Mahler And Strauss Essay Example | Topics and Well Written Essays - 500 words

Mahler And Strauss - Essay Example Gustav Mahler and Richard Strauss were two of the most famous composers of the last 19th century. Both were influenced by Beethoven, and both were extremely proficient and had a lasting impact on classical music into the 20th century. It is very interesting and instructive to examine their aesthetics and the various techniques they used to help establish their remarkable reputations and make such wonderful music. To begin with, both Mahler and Strauss were composers in the late Romantic period. Their music featured clear harmonies and melodies and had themes that were often rooted in nature and in love—indeed, some of their best works were inspired by failed love affairs (something everyone can identify with). Both also involved and were inspired by various folk songs of their homelands. Another important element seen in the works of both men is tonality. Mahler experimented with tone a lot A lot of this can be said to have influence later atonalist composers like Schoenberg, who really respected Mahler and drew a great deal of inspiration from the older man. Mahler pushed what was then seen as the limits of conventional tonality. Strauss too would experiment with tone in his tone poems. He started off quite conservative, but after discovering Wagner, began to experiment a lot more.

Wgs10 2 Coursework Example | Topics and Well Written Essays - 250 words

Wgs10 2 - Coursework Example With the rising technology and demand for new weapons, women have secured positions in the weapon industries and also control rooms. Despite women joining the military in respective fields, they have faced several challenges which deprive them their basic rights. For instance, the women serving the military overseas either working in clubs or massage parlors, they are at risk of being abused sexually or even being infected with STIs (Vigil 473). These risks and enormous challenges they face while serving in the military, leaves a lot of questions on whether their basic rights are being preserved or is really humanity towards their rights being observed? These challenges the women face while in the war fronts and in the military base, majority of them go unreported (Vigil 466). The case for militarized prostitution which is very rampant in the overseas scenario, may end up being unrecognized by the human rights watch. After the September 11, 2001 terror attack in the U.S, more military actions were taken a step which saw more demand of extra workforce. In the Iraq war which U.S had participated fully, saw relocation of a good number of its military to Iraq. This step by the then president, George Bush was highly condemned in the streets as even women matched ahead and demanding their sons back. This was a step to ensure peace in their country and safety for everybody (Vigil 475). Women serving in the military are exposed to very many risks which deprive them their basic rights. They always stand high chances of being misused and abused either physically or sexually. This is very wrong for them and it is not right for them to be in the military bases and war fronts. More young men should be trained to replace them and the

The Important Parts Of Giving A Speech

The Important Parts Of Giving A Speech Firstly, the most important part of presenting a speech that cannot be done wrongly is the preparation for the speech which the speaker is about to deliver. There are a few mistakes made by the speaker that obviously shows that he is not prepared for his speech. One of the most obvious mistakes done by him was he did not rehearse his slides before his presentation. He even forgot the title of the speech he is delivering and had to refer back to the slides to see what his title was. As part of his preparation, he should rehearse his slides at least 7 times before he starts presenting his speech. He should stand in front of the mirror and practice presenting his speech so he can analyze what his presentation is lacking. With that tried, he could improve his speech delivery. Based on the text book written by Stephen E. Lucas, he quoted that a powerful speech could have genuine impact on the listeners and as a speaker he should have an ethical responsibility to consider that impact and t o make sure he is fully prepared so as he do not convey misleading information to the audience (Lucas, 2008). Misleading information could have cause tragic result to the audience as they trust the speaker for what they say. No matter what the topic is, the speaker should do extensive research to avoid any misleading or inappropriate information. Besides that, the title of the speech was too broad as well. This shows that he did not narrow down the topic. This part of his preparation is vital, as his topic should not be too broad and should be more focused before delivering to the audience. Otherwise, audience will not pay attention to what he is saying. Another mistake by the speaker was that his goals are not ethically sound. Based on the textbook, a speakers goal should be strong on its ground (Lucas, 2008). In his book, Stephen E. Lucas also mentioned that a responsible public speaker cant escape the ethical soundness of their goals. The speaker should also prepare cue cards so that he can refer and also to remind him about his points when he is delivering his speech. Cue cards should contain the key words which reminds the speakers of their points and explanations. No audiences want to see their speaker stutter on stage, because this shows the lack of confidence and lack of preparations for the speech. Thus, the preparation before a speech is a vital process in giving a speech. Secondly, another important part on presenting a speech is that cannot be done wrongly is the delivery to the audiences. The speaker made a few mistakes on the delivery aspects of his speech. To start off, he pauses frequently when delivering his ideas or thoughts due to the lack of preparations. Therefore, there are many awkward silences in the middle of his speech. Moreover, the speaker always filled the silence with the sound erm ah and so on and this is actually a very crucial mistake for a speaker. A speaker should not do that while delivering a speech because it will give the audience a negative perception or thoughts on that particular speakers intelligence. A good speaker should pauses his speech at the right time which means he should pauses in the end of his thoughts or ideas but not in the middle of it because it will confuse the audience. Secondly, the speakers voice is not clear and he likes to babble when he delivering the speech. These will actually make it difficult f or the audiences to listen to his points. As a result, the audience may not able to get full and precise information from the speaker. Therefore, voice clarity is actually an important factor in order to have an ideal speech delivery. Therefore, the speaker should speak and pronounce the word by word clearly to the audience regardless whether it is slow or fast.(Lucas, 2008) Besides that, another mistake the speaker made is that he did not use transitional devices or connectors in his speech. As a result, this could make the speech delivered ineffective because normally, connectors or transitional devices are used to signal the beginning and the end of the ideas, thoughts and sentence. In addition, the speaker also has problems with his body gestures when he is delivering his speech. To begin with, his body gesture throughout the speech delivery seems to be unnatural. As a result, the audience will feel that the speaker is not well-prepared or confident enough in delivering his spee ch. As we all know, body gestures normally appears naturally because it helps to clarify and reinforce the speakers idea. On the other hand, the speaker has a problem with his eye contact. He seems to not have eye contact with his audiences mainly because he is always looking back at the slides because he is not sure whether which point he should deliver next. Therefore, he loses his eye contact with his audience so he failed to analyze the audiences reactions and feelings while he was delivering his speech. He should prepare well and focus more on his eye contact with the audience because it is crucial to know what the feelings and reactions of the audience are while he is delivering his speech and identify his mistakes if he feels that audience is not comfortable with his speech delivery. Other than that, he is also having problems with his body movement when he gave the speech. From the video, we can see some of the body movement he likes to do. For instance, he likes to put his hand inside his pocket, lean forward, and shift his weight from one foot to another. This actually shows that he was nervous during the speech delivery. Moreover, there is also a disadvantage when a speaker leans forward because when a person leans forward, his head will look down to the floor so it will affect his voice projection. As a result, the voice is not projected straight to the audience instead the voice is projected to the floor. He should instead stand straight up while delivering the speech as to project his sound towards the audiences.( Lucas, 2008) To conclude, the delivery of a speech is a very important criteria. If done wrongly, it could cause mislay and inaccuracy of information. Thirdly, another important part of presenting a speech that cannot be done wrongly is the visual aids used. The mistakes that were made by the speaker while using visual aids can be categorized into two different categories, which is under the preparation of visual aids, and the presentation of visual aids. The first mistake that the speaker made from the category of preparations of visual aids is that the points in PowerPoint slides is not well organized and is complicated. Visual aids should be simple, clear, and straight to the point. Besides that, the points should be narrowed down and limit to a manageable amount of information. The basic rule is to include in your visual aid on only what you need to make your point. The second mistake is that the visual aids are too small for the audiences to see. There is no point for a visual aid if no one can see it. So bear in mind the size of the room in which you will be speaking and make sure your aid is big enough to be seen easily by e veryone. The third mistake is the use of unsuitable fonts. Not all fonts are suitable for visual aids. The speaker should avoid decorative fonts. He should try to use a limited number of fonts. Some variety of fonts in a visual aid is appealing, but can be distracting. (Lucas, 2008) Using two types of fonts as per heading and per content is sufficient for a visual aid as suggested by experts. The second category, presentation of visual aids, under which the speaker made a mistake, is that he actually talks to his visual aid instead of the audience. The speaker should talk to the audience and not to the visual aid. When explaining the visual aid, it is easy to break eye contact with audience and speak to the aid. Of course, the listeners are looking at the aid, and will need to glance at it time after time as the speaker talk. He may lose his audience if u keeps his eyes on his visual aids during the speech. By having eye contact with the audiences he may benefit from the feedbacks b y the audience on the visual aid he is using. Another mistake the speaker made is that the explanation is insufficient, not clear and not concise. Everyone knows visual aids do not explain it selves; the speaker needs to explain his visual aid to the audience. But sadly, all he does is reading from it. It is a fundamental knowledge of giving a speech that explaining the points on a visual aid is a must. The speaker should explain in detail what he included in the visual aid as it is vital information on his speech and it is important for the audience to understand it as it is the whole point of using a visual aid. The speaker should remember that a visual aid is useful only if the explanations come with it. (Lucas, 2008) Therefore, to fully utilize the visual aid, the speaker should avoid making these fundamental mistakes as it will cost him the audiences attention. Last but not least, another important aspect of giving a speech that cannot be done wrongly is the method of usage of the PowerPoint slides. The mistakes that the speaker made when he was using the PowerPoint slides can be divided into two categories, which is the format of the slides, and the delivery of the speech with the slides. The format of the PowerPoint slides consists of color, text, fonts, images, space, and animation of the slides. The first mistake the speaker made in the format of the slides is including too much texts in she slides. He should not include too much text in a single slide; including too much text will cause the font size to decrease, thus causing difficulty in reading for the audiences. He should instead limit himself to a few lines per slide and make it brief. The second mistake the speaker made is that he failed to give enough spaces for the contents in the slides due to the overload of texts per slide. This causes the slide to lack visual balance and co uld be hard for the audiences to read. According to textbook by Lucas, one must make sure that ones slide is provided with adequate amount of visual balance no matter what kind of element was included in a slide.( Lucas, 2008) Subsequently, the speaker also made a number of mistakes in delivering his speech using the PowerPoint slides. As we know, to deliver a speech using the slides needs good timing and careful planning. It will be disastrous if the slides went wrong during the presentation. The first mistake the speaker made in the delivery of the speech with the slides is that he could not find the slide he was looking for during the presentation. This means that he did not recheck his slides after doing them and may have left out some vital information. What he should do is to always double-check his slides for mistakes or in this case, left-out information. (Lucas, 2008) The second mistake that the speaker made is that he did not prepare and rehearse with his slides. This can be seen during which he had trouble linking his hand notes with his slides. The speaker abandoned the notes and read from the PowerPoint slides instead. He should have rehearse with his slides before presenting because using PowerPoint in presentation needs good timing and careful planning. Another mistake the speaker made is that he did not check the room and equipments provided before the speech. Judging by the fact that he did not use a projector to project is slide could mean two scenarios; either the room does not have a projector or the fact that his computers port is not compatible with the projector port. One way or the other, he should have checked the room and equipments and make necessary preparations or adjustment before deciding on doing a PowerPoint presentation. (Lucas, 2008) Thus, the mistakes that the speaker made in using the PowerPoint slides is very fundamental and should be avoided at all cost because it will gravely affect the outcome of the presentation. In conclusion, these four aspects, preparations, delivery, visual aids, and methods of using PowerPoint slides are of utmost importance and shouldnt be taken lightly by the speaker if he wants to give a good speech. Delivering a good speech is not a natural talent but a talent nurtured by the speaker themselves. Everyone can be a good speaker; all you need is sufficient preparation, proper delivery, easy to understand PowerPoint and also attractive visual aids. We believe that if all of these aspects were properly done then the speech delivered by the speaker will be convincing and attracting to the audiences. Good preparations for the speech will help the speaker so that he wont be nervous when he is delivering his speech and also to prevent him from forgetting his point. When delivering the speech the speaker should improve on his body gesture so that they dont look dull and unnatural to the audience. This is very important to prevent the audiences from losing attention to the spea ker. Attractive visual aids will further enhance the speakers point and help the audience to understand the speech better. Lastly the PowerPoint slides used to help the audience to understand the speech better should not have too many words so that it will not confuse the audience. It should be kept simple. With all that above done in by the speaker, the speech delivered by the speaker will be interesting and the messages will be conveyed successfully.

The Struggle in Sylvia Plaths Lady Lazarus Essay -- Lady Lazarus Essa

The Struggle in Lady Lazarus  Ã‚  Ã‚      Lady Lazarus repeats the struggle between Nazi and Jew which is used in Daddy, with the Nazi atrocities a background across which the amazing, self-renewing speaker strides. The speaker orchestrates every aspect of her show, attempting to undermine the power an audience would normally have over her. She controls her body, instead of being a passive object of other eyes. The speaker orders her enemy to Peel off the napkin, telling the audience that there is a charge for her performance, but death to her is nothing but a big strip tease. Do I terrify? she asks rhetorically, she knows her effect on them. Lady Lazarus intentionally contributes to the spectacle that fetishises her; she compartmentalises herself, These are my hands, / My knees, harshly mocking the gentlemen and ladies as she reveals their morbid avidity. She is both pitying and scornful: Do not think I underestimate your great concern. Her disenfleshment at the hands of the enemy, viewed avidly by the peanut-crunching crowd, is something that she wills, just as ...

Piaget Theory of Children Cognitive Development Essay

Much of the research since the late 1950s on the development of role taking and moral judgments has its roots in the research conducted by Piaget in the 1920s. One thrust of Piaget’s theorizing in his earliest writings dealt with the proposition that children progress from an egocentric to a perspectivistic state. He proposed that children younger than 6 or 7 years of age do not clearly differentiate between self and others or between thoughts (the psychological) and external events. A consequence of the failure to differentiate the self from others is that the child is unable to take the perspective of another person. For instance, in communicating with others the child is unable to take into account the requirements of the listener. A consequence of the failure to differentiate thoughts from external events is that the child attributes an objective reality to internal mental events such as dreams. A major developmental transition was posited to occur when the child shifts from an egocentric state to one in which the self is differentiated from others and there is the ability to take another’s perspective. (Angela M. O’Donnell, Alison King, 1999) However, the most extensive research in a social domain undertaken by Piaget during this early period dealt with children’s moral judgments. Those were also the only studies on moral development to be done by Piaget. Three specific aspects of Piaget’s moral development theory had a substantial influence on later research. One was the characterization of moral development as a process of differentiating moral from nonmoral judgments. The second was the proposed interrelations between â€Å"general† cognitive orientations and moral judgments. And the third was the proposed relations between changes in perspective-taking abilities and changes in moral judgments. (Jacques Montangero, Danielle Maurice-Naville, Angela Cornu-Wells, 1997). Piaget proposed that children progress through two moral judgment levels (following an early premoral phase), the first being labeled heteronomous (generally corresponding to ages 3 to 8 years) and the second labeled autonomous. In the heteronomous level, the child has unilateral respect for adults (regarded as authority) and morality is, therefore, based on conformity. The right or good is seen by the child as adherence to externally determined and fixed rules and commands. The young child’s morality of conformity and unilateral respect becomes transformed into a morality of cooperation and mutual respect. The basis for the autonomous level is the emergence of concepts of reciprocity and equality. At this level, rules are viewed as products of mutual agreement, serving the aims of cooperation, and thus are regarded as changeable. (Gwen Bredendieck Fischer, 1999). In formulating the levels of heteronomy and autonomy, Piaget studied children’s judgments about several specific issues, including rules, punishment, intentionality, lying, stealing, and distributive justice. A brief description of the levels can be provided by considering some of the studies of children’s thinking about rules and about intentionality in situations involving property damage, deceit, and theft. The definitions of the moral levels were derived, in part, from the way Piaget had framed children’s general cognitive capacities. Two presumed characteristics regarding the increasing differentiations that occur with development were relevant. One proposed characteristic was the child’s egocentricism, the failure to clearly distinguish the self’s perspective from that of others. A second relevant feature was the young child’s failure to differentiate the physical world from social and mental phenomena; young children confuse the subjective and objective aspects of their experience. (Richard I. Evans, Eleanor Duckworth, 1973) According to Piaget, one concrete manifestation of young children’s inability to differentiate perspectives and to differentiate the physical from the social is their attitudes toward social rules. It was proposed that children at the heteronomous level view all social rules as absolute. The inability to take the perspective of others leads the child to assume that everyone adheres to the same rules. There is a failure to comprehend the possibility that rules may be relative to the social context or to an individual’s perspective. In turn, there is an inability to clearly distinguish physical from social phenomena that leads to a confusion of social regularities with physical regularities, such that social rules are seen as fixed in much the same way as are physical regularities. For instance, Piaget maintained that children regard rules of games as unchangeable; they believe it would be wrong to modify the rules of a game even if they were changed by general consensus. (Harry Morgan, 1997) Another manifestation of the young child’s cognitive confusions is that judgments of right and wrong are based on the material consequences of actions, rather than the actor’s intentions or motives. Piaget examined the relative importance that children attribute to intentions and consequences in situations involving material damage, lying, and stealing. Younger children, it was found, attribute greater importance, in judging culpability, to amount of damage (e. g. , breaking the 15 cups accidentally is worse than breaking one cup intentionally), whereas older children attribute more importance to the intentions of the actor. Similarly, younger children assess the wrongness of lying or stealing, not by the motives of the actor, but by their quantitative deviation from the truth or the amount stolen. In judgments about theft, for instance, children judging by consequences would say that stealing a larger amount to give to a very poor friend is worse than stealing a lesser amount for oneself. (R. Clarke Fowler, 1998). In contrast with the heteronomous level, at the autonomous level respect is no longer unilateral, rules are not viewed as absolute or fixed, and judgments are based on intentions. Piaget proposed that these changes are stimulated by the increasing interactions with peers (such as in school) and the decreasing orientation to relations with adult authority that usually occurs during late childhood. Relations with authorities (parents, teachers, etc. ), he maintained, are likely to lead to conformity and an attitude of unilateral respect on the part of the young child. That is, the child feels that the authorities are superior and that their dictates are right by virtue of their superior status. In order for the shift from a heteronomous to an autonomous orientation to occur the child must more clearly differentiate the self from others and, thereby, be able to take the perspective of others. Relations with adult authorities who impose external rules upon the child are likely to reinforce a heteronomous orientation, whereas relations with peers are more likely to stimulate attempts to take the perspectives of others. Therefore, through increasing interactions with those he or she can relate to on an equal footing, the child is stimulated to view his or her own perspective as one among many different perspectives. In the process, mutual respect replaces unilateral respect for authority and the bases of a sense of justice — reciprocity, equality, and cooperation — emerge. Rules are then regarded as social constructions, based on agreement, that serve functions shared by the participants of social interactions. The increasing awareness of others’ perspectives and subjective intentions leads to judgments that are based on intentionality rather than consequences. (John H. Flavell, 1963) In addition to the connections to general cognitive capacities, Piaget’s characterization of moral judgments was a global one in that development was defined as entailing a progressive differentiation of principles of justice (ought) from the habitual, customary, and conventional (is). In essence, the claim was that concepts of justice do not emerge until the autonomous stage. Thus, the heteronomous morality of constraint and unilateral respect is a morality of custom, convention and tradition, while autonomous morality of mutual respect and cooperation prevails over custom and convention. Prior to the development of concepts of justice, therefore, the child must progress through the â€Å"simpler,† conformity-based conventional orientation. In sum, Piaget proposed a model of development as the differentiation of domains of knowledge. Only at more advanced stages are moral judgments and knowledge of the social order (or even morality and physical law) distinguished. It is precisely on this basis that Piaget thought it was methodologically valid to examine children’s concepts of rules of marble games as a means to understanding their moral reasoning. (Christopher M. Kribs-Zaleta, D’Lynn Badshaw, 2003) Piaget’s professional career has been devoted to exploring the possibilities of a psychological theory of relativity. In this approach neither the subject, who knows, nor the object, which is known, have absolute status. Each is conditioned on the other within a continually changing framework. Change occurs through interchanges of actions and reactions. Actions of the subject are like probes equivalent to statements by which the subject says: â€Å"I think you, the object, are such and such. † When acted upon, objects act back, revealing who and what they are. Morton Ann Gernsbacher, Sharon J. Derry, 1998) Piaget’s contribution to the study of knowledge has been to escape the philosophic traps of subjectivity and objectivity. The former makes knowledge a self satisfying concoction where, for the sake of consistency, the subject creates concepts of objects and reality. This position tends toward error through failure to come to grips with the facts of reality. It puts the subject in control of deciding what reality is and, in the extreme, allows distortion for the sake of maintaining the subject’s version of how things ought to be. Objectivity errs at the other end and, in its extreme, denies self-initiated definition, making the subject only a valid recorder of reality. Distortion can occur either through exposure to odd circumstances or through breakdowns in the subject’s recording devices. The position of relativity seeks solution to both problems. Its clearest expression is found when both subject and object are given defining powers in their interactions. There is double agency, with the object telling what it is just as forcibly as the subject reveals itself through its actions. (Hans G. Furth, 1987) With interactions as the basic reality, the context of knowledge is dynamic. It is also the means to knowledge insofar as subject and object are able to extract orderly relations from their interactions. These relations among actions and reactions color definitions of both agents. They are the medium for knowing and provide the terms by which subject and object attain their forms. This is why, for example, Piaget argues that space, number, and the like, remain open to redefinition throughout development. Numbers are not things to be grasped but are products from relations abstracted from subject-object interactions. True relations become expressed through numbering operations, which coordinate actions of the subject as well as reactions of objects. It appears that Piaget’s approach is unique among contemporary psychological theories by its treatment of relations as the topic of knowledge. Relations are primary, with subject and object being their products. For other theorists, these terms are reversed; subject and object are posited and relations come secondarily. In Piaget’s scheme, neither subject nor object ever gets to know one another with certainty. Together they can work only toward relations that are reliable. Validity is always a relative matter, depending on current relations, which remain open to further redefinition. (Arthur J. Baroody, Alexis Benson, 2001) This point no doubt has stymied most attempts to bring Piaget’s work into the mainstream of psychological theories. It is like the essential key without which notes may sound similar but actually render a different song. The stumbling block is evident, for example, in the many ways phenomena originally generated by Piaget’s position have undergone alteration when considered from the view of more familiar theories. Conservation provides the most telling illustration. Few, if any, of these alternative explanations deal with or care to deal with the phenomenon as a conservation of a subject-object relation. The more common explanation states that number or amount is conceived as constant through physical changes in the object. Within Piaget’s framework, the physical changes are said to remain constant; they are understood as but two versions of a single relation. The relation is between number- or amount-making actions, with their products made ostensible in the reactions of cubes, chips, or clay. Leslie Smith, Julie Dockrell, Peter Tomlinson, 1997) There is a tendency among contemporary theorists to credit Piaget with having shown that children are cognitively active and control rather than being controlled by external objects or other persons. This emphasis has clouded the fact that objects and persons are not benign, simply waiting for children to transform them into this or that concep tion. In order to put relations in clear relief, it is helpful to give these things their proper due in knowledge. It helps even to anthropomorphize their role. Objects are as active as children. They move, change shape, enlarge in size, fall off tables, roll, and otherwise respond when they are contacted. Each reaction is reciprocal to something children do. In the case of conservation, to use an example often cited by Piaget, the child who plays with pebbles in his or her back yard may come to understand number making operations because the stones react as they do to his or her manipulations. That which remains constant in making a row, then a circle, then a tower, and next two columns is only the relation among these actions from the child and the several reactions of the pebbles. (Leonora M. Cohen, Younghee M. Kim, 1999). It is now possible to outline the meaning of relations in the social domain where knowledge is based on interactions between the child and other persons. The following sketch highlights the general points of the theory. (a) Children enter the world as actors, seeking order and regularity. This search describes their inherent motivation for knowledge. b) Children look for order first in their own actions by attempting to find that which is repeatable and reliable in execution of actions. (c) Insofar as actions make contact with other things, or persons, effects of actions are not solely under the control of the child. These things react in reciprocity to the actions exerted upon them and together the action and reaction produce effects that differ from those that would result from either alone. (d) This fact of double agency naturally widens children’s focus from action to interaction. Because other agents act in reciprocity to children’s actions, children are forced to seek explanations for change and order in the interplay between actors. The foregoing points can be summarized as follows. Suppose the child intends that an action have a particular outcome or effect. The child then executes the act in accordance with this intention. Suppose also that the act engages another person who adds to the original act with a reaction. The coupling of these actions may have an effect that is different from the child’s intention or anticipation in performing the original act. It would be futile to seek order either in the child’s or the other person’s parts, alone. This is why for Piaget, the child is led to seek a solution in the coupling and arrives at the conclusion that the actions of persons are reciprocally related. This is also why Piaget contends that naive egocentrism ends most probably during the child’s first year. To maintain an egocentric posture, a child would have to deny the facts of reciprocity made evident through the thousands of interactions experienced in everyday dealings with other persons. Joy A. Palmer, Liora Bresler, David E. Cooper, 2001) (e) Thereafter, the child’s search for order turns to identifying the forms of reciprocal relations that occur in interpersonal interactions. (f) Piaget suggests that there are two such forms. One is a direct and symmetrical reciprocity where one’s action is free to match or counter the other’s action. The second is a reciprocity of complement where one’s action must conform to the dictates set down by the other’s action. g) These two forms describe the basic relations in which people order themselves as actors with respect to other persons, who are also actors. They provide the epistemic unit from which self and other achieve definition. (h) For Piaget, development proceeds as these relations are structured and restructured. They give rise to social and moral conceptions that pertain to the self, other persons, possible relations among persons, and principles of societal functioning, both practical as well as ideal. (Gavin Nobes, Chris Pawson, 2003)

Elie Saab Designer Analysis

ELIE SAAB Lebanese designer Elie Saab has long been a leading name in haute couture in the Middle East, where his romantic, crystal-encrusted gowns attracted princesses to his Beirut atelier, opened in 1982 when he was just 18 years old. His ready-to-wear line, which launched in 1998 in Milan, heralds the same feminine aesthetic as his couture dresses, with brightly colored silks, chiffons, pearl beading, and embroidered lace. With their Middle Eastern detailing and European sensibility, Saab gowns are also at home on the Hollywood red carpet.Halle Berry famously wore one of Saab’s designs to pick up her Academy Award for Monster Ball in 2002. Many other celebrities have been seen wearing his designs including Rachel McAdams, Mila Kunis, Taylor Swift, Beyonce, Rihanna, and many more. Born in 1964 in Lebanon, Elie Saab is a self-taught fashion designer. His interest in dressmaking started at the young age of nine. Saab spent much of his free time cutting patterns and drawing sk etches for his sisters, using his mother’s tablecloths and curtains.The neighbors soon got wind of what he was up to, and by the time he was a teenager he already had a small network of loyal clients. Looking back, Saab says, â€Å"I was born with this passion of creating and making dresses and was always surrounded by beautiful women, from sisters to neighbors, so the desire to dress them and make them look elegant was my constant inspiration. † In 1981 he moved to Paris to study fashion, but ended up returning in 1982. That year, at just 18-years-old, Elie Saab opened his Couture Atelier in Beirut, managing over a dozen employees, he was already a master in the art of dressmaking. In 1997 Saab was the first nonItalian designer to become a member of the Italian Camera Nazionale della Moda, and in 1997, showed his first collection outside Lebanon in Rome. In 1998, he started ready-to-wear in Milan, and in the same year, he held a fashion show in Monaco which was attend ed by Princess Stephanie of Monaco. In May 2003, the Chambre Syndicale de la Haute Couture invited him to become a member, and he showed his first haute couture collection in Paris in July of 2003.His first readyto-wear collection in Paris was the Spring/Summer 2006 collection, and Paris is now his permanent ready-to-wear runway. Beirut remains Saab’s main source of inspiration. In 2005, he inaugurated a modern fivestory building where the workshops are now located, along with his studio, ready-to-wear boutique and haute couture showroom. The atelier is where all of the haute couture gowns are made and pass through the hands of Elie Saab himself. Elie Saab’s target customer is certainly woman of status. All of his designs are hand made making them very expensive.He only has two shops carrying his haute couture lines. They are in Paris, France, and Beyrouth, Lebanon. His ready-to-wear lines on the other hand, can be found in multiple places in over 30 countries includin g the United States. Saab’s accessories are more like his haute couture gowns in that they are much harder to come by, they can only be found in Lebanon, the United Arab Emirates, France and the United Kingdom. The most accessible item from Elie Saab would be his perfume, which can be found at Nordstrom, Saks, and Neiman Marcus stores across the country. Saab’s collections are glamorous and sophisticated, fusing a cultural myriad of fashion influences to give a distinctive and modern edge to his designs. His signature elements are definitely his very feminine, flowing gowns. He experiments with the central themes of femininity and romanticism, creating clothing that is cut-to-the-curve, with soft edges and exquisite detail including hand embroidery, beading and the use of luxurious fabrics such as mousseline and silk.He is scrupulous with his intricate detailing. A writer at Women’s Wear Daily stated, â€Å"He likes sexy, embroidered gowns. Period. Sequins†”the more the better. Flounces, fringes and everything that glimmers—give him more. † It is very true, if Saab’s designs aren’t dripping with sparkling embellishments they are meticulously embroidered. Saab creates fairytale designs whilst always maintaining a delicate sophistication. There is always some incredible detail on the dresses really displaying the designer’s talent.When Elie Saab was asked to dress Belgian Countess Stephanie de Lannoy for her wedding to Luxembourg Crown Prince Guillaume it was no surprise for he has known the bride for eight years. The amount of effort he put into the dress was astounding and from Saab, one would expect nothing less. A writer from Women’s Wear Daily stated, â€Å"The dress required 3,200 hours of work and embroidery, and 700 hours of sewing by a team of 10 seamstresses and 15 embroiderers. De Lannoy’s wedding dress was embroidered with 200 transparent sequins, more than 80,000 different transparent crystals and 50,000 small beads.All that finery needed more than 10,000 meters of silver-plated thread, according to Saab. When all was said and done, the gown called for 50 meters of Chantilly lace, 40 meters of Calais lace, 30 meters of satin organza, 70 meters of 4 tulle, silk crepe for the lining, and 15 meters of silk tulle for the veil. † [1] Further proving his commitment to his work and his ability to create incredible designs to not only make any woman feel like a princess, but to actually fit a princess for her own wedding.Saab doesn’t do much to advertise his clothing. Besides runway shows he get’s all of his business from celebrities who already wear his designs and others who see the designs on those celebrities. Halle Berry accepting the oscar for â€Å"Best Actress in a Leading Role† wearing one of Saab’s designs made him an overnight success in the red carpet world. Since that day, it is nearly impossible to find a red ca rpet event without an Elie Saab design being worn. Taylor Swift is one of Saab’s most loyal customers.She has been spotted wearing his designs on multiple occasions on and off the red carpet. Elie Saab’s biggest competitors are Versace and Valentino. All three designers attract a similar clientele with their haute couture gowns. They have similar styles as well, all being very well versed in creating gowns that flatter a woman’s body and show a soft feminine side, but in my opinion Saab is the epitome of femininity. He just completely understands how to create a a breathtakingly beautiful and elegant design.Anyone celebrity wanting to impress on the red carpet with elegant beauty would know to go to Elie Saab. Personally, I have never seen an advertisement for Elie Saab designs but I am always blown away at his gowns on the red carpet. His knowledge of the female figure and how to flatter it is amazing. His gowns always cut in at exactly the right spot to make e very woman look beautiful. The market segment Saab is definitely missing out on is the middle class however. In a way, this doesn’t really matter because most of his designs, and the ones he is most famous for 5 re his haute couture gowns, which not many people other than celebrities or high-status socialites have a reason for wearing. One way I would remedy this divide however, would be by offering Saab’s bridal gown line in more wedding boutiques across the country. Although Saab’s wedding gowns start at around 10,000 dollars, many women are willing to spend huge amounts of money on their weddings, especially their dresses, so I think this would be a perfect way to reach a larger audience plus it would be great for more middle class women who still love and appreciate Saab’s gorgeous designs.Another way Elie Saab could reach the market he is missing out on would be to create a line similar to the Marc by Marc Jacobs. I more affordable line that could be carried in the same department store that already carry his perfume. With the way Saab has been able to expand his fashion empire in such a short amount of time, this more accessible line seems like the logical next step. There is no question that Elie Saab is an incredible fashion designer but he is also an incredible businessman.Today, the 46-year-old runs a truly global empire, with boutiques in Paris, London and Dubai. His clothes are on sale in 22 countries, and he has moved into bags, shoes and jewelry. But that is just the start: in recent years, Saab has expanded into designing the interior for the BMW X Series, worked with MAC Cosmetics and has also signed a deal to design three mega yachts. There is no question that his talents span far past just dress making. Elie Saab’s exquisite eye for detail, knowledge of how to flatter a woman’s figure and business savvy make for an incredible combination.The designer has already made such huge strides in the business in such a small amount of time, there is no question in my mind that Elie 6 Saab will continue to expand his fashion empire. There is really no limit for a man with the talent Saab possesses. 7 1. WWD Article Elie Saab Tapped for Royal Wedding By ROSEMARY FEITELBERG FROM: WWD Issue 10/25/2012 THE COUNTESS BRIDE: For Elie Saab, dressing Belgian Countess Stephanie de Lannoy for her wedding Saturday to Luxembourg Crown Prince Guillaume was not an overnight occurrence — he has known the bride for eight years.The dress required 3,200 hours of work and embroidery, and 700 hours of sewing by a team of 10 seamstresses and 15 embroiderers. De Lannoy’s wedding dress was embroidered with 200 transparent sequins, more than 80,000 different transparent crystals and 50,000 small beads. All that finery needed more than 10,000 meters of silver-plated thread, according to Saab. When all was said and done, the gown called for 50 meters of Chantilly lace, 40 meters of Calais lace, 30 met ers of satin organza, 70 meters of tulle, silk crepe for the lining, and 15 meters of silk tulle for the veil. Saab said, â€Å"We met several times to discuss the design of her gown. At first, she explained to me what she had in mind and I came back with different sketches. She then selected one of them and we started working on it, choosing the different fabrics, color, and adapting the design. † The designer was with his own wife, Claudine, and one of their sons at Luxembourg’s Notre Dame Cathedral when the bride and groom exchanged their vows last weekend. 9

What Is a Good SAT Score A Bad SAT Score An Excellent SAT Score

What Is a Good SAT Score A Bad SAT Score An Excellent SAT Score SAT / ACT Prep Online Guides and Tips What is a good SAT score? You took the SAT, got your scores back, and now want to know how you did. Or maybe you want to know what score to aim for next time. In this guide, we discuss how to figure out how your SAT scores stack up against those of all the other test takers. We’ll then help you determine what a good SAT score for you is based on the colleges you are interested in. Finally, we provide the SAT score ranges of 41 popular schools and discuss what to do if your score turns out to be lower than you expected. What's a Good SAT Score, Compared to the Entire Country? The SAT score range is 400-1600 for your total score, and 200-800 for each of your two section scores. One section score is Math, while the other is a combined Reading and Writing score called Evidence-Based Reading and Writing (EBRW). As you would expect, the higher your score, the better you did compared to all the other test takers. But is there a certain SAT score cutoff that marks a "good" score? To determine what makes for good SAT scores relative to everyone else, you need to know exactly how SAT scoring works. Your total score out of 1600 (as well as your two section scores out of 800) corresponds to a percentile ranking. Your SAT percentile tells you what percentage of students you scored better than. So if you got a 60th percentile score, you’ve scored better than 60% of all test takers! The mean, or average, SAT composite score is 1068. Note that the test is deliberately designed so that the mean score hovers around 1000 on the 1600-point scale- about 500 per section. The average score for Math is 531, and the average score for EBRW is 536. SAT scores follow a normal distribution. This means that student performance tends to cluster around the middle of the scale (1000 is the halfway point between the minimum score of 400 and the maximum score of 1600). Far fewer test takers score toward the higher and lower ends of the scale. Here’s an abbreviated SAT score chart with percentiles for 2018 SAT composite scores so you can check out the score distribution for yourself: SAT Composite Score (Out of 1600) Percentile 1600 99+ 1550 99+ 1500 99 1450 97 1400 94 1350 91 1300 87 1250 81 1200 74 1150 67 1100 58 1050 49 1000 39 950 31 900 23 850 15 800 10 750 5 700 2 650 1 600 and below -1 As you can see from the percentiles and corresponding scores, more students score toward the middle of the scale than at the top or bottom. For example, a score jump from 1000 to 1100 (100 points) moves you from the 39th to the 58th percentile- so you’ve moved up past nearly an entire fifth of test takers! But moving 100 points from 1250 to 1350 only brings you up 10%, from the 81st to the 91st percentile. Finally, moving from 1450 to 1550, a 100-point margin near the top of the scale, nets you only about 2%! In terms of what makes for good SAT scores based on this chart, you already know that 1070 is about average, so anything above that would be an above-average score. A 1250 places you in the 81st percentile, that is, in the top fifth of test takers, which is very good. A 1350 puts you in the top 9%, making it a strong score. A 1400 is in the 94th percentile, the top 6% of all test takers. And any score 1500+ puts you in the coveted top 1%! By contrast, anything lower than a 1070 is a below-average score. For example, a 950, which is in the 31st percentile, places you in the bottom third of test takers. And a 900, which is in the 23rd percentile, places you in the bottom fourth. Not so great comparatively. Here’s a chart showing the SAT score percentiles for both the Math and EBRW sections. The distributions are pretty similar, but there are some slight differences. For example, fewer people do really, really well on EBRW than on Math. You can tell this is the case because a 750 is a 99th percentile score for EBRW, meaning you're in the top 1% of test takers. But that same score is in the 96th percentile for Math, placing you only in the top 4%. SAT Score (Out of 800) Math Percentile EBRW Percentile 800 99+ 99+ 750 96 99 700 92 94 650 85 86 600 75 72 550 61 56 500 40 38 450 25 22 400 13 9 350 4 2 300 1 1- 250 and below -1 1- Want to improve your SAT score by 160 points? We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Bonus: Want to get a perfect SAT score? Read our famous guide on how to score a perfect 1600 on the SAT. You'll learn top strategies from the country's leading expert on the SAT, Allen Cheng, a Harvard grad and perfect scorer. No matter your level, you'll find useful advice here - this strategy guide has been read by over 500,000 people. Read the 1600 SAT guide today and start improving your score. What's a Good SAT Score for You? So far, we’ve discussed how your SAT score and corresponding percentile ranking shows how you compare with other test takers. But how well you did compared with everyone else isn’t the most important thing for you. What is more important is what makes a good SAT score for you personally, based on the schools you are interested in. A 1280 is an 84th percentile score, meaning you scored better than 84% of test takers. Thus, a 1280 would be a solid score for schools such as the University of Cincinnati (average SAT score: 1233), ASU (average: 1232), and Temple University (average: 1221). However, it would be a very low score for highly selective institutions, such as MIT, Caltech, Duke, the University of Chicago, and Johns Hopkins. Of course, not everyone is trying to get into super selective schools. A score of 1040 (just below the 1070 average) is solid for less selective colleges such as Indiana University Northwest (average SAT score: 1015) and CSU Stanislaus (average: 1005). To sum up, a good SAT score is a score that makes you competitive for the schools you want to attend. It’s also worth noting that the higher your test scores are, the more likely colleges offering merit scholarships are to give one to you. For the purposes of this guide, we’re going to focus primarily on figuring out the score you need for admission (not scholarships), but it’s something to keep in mind. For more information, check out our guide to scholarships based on SAT/ACT scores. Another thing to consider is that a high test score can help you get admitted to certain schools if you have a lower GPA than what their typical admits have. (However, this won’t help you so much at highly selective institutions- they expect students to have high marks across the board!) Does this puppy have competitive scores for your heart? How to Find Your SAT Goal Score: 5-Step Guide In this section, we’ll walk you through how to figure out what makes a good SAT score for you based on the schools you're applying to. Our quick five-step process only requires a worksheet (linked below), a writing utensil, and an internet-browsing device! Step 1: Download This Worksheet First, you’ll need to download our worksheet so you can fill it out with information for your schools of interest. Click here to download it, or click the image below. Step 2: Fill in the Schools You're Applying To Next, fill in all the schools you want to apply to in the leftmost column. If you don't know what schools you're aiming for yet, feel free to use ones that have been suggested to you by parents, friends, teacher, or counselors. However, I recommend taking the time to do some research into schools you might want to attend first so that you have a realistic SAT goal score. The more your list reflects the schools you actually end up applying to, the more accurate your target score will be. Step 3: For Each School, Google "[School Name] PrepScholar SAT" For example, if I'm interested in the University of Alabama, I'd do the following search: Click on the link to our SAT Scores and GPA page (or our Admission Requirements page- they’ll both have the information you need) and scroll down to the 25th and 75th percentile composite SAT scores. The 25th/75th percentile range describes the scores of the middle 50% of all students admitted to a particular school. For the University of Alabama, you'll find that the 25th percentile SAT score is 1050; this means that 25% of admitted students have a score of 1050 on the SAT. That would be a below-average score for admitted students to Alabama. The 75th percentile SAT score for Alabama is 1280. That means that students with that score did better than 75% of all other admits. In other words, scoring at 1280 or above puts you in the top quarter of admits, giving you a very competitive score for admission! If you score at or above the 75th percentile for any school, you'll have an excellent chance of getting in (assuming your other credentials are on point for the school). So that’s a good SAT score for that school. If you're at the 25th percentile, however, you'll need to have a particularly strong application to boost your odds of getting in. For each school on your list, Google the PrepScholar SAT score information and write down the 25th and 75th percentile scores in the appropriate row for that school on your goal score sheet. Step 4: Calculate Your Final SAT Target Score To calculate your target SAT goal score, look at the 75th percentile column. Find the highest SAT score in that column; that’s your SAT score goal. By scoring at the 75th percentile level for the most competitive school on your list, you’ll be competitive at all the schools you're applying to. So that is a good SAT score for you! Another advantage of choosing a high goal score is that if you end up falling 10-50 points short, it’s not a huge deal because you’ll still be competitive for most of your schools. You might be thinking, "Hey, wait! Why did I fill out that entire sheet if I was just going to pick the highest 75th percentile score?" Well, the advantage of filling out this information is that you now have it handy as a reference. You’ll be able to compare your own SAT score with the 25th-75th percentile ranges of all your schools of interest as soon as you get your scores back. Step 5: Make Your Goal Known As a last step, I suggest that you do two things with your target SAT score: #1: Share it with your parents. This can turn into a helpful conversation about your personal goals and how you want to achieve your target SAT score. Plus, your parents can help hold you accountable throughout the test-prep process! #2: Tape it to your wall. This will keep your goal score front and center in your mind, encouraging you to stay motivated to keep up with your SAT study schedule. Puppies are also a great motivator. Good SAT Scores for Popular Schools To help you determine your goal score, we're giving you an SAT score chart with the 25th and 75th percentile SAT scores for 2018 for 41 popular schools. I’ve also provided the current US News ranking and acceptance rate to give you an idea of how selective each school is. All schools are arranged in order of ranking. For an even longer list, check out our collection of good SAT scores for 101 popular schools. School 25th Percentile SAT Score 75th Percentile SAT Score US News Ranking Acceptance Rate Princeton 1430 1570 1 6% Harvard 1460 1590 2 5% Columbia 1450 1580 3 6% MIT 1490 1570 3 7% U of Chicago 1480 1580 3 9% Yale 1420 1590 3 7% Stanford 1390 1540 7 5% Duke 1390 1580 8 10% Penn 1420 1560 8 9% Johns Hopkins 1460 1580 10 12% Northwestern 1420 1560 10 9% Caltech 1530 1590 12 8% Dartmouth 1430 1560 12 10% Brown 1405 1570 14 9% Cornell 1390 1550 16 13% Rice 1490 1580 16 16% Notre Dame 1370 1520 18 19% UCLA 1240 1490 19 16% WUSTL 1470 1570 19 16% Emory 1350 1520 21 22% Georgetown 1350 1520 22 16% UC Berkeley 1330 1530 22 17% USC 1300 1500 22 16% Carnegie Mellon 1430 1560 25 22% U of Michigan 1330 1500 27 27% NYU 1290 1490 30 28% UC Santa Barbara 1270 1500 30 33% Georgia Tech 1090 1520 35 23% U of Florida 1240 1410 35 42% Boston College 1320 1490 38 32% Boston U 1300 1480 42 25% Tulane 1330 1490 44 21% UT Austin 1160 1390 49 36% Penn State 1160 1340 59 50% U of Washington 1190 1420 59 46% George Washington 1280 1440 63 41% BYU 1210 1410 66 52% Clemson 1220 1390 66 47% American 1180 1350 78 29% Baylor 1190 1360 78 39% Indiana University 1140 1350 89 76% What If My SAT Score Is Too Low? 3 Strategies What if your SAT score ends up being lower than your goal score? What should you do? In this situation, you have a few options to consider. We’ll go over them here and help you figure out which one is best for you. Strategy 1: Retake the SAT If you have the time to do additional preparation for the SAT and retake it, this is probably your most straightforward strategy. However, keep in mind that if you really want a better SAT score, you’ll need to invest a lot of time into prep and really work on shoring up your weaknesses. These are the estimated time estimates for different total score improvements (not per section) on the SAT: 0-30 point improvement: 10 hours 30-70 point improvement: 20 hours 70-130 point improvement: 40 hours 130-200 point improvement: 80 hours 200-330 point improvement: 150 hours + Strategy 2: Don’t Worry About It If you were just under your goal score (think within 50 points), you might not actually need to do anything if that slightly lower score is still competitive. For example, if you were aiming for a 1560 for your most selective school, Dartmouth, but got a 1530, you’d definitely still be in the competitive range for that school. Depending on how soon you’ll be applying to college, it might make more sense to use the time and energy you'd spend preparing for and retaking the test on other parts of your application. If you were more than 50 points short of your SAT goal score, consider Strategy 1 or 3. Strategy 3: Adjust Your List of Schools If you're 50+ points short of your goal score and don’t have time to retake the test, you might need to make some adjustments in your list of schools. While you definitely should still apply to your dream schools as reach schools, it's wise to pad out your list of match and safety schools to be in like with the lower scores. For instance, maybe you were going for 1510 but got 1410 instead. With your goal score, you had NYU (middle 50%: 1290-1490) as one of your match schools. But with an actual score of 1410, this school is now more of a reach (its 75th percentile is more than 50 points higher than your score). You also had Lehigh University (middle 50%: 1270-1430) as a safety school, but with your current score, it’s better as a match school. Finally, you might consider adding some additional safety schools that align better with your 1410 score, such as American University (middle 50%: 1180-1350) and Penn State (middle 50%: 1160-1340). Read our guide to learn more about choosing appropriate safety, match, and reach schools. Thankfully, all puppies are safety puppies. Review: What Is a Good SAT Score for You? So what are good SAT scores? Your total SAT score out of 1600 corresponds to a percentile ranking that compares you to everyone else who took the test. The current mean, or average, SAT score is 1068. What is a good SAT score for you, though? The answer to this question depends on what schools you want to attend. In this article, we described a five-step process to figure out good SAT scores for you based on the middle 50% of scores for the colleges you're applying to. We also listed SAT score ranges for 41 popular schools. Finally, we provided some advice on what to do if you don't hit your goal score. You can retake the test, do nothing (if you were pretty close to your goal score), or adjust your list of schools based on what kinds of SAT scores they're looking for. All in all, what is a good SAT score? The most important thing to remember is that good SAT scores are specific to you. You won’t necessarily need the same scores as your friends or peers, so don't feel the need to compare your goals with those of other people. What ultimately matters is that your SAT score is high enough to get you into the college of your dreams! What's Next? Trying to figure out a good SAT score for the Math, Reading, and Writing sections? Or are you wondering what makes a good SAT score for super selective institutions? We can help! If you got a low SAT score, we have a low score guide! We can also help you figure out whether or not you should retake the SAT. Disappointed with your scores? Want to improve your SAT score by 160 points? We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: