Dulce et Decorum est †Anthem for Doomed Youth Essay

â€Å"Dulce et Decorum est† and â€Å"Anthem for Doomed Youth† are two sonnets composed by Wilfred Owen during the First World War. Owen, as most warriors, signed up subsequent to being persuaded that war was fun by propagandistic banners, sonnets and stories, and once he had understood that the reality of the situation was an incredible inverse of this, he concluded that it was his duty to restrict and challenge writers like Jessie Pope through verse itself. Individuals were not set up for the sheer scale and way of death and the automated idea of channel fighting, and had bogus desires for the brave undertaking, however little consciousness of the real factors. Be that as it may, contrasted with â€Å"Dulce†, the annoyance depicted is drastically downplayed. â€Å"Dulce† is a crazy dissent, showing the â€Å"haunting† and â€Å"bitter† impacts of war, and in the wake of depicting in extraordinary detail the terrible story of a trooper â€Å"drowning† and â€Å"choking† in gas, Owen uncovers his enthusiastic disdain for the bogus and deceiving optimisms of valor in war utilizing especially vehement symbolism in â€Å"cancer† and â€Å"froth tainted lungs†. The way that â€Å"Anthem† is a work, is amusing in that they are as a rule about adoration, and on the grounds that it is in reality about despondency, it to some degree quiets the peruser into a misguided sensation that all is well and good, in this way making the sonnet progressively successful. The two sonnets appear to discuss the abhorrent and excruciating conditions in war, â€Å"Dulce† utilizing likeness in sound in â€Å"trudge†, giving the feeling that war is genuinely horrifying, quickly conflicting with the basic conviction that it is a game from sonnets like â€Å"Who’s for the game?†. Likewise, consistent with the two sonnets is the possibility of undignified and easygoing demise, instead of the courageous, superb passing guaranteed by administrative publicity. For instance, in â€Å"Dulce†, Owen discusses the way they â€Å"flung [the dead soldier] in a wagon† with such fierce detachment. Besides, â€Å"Anthem† presents a commonplace Victorian burial service with singing â€Å"choirs†, and compares it with the â€Å"shrill, sick ensembles of howling shells† on the war zone, and with the steady end-halted lines, this passes on a feeling of serious distress as opposed to the horrendous resentment in â€Å"Dulce†, which will in general use enjambment all the more regularly. Likewise, â€Å"Anthem† examines the absence of service and pride in which individuals are â€Å"honoured† after their demise on the war zone, and Owen uncovers his resentment for this utilizing the ground-breaking, hyperbolic similar sounding word usage in â€Å"rifles’ fast rattle†. What's more, the way that the sound of assault rifle discharge is reflected in the expression â€Å"rifles’ fast rattle† presents to the peruser that the unforgiving real factors of war are to be sure something other than terrifying. Also, a need to keep moving and instantaneousness is depicted in the second refrain of â€Å"Dulce†, when Owen utilizes direct discourse and outcries in â€Å"Gas! Gas!†, while the epizeuxis and utilization of the present consistent tense gives further accentuation to this urgent criticalness .On the other hand, â€Å"Anthem† has a solid feeling of compassion and general quietness during the time verse, which is compared by something a remarkable inverse in the first. Just as this, the light lexis utilized in words, for example, â€Å"glimmers† and â€Å"tenderness† in the subsequent verse, give the feeling that it is a sonnet of grieving and regard instead of outrage and abhor. When all is said in done, â€Å"Dulce† utilizes genuinely profane and unrefined language, passing on his lack of respect for propagandistic artists, just as his outrage at the ignorance of the perils of war of the British open: â€Å"He plunges at me, guttering, stifling, drowning.† Owen’s utilization of the words â€Å"guttering, stifling [and] drowning†, has various ramifications and impacts. Right off the bat, a â€Å"gutter†¦Ã¢â‚¬  speaks to the base of society, and along these lines shows how warriors biting the dust is in actuality not a good demonstration, yet rather a demonstration that is not really seen by society. Additionally, the onomatopoeic hints of â€Å"guttering† and â€Å"choking†, give a significantly increasingly determined picture of death on the combat zone, depicting Owen’s want for the familiarity with the unforgiving real factors of war in youth culture just as in ordinary men. At long last, the way that Owen utilizes three separate modifiers to portray the terrible scene, notwithstanding the tri-conic feel it gives, the expression infers that Owen couldn't articulate what he was seeing, and along these lines convincing the peruser that war is basically a cataclysmic, edgy reason for a battle, y ielding a huge number of men all the while. Not at all like â€Å"Dulce†, â€Å"Anthem† draws out the forlorn, conscious side of Wilfred Owen through the despairing air he makes through the tweak of brutal symbolism to a more surrendered tone: â€Å"The colossal resentment of the guns†¦ †¦but in their eyes Will sparkle the heavenly flashes of goodbyes.† This sensational complexity among coarse and terrifying symbolism in â€Å"monstrous outrage of the guns† and the serious despairing in â€Å"the blessed glints of goodbyes† is an extremely moving one. This isn't simply because the expression alludes to tears in youthful men’s eyes, which in itself is a disheartening picture, yet in addition since it alludes to â€Å"goodbyes†, constraining a progressively close to home picture of saying â€Å"goodbye† to dear companions or family members as they do battle upon the psyche of the peruser, once more, making a dismal state of mind. What's more, the end-halted line following â€Å"goodbyes† is viable in that it makes the â€Å"goodbye† appear to be even more unexpected, cruel, and terrible. Taking everything into account, â€Å"Dulce† and â€Å"Anthem†, despite the fact that they are both written in challenge the misdirecting publicity made by different individuals, they go about it in various ways. â€Å"Dulce† is an inside and out shock at people, which we know from Owen’s draft that it was focused at Jessie Pope, utilizing coarse and unforgiving language to do as such. â€Å"Anthem† then again is an increasingly serious and moving sonnet, despite the fact that it begins as though it were to be a shock, before we discover that truth be told, it is just lamenting for the dead and their absence of function, and it turns out to be actually, a song of devotion for destined youth.

History of Civil Rights | Essay

History of Civil Rights | Essay Prejudice involves the conviction that a few races are progressively better than others in the public arena. From as right on time as the frontier period, prejudice in the United States of America has been a significant issue. Local Americans, African Americans, Asian Americans, Mexican Americans, American Jews, Irish Americans and some other migrant gatherings and their relatives were totally considered as the minority gatherings. Prejudice has numerous structures. Be that as it may, nobody is brought into the world a bigot. This creates from the earth from which our youngsters develop into. Bigotry in the United States of America has been a significant issue since the time the slave and the pioneer time. Legitimately embraced racial segregation forced a grave weight on African Americans, Native Americans, Mexican Americans, and Asian Americans. European Americans were from the earliest starting point at a bit of leeway since the American law supported them in issues of casting a ballot rights, proficiency norms, movement, land procurement, citizenship, and criminal strategy over timeframes stretch out from as ahead of schedule as the seventeenth century to the 1960s. Larger part of the European ethnic gatherings, especially Eastern Europe, Irish Americans, American Jews, Southern European migrants, likewise different outsiders, endured separation and different sorts of prejudice in American culture. The major racially organized foundations at the time included Indian wars, servitude, isolation, Native American reservations, internment camps and private schools (for Native Americans. In America, official racial inclination was generally denied in the mid-twentieth century; besides, it came to be seen as socially grievous. In any case, racial governmental issues stayed a significant marvel in An american area. Verifiable bigotry modern has kept on being seen in financial imbalance. By and by, racial definition kept on occurring in all roads in our general public including government, lodging, business, lodging, loaning and training divisions. Just like the case in many nations, numerous individuals in the United States of America keep on harboring some oppression people from different races. Segregation penetrates practically all parts of life in the United States of America, and it further reaches out to all networks of shading. Servitude Servitude in the United States was a sort of constrained work that existed in North America as a lawful foundation for longer than a century. This was before the United States was established in the year 1776. Later on, bondage started to spread toward the south. This proceeded until the thirteenth Amendment of the United States Constitution was passed in 1865. The primary part of Africans to land in the United States was brought into North America in 1619. The boat docked in Virginia conveying around 20 Africans. This was the start of bondage in America. Subjection continuously spread into zones with great fruitful soils where huge estates of high worth money crops were being developed. The key yields being developed were sugar, Cotton, espresso and tobacco. During the eighteenth century, lawmaking bodies and pioneer courts had radicalized bondage. On a very basic level this made a position framework wherein subjugation applied only to Black Africans and others of African starting point. Be that as it may, Native Americans were additionally once in a while transformed into slaves. Between the sixteenth à ¢Ã£ ¢Ã¢â‚¬Å¡Ã¢ ¬ nineteenth hundreds of years, in excess of 12 million Africans had been dispatched into America to become captives to the Americans. By the nineteenth century, larger part of the slave holders were situated in South Americas where the land was progressively ripe. The African slaves were overseen by supervisors who were typically white Americans. Servitude was a sensitive subject in the legislative issues of the United States of America between 1770s-1860s. In this manner it turned into a matter of conversation in the drafting of the American Constitution. In addition, it turned into a key issue in Federal enactment and Supreme Court cases. Slaves opposed the sanctioning of bondage and the entire organization that upheld it. To show their disappointment, they held uprisings and resistance. Furthermore, they got away from subjection by heading out to non-slave states and Canada. This was made conceivable by the Underground Railroad. Activists of abolitionism were continually occupied with political and moral discussions with an end goal to empower the formation of Free Soil states as Western extension continued. Bondage was a significant subject that prompted the beginning of the American Civil War. When the Union won the war, subjection got unlawful all through the United States of America. Moreover, the nation embraced the T hirteenth Amendment to the United States Constitution. B. Political dissidents When subjection was annulled, African American individuals started to ascend into places of intensity in America. Some of them are talked about underneath. Martin Luther King Jr. Martin Luther King, Jr was an American pastor and dissident as well as a conspicuous pioneer in the African American Civil Rights Movement. He is acclaimed for his commitment to the progression of social equality in the United States and around the globe. He upheld for the utilization of peaceful strategies concerning Mahatma Gandhi. He is likewise acclaimed for being a Nobel harmony laureate in 1964 for his work to end racial isolation and separation utilizing peaceful methods. At the point when he was killed in 1968, he was after death respected the Presidential Medal of Freedom. This was in 1977 and in 2004; he was granted the Congressional Gold Medal. In the year 1986, Martin Luther King, Jr. Day was set up as a U.S. government occasion. 2. Autherine Lucy Foster Autherine Lucy Foster stood out forever as the principal dark understudy to ever go to the University of Alabama. At that point, college approaches precluded her from going to the college since she was dark. She subsequently moved toward the National Association for the Advancement of Colored People (NAACP) for help. Court procedures started on July 1953 and on June 29, 1955, the NAACP made sure about a court request keeping the University from turning down the confirmation uses of Lucy and her companion dependent on their race. Scarcely any days after the fact, the court revised the choice to apply to all other African-American understudies who were looking for confirmation in the college. The Supreme Court maintained this in Lucy v. Adams on October 10, 1955. The college hesitantly permitted Lucy to enlist, in any case, she was barred from all quarters and feasting corridors. On February 3, 1956, Lucy enlisted as an alumni understudy in library science, turning into the primary Afr ican American to ever get admitted to a white government funded school or college in the state. In any case, things were not going great for Lucy since on the third day of classes, a threatening crowd assembled to shield her from going to her classes. The police interceded anyway that night Lucy was suspended from college on grounds that she upset the harmony in the college. She documented suit against the college and thus, they ousted her on grounds that she criticized the college notoriety following quite a while of claims, the University upset her removal. This was in 1980, and in 1992, she at last earned her Masters certificate in Elementary Education from the University. The University named a grant in her respect just as uncovered a representation of her in the understudy association. The engraving on it peruses Her drive and mental fortitude won the ideal for understudies of all races to go to the University. 3. Ida B. Wells-Barnet Ida Bell Wells-Barnett (July 16, 1862 March 25, 1931) was an African American female news paper editorial manager and columnist. Her better half, Ferdinand L. Barnett, was the paper proprietor just as an early social equality development pioneer. Ida reported the degree of killings that were being executed in the United States. She was additionally unique in the womens rights development just as the womens testimonial development in America. Since she was pretty much nothing, she was forceful in her requests for balance and equity for African-Americans. She constantly kept up that the African-American people group could just pick up equity through its own assurance and endeavors. Since her passing, in March 25, 1931, an incredible importance just as her heritage has extraordinarily developed. Her biography has been the subject of a widely performed melodic dramatization, which appeared in 2006, by Tazewell Thompson. Ever, she is named the lady who was one after another conceived in subjugation yet she developed to conquer all chances and become one of the extraordinary pioneer activists of the Civil Rights Movement in America. III. Social liberties Movements in the United States Earthy colored versus Leading body of Education Earthy colored v. Leading body of Education of Topeka was a land mark choice made by United States Warren Supreme court on May 17, 1954. The land mark pronounced the past state laws that guaranteed the setting up discrete government funded schools for white and dark understudies were unlawful. This court administering toppled the Ferguson versus Plessey choice of 1896 which supported for state-supported isolation. The court choice expressed that different instructive offices are characteristically inconsistent. Accordingly, by law racial isolation was pronounced an infringement of the Equal Protection Clause of the Fourteenth Amendment of the United States constitution. This decision prepared for coordination surprisingly independent of their race and social equality development. B. Harlem Renaissance The Harlem Renaissance started because of changes that had happened in the African American people group since slave was legitimately canceled. These progressions were additionally rushed by the result of World War I. another impetus to the development was the incredible social and social changes that happened in mid twentieth century in the United States. Industrialization was drawing in individuals to urban zones from the provincial zones and subsequently, this offered ascend to another mass culture. A portion of the contributing elements that lead to the Harlem Renaissance were the First World War, which had created new modern em

The Case for Cursive Analog Tool in a Digital World

The Case for Cursive Analog Tool in a Digital World (0) I am an out-of-sync, eccentric, old soul and I love it. It gives me intense pleasure to know that I share this blessing with my artist of choice, my muse, my on-shuffle-24-7, Ms. Erykah Badu. She is known by many names but it is the moniker of Analog Girl in a Digital World  that I identify with most. I AM an analog guy in a digital world. I am in love with the present and the prospects of the future. Technology makes me endlessly happy, but there are certain bits of the past that I cannot and will not ever give up. One of the many is writing long-hand, in cursive, with ink. Please and thank you. Give me a fountain pen.  And not one of those lousy ballpoints. Helen Lawson, Valley of the Dolls I was first informed of my aptitude for cursive at Boy Scouts in the 3rd grade. I was not a model scout. I never won the Pinewood Derby, could not care less about the sport aspect and absolutely hated being out in nature. But, I’ll never forget the rainy day working on a cheesy writing prompt when Doug Patton and all the other scouts oohed and aahed over my cursive script. They chose me to be the recorder. This was the first time I ever felt truly ‘good’ at something. I’m sad to say there was not a cursive writing badge. Aside from being skilled at writing in script, I truly believe in cursive. It deserves attention as something necessary and worthwhile by students and teachers. Consider these reasons for building time for cursive into (what I know to be already busy) schedules: Primary Sources and Historical Documents: The cursive words themselves have always been like a poem to me, in that they convey more than the concepts they symbolically represent. Yes, reading this script can be tedious, but writing it, I would imagine, was a rather laborious process in itself. Let us place ourselves in the shoes of the framers of our country and attempt to feel what they felt through careful and close reading of documents in their original form. Occupational Benefits:  Some kids fail to develop good handwriting abilities due to joint hypermobility (low muscle tone) and poor fine motor coordination and hand strength.  Racheal Ojo, MS, OTR/L is a colleague with whom I collaborate regularly. “The skills that cursive handwriting further develops are visual-motor, eye-hand coordination, and fine motor skills.” In her clinical opinion, cursive writing will benefit students with spatial difficulties build fine-motor skills, upper extremity strength, and place less of a demand on the mechanics of writing, due to the rhythmic-fluid strokes. Ms. Ojo feels that cursive writing incorporates these developmental skills and allows students to integrate these skills from parts into a single unit. Increased Processing:  In their article The Pen is Mightier Than the Keyboard:  Advantages of Longhand over Laptop Note Taking, Pam A. Mueller and Daniel M. Oppenheimer showed that students that take longhand notes and were able to study them performed significantly better on factual recall and conceptual application questions relative to students that take their notes on a laptop. Encoding information using longhand, it was found, aids in synthesizing and summarizing content. Knowing the demands that my colleagues face while still wanting to speak to the benefits of cursive writing for the students, I decided to create an after-school club devoted to the beauty and appreciation of cursive.  Introducing (drumroll, please) Scripted: A Cursive Writing Club! Scripted was a 10 week program that met on Friday afternoons in the library from 2:30 to 4:30 pm. There were 15 members in the club ranging from 3rd to 5th grade. The split was about 50% boys and girls. There really was no budget for this club. We used paper, pencils, pens, and plastic sleeves regularly, all of which we have stocked in the library. The curriculum I used is called Handwriting Program for Cursive. It was written by Phyllis Bertin and Eileen Pearlman and distributed by Educational Publishing Service. I actually found a PDF of this 10 page curriculum on line, and I have to say it is fantastic. It highlights four basic principles for teaching cursive: Handwriting is taught and practiced under the direct supervision of the teacher The instructional sequence for teaching handwriting is to trace, copy, and write from memory Motor patterns are always introduced through the large muscles of the arm and shoulder Language is used to teach and reinforce handwriting Letters are classified into 10 groups based on motor patterns. Four for lowercase and 6 uppercase groups. The groups have names like “clock climbers” (a, d, g, q, and c) and “tall kite strings” (G and S). Verbalized instructions for drawing each letter are provided and provide something of a “chant” for how to move one’s hand to produce the letter. These verbal instructions were eventually memorized and were a lovely scaffold for the kids. To add a digital aspect to the curriculum, I curated a playlist on my YouTube channel  of videos that support independent cursive study. Since I envisioned Scripted as a social club, each session began with snacks and socializing for about 20 minutes. I allowed cell phones for this time to check in with parents, and to add to our school library’s Snapchat account or share music and videos with one another.  Kids brought their own healthy snacks. Then we moved into hand/muscle exercises and stretching. I worked with Ms. Ojo in designing these activities to speak to the occupational aspects of cursive. The activities were snapping, finger push-ups, wrist rolls, paper tearing, clay manipulation and building with Legos. The next phase of the session was the direct-teach of stroke formation and the chant to accompany the letter. This was done using an ELMO digital camera to provide a “bird’s eye view” projected onto the Promethean Panel. Students then were called to “share the pen,” to get a feel for the stroke before giving it a go on their own. Afterward, students returned to their tables for desk work of tracing the letters using a plastic page protector and dry-erase pen.  Students got to share their best work if they wanted using the projector. The final 20 min after cleanup was devoted to poetry reading by me or the students and sometimes both. As stated above, I see parallels between cursive writing and poetry. I feel that they pair together nicely. Where poetry is beauty in language, cursive is beauty in writing. The culminating event for Scripted was a gallery showing of favorite poems we read throughout the cycle copied in cursive on recycled paper. We used clips of construction paper we tore exercising our fingers to make mosaic tear-art creations to accompany the poems. We were going for a updated nod to the needlework sampler. I am so completely blown away by the progress of these kids. The growth I saw in them not only as cursive writers but as human beings was inspiring and motivates me to continue this year after year. The success is humbling to me, actually. Students that some had given up on rose to the occasion and proved something to me but most importantly to themselves: That they were good at something. It is a feeling I have never forgotten, and I like to think that I provided something they will also never forget. I suppose this is all coming full circle. When I began this club, I had no idea I was hot on the heels of the New York City Department of Education. Will Mantell, NYCDOE spokesperson says, “[the NYCDOE] is focused on providing schools with the best instructional resources, and we’ve already released two resources this year for schools to teach cursive and print handwriting.” Teaching Cursive Writing  and Teaching Manuscript Writing  handbooks were produced for the 2016-17 school year as a tool for schools. These resources present best practices and strategies in writing instruction. At this time, the NYCDOE is working with superintendents and school leaders on how to incorporate cursive and manuscript instruction. Although cursive instruction is not mandated, the release of these resources lets me know that I am not alone. It lets me know that Chancellor Fariña, the office of Curriculum and Instruction and I are on the same page. This gives me hope for the continuance and appreciation for cursive writing in our schools in this time of pending digital takeover. The thought of tomorrow fills me with a mix of exhilaration and bewilderment. Exhilarated at the prospects of what it brings and bewildered by the rate at which our lives will undoubtedly change over many tomorrows. In this epoch of digital flashes, I fear we are losing sight of the analog mainstays that have stood the test of time. There are many parts of myself that are new school, but so many more that are old school and I would not want it any other way. There is a lyric in On On, where Erykah says that the man that knows something knows that he knows nothing at all. This old soul is holding fast to the knowledge that what I know today will be changed by tomorrow, but  that is not going to change my psyche or my DNA and that is where my penchant for cursive and all those other analog cells reside. The same is true for my students and your students. We owe them the analog parts of ourselves so they can fully appreciate and diffuse them into an increasingly digital world.

The Scarlet Letter Quiz Check Your Knowledge

The Education Of The Virgin Islands - 1639 Words

But the improvements made within the department never stopped there. In the high wings of discussing what there would be in the sense of higher education, many ideas came about. The greatest achievement in education in the Virgin Islands was the establishment of the College of the Virgin Islands, now called the University of the Virgin Islands, resulting in adding higher education to the territory (Modern Times). In recent outlooks from people in the community, they could say that the teachers are underpaid in the Virgin Islands. There are so many reasons for the underpayment of the teachers that are too numerous to mention. Teachers in the Virgin Islands Education Department are paid in the salary range of $32,000 to $66,000 a year (3-7). These salaries compared to the national average are not close to the usual pay rate for teachers. From previous learnings, teachers in the U.S. are usually paid over $65,000 a year on average. Principals and Assistant Principals in the V.I. Educati on Department are paid in the salary range of $70,000 to $95,000 a year (Staff). Department heads think that there was some sort of budget cut along the way in order to justify receiving such low salaries. The Department of Education tries its best daily to fight for the proper wages of its employees and counterparts that make a difference to the territory’s children each and every academic calendar year. Teachers must make major sacrifices to make ends meet on the meager salaries that theyShow MoreRelatedThe U.S. Virgin Islands is predominantly an English speaking island however the most popular1300 Words   |  6 PagesU.S. Virgin Islands is predominantly an English speaking island; however the most popular language spoken over the past 400 years has been a Virgin Islands Creole English, as well as Dutch Creole. The U.S. Virgin Islands became an English speaking country in 1917 when the island was formerly the Danish West Indies. 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Interpersonal Communication Com 200 Free Essays

Communication in Interpersonal Relationships Benjamin M. Phelps COM 200 Mrs. Joyce Walther October 4, 2010 Communication in Interpersonal Relationships Today many people still lack the ability to communicate effectively with in interpersonal relationships. We will write a custom essay sample on Interpersonal Communication Com 200 or any similar topic only for you Order Now It is through cooperation and collaboration that effective communication occurs. By analyzing and studying the communication process we can improve our ability to communicate effectively between one another. To have a successful interpersonal relationship one must first interact with others, which is called interpersonal communication (Hybels amp; Weaver, 2007). Recognizing emotions in other is a very important first step to building a relationship. If you can’t feel what someone else is feeling then you can’t connect with them on a personal level and that can hinder your relationship process. Interpersonal communication is important because of the functions it achieves. Whenever we engage in communication with another person, we seek to gain information about them. We also give off information through a wide variety of verbal and non-verbal cues. Verbal communication has huge effects on many aspects of life, including interpersonal relationships. Speaking and telling our needs and wants verbally or non-verbally is a necessity for daily life. Verbal communication is organized by language; non-verbal communication is not. Most of us spend about 75 percent of our waking hours communicating our knowledge, thoughts, and ideas to others (Allis, 2002). However, most of us fail to realize that a great deal of our communication is of a non-verbal form as opposed to the oral and written forms. Non-verbal communication includes facial expressions, eye contact, tone of voice, body posture and motions, and positioning within groups. It may also include the way we wear our clothes or the silence we keep. In person-to-person communications our messages are sent on two levels simultaneously. If the nonverbal cues and the spoken message are incongruous, the flow of communication is hindered. Right or wrong, the receiver of the communication tends to base the intentions of the sender on the non- verbal cues one receives. Before a person makes an attempt to form an interpersonal relationship they must decide what attracts them to that person. There are many factors that make up attraction to others. Physical attraction, perceived gain, similarities, differences, and proximity are some of them (Hybels, 2007). Most people are first attracted to others because of the way they look. Some people might have distinct characteristics that one might be attracted to such as; blues eyes, short hair, or even a small space between their teeth. If a person is not attracted to your appearance they are not likely to come up and carry on a conversation with you. For example, if an individual, who dislikes tattoos, is taking a class and has to choose a partner for a project, but there are only two people left and one of them has tattoos he or she will mostly likely choose the individual without tattoos ,even    if the person with tattoos is a very intelligent individual. There are many cases where we are attracted to someone because of the perceived gain associated them for example, one might become friends with an employee at a restaurant in hope of having discounted meal when they eat there. The similarities and differences are a major factor in determining if the relationship will be right for you. Often we find ourselves attracted to people that share the same beliefs, values, and religion. Most people are also attracted to people who enjoy the same activities as they do. Contrary to the similarities people may also be attracted to the differences. For example, person who doesn’t like making decisions might be attracted to a strong decision maker. Because these characteristics complement each other, they might help strengthen the relationship (Hybels, 2007). Proximity is a valuable factor also when it comes to evaluating the pros and cons of a relationship. Proximity is the close contact that occurs when people share an experience such as at work, school, or play (Hybels, 2007). If a person does not want to have a long distance romantic relationship and their partner moves away to attend college in another state, then it is most likely that the relationship will not last. Moving on to the next steps of forming an interpersonal relationship would be our motives for communicating. We are motivated to form relationships for many different reasons such as, pleasure, affection, inclusion, escape, relaxation, control and health (Hybels, 2007). If an individual is motivated by pleasure he or she might just want someone to go to the movies or discuss politics with. Maybe we might be motivated by affection; many people are looking for someone to give them attention; a â€Å"pat on the back† or a little kiss every now and then. Many marriages end in divorce because of the lack of affection from their partner, but if they could have communicated effectively to each other that they needed more affection the relationship might not have ended. No matter what might motivate us, once we have started developing a relationship we have to decide how much of our selves we want to disclose to the relationship and at what point in the relationship. Self- disclosure is a process in which one person tells another person something he or she would not reveal to just anyone (Hybels, 2007). Self-disclosure is not simply providing information to another person. Instead, scholars define self-disclosure as sharing information with others that they would not normally know or discover (Borchers, 1999). Self-disclosure involves risk and vulnerability on the part of the person sharing the information. Self-disclosure performs many functions. It is also a way of gaining information about another person. We want to be able to predict the thoughts and actions of people we know. Self-disclosure is one way to learn about how another person thinks and feels. Once one person engages in self-disclosure, it is implied that the other person will also disclose personal information. Mutual disclosure deepens trust in the relationships and helps both people understand each other more. You also feel better about yourself and your relationship when the other person accepts what you tell them. While self disclosure can strengthen a relationship it can also damage it. A relationship can be damaged if the person you are pouring your soul out to do not like what they are hearing or if self-disclosure comes too early in a relationship it can be damaged. Thus, while self-disclosure is useful, it can also be damaging to a relationship. There are five different stages that we progress through while developing and strengthening our relationships, these are the â€Å"coming together† stages. No matter what type of relationship it is; romantic, platonic, or same gender relationship each kind still goes through each stages. The first stage is the initiating stage. The initiating stage is characterized by nervousness, caution, a bit of hesitation, and risk of being rejected (Hybels, 2007). Although one might proceed with caution, this stage can be very joyful experience and the outcomes can be great. Most people leave this stage with a new friend. The next stage is the experimenting stage. In this stage people make an effort to seek out common interest and experiences (Hybels, 2007). One might express a love for children and hopes of being a parent one day. This would be an important topic to discuss for a romantic relationship; each person needs to be aware of what the future might hold for them if they continue with the relationship. When experimenting with each other by discussing important topics and seeing the reactions of other, one can make a valid decision based on their knowledge of the other person to continue the relationship to the next stage. The intensifying stage is the third stage that we go through. Self-disclosure becomes more common in the intensifying stage. The relationship becomes less formal and statements are made about the level of commitment each has to the relationship. In this stage individuals might have nick names for one another or â€Å"inside jokes†. A statement about attending a vacation next summer in France is an example of the commitment one might have for the relationship. But while self-disclosure becomes more common and makes the relationship stronger it can also make the participants vulnerable to each other. The integrating stage is the fourth stage. This is the point where personalities are beginning to merge; people are expecting to see them together (Hybels, 2007). The individuals become a pair. They begin to do things together and, importantly, others come to see them as a pair. A shared relational identity also starts to form in this stage. By the end of this stage individuals should know how to communicate and responds with ease and understanding of the other person’s feelings. The final stage of coming together is the bonding stage. At this point, the participants make some sort of commitment that announces their relationship to those around them (Hybels, 2007). Two girls friends might say they are now â€Å"best friends† to announce their comment to their relationship or a couple might announce they are getting married or buying a house together. This stage involves a lot of commitment and dedication to the relationship and to each other. In all of the stages discussed we all have decision to make. We can either progress forward to the next stage, stay in the same stage we are in, move back a stage or exit the relationship all together. No matter what we as individuals choose to do we need to know how to communicate effectively to that next stage and we need to know how to handle conflict or resolve conflict in our relationships. We can do this by conflict resolution, which is negotiating to find a solution to the conflict (Hybels, 2007). Depending on how a conflict is resolved it can produce a positive or negative result. For example if two sisters are fight over a dress to wear on the weekend, they have two choices: one wear the dress and the other one does not, which leaves one sister unhappy (negative outcome) or neither of them wear it, so both are satisfied and neither of them are jealous of the other (positive outcome). It also helps to take a positive approach to conflict resolution, where discussion is considerate and non-confrontational, and the heart of the matter is on issues rather than on individuals. If this is done, then, as long as people listen carefully and explore facts, issues and possible solutions properly, conflict can often be resolved effectively. In short, interpersonal communication is just like any other works of life, it must be practiced and utilized regularly in order to be successful. We must continually analyze and study it in order to improve our ability to communicate effectively in relationships.   That will lead to better relationships which lead to a better life, both personally and professionally. References Allis, R. (2002). Non-verbal Communication. Zeromillion. com. Retrieved September 25, 2010, from http://www. zeromillion. com/business/management/non-verbal- communication. html Borchers, T. (1999). Interpersonal Communication. Allyn amp; Bacon. Retrieved September 22, 2010, from http://www. abacon. com/commstudies/interpersonal/interpersonal. html Hybels, S. , amp; Weaver, R. (2007). Communicating Effectively. New York: McGraw-Hill How to cite Interpersonal Communication Com 200, Papers

Pop art music free essay sample

Such include generally short-to-medium length songs, written in a basic format (often the verse-chorus structure), as ell as the common employment of repeated choruses, melodic tunes, and catchy hooks. Sic which is popular (and can include any style). So-called pure pop music, such as power pop, features all these elements, using electric guitars, drums and bass for instrumentation; in the case of such music, the main goal is usually that Of being pleasurable to listen to, rather than having much artistic depth.Pop music is generally thought of as a genre which is commercially recorded and desires to have a mass audience appealed Hatch and Stephen Milliard define pop music as a body of music which is extinguishable from popular, jazz, and folk music. According to Pete Seeker, pop music is professional music which draws upon both folk music and fine arts music. Although pop music is often seen as oriented towards the singles charts it is not the sum of all chart music, which has always contained songs from a variety of sources, including classical, jazz, rock, and novelty songs, while pop music as a genre is usually seen as existing and developing separately. We will write a custom essay sample on Pop art music or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Thus pop music may be used to describe a distinct genre, aimed at a youth market, Often characterized as a softer alternative to rock and roll.