The Effects of Jazz and Classical Music on Musicians Essay Essays

The Effects of Jazz and Classical Music on Musicians Essay Essays The Effects of Jazz and Classical Music on Musicians Essay Essay The Effects of Jazz and Classical Music on Musicians Essay Essay A thesis presented on the history of wind as compared to classical music and the effects on instrumentalists. get downing with the birth of wind. and covering the 20th century. Berliner ( 1994 ) impresses upon the thought that wind music is more of import to a musician’s development and an individual’s mental wellness than classical music. It is this author’s sentiment that Jazz is superior over classical music because wind music is frequently soft. smooth. and brooding. In add-on. the universe of wind has some fantastic creative persons who can both play and compose wind music so extraordinary that it will do music lovers melt similar ice as the emphasis washes off. Jazz allows people to shut their eyes. relax. mediate. and dream about their loved 1s. It is the best for mediation intents because it provides people with softness. composure. psyche. and phantasy. The freedom found in wind represents the freedom inside of all Americans. Jazz itself is a success narrative told through its ain innovation. True wind instrumentalists play the music that they do as a necessity to themselves. Their music is their diary. and their journal is more pure than words can state. Jazz is America’s great part to the humanistic disciplines. It is thrilling. tickle pinking. and challenging music that stirs emotions of all sorts. Jazz is in the head. bosom. and in the psyche. Its influence extends worldwide. and touches all related signifiers of music. It is an enriching art signifier that deserves a particular topographic point in our vivacious civilization. III In the universe of wind. immature performing artists must get the hang a repertory of chord patterned advances. off-beats. and harmoniousnesss so that they can number on them as constructions around which and through which they might weave more charming fluctuations. Wind participants use chord alterations as a agency of giving form to melodic improvisation. Classical participants simply read lead sheets or book agreements and utilize rigorous chord symbols in a much more inactive manner. â€Å"Classical music is simple for its rhythmic form and simplistic chords while jazz’ chords are complex† Cook ( p. 17 ) . Many may reason that classical music is a more built-in portion of development. but a gifted classical composer will in fact draw on stylistic elements of wind to enrich the classical tradition of symphonic music. Classical composers have systematically been doing usage of two elements of wind over the old ages which are syncope and harmoniousness characterized by bluish notes. â€Å"Indeed. even seemingly knowing classical instrumentalists frequently sound baffled and diffident about the kernel of wind music. † Carr ( p. 174 ) . Some of the most complete instrumentalists of our clip have devoted themselves to a life-long survey of wind music. and few classical instrumentalists have been able to get the hang wind. Jazz music ran parallel to the development of the 20th century classical manner music. Those instrumentalists that learn both types of music are non locked into one type of subject. and will hold more musical experiences. â€Å"We are the musical thaw pot accomplishing a vision of unifying civilizations that fulfilled the image that America had of its ain societal fate. † Gioia ( P. 395 ) . As a consequence of this construct. wind composers began to go to symphonic music concerts. and later wind and classical manners began to overlap to a grade ; which resulted in an art signifier now referred to as wind merger. Some would reason that wind music is excessively different from classical due to being unceremonial. gritty. or excessively improvisational. Between 1920 and 1950 wind and classical music together made the most successful parts to music. â€Å"One genre basically has the ability to larn something from the other. and can make an even more bewitching sound. † Ratl iff ( p. 23 ) Many could challenge over the fact that a fledgling to wind might experience bewildered by its proliferation of manners and differing attacks to music-making. â€Å"Indeed. harmoniousnesss are more unresolved. phrases more irregular. speech patterns crisp. and pacing are more varied. but that is what makes it so beautiful. Its insouciant nature is evidenced by the inoffensiveness of incorrect notes being plated. by vocalists taking breath sometimes without relation to wordss. and instrumentalists being introduced right in the center of a performance† Ratliff ( p. 72 ) . Classical music on the other manus can on occasion trip a thorough geographic expedition of ego and head. It may do a individual to look at their failures in life. A sudden realisation of ego can be utmost or painful. Not everyone enjoys classical music. In the UK. classical music is used to drive groups of young persons off from topographic points they congregate in. Jazz music is a beautiful improvisational a rt doing itself up as it goes along merely like the state that gave it birth. and with each pat of the pes. wind instrumentalists reaffirm their connexion to the Earth. Jazz waxes and ebbs between tenseness and rest. It challenges the instrumentalist with capriciousness and so honoring the hearer with predictable beat. â€Å"Jazz wagess single look but demands altruistic coaction. † Ward ( p. 1 ) . Listening to wind is non merely a satisfying and honoring experience ; surveies show that it is really good for a musician’s wellness. Listening to wind or playing wind tunes can alleviate chronic hurting and megrims. cut down blood force per unit area. speed up post-stroke recovery. better memory. hike unsusceptibility and bring on relaxation. 2 Jazz music helps distract people. It gives persons a sense of control and besides releases endorphins into their organic structures that alleviate hurting. There is a really contextual argument that classical music is superior due to the fact it can let go of Dopastat during expectancy and experience of peak emotion to music. It conveys really good what the composer puts into it. and although classical music does trip pleasance and reward-related parts of the encephalon making a high. playing extremely pitched stimulating music for long periods is non healthy because it leads to cortisol and noradrenalin secernment without the attendant battle or flight action. Long term overdose with those endocrines is good documented to make many wellness jobs. from depression to sexual disfunction. The current market portion of Jazz in America is mere 3 per centum. but wind is still regarded as a really powerful music which is in the blood and feeling of the American people more than any other manner of music. It can be made the footing of serious symphonic plants of enduring value in the custodies of a talented composer. â€Å"Jazz music has ever been and everlastingly will be cardinal in the development of future musicians† Cook ( p. 65 ) . Glossary Bebop: the manner of wind developed by immature participants in the early 40s. peculiarly Parker. Gillespie. Kenny Clarke. Charlie Christian and Bud Powell. Small groups were favored. and simple criterion melodies or merely their chord patterned advances were used as springboards for rapid. many-noted improvisations utilizing long. guerrilla. syncopated phrasing. Improv was based on chordal harmoniousness instead than the melody. The ‘higher intervals’ of the chords ( 9th. 11th and 13th ) were emphasized in improv and in piano chord voicings. and changes were used more freely than earlier. particularly the augmented 11th. The land round was moved from the bass membranophone to the drive cymbal and the twine bass. and the rhythmic feel is more streamlined and elusive than earlier. Instrumental virtuosity was stressed. while tone quality became more reticent. less evidently ‘expressive’ . The manner cast a really long shadow and many of today’s particip ants 60 old ages subsequently could be reasonably described as bebop. Bluess: ( 1 ) A signifier usually dwelling of 12 bars. remaining in one key and traveling to IV at saloon 5. ( 2 ) A melodious manner. with typical associated harmoniousnesss. utilizing certain ‘blues scales’ . Riffs and grace notes. ( 3 ) A musical genre. hereditary to wind and portion of it. ( 4 ) A feeling that is said to inform all of wind. Boogie ( boogie-woogie ) : a manner of piano playing really popular in the mid-thirtiess. Bluess. with uninterrupted repeated 8th note forms in the left manus and exciting but frequently stereotyped blues Riffs and figures in the right manus. Meter: A key-establishing chord patterned advance. by and large following the circle of fifths. A turnaround is one illustration of a meter. Sometimes a whole subdivision of a melody can be an drawn-out meter. In understanding the harmonic construction of a melody. it’s of import to see which chords are connected to which others in meters. Free Wind: a manner of the early and in-between 1960ss. affecting ‘free’ playing and a fierce affect. It was originally associated with black cultural patriotism. Sometimes two drummers and/or two bass participants were used. Some free wind was profound. and some non really good. Some who played it subsequently denounced it. but the manner became an ingredient in future manners and still has many advocates despite its deficiency of general popularity. Groove: an infective feeling of rightness in the beat. of being absolutely centered. This is a hard term to specify. A Medium Groove is a pacing of. state. 112. with a slinky or funky feeling. Improvisation ( improv ) : the procedure of spontaneously making fresh tunes over the continuously repeating rhythm of chord alterations of a melody. The improviser may depend on the contours of the original melody. or entirely on the possibilities of the chords’ harmoniousnesss. or ( like Ornette Coleman ) on a footing of pure tune. The ‘improv’ besides refers to the improvisational subdivision of the melody. as opposed to the caput. Inner voice: a melodious line. no affair how fragmental. lying between the bass and the tune. Interlude: an extra subdivision in a melody. particularly one between one person’s solo and another’s. The Dizzy Gillespie standard A Night In Tunisia has a celebrated interlude. Jazz Standard: A well-known melody by a wind instrumentalist. See Standard. Latin: ( 1 ) Afro-Cuban. Brazilian or other South American-derived. There are many particular footings used in Latin music and I haven’t tried to include them here. ( 2 ) Played with equal 8th notes as opposed to swung ( see swing def. 2 ) . Besides ‘straight-8? . The feel of bossa novas and obeche. Form: a pre-planned melodious figure. repeated at different pitch degrees. Something played automatically by the fingers without much idea. Reliance on forms is the trademark of a weak participant. Mentions: Berliner. Thinking in Jazz. University of Chicago. 1994 Carr. Ian. Jazz the Essential Companion. Prentice Hall Press. 1987 Cook. Richard. The Penguin Guide to Jazz. Penguin Books. 2004 Gioia. Ted. The History of Jazz. Oxford University Press. 1997 Ward. Geoffrey. Jazz a History of America’s Music. Random House. 2000 5

History of Jazz essays

History of Jazz essays Improvisational. Creative. Mischievous. Genius. Exciting. Unique. These are all words used to describe one of the most invigorating, influential and provoking genres of our time, Jazz. Jazz evokes human emotion in an array of different ways more so than another genre of the pre-fifties generation of music. Jazz can be upbeat, or sultry, fun or serious. This is due to the fact, that Jazz is the melting pot of elements of Ragtime, Blues, and marching band sounds. All that jazz actually began in the late 19th century down in New Orleans. This new sound that grabbed elements from the Blues and Ragtime, among other influences, and was most notable one of the most unique and intricate forms of music that anyone had ever heard. What made Jazz such a unique and interesting tour de force was its prevalent use of improvisation. This was the first time a genre bent the western musical archetype, and yet strangely it felt completely natural, more so than the premeditated music of the time. In the old formula, a composer wrote a song and the instrumentalists played it exactly as written, but with Jazz a group of musicians used the composed piece as a mere starting point from which to go from. The song could have easily been a popular song of the times, but by the time the group had collaborated they had formed a completely new, fresh and alive piece of music, that usually bore little or no resemblance to the original. An interesting fact too, is that Jazz musicians usually could not sight read, if they could read music at all. Jazz created a vibe that thrilled audiences and thrived with spontaneity. Jazz seemed to capture the very essence of bliss and adventure that was a radical departure from music of that time. Jazz, like most other genres, is the product of the virtuoso African American musicians. Jazz became a fusion of African American and Creole musicians in New Orleans. The first real Jazz musi...

Issues in contemporary management - Foxconn Essay

Issues in contemporary management - Foxconn - Essay Example On the same note, twenty people have been stopped by the firm from committing suicide (Argote, McEvily, & Reagans, 2003, 13). The reasons for these suicides have been unclear, but can be analyzed by considering theoretical models pertaining to a company’s management. Suicides committed by workers from Foxconn illustrate noticeable demographic and social attributes. An examination of several value-added terms to suicidal tide in Foxconn indicates that managerial tactics of fragmentation in interpersonal networks among employees stopped grievances from developing into collective actions like strikes (Chan, & Pun, 2010, 44). In the absence of interpersonal ties towards grievances comforting or protest mobilization, a generous compensation package can act as a temptation for the dismayed employees to utilize self-destruction as double-edged sword. Moreover, suicide by employees can expose brutality of the company’s management as well as evoke for global condemnation that fu lfilled their quest to attain revenge (Mezias, & Starbuck, 2003, 34). Compensation for their deaths could also improve material standards in their families that fulfilled family duties on their behalf. Therefore, a series of personal suicidal incidents instead of collective mobilization occurred in the company. One of the theories supporting these evidences is the structural conduciveness theory. This explains high confidential standard, atomized workplace relationship and low-cost employment. Another theory is the structural chain theory that explains low-quality system of security, physical exhaustion, intensive overtime workload as well as a horrified spirit (Chu, 2012, 54). Most importantly, the generalized belief theory in social conditions explains several reasons behind the suicides in Foxconn. These include high pension contributions of the self-worth families that became desperate and this develops against their institutional and individual retaliation. There was also the p articipating factor theory that explains rumors concerning cancellation of offering pension to all suicidal attempters. On another note, mobilization theory explains prevention of employees from similar provinces from coming together in order to distract a smooth operation of production lines. In this case, Foxconn management broke down all possible networks among its workers. It is clear that without mobilization, it becomes difficult to develop people’s behaviors into one social movement. Another theory explaining reasons for suicides in Foxconn is failure to engage social control. Foxconn had a culture of ignorance of several first line supervisors altogether with security guards. An initial suicide in the company occurred due to the employee’s incapability to adjust to the new environment. He was required to follow all rules and codes of the company meaning that that could be hard for him. Looking at a value-added theory of conduciveness, an individual can either a dapt or undergo challenges in new environments. In entering such a radical and different environment, a person’s way of understanding the world and their ways of working were to be rewritten (Chu, 2012, 58). This was especially in a new environment in Foxconn whereby every individual was required to operate machines, work with electronics in order to finish tasks as portions of assembly apparatus. The process can best be understood to be

Ethics - Strength and weaknesses Essay Example | Topics and Well Written Essays - 500 words

Ethics - Strength and weaknesses - Essay Example The theory of moral obligation emphasizes on the significance of understanding and comparing dialogues associated with morals and rights. That is to say what actions are obligatory and what are the morally right attitudes The moral fiber behaviors in virtue of ethics are constant, predetermined and dependable. Hence, an individual that posse the virtue of kindness has to operate kindheartedly in all types of situation, to all individuals and for a long time regardless of the intricacies involved, whereas in the obligation theory disputes the irrelevancy of asserting and defending one-dimensional division of relativity versus entire moral essentials. For instance helping others depends on the real world experiences where moral and right materialize, (Regina et al.2008:319-1016) The ethical virtue believes in the individual ethical behaviors development is a long term occurrence encouraged by the influence of friends, teachers, and role models, revelations to diverse situations or parents. This is so because different individuals are born with all kinds of propensities which are either positive such calm and affable or negative attitudes like envious and irritable.

Confucianism vs. Daoism Essay Example for Free

Confucianism vs. Daoism Essay Confucianism and Daoism, although are intermingled among people who practice them, have very different views on what is necessary to become an exemplary person. Confucianism is based on the thought that education, history, structure, rules and regulation will lead to achievement and becoming fully human. Daoists, although they believe in order, hate structure, do not believe in education, and feel wandering, or going with the flow, being with nature, is most important in life. While education is most important to Confucianism, it is least important to Daoism. Confucius’s believe that through education one is able to move up in society. Education is the energy or power that enables a person to climb the social ladder, so to speak. Daoism believe very different. For them, the most important thing is connecting with nature. To be like free flowing water and to find your level, or connecting with nature, allows one to become a virtuous person. Daoism and Confucianism have very different views on education within their religion. The importance of history is another example of the differences among Confucianism and Daoism. While history is an important part of Confucianism and what helps them to achieve higher status, Daoists do not believe the past is important, they believe in spontaneity, and the importance to go with the flow and live in harmony with nature. For Confucius’s, rituals, etiquette and maintaining status quo, bring tranquility. There are five roles with relationships, ruler/subject, parent/child, husband/wife, elder brother/younger brother, and friend/friend, which Confucians believe, along with the five virtues: human-heartedness, justice, propriety, wisdom and faithfulness, produce social order and full human beings. For Daoists the history is not important or relevant, it is the wandering, having no way, or going with the flow, that will help find the way itself. Each of these religions has their own thought as to what will make one fully human and how to achieve the highest value in life. For Daoists, they believe the problem is that we let life slip away and think the solution is to live life to the fullest and flourish like nature. They believe that this is only possible if we live life in harmony with the natural rhythms of the Dao, which is the natural way, imitating nature. Confucius’s have a different mindset, because they believe that through hard work and education they are able to move up in society helping them to flourish and become more human and achieve their highest value in society. Both Confucianism and Daoism want to become fully human and achieve their highest level but they have very different views on how to achieve this goal. To live in harmony for Daoists is to flourish with the nature of things. They believe that humans are made to flourish like trees, but this is only possible if we live in harmony with nature. This is accomplished through the Dao. According to Daoists, when we give into formal education, social conventions, and rituals we die a little each day by acting intentionally and not with the heart. This leads to thinking too much and not going with the flow or with nature. In Confucianism this is quite opposite because by acting intentionally and following social order, through education, social conventions and rituals, they believe this makes up more human. Confucians’ believe that through social structure and obedience we can live in harmony with each other. For Confucians’ the goal is social order. They believe that the problem is chaos and worried about society falling apart without social order. These two religions, although they both want harmony, have a very different way to achieve this. One of the major aspects of Confucians is to incline yourself to listen rather than speak, to follow the rule and behave in the proper manor. This is not true for Daoists who believe in following nature, not to think but to just go with it. Confucians feel that our actions should have a purpose and that in order to sustain social order we must act according to our status, traditions, and follow Li, which means â€Å"to arrange in order†. Also important to Confucius’s is etiquette, customs, manners, ceremony, courtesy, civility and propriety. Li and ren are two important concepts in Confucius’s thought because they both lead to self-cultivation and social harmony. Ren, which is human-heartedness, is inward and subjective, li, ritual, etiquette, and propriety, is outward and objective. While li and ren are important to Confucius, the Dao is important to Daoists. The Dao, or the way, is the way of untamed nature and real human life. Through the Dao there is an authentic natural order that results. Although these two religions are quite different in their fundamental thinking it is important to note that they do work to complement each other in their societies. People in china feel Daoists adopted Confucius as one of their own. Each of these two religions coexists. The text explains this well when it says, â€Å"Confucianism’s communitarianism and Daoism’s individualism, Confucianism’s formalism and Daoism’s flow, the hard yang of Confucianism and the soft yin of Daoism†. It is said that they are Confucian’s at work, Daoists on the weekend and Buddhists at death. This goes to say that these religions can be intertwined throughout this society and people do not need to adopt and follow just one religion. In conclusion it is important to note that, although these two religions have very different ideologies, they do work to create peace and serenity. They both do not believe in a God but in a higher power and promote becoming fully human to achieve that higher power. I find it interesting how different the concepts in these religions are but yet how people can acclimate themselves to being both Confucians and Daoists at the same time. For how different each of these religions are I can understand how following order and knowing your place is society is important as well is connecting with nature to find your true self. Works Cited: Chan, Alan K.L.Daoism. April 2013. http://www.oxfordbibliographies.com. Confucianism. China during time of Confucius. 2007. http://www.highbeam.com Confucianism. Encyclopedia Britannica online. http://www.britannica.com Confucianism: values and order. Faces: People, Places, and Cultures. May 2010. www.highbeam.com. Daoism (Chinese philosophy and religion). Encyclopedia Britannica. www.britannica.com. Miller, James. 2013 August. Daoist Studies. Daoism and Daoist Studies. http://www.daoiststudies.org/

An Artist in her Way: Representations of the Woman Artist in Margaret Oliphants Kirsteen :: Margaret Oliphant Kirsteen Essays

Representations of the Woman Artist in Margaret Oliphant's Kirsteen Margaret Oliphant (1828-97) was a prolific writer. She published almost 100 novels as well as biographies, art criticism, travel writing, historical sketches, and over two hundred articlesfor periodicals like Blackwood's Edinburgh Magazine andThe Cornhill Magazine, yet her ambivalence about representing herself as a serious artist in her Autobiography provides Oliphant aficionados with grist for speculation and conjecture: did Oliphant even think of herself as an artist? While I will answer this question with are sounding yes, still there is enough equivocation in the Autobiography to give scholars room to play. And although Oliphant herself once wrote that "scholarship is a sort of poison tree, and kills everything" (279), the recent scholarship on Oliphant's Autobiography has enlivened rather than killed debate by calling attention to Oliphant's struggle with self-representation. When it came to writing about her particular experience as both mother and writer, Oliphant found the contemporary discourse, with its rigidly discrete ideologies of motherhood and authorhood, stifling. Thus the Autobiography can be read as Oliphant's poignant effort to extend the meaning of the term `artist' to one flexible enough to include a woman who wrote not only because it came as naturally to her as "talking or breathing" (4), but also because her children needed to eat. In this paper I will argue that Oliphant's preoccupation with what it means to be or call herself an artist can be mapped in her novel, Kirsteen, which was written in 1890--roughly the same period as the Autobiography--and chronicles the life of a Scottish woman in the early part of the 19th century. Although Kirsteen Douglas is a dressmaker rather than a writer, Oliphant takes care early in the novel to encourage the idea (through theScottish dressmaker Miss Macnab) "that a dressmaker `is an artist in her way' and that ... dressmaking is `just like a' the airts'"(Jay 260). I will thus read dressmaking as a trope for writing, Kirsteen as an artist figure, and the novel as Oliphant's portrait of the artist as a young dressmaker. Reading dressmaking as a metaphor for writing, I hope to demonstrate that this late novel presents a self-consciousness and humor about artistic production the analysis of which will clarify what Oliphant means by the term`artist.' First to contextualize Oliphant's portrayal of Kirsteen. Here I will argue that not merely personal but also larger cultural associations with needlework made dressmaking Oliphant's inevitable choice of metaphor for writing.

Comparing The Haitian To The French Revolution Essay

Haiti, known as Saint-Domingue before the revolution, it was the richest colony in the Americas in 1789. Almost half a million slaves toiled on its sugar, coffee, indigo, and cotton plantations. More than thirty thousand new African slaves arrived each year, both to replace the many that died of overwork or disease and also to fuel the rapid economic expansion that the colony experienced in the 1780s. Before the French revolution, the masters were, first of all, the King; after him, the nobles and clergy. From the King at the head to the poorest noble, they used their power badly. The rulers treated the ruled, the vast mass of the nation, as people created for their convenience, to supply them with money and to serve them. The King demanded great sums to provide armies for his wars, to surround himself with a brilliant and luxurious Court, to defray the expenses of government. As we go further in the French and Haitian revolution, they were both cruel and bloody, were there any signi ficant similarities and differences? They both were spurred for similar reasons by oppressed people, but they were significantly different economically, very different leaders and events. The causes for the French and Haitian revolutions were fairly uniform. An unfair distribution of power between social classes, restricted liberties and representation, and a large gap between the rich and the poor were the main catalysts for both revolutions. The social class situations of Haiti and France were main causes of both revolutions. Social mobility was nearly nonexistent in both societies. The Haitian social class system was particularly stratified because it was based on race. The highest positions in the government and military were only held by Peninsulares. Peninsulares were individuals that were born in Europe and had come over to the colony to rule. Directly under the Peninsulares in the social class system were the Creoles. These individuals controlled most of the land and the bus iness. Creoles were defined as individuals whose parents were both Peninsulares in the colonies. The next social classes were the Mestizo and the Mulattoes, who were half European and half Native American or African. Finally, all pure Africans or Natives were condemned to slavery. Slaves had no property, money, or rights. Most of the individuals in Haiti were slaves. Conversely,  the French social system was also very stratified and consisted heavily of the lowest class. The system is broken down between three estates: the clergy, nobility, and the 3rd estate which consisted of a lower, middle and upper class. Most of the third estate consisted of peasants. The clergy encompassed one percent of the population. The one percent controlled twenty percent of the land and did not pay taxes. The 2nd estate encompassed the nobility, two percent of the population. The nobility owned twenty-five percent of the land and did not pay taxes. The remaining ninety-seven percent of France belonge d to the third estate. The third estate held less than half the land in France and was forced to support the heavy burden of taxation in the bankrupt nation. The overwhelming gap between the political and economic power of the high and low classes caused resentment in both societies. A miniscule number of people, had privilege, comfort and luxury while the majority of people suffered. Social inequalities would a huge catalyst for both revolutions. The lowest class of each society realized their strength in numbers and passion for their cause. The 3rd estate broke free from France and created the Declaration of the Rights of Man. This document outlined a set of rights that pertained to every man from any class. From there, the 3rd estate moved forward in taking the country. The Haitian slaves utilized their massive population and excellent leadership to overthrow their oppressors. Toussaint Louverture was the leader of the revolution and a pivotal factor in defeating the Europeans. S ignificant overall economic differences were present between Haiti and France before the revolutions occurred. France was nearly bankrupt by the time the revolution began. Wars with England and the American Revolution had been extremely costly for France. The nation was in debt and the social elite were not paying taxes to aid the dying economy. The large economic strain on France caused heavy taxation of the bottom social class. In contrast, the economy of Haiti was not a factor that fueled the revolution. The Haitian economy was thriving. Free labor from slaves created a surplus of goods. Also these two countries had two very different leaders leading the revolutions; the Haitian revolution leader Toussaint Louverture began his military career as a leader of the 1791 slave rebellion in the French colony of Saint Domingue. Initially allied with the Spaniards of neighboring Santo Domingo, Toussaint switched allegiance to the French when they  abolished slavery. He gradually established control over the whole island, expelled British invaders and used political and military tactics to gain d ominance over his rivals. Throughout his years in power, he worked to improve the economy and security of Saint Domingue. He restored the plantation system using paid labor, negotiated trade treaties with Britain and the United States and maintained a large and well-disciplined army. Whereas the French revolution leader Maximilien de Robespierre. Maximilien Marie Isidore de Robespierre was born in Arras on 6 May 1758, the son of a lawyer. He was educated in Paris and entered the same profession as his father. He was elected a deputy of the estates-general (a form of parliament, but without real power) that met in May 1789, and subsequently served in the National Constituent Assembly. He was a politician, and one of the best-known and most influential figures of the French Revolution. Robespierre became increasingly popular for his attacks on the monarchy and his advocacy of democratic reforms. In April 1790, was elected president of the powerful Jacobin political club. After the dow nfall of the monarchy in August 1792, Robespierre was elected first deputy for Paris to the National Convention. The convention abolished the monarchy, declared France a republic and put the king on trial for treason, all measures strongly supported by Robespierre. The king was executed in January 1793. Haitians usually relate the Bois Caà ¯man ceremony as a historical event that started their war of independence, but modern scholarship suggests that details about the episode might owe more to myth than to reality. There probably was not one, but two slave gatherings, one held at the Normand de Mà ©zy plantation in Morne Rouge on August 14, which the French uncovered by torturing slave participants, and another one in Bois Caà ¯man held a week later, about which very little is known. According to Là ©on-Franà §ois Hoffmann’s Haitian the second meeting were invented by Antoine Dalmas in his Histoire de la rà ©volution de Saint-Domingue (1793) in order to portray the slav e gathering as a bloody, satanic assembly. On the other side, The Women’s March on Versailles was one of the earliest and most significant events of the French Revolution. The march began among women in the marketplaces of Paris who, on the morning of 5 October 1789, were near rioting over the high price and scarcity of bread. Their demonstrations quickly became intertwined with the activities of revolutionaries who were  seeking liberal political reforms and a constitutional monarchy for France. The market women and their various allies grew into a mob of thousands and, encouraged by revolutionary agitators, they ransacked the city armory for weapons and marched to the Palace of Versailles. The crowd besieged the palace and in a dramatic and violent confrontation they successfully pressed their demands upon King Louis XVI. The next day, the crowd compelled the king, his family, and most of the French Assembly to return with them to Paris. These events effectively ended the independent authority of the king. The marc h symbolized a new balance of power that displaced the ancient privileged orders of the French nobility and favored the nation’s common people, collectively termed the Third Estate. Bringing together people representing disparate sources of the Revolution in their largest numbers yet, the march on Versailles proved to be a defining moment of that Revolution. To conclude, the series of events that transformed the French colony of Saint-Domingue into the independent nation of Haiti lasted from 1791 to 1804, and the French revolution lasted around ten years, from 1789 until 1799. They both were around the same time, both successful, but had some differences between them such as racial, leadership, also economically different. Popkin, Jeremy D.. A concise history of the Haitian revolution. Malden, MA: Wiley-Blackwell, 2012. Print. † World at War: Understanding Conflict and Society – Username.† World at War: Understanding Conflict and Society – Username. http://worldatwar.abc-clio.com/Search/Display/1469759?terms=haitian+revolution (accessed May 26, 2013). â€Å"Jean-Jacques Dessalines (emperor of Haiti) — Encyclopedia Britannica.† Encyclopedia Britannica. http://www.britannica.com/EBchecked/topic/159337/ (accessed May 26, 2013). Mikaberidze, Alexander . † World at War: Understanding Conflict and Society – Username.† World at War: Understanding Conflict and Society – Username. N.p., n.d. Web. 29 May 2013. . Hugo, Victor. Les miseÃŒ rables. New York: Modern Library, 1992. Print. french revolution.† Gale Virtual Reference Library. N.p., n.d. Web. 27 May 2013.

Revised GRE

[pic] GRADUATE RECORD EXAMINATIONS ® Practice General Test #1 Answer Key for Sections 1-4 Copyright  © 2010 by Educational Testing Service. All rights reserved. ETS, the ETS logo, GRADUATE RECORD EXAMINATIONS, and GRE are registered trademarks of Educational Testing Service (ETS) in the United States and other countries. Revised GRE ® Practice Test Number 1 Answer Key for Section 1. Verbal Reasoning. 25 Questions. Question 1 Answer: A. In various parts of the world, civilizations that could not make iron from ore fashioned tools out of fragments of iron from meteorites.Question 2 Answer: A. An increased focus on the importance of engaging the audience in a narrative Question 3 Answer: C. speak to Question 4 Answer: A. People with access to an electric washing machine typically wore their clothes many fewer times before washing them than did people without access to electric washing machines. Question 5 Answer: C. insular Answer in context: In the 1950’s, the country†™s inhabitants were insular: most of them knew very little about foreign countries. Question 6 Answer: E. insincereAnswer in context: Since she believed him to be both candid and trustworthy, she refused to consider the possibility that his statement had been insincere. Question 7 Answer: A. maturity Answer in context: It is his dubious distinction to have proved what nobody would think of denying, that Romero at the age of sixty-four writes with all the characteristics of maturity. Question 8 Answer: C. comparing two scholarly debates and discussing their histories Question 9 Answer: D. identify a reason for a certain difference in the late 1970’s between the origins debate and the debate over American women’s status Question 10Answer: D. Their approach resembled the approach taken in studies by Wood and by Mullin in that they were interested in the experiences of people subjected to a system of subordination. Question 11 Answer: A. gave more attention to the experi ences of enslaved women Question 12 Answer: A. construe F. collude in Answer in context: The narratives that vanquished peoples have created of their defeat have, according to Schivelbusch, fallen into several identifiable types. In one of these, the vanquished manage to construe the victor’s triumph as the result of some spurious advantage, the victors being truly inferior where it counts.Often the winners collude in this interpretation, worrying about the cultural or moral costs of their triumph and so giving some credence to the losers’ story. Question 13 Answer: B. settled E. ambiguity G. similarly equivocal Answer in context: I’ve long anticipated this retrospective of the artist’s work, hoping that it would make settled judgments about him possible, but greater familiarity with his paintings highlights their inherent ambiguity and actually makes one’s assessment similarly equivocal.Question 14 Answer: A. a debased E. goose bumps Answer in con text: Stories are a haunted genre; hardly a debased kind of story, the ghost story is almost the paradigm of the form, and goose bumps was undoubtedly one effect that Poe had in mind when he wrote about how stories work. Question 15 Answer: C. patent E. improbable Answer in context: Given how patent the shortcomings of the standard economic model are in its portrayal of human behavior, the failure of many economists to respond to them is astonishing.They continue to fill the journals with yet more proofs of yet more improbable theorems. Others, by contrast, accept the criticisms as a challenge, seeking to expand the basic model to embrace a wider range of things people do. Question 16 Answer: B. startling D. jettison Answer in context: The playwright’s approach is startling in that her works jettison the theatrical devices normally used to create drama on the stage. Question 17 Answer: B. create F. logical Answer in context: Scientists are not the only persons who examine the world bout them by the use of rational processes, although they sometimes create this impression by extending the definition of â€Å"scientist† to include anyone who is logical in his or her investigational practices. Question 18 Answer: C. It presents a specific application of a general principle. Question 19 Answer: A. outstrip Question 20 Answer: B. It is a mistake to think that the natural world contains many areas of pristine wilderness. Question 21 Answer: C. coincident with Question 22 Sentence to be Completed:Dreams are BLANK in and of themselves, but, when combined with other data, they can tell us much about the dreamer. Answer: D. inscrutable, F. uninformative Question 23 Sentence to be Completed: Linguistic science confirms what experienced users of ASL—American Sign Language—have always implicitly known:   ASL is a grammatically BLANK language, as capable of expressing a full range of syntactic relations as any natural spoken language. Answer: A . complete, F. unlimited Question 24 Sentence to be Completed:The macromolecule RNA is common to all living beings, and DNA, which is found in all organisms except some bacteria, is almost as BLANK. Answer: D. universal, F. ubiquitous Question 25 Sentence to be Completed: Early critics of Emily Dickinson’s poetry mistook for simple-mindedness the surface of artlessness that in fact she constructed with such BLANK. Answer: B. craft, C. cunning This is the end of the answer key for Revised GRE Practice Test 1, Section 1. Revised GRE Practice Test Number 1 Answer Key for Section 2. Verbal Reasoning. 25 Questions. Question 1Sentence to be Completed: In the long run, high-technology communications cannot BLANK more traditional face-to-face family togetherness, in Aspinall’s view. Answer: C. supercede, F. supplant Question 2 Sentence to be Completed: Even in this business, where BLANK is part of everyday life, a talent for lying is not something usually found on one’s resume. Answer: B. mendacity, C. prevarication Question 3 Sentence to be Completed: A restaurant’s menu is generally reflected in its decor; however despite this restaurant’s BLANK appearance it is pedestrian in the menu it offers.Answer: A. elegant, F. chic (spelled C H I C) Question 4 Sentence to be Completed: International financial issues are typically BLANK by the United States media because they are too technical to make snappy headlines and too inaccessible to people who lack a background in economics. Answer: A. neglected, B. slighted Question 5 Sentence to be Completed: While in many ways their personalities could not have been more different—she was ebullient where he was glum, relaxed where he was awkward, garrulous where he was BLANK—they were surprisingly well suited.Answer: D. laconic, F. taciturn Question 6 Answer: D. spirituals Question 7 Answer: B. They had little working familiarity with such forms of American music as jazz, blues, and popular songs. Question 8 Answer: E. neglected Johnson’s contribution to classical symphonic music Question 9 Answer: C. The editorial policies of some early United States newspapers became a counterweight to proponents of traditional values. Question 10 Answer: A. insincerely Question 11 Answer: Blank 1 C. multifaceted Blank 2 F. extraneousAnswer in context: The multifaceted nature of classical tragedy in Athens belies the modern image of tragedy:   in the modern view tragedy is austere and stripped down, its representations of ideological and emotional conflicts so superbly compressed that there’s nothing extraneous for time to erode. Question 12 Answer: Blank 1 C. ambivalence Blank 2 E. successful Blank 3 H. assuage Answer in context: Murray, whose show of recent paintings and drawings is her best in many years, has been eminent hereabouts for a quarter century, although often regarded with ambivalence, but the most successful of these aintings assuage all doubts. Question 13 Answer: B. a doctrinaire Answer in context: Far from viewing Jefferson as a skeptical but enlightened intellectual, historians of the 1960’s portrayed him as a doctrinaire thinker, eager to fill the young with his political orthodoxy while censoring ideas he did not like. Question 14 Answer: C. recapitulates Answer in context: Dramatic literature often recapitulates the history of a culture in that it takes as its subject matter the important events that have shaped and guided the culture. Question 15 Answer: E. ffirm the thematic coherence underlying Raisin in the Sun Question 16 Answer: C. The painter of this picture could not intend it to be funny; therefore, its humor must result from a lack of skill. Question 17 Answer: E. (Sentence 5) But the play’s complex view of Black self-esteem and human solidarity as compatible is no more â€Å"contradictory† than DuBois’s famous, well-considered ideal of ethnic self-awareness coexisting with huma n unity, or Fanon’s emphasis on an ideal internationalism that also accommodates national identities and roles. Question 18 Answer: C.Because of shortages in funding, the organizing committee of the choral festival required singers to purchase their own copies of the music performed at the festival. Question 19 Answer: Blank 1 C. mimicking Blank 2 D. transmitted to Answer in context: New technologies often begin by mimicking what has gone before, and they change the world later. Think how long it took power-using companies to recognize that with electricity they did not need to cluster their machinery around the power source, as in the days of steam. Instead, power could be transmitted to their processes.In that sense, many of today’s computer networks are still in the steam age. Their full potential remains unrealized. Question 20 Answer: Blank 1 B. opaque to Blank 2 D. an arcane Answer in context: There has been much hand-wringing about how unprepared American studen ts are for college. Graff reverses this perspective, suggesting that colleges are unprepared for students. In his analysis, the university culture is largely opaque to entering students because academic culture fails to make connections to the kinds of arguments and cultural references that students grasp.Understandably, many students view academic life as an arcane ritual. Question 21 Answer: Blank 1 C. defiant Blank 2 D. disregard for Answer in context: Of course anyone who has ever perused an unmodernized text of Captain Clark’s journals knows that the Captain was one of the most defiant spellers ever to write in English, but despite this disregard for orthographical rules, Clark is never unclear. Question 22 Answer: A. There have been some open jobs for which no qualified FasCorp employee applied. Question 23 Answer: C. presenting a possible explanation of a phenomenonQuestion 24 Two of the answer choices are correct: A. The pull theory is not universally accepted by scie ntists. B. The pull theory depends on one of water’s physical properties. Question 25 Answer: E. the mechanism underlying water’s tensile strength This is the end of the answer key for Revised GRE Practice Test 1, Section 2. Revised GRE Practice Test Number 1 Answer Key for Section 3. Quantitative Reasoning. 25  Questions. Question 1 Answer: A. Quantity A is greater. Question 2 Answer: BQuantity B is greater. Question 3 Answer: BQuantity B is greater. Question 4 Answer: D.The relationship cannot be determined from the information given. Question 5 Answer: D. The relationship cannot be determined from the information given. Question 6 Answer: A. Quantity A is greater. Question 7 Answer: D. The relationship cannot be determined from the information given. Question 8 Answer: C. The two quantities are equal. Question 9 Answer: D. The relationship cannot be determined from the information given. Question 10 Answer: B. [pic] three halves Question 11 Answer: The answer to q uestion 11 consists of four of the answer choices. A. 12 ° B. 15 ° C. 5 ° D. 50 ° Question 12 Answer: A. 10 Question 13 Answer: D. 15 Question 14 Answer: A. 299 Question 15 Answer: In question 15 you were asked to enter either an integer or a decimal number. The answer to question 15 is 3,600. Question 16 Answer: A. 8 Question 17 Answer: In question 17 you were asked to enter either an integer or a decimal number. The answer to question 17 is 250. Question 18 Answer: C. Three Question 19 Answer: B. Manufacturing. Question 20 Answer: A:5. 2 Question 21 Answer: B. More than half of the titles distributed by M are also distributed by L.Question 22 Answer: A. c  +  d Question 23 Answer: In question 23 you were asked to enter either an integer or a decimal. The answer to question 23 is 36. 5. Question 24 Answer: D. [pic] two fifths Question 25 Answer: D. [pic] three halves This is the end of the answer key for Revised GRE Practice Test 1, Section 3. Revised GRE Practice Test Number 1 Answer Key for Section 4. Quantitative Reasoning. 25   Questions. Question 1 Answer: A. Quantity A is greater. Question 2 Answer: D. The relationship cannot be determined from the information given. Question 3 Answer: D.The relationship cannot be determined from the information given. Question 4 Answer: D. The relationship cannot be determined from the information given. Question 5 Answer: B. Quantity B is greater. Question 6 Answer: A. Quantity A is greater. Question 7 Answer: C. The two quantities are equal. Question 8 Answer: A. Quantity A is greater. Question 9 Answer: C. The two quantities are equal. Question 10 Answer: D:j  k  +  j Question 11 Answer: In question 11 you were asked to enter a fraction. The answer to question 11 is the fraction [pic] one over four. Question 12Answer: The answer to question 12 consists of four of the answer choices. B. $43,350 C. $47,256 D. $51,996 E. $53,808 Question 13 Answer: E. 676,000 Question 14 Answer: E. [pic] s squared m inus p squared Question 15 Answer: B. [pic] k minus 1 Question 16 Answer: B. 110,000 Question 17 Answer: B:3 to 1 Question 18 Answer: E. 1,250 Question 19 Answer: C:948 Question 20 Answer: The answer to question 20 consists of two answer choices. B. Students majoring in either social sciences or physical sciences constitute more than 50 percent of the total enrollment.C. The ratio of the number of males to the number of females in the senior class is less than 2 to 1. Question 21 Answer: B. [pic] 33 and 1 third percent Question 22 Answer: A. 12 Question 23 Answer: D. 4,400 Question 24 Answer: In question 24 you were asked to enter either an integer or a decimal number. The answer to question 24 is 10. Question 25 Answer: The answer to question 25 consists of 5 answer choices. B. 3. 0 C. 3. 5 D. 4. 0 E. 4. 5 F. 5. 0 This is the end of the answer key for Revised GRE Practice Test 1, Section 4.

Early Racism in Disney Movies Essay Essay Example

Early Racism in Disney Movies Essay Essay Example Early Racism in Disney Movies Essay Paper Early Racism in Disney Movies Essay Paper Disney’s early work has ever had a intimation of racism in them. I late watched Disney’s Fantasia released in 1942 was edited and refashion because of a really racist scene. I watched a scene where there are many colourful centaurs. male and female ; they are larking through like a wood. When the lady centaurs notice the males there are small baby Cupids that come down and are acquiring them all dolled up for the male centaurs. Every male is matched up with their matching colour centaurs the scene ends with every centaur and their mate flirtation and holding a ball. The portion that was cut out was one small black centaur a miss with barrettes in her hair. She was pass overing the hooves of the other centaurs and brushing their hair while the small babe Cupids. she had no mate she was merely a small retainer. ( Cite here ) We all know the narrative of Pocahontas ; a batch of people merely know the Disney version. The film does hold some truth to it but is decidedly racist. John Smith a settler coming to happen the new universe. a really arresting. sort immature adult male. ( Cite # 4 ) going with his work forces and of class Governor Radcliff. with his ugly small pug and really opinionative. a adult male who is non afraid to portion his ethical motives to the universe. He was likely the most racist character mentioning to Native American Americans as barbarians and barbarian. and the lone ground he is coming to the new universe is because he wants gold and to go affluent. ( cite # 4 ) now this portion of history is dead on. the colonists did non desire to do friends and get down a new life in a new topographic point. they wanted gold and land. and they didn’t attention for native Americans to much. ( Cite here ) There is even a vocal called â€Å"Savages† a really really racialist vocal a bout indigens. Like it wasn’t adequate to name them barbarians they go on to state things like â€Å"They’re non like you and me. Which means they must be evil We must sound the membranophones of war! † because indigens did non talk or dress like the colonists ; but that’s non all they call them â€Å"Redskin Devils† and state â€Å"they’re hardly even human† with Radcliff stating things like â€Å"What can you anticipate. From foul small pagans? Here’s what you get when races are diverse ( That’s right ) . Their skin’s a beastly ruddy. They’re merely good when dead. They’re varmint. as I said. † ( Cite # 4 ) this vocal is a vocal I sang as child neer cognizing what I was singing. like it was so incorrect for a civilization to be different. is this what Disney is learning our kids? That anything that is different can non be trusted or even given a opportunity. Disney films have ever had racism in their films but the one film that had the most obvious racism would hold to be Disney’s Song of the South. The Song of the South. one of Disney’s most controversial films of all time made. racism. stereotyping. and ignorance galore. The Song of the South was aired at the Fox Theater in Atlanta. Georgia in 1946. over 64 old ages ago. ( Cite # 1 ) Walt Disney’s life imperium wasn’t making so good finically and decided he wanted to a film based on a childhood book he read as a child. ( Cite # 2 ) a narrative about an old Negro. who tells narratives to a immature white boy the narratives of uncle Remus ( Cite # 2 ) . The life was based on narratives told by an old African American adult male. Uncle Remus about a Mr. Rabbit and Mr. Fox. the same secret plan. as the book with really similar characters. and the same message. The message that a batch of people got was that bondage was being glorified. The angriest was the NAACP ( National Association for the Advancement of Colored People ) they were the most pained. They had many concerns with the full movie ; they didnâ€⠄¢t want people believing that this how bondage was. ( Cite # 3 ) In this film Uncle Remus. played by James Baskett ( cite # 1 ) was an old Black who lives in Georgia on a plantation. He is non like normal slaves. he comes and goes as he pleases. and he loves his life on the plantation. He sings vocals like Let the Rain Pour Down with wordss like â€Å"Let the rain pour down. allow the cold air current blow Gon na remain right here in the place I know ( Trouble wing off wing off ) . When you’re achin’ with the mis’ry. and you’re old and grey. ( headin’ . headin’ ) Then you’d better be grateful that He allow you remain ; † which means that even though they made us come here and make this difficult work we still should be grateful for what they do really allow us hold. like a topographic point to remain. ( Cite # 1 ) to add even more fuel to the fire Disney thought it would be a good thought to premier this film in Atlanta. a really unintegrated metropolis at the clip. the stars of the film James Brackett. uncle Remus and Hattie McDaniel his married woman Aunty Tempy would non even be allowed to sit in the same seats as the white very important persons. Their ain Governor made statements like â€Å"I was raised among niggas and I understand them. I want to see them treated reasonably and I want them to hold justness in the tribunals. But I want to cover with the nigga this manner: he must come to my back door. take off his chapeau and state. ‘Yes. sir† ( Bernstein 233 ) . ( Cite # 2 ) even still Disney claims they were non in a racialist province of head. ( Cite # 2 ) this film will travel down in history as likely the most blantaly racialist film Disney has of all time made. Disney does non hold anything to state about theses lifes. they have become one of those things people merely don’t talk about anymore. Even though a batch of these racialist films are still popular today. and are being remade and rereleased. Disney is still really successful concern even with these really unsmooth spots in the beginning and bulk of kids and parents in the universe truly do bask Disney. but does that intend we should merely ignore their errors and stereotyped films. should we merely pretend that these films have offended and will go on to piquing races without any concern for people they offend?

Principal Quantum Number Definition

Principal Quantum Number Definition The principal quantum number is the  quantum number denoted by n and which indirectly describes the size of the electron orbital.  It is always assigned an integer value (e.g., n 1, 2, 3...), but its value may never be 0.  An orbital for which n 2 is larger, for example, than an orbital for which n 1. Energy must be absorbed in order for an electron to be excited from an orbital near the nucleus (n 1) to get to an orbital further from the nucleus (n 2). The principal quantum number is cited first in the set of four quantum numbers associated with an electron. The principal quantum number  has the greatest effect on the energy of the electron. It was first designed to distinguish between different energy levels in the Bohr model of the atom  but remains applicable to the modern atomic orbital theory. Source Andrew, A. V. (2006). 2. Schrà ¶dinger equation. Atomic spectroscopy. Introduction of theory to Hyperfine Structure. p. 274. ISBN 978-0-387-25573-6.

Health Resarch Methods - Article Critique Example | Topics and Well Written Essays - 250 words - 1

Health Resarch Methods - Critique - Article Example (Carmen D. Samuel-Hodge, 2010) The researcher employed a sample of African Americans and Whites as his data source while evaluating six family functioning constructs completed by 291 participants in a trial of weight loss maintenance. Analysis was limited to 217 participants in households with at least one other family member, all providing final weight measurements. (Carmen D. Samuel-Hodge, 2010) The research as contained in the report ‘Weight-ing: The Experience of Waiting on Weight Loss’ was designed to explore the meaning of waiting on weight loss using Van Manen’s guide to phenomenological reflection and writing. (Glenn, 2012) The strategy employed was set up to analyze why weight has become an increasing focus of contemporary culture, weight becoming synonymous with health status, and weight loss with â€Å"healthier.† (Glenn, 2012) The data source employed was random as the report was grounded on human science research (i.e., herme ­neutic phenomenology), the reflective study of pre-re ­flective experience which was based on experiences of the common and uncommon, considering relations to time, body, space, and the other with the aim of evoking a felt, embodied, emotive understanding of the meaning of waiting on weight loss. (Glenn, 2012) The research contained in ‘The comparative and cumulative effects of a dietary restriction and exercise on weight loss’ report was designed to assess the independence of changes made in diet and physical activity for weight loss; and to examine the comparative and cumulative effects of these behavioural changes on weight loss outcomes. (CL Dunn, 2006) The strategy employed was to study the outcome variable of the body mass index (BMI) change from baseline to a 2-year follow-up while maintaining the primary independent variables which were changes in physical activity and dietary fat intake, assessed as

Hum M3 man Essay Example | Topics and Well Written Essays - 250 words

Hum M3 man - Essay Example A close analysis of Burn’s arguments on human emotions reveals that humans are in full control of their emotions. Values are the judgment of a person on what is important and what is not important in life. They are simply the standards of someone’s behavior. Unlike humans whose values are acquired from world experiences, animal values are passed from parent to offspring as animals tend to emulate what their parents do. Meanings of values are carried in most streams of emotions. Further, comparison between emotions and values reveal that emotions of different types are apprehension of values with distinctness. From self-assessment 3.4 I have a moderate cognitive empathy. This is an implication of moderate perspective taking. From self-assessment 3.5 I recorded a high emotional empathy. This is to mean that I am emotionally touched by what happens to other people. Self-assessment 2.2 portrays me as someone of high medium importance based on my values. My mood scale on self-assessment 4.4 reveals high positive energy. Generally the self-assessments portray me as someone energetic and believing so much in myself. However, I also get moved by the experiences of