent but also challenge the established gender norms existing in the 1800s. Feminists like Charlotte Bronte, fight for equality emotionally, mentally, financially, and physically. When Charlotte was 5 her mother passed away, and therefore the loss of a mother became the theme in her books. Then at age eight her father sent her and her sisters to The Clergy Daughters’ School which was expressed as Lowood School in â€Å"Jane Eyre†. Also just like Helen Burns in â€Å"Jane Eyre†, her older sisters Maria and Elizabeth died of tuberculosis. When Bronte was twenty six she enrolled in a school to learn French. It was in this time when she created â€Å"Jane Eyre†, in which she poured out her passion for her married teacher, creating the character Mr. Rochester. While writing â€Å"Jane Eyre† Charlotte discovered that Arthur Bell Nicholls, one of her father’s workers, had fallenShow MoreRelatedAnalysis Of The Poem Second Child And Maria Branswell S Fifth Child2059 Words   |  9 Pages Biographical Summary One April 21, 1816 Patrick Bronte’s third child and Maria Branswell’s sixth child was born in Thornton, Yorkshire in England. Shortly after her birth, the Bronte-Branswell family moved to another part of Yorkshire known as Haworth so her father had been given the opportunity of being perpetual curate to the S., Michael and All Angels Church. However while in Haworth, a deep tragedy stroke the family on September 15, 1821 when their loving mother had died of cancer. TheRead MoreJane Eyre Critical Analysis1063 Words   |  5 Pages1. Title of Work: Jane Eyre. 2. Author’s Name: Charlotte Brontà «. 3. Date of Publication: December 13, 2000. 4. Genre: Bildungsroman, Coming-Of-age. 5. Characteristics of the genre the work does/doesn’t meet: The novel Jane Eyre, by charlotte Brontà «, is about a woman who is an unconventional heroine, because of the fact that she learns how to be strong and fall in love. The book also followed her journey from childhood to adulthood. 6. Setting: Early 1800’s in Northern England, the tone of theRead MoreIntroduction. Jane Eyre Written By Charlotte Bronte Is2043 Words   |  9 PagesIntroduction Jane Eyre written by Charlotte Bronte is a novel that talks of Jane as a lonely orphaned child who has no sense of belonging to her kinship. She lived at Gateshead with Mrs Reed and her husband and children. Jane was harassed by her cousin John. If she could resist the harassment, she was punished. Mrs Reed sent her to Lowood Institute. There she made many friends, and there was no harassment. After staying in Lowland for six years as student and two years as a teacher, she moves ThornfieldRead MoreReview Of Charlotte Bronte s Jane Eyre 10879 Words   |  44 PagesNotes Jane Eyre Background of author Name: Charlotte Bronte Birth/Death: April 21, 1816 to March 31,1855 Facts that connect: Mr. Brocklehurst is based off the Reverend Carus Wilson, the man who ran Cowan Bridge. Bronte lost two of her sisters, Mary and Elizabeth, to tuberculosis at Cowan Bridge. Bronte s brother, Patrick, became addicted to drugs and alcohol before he died. Similarities: She, along with her three sisters, was sent to the Clergy Daughters School at Cowan Bridge. Charlotte BronteRead MoreLiterary Criticism : The Free Encyclopedia 7351 Words   |  30 Pagesnovel is sometimes used interchangeably with Bildungsroman, but its use is usually wider and less technical. The birth of the Bildungsroman is normally dated to the publication of Wilhelm Meister s Apprenticeship by Johann Wolfgang Goethe in 1795–96,[8] or, sometimes, to Christoph Martin Wieland s Geschichte des Agathon of 1767.[9] Although the Bildungsroman arose in Germany, it has had extensive influence first in Europe and later throughout the world. Thomas Carlyle translated Goethe’s novel

Hurricane Pam Free Essays

Hurricane Pam Every community is faced with natural and man-made hazards that can best be addressed ahead of time by planners working closely with emergency management personnel to mitigate the threat and prepare for post-disaster recovery. Hurricane Pam was a simulated storm in New Orleans used to evaluate potential losses, improve response plans, and provide better coordination between agencies proactively. Hurricane Pam brought sustained winds of 120 mph, up to 20 inches of rain in parts of southeast Louisiana and storm surge that topped levees in the New Orleans area. We will write a custom essay sample on Hurricane Pam or any similar topic only for you Order Now This area included 13 parishes in southeast Louisiana-Ascension, Assumption, Jefferson, Lafourche, Orleans, Plaquemines, St. Bernard, St. Charles, St. James, St. John, St. Tammany Tangipahoa, and Terrebonne. The storm caused more than one million residents to evacuate and destroyed 500,000-600,000 buildings. A rough average of 100,000 people did not evacuate before the storm hit due to poverty, illness, or lack of transportation. Of the 100,000 that remained in the city, an estimated 25,000 to 100,000 would die. SLOSH (sea, lake, and overland surges from hurricanes) is used to identify the worst-case scenario of this storm by identifying the highest potential surges from this storm. SLOSH revealed that the levees would fail causing the city to flood and kill thousands due to drowning. These generalized assumptions caused emergency managers put their minds and resources into action to devise disaster response for areas such as search and rescue, medical care, sheltering, temporary housing, school restoration, and debris management. The debris team estimates that Hurricane Pam would result in 30 million cubic yards of debris and 237,000 cubic yards of hazardous waste. Landfills have been identified that have available storage space and disposal sites for hazardous waste have been located. In the event that Hurricane Pam resulted in more debris and hazardous waste transportation should also be identified and factored into the plan in case the initial plan is not adequate. Shelter is a main issue for the residents of New Orleans because of the impact of Hurricane Pam. The emergency management teams identified that about 1,000 shelters would be needed to house the residents displaced by the storm. About 784 shelters were secured, but 216 were still needed. Transportation and partnerships with other states should have been obtained to help secure the remaining shelters. Funding should have also been secured to help those relocate and possibly reside with family members in other states. The displaced residents would need to reside in temporary living arrangements for up to at least 100 days. Simulations would need to be done to identify the costs for housing the maximum amount of individuals in each shelter for 100 days. The emergency management team would need to meet with local, state, and federal government officials to identify ways to generate funding for these costs. For example, a hurricane tax or surcharge to help generate resources in the event of a disaster or partnering with companies like Walmart or Target and developing a partnership for supplies. Search and rescue efforts are the key component to saving the lives of the individuals that may be Search and Rescue †¢ The search and rescue group developed a transportation plan for getting stranded residents out of harm’s way. †¢ Planners identified lead and support agencies for search and rescue and established a command structure that will include four areas with up to 800 searchers. Medical †¢ The medical care group reviewed and enhanced existing plans. The group determined how to implement existing immunization plans rapidly for tetanus, influenza and other diseases likely to be present after a major hurricane. The group determined how to re-supply hospitals around the state that would face heavy patient loads. †¢ The medical action plan includes patient movement details and identifies probable locations, such as state university campuses, where individuals would receive care and then be transported to hospitals, special needs shelters or regular shelters as necessary. Schools †¢ The school group determined that 13,000-15,000 teachers and adm inistrators would be needed to support affected schools. The group acknowledged the role of local school boards and developed strategies for use by local school officials. Staffing strategies include the use of displaced teachers, retired teachers, emergency certified teachers and others eligible for emergency certification. Displaced paraprofessionals would also be recruited to fill essential school positions. †¢ The group discussed facility options for increasing student population at undamaged schools and prioritizing repairs to buildings with less damage to assist in normalizing operations The school plan also calls for placement or development of temporary schools near temporary housing communities built for hurricane victims. How to cite Hurricane Pam, Essay examples

Classical vs. Modern music Essay Example For Students

Classical vs. Modern music Essay Classical Music vs.. Modern Music Classical and Modern music have many differences as well as similarities. In this paper, I compare classical and modern-day music through a means of artists, performances, and specific pieces. Although modern and classical music have different meanings, for example classical music back in the early 19th century was only played for the rich and royal and took some composers multiple months to compose, while modern music can be created in Just hours with electronic sounds instead of musical instruments and listened to by anyone, compositions of each can hare similar beats, rhythms, and melodies that connect them to each other. Wolfgang Amadeus Mozart was born on January 27, 1756, in Syllabus, Austria. He was born to an overbearing and ambitious father, Leopold, who was more than anxious to exploit his sons amazing musical gifts. Mozart began composing at an early age, and he began touring around the same time. Throughout his life, Mozart made many enemies, many his own fault, through his naive arrogance and harsh critique of his musical colleagues. He worked anxiously, composing symphonies and operas, as well as touring constantly. Mozart died of overwork and kidney failure on the 5th of December 1791 while still ironically at work on the Requiem Mass for an unknown client. Though he lived for a relatively short time, Mozart prolific musical career, in which he composed hundreds of musical works, gained him a place among the all time greatest composers. Henry Festivities was born in 1820 in Verviers, Belgium, a fertile ground for violinists. He had his first lessons from his father, a weaver and amateur violin-maker and player. Festivities made his first public appearance as a violinist at the age of six, playing a concerto by Rode. In 1836, Festivities wrote his first violin concerto, the Concerto No. 2 in F sharp minor, published as Opus 19. In 1843 and 1844 he toured America and during that time, he wrote his Concerto No. 3, Opus 25, a work now as a great poem rather than a concerto, influenced by Beethovens Violin Concerto. In his later years, Festivities devoted much of his time to teaching, but suffered a stroke in 1871, making virtuoso playing impossible. Afterwards, in 1877 he resumed teaching and conducting in Paris. Illness led finally to his resignation in 1879, but he continued to compose, completing his Concerto No. In G Major, Opus 47, and soon thereafter Concerto No. 7 in A minor, Opus 49. He died in 1881 and was buried in his hometown of Verviers. I was able to get old of a recorded version of Mostly Mozart Festival, Avery Fisher Hall, Lincoln Center. This musical performance included three works from Wolfgang Amadeus Mozart Symphony No. 32 in G, K. 318, Piano Concerto in D minor, K. 466 and Symphony No. 35 in D, K. 385 (Huffier) and one from Henry Festivities Violin Concerto No. 5. Emmanuel Ukraine conducted the performance, with featured soloists Joshua Bell (Festivities violin concerto) and Stewart Goodyear (Mozart piano ancestor). A full orchestra performed the symphonies. Overall, the Mostly Mozart Festival was a tremendously enjoyable experience to watch. The qualities that define the works of Mozart are often the same as those that are used to describe those of the classical period of music, from his smooth melodies and flowing rhythm, to his Classical vs.. Modern music By Halley-Guerrilla the most defining principles of the style of Mozart is the connection to nature and God, and the seeming oneness and harmony that can be achieved simply by listening while the melodies take you too higher plane of thought. The most enjoyable piece from the performance was Allegro, from Mozart Concerto in Dim. .u7cf57eb82f4501bf81fe0564718206af , .u7cf57eb82f4501bf81fe0564718206af .postImageUrl , .u7cf57eb82f4501bf81fe0564718206af .centered-text-area { min-height: 80px; position: relative; } .u7cf57eb82f4501bf81fe0564718206af , .u7cf57eb82f4501bf81fe0564718206af:hover , .u7cf57eb82f4501bf81fe0564718206af:visited , .u7cf57eb82f4501bf81fe0564718206af:active { border:0!important; } .u7cf57eb82f4501bf81fe0564718206af .clearfix:after { content: ""; display: table; clear: both; } .u7cf57eb82f4501bf81fe0564718206af { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7cf57eb82f4501bf81fe0564718206af:active , .u7cf57eb82f4501bf81fe0564718206af:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7cf57eb82f4501bf81fe0564718206af .centered-text-area { width: 100%; position: relative ; } .u7cf57eb82f4501bf81fe0564718206af .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7cf57eb82f4501bf81fe0564718206af .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7cf57eb82f4501bf81fe0564718206af .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7cf57eb82f4501bf81fe0564718206af:hover .ctaButton { background-color: #34495E!important; } .u7cf57eb82f4501bf81fe0564718206af .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7cf57eb82f4501bf81fe0564718206af .u7cf57eb82f4501bf81fe0564718206af-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7cf57eb82f4501bf81fe0564718206af:after { content: ""; display: block; clear: both; } READ: The Hudson Project Musical Festival EssayIt is unbelievable the way he crafted and rhythmically shaped this piece. One of the most outstanding elements of this piece is the harmony created between the piano and the strings as they accompany each other with seeming perfection. The resulting experience is exciting to say the least. Accentuating the piece even more was the performance by the virtuoso pianist, Stewart Goodyear. Although still in his early twenties, this musical genius has already far surpassed many of his interpolates and his solos are breathtaking, as he routinely improvises and takes even the most perfect piece to new heights. In addition to Mozart, the performance also included a Violin concerto by Henry Festivities, a romantic era violin virtuoso, with Joshua Bell performing on the violin. Festivities uses many of the attributes of the romantic era, such as an incredible freedom of movement and rubout time, which leaves much up to interpretation by the performer. Perhaps the most exhilarating part of this piece was the solo performance of the violin, as the incredible speed along with dramatic dynamic mess to flow in such a way that would not seem possible. It would be logical to assume that the other people who watched this performance shared this opinion, as response was very powerful, and lasted for some time. In the more modern era, Claude-Michel Schoenberg was born in Paris in 1944 of Hungarian parents; he began his career as a singer, writer and producer of popular songs. He wrote the musical score of La Revolution Praises in 1973, Less Mis ©rabbles in 1980 and Miss Saigon minion. Since then he has also supervised overseas productions of Less Mis ©rabbles ND Miss Saigon and co-produced several international cast albums of his shows. He is currently working on a new production of his last musical Martin Gruyere. He lives in Paris with his wife and two children. Herbert Krimmer was born in South Africa, where he began his Journalistic career writing the commentary for a weekly movie newsreel. In 1960 he Joined the staff of the Daily Express and later became its chief drama critic, a post he held for 18 years, covering about 3000 first nights. From 1979 to 1987 he wrote television criticism for the Daily Mail, winning two national press awards. Krimmer wrote the book and lyrics of the West End musical Our Man Creighton, which starred Kenneth More and Emollient Martin, and the lyrics for The four Musketeers. For his Less Mis ©rabbles lyrics he received Tony and Grammar awards. In 1996 he was elected an Honorary Doctor of Letters at Richmond College. I was lucky enough to see the Broadway performance of Less Mis ©rabbles in New York a couple years back. Mis ©rabbles, Imperial Theater, Broadway, perhaps the most popular and best loved musical on Broadway, Less Mis ©rabbles contains some of the most defining elements of the modern musical. The composer is able to convey many moods, from Joyous to sad, as well as provide a perfect platform for the lyrics, which comprise almost all of the spoken language of the musical. The moods are perhaps the most noticeable element of the musical, for example, the feeling end of the scale, there is the hostile emptiness felt in On My Own, a song about unknown and one-sided love. There is also a very noticeable flow to the entire performance, one that seems to be moving along and carrying the story. It is very instinctual and subconscious at the same time, providing for a very pleasant experience altogether. Working hand in hand with the instrumental aspect, the lyrics of Less Mis ©rabbles lend themselves wholly to the mood of the pieces. From Can You Hear the People Sing, a march drumming up support for the upcoming revolution, to A Little Fall of Rain, in which a dying Opinion professes her hidden love, the lyrics portray perfectly the mood and complement the music wholly. The success of these portrayals is reflected by the response of the audience, which was energetic and highly appreciative. When comparing the two performances, it is important to notice the influence that one may have had on another. .ua42a63a79275d63b3430d68358f68dc5 , .ua42a63a79275d63b3430d68358f68dc5 .postImageUrl , .ua42a63a79275d63b3430d68358f68dc5 .centered-text-area { min-height: 80px; position: relative; } .ua42a63a79275d63b3430d68358f68dc5 , .ua42a63a79275d63b3430d68358f68dc5:hover , .ua42a63a79275d63b3430d68358f68dc5:visited , .ua42a63a79275d63b3430d68358f68dc5:active { border:0!important; } .ua42a63a79275d63b3430d68358f68dc5 .clearfix:after { content: ""; display: table; clear: both; } .ua42a63a79275d63b3430d68358f68dc5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua42a63a79275d63b3430d68358f68dc5:active , .ua42a63a79275d63b3430d68358f68dc5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua42a63a79275d63b3430d68358f68dc5 .centered-text-area { width: 100%; position: relative ; } .ua42a63a79275d63b3430d68358f68dc5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua42a63a79275d63b3430d68358f68dc5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua42a63a79275d63b3430d68358f68dc5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua42a63a79275d63b3430d68358f68dc5:hover .ctaButton { background-color: #34495E!important; } .ua42a63a79275d63b3430d68358f68dc5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua42a63a79275d63b3430d68358f68dc5 .ua42a63a79275d63b3430d68358f68dc5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua42a63a79275d63b3430d68358f68dc5:after { content: ""; display: block; clear: both; } READ: Racial Issues and Music EssayFor example, the music of Wolfgang Amadeus Mozart had a terrific impact on the musical world, and later, practically every musician is influenced in some way by his input. Therefore, it would be logical to assume that Schoenberg was influenced by the works of Mozart. Though they vary in elements such as instruments as well as words, many have much in common, such as structure, which follows a basic formula of repeating melodies and reprisals. They also share much in the sense of flow, tones, and dynamics. The effect of both performances on me as a listener was a good one. Not only have both exposed me to arioso sides of the musical world, they have also increased my knowledge and understanding of music, as well as its roots and the relationships between different genres. The final facts are not only relevant because I thoroughly enjoyed both performances, but also because I was experiencing a diversity of styles and compositions. Through exposure to different forms of musical interpretation, it is possible to understand better how music evolves and how it becomes part of our culture and shapes the way we live, as well as how it is used as a form of communication, and helps us better understand ourselves.

Life on Other Planets free essay sample

Life on other planets, Is there another titan planet out there that harbors life? Scientist have found two such planets in a neighboring but distant Solar System. Which planets are habitable and is there already life there or basically in general, â€Å"Is there life in outer space? † That is the question and debate among astrologists and scientist alike about this discovery of two planets that orbit the red dwarf star of Gliese 581 (Gliese 581c. eu). The fascination of intelligent life other than us has led to many studies and theories. With recent discoveries about the universe and the finding of Gliese 581, the idea of intelligent life has become even more intriguing. The implications of proving life exists on other planets and communicating with them could have an enormous impact to our society. The following discusses the possibilities of life on other planets by studying what sustains life on planet Earth, possible life within our Solar System, the discovery and study of other life bearing planets, examines what criteria may sustain life in other stars systems, and current programs studying extraterrestrial life (Koch and Borucki, 1996). Recent technological advancements have confirmed the existence of relatively large planets around other stars. Earth-like planets orbiting other stars have yet to be discovered, but most astronomers believe one will be found. In order for a star to maintain a potentially life-giving planet within its orbit certain criteria would have to be established and maintained. Stars have been classified by The Harvard one-dimensional temperature classification scheme (based on hydrogen Ballmer line strengths) was developed in Harvard College Observatory in 1912 by Annie Jump Cannon and Edward C. Pickering (Koch and Borucki, 1996). This classification is ordered from hottest to coldest, comparing mass, radius and luminosity to our Sun. Stars are catalogued by the letters O, B, A, F, G, K, and M. These star types span the range of star temperatures. Spectral type is determined strictly by temperature: O type stars are the hottest stars and M type stars are the coolest. Stars within the classification of â€Å"O†, â€Å"B†, and â€Å"A† are considered to massive and have very short life spans to allow primitive life forms to emerge. K† and â€Å"M† stars are considered to be too dim and would create little solar radiation for a habitable planet to evolve unless the distance was as close as Mercury is to the Sun. Any other type planet would be too cold to support life. Our Sun is presently a G-2 class Star, which because of size and photospheric temperature is best suited for sustaining life as we humans understand it. Different stars within the classification of F and G vary from white or yellow-white stars with medium to weak hydrogen lines have been researched by astronomers as potentially being conducive to the development of life. This type of region would be considered, †The Habitable Zone†. The Habitable Zone is a region surrounding a star throughout which the surface temperatures of a planet would be ideal for life formation and be life sustaining (Kasting, Whitmire, Reynolds 1994). With this technology, humankind has made advancements that enable more accurate research and validation to the science of astronomy. Scientists worldwide are involved in research of location and identification of new planets and unexplained occurrences within the universe, along with exploration of life on other planets. Space travel performed by organizations such as NASA are assisting in dispelling many myths about our current solar system and the existence of life on any of these other planets, while organizations such as Meta Research Inc. is dedicated to ruling out unnecessary theories and updating the ideas and predictions while educating students of the stars with updated facts and ongoing programs. 28 new Exoplanets outside our solar system were found and identified (Choi, C. Q. , 2011), bringing the total to 236 known Exoplanets. After a new study that says, â€Å"worlds that orbit red dwarfs, and even rogue planets with no stars to call home, might have surface oceans loaded with organic compounds, making them similar to Saturns moon, Titan. † Titan is the only known moon that has a thick atmosphere, and the only world besides Earth to have liquid on its surface. To see if worlds like Titan could host oceans when not orbiting Saturn, McKay and planetary scientist Ashley Gilliam calculated what a Titan-like world might be like while orbiting around a relatively dim M4 red dwarf star. The seas of Titan are made of liquid methane, often leading to speculation as to whether or not they could host life, much like how life on Earth depends on water. Such aliens would consume organic compounds just as Earth life does, but inhale hydrogen gas in place of oxygen and exhale methane instead of carbon dioxide (Choi, C. Q. , 2011). The reason we chose to look at red dwarf stars is because they are the most abundant stars in the galaxy, Gilliam said. It is much more likely that we would find another Titan-like world orbiting an M-star than we would orbit a star like our sun. The researchers also calculated what Titan could be like orbiting a slightly hotter M3 red dwarf star, such as Gliese 581. A number of planets have already been detected near it now. We chose to look at Gliese 581 because we believe that it could support a Titan-like world as a moon of one of the giant planets, and thus could already be supporting a world with comparable conditions to Titan, Gilliam said. The light from a red dwarf star has more infrared than our sun does. More of this starlight would reach Titans surface, because its atmospheric haze is more transparent to infrared wavelengths. If Titan was placed at a distance from these red dwarfs so that it received the same average amount of light as it received from the Sun, the scientists estimated this extra infrared could warm its surface by about another 10 degrees C. Due to flares, red dwarf stars can generate more particle radiation and specific kinds of ultraviolet rays than our sun does. This could potentially generate more haze in a Titans atmosphere, which would then block sunlight and keep the planet cooler. Nevertheless, liquid seas would be possible, the investigators found such oceans would exist if Titan was 8. to 23 percent of an astronomical unit, which is the distance the Earth is from the Sun, or from an M4 red dwarf, and 63 percent to 166 percent of an astronomical unit from Gliese 581. If Titan was a rogue planet with no star to call home, the researchers wondered if it could still be covered in seas due to geothermal heat. The researchers calculate Titan would need to release about 20 times more geothermal heat than Earth does to keep its current surface temperature, which is unrealistic for a world its size. However, if its atmosphere was 20 times thicker than current levels, it could retain enough heat to still have surface oceans. It is not clear how much atmosphere a rogue planet would have, McKay cautioned. In order for a starless planet to have liquid methane seas on its surface, a more realistic scenario might be for it to be both larger and warmer than Titan and have a thicker atmosphere, he suggested (Choi, C. Q. , 2011). Organizations such as the Search for Extraterrestrial Intelligence (SETI) continue to search for other life forms that exist throughout the universe. Ongoing studies and research for microbial and non-intelligent forms of life (Choi, C. Q. , 2011) have been ongoing for many years and studies are being conducted for the search of intelligent forms of life rather than limiting the search for microbial and spectroscopic life forms. Light and radio waves travel at a slow rate throughout the never-ending universe, making contact with possible intelligent life forms from other planets almost impossible. â€Å"We must admit that in space there are other globes, other races of men and animals† (Lucretius, 1977). Over two thousand years ago Titus Lucretius Carus was certain there was life elsewhere in the Solar System and he was not the only person to assume this. Many scientists and philosophers around this time, and even present day scientists and philosophers, would have agreed with his statement. Roughly one and a half thousand years later, Galileo found spots on the Sun plus he distinguished the movement of the mountains and seas of the moon through his telescope; could these be indicators for life elsewhere? After these findings by Galileo, people strongly believed the moon â€Å"hosted living beings† (Genta and Rycroft, 2003) but this idea was cut short when scientists sadly proved the moon had no atmosphere; for a planet to have life it must have an atmosphere. When searching for life in the past, scientists used 2 different types of method. The first method was sending space probes out with Earth and following its journey around specific planets. A space probe has helped scientists understand more about the solar system and is used to give a rough idea to a possible indication of life on other planets. Space probes are unmanned spacecraft which relays information that helps scientists be aware of the weather and other changes which happen out with our planet Earth. Moreover, space probes are sent to the solar system with enough energy to fly though the gravitational field of planet earth and the advanced technology built in helps the space probe find its way around the solar system. Some space probes fly out to the Solar System and do not return to earth whilst others stay within in the solar system orbiting around a specific planet for a long period of time. Space probes which orbit around a planet helps scientists have took snapshots of the planet for scientists to study and decide whether or not life could be present there however analyzing the data provided by the space probe takes months, even years but because the chances of life to be found elsewhere is thin, to find life by using space probes scientists have to wait for ‘interstellar exploration missions’ (Genta and Rycroft, 2003) which lead to the creation to search for Extraterrestrial Intelligence (SETI) instead of searching for extraterrestrial life. The changes in searching from extraterrestrial life to extraterrestrial intelligence may help the scientific community gain more results on searching for extraterrestrial life proves much easier to accumulate plus life, means something is living, intelligence is looking for signs that something has lived or is living without actually seeing it therefore, if something is found when searching for extraterrestrial intelligence, scientists could astonishingly find life elsewhere within the solar system. To search for extraterrestrial intelligence, scientists use radio telescopes to try and pick up any transmissions from planets orbiting stars such as Gliese 581. Some of the research carried out by scientists has been conducted in the visible and near infrared part in the electromagnetic spectrum, most of the SETI experiments have been conducted by scanning our sky using the complex radio telescopes for a possible signal of direct contact from other species through all these trans missions. As the search for extraterrestrial intelligence has been based around two different approaches, first approach was the radio telescope that was used and set toward a specific star. The star which was chosen was because of the stars close resemblance to our Sun. Scientists problem so far is that they did not know what frequency the extraterrestrial intelligence are using, so there had to be a high number of channels in the receiver if they hope to pick up one frequency. There is only one problem with catching these signals is the interference with other objects with in our atmosphere so this method is not as efficient as everyone had hoped. The next method that used was to look at observations of signals of a â€Å"non-natural origin†(Genta Rycroft, 2003)†. However this method was extremely costly and has a limited coverage of our sky which again proved disappointing. â€Å"Radio astronomers who found themselves at the front line in a brand new research field which, was way beyond their scientific research†, Genta and Rycroft state that, â€Å"radio astronomers tried their best to find life using these complicated pieces of technology. † The implications of proving life exists on other planets and communicating with them could have an enormous impact to our society.