Gaming Casino Blu Review - 1262 Words

CASINO BLU REVIEW Putting it simply, Casino Blu is a brilliantly designed online casino with an excellent selection of online casino games, scratch cards, live casino suites, and more. There are lots of exclusive players offers, effective live customer support and a much more at this innovative online casino. Being honest, Casino Blu is among the newcomers on the online UK casino scene, nevertheless they currently have established themselves well with some of the most fascinating games offered via the well-known BetSoft gaming platform. Players will also be delighted to see that Casino Blu implements a few nice two-step bonuses, regular promotions, and one of the best VIP programs around. You will also find weekly bonuses, along with some huge advanced jackpot awards, so this is the place to be if you would like to win some cash without parting with any money out of hand. As far as availability is concerned, Casino Blu is available for download or for instant play through a flash-based browser. The above has detailed the core credentials of Casino Blu, but believe us when we say that the experience offered at this website goes above and beyond just that alone. If you have Casino Blu on your radar, keep reading, as the following is what you have to look forward to following registration. Background Casino Blu launched back 2014 and is owned by Conan Gaming Limited Casinos. Licensed in Malta, the site is sadly currently unable to offer US players’ accounts as of present.Show MoreRelatedExploring Corporate Strategy - Case164366 Words   |  658 PagesMark Rodol, took over as chief executive and launched a strategic review of the whole business. Rodol commented on Palumbo’s exit: James is an entrepreneur – but what is going to make this business great is a focused, long-term brand strategy. To his credit James has had the foresight to step aside and let the people who understand and believe this run the company. It’s about a difference in style.6 As to the strategic review, Rodol observed: Over the years, we’ve pursued a number of opportunities

The Opening Of Japan And China Essay - 1616 Words

Jonah Noel December 3, 2016 The â€Å"opening† of Japan and China; A love story Throughout history, dozens of countries have adopted isolationist policies on countless different occasions. For example, in the United States in the 1930’s, many Americans felt that amidst the Great Depression, the government should focus its efforts on solving problems at home before intervening in international affairs. Furthermore, today, totalitarian dictators often isolate their countries in order to consolidate their power, as is the case in North Korea and Eritrea. Yet while isolationism itself was not unique to the 19th century, the manner in which both China and Japan departed from isolationist policies under imperialist pressures was unique. When Japan and China enacted isolationist policies in the 16th century, Japan and China were among the most advanced countries in the world. Both nations felt that they did not need to nor desired to interact with the rest of the world, or intervene in disputes between â€Å"barbarians† (Aizawa 348.) As a consequence, throughout the 17th and 18th centuries, neither country advanced much technologically. On the other hand, over that same period the west experienced and reaped the benefits of an industrial revolution that saw dramatic advances in mathematics, science, and technology. The west subsequently experienced significant economic growth, and western powers then began building empires in pursuit of further growth. As a result, when western powersShow MoreRelated Economic and Political Strategies of China versus Japan Essay examples1062 Words   |  5 Pages China and Japan From 1500 to 1800, China and Japan tried to politically and economically established their countries in very different ways. Japan fought war after war for a century before they changed their ways. China on the other hand slowly established a government and used education as a tool to be politically and economically strong. Japan would later do the same. China was one of the most politically and economically strong countries during 1500 – 1800. The state was identified as familyRead MoreNorth Asi A Relationship With The Western Countries1487 Words   |  6 Pageswas not a positive relationship, but other times it was. China in specific had a trade relationship with the Western countries, such as America and Great Britain, which developed into a war known as the Opium War. A relationship with the Western countries at times caused tension in Japan with threats of imperialism when they did not appreciate that Japan was isolated. The threat of imperialism and isolation in Japan went hand and hand, China questioned if they should be isolated or not, and KoreaRead MoreCauses of the Hyper Growth Phenomenon in China and Japan Essay1564 Words   |  7 Pagesspectacular growth of economics in East Asia over few decades, it has left many people wondering the reason behind the hyper growth phenomenon. Such example of countries experienc ing such hyper growth is Hong Kong, Korea, Singapore, Japan and China. In this essay China and Japan will be selected as representative in comparing and contrast of both business system as they are one of the largest economic bodies in the world and they both have rich history in business system development. Additionally, theRead MoreAp World History Essay: Comparing and Contrasting China and Japans Responses to Western Penetration in the 19th Century658 Words   |  3 PagesJapan and China had many contrasting responses to western penetration in the nineteenth century, including economic interaction - economically China suffered and Japan prospered, Japanese agricultural productivity increased while China’s did not, and China only accepted a small amount of goods while Japan accepted a wide range of goods- and political interaction - China went to war but Japan did not, Japan adopted western learning styles but China did not, and Japan heavily increased taxes on theirRead MoreThe Government Of Japan During The Meiji Regime1362 Words   |  6 Pagesregime, which was the Government of Japan decided to modernize foreign relations, which was an important stride in making Japan a complete member of the international community. The traditional view of the Far East was not based on an international society but rather on cultural differences. It preferred artists, scholars, and Monks rather than professional diplomats, had been the conveyors of foreign agenda. During this time it, was difficult to differentiate Japans Foreign relations to its sovereign’sRead MoreGolden Arches East Essays1166 Words   |  5 Pagesadvertised almost everywhere in the U.S., many people all over the world know about these famous golden arches. The McDonald’s franchising started in 1955 and in less than fifty years, McDonald’s was introduced all over the world in countries such as, China, Japan, Great Britain, Sweden, France etc. McDonald’s global e xpansion has intermingled with cultural traditions because these countries are becoming more westernized. Since East Asia is becoming more westernized it also means that there is a culturalRead MoreUniqlo Assessment Presentation and Project Report Environmental Analysis Apparel Brand Management1066 Words   |  5 Pagesand high reputation. They were starting online businesses in 2000 and stepped forward outside Japan, in 2001 opening their first oversea outlets in London UK. As international brand, UNIQLO set up their design studio for own products development next year. As of August 2011, UNIQLO international had 181 stores including China, Taiwan, Hong Kong, Korea, Singapore, Malaysia, UK, USA, France and Russia, Japan had 843 stores, totally 1,024 stores in worldwide. There are at least 5 major factors of macro-environmentRead MoreForeign Relations Between The Middle Eastern Sunni And Eastern Asia1558 Words   |  7 Pagesthe most aggressive, and where should it take the largest step back? For two large regions of the world, the Middle Eastern Sunni, including the Oil rich Gulf States, and Eastern Asia, holding some of the greatest economic powers of the world, China and Japan, the US needs to make extremely stratigraphy policies in order to create a more desirable relationship between not only it and the countries of those regions, but also of those regions with their neighbors. In order to establish a more desirableRead MoreUniqlo Assessment Presentation and Project Report Environmental Analysis Apparel Brand Management1076 Words   |  5 Pagesand high reputation. They were starting online businesses in 2000 and stepped forward outside Japan, in 2001 opening their first oversea outlets in London UK. As international brand, UNIQLO set up their design studio for own products development next year. As of August 2011, UNIQLO international had 181 stores including China, Taiwan, Hong Kong, Korea, Singapore, Malaysia, UK, USA, France and Russia, Japan had 843 stores, totally 1,024 stores in worldwide. There are at least 5 major factors of macro-environmentRead MoreCompare and Contrast: Japan and China Essay1011 Words   |  5 PagesCAC: China and Japan During the early nineteenth century, both China and Japan enforced policies restricting foreign trade in order to avoid industrialization and western ideas, but after both societies experienced foreign invasions and unequal treaties being established by foreigners, Japan began to industrialize and became imperialists trying to create an empire, while China differed in that the people wanted reform and government restrained the reformation of their society, therefore causing

Southwestern university free essay sample

Southwestern university (SWU), a large state college in Stephenville, Texas, 30 miles southwest of the Dallas/Fort Worth metroplex, enrolls close to 20,000 students. In a typical town-gown relationship, the school is a dominant force in the small city, with more students during fall and spring than permanent residents. A longtime football powerhouse, SWU is a member of the Big Eleven conference and is usually in the top 20 in college football rankings. To bolster its chances of reaching the elusive and long-desired number-one ranking, in 2003, SWU hired the legendary Bo Pitterno as its head coach. One of Pitterno’s demands on joining SWU had been a new stadium. With attendance increasing, SWU administrators began to face the issue head-on. After 6 months of study, much political arm wrestling, and some serious financial analysis, Dr. Joel Wisner, president of Southwestern University, had reached a decision to expand the capacity at its on-campus stadium. Adding thousands of seats, including dozens of luxury skyboxes, would not please everyone. We will write a custom essay sample on Southwestern university or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The influential Pitterno had argued the need for a first-class stadium, one with built-in dormitory rooms for his players and palatial office appropriate for the coach of a future NCAA champion team. But the decision was made, and everyone, including the coach, would learn to live with it. The job now was to get construction going immediately after the 2009 season ended. This would allow exactly 270 days until the 2010 season opening game. The contractor, Hill Construction, signed his contract. Bob Hill looked at the tasks his engineers had outlined and looked President Wisner in the eye. I guarantee the team will be able to take the field on schedule next year,† he said with a sense of confidence. â€Å"I sure hope so,† replied Wisner. â€Å"The contract penalty of $10,000 per day for running late is nothing compared to what Coach Pitterno will do to you if our opening game with Penn State is delayed or canceled. † Hill, sweating slightly, did not need to respond . In foot-ball-crazy Texas, Hill Construction would be mud if the 270- days target was missed. Back in his office, Hill again reviewed the data and noted that optimistic time estimates can be used as crash times. He then gathered his foremen. â€Å"Folks, if we’re not 75% sure we’ll finish this stadium in less than 270 days, I want this project crashed! Give me the cost figures for a target date of 250 days- also for 240 days. I want to be early, not just on time. 1. Develop a network drawing for Hill Construction and determine the critical path. How long is the project expected to take? 2. What is the probability of finishing in 270 days? 3. If it is necessary to crash to 250 or 240 days, how would Hill do so, and at what costs? As noted in the case, assume that optimistic time estimates can be used as crash times.

Stanford University 2017-2018 Short Answer Prompts Supplemental Essay Prompts

Stanford University is one of the most selective universities in the US, admitting just 4.8% of applicants. The dream school for many students, here are all the short answer prompts and supplemental essays youll need to answer in order to apply. Stanford University is located near San Francisco in the heart of California’s Silicon Valley. Close to 45,000 students applied to Stanford last year, making the competition extremely tough. With well-rounded undergraduate programs and resources, Stanford attracts many applicants with diverse background and interested, especially those who are interested in entrepreneurship and engineering. Applying to Stanford University this year? Stanford’s application requires 8 additional short answers and 3 additional supplemental essays: Short Answer Prompts 1. The following short answer prompts all have a 50 word limit. 2. What is the most significant challenge that society faces today? 3. How did you spend your last two summers? 4. What historical moment or event do you wish you could have witnessed? 5. What five words best describe you? 6. When the choice is yours, what do you read, listen to, or watch? 7. Name one thing you are looking forward to experiencing at Stanford. 8. Imagine you had an extra hour in the day — how would you spend that time? Supplemental Essay Prompts Essay Prompt #1 The Stanford community is deeply curious and driven to learn in and out of the classroom. Reflect on an idea or experience that makes you genuinely excited about learning. (100 to 250 words) This essay prompt is slightly different from the essay prompt that was given last application season. Though the prompt changed slightly, the essay prompt is still asking the applicants the same thing: what makes you intellectually curious. Check out a few successful Stanford essay excerpts from essays included in the package below. Weve curated a package of 5 Stanford student profiles that include the response to this specific essay prompt. See how others approached this supplemental essay in full byunlocking the Stanford Supplement: Intellectual Vitality package! Essay Prompt #2 Virtually all of Stanfords undergraduates live on campus. Write a note to your future roommate that reveals something about you or that will help your roommateand usknow you better. (100 to 250 words) The Dear Roommate essay! This essay prompt stumps a lot of applicants because it seems so casual, but can reveal so much about an applicant. Its difficult to strike that balance: to show off who you are to a peer and to demonstrate your personality to the actual reader, the admissions office. Here are 5 roommate supplemental excerpts that might help you get off to the right start. Want to read the supplemental essay examples in full? Unlock the Stanford Roommate Supplement package! Essay Prompt #3 Tell us about something that is meaningful to you and why. (100 to 250 words) Again, the Stanford supplement here has changed the wording of the supplement, but the core of the question is still asking the same thing. What is something that is valuable to you? It can be a memory, a book, or even a feeling. Here are 5 successful examples you can take a look atsome wrote about music, others wrote about what the future holds. Need more inspiration for your supplemental essays? Unlock our What Matters To You, and Why? Supplement package! Want access to successful examples of Stanford supplemental essays? Ourpremium plansoffer different level of profile access and data insights that can help you get into your dream school. Unlock any of ourpackagesor search ourundergraduate profile databaseto find specific profiles that can help you make an informed choice about where to apply!

Photography and civil rights essays

Photography and civil rights essays During the past 40 years, black Americans have endured the painful process of having to fight for what has been considered the rights of every man since our nation's founding. The right to be considered equal with person's of a different skin color, the right to have access to the same facilities, and to be treated with respect are elements of American life which are the cornerstone of what we consider our national identity, yet only a generation ago, one group of American's were denies these building blocks of personal identity. For the African American, the journey has been Only a generation ago, the unjust principle of separate but equal' was the best white Americans were willing to do. After the war, when Americans of all nationalities fought and died along side of each other, black Americans were given a measure of personal freedom and recognition. Bit the separate but equal approach was still just another way of telling the black man that he was not welcome to join white American life. White America was only willing to let the darker skinned brothers so close, and give them access to only a limited amount of personal freedom. These policies were unjust, and taught black American's to consider themselves as less than or in some way inferior to the white Americans. In 1963, social forces, legal efforts and a handful of charismatic leaders all arose from within the black community at the same time and together brought in lasting change. The discrimination which the black American felt did not end in 1963, not by any measurement. Separate but equal, and the centuries of legalized discrimination which occurred prior had left a deep wound in the heart, soul, and personal identity of the American black community. But due to the courageous work of men like Martin Luther King, Malcolm X, Medgar Evers, all of whom gave their lives in the pursuit of a dream of equa...

How to Use Focus Groups in Marketing Research

How to Use Focus Groups in Marketing Research Focus groups are a form of qualitative research that is commonly used in product marketing and marketing research, but it is a popular method within sociology as well. During a focus group, a group of individuals- usually 6-12 people- is brought together in a room to engage in a guided discussion of a topic. Lets say youre beginning a research project on the popularity of Apple products. Perhaps you want to conduct in-depth interviews with Apple consumers, but before doing that, you want to get a feel for what kinds of questions and topics will work in an interview, and also see if consumers might bring up topics that you wouldnt think to include in your list of questions. A focus group would be a great option for you to talk casually with Apple consumers about what they like and dont like about the companys products, and how they use the products in their lives. The participants of a focus group are selected based on their relevance and relationship to the topic under study. They are not typically chosen through rigorous, probability sampling methods, which means that they do not statistically represent any meaningful population. Rather, participants are chosen through word-of-mouth, advertising, or  snowball sampling, depending on the type of person and characteristics the researcher is looking to include. Advantages of Focus Groups There are many advantages of a focus group: As a socially oriented research method, it captures real-life data in a social setting.It is flexible.It has high face validity, meaning that it measures what it is intended to measure.It generates quick results.It costs little to conduct.Group dynamics often bring out aspects of the topic or reveal information about the subject that may not have been anticipated by the researcher or emerged from individual interviews. Disadvantages of Focus Groups On the downside: The researcher has less control over the session than he or she does in individual interviews.Data can sometimes be difficult to analyze.Moderators require certain skills.Differences between groups can be troublesome.Groups can often be difficult to pull together.The discussion must be conducted in a conducive environment. Basic Steps In Conducting a Focus Group Some basic steps should be involved when conducting a focus group, from preparation to data analysis. Preparing For the Focus Group: Identify the main objective of the focus group.Carefully develop your focus group questions. Your focus group should generally last 1 to 1 1/2  hours, which is usually enough time to cover 5 or 6 questions.Call potential participants to invite them to the meeting. Focus groups generally consist of six to 12 participants who have some similar characteristic (e.g., age group, status in a program, etc.). Select participants who are likely to participate in discussions and who don’t all know each other.Send a follow-up invitation with a proposed agenda, questions up for discussion, and time/location details.Three days before the focus group, call each participant to remind them of the meeting. Planning the Session: Schedule a time that is convenient for most people. Plan the focus group to take between 1 and 1 1/2 hours. Lunchtime or dinnertime is usually a good time for people, and if you serve food, they are more likely to attend.Find a good setting, such as a conference room, with good airflow and lighting. Configure the room so that all members can see each other. Provide nametags as well as refreshments. If your focus group is at lunch or dinnertime, be sure to provide food as well.Set some ground rules for the participants that help foster participation and keep the session moving along appropriately. For example- 1. Stay focused on the subject/question, 2. Keep the momentum of the conversation going, and 3. Get closure on each question.Make an agenda for the focus group. Consider the following: Welcome, review of agenda, review of the goal of the meeting, review of ground rules, introductions, questions and answers, and wrap up.Don’t count on your memory for information shared at the focus group. Plan to record the session with either an audio or video recorder. If this isn’t possible, involve a co-facilitator who takes good notes. Facilitating the Session: Introduce yourself and your co-facilitator, if you have one.Explain your need and reason for recording the focus group discussion.Carry out the agenda.Carefully word each question to the group. Before a group discussion, allow everyone a few minutes to carefully record his or her responses or answers. Then, facilitate discussion around the answers to each question, one at a time.After the discussion of each question, reflect back to the group a summary of what you just heard. If you have a note-taker/co-facilitator, he or she may do this.Ensure even participation among the group. If a few people are dominating the conversation, then call on others. Also, consider a round-table approach in which you go in one direction around the table, giving each person a chance to answer the question.Close the session by thanking the participants and telling them that they will receive a copy of the report generated as a result of the discussion. Immediately After the Session: Verify that the audio or video recorder worked throughout the entire session (if one was used).Make any additional notes on your written notes that you need.Write down any observations you made during the session, such as the nature of participation in the group, any surprises of the session, where and when the session was held, etc. Updated  by Nicki Lisa Cole, Ph.D.

Parents Sexuality Influence Essay Example | Topics and Well Written Essays - 750 words

Parents Sexuality Influence - Essay Example The discussion of the sexuality of children with their parents is least common. However, many people think that sexuality education must be taught from the parents. Neither the parents nor the children are not prepared to talk with each other on issues which are common at teenage like drinking, sex, drug usage etc. Many of the parents do care about such issues, want their children to have safe and healthy sex, but they don't get the appropriate time to discuss, thinks talking on sex is a vulgar subject, and do not feel comfortable in discussion it. This may be because of big generation gap between them. However, the daughter consults more than the sons do. Most of the teenagers prefer to consult sexuality education centers for their problems. These centers are quite useful as they keep young people aware of the consequences and risks of premature sex. Having sex at young age can be both harmful physically and psychologically. The society in which people are living also influences in parent-children relationship. Some society, which are conservative and are more under religious influence find it a bit easier to discuss than in socially affected place. However, it is the duty of the parents, at a certain age i.e. 14-18 years of their children, the parents must take their children into confidence and discuss on their sexual development. This is the age where sexuality becomes more common among teenagers. The people need to make it clear that sexuality is the part of maturity of humans. The parents need to talk with their children and discuss sexuality issues. The fathers can talk with the sons, similarly the mothers with their daughters, discuss about the consequences of sexuality and advice them on periodic basis i.e. after six months or yearly basis of the consequences of sexuality. In this way, if children face any serious problems, the parents can consult medical consultants or may require regular treatments. The parents need to show more frankness, openness, and attentiveness in their attitude when discussing sexuality with the children. The parents need to keep their tone cool and humble, and answer them seriously. The privac y of the child must be kept intact. The father can tell the sons about the usage of condoms and mothers can help daughters when they are in their sexual periods. However, children think their parents can help them in making their sexual decisions. Awareness Among Younger generation: The parents and sexuality centers need to provide awareness among the younger generation about the sexually transmitted diseases (STDs) such as HIV/AIDS etc. If not dealt properly with such diseases, improper pregnancy, inappropriate sex etc can be very deadly. In many European countries like Netherlands and Germany they have started sexuality awareness programs through electronic media, where parents come and give useful information to young masses. These sexuality communities can also help the parents in making them better sex educators. However in France, the children are send to such centers, and the parents cannot withdraw them before the age of 13. Although sexual education can be taught from other sources, but the love and care parents can give, children cannot get it from anywhere. Bibliography: Press Release TeenPregnancy.org. Teens Say Parents Most Influence Their Sexual Decisions.

Foundations of Business Law Essay Example | Topics and Well Written Essays - 1250 words

Foundations of Business Law - Essay Example By virtue of a valid sale and waiver of all her rights to the enterprise, Roxanne has transferred all said rights and interests to the property, which also includes liabilities and future litigation, such as the present case against her former business enterprise and its new owner, Sting. If Sting, also signified that it was Roxanne who owned the business through his conduct, Roxanne cannot be still held liable as there was fraud and misrepresentation employed by the former. Conversely, if there was indeed a valid, legal transfer of the rights to the business to Sting, he shall be the one solely liable to pay the obligation of $40,000 to Lumieres Sound and Lighting System. If Lumieres Sound and Lighting System cannot recover from Sting by virtue of his disappearance, the former cannot recover from Roxanne, as she has no knowledge whatsoever of the obligation and therefore, no obligation to pay the debt created by the new owner Sting. Moreover, since the parties were entering a contra ct which amounted to a significant amount of money, namely: $40,000.00, it was incumbent upon Lumieres Sound and Lighting System to verify the identity of the business proprietor they were contracting with, and look into all the considerations such as the financial capability of the other party to pay, among several other factors. It cannot take refuge in the fact that they had been â€Å"a regular supplier to Mogadon in the past, and was not aware of the change of ownership.† In all their financial dealings, a supplier must always exercise diligence and due care by assessing their client’s profile and identity. If there was only an actual transfer of the rights to the property, where legally, Roxanne was still the owner of the business enterprise, she is still liable for all the acts and obligations despite the actual ownership of Sting. Under the law, she still has rights and interests to the business enterprise, and would ultimately be liable for litigation and brea ch of contract, as Sting can only be considered as an agent acting in her behalf. Hence, in the absence of Sting, Roxanne can be held liable. Lastly, although there was an actual transfer of rights and ownership of the business by virtue of the sale between Roxanne and Sting, it was incumbent upon Roxanne to have advised Sting to stop the use of the old business signs, advertising, materials and stationary, and letterhead of Mogadon Music, and informed her former contacts and suppliers of the change of ownership of her former business enterprise. Question 2 To effectively ascertain whether or not Sally has a valid claim and cause of action under the law against Great Eastern Railway, an analysis of the facts and circumstances surrounding the case is proper. The facts of the case are clear and undisputed. There was a valid freight contact entered into by the parties. The issue and question in this case is whether or not Great Eastern Railway, under the stipulations of the contract en tered into by the parties, and through the acts or omissions of its employees, is liable for damages under the provisions and instances set forth by law and jurisprudence. The case at bar merits a situation of breach of contract. Defined in general terms, a breach of contract of a contractual obligation is any failure or departure from the agreed  terms and conditions of a contract, Accordingly, where a breach has been caused where one of the parties to the

Conceptualizing Addiction Paper Essay Example for Free

Conceptualizing Addiction Paper Essay The history of addiction goes back centuries, and unfortunately, there is still a long way to go for people to realize the effects of chemical substances do more harm than good. The difference between drug use and abuse relies heavily on a person’s dependence on the substance. The line between the differences is often very fine. Depending on other factors involved, such as morals, values, environment, and genetic predisposition, the line will most likely be crossed without regard to the consequences until treatment and recovery are the only options left. This is essay compares two theoretical explanations for addiction, including a psychological theory, and a biological theory. In addition, the writer will describe the viewpoints of each model, and how their effectiveness in addiction prevention and intervention. The Psychological Model The psychological model includes cognitive behavioral theories, psychodynamic theories, and the learning theory. Cognitive-behavioral theories associate a person’s motivation for taking drugs with their need for variety (McNeece DiNitto, 2012). People often look for fulfillment and pleasure as they carry out their day-to-day responsibilities, thus finding chemical substances a way to escape reality or a reward. Psychodynamic theories suggest more complex explanations are the reason behind drug addiction. Childhood experiences and structure within the family determine a person’s ability to cope socially and emotionally. Thus, the person uses drugs to forget about the pain or provide a false sense of security. Finally, the learning theory of addiction implies that people learn over time and exposure to drugs that anxiety, tension, and stress all decrease with use, becoming a reinforcer for the user (McNeece DiNitto, 2012). Each  of theories explain addiction in terms of a malfunctioning thought process or learning process that can be reversed. For less severe cases of addiction, this type of treatment is effective. However, usually, a multi-treatment approach is necessary. Psychological models focus on the emotion and the mind, while biological models, as discussed next, find that addictive behaviors depend on the structure and chemistry in the body’s genetic makeup. The Biological Model â€Å"The statistical associations between genetic factors and alcohol abuse are very strong† (McNeece DiNitto, 2012). However, there is still much debate over the validity of genetics as a definite cause for addiction. Perhaps, the reason for this is because the number of children of alcoholics that go on to become alcoholics is still small. Additionally, genetic predisposition cannot explain the number of cases of alcoholics that did not come from alcoholic parents or families. In fact, addiction can be so prominent, that it remains even after the drug use has ended (McNeece DiNitto, 2012). Therefore, the biological theory should not be ruled as it is based on what takes place in the body. There is no other theory that can explain how a person could still have addiction symptoms when the substance is absent from their system. Predisposition implies that there is a mutation or malfunction in the body that appears to cause a craving or susceptibility to becoming addicted to a substance. Comparing Psychological and Biological Models Both of the psychological and biological models explain addiction. In addition, both models take a holistic approach in their arguments. They simply emphasize a certain portion of the body and based their studies around that. Interestingly, the theories related to the psychological model are all insightful to how humans think and interact, however, they do not explain well the interactions that take place once a substance takes over quite like the biological model. Finally, the main shortcoming of the psychological model of addiction is the treatment approaches, which attempt to retrain a person’s thinking. Since biologists have proved there are specific genetic components of addiction that are naturally either present or absent, causing a mutation, a simple change of thought will not be enough  to cure addiction in most cases. Treatment for Addiction Prevention and Intervention Out of the two models, the biological model has impressive supporting evidence regarding treatment for addiction. Perhaps, this is because of the perspective of how addiction affects people. It is easier to find a solution to a problem that is explained with support, rather than common thought patterns shared between people. Addiction may have specific characteristics that users share, but ultimately, it will affect everyone differently and many factors will be involved. Problems associated with drug abuse affect areas such as the digestive, cardiovascular, and reproductive systems, which is another advantage of biological treatment. Biologists study these systems and there functions and how addiction affects them. Thus, allowing them to incorporate treatment techniques that specialize in minimizing the effects of addiction while restoring the body’s systems. The duration, extent, and resiliency of the person still plays a vital role in the recovery and treatment process. Conclusion The history of addiction continues to stir controversy as to how it starts, who it affects, and why. While many choose to use chemical substances to get variety out of life, there are several that become addicted who cannot even give an answer as to why they continue to use. This is a sign of chemical dependency and typically means that the body and mind have now been altered in such a way that there will be adverse effects if and when a person chooses to stop using. Often, the decision to stop using is not voluntary. For many, there is not a realization that there is even a problem. There are just as many models that explain addiction as there are reasons that people become addicted. This essay explored the psychological and biological models of addiction. The psychological model deals with the mind and emotions, suggesting that people learn and adapt to certain behaviors over time. The biological model explains addiction as being present in all of us prior to being born, depending on the genetic predisposition and mutations. Arguably, no theory is better than another at explaining addiction. However, there is substantial evidence that supports  the biological model and its treatment when dealing with people with addictions. Reference McNeece, C.A., DiNitto, D.M. (2012). Chemical Dependency: A systems approach (4th ed.). Upper Saddle River, NJ: Pearson.

Wealth and Beauty Equals Popularity in Beverly Hills 90210 :: Media Argumentative Persuasive Argument

Wealth and Beauty Equals Popularity in Beverly Hills 90210 Every teenager who has attended high school can relate to the pressures that come from the desire to be popular. It’s normal for teens to feel the need to be in the â€Å"in crowd† and to fit in with the â€Å"beautiful people.† Television shows help contribute to this â€Å"need† to fit in. One such show, Beverly Hills 90210, is based on beautiful teenage characters, most of whom are wealthy and, coincidentally, popular. In today’s society there is a shared cultural belief that in order to be popular high school students must be wealthy and beautiful. The show both challenges and reinforces this cultural belief by offering characters like Kelly Taylor, who is a beautiful, California blonde who seems to lead an ideal life. She is one of the most popular girls at West Beverly High (partly because she was able to afford a nose job). Beautiful people such as Steve Sanders--a wealthy, snobbish womanizer--constantly surround her. A character who challenges this belief is Andrea Zuckerman, an intelligent, middle-class student who is more concerned about her grades than her appearance. And there are also the twins from Minnesota, Brenda and Brandon Walsh, who are not instantly popular; rather, they use their personalities (and their good looks), not their wealth, to fit in. On the outside Kelly, Steve, and even Brandon and Brenda seem to be happy because they are popular and because they lead fairly normal lives. But the well-seasoned viewer knows that these are just transparent beliefs. These beautiful teens do not lead perfect lives. The show has some cultural significance: seemingly superficial characters have complexities that are not obvious at a first glance. In fact, Kelly is ashamed of how she lost her virginity and the fact that her mother is an alcoholic. She is unexpectedly conscientious; she was concerned about her SAT scores. Kelly also proved to be a good friend to Brenda after she threw her a surprise going away party when the Walsh family was planning to move back to Minnesota. Kelly seems so self-absorbed on the outside but at the same time she is constantly trying to help her friends overcome obstacles. Steve also contributed to the going away party.

Reaction Paper Essay

On August 3, the 1st year BSHM-CA students held an educational tour in different places of Manila and especially the main event of the tour is in the Fontana Resort, Clark Pampanga. The Educational tour started out as an escape from school for most of us students, bonding with friends, chance to unwind and of course, to learn new things and to gain knowledge at the same time that we may apply someday. First, we went to the entertainment room of the Resort where we discussed about the events, places of Pampanga and also some psychologic facts. After we enter the entertainment room of the Resort, there’s a short briefings about history of Pampanga, the course we took. We also did some different kinds of entertainment like singing, dancing, having fun, and eating. I learned a lot and also it is really useful because it’s important that you know how having an educational tour begins, the history and evolution of Pampanga because other people didn’t know that and I can share what I learned and discovered. After the short visit to entertainment room of the Resort, we went straight to our second destination the area of the Resort, I found myself amazed and amused because the place is really relaxing and unwinding. After we arrived in our hotel rooms, we wait for about 30 minutes because there was a huge rain that day and it looked like a storm. So it’s our time to eat lunch, relax, taking pictures, nap and retouch. After that we go back to our assigned rooms and relax and had fun there. I found our tour very interesting because I felt the happiness in me but it’s also a challenge for us. That’s all. Thank you.

What Role Does International Relations Play in the Shaping, Defining, or Legitimating of Masculinity or Masculinities?

â€Å"There may be numerous ways in which international relations are implicated in the construction of masculinities and masculine identities; through the direct disciplining of male bodies, through numerous political and institutional practices, and through broader cultural and ideological links. † Unquestioningly, more and more people believe that â€Å"the personal becomes political† nowadays, we can see that even for subjects that suppose to be those of intimate details of private lives have become something that are constructed and structured by social relations. More obvious, lives of women are especially in the main stage, but not in a very good way. How? There are many forms of gender oppression towards women. This performance of discrimination â€Å"deprives women from equal rights, whereas men have been judge on their merits as individuals, women have tended to be judged as female or as a group. † This is to say that apparently, the world of international relations is precisely a man’s world, both in practice and theory. Be that as it may, to be success in this particular world, one must pass the criteria measured by masculine traits: power, autonomy, and independence. Also, it has been said that the privilege and power that achieve by men are not due to their physical, but because of their cultural association with masculinity. Having said that, Hooper also proposed that â€Å"it is the quality of masculinity that is closely associated with power, rather than men per se, and the term masculinism, which implies a privileging of masculinity†. Coupled the stories that I have just described with the picture of international politics which is dominated by diplomats, soldiers, and international civil servants, most of whom are men, in defining the governments’ policies, it is not exaggerate to assume that world politics is a man’s world. Regardless of the fact that international relations is one of the last social sciences to be affected by gender/feminist analysis, many agree that it is because it has been so strongly masculinised by the works of those people that I have just said. Moreover, considering the current trend of world politics that is based mainly on the ideology of realism, not only that it helps legitimate the masculine world, but also it contributes to the international relations theory and practice’s focal point on power, sovereignty, and security. Nonetheless, in this paper I will first discuss about the significance of identity towards international relations which I believe will provide the basic clarity of why we have to study about the importance of IR towards the masculine identity, then I will turn to the talk about the meaning of patriarchy and who defines or what legitimates that notion. Next I will try to answer the question of this paper by making it seems more practical. For example, I will depict the picture of the world after Cold War in which realism claims its explanatory power and its effect in shaping, defining, or legitimating masculinity or masculinities, along with the illustration of how the United States have inscribed the idea of gender into IR, and used it to legitimate their actions, etc. Lastly will be the conclusion part. Identity and IR In the famous article of Marysia Zalewski and Cynthia Enloe, Questions about the Identity in International Relations, they have asked us many questions that many always want to know the answers: what our identity is and who defines us. Knowingly, â€Å"identity is being fashioned and constructed by others who have a stake in making up certain social categories and in trying to make people conform to them. † However, if any chance the final result came out showing that your identity is ‘a woman’, then ‘too bad’, because you will have to live with this so-called inferior status for the rest of your life. Asserting Zalewski and Enloe, â€Å"gender and specifically that which is identified as belongings to femininity acts as a pre-emptive deterrent to certain modes of thought, action and speech. † Funny as it may seem, who would have known that the social construction of women identity has been manufactured by mainly male theorists in order to keep them from accessing the public world, the world designed only for men. Patriarchy and the Misogynic World â€Å"The term patriarchy was originally associated with ‘the rule of father’ but feminists broadened its use to cover other aspects of male domination. † Obviously, international relations base its assumption and explanations almost entirely on the activities and experiences of men. Furthermore, according to Connell, there are several reasons why feminists have seen the state as patriarchal institution. â€Å"the state is the core of the whole structure of power relations in gender with the total exclusion of women† †¢Ã¢â‚¬Å"the state has a well-marked internal gender regime† with the example of strong gender division of labour †¢Ã¢â‚¬Å"it is typical of modern states that the centres of state power, the top decision-making units, are heavily masculine† †¢Ã¢â‚¬Å"the state has the capacity to do gender, it generates policies concerned with gender issues† Given these reasons, it can be said t hat only men can benefit, ‘patriarchal dividend’ in the form of money, authority, respect, safety and power, from the world of gender inequalities. Although not all men can receive the benefits of patriarchal world, and not every woman suffers from it either, still the way in which elites men who possess the power in influencing and making decisions in government’s policy tend to focus on dichotomous thinking is mainly in order to sustain the gender order in the way that they want and the way that they can privilege from. Hooper suggested that in defining masculinities â€Å"the academic discipline of IR is not exempt from the general observation that the more men align themselves with hegemonic masculinities, the more they boost their own credibility and perpetuate that hegemony†. And in defending this more valued status, we can see masculine practices work their ways to maintain such position, whether self-consciously or not, as well as to make sure that they meet the threshold of requiring elites’ privileges. Hooper also claimed that â€Å"masculinities are not just domestic cultural variables; both political events and masculine identities are the products of men’s participation in international relations. † Also, â€Å"international relations reflects a world of men in that they influence international affairs through their physical capacities, through practices at the institutional level, and through the symbolic links between masculinity and power. For real supporting example of such argument, I find that many scholars believe that the United States in the post-colonial era had been dominated by politicians, diplomats, and other international players. These were groups of people who had been strongly influenced by European values of hegemonic masculinity. Asserting Hooper once again, â€Å"such institutions still tend to churn out a high proportion of international elites. † In sum, the international arena and men require each other. This is to say that, while international relations needs men to design and work on its structure, most men, especially white elites men, also need the international relations to hold on to and to maintain their status quo. International Politics and its effect on Masculinities The Realism World â€Å"Paradigms such as realism, pluralism and structuralism/globalism are ontologically and ideologically committed to seeing a particular picture of the international, as a result which they are also theoretically and epistemologically constrained. † States are considered to be principal actors in the international relations. Why? To answer this question, one might have to go back to the traditional ideology of realism – which regards states as unitary and rational actor- that has been in the main focus of world politics for quite some time now. Especially in the era of Cold War, foreign policies of both the United States and the Soviet Union led to the institutionalization of masculinity. They fought each other with, besides the arms race, the definitions of masculinity and femininity. However, if we dig deep enough to the core of policy makers and intellectuals that dominated the world, we can see that most of them are men. Thus, as we live in the world that dominated by a masculine’s culture, anything that is relating to the traits of hegemonic masculinity can be seen as in a higher position, superior status to those that associated with feminine. Also, the way in which we mostly concentrate our ideologies after cold war with realism led us to the emphasis on power politics, which finally renders us the reinforcement of masculinities. And, â€Å"for realist, security tied to the military security of the state. Given their pessimistic assumptions about the likely behaviour of states in anarchic international environment, thus war could break out at any time because nothing can prevent it. This rendered states to rely on their own power capabilities to achieve security† . Hence, it can be easily detected that realism is oriented by masculine-linked characteristics. â€Å"Characteristics associated with manliness, such as toughness, courage, power, independence, and even physical strength, have, throughout history, been those most valued in the conducted of politics, particularly international politics† . Cited example from Zalewski and Enloe’s work, â€Å"the current Chinese officials making nuclear policy were all men and they made at least some of their nuclear decision in order to prove to the Russians and the Americas that they too were real men in international politics. † In spite the fact that realism notion can only explain a partial view of reality, still just when we think about the national security, it means that we have already entered into an almost exclusively male domain. Tickner argued that â€Å"in the post-World War II world, this bipolar balance of power became what less sanguine observers termed a balance on terror that rested on the vast array of nuclear weapons possessed by the United States, the unprecedented buildup and maintenance of hugh military arsenals in a time of peace led to a new branch of international relations scholarship known as national security studies. While national security scholars are realists in their basic assumptions and explanations, during the Cold War era they focused almost exclusively in designing a military strategy for the United States with respect to the Soviet Union. As national security specialists have moved between academic and government, American national security policy has rested on the realist prescription of increasing security through preparation for war† . However, the statement that I have just cited is not exaggerate since when we look back into the world history, particularly for the Greeks, the way to achieve status and recognition as an honored man, one needed to participate in war in the form of heroic performance. We can assume from these given facts that realism focus only on men, while oppress women. Tickner gave us clarity that â€Å"The high politics of war and Realpolitik, the traditional Western academic discipline of international relations privileges issues that grow out of men’s experiences; we are socialized into believing that war and power politics are spheres of activity with which men have a special affinity and that their voices in describing and prescribing for this world are therefore likely to be more authentic. † This rendered the pattern of gender discrimination that happens in the world nowadays. To give an insight on this area, I shall point to the work of many well-known realists, namely Machiavelli, Hobbes, and Morgenthau. But first as most international relations student know that the Greek city-state was a community of warriors, and intellectuals and theorists back in those years like Hobbes, he said that people in the state of nature are in international arena. This is to say that, nature is in control of men; thus, it helps legitimate hegemonic masculinity. While for Machiavelli’s â€Å"the Prince†, he highly praised for warrior-prince. Given this fact, many feminists regard warrior-citizenship neither as a negative, unavoidable characterization of human nature, nor a desirable possibility. Rather, they defer it as a revisable, gendered construction of personality and citizenship. Machiavelli also argued that for a person to possess to quantity of manliness, one must have virtu, which literally means manly activity. According to Tickner, â€Å"Machiavelli’s virtu is insight, energetic activity, effectiveness, and the courage: it demands overcoming a man’s self-indulgence and laziness. † On the other hand, he perceived women as fortuna. Or else, it is a feminine power in men themselves against which they must continually struggle to maintain autonomy. For him, â€Å"fortuna is a threat to the masculinity of the citizen-warrior† Furthermore, he always regarded women as weak, fearful, indecisive, and dependent. Also, Tickner claimed that the real test of manly virtue in that era was victory in battle. In Morgenthau’s popular book â€Å"Politics among Nations,† he has constructed his argument almost exclude women. When he claimed about the struggle for power between individuals for dominance, women hardly occupy any claims of such area. Thus, we can assume that when Morgenthau talks about domination, he is referring to men primarily. Having said these, we can presume once again that state continues to derive much of its legitimacy from its security function; especially for national security that citizens are willing to make sacrifices without doubt. Additionally, Connell said that â€Å"while state power is a resource for the struggle for hegemony in gender, hegemonic masculinity is also a resource in the struggle for state power. † And this explains why political parties often choose military heroes or prominent generals as candidates. Tickner proved that â€Å"the president’s dual role as commander in chief reinforces our beliefs that qualities we associate with the manliness are of utmost importance in the selection of our presidents †To understand this logic, we first have to realize that â€Å"soldiering is characterized as a manly activity requiring the masculine traits of physical strength, action, toughness, capacity for violence, and, for officers, resolve, technical know-how, and logical or strategic thinking† and that â€Å"military combat in the pursuit of war is a clear example of how international relations help to shape men †. It is the most complete version of masculinity. Those who went to war and came back had been highly praised for their sacrifice. In this case, the dead were also heroes. Rather, in many cases we can that those men who avoid going to fight in war had been greatly looked down on as soft and feminized. Further we can see that â€Å"war are fought for many reasons; yet, frequently, the rationale for fighting wars is presented in gendered terms such as the necessity of standing up to aggression rather than being pushed around or appearing to be sissy or a wimp. Support for wars is often garnered through the appeal to masculine characteristics †. In the realism world where war is central to the way we learn about the international relations, the vicious cycle and the security dilemma relied greatly on the war, and since war demands manliness, for combat is the ultimate test of masculinity, thus â€Å"war is a gendering activity at a time when the discourse of militarism and masculinity permeates the whole fabric of society †. One of the most interesting examples of to show how international relations and masculinities had interrelationship after reading the work of Hooper is when he claimed that â€Å"Pluralist and liberal perspectives were being feminized by Waltz un order to put them down. Theoretical overcomplication that creates confusion is akin to so-called feminine woolly mindedness, in signifying lack of masculine reason and purposefulness†¦ Such failings contrast neatly with Waltz’s own punchy, curt, and slightly aggressive prose. Given that example, we can infer easily of the direct consequences that international relations use the gender perspectives in upgrading their own point of view. Thus, using this same tactic the United States nowadays in order to fight the war on terror, most of the policymakers in the Capitol Hill, which most of them are men, have been tried to implicate the rhetoric of gender in which they portrayed those who refuse the use of patriot act as being soft, t he characteristic most likely to associated with women. Imperialism and Post-Colonialism Traced back in time we can see that imperial also intervened in domestic life or somehow found the way to link the issue of domination with gender of people in their colonies. For example, one of the greatest works in international relations studies of Edward Said ‘Orientalism’ rendered us the idea of a male perception of the world And Tickner showed that â€Å"colonized people were often described as being effeminate, masculinity was an attribute of the white man, and colonial order depended on Victorian standards of manliness †. Similar to the same tactic using above, sometimes we can see that the imperial countries often portray the countries which they ruled with the picture of female or even children. For example this is how Latin America was perceived by the United States. Thus, â€Å"it is not the action themselves but the gendered interpretations placed on them that are crucial in determining which activities count as masculine and valued and which count as feminine and devalued . † International Political Economy and Gender Division of Labour â€Å"The power of gendered dichotomies and the way in which strategies of masculinization and feminization work to promote inequalities between the sexes can be seen clearly in the gendered division of labor† . Recently political economy has become more and more powerful in its explanatory power. Depicting Japan and Germany, two countries saw as aggressors of World War II, these two countries nowadays have emerged as the economic superpower contrasting to the ideology of realism. Yet, this does not imply that military, power have declined their strengths, rather in many countries still military and arms purchase still prior to other economic budget. True that political economy is another important field of international relations, and it has increased its popularity over time, still, as irony as it may seem, the more global economy has shown its face to the world, the more it shows the cold war imagery of masculinity. â€Å"Post cold-war era in for the United Sates reflected not only a reconfiguration of Anglo-American hegemonic masculinity in conjunction with economic estructuring, workplace changes, and new management styles, but also reflected a more local phenomenon: the Americanization of the City of London and of the culture of international finance †. Even for liberalism that tends to give attention to economy, or liberalism rational economic man, most people still agree that that idea is based heavily on the hegemonic masculinity characteristic s. Be that as it may, this gave birth to the gender or sexual division of labour in which men have dominated the intellectual fields while women have been assigned the domestic tasks necessary for physical survival , especially in the light industries . Enloe said that â€Å"this sexual division of labour has had the effect of further masculinizing national and international politics. For governments to possess heavy industries which most men control is held as proof that a country has graduated. † Also many Marxist feminists believe that capitalism is the source of women’s oppression and lower levels of human capital , radical feminists claim that â€Å"women are oppressed by the system of patriarchy that has existed under almost all modes of production. Patriarchy is institutionalized through legal and economic, as well as social and cultural institutions †. Moreover, â€Å"if capital is being rewarded disproportionately to labour in the world economy, then men are being rewarded disproportionately to women † and that â€Å"women are oppressed in specific ways that are attributable to patriarchy rather than capitalism † Conclusion â€Å"IR symbolically becomes a wholly masculine sphere of war and diplomacy, at the furthest extreme from the domestic sphere of families, women, and reproduction in the private/public/international divides of modernity† . In answering the paper’s question, Hooper said that â€Å"international relations has played an important part in not only reflecting and legitimating specific masculinities, but also in constructing and defining them† . With all the proving examples that I have stated in this paper, I do not think that gender hierarchies that privilege male characteristics and men’s knowledge and experiences, and sustain the kind of attitudes toward women in foreign policy will change any time soon.

Stop Consonant - Definition and Examples in Phonetics

Stop Consonant s in Phonetics In phonetics, a stop consonant is the sound made by completely blocking the flow of air and then releasing it. Also known as a plosive. Stop Consonants Explained In English, the sounds [p], [t], and [k] are voiceless stops (also called plosives). The sounds [b], [d], and [g] are voiced stops. Examples Of Stop Consonants We may describe the first sound in pit as a voiceless bilabial stop (transcribed as [p]) . . .. The consonant in abbey is also a bilabial stop, but differs from that in pit: it is voiced. This consonant (transcribed as [b]) is a voiced bilabial stop.The first sound in tin is a voiceless alveolar stop; it is transcribed as [t]. Its voiced counterpart is the consonant in ado. This sound, the voiced alveolar stop, is transcribed as [d].The first sound in cool is a voiceless velar stop; it is transcribed as [k]. Its voiced counterpart, the voiced velar stop, is transcribed as [g]; an example is the consonant in ago.We have now identified bilabial, alveolar and velar stops; stops may be made at many other places of articulation, but we will ignore those, as they are not relevant to the study of English. There is one further stop which we must mention, however, as it is very common in the speech of most speakers of English. This is the glottal stop . . .. It is made by forming a constricti on of complete closure between the vocal folds. This is the sound made instead of [t] in many Scottish and Cockney pronunciations of, for example, the word butter. We will see that it is present in the speech of almost every speaker of English, no matter what the accent. (Philip Carr, English Phonetics and Phonology: An Introduction. Blackwell, 1999) Anterior Stops The labial and alveolar stops, [p], [b], [t], [d], are also known as the anterior stops. Together, with the velar or back stops, they complete the American English set of phonemic stops. . . .The [p] and [b] occur at the front of the mouth and are grouped with the labials, sounds formed by the lips. The alveolar stops, [t] and [d], are made on the gum ridge behind the upper teeth. At the back of the mouth are [k] and [g]. These are the velar stops because the tongue makes a seal with the soft palate (or velum)...The variant forms for the stops, called allophones by phoneticians, are regularly tied to the phonetic contexts in which the sounds occur. For example, stops in initial position in words or at the start of stressed syllables are usually exploded, or heavily aspirated, whereas those at the ends of words may not even be released. (Harold T. Edwards, Applied Phonetics: The Sounds of American English, 3rd ed. Thomson, 2003) Nasal Stops Stop ​articulations without a velic closure and with nasal airflow are called nasal stops or, more simply, nasals. Nasals are sonorant sounds, because the airstream produced by the lungs can escape via the nasal cavity and there is no rise in air pressure inside the vocal tract. (Michael Ashby and John A. Maidment, Introducing Phonetic Science. Cambridge Univ. Press, 2005)

Situated Ethos in Rhetoric

Situated Ethos in Rhetoric In classical rhetoric, situated ethos is a type of  proof that  relies primarily on a speakers reputation within his or her community. Also called prior or  acquired ethos. In contrast to invented ethos  (which is projected by the rhetor during the course of the  speech  itself), situated ethos is based on the rhetors public image, social status, and perceived moral character. An unfavorable [situated] ethos will hamper the effectiveness of a speaker, notes James Andrews, whereas a favorable ethos may well be the single most potent force in promoting successful persuasion (A Choice of Worlds). Examples and Observations Situated ethos is  a function of a speakers reputation or standing in a specific community or context. For example, a physician will have a certain credibility not only in a professional setting, such as a hospital but also in the community at large because of the social standing of medical doctors.(Robert P. Yagelski,  Writing: Ten Core Concepts. Cengage, 2015)Situated ethos can be enhanced over time  by building up a reputation that is tied to a particular discourse community; as Halloran (1982) explained its use in the classical tradition, to have ethos is to manifest the virtues most valued by the culture to and for which one speaks (p. 60).(Wendi Sierra and Doug Eyman, I Rolled the Dice With Trade Chat  and This Is What I Got.  Online Credibility and Digital Ethos, ed. by Moe Folk and Shawn Apostel. IGI Global, 2013)Richard Nixons depreciated ethos- For a public figure like [Richard] Nixon, the task of the artful persuader is not to contradict the impressions people al ready have of him but to supplement these impressions with other, favorable ones.(Michael S. Kochin,  Five Chapters on Rhetoric: Character, Action, Things, Nothing, and Art. Penn State Press, 2009)- In rhetorical interaction, no particular is more consequential than  ethos. Depreciated  ethos, for instance, can be disastrous. A prompt and forthright response by Richard Nixon  to facts of the Watergate incident might have saved his presidency. His evasions and other defensive acts only weakened his position. . . . Behavior that is perceptively  evasive, uncaring, self-abasing, spiteful, envious, abusive, and tyrannical, etc, contributes to tarnished credibility; with mature audiences, it returns only rhetorical loss. (Harold Barrett,  Rhetoric and Civility: Human Development, Narcissism, and the Good Audience. State University of New York Press, 1991) Situated ethos in Roman rhetoric- Aristotles conception of an [invented] ethos portrayed only through the medium of a speech was, for the Roman orator, neither acceptable nor adequate. [The Romans believed that character was] bestowed or inherited by nature, [and that] in most cases character remains constant from generation to generation of the same family.(James M. May, Trials of Character: The Eloquence of Ciceronian Ethos, 1988)- According to Quintilian, Roman rhetoricians who relied on Greek rhetorical theory sometimes confused ethos with pathosappeals to the emotionsbecause there was no satisfactory term for ethos in Latin. Cicero occasionally used the Latin term persona), and Quintilian simply borrowed the Greek term. This lack of a technical term is not surprising, because the requirement of having a respectable character was built into the very fabric of Roman oratory. Early Roman society was governed by means of family authority, and so a persons lineage had everything to d o with what sort of ethos he could command when he took part in public affairs. The older and more respected the family, the more discursive authority its members enjoyed.(Sharon Crowley and Debra Hawhee, Ancient Rhetorics for Contemporary Students, 3rd edition, Pearson, 2004) Kenneth Burke on ethos and identificationYou persuade a man only insofar as you can talk his language by speech, gesture, tonality, order, image, attitude, idea, identifying your ways with his. Persuasion by flattery is but a special case of persuasion in general. But flattery can safely serve as our paradigm if we systematically widen its meaning, to see behind it the conditions of identification or consubstantiality in general.(Kenneth Burke, The Rhetoric of Motives, 1950)

POLITICAL COMMUNICATION, ADVOCACY AND CAMPAIGNING Essay

POLITICAL COMMUNICATION, ADVOCACY AND CAMPAIGNING - Essay Example In his autobiography, Decision points, Bush looked back at his role in those events with pride and no regret despite the controversy surrounding his decisions and the ensuing consequences (Bush 2010). This essay endeavors to look at the Bush’s controversial plan to attack the International news channel Al-Jazeera revealed in the Daily Mirror in 2005, as part of the American administration war against terrorism and Al-Qaida. A decision which surprised many international political observers when it was revealed, but which Bush has not denied in his autobiography. Founded in the 1990s, run by Qatar Media Corporation, and intended for Middle East viewers, Al-Jazeera is an international, initially Arabic, news and current affairs channel. Its headquarters are maintained at Doha in Qatar. Over the years, Al-Jazeera extended its network to cover many specialties. Its TV channels and the news are now broadcasted in many languages (Buzzle.com 2010). Unlike other government channels, Al-Jazeera is the only independent channel in the Middle East. It has always broadcasted unorthodox views and shows in crucial times such as live videos of Osama Bin Laden, especially after the 9/11 attack on the twin towers and during the exclusive and live coverage of the Afghanistan war. Its broadcasting policy owned it an international reputation and a wide range of audience. â€Å"It has earned the reputation of being notorious among the critics due to its inclination towards giving coverage to terrorists groups and showing violent footage from war-zones† (Buzzle.com 2010). The channel broadcasted videotapes of Muslim radicals that included Osama-Bin-Laden, Abu Musab al-Zarqawi and Ayman al-Zawahiri. Hoever, its broadcasting policy was not to the â€Å"taste† of many political observers however. For some it was perceived as â€Å"a propaganda machine and Osama bin Laden’s mouthpiece† (Miles 2006). Donald Rumsfeld for example objected that the channel

Community Engagement Research Paper Example | Topics and Well Written Essays - 500 words

Community Engagement - Research Paper Example Additionally, during the exploration activities, the company ensures that they provide funds to assist in the establishment of projects or in compensation of the ones which are destroyed in the process. One of the notable way through which the companies protect the interest of the local communities is by ensuring that the environment is not negatively affected as well as reduction in the carbon emissions. Thus, the companies undertake Environmental Impact Assessments (EIA) whose findings are vital during the consultation process (Community Benefit, 2014). On their part, the communities provide their representatives who engage in consultation with project team leaders and making recommendations. The companies’ philosophy is based on talking to local residents and representatives at all the stages of the exploration process. In its effort to inform the public, Cuadrilla and other companies ensure that they announce the proposed exploration sites. For instance, in January 2014, C uadrilla announced new exploration location in Flyde and currently it is consulting with the local communities about their proposal. Thus, the communities have an opportunity to provide feedback on the company’s proposal. Apart from holding meetings with local associations and interested parties as well as communities, the companies consult with local businesses on a one to one basis. In this way, the companies ensure that the interests of the business communities are taken into consideration while at the same time ensuring the responses are clear and avoid the confusion (Cristina, 2014). UK shale gas companies have also embarked on undertaking public exhibitions whereby large number of people provides ideas that are vital in the formation of the development proposals. Additionally, public exhibitions provide ample opportunity through which the questions from the members of the

Litigating a tax matter--the judicial process Essay

Litigating a tax matter--the judicial process - Essay Example Power rifts that exist between the legislative and executive branches of government on who is to make decisions also affects citizen, a lot of time is wasted of formulating budgets and it makes it even worse that incase of any changes that are made, long bureaucratic lines have to be made to ensure that the right authority is given. This rift has proven to cause the citizens negatively since as the branches take time to process their budgetary terms, the citizens continue paying the taxes and taking a longer time to get entitlement programs. As citizens, they are entitled to getting grants, loans, operating and capital budgets, but this becomes either easy or hard depending on the process it takes for approval and which program one is applying for. Entitlement programs are given on the basis of how many people or organizations actually meet the requirements of getting the programs. This also is dependant on he government that the person or organization is under since the state and local governments budget on a separately for operating expenses and budgets (S.Rubin). Decisions made that make the budgeting process vary from one state to another easily affects the citizens. Most citizens are likely to live in one state and work in another or be in a situation where their families live in a different state from the one their working in. A good example as explained in the chapter in the difference in budget processes between the state of Texas and Georgia where in Texas the legislative budget board and the governor works together in the budget planning process. Here citizens have to ensure that their application comply with standards of the board and the governor. In Georgia however the process is made easier for the citizens since the legislative institutions have no role in discussing the budget process. With this example it

Why is high school important to you Essay Example for Free

Why is high school important to you Essay Ill tell you why. when you go to school you can grow up to be anything you choose in your right mind to be. But if you just ditch school and take it as a joke you wont learn anything and youll be on the streets begging for a hundred dollars. You can learn what you can and be serious about it. Dont you want nice cars, a house and at least a job. if you dont want it, then your life will be as miserable as you asked this question. Its very important to get an education, very, very important and that should be the most special thing in your life. Rather than partying, drinking or hanging out with friends, do something with your life for goodness sakes. Stop trying to seem like school is boring to you, you have to go. Besides being able to get and keep a job that will support you, there are other things that are important about school. School teaches you discipline, to be where youre supposed to be when youre supposed to be, the ability to do things that you really dont want to, to work with people that you really dont want to; and to maybe even do them well. It also teaches you how to find out things that you need to know but dont know how to find out; in other words, how to research and how to be resourceful. Whatever it is that you want to be doing or are doing instead of going to school is what youll be doing twenty years from now if you dont learn what you need from school. If its drinking, getting high. playing video games or hanging out with like minded friends. Except, most of the friends that you know now will have moved on or will be in jail. All youll have left is the homeless addicts that hang out on the streets because the shelters wont let them in during the day and have you ever seen those homeless guys with video games. One of the most important things your child can do to achieve academic success is also one of the most basic: going to school every day. In fact, research has shown that your childs attendance record may be the biggest factor influencing her academic success. Achievement:students who attend school regularly are more likely to pass reading and math assessments than students who dont attend school regularly. Opportunity: For older students, being in school every day gives them a chance to learn more about college and scholarship opportunities, and to take the important exams they need to build a successful academic record. Exposure to the English language: Regular school attendance can also help students who are learning English by giving them the chance to master the skills and information they need more quickly and accurately even in other subjects! Being part of the school community: Just by being present at school, your child is learning how to be a good citizen by participating in the school community, learning valuable social skills, and developing a broader world view. The importance of education: Your commitment to school attendance will also send a message to your child that education is a priority for your family, going to school every day is a critical part of educational success, and that its important to take your responsibilities seriously including going to school. What you can do Asa parent or guardian, it is possible to plan ahead in order to limit your childs absences, make school attendance a priority, and help your child from falling behind if it is necessary to miss a day of school.You can do this in the following ways: Help your child get to school on time every day.Babysitting, problems with a car or late bus, and the weather are not permissible reasons to miss school. Frequently coming to school late may also be noted on your childs permanent record, and will make it difficult for your child to stay caught up with the first lessons of each morning. Teach your child how to set and use an alarm clock, and keep the television turned off in the morning. Follow the schools guidelines and attendance policy, and report excused  absences immediately. At the beginning of the school year, review the schools rules and make sure you understand whom you need to call if your child is going to be absent. Check homework. Check each night to see that your child understands and completes the days homework assignments. Take an active role. Stay involved with your childs daily experiences at school by asking how the school day went, and then listening carefully to what your child shares with you both the successes and struggles. Make it a point to meet your childs teacher and friends. Locate potential sources of anxiety.If your child frequently appears upset or reluctant to go to school and cannot tell you why, schedule an appointment with his or her teacher or school counselor to talk about possible sources of the anxiety. Keep updated on school events and announcements. Read the school documents that your child brings home and take note of important announcements and dates, such as back-to-school night and parent-teacher conferences. Try to limit the amount of time that your child misses school due to medical appointments or illness. If possible, avoid scheduling doctors appointments during the school day.Allow your child to stay home only in the case of contagious or severe illnesses. Students who miss days, weeks, or months of school ata time will have a difficult time passing their courses and catching up to their peers. For older students, prolonged absences may make it very difficult to graduate from high school. Schedule family events with your childs school schedule in mind.Plan holiday celebrations or family trips during weekends or school vacations. In the case of family emergencies or unexpected trips, talk to your childs teacher as far in advance as possible and set up a way that your child can work  ahead or bring important homework on the trip. Plan ahead. Encourage your child to prepare for the next school day by laying out clothes the night before and helping to fix lunches. Promote good health.Make sure that your child eats a balanced diet with plenty of fruits and vegetables, and has opportunities to exercise every day through a sports team or playtime outside. Create a restful environment. Finally,make sure that your child can relax before bedtime by doing something quiet like reading rather than do something stimulating, like watching television. Ensure that your child gets enough quality sleep ideal amounts range from 8 to 12 hours. Getting enough sleep will help her get up on time, be refreshed in the morning, and feel ready for a full day of learning ahead! By making your childs school attendance a priority, you will be taking an important step in supporting your childs school success, and setting a good example. Remember every day counts!

Earth Spheres :: essays research papers fc

DEFINITIONS: The biosphere is a closed self-regulating system that integrates living organisms with nonliving components of a planet (Lenkeit). The biosphere is part of the outer shell of a planet and includes the atmosphere, hydrosphere, and lithosphere (answers.com). The hydrosphere is an open system that contains all of a planet's solid, liquid, and gaseous water (Answers.com). As an open system, the hydrosphere interacts with the surrounding systems through inputs and outputs (Lenkeit). The atmosphere is an open system that consists of a gaseous mixture enveloping a planet (Answers.com). These gasses, known as air, include O2, N2 and H2O. The atmosphere is also composed of water, ice and dust particles. Atmosphere functions like a blanket, keeping Earth's heat from escaping into space (Lenkeit). It has also been compared to a greenhouse: like glass it lets short wave insulation inside, but keeps most of long wave ground radiation from going out (Lenkeit). The lithosphere is an open system, which contains all of the cold, hard, solid rock of the planet's crust (surface), the hot semi-solid rock that lies underneath the crust, the hot liquid rock near the center of the planet, and the solid iron core (center) of the planet (Answers.com). On Earth, the lithosphere comprises the crust and the upper part of the mantle. The lithosphere is about sixty miles thick (Lenkeit). INTERACTIONS: The four spheres of the Earth system are highly interdependent causing interactions between the spheres to have many cause and effect relationships. A change in one sphere can cause changes in another sphere, which may cause changes in yet another sphere. The biosphere is sustained through interactions with the gasses from the atmosphere, minerals of the lithosphere, and water of the hydrosphere in the energy cycle (Answers.com). The atmosphere is essential for the biosphere because it supplies oxygen, water, CO2 and some nutrients (N) to living organisms, and protects living organisms from temperature extremes and excessive UV radiation (Answers.com). Outside of the biosphere, the atmospheric interacting with the lithosphere and hydrosphere is when the ocean waves are affected by the wind being slowed by friction from the land (Lenkeit). The lithosphere interacts with the hydrosphere and atmosphere through processes such as erosion where rock and soil become removed through physical and chemical weathering.

Show Choir

Show Choir Learning Design Information Project Title: Show Choir Developer(s): Amy Hanson Development Date: 06/15/1998 Revised By: Amy Hanson Revision Date: 10/19/1998 Organization: Shawano-Gresham School District Department: music Instructional Area: Music & Arts Instructional Level: 6-8 Total Credits: 0 Target Population 6th-8th grade students Course Description Show Choir is an elective class that integrates choreography into the choral experience. A varied repertoire of 2 and 3 part music is memorized, choreographed and then performed in a concert setting.Vocal technique, developing the ensemble and dance are the main emphasis of this class. Various public performances are presented by this group. Target Exit Learning Outcomes Core Abilities 1 Make informed choices based on global connections due to the interdependence of the world o learner recognizes cultural differences in order to promote understanding for a cooperative work and social environment o learner demonstrates aware ness of current world events o learner describes political, economic and social systems different from one's own o learner demonstrates geographical literacy learner recognizes difference in world measurements 2 Utilize informational resources for life-long learning o learner augments and values learning o learner is open to new ideas o learner has avocational interests o learner understands the need for ongoing education o learner searches for knowledge to satisfy curiosity o learner sets goals and makes plans to achieve them o learner takes risks 3 Communicate effectively through speaking and writing in all areas o learner applies the English language correctly (spelling, grammar, structure) o learner writes so others can understand learner speaks so others can understand o learner gives instructions o learner expresses empathy o learner checks for accuracy o learner writes legibly o learner applies effective listening o learner uses acceptable language o learner provides necessar y detail o learner describes problems accurately o learner understands the impact of nonverbal communication 4 Use problem solving skills in real world situations o learner identifies the problem learner clarifies purposes and goals o learner identifies solutions to a problem and their impact o learner employs reasoning skills o learner evaluates options o learner sets priorities o learner selects and implements a solution to a problem o learner evaluates results of implemented option o learner organizes workloads 5 Practice citizenship skills based on democratic principles o learner accepts responsibility of membership in society o learner knows the ole and impact of social and organizational systems and operates effectively with them o learner performs community service o learner assumes leadership or supporting roles as appropriate o learner practices behaviors that promote the basic values of our democracy o learner is informed about current issues o learner respects the rights of others o learner understands political and economic global interdependence o learner practices environmental stewardship o learner participates in the political process Appreciate past and present cultures and the impact of those groups on individuals and society o learner describes the importance and influence of cultural diversity and equity on educational planning and transition from school to work o learner validates the importance of cultural diversity and equity by behaviorally demonstrating respect for diversity and equity in school, work, and community environments o learner analyzes the historic effect of cultures, including inequities and biases Performance Expectations Goals 1.Sing alone and with others a varied repertoire of 2 and 3 part music 2. Develop individual vocal technique, ensemble skills and dance 3. Demonstrate creativity in music 4. Demonstrate music literacy 5. Create a knowledge of musical theatre 6. Cultivate relationships between music and other discip lines 7. Promote community involvement through performance 8. Investigate musical careers and life applications 1. Develop a repertoire of 2 and 3 part vocal music Properties Domain: Cognitive Level: Synthesis Difficulty: Low Importance: Essential Linked Core AbilitiesMake informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Criteria – Criteria – Performance will be satisfactory when: o learner sings a variety of 2 and 3 part songs Conditions for Assessment – Competence will be demonstrated: o teacher observation o concert performances Learning Objectives a. Distinguish between 2 and 3 parts Procedure b. Sing both melody and harmony parts Procedure c.Sing music representing diverse cultures and genres of music Process 2. Enhance individual vocal development Properties Domain: Cognitive Level: Synthesis Difficult y: Medium Importance: Essential Linked Core Abilities Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner practices proper posture and breath support o learner displays ability to match pitch learner produces full, open and supported sound Conditions for Assessment – Competence will be demonstrated: o teacher observation o student critique o solo & ensemble competition Learning Objectives a. Develop ability to sing and dance alone and in a group Procedure b. Sing accurately and with proper breath control Procedure c. Match pitch accurately Procedure d. Demonstrate correct singing posture Process e. Perform music expressively Concept f. Participate in solo and ensemble alone or in a small group Procedure 3. Sing with technical accuracy PropertiesDomain: Psychomotor Level: Pr actice Difficulty: Medium Importance: Essential Linked Core Abilities Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner sings correctly alone and in their section Conditions for Assessment – Competence will be demonstrated: o teacher observation Learning Objectives a. Match pitches accurately Procedure b. Sing accurately and with proper breath controlProcedure c. Read rhythms and pitches correctly Procedure d. Practice proper vowel production Procedure 4. Exhibit ensemble skills Properties Domain: Affective Level: Internalizing Difficulty: High Importance: Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking a nd writing in all areas Use problem solving skills in real world situations Practice citizenship skills based on democratic principlesCriteria – Criteria – Performance will be satisfactory when: o learner can sing part alone and in their section Conditions for Assessment – Competence will be demonstrated: o teacher observation Learning Objectives a. Differentiate between melody and harmony parts Procedure b. Be aware of the individual's roles within their section Principle c. Sing and dance expressively as a section and as part of an ensemble Concept d. Perform music from memory Procedure e. Evaluate musical performances of other groups Principle 5. Develop expressive qualities of musical elements PropertiesDomain: Cognitive Level: Synthesis Difficulty: High Importance: Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effect ively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner performs a piece with the correct interpretation and style of selected piece o learner displays understanding of standard musical symbols of pitch, rhythm, dynamics and articulationConditions for Assessment – Competence will be demonstrated: o student critique o teacher observation Learning Objectives a. Differentiate between different styles and genres of music Process b. Demonstrate correct dynamics, phrasing and style Procedure c. Evaluate performances Principle 6. Prepare public music performances Properties Domain: Cognitive Level: Application Difficulty: Medium Importance: Essential Linked Core Abilities Practice citizenship skills based on democratic principlesCriteria – Criteria – Performance will be satisfactory when: o learner performs in a winter concert & spring concer t Conditions for Assessment – Competence will be demonstrated: o teacher observation o student critique of performance Learning Objectives a. Perform music in a public concert Procedure b. Practice music and concert ettiquette Process c. Perform memorized music Procedure d. Evaluate performances by other groups Principle 7. Investigate other areas of the arts including musical theatre, dance and visual arts Properties Domain: Cognitive Level: ApplicationDifficulty: Low Importance: Useful Linked Core Abilities Appreciate past and present cultures and the impact of those groups on individuals and society Criteria – Criteria – Performance will be satisfactory when: o learner participates in group discussions o observes various examples of the fine arts Conditions for Assessment – Competence will be demonstrated: o written exam o teacher observation Learning Objectives a. Discuss the importance of music in the arts Concept b. Study musical theatre, dance and visual arts Procedure c. Investigate careers in musicConcept d. Compare musical works by era, composer and style Process Show Choir R&S Standards NATIONAL STANDARDS OF EXCELLENCE FOR SHOW CHOIRS Original authors:   Diana R. Spradling and National R&S Jazz & Show Choir Committee Revision authors: Ken Thomas and National R&S Show Choir Committee (2006) Purpose The purpose of these standards is to provide choral directors and choral educators (choreographers, arrangers, set designers, costumers, etc. ) with a foundation upon which to build their show choirs as a viable and contributing part of a total choral program.For the beginning show choir, these standards should serve as starting points upon which to build. For the developing show choir, these standards should serve as goals to strive to attain. For the experienced show choir, these standards should serve as a measure of evaluation for the effectiveness and viability of their ensemble. Premise Recognizing the complexity of the world in which we live and particularly that of the educational system in today’s society where much of the body of choral literature is taught and performed, we create these standards believing in certain fundamental premises.Foremost, the show choir is not a replacement for a traditional choral program but an enhancement of the existing program. The show choir experience is designed to build upon the experiences of a traditional choral program, to provide opportunities for the exploration of additional literature, to expose more people to experiences in choral singing and to attract more listeners to the beauty and joy of choral music. Furthermore, it must be the essential mission of ach choral director and choral educator to maintain a level of excellence and a dedication to integrity in the stylistic performance of choral music of all types, idioms, historical periods and styles. Standards I. Singing Performing alone and with others, the members of the show choir should d emonstrate the ability to sing a varied repertoire of music from the popular culture and musical theatre genres with appropriate and healthy vocal technique, musical accuracy, technical accuracy, expression, ensemble skills and stylistic integrity. II. Movement/DancePerforming alone and with others, the members of the show choir should demonstrate the ability to add movement to their performance that compliments the music through technical accuracy, appropriate ensemble technique, expression and appropriately varied styles of dance. III. Instrumental Accompaniment When performing with instrumental accompaniment, the members of the show choir should demonstrate the ability to create a total ensemble performance integrating the skills of all the performers into a stylistic, entertaining and educational package for both audience and participants.The use of live accompaniment is strongly encouraged. Directors of the show choir should work toward this achievement. IV. Integrating Art For ms While experiencing the rigors and complex demands required in combining the individual disciplines of music, dance and theatre into a single performance medium, the members of the show choir should demonstrate the skills of the complete artistic performer. V. Interpreting Music ElementsIn reading and notating well-crafted music, the members of the show choir should demonstrate the ability to read a vocal score of varying parts appropriate to the ability level of their ensemble, describe the elements of music being used and expressively interpret the markings within the score. VI. Stylistic Awareness After listening to analyzing and rehearsing the music, the members of the show choir should demonstrate stylistic awareness in the music they perform through appropriate vocabulary, the performance of appropriate articulations and phrasing and critical evaluation.VII. Performance Practices and Evaluation By evaluating performances, the members of the show choir should demonstrate the ability to objectively review both their performances and the performances of others utilizing the accepted standards of excellence incorporated by the disciplines of music, dance and theatre along with the ensemble approach to the combination of these disciplines.The members of the show choir should recognize that performance practices in this genre do allow for more individualized interpretation than that of traditional choral literature. VIII. Creativity of the Individual As a means of encouraging the development of a variety of individual competencies, the members of the show choir should be given the opportunity to demonstrate their individual talents and abilities as solo performers, as composers and arrangers of repertoire for the ensemble, as choreographers and designers and as production leadership team members.IX. Entertainment as Art Recognizing the relationship between the three disciplines of music, dance and theatre in the performing arts, the members of the show choir should demonstrate their concept of entertainment as an art form through the elements of performance, appropriate rehearsal etiquette, continuous practice with attention to detail and respect for the contributions of others. X. History and Pop CultureUnderstanding the genre of popular music and theatrical music in relationship to history and culture, the members of the show choir should demonstrate the ability to classify repertoire or performance by style, type or historical period and explain the reasoning behind their classification as well as identify the role that this music and its performers have played in the historical and cultural development of society. DYNAMICS 1. The competition is open to  all SFC members. 2. There should only be  one (1) entry per BIG SECTOR.All big sectors should confirm their entry with the lyrics of the songs on or before  June 18, 2011. (The official list should be signed by the  SFC Cluster and Sector Couple Coordinators  to ensure tha t they are certified SFC members). Changes will be entertained until  July 2, 2011. 3. A  Show Choir  is defined as a group of people who combine choral singing with dance movements, sometimes within the context of a specific idea or story. 4. Each BIG SECTOR has an assigned genre from which they can choose their song/s for the performance. a. NORTH – Motown . WEST – Latin American c. CENTRAL –  Ã‚  Boy Band/Girl Band d. EAST – Movie Sountrack e. SOUTH – Broadway 5. Each group must be composed of at least 30 members. They can be a combination of singers, dancers and instrumentalists. Three (3) points  will be deducted for every person in deficiency of the provision. 6. Entries must also be composed of MIXED performers – brothers and sisters (there should be more than 10 brothers or sisters in the group). 7. The members of the show choir  should demonstrate the ability to sing  their chosen music. . The members of the show choir   should demonstrate the ability to add movement or choreography to their performance  that complements the music. 9. The members of the band/instrumentalists in the show choir  should demonstrate the ability to arrange, mix and play their musical score. 10. Use of props is highly encouraged to develop the visual aspect of the performance. 11. The group is  responsible for bringing their own musical instruments. 12. Lyrics should be wholesome and not sexually suggestive or vulgar.The song can be in the form of fast-paced or slow-paced pieces. 13. The song rendition or medley should not exceed five (5) minutes. There will be a one-minute grace period for entrance and another minute for the exit. 14. Costumes are highly encouraged to add up to the total performance however, it must be decent and proper for the performance. The COMPETITIONS COMMITTEE deserves the right not to allow the performance of a group due to costume technicalities. I. CRITERIA FOR JUDGING MUSICAL RENDITI ON †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5% Voice Quality  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  15% Choreography  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  15% Blend and Balance  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  15% SHOWMANSHIP †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦30% Stage Presence  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10% Synchronization and Movements  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10% Costume/Props  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10% MESSAGE AND CONTENT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5% TOTAL †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 100% Theme Assignments NORTH MANILA (Motown) WEST MANILA (Latin America) CENTRAL MANILA (Boy Band and Girl Band) EAST MANILA (Movie Soundtracks) SOUTH MANILA (Broadway) Color Scheme: NORTH:   Ã‚  Ã‚  Ã‚   YELLOW WEST:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   RED CENTRAL:   GREEN EAST:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   BLUE SOUTH:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ORANGE