Music Is An Important Aspect Of Tradition Or Culture. My Family Is Inf

Music is an important aspect of tradition or culture. My family is influenced by different kinds of music arranged from folk to modern. My father and I are interested in western music. While, my mother is attracted to Asian music such as Chinese operas. My father's taste in western music is due to an early age exposure to jazz by from grandfather. My grandfather use to live in Hawaii and when he moved back to China he would listen to jazz everyday. I also discovered that my father had lived in Hong Kong in the 60s' and liked classic Rock and Role. He would constantly tell me that the Beatles and Elvis were the best. Till this day he still listens to classic Rock and Role. The music my father listens to indeed reflects his attitude toward certain aspect. Due to the exposure of western music my father has enable himself to adapt to the customs and ways of life in American. The oldies he enjoys so much has toned him into liking fast rhythm music such as pop, techno, and alternative. In a positive view he tolerate what I listen to. My mother is more traditional. She only likes music from the Asian countries, mostly from China. Her favorite kind of music is Chinese opera. The Chinese operas are mostly based on historical events that had actually happened. The kinds of operas I have seen in my house are mostly based on romance. On stage there are usually two people, a man and a woman. Unlike western operas, Chinese operas have dialogues. What is interesting to me is that the music played in the Chinese operas is awkward, but yet have beats and rhythm. The music that my mother listens to effect her aspect of life greatly. She is very conservative in the respect of keeping the Chinese culture. Her traditional thinking has blocked off her acceptance of the American culture. She just cannot develop a tune to like music other than Chinese. The fast paced rhythm of Rock, pop and Techno irritates her. Living totally in different places my grandparents from each side of the family had different exposure to music. Grandparents from my father had lived in a westernized city and they were vastly exposed to Jazz, Ragtime and Gospel Music. Grandparents on my mother side had lived in China and they were only exposed to Chinese opera, classical Pipa music and classical Qin music. The music my grandparents listen to would be in their pastimes, but other than that nothing is known much about them because they have all passed away. As for my uncle and aunt they enjoy western music too. It is mostly classical music that they listen to. I discovered that they did were not expose to such music at a young age but simply the tune of the music got their interest. I really do not see a great influence the music had on their lives. I enjoy listening to all kinds of western music. I listen to Hip-Hop, Oldies, RI listen to music as a pastime. I listen to certain type of music at certain moods. Music is a big part of my daily life. The music does not reflect my personality as it is just something I enjoy. The difference influence of music in my family conflict often. My father sees the folk music of China, such as Chinese opera old and misguiding. My parents argue a lot about there taste in music. My father would argue that Chinese opera has the influence of keeping my mom from accepting new modern ways of life. My mother would argue that the Chinese opera is something likes and will never give it up. My mother would only listen to Chinese opera when my father is not home. In my family music is not an importance to the culture we live by, but indeed serves a major role in keeping our daily lives going. The world is a fast paced placed and music come and go, but the only music that stays forever is the one that is part of a culture or tradition.

Neighbours essays

Neighbours essays When a new suburb, town or estate is established, planners must take a great deal of consideration for how neighbours will interact and the amount of community spirit it will produce. But the question is whether high community spirit and a high level of neighbourly interaction is desirable or needed in todays society as households become more independent and move further away from each other. This is a question that I ask after reading three famous studies by Michael Young and Peter Wilmott (1957), Lyn Richards (1990) and Mark Peel (2000) on neighbours and how they interact in different housing developments. All three readings discuss different aspects of neighbours and the connection between them, but the universal question that seemed to be attempted to be answered by all was what the causes of changes in neighbourly interaction were. Young and Willmotts classic study was conducted from 1953 to 1955 by taking a selection of working class families and residents from a borough in East London, Bethnal Green, and moved them to a new estate on the outer fringes of London, Greenleigh, to see how they interacted with their neighbours. Intriguing results ensued, which deserve further discussion. (They stated that they were not expecting the results that were observed and I will discuss their findings.) The main subject that Young and Wilmott address is the wider family as kinship networks and how strong it is in the inner city. Both Young and Wilmott and Richards (1990) found that neighbours took the place of absent kin. When the sample families from Bethnal Green were interviewed by Young and Wilmott in their new estate, Greenleigh, most of them thought that the neighbours were unfriendly and that they were neither enemies nor friends. Upon further reading, however, it became apparent that the cause of the unfriendliness may have been due to the lack of similarities that they had with each other, ...

Writing English Drama Scripts in ESL Class

Writing English Drama Scripts in ESL Class English learners need to use their English in productive settings to improve their communicative skills. One of the most fun ways to do this is by working on collaborative projects. Students work together towards some tangible goal such as a business presentation, creating a powerpoint slide or by performing a short work for each other. This lesson plan focuses on helping students write a short script, practice the dialogue and perform for fellow students. Having students perform a short drama script that theyve developed combines a number of production skills through working in groups. Some of the territory covered includes: Writing skills - writing up the scriptPronunciation - working on stress and intonation when actingFocus on specific terminology depending on subject - including target vocabulary taken from previous lessonsNegotiation skills with other students - working together to choose a romantic film, choosing appropriate language for linesImproving confidence - acting in front of others This activity is especially useful after students have been studying a particular topic area over a period of time. In the example lesson, Ive chosen romantic films for classes that have been developing their understanding of relationships. Its best to start off by exploring related vocabulary through the use of vocabulary trees and related exercises. Once students have expanded their vocabulary knowledge, they can work on speaking about relationships through the use of modal verbs of deduction for giving advice. Finally, students can put together their newly won knowledge by putting it all together creating a script on their own.   Drama Script Lesson Plan Aim: Building conversational and team working skills in English Activity: Creating an English drama script based on a romantic film Level: Intermediate to advanced level learners Outline: Ask students to name a romantic film. Make sure that most if not all of the students are familiar with the film.As a class, have the students choose a film with a limited (best two, three, or four) number of characters that are crucial to the overall plot of the film.Write the characters up on the board as in a dialogue between the characters.Solicit lines from the class for a short portion of the scene. Encourage students to use vocabulary theyve learned throughout the course of the past few lessons.Read the lines dramatically, have students practice the lines in their own small groups. Keep the focus on the acting to help focus on stress and intonation in pronunciation.Explain the project to the class. Stress that students should create the lines themselves, rather than try to find a clip from the film and reproduce the lines individually.Pass out the project worksheet.Have students access the internet to find the plot outlines on the site suggested below or another movie spoiler s ite. Once students have found the plot outlines, print out the outline so students can work together in groups to choose the appropriate scene.Follow the directions below in the handout for the students. Project: Writing a Drama Script You’re going to write your own script for a scene from a movie about a romantic relationship. Here are the steps: Go to themoviespoiler.com.Choose a romantic movie that you already know.Read through the movie description and choose one short scene (or paragraph) from the description to write a script for.Choose your characters. There should be one character for each person in your group.Write the script using the description as your guideline. Try to imagine what each person would say in that situation.Practice your script in your group until you feel comfortable with your lines.Get up and perform! You’re a STAR baby!! Next stop: Hollywood!

CALIFORNIA CIVIL CODE Essay Example | Topics and Well Written Essays - 250 words

CALIFORNIA CIVIL CODE - Essay Example I will present the manner in which the evidence found on the ground was analyzed and assure the defense attorney that there were mistakes involved in the analysis procedure. I will also give scientific conclusions on the party being represented by the defense attorney to accurately and undoubtedly prove their liabilities and mistakes in the case. Highlight other things which were not done by law enforcement officers in aiding to prove the party suing the others innocence’s (Kupchik, 2006). The importance of the evidence in the above mentioned case was that it enabled both parties to establish the identity of the suspects in questions. In addition, the availability of evidence also encouraged the testing for the physical evidences to determine the connection between the crime and the suspect party in question. Lastly, availability of evidence adds weight to a prosecutor’s case as in the scenario case above; the leg of teenager was indeed broken by use of extreme force. This gives the prosecutor the right to sue the company in question as he posses evidence that he will use in supporting his petition (Martinez,

Cost Accounting. A managerial emphasis Essay Example | Topics and Well Written Essays - 500 words

Cost Accounting. A managerial emphasis - Essay Example This in turn drive up fixed costs due to imperfect factor substitution as managers turn to other less efficient activities or resources to substitute the activity that is used as the cost driver. The fixed cost is in turn costed over a lower level of activity, making the activity seem costly when in fact it might be a lucrative market or product (Doogar, 2001). Q12. In activity based management, cost driver analysis, cause-and-effect diagram, pareto analysis, and performance measurement are performed. Activity based analysis examines, quantifies, and explains the effects of the cost driver on the cost of an activity. Cause-and-effect diagram maps out causes that affect an activity, process, stated problem, or outcome. In pareto analysis, histogram of cost drivers that contribute to the total cost is constructed. Performance measurement identifies the work performed and the results achieved by an activity process or organizational unit (Porter, 2006). Q13. Andrew Carnegie installed weigh scales at all points in his mills to see whether material was saved or not. Rather than checking quality after the products have been produced, Edward Deming's ideas of Total Quality Management propounded a cease in dependence on mass inspections-quality must be designed and built into the processes, preventing defects rather than attempting to detect and fix them after they have occurred.

Features of Exploitation Strategy

Features of Exploitation Strategy 1.1 Exploitation Strategy Exploitation analysis and activities go on for the entire life of the project, taking advantage of every progress-step and achievement. The exploitation approach of the project has been structured in a recurrent cycle in which every step enables refining to define a list of activities implementing exploitation. The sequence consists of the following items: Identification of exploitable results Every identified project outcome is rated to check its eligibility for exploitation: resulting items are listed and classified by means of typology (product, process, method, data etc.) to understand the ways in which they can be shared, delivered and accessed. For each result, the level of protection is defined, although it can be specialized during next steps of analysis, to allow IPR to be different for the various involved stakeholders. Results are also given a priority that represents their importance among the exploitation activities. Identification of stakeholders Exploitable results are associated with the groups of stakeholders identified by the project (education, technical developers, industries, public communities, authorities, policy makers, etc.). The match between the results and groups of stakeholders identifies different sets of results: this step of the exploitation definition process considers the opportunity to group them in subsets to handle them together or because of their dependencies. Therefore, exploitation deals with these collections of bundles with common features: specific purpose: the common aim of the result set type of business: the area of activity of the stakeholders that can be addressed required resources: elements needed to make the bundle sustainable Association with actions This is the conclusion of each cycle of the process. The purpose is to establish the concrete activities that implement exploitation. The actions are defined in relation to the results of the previous steps concerning stakeholders and bundles: each exploitable result is associated with one or more bundles related to a set or a single stakeholder group. The actions are grouped in a set of focuses that depict specific areas of activities: technology development, knowledge building, educational training, standards development, services development, IPR protection, policy making etc. As in the preceding steps, the definition of these actions can be refined and updated during the life of the project. 1.2 Exploitable Results To identify the exploitable results of each partner and the current state of these results a table was constructed with these results, the state of this results and the possible audience.ÂÂ   The results are presented in Table 2.1 collects the exploitable results identified by the partners at this stage of the project (Month 12). The description of each result is based on partners contribution and should be considered from a preliminary perspective to draft the initial version of the Exploitation Report. Next versions of this report will include further description of each result if required. Table 1: Exploitable results of COMPINNOVA and their state up to month 12 A/A Exploitable Result Description Classification Involved Partners Stakeholders Actions M6-M12 1 Bulk catalyst development Process and product SUN Scientific community, powder material industries, investors Experiments, evidence of proper bulk pellet catalyst development 2 Thin film catalyst development Process and product NTUA Scientific community, powder material industries, investors Experiments, evidence of proper thin film catalyst development 3 Use of the Lorentz force activation for redox process Process and method NTUA Scientific community, powder material industries, investors Experiments, first evidence of activation of surfaces and redox process 4 Integrated bench plant for hydrogen production Process and system NTUA Scientific community, energy producers and users, industries, Governments, investors Initial evidence of hydrogen production, initial market analysis, initial contacts with Public Power Corporation (Greece) 5 Integrated bench plant for hydrocarbon production Process and system SUN Scientific community, energy producers and users, industries, Governments, investors Experiments, initial contacts with ENEA (Italy) 6 Multiscale modeling and explanation of the process of hydrogen production Simulation and modeling IPSAS Scientific community Qualitative analysis of the electro-magneto-chemical process 7 Powder manufacturing as precursor for catalyst manufacturing Process and product NTUA Scientific community, powder material industries, investors Experiments, publication of the method for powder production (see 2nd dissemination report) 1.3 Exploitation Management EXIS acts as Exploitation Manager heading the Exploitation Committee (EC) with representatives from NTUA, SUN, CRANFIELD, FU SAV. The Exploitation Committee supervises the management of IPR and coordinates the definition of the exploitation plan. Specifically, the HELENIC-REF EC shall: Coordinate and implement exploitation activities; Propose IPR and exploitation strategies and (eventual) associated updates to the Consortium Agreement (CA); Contribute to proper exploitation of the results by supporting all Partners Monitor the use of resources for exploitation issues. The Exploitation Activities are in close relation with Dissemination Activities (as they are -or will be- presented in Deliverables D4.14-D4.18) in order to achieve a sustained impact. The approach of HELENIC-REF for achieving a sustained impact is presented in the following Figure 2.2. Figure 2.2: HELENIC-REF approach for sustained impact 1.4 IPR Management The management of IPR is strictly ruled by the Consortium Agreement (CA) which includes all provisions related to the management of IPR including ownership, protection and publication of knowledge, access rights to knowledge and pre-existing know-how as well as questions of confidentiality, liability and dispute settlement. In the CA, the Partners have identified the background knowledge included and excluded. The CA regulates the ownership of results (Section 8 of the CA) The knowledge acquired during the project shall be considered as a property of the contractor generating it, and in this sense the originator is entitled to use and to license such right without any financial compensation to the other contributors. If the features of a joint invention are such that it is not possible to separate them, the contributors could agree that they may jointly apply to obtain and/or maintain the relevant rights and shall make effort to reach appropriate agreements to do so. The CA also regulates the transfer of results ownership (Section 8.2 of the CA) Each Signatory Party may transfer ownership of its own Foreground following the procedures of the Grant Agreement Article 30. Each Signatory Party may identify specific third parties it intends to transfer the ownership of its Foreground to in Attachment (3) to the CA. The other Signatory Parties hereby waive their right to prior notice and their right to object a transfer to listed third parties per the Grant Agreement Article 30.1 The transferring Party shall, however, at the time of the transfer, inform the other Parties of such transfer and shall ensure that the rights of the other Parties will not be affected by such transfer. Any addition after the signature of the CA requires a decision of the Project Steering Committee (PSC). Status of IPR (M12) As the project reaches its first year, the results from the ongoing research about proving the ability of Hydrogen production and the reduction of water with Lorentz forces are promising. The results once fully verified, can subject to publications or even patents. The project may deliver additional results by the end of the project that the partnership may wish to exploit. In this case the Consortium (headed by the Exploitation Manager) will discuss use of such results on a case-by-case basis. For the management of knowledge, the consortium and the Exploitation Manager are regularly monitor and evaluate possibilities of IPR. The consortium has already defined future activities to discuss and evaluate raising questions. According to the initial plan, at the next general meetings these discussions will take place. At all upcoming meetings as session will be devoted to IPR and exploitation issues to further specify the plans of the consortium. Any third parties that may involve in exploitation will sign a non-disclosure agreement.

Lovely Hula Hands Essay

Trask’s object of study is the historical and contemporary American popular conception of Hawaii, Native Hawaiians, and Native Hawaiian issues, such as rights, sovereignty, tourism, and institutional racism. Trask primarily interrogates the issues of colonialism, neocolonialism, and sovereignty in Hawai‘i and how these debates are framed in disparate contexts/around different foci; Hawaiian nationalist, cultural, international human rights, Oceania, tourist, and academic (ie. Historian, anthropologist, American studies). Trask’s key research questions are answered with powerful, persuasive, and cogent expertise made both accessible sans intellectual jargon and intimate by her personal herstory of colonialism and sovereignty struggles in Hawai‘i. To her credit, Trask pulls no punches in telling of struggles for hegemony and the legacies of violence preserved in everything from images of bombed aina, to institutional racism and sexism in our own American Studies department(! ), to the â€Å"lovely hula hands† of dusky, dancing Hawaiian maidens that are drooled over in international imaginations. Doing so, Trask participates in many important practical and theoretical debates, and writes purposefully and passionately against the continued violence against her land and people beyond mere consciousness-raising and, reasonably, on the offense. What is interesting about Trask’s writing is her clarity. She tells tourists not to visit, Hawaiians not to practice their indigenous culture peripherally, historians to be more self-reflexive, and haole’s to unpack their knapsacks of white privilege and colonial histories. It is also clear what is at stake in her interrogations and resolutions; the survival of Native Hawaiian people, rights, culture, and lands. Trask’s text, in presentation, appears more like a collection of journalistic articles and essays than a singular sustained argument around a specific cultural â€Å"text†. For this reason, it is somewhat unclear in what ways we should answer her call for change first and most importantly. An advantage of this organization, however, is the ability of her text to speak â€Å"from a native daughter† perspective to a multitude of audiences, interdisciplinarily, across many different aforementioned debates. Trask’s text in its entirety is very appropriate for this week’s discussion on identity politics and there are many strands of Trask’s text that piqued my interest. Her coverage of Hawaiian history and historiography helped enrich my sensitivity of how Hawai‘i is conceived in my own studies. When I am to write my histories, what audiences will I be writing for? Will it be through an inherently Western lens for the consumption of Western eyes/consumption? How does one avoid this? Did Trask succeed in avoiding this? I appreciated Trask’s writing on the New World Order and her resistance to cultural uniformity. Trask’s reading of hegemonies in Hawaii is a good contrast to other overly-economically-deterministic readings of Pacific-Rim discourse (see Arif Dirlik’s â€Å"The Asia-Pacific Idea: Reality and Representations in the Invention of a Regional Structure†). I enjoyed Trask’s discussion of local leaders, politicians, and academics in regards to mana and Hawaiian culture because it re-situated my perception of the continuing complicitous and counterhegemonic efforts of contemporary individuals. I was introduced to the context of international human rights versus civil rights approaches to Hawaiian sovereignty and American domestic policy at large. Trask’s dismantling of the arguments against Hawaiian sovereignty seem like good models, or at the very least inspiration, for further works counterarguing in theory and application existing conditions that preserve inequality and colonial legacy (i. e. gay and lesbian liberation movement, etc. ) I found Trask’s discussion on academic institutional racism, sexism, and the white hegemony on campus to be critical for my personal academic and professional journeys. Although she includes her definition on racism, I would have liked to know how Trask conceives of â€Å"race† and â€Å"racial ideology† in Hawai‘i as it has changed throughout pre-haole until present times. It seems, how Native Hawaiians, missionaries, businessmen, and various government officials usage of race or similar concepts would be an important approach to understanding its legacy relative to dominant/marginal ideologies/hegemonies (i. e. colonial, gender, sexual, cultural, and such. ). Moreover, how do we, as students and educators, continue to facilitate/obstruct the further unpacking of white privilege on UH campus? It might seem audacious to ask, but out of curiosity, how have racism and sexism changed/persisted on campus/in our department, since Trask’s hiring events? It seems like there was an individual and collective element to the discrimination Trask experienced, how does this help us be more self-reflexive of our complicity in maintaining hegemonies? How have institutional policies/practices been changed (or not) protecting from such events re-occurring? Relevant to more recent events in our department, is it comparable to question heterosexual privilege? To analogize Trask’s rhetoric, how can beneficiaries of heterosexual privilege come to see that homophobia is not only a matter of sexuality but of history and power? It seems this leads to more questions our class will have to discuss. Is the preferable approach one of common interest to enable coalition building across identities or one of episodic gains within different particular sites of struggle?