Data Integration at a Urban Multicultural Community College essayEssay Writing Service

Data Integration at a Urban Multicultural Community College essayEssay Writing Service Data Integration at a Urban Multicultural Community College essay Data Integration at a Urban Multicultural Community College essayToday, the use of information technologies in the field of education becomes more and more popular. In such a situation, the question concerning the use of the effective and reliable software arises since educators and students have to share information effectively. At the same time, the information should be shared not only effectively but also safely. In such a situation, many educational institutions face considerable difficulties with selecting software that can meet their needs. In this regard, one of the major concerns of institutions is the integrity of data provided by software used by institutions. The data integrity means that information processed by software is essential for the institution. The information is processed properly and fast and all the information is relevant, available and easy to find, when needed. The data integrity implies that the information is balanced and may be available to users in th e understandable and easy for perception form. When such requirements are set, even IT professionals can face difficulties with choosing the optimal software. At this point, it is possible to refer to the empirical data based on the use of certain software in educational institutions. In this respect, it is possible to refer to the case of Powerfaids software and Jenzabar Software, the software, which has proved its efficiency but to draw the specific evidence, it is necessary to conduct the detailed analysis of Powerfaids software and Jenzabar Software and its application in the educational institution.The purpose of the project:The goal is to creatively and systematically implement a system software that will allow data to integrate from one system to another. This will create functionality across the organization.Essential Questions:What is the intent behind the implementation?What are the few important themes that need to be worked on to deliver the intent?How will the projects be led and resourced?Who will be responsible for each task?What is the review process?Projected Outcome Questions:Will this be a success for the academic school year 2014-2015 or how will success be measured?Thesis statementThe use of Powerfaids software and Jenzabar Software by the Institution can help to enhance consistently to process and communicate information and share data within the Institution with the database of the Institution being under the control of the Associate Director.Expanded thesis statementThe use of Powerfaids software and Jenzabar Software can open new opportunities for the Institution in terms of information processing and data integrity. In actuality, the Institution faces the problem of the information overload. In such a situation, the effective information processing and data integrity could resolve the problem of the information overload. Powerfaids software and Jenzabar Software can help to resolve this problem, at least partially, since this software can bring in better information processing and enhance the information integrity within the Institution. The implementation of Powerfaids software and Jenzabar Software will be conducted under the control of the Associate Director.The current problem is that the data from the Admissions office and the Financial Aid office are not being communicated effectively. As the Associate Director, the responsibility will be to update the system software routinely and to integrate the data between the two systems. In addition, the Associate Director will serve as a liaison between Information Technology and Financial Aid department to ensure correct data implementation. The Associate Director will continue to provide technical training, advice, and support to all staff membersThe project timeline and implementation is determined by the specific needs of the Institution. In fact, the project will be accomplished within a month that involves the introduction of Powerfaids software and Jenzabar Software within the Institution and training of educators, students and other stakeholders how to use software, if such training is necessary. The beginning of the training should be immediate since, otherwise, the Institution faces the risk of information overload and failure to process the important financial information in time and properly. Such failure may leads to such problems, when students pay for their tuition, but the Institution does not receive the information that the transaction was complete. The accomplishment of the project will be in one month, when Powerfaids software and Jenzabar Software should work in the Institution on the regular basis.Effectiveness of Powerfaids software and Jenzabar SoftwarePowerfaids software and Jenzabar Software and information processingPowerfaids software and Jenzabar Software help to process information fast.   The development of effective information processing software is an essential condition for the successful and effective per formance of the financial department of the institution because the growing complexity of financial transactions and operations of the Institution raises the problem of the information overload. The information overload, in its turn, raises the problem of the possible errors that may occur in the course of financial transactions as well as other problems related to financial operations conducted by the Institutions as well as students, who pay for their tuition, for example. In such a way, Powerfaids software and Jenzabar Software will help to process information effectively and minimize the risk of errors in the course of financial transactions and other operations conducted by the financial department of the Institution.Powerfaids software and Jenzabar Software contribute to the more efficient information processing since this software increases the speed of the information processing, while the risk of errors decreases since all operations are conducted automatically and autonomo usly without or with minimal interference of users. At the same time, users will not have any problems while using Powerfaids software and Jenzabar Software because this software has a user friendly interface and even inexperienced users can use Powerfaids software and Jenzabar Software without any additional training. The faster information processing naturally improves the overall performance of the financial department of the Institution.Powerfaids software and Jenzabar Software allow gathering all the information, filtering information and processing valid information only. In such a way, the information related to the financial performance of the Institution will be automated and processed by Powerfaids software and Jenzabar Software. At this point, many researchers (Garvin Artemis, 2007) point out that modern organizations face the problem of the information overload, when they cannot distinguish useful information from the information that they do not need at all. The inform ation overload in case of finance is particularly dangerous because it may lead to financial losses of the Institution. This is why the introduction of Powerfaids software and Jenzabar Software can optimize the information processing in the Institution and lead to the data integration through the data analysis and systematization.Powerfaids software and Jenzabar Software and information sharingPowerfaids software and Jenzabar Software offer excellent opportunities for information sharing making the process interactive and the entire system open for both students and educators. In this regard, it is worth mentioning the fact that both students and educators are involved into financial relations directly or indirectly. In such a situation, the use of Powerfaids software and Jenzabar Software is beneficial because this software is open and understandable, on the one hand, and this software is extremely difficult to use to hide some financial transactions or operations (Hackman Wageman , 1995). Therefore, the risk of errors or manipulation with financial resources is minimal that is apparently beneficial for the Institution, where the efficiency of fund use is traditionally one of the priorities.The data may be shared at several levels, among which it is possible to distinguish the information sharing between students and educators. In fact, data may be shared to obtain the information they may need about their current position and the correlation between their current position and their financial operations. For example, while working on projects that require financial resources, students and educators may share the financial information to ensure transparency of the fund use and the accuracy of financial calculations. In this regard, Powerfaids software and Jenzabar Software may help too (Brasure, 2014). In such a way, the data sharing helps students and educators to conduct the learning process successfully.Data Integration at a Urban Multicultural Community Co llege essay part 2

Intellectual Evolution from Adolescence to adulthood Essay

Intellectual Evolution from Adolescence to adulthood - Essay Example In this stage, the individual reaches the final form of cognition (Smith, 2001). Specifically because the have grown pass the need for concrete objects to make rational decisions allowing the to engage in abstract mental modeling. They are capable of conceiving the hypothetical and engaging in deductive reasoning (Smith, 2001). This is a more mature method of thinking because they are able to see both sides of an issue which is key to problem solving skills possessed by adults. The evolution to adulthood occurs when they begin to specialize in the professional careers. Such an evolution indicates that the adult has found a niche objective where all other mental formations are a direct extension of the initial knowledge foundations (Smith, 2001). The mark of an adolescent is indeed his ability to conceptualize the abstract, while the mark of the adult is the ability to turn those abstract conceptions into executed objectives. Adulthood is defined by more than the individuals ability t o engage in cognition, rather it is based on their ability to focus those cognitive skills and apply it towards a specialized interest. Works Cited Smith, L. (2001). Jean Piaget. In J. A. Palmer (Ed.), 50 modern thinkers on education: From Piaget to the present. London: Routledge.

Approach And Characteristic Of Corporate Governance In Russia Essay

Approach And Characteristic Of Corporate Governance In Russia - Essay Example Corporate governance offers the framework through which the goals of the companies are formulated and also suggests the means of accomplishing those objectives as well as identifies controlling performances (Viam Invest, 2012). It is in this regards that corporate governance can be identified as quite significant for today’s commercials. Sound corporate governance needs to offer adequate incentives to attain the desired objectives by the company. It must also assist in proper monitoring of the activities of the organisation and thus endorse the firms to make use of the resources in an effectual manner (Shvyrkov, 2012). Corporate governance method in Russia can be regarded as appealing since they tend to take place because of the institutional experiments undertaken by the Russian government in the early 1990s with strong support of international financial institutions (Paredes, 2003). Hence, the concept of corporate governance system practiced in Russia has been one of the sig nificant topics of discussion in the present times. Most of the Russian firms are found to be adhering to good corporate governance standards by escalating disclosure, conforming to the international accounting standards and espousing numerous codes related to the matter. The government of Russia, the regulators as well as private agencies has taken certain measures such as enforcement of the codes, improvement of the transparency along with accountability issues among others in order to enhance the corporate governance (DYCK, 2002). The objective of this paper is to demonstrate and discuss the numerous approaches as well as features of the corporate governance system in Russia. The various drivers as well as impacts of corporate governance in Russia will also be discussed in the paper. Last but not the least, it will endeavour to identify whether the corporate governance system of Russia offers transparency as well as accountability to its stakeholders. Approach and Characteristic of Corporate Governance in Russia The corporate governance system in Russia is featured by elevated ownership attentiveness in firms basically in the hands of the insiders. It has also been noted that the legal institution of the country is not quite firm that has generally led to greater personal advantages of controls through corruption and immature capital markets which might lead to inadequate return on shareholders’ investments a fragmented labour market as well as major participation of the state in business with increasing political barriers (Vasilyev, 2002). The Russian corporate governance tends to be quite different from that of the corporate governance in developed countries such as Anglo-Saxon countries. The chief conflict of interest with regards to the Russian firms has been between big and small shareholders instead of managers and greater number of fragmented shareholders as in the contexts of US or UK (Nestor & Jesover, 2000). Notably, the Russian model of pr ivatisation that was exercised in the period of 1992-1994 facilitated in the determination of the main features of the structure of corporate ownership as well as governance in the country. Privatisation also identified the main direction for the growth of Russian firms. Nearly

Sarahs Key Essay Example for Free

Sarahs Key Essay The dance ‘The Oppression of the Jewish Race’ was based on the stimulus ‘Schindlers List’ directed by Steven Spielberg. The dance is in narrative structure based on the journey of the Jewish race from freedom to oppression. The feelings within this dance vary. In the first section, the dance begins with a light playfulness where happiness and hope are portrayed by the dancers. This hopefulness gradually fade however, as the dance steadily progresses into bleakness and has a numbing quality to it. The dancers continue in this despair with outwards signs of pain being expressed. The feeling in the end section of the dance is one of utter hopelessness and anguish. The dance concludes with this feeling as it is how the Jews felt by the end of the Holocaust and as many of their lives ended when the Holocaust was taking place during World War II. This was the motivations that the choreographer used to choreograph this dance. The overall choreographic intention is to convey the oppression of the Jewish race. Through five sections of the dance this is displayed as each section gets progressively worse in a narrative structure that depicts different parts of the Schindlers List movie the stimulus. I was given the role, by the guest choreographer, of a teenage Jewish girl who is a similar age to me. Using the Stanislavski techniques I developed my character for each section of the dance. In the beginning I am happy and free, using emotional memory to get into character before I begin dancing. As the dance progresses my character becomes less and less happy and free. By the second section, I have lost all emotion and my movements are no longer free but more mechanical. My facial expressions slowly transform into those of pain and my movement reflects this as they are bound. When in the gas chambers I brought the idea of pain in my movements and expressions as my character passes away. I brought the understanding of what the Jewish race would have gone through during this time, through my character. Section 1 – The Beginning The beginning section of the dance is acting. There are seven dancers on stage, each interacting with someone. One dancer (a small boy character) runs onto the performance space from stage left to find his toy car, which he finds and then plays with. Another dancer runs on from stage right (a small girl character) with her toy doll. The boy then snatches the doll away from the girl and teases her with it as she chases after him. The boy’s mother then enters (third dancer to enter the stage) from stage left and tells off the boy for being mean to the girl. The girl’s mother then enters the performance space and supports the girl as she is apologised to by the boy. At the same time as this apology is taking place. A grandmother and her granddaughter are making their way through the space beginning from upstage right. This is when I enter the performance. I run onto the performance space from upstage left, waving as I enter. I move through the space to interact with two of the other dancers, by hugging both of them as they are my grandma and friend. I then walk down stage with the grandmother and friend and my focus is on the other dancers who are greeting each other, the mood is light and free. The dancers then make their way down stage to form a line. They then take whatever prop that they have with them (e. g. the car for the boy) and have it in their hand. Activity One Choreographic Intention The dance ‘The Oppression of the Jewish Race’ was based on the stimulus ‘Schindlers List’ directed by Steven Spielberg. The dance is in narrative structure based on the journey of the Jewish race from freedom to oppression. The feelings within this dance vary. In the first section, the dance begins with a light playfulness where happiness and hope are portrayed by the dancers. This hopefulness gradually fade however, as the dance steadily progresses into bleakness and has a numbing quality to it. The dancers continue in this despair with outwards signs of pain being expressed. The feeling in the end section of the dance is one of utter hopelessness and anguish. The dance concludes with this feeling as it is how the Jews felt by the end of the Holocaust and as many of their lives ended when the Holocaust was taking place during World War II. This was the motivations that the choreographer used to choreograph this dance. The overall choreographic intention is to convey the oppression of the Jewish race. Through five sections of the dance this is displayed as each section gets progressively worse in a narrative structure that depicts different parts of the Schindlers List movie the stimulus. I was given the role, by the guest choreographer, of a teenage Jewish girl who is a similar age to me. Using the Stanislavski techniques I developed my character for each section of the dance. In the beginning I am happy and free, using emotional memory to get into character before I begin dancing. As the dance progresses my character becomes less and less happy and free. By the second section, I have lost all emotion and my movements are no longer free but more mechanical. My facial expressions slowly transform into those of pain and my movement reflects this as they are bound. When in the gas chambers I brought the idea of pain in my movements and expressions as my character passes away. I brought the understanding of what the Jewish race would have gone through during this time, through my character. Section 1 – The Beginning The beginning section of the dance is acting. There are seven dancers on stage, each interacting with someone. One dancer (a small boy character) runs onto the performance space from stage left to find his toy car, which he finds and then plays with. Another dancer runs on from stage right (a small girl character) with her toy doll. The boy then snatches the doll away from the girl and teases her with it as she chases after him. The boy’s mother then enters (third dancer to enter the stage) from stage left and tells off the boy for being mean to the girl. The girl’s mother then enters the performance space and supports the girl as she is apologised to by the boy. At the same time as this apology is taking place. A grandmother and her granddaughter are making their way through the space beginning from upstage right. This is when I enter the performance. I run onto the performance space from upstage left, waving as I enter. I move through the space to interact with two of the other dancers, by hugging both of them as they are my grandma and friend. I then walk down stage with the grandmother and friend and my focus is on the other dancers who are greeting each other, the mood is light and free. The dancers then make their way down stage to form a line. They then take whatever prop that they have with them (e. g. the car for the boy) and have it in their hand. Each dancer, in time with the music, kneels down and places their prop on the ground and has one last moment with it. The dancers focus stays on the ground as they all stand up and then simultaneously they raise their heads, their focus up and out. This concludes this section. I learnt this section by getting into character and portraying the emotions that a teenage Jewish girl would. I interact with the other character and I had to really make sure that I used ensemble awareness when getting into the line so that there was equal space between the dancers next to me and to be in a straight line. I portray the intentions of the dance by interacting with the other dancers, showing my relationship with them – this portrays that Jewish race was free to be who they are. My interaction with my prop shows how the Jewish race is still holding on to its individuality but has to eventually let it go. Section 2 – Free Motif This section involves free and flowing movements. The focus of the dancers is all on the movements as it begins with a series of retire step with arms open and moving in a circular motion (half of the dancers go upstage and the other half continue to move toward stage right along down stage), into a drag turn with the left leg and foot is out and the arms are extended on a diagonal, with the body on a tilt. The dancers then run forward and reach toward the sky before they bend and contract their bodies, running backwards with their arms curved alongside their torsos. This is followed by many flowing movements, with the opening of arms, reaching out and looking up. The section finishes with the dancers dropping to their knees with their arms out in front of them. As they get up the pain on their faces begins to show as they enter into the Hitler salute and lifting the right leg at the same time and then coming together to shuffle along with our hands placed on one another shoulders. This ending of the section shows the Nazi regime tightening and sending to Jewish people to concentration camps, their freedom being taken away from them. This section also involves many contemporary contractions and I have had to work on ballet technique. When practising the retires I needed to focus is on pointing my feet, keeping my left arm extended in second and staying up on releve. Through the use of focus and expression I brought the idea across that I was free yet not happy as I know that something is wrong, being in the ghettos. Section 3 – Mechanical Motif The dancers facial expressions in this section are completely blank when completing the dance moves, almost, no sign of any emotion, almost like a robot. Their focus is directly out or in the direction they are moving to. This reinforces the idea that they are losing the very essence of who they are, their humanity and individuality and are beginning to live as though they are like machines. This section is performed through twice. The first time it its completed is in complete unison, the second time they are dancing the same movements but repeated different moves three times so it looks like each dancer is doing something different though they all end at the same time. This section involves a series of isolations of the arms, feet, legs and body as the dances move mechanically. After the isolations is a back bend. The dancers place their hands on the small of their back; tilt back and head facing the sky. This is the only place in this section when the dancer’s faces show expression – pain, with mouths open to show the intensity of it. The dancers then hunch over with knees bent, walk forward and then stand up with hands clasped up by their shoulder, before they drop to the floor. Once on the floor the dancers sit back on their knees and circle round in a back bend and then stand up. This whole sequence is repeated as stated before except for the circled backbend and that concludes this section. I had to practice the sharpness of the movements and keeping myself void of Each dancer, in time with the music, kneels down and places their prop on the ground and has one last moment with it. The dancers focus stays on the ground as they all stand up and then simultaneously they raise their heads, their focus up and out. This concludes this section. I learnt this section by getting into character and portraying the emotions that a teenage Jewish girl would. I interact with the other character and I had to really make sure that I used ensemble awareness when getting into the line so that there was equal space between the dancers next to me and to be in a straight line. I portray the intentions of the dance by interacting with the other dancers, showing my relationship with them – this portrays that Jewish race was free to be who they are. My interaction with my prop shows how the Jewish race is still holding on to its individuality but has to eventually let it go. Section 2 – Free Motif This section involves free and flowing movements. The focus of the dancers is all on the movements as it begins with a series of retire step with arms open and moving in a circular motion (half of the dancers go upstage and the other half continue to move toward stage right along down stage), into a drag turn with the left leg and foot is out and the arms are extended on a diagonal, with the body on a tilt. The dancers then run forward and reach toward the sky before they bend and contract their bodies, running backwards with their arms curved alongside their torsos. This is followed by many flowing movements, with the opening of arms, reaching out and looking up. The section finishes with the dancers dropping to their knees with their arms out in front of them. As they get up the pain on their faces begins to show as they enter into the Hitler salute and lifting the right leg at the same time and then coming together to shuffle along with our hands placed on one another shoulders. This ending of the section shows the Nazi regime tightening and sending to Jewish people to concentration camps, their freedom being taken away from them. This section also involves many contemporary contractions and I have had to work on ballet technique. When practising the retires I needed to focus is on pointing my feet, keeping my left arm extended in second and staying up on releve. Through the use of focus and expression I brought the idea across that I was free yet not happy as I know that something is wrong, being in the ghettos. Section 3 – Mechanical Motif The dancers facial expressions in this section are completely blank when completing the dance moves, almost, no sign of any emotion, almost like a robot. Their focus is directly out or in the direction they are moving to. This reinforces the idea that they are losing the very essence of who they are, their humanity and individuality and are beginning to live as though they are like machines. This section is performed through twice. The first time it its completed is in complete unison, the second time they are dancing the same movements but repeated different moves three times so it looks like each dancer is doing something different though they all end at the same time. This section involves a series of isolations of the arms, feet, legs and body as the dances move mechanically. After the isolations is a back bend. The dancers place their hands on the small of their back; tilt back and head facing the sky. This is the only place in this section when the dancer’s faces show expression – pain, with mouths open to show the intensity of it. The dancers then hunch over with knees bent, walk forward and then stand up with hands clasped up by their shoulder, before they drop to the floor. Once on the floor the dancers sit back on their knees and circle round in a back bend and then stand up. This whole sequence is repeated as stated before except for the circled backbend and that concludes this section. I had to practice the sharpness of the movements and keeping myself void of expression of emotion during this section so that I could effectively portray the end of the Jewish races freedom through my movements. Section 4 – Bound Motif This section has the dancers focus mostly on the hands. There is a mixture of point and flexing of the feet as the hands are cupped. The dancers then contract and then lift up, back flexed and hands flat above head. Then the chest and stomach concaves as the dancers turn and then lift their leg. They then swoop the arms while bending to the right. The dancers then swing around to push out their cupped hands. They then turn again, still with the arms cupped and circle their head around while raising the cupped hands. The dancers then walk back into a cluster as this section conclude. I had difficulty alternating between flexing and pointing my feet and I had to practise this to be able to show the bound movements that are the constriction that the Jews are going through. Section 5 – Gas Chamber Scene This is the section where all of the dancers act/dance their death in the gas chambers. Our black dresses are taken off and the dancers are ‘naked’. Each of the dancers begins by raising their heads in unison as if to look at the ‘shower heads’ that release the gas. The expression is a mixture of hope and utter despair. The music then drops and the dancer’s shoulders hunch over and it is if they had been punched in the stomach. All the dancers then interact with one another as they slowly die. The last person dies as the violin ends, with a single lifted hand that comes shakily down as the dance ends. This death symbolises how the Jews dies as one group, their dignity stripped away and their race slandered. I had to practise this is a lot with another dancer and working together to try and project the death of our characters. This help to show the intention of how they still helped each other even as they were dying. When I performed I used weight bearing in the death scene as I hold one of the dancers who fall onto me. This is to show the support that the Jews are still giving one another. Throughout the different sections my focus varies from out at the audience, to my hands and then focusing on the different movements. This is to enhance the ideas of going from freedom to oppression. There are many relationships with the other dancers through interaction with the other dancers. This is particularly in the beginning section and in the death scene. I interact with two of the dancers at the beginning as I hug them and walk with them. In the death scene I hold one of the dancers and then with my ‘grandma’ we clasp hands and hold her. expression of emotion during this section so that I could effectively portray the end of the Jewish races freedom through my movements. Section 4 – Bound Motif This section has the dancers focus mostly on the hands. There is a mixture of point and flexing of the feet as the hands are cupped. The dancers then contract and then lift up, back flexed and hands flat above head. Then the chest and stomach concaves as the dancers turn and then lift their leg. They then swoop the arms while bending to the right. The dancers then swing around to push out their cupped hands. They then turn again, still with the arms cupped and circle their head around while raising the cupped hands. The dancers then walk back into a cluster as this section conclude. I had difficulty alternating between flexing and pointing my feet and I had to practise this to be able to show the bound movements that are the constriction that the Jews are going through. Section 5 – Gas Chamber Scene. This is the section where all of the dancers act/dance their death in the gas chambers. Our black dresses are taken off and the dancers are ‘naked’. Each of the dancers begins by raising their heads in unison as if to look at the ‘shower heads’ that release the gas. The expression is a mixture of hope and utter despair. The music then drops and the dancer’s shoulders hunch over and it is if they had been punched in the stomach. All the dancers then interact with one another as they slowly die. The last person dies as the violin ends, with a single lifted hand that comes shakily down as the dance ends. This death symbolises how the Jews dies as one group, their dignity stripped away and their race slandered. I had to practise this is a lot with another dancer and working together to try and project the death of our characters. This help to show the intention of how they still helped each other even as they were dying. When I performed I used weight bearing in the death scene as I hold one of the dancers who fall onto me. This is to show the support that the Jews are still giving one another. Throughout the different sections my focus varies from out at the audience, to my hands and then focusing on the different movements. This is to enhance the ideas of going from freedom to oppression. There are many relationships with the other dancers through interaction with the other dancers. This is particularly in the beginning section and in the death scene. I interact with two of the dancers at the beginning as I hug them and walk with them. In the death scene I hold one of the dancers and then with my ‘grandma’ we clasp hands and hold her. Activity Five Technique Contemporary ballet is a form of dance which incorporates elements of both classical ballet and modern dance. It takes its technique and use of Pointe work from classical ballet, although it permits a greater range of movement that may not adhere to the strict body lines of ballet technique. Many of its concepts come from the ideas and innovations of 20th century modern dance, including floor work, balletic movements and turn-in of the legs Most contemporary ballet focuses on the movement rather than a storyline, though this dance is an exception. Contemporary ballet does not focus on symmetry, and having a stage that is unbalanced is characteristic of the style. It focuses more on a physical interpretation of a theme. Contemporary ballet dancers curve, twist and bend their upper bodies, which is different to ballet, which is all about having perfect posture and control. This dance has a series of contemporary ballet based movement like contractions, curved backs, flexed feet and abstract movements Activity Five Technique Contemporary ballet is a form of dance which incorporates elements of both classical ballet and modern dance. It takes its technique and use of Pointe work from classical ballet, although it permits a greater range of movement that may not adhere to the strict body lines of ballet technique. Many of its concepts come from the ideas and innovations of 20th century modern dance, including floor work, balletic movements and turn-in of the legs Most contemporary ballet focuses on the movement rather than a storyline, though this dance is an exception. Contemporary ballet does not focus on symmetry, and having a stage that is unbalanced is characteristic of the style. It focuses more on a physical interpretation of a theme. Contemporary ballet dancers curve, twist and bend their upper bodies, which is different to ballet, which is all about having perfect posture and control. This dance has a series of contemporary ballet based movement like contractions, curved backs, flexed feet and abstract movements Two movements/moments that I found difficult: Moment/Movement one: I had to work quite a lot on my retire in the second section. I needed to make sure that my left arm is support and is strong in second position. I also to make sure that my left foot connects with my right leg on the side of my knee. I need to focus on my left hand as my right arm is circling around. In the performance, because I practised them, I performed this movement with clarity and confidence, whilst think of how I practised it. Moment/Movement 2: In the beginning I had to work on becoming my character, the teenage Jewish girl who is happy and free. Using Stanislavski techniques, I remembered a time when I was feeling happy and free, using my emotional memory to get into character before I begin dancing each practise. During the actual performance I got into character before entering the performance space, remember how I was happy and free from the practises prior to the performance. Breath My breath is used to show my emotion in the dance. In section one and two my breath comes easy and is free flowing like the movements. In section three it is sharp and restricted as the movements and isolations are causing this. In section four and five my breath is laboured and shaky as I am in pain and in despair. Two movements/moments that I found difficult: Moment/Movement one: I had to work quite a lot on my retire in the second section. I needed to make sure that my left arm is support and is strong in second position. I also to make sure that my left foot connects with my right leg on the side of my knee. I need to focus on my left hand as my right arm is circling around. In the performance, because I practised them, I performed this movement with clarity and confidence, whilst think of how I practised it. Moment/Movement 2: In the beginning I had to work on becoming my character, the teenage Jewish girl who is happy and free. Using Stanislavski techniques, I remembered a time when I was feeling happy and free, using my emotional memory to get into character before I begin dancing each practise. During the actual performance I got into character before entering the performance space, remember how I was happy and free from the practises prior to the performance. Breath My breath is used to show my emotion in the dance. In section one and two my breath comes easy and is free flowing like the movements. In section three it is sharp and restricted as the movements and isolations are causing this. In section four and five my breath is laboured and shaky as I am in pain and in despair.

The Confederate States of America :: American America History

The Confederate States of America A culture is the beliefs and interests of a particular group of people. About 150 years ago, a proud and noble culture was created in the Southern portion of the United States. It was created by Southerners from all walks of life, ranging from the gentry to the "good ol' boys." They loved their culture so much that they created a country. It was a country of blue skies, green hills, beautiful meadows and forests, and old-fashioned Southern hospitality. There were large plantations that grew some of the finest crops in the world. Though this country seemed Utopian, its creation soon instituted the bloodiest war in American history, the War For Southern Independence. The beautiful countryside suddenly became a battlefield. The blue skies turned gray with the smoke of rifles and cannons. The blood of Rebels and Yankees stained the grass as the meadows and forests became overwhelmed with the foul stench of death. Johnny Reb fought hard for what he believed in and what he thought to be ri ght. Though the "boys in gray" lost the greatest battle of their lives, they and their ancestors still hold a special place in their hearts for this short-lived nation. This nation was independent for roughly four years, but the legacy of the Confederate States of America will not be forgotten. As far as the Constitution of the Confederate States goes, it was not all that different from that of the United States. One difference is that it enables the president to serve a six-year term, as opposed to a four-year term in the United States. Also, the Confederate Congress is prohibited from placing a protective tariff on imported items and goods. The last major difference is that the Constitution grants more reserved powers to state government. In the United States Constitution, state governments had less of these powers. This was the major cause of the War, because Southern states felt that each state should have more reserved powers. Just as the United States government, the Confederate government was divided into three major branches: legislative, judicial, and executive branches. The legislative branch was known as the Confederate Congress. The components of the Confederate Congress were a Senate and a House of Representatives. District courts were the primary components of the judicial branch. A supreme court was never established, because of continuing controversy over the matter. The Confederate States of America :: American America History The Confederate States of America A culture is the beliefs and interests of a particular group of people. About 150 years ago, a proud and noble culture was created in the Southern portion of the United States. It was created by Southerners from all walks of life, ranging from the gentry to the "good ol' boys." They loved their culture so much that they created a country. It was a country of blue skies, green hills, beautiful meadows and forests, and old-fashioned Southern hospitality. There were large plantations that grew some of the finest crops in the world. Though this country seemed Utopian, its creation soon instituted the bloodiest war in American history, the War For Southern Independence. The beautiful countryside suddenly became a battlefield. The blue skies turned gray with the smoke of rifles and cannons. The blood of Rebels and Yankees stained the grass as the meadows and forests became overwhelmed with the foul stench of death. Johnny Reb fought hard for what he believed in and what he thought to be ri ght. Though the "boys in gray" lost the greatest battle of their lives, they and their ancestors still hold a special place in their hearts for this short-lived nation. This nation was independent for roughly four years, but the legacy of the Confederate States of America will not be forgotten. As far as the Constitution of the Confederate States goes, it was not all that different from that of the United States. One difference is that it enables the president to serve a six-year term, as opposed to a four-year term in the United States. Also, the Confederate Congress is prohibited from placing a protective tariff on imported items and goods. The last major difference is that the Constitution grants more reserved powers to state government. In the United States Constitution, state governments had less of these powers. This was the major cause of the War, because Southern states felt that each state should have more reserved powers. Just as the United States government, the Confederate government was divided into three major branches: legislative, judicial, and executive branches. The legislative branch was known as the Confederate Congress. The components of the Confederate Congress were a Senate and a House of Representatives. District courts were the primary components of the judicial branch. A supreme court was never established, because of continuing controversy over the matter.

Manufacturing Beauty

Manufacturing Beauty Manufacturing Beauty Cindy Jackson in my opinion has major issues. She thinks beauty is on the outside and does whatever she can to make herself look like an imaginary person. It seems to me that she is doing all this to try to make money. Her website is all about selling cosmetics. In which I am betting she doesn’t even use herself, because if there is a flaw in her mind she corrects it with surgery, so why does she need cosmetics? I think that her self-esteem is still extremely low even after all the surgeries and it has been from the start. The physical attractiveness of a person influences every individual throughout every community, across the United States and around the world. All people inherit and alter their physical attractiveness, which is determined by complex, interdependent, physical, and non-physical factors. Hidden and not-hidden values drive thoughts and actions with significant effects and realities whereby higher physical attractiveness is beneficial, lower physical attractiveness is detrimental and associated pursuits are relentless. Physical attractiveness may look skin-deep as a surface aspect of appearance, but looks can be deceiving. Researchers throughout the world collect empirical data complemented with anecdotal data to probe beyond the surfaces. Through investigations that meet meticulous scientific methodological procedures, acute observations reveal previously undetected dimensions that advance understanding about physical attractiveness (Patzer, 2006). I think the mass media has a huge influence on her. Even according her, she wants to look like Barbie â€Å"I looked at a Barbie doll when I was 6 and said, ‘This is what I want to look like. ’ She spent $100,000 on the operations because she ‘wanted to look better’, â€Å"Barbie was the blank canvas I filled in all those years ago. It was still my role model. † Cindy believed she was being ‘held back by her looks’ and that with surgery to make her more like her idol, she believes she is happier and has a better quality in life. Although this example is both rare and extreme, it is interesting to observe a woman's behavior later in life, which so blatantly and clearly links her desire of appearance to a prototype presented to her as a child. (2009) I my opinion the theme of â€Å"Manufacturing Beauty† can mean several things. I think that for one and the main theme is that a person is doing everything they can to try to make themselves beautiful in everybody else’s eyes. This is impossible, because everybody sees beauty a different why. For instance, I might be attracted to a woman at first sight but after I get to know, I may not find her beautiful; because I think, beauty is on the inside and not the physical appearance. In conclusion, I do not approve of what she is doing but then I do not have to. I think she is giving young women a very bad influence. I wish young women would see that being different is a great thing and that looking like everybody else is very boring. References (2009). Living Doll. Retrieved from http://blamingthemedia. blogspot. com/2009_09_01_archive. html Patzer, G. (2006). The Power and Paradox of Physical Attractiveness

Artifical Insemination - 1060 Words

OUTLINE WORKSHEET MOTIVATED SEQUENCE DESIGN | | | SPEECH TITLE | Topic: Artificial Insemination | Specific Purpose: To persuade people to use artificial insemination instead of adoption. | Thesis Statement: Artificial insemination is a topic not may people openly discus unless they have complications, but I want to tell you about somethings that might want to pick insemination, the sperm banks, as well as the donors one may have. | | | I. Introduction | A. Attention Material (focus attention on problem): As a high school student, you may ask yourself, Why should I be concerned about having children? But once you are married and are†¦show more content†¦| b. (How Solution can be Implemented)†¦.sperm bank? | (1) (Plan of Action) ï‚ · Sperm banks require donors to waive any parental rights. There is no danger the donor can seek custody or visitation of your child. ï‚ · Some sperm banks permit the child to access the donor once the child becomes an adult. ï‚ · Sperm banks test semen for diseases and collect health and genetic information from donors. | ï‚ · You know who he is: his health, family history, physical and mental health, characteristics and personality. ï‚ · He might be open to being involved in the childs life. ï‚ · You dont have to pay for the sperm, although you may have to pay a doctor to inseminateyou. | | | (Transition into Main Point 3) | C. Main Point #3 (Visualize Results) one would soon have a child to love and care for. | 1. (Describe Expected Results of Action) after 9 monthes one would have a BABY :D | 2. (Describe Consequences of Inaction) it would cost sometimes up to $1,000 if not more, and plus having children is a very expensive thing so I would not recommend having a child unless you are financially stable.If using a random sperm you always have a risk of HIV, AIDS or other sexually transmitted diseases. | (Transition into Conclusion) | III. Conclusion | A. Brakelight: | B. Summary: Artificial i nsemination is a topic not may people openly discus unless they haveShow MoreRelated Treating Infertility Essay1165 Words   |  5 Pagesbirths. Another risk of IVF is birth defects. It has been suggested that there is a 30-40% increase risk of birth defects in children born out of IVF than children concieved using natural means. Another popular fertility treatment is Artificial insemination by husband (AIH) This is when sperm from the husband or partner is placed into a females uterus or cervix using artificial means rather than by natural means. When a couple decide to use AIH in order to concieve the females menstruation cycle is