Tangled Sounds

Tangled Sounds When the music stops, you remove the earbuds from your ears and carefully wrap the cord around your hand, returning the headphones to your pocket. But when you reach for them hours later, they are a complex puzzle of tangled wire. This happens nearly nearly every time you extract the cord from your pocket: the thing you put away neatly is now a jumbled mess, leaving you unable to hear the music. Isnt this also true for the auditory clutter we experience every day? We often make room for calm and unencumbered peace. We establish routines for mediation. We create interstitial zones for solace. Then we shove this serenity in our pockets and go about our busy days as normal. Meetings and phone calls and emails. Glowing screens and interruptions and noise. Everyday life can get in the way of tranquility, and when we reach into the metaphorical pockets of our head, we find only a mind disquieted by nonstop thoughts, leaving us unable to hear the beautiful euphony of silence. We needn’t give up, though. With our headphones, we simply take a moment to untangle the cord when we need them again. Perhaps the same can be accomplished with quiet. When were overwhelmed by the clamor of our day-to-day routine, we can take a moment to untangle our mind from the noise. Sit. Notice. Breathe in. Pause. Breath out. Let go. Untangle. Sure, the chaos is out there, but it can wait. The silence is right here, right now. Subscribe to The Minimalists via email.

Moore’s law dictates that approximately every two years,...

Moore’s law dictates that approximately every two years, hardware computer processing power and memory capacity doubles. Through the ordinary lens, this exponential trend might be viewed as a blessing, endlessly increasing the capabilities of technology and science. However, perhaps when examined in a social context, such a trend unveils perverse possibilities. Every two years, the potential for government surveillance increases by an order of magnitude. And although the Bankston-Soltani principle described in Snowden’s TED talk, â€Å"Here’s How We Take Back the Internet†, asserts that every time this occurs the public must revisit and rebalance their rights to privacy, it seems as though such discussions have seldom been on the headlines†¦show more content†¦In addition, the article also describes the profiling system of the U.S. Customs and Border Protection which assigns a terrorist risk-assessment score to all citizens entering or leaving America. However, although individuals can never discover their score, it may hinder their ability to obtain a visa, student grant, or state job. Such are disconcerting examples of bureaucratic influence unethically hindering individuals’ function in theoretically democratic countries. These exemplify that individuals’ rarely contemplate the possibly malignant nature of such activities if they exist in ‘democratic’ countries but immediately criticize similar activities, such as Chinese residency cards, in countries more authoritarian in shape or form. Although the mere presence of security cameras and profiling systems is hardly considered distressing to most, more malevolent creatures assuredly lie underneath the superficial surface. The PRISM program, launched by the National Security Agency and leaked by NSA contractor Edward Snowden, is such a creature. According to the Washington Post article â€Å"NSA Slides Explain the PRISM Data-Collection Program†, it is a clandestine mass surveillance program that essentially deputizes server-providing corporations such as Microsoft, Apple, and Google among many others, to amass data for data mining purposes. Furthermore, the packets of data garneredShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 PagesPERSONAL SKILLS 44 Developing Self-Awareness 45 Managing Personal Stress 105 Solving Problems Analytically and Creatively 167 PART II 4 5 6 7 INTERPERSONAL SKILLS 232 233 Building Relationships by Communicating Supportively Gaining Power and Influence 279 Motivating Others 323 Managing Conflict 373 PART III GROUP SKILLS 438 8 Empowering and Delegating 439 9 Building Effective Teams and Teamwork 489 10 Leading Positive Change 533 PART IV SPECIFIC COMMUNICATION SKILLS

The End Of The Civil War - 1073 Words

Frederick Douglass once said â€Å"What a change now greets us! The Government is aroused, the dead North is alive, and its divided people united†¦The cry now is for war, vigorous war, war to the bitter end, and war till the traitors are effectually and permanently put down† (Allen, 2005). In 1861, the start of the Civil War was needed by the Confederacy and the Union. Ever since the American Revolution and the birth of the United States, seventy-eight years earlier, there were many disagreements that began to tear apart the country. The main issues that were debated were state rights, unfair taxation, and slavery. Slavery was the main issue because it caused a separation between the north and the south. The north had mostly abolished slavery by this time because it became an industry driven economy, while the south was made up of plantations that grew crops. Almost half of the southern population was made up of slaves because about one-third of families owned slaves. The southern states wanted to break away to start their own establishment and we able to have slaves if they wanted. The Civil War began with the Battle of Fort Sumter. Fort Sumter is located in the Charleston, South Carolina harbor, three and a half miles from the shore. Many events occurred leading up to, during, and after the battle to mark it as an important part of the Civil War. Since the end of the American Revolution, many events sparked unrest between the north and the south states. One such event was theShow MoreRelatedThe End Of The Civil War796 Words   |  4 Pagesgave up the Confederate’s capital of Richmond. (Farmer, 2016) This has been marked throughout history as the end of the Civil War. The war was over before it ever began. Not to make this sound all one sided, meaning that the Union had all the advantages. The Confederate Army had many of their own advantages. The South was made up of 750,000 square miles, which held most of the Army’s War Colle ges. Southern gentleman made for better Soldiers as a results of them being all farmers, hunters, andRead MoreThe End Of The Civil War792 Words   |  4 PagesWhen Henry Woodfin Grady gave his speech in December of 1886 it had been right around twenty years since the end of the Civil War. The Civil War was the deadliest war in American history and happened due to the clear split in lifestyle and values between the North and the South. Grady compares the North and the South to the Puritans and Cavaliers. These two groups of people had completely different lifestyles and values. He acknowledges that the two groups eventually had to come together just likeRead MoreThe End Of The Civil War1568 Words   |  7 PagesThere were many factors that contributed to the beginning of the Civil War. Socially, the North and South were built on very different standards. The North was known as the â€Å"free-states† in which they had more immigrants settling in its boundaries. In the North labor was very much needed, within this time it is important to understand that in terms of labor, labor of slaves was not needed. Not in that way. Therefore, the North was made up of a more industrialized society where most people workedRead MoreThe End Of The Civil War1577 Words   |  7 PagesAfter the end of the Civil War, the most challenging, and equally important task for the federal government of the US was to reconstruct the defeated South and establish equality for the African Americans. A highly debated and crucial topic in this time period was the rights of the free black men to vote. â€Å"The goal of Reconstruction was to readmit the South on terms that were acceptable to the North –full political and civil equality for blacks and a denial of the political rights of whites who wereRead MoreThe End Of The Civil War Essay1090 Words   |  5 PagesMr. Lara/Mr. Doyle Dec 7 2016 Fords Theatre The end of the civil war was drawing near, and Abraham Lincoln, President of the United States of America was looking forward to the reconstruction of his country. He went out for a play at Fords Theatre. While enjoying the play he was shot in the back by an assassin . This assination changed the future of America, and affects us today. At the end of the Civil War there were very different plans for reconstructing the nation wereRead MoreThe End Of The Civil War1487 Words   |  6 PagesAfter the American Civil War, African Americans believed that their lives would improve. The Union had won the war, and the United States was whole again. There was hope, and above all, they were finally free. Even things were changing inside the government. Before the Civil War ended, Abraham Lincoln realized the states needed to have government officials loyal to the Unionist cause if the war was to end. So, after encouraging Arkansas to ratify a new state constitution in 1864, Arkansas citizensRead MoreThe End Of The Civil War1228 Words   |  5 PagesAfter the Civil War, the fact that slavery was abolished might seem to be the end of the story; however, the problems derived from the abolishment of slavery had yet to be addressed. During the Reconstruction Era, these problems were reflected on the political, soci al, and economic aspects. Which played several major roles in shaping America from the late nineteenth into the twentieth centuries.These three aspects, political, social, and economical, affected one another so much that they were inseparableRead MoreThe End Of The Civil War1446 Words   |  6 PagesThe Civil War, fought from 1861 thru 1865, not only divided the nation into north and south but also became the bloodiest war in American history with over 600,000 casualties. Furthermore, ties between the already unpopular President Abraham Lincoln and congress, to include majority of his cabinet, broke making it ever more evident the discontent of the political body with the decisions the president would make in the months leading to the end of the war. As the war came to an end and the roadRead MoreThe End Of The Civil War1432 Words   |  6 PagesFollowing the Civil War, the Government acquired the task of reassembling the country in a way that would not destroy the peace that h ad come since the war’s end. Reconstruction centered around striking a balance between the rights of African Americans and white Southerners in order to create a sense of equality in America. Before his untimely death in 1865, Lincoln had begun the task of putting the country back together with the 10% plan. He aimed to pardon every southern Confederate, and readmitRead MoreThe End Of The Civil War1807 Words   |  8 Pages The end of the Civil War should have signified the end of slavery as well; however, this was far from the truth. President Lincoln’s Emancipation Proclamation referred to only slaves within the southern states (Byng). African Americans found themselves no longer bound to their plantation homes, but they also found themselves without the means or rights needed to make new lives. Many of the attitudes and discriminatory practices present prior to the Civil War were still in effect and continued

Dialogue as Empathic Conversation Free Essays

Organizational communication : balancing creativity and constraint / Eric M. Eisenberg, H. L. We will write a custom essay sample on Dialogue as Empathic Conversation or any similar topic only for you Order Now Goodall, Jr. , Angela Trethewey. Boston : Bedford/St. Martin’s, c2010. ISBN: 9780312574864 ; Pages: 26-52 M IMIII;WJI D efining Organizational Communication As stated in the last chapter, as long as t here have been humans, there has been organizing, and with organizing comes a concern about how to do better, whether the task is hunting, coaching a sports team, o r r unning a multinational corporation . Unfortunately, those with practical interest in improving organizational communication have n ot always adopted the same definitions and assumptions. F or example, when engineers speak o f t he importance o f communication, they often (but not always) refer t o its role in promoting clarity and consensus. I n contrast, a group o f clergy ca lling for improved communication would likely focus o n the evocative and emotional power o f discourse. I n this chapter, we describe some common approaches t o organizational communication, including models o f commtmication as information transfer, transactional process, strategic control, and a balance o f creativity and constraint. W e conclude with a model o f communication as mindful dialogue as well as a discussion o f integrity and ethics.  §J APPROAC HE S T O O RGANIZATIONAL C OMMUNICATION O f the various conceptions o f organizational communication, four have attracted the greatest number o f adherents: ( l) communication as information transfer, (2) communication as transactional process, (3) communication as strategic control, and (4) communication as a balance o f creativity and constraint. 26 Chapter 2: Defining Org:mizarion in many people’s u nderstanding o f o rganizational c ommunicar:ion. F or example, the general m anager o f a large aerospace company hired several pilots ro fly over his manufacturing p lant and d rop h undreds o f Hyers with the message: â€Å"S How to cite Dialogue as Empathic Conversation, Papers

Personality Theory Workbook Essay Example

Personality Theory Workbook Paper Freud: Case Study In looking at this case study, I would place Hank in the oral aggressive personality. This is evidenced by his sarcastic nature. Hank is also very argumentative. Hank is fixated in the oral and anal stages of Freudian perspective. This is evidenced throughout the case reading. Some of the evidence of the oral stage include his chain smoking, obsessive eating habits, and nail biting. Evidence of the anal stage include Hank’s sarcasm and the way in which he is so unconscious of how his behavior’s affects others. In addition, he is very rigid in the way he thinks. His fixation with food and cigarettes could be from his mother not giving him the attention he needed when he was an infant. She could have given him food when he was crying or upset. That may be why he goes to it now when he is stressed out or nervous. I believe that Hank’s eating is internally motivated. Hank is in the oral stage and he indulges in food and cigarettes when he is angry or upset. The argumentative behavior that Hank exhibits comes from low self-esteem. Hank uses rationalization as a defense mechanism. He uses this when Sally broke up with him. Instead of trying to understand why she really broke up with him, he made himself feel better by telling himself it was because of his weight and not his personality. This soothed his ego because it made Sally seem like a shallow person. When Hank gets stressed he eats. This is regressing to an earlier period of life, when he was younger and his mother would give him food to calm him down. When he eats, he feels better and is more relaxed. A Freudian therapist would see Hank’s weight problem as a behavioral problem. While Hank was in the oral stage of development, his mother soothed and comforted him with food or something else in his mouth. This led to the behavioral problem of him eating and smoking when upset later in life. A Freudian therapist would likely use a dream analysis technique. This technique would focus on the underlying hidden meaning of the dream. The therapist would try to make the unconscious mind the focus of the therapy. This would make it conscious and therefore promote healing. Healing in Freudian therapy happens through self-help. Jung: Case Study 4 According to Junigan theory, Mark is an extrovert. The characteristics of an extrovert are becoming animated when surrounded by a lot of people and being someone who enjoys socializing and being the center of attention. Mark is a fireman, and is the center of attention quite a bit. His job is very stimulating. He loves live and lives it to the fullest. Mark’s superior function is sensing. According to Junigan, these people focus on happiness and pleasure. Mark’s friends describe him as a happy and outgoing person. Mark has been influenced by the persona archetype. In this stage, a person plays many roles. However, if you are not careful, you can become that role and other aspects of the personality may not develop properly. I know that Mark is this type of archetype because he has always wanted to be hero. When he was a child he would play a super hero or sheriff. Now he is a firefighter. Mark is aware of this influence. He knows that the people praise and reward him, and he enjoys it. According to Jung’s theory, Mark is still in the childhood stage of development. In this stage, his parents tried to force what they wanted on him, instead of encouraging him to attend fire academy. Mark is always thrill-seeking. It appears that he has no desire to find a life partner or settle down. Mark was in the childhood stage, which is characterized by constant pretending. Adler: Case Study 7 The evidence I found that Martin had feelings of inferiority are they sometimes he would go to bed hungry at night as a child, and that his parents were not very affectionate. That is why he tries so hard to have a lot more than he did when he was growing up. The feelings of inferiority influenced Martin’s behavior because he worked very hard to become a person of wealth since he grew up in a humble beginning. In addition, because of the neglect he suffered as a child, he does not have any close friendships or female companionship. Feelings of inferiority create a determination for success or superiority. Martin’s goal was to be more successful and sophisticated than his parents. His unique style of life would be to become a lawyer. Martin clearly remembered defending a little boy who was accused of stealing. This recollection designates the suggested style of life. Martin has a low level of social interest. This implies that Martin does not care to cooperate with others to achieve goals. Instead, Martin depends on himself alone to achieve his goals. The neglect and small amount of attention he received as a child is the cause for this level of social interest. Â  Adler believes that the first born is connected with power throughout their lives. This applies to Martin’s life. Martin loves power and his successful position in society. Horney: Case Study 9 Samara demonstrates the trend of movement toward other people. All she is wants is for someone to love her. In addition, she goes from one relationship to another. She seeks affection and approval from a partner. The need for affection and approval is shown, along with the need for a partner. Samara is very compliant and tries to please her boyfriend’s by being submissive. In addition, she goes from one relationship to another because she is fearful of being alone. Samara’s neurotic behavior is caused from the basic anxiety that results from not getting sufficient love from parents. Samara’s self-image is not an accurate one. She sees herself as pretty much perfect. She does not understand why her boyfriend’s keep breaking up with her. Samara describes herself as loving, generous, unselfish and sensitive to the needs of others. Horney’s theory explains that we all see ourselves as how we want to be. That is evident in the way that Samara views herself.

Free Essays on Children

Deep Book Discussions Research findings Children construct meaning from their experiences. They are not just passive receivers of information; they cognitively interact with new information, based upon what they already know. The traditional theories of learning are teacher dominated. The teacher transmits a body of knowledge that is assumed to be true. The social constructivist perspective proposes that knowledge increases as learners interact with each other and the world. Thus, deep discussion of text is an integral part of the constructivist classroom. Readers must access prior knowledge and interact with the text in order to facilitate comprehension and assimilate new knowledge. In the classroom One way for deep discussion to happen is through social interaction. Students talking to each other-discussing, questioning, sharing points of view-helps them gain and assimilate knowledge. (Gavelek and Raphael) Students need multiple opportunities to talk about text such as:  · Whole class settings  · Student led small-group discussions In whole class settings:  · The teacher reads aloud to the class. Not only is the teacher's enthusiasm for reading contagious but "think alouds" (sharing of the teacher's reading processes as well as related ideas) model reading strategies.  · In Fishbowl or Hot Seat, student takes on the role of a character in the story and answers questions posed by the rest of the class. This may be in a "talk show" format.  · In class brainstorming and/or clustering, teachers and students generate ideas, impressions, facts spontaneously without correction. In student-led, small-group discussions: Reciprocal Teaching. The teacher models strategies of a good reader-generating questions about the content, summarizing, clarifying points, predicting. The students then take over the teacher's role in small groups as they assume responsibility for leading the dialogue. Literature Circles. Two potent ... Free Essays on Children Free Essays on Children Deep Book Discussions Research findings Children construct meaning from their experiences. They are not just passive receivers of information; they cognitively interact with new information, based upon what they already know. The traditional theories of learning are teacher dominated. The teacher transmits a body of knowledge that is assumed to be true. The social constructivist perspective proposes that knowledge increases as learners interact with each other and the world. Thus, deep discussion of text is an integral part of the constructivist classroom. Readers must access prior knowledge and interact with the text in order to facilitate comprehension and assimilate new knowledge. In the classroom One way for deep discussion to happen is through social interaction. Students talking to each other-discussing, questioning, sharing points of view-helps them gain and assimilate knowledge. (Gavelek and Raphael) Students need multiple opportunities to talk about text such as:  · Whole class settings  · Student led small-group discussions In whole class settings:  · The teacher reads aloud to the class. Not only is the teacher's enthusiasm for reading contagious but "think alouds" (sharing of the teacher's reading processes as well as related ideas) model reading strategies.  · In Fishbowl or Hot Seat, student takes on the role of a character in the story and answers questions posed by the rest of the class. This may be in a "talk show" format.  · In class brainstorming and/or clustering, teachers and students generate ideas, impressions, facts spontaneously without correction. In student-led, small-group discussions: Reciprocal Teaching. The teacher models strategies of a good reader-generating questions about the content, summarizing, clarifying points, predicting. The students then take over the teacher's role in small groups as they assume responsibility for leading the dialogue. Literature Circles. Two potent ...

Chemistry of BHA and BHT Food Preservatives

Chemistry of BHA and BHT Food Preservatives Butylated hydroxyanisole (BHA) and the related compound butylated hydroxytoluene (BHT) are phenolic compounds that are often added to foods to preserve fats  and oils and keep them from becoming rancid. They are added to food, cosmetics, and packing of products that contain fats to maintain nutrient levels, color, flavor, and odor. BHT is also sold as a dietary supplement for use as an antioxidant. The chemicals are found in an extensive list of products, yet there is concern about their safety. Take a look at the chemical properties of these molecules, how they work, and why their use is controversial. BHA Characteristics BHA is a mixture of the isomers 3-tert-butyl-4-hydroxyanisole and 2-tert-butyl-4-hydroxyanisole. Also known as BOA, tert-butyl-4-hydroxyanisole, (1,1-dimethylethyl)-4-methoxyphenol, tert-butyl-4-methoxyphenol, antioxyne B, and under various trade namesMolecular formula C11H16O2White or yellowish waxy solidFaint characteristic aromatic odor BHT Characteristics Also known as 3,5-di-tert-butyl-4-hydroxytoluene; methyl-di-tert-butyl phenol; 2,6-di-tert-butyl-para-cresolMolecular formula C15H24OWhite powder How Do They Preserve Food? BHA and BHT are antioxidants. Oxygen reacts preferentially with BHA or BHT rather than oxidizing fats or oils, thereby protecting them from spoilage. In addition to being oxidizable, BHA and BHT are fat-soluble. Both molecules are incompatible with ferric salts. In addition to preserving foods, BHA and BHT are also used to preserve fats and oils in cosmetics and pharmaceuticals. What Foods Contain BHA and BHT? BHA is generally used to keep fats from becoming rancid. It is also used as a yeast de-foaming agent. BHA is found in butter, meats, cereals, chewing gum, baked goods, snack foods, dehydrated potatoes, and beer. It is also found in animal feed, food packaging, cosmetics, rubber products, and petroleum products. BHT also prevents oxidative rancidity of fats. It is used to preserve food odor, color, and flavor. Many packaging materials incorporate BHT. It is also added directly to shortening, cereals, and other foods containing fats and oils. Are BHA and BHT Safe? Both BHA and BHT have undergone the additive application and review process required by the US Food and Drug Administration. However, the same chemical properties which make BHA and BHT excellent preservatives may also be implicated in health effects. The research leads to conflicting conclusions. The oxidative characteristics and/or metabolites of BHA and BHT may contribute to carcinogenicity or tumorigenicity; however, the same reactions may combat oxidative stress and help detoxify carcinogens. Some studies indicate low doses of BHA are toxic to cells, while higher doses may be protective, while other studies yield exactly the opposite results. There is evidence that certain persons may have difficulty metabolizing BHA and BHT, resulting in health and behavior changes. Yet, BHA and BHT may have antiviral and antimicrobial activities. Research is underway concerning the use of BHT in the treatment of herpes simplex and AIDS. References and Additional Reading This is a fairly long list of online references. While the chemistry and effectiveness of BHA, BHT, and other additives within food is straightforward, the controversy surrounding health effects is hot, so several points of view are available. Adverse Effects of Some Inactive Ingredients - Summary of health effects reported for dyes and preservatives, including food colors, BHA, BHT, sodium benzoate, nitrates, nitrites, and monosodium glutamate.Chemical Cuisine: CSPIs Guide to Food Additives - This site includes a glossary, explanation of cancer testing, alphabetical listing of additives, and a list of additives that have been banned.Common Food Additives - CNN In-Depth provides this chart listing additives and their chemistry, uses, common products containing the additives, and reported side effects.Fresh Look at Food Preservatives - Judith E. Foulke provides an overview of the preservative use and regulation, she specifically discusses BHA, BHT, and sulfites.Chemical Sensitivity Homepage - This site discusses the inability of damaged nervous tissue to metabolize specific toxins.The Feingold Association of the United States - The Feingold Association provides extensive information about the effects of petroleum-derived ad ditives and salicylates (both natural and synthetic) on the behavior/health of susceptible persons.