Protecting the House of Under Armour by Patrick Craft and Jackson Lee Assignment

Protecting the House of Under Armour by Patrick Craft and Jackson Lee - Assignment Example The Under Armour Company, a performance wear company was created by a former collegiate football player, Kevin Plank, with an aim to provide for the ‘unsatisfied’ performance wear needs for his teammates and other football players (Kraft & Lee, 2009). The article describes on the rapid growth of Under Armour and the stiff market competition in the performance wear provision in America (Kraft & Lee, 2009). Through work ethics, hard work and determination, Plank was able to obtain a full scholarship, and became a captain of special teams, when he was a fullback for the University of Maryland (Kraft & Lee, 2009). Under Armour entered the active performance wear category in 2000, when the athletic apparel market was divided in the terms of percentage by other performance wear producers, such as Nike and Adidas (Kraft & Lee, 2009). Under Armour had multiple challenges ranging from high market competition, having a minimum budget, and the lack of financial resources, and had t o strategize for growth and market visibility (Kraft & Lee, 2009). Under Armour established diverse market initiatives to help in the development of its brand image and reach out to its targeted consumer group, which saw the creation of inexpensive marketing strategies for a hit entry into the market (Kraft & Lee, 2009).

The Psychosocial Difficulties of Parents of Young Children Essay Example for Free

The Psychosocial Difficulties of Parents of Young Children Essay Introduction A disability is a permanent condition that makes it difficult for a person to do something important in everyday life.   People who have such conditions are said to be disabled.   For example, people who are deaf cannot hear, they have difficulty on understanding on what other people say.   People who are blind have difficulty in seeing the world around them and in reading print.   Physically disabled people have difficulty in moving about.   Mentally retarded people are limited in their ability to learn abstract ideas. Emotionally disturbed people have difficulty controlling their emotions (Pearson, 2006).   A disability is a condition or function judged to be significantly impaired relative to the usual standard of an individual of their group.   The term is often used to refer to individual functioning, including physical impairment, sensory impairment, cognitive impairment, intellectual impairment, mental illness, and various types of chronic disease. This usage has been described by some disabled people as being associated with a medical model of disability. How adults express their emotions will influence the reactions of children and youth.   Further, children with disabilities (e.g., emotional, cognitive, physical, etc.) will react to the trauma and stress based on their past experience and awareness of the current situation.   Caregivers and school personnel who know a child well can best predict his or her reactions and behaviours because they have observed the child’s response to stress in the past. Review of related Literature.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Eighty percent of all people with disabilities live in developing countries. And in these countries there is a shortage of doctors, clinics, and rehabilitation facilities.   Children and young people with disabilities frequently live in poverty.   Many suffer from social exclusion and prejudices.   Parents should be responsible of the primary concerns of the early childhood of their children with disabilities foster love, special attention and works to make them accepted in the society (Bowe, 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The global number of people with disabilities is on the rise.   This is due, on the one hand, to improved medical care.   Even with a disability, a person today can lead a long and fulfilled life if they enjoy the benefits of a good healthcare system.   In developing countries, however, there is no adequate healthcare provision. Children suffer from hunger, have no access to clean water, get illnesses which have either been eradicated in the industrial countries or which can be easily cured.   All these deplorable conditions inhibit the development of children and can lead to disabilities.   According to The Child Right Information Network, 97 percent of children with disabilities in developing countries receive no rehabilitation and 98 percent receive no school education suited to their needs (Pearson 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Expanding health insurance coverage for children is a major thrust of recent health care policy. In 1997, for example, Congress enacted the State Children’s Health Insurance Program (SCHIP), a federal initiative to improve children’s health by increasing access to health care for children in low-income families.   Because of its low- income focus, assessing the potential effectiveness of SCHIP in improving children’s health requires a look at health care needs and how they relate to family income (Shakespeare, 2003). Children with disabilities generally have specific â€Å"triggers†Ã¢â‚¬â€words, images, sounds, etc. that signal danger or disruption to their feelings of safety and security.   Again, these are specific to each child but come from past experiences, association with traumas, seeing fear in adults, etc. Children tend to develop their own â€Å"cues† in response to these trigger events, warning signals that adults can â€Å"read† to understand that the child is having difficulty.   These cues may include facial expressions or nervous tics, changes in speech patterns, sweating, feeling ill, becoming quiet or withdrawn, complaining or getting irritable, exhibiting a fear or avoidance response, etc (Pearson, 2006). When adults anticipate these triggers or observe these cues, they should provide assurance, support and attention as quickly as possible.   If adults miss these cues, children may escalate their behaviour to a point where they completely lose control.   If this occurs, adults need to remove the child to the safest place available, allow the child to calm down, and then talk to the child about the triggering fears or situation. Because parents and teachers see children in different situations, it is essential that they work together to share information about triggers and cues. This is best done on a regular basis, such as during the IEP meeting or a periodic review meeting, rather than in response to a crisis. However, when a crisis occurs, parents, case managers and others who work with the child should meet to briefly discuss specific concerns and how to best address the child’s needs in the current situation (John stone, 2001). In the context of prevention and the development of effective IEPs, some children need specific training and interventions to help them to develop self-control and self-management skills and strategies.   During the teaching process, these skills and strategies should be taught so they can be demonstrated successfully under stressful conditions (e.g., school crises, terrorism, and tornado) so that children can respond appropriately and effectively.   Adults should still expect that children will demonstrate their self-control skills with less efficiency when confronted by highly unusual or stressful situations (Johnstone, 2001).   Methodology   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The medical model is presented as viewing disability as a problem of the person, directly caused by disease, trauma, or other health condition which therefore requires sustained medical care provided in the form of individual treatment by professionals. In the medical model, management of the disability is aimed at cure, or the individual’s adjustment and behavioural change that would lead to an almost-cure or effective cure. In the medical model, medical care is viewed as the main issue, and at the political level, the principal response is that of modifying or reforming healthcare policy. The social model of disability sees the issue of disability mainly as a socially created problem, and basically as a matter of the full integration of individuals into society (see Inclusion (disability rights)). In this model disability is not an attribute of an individual, but rather a complex collection of conditions, many of which are created by the social environment. Hence, in this model, the management of the problem requires social action, and thus, it is the collective responsibility of society at large to make the environmental modifications necessary for the full participation of people with disabilities in all areas of social life. The issue is both cultural and ideological, requiring individual, community, and large-scale social change. Viewed from this perspective equal access for people with impairment/disability is a human rights issue of major concern. Data Analysis   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The analysis reported here contributes to such an examination by focusing on the needs of a particular group of children children with disabilities. This focus is important for three reasons. First, children with disabilities typically use more health services than their non-disabled peers. Second, not receiving services they need is likely to affect children with disabilities more than other children. Third, the services used by children with disabilities are among the most costly health-related services children use. To sharpen the focus on the differential need of children with disabilities, this paper focuses on a subset of health-related services that are used almost exclusively by children with disabilities supportive services. The basic finding is that policies focused on low-income children will reach the majority of children with disabilities who have unmet supportive service needs. These needs range widely across types of services, however, making the effectiveness of public health insurance policies in reaching these children dependent also on how comprehensive the service coverage is. Results As parents of children with special needs it is very important to understand your role as a parental advocate for your children.   An advocate is one who pleads the cause of another and who defends or maintains a cause or proposal. Parental advocacy includes efforts to:1).Have all of the needs of target child met: 2.)   Keep current about the latest advances, technology, and research innovations regarding childrens disability, treatment, protocols, and potential; 3.)Get the best care and services available for children with special needs; 4.). Monitor all services, professionals, and programs offered to target children 5.)Create a team approach with those involved in target childrens lives and care; 6.)Have target children served in a least restrictive environment;7.)Expose target children to as normal a lifestyles as possible   8. ) Assist target children in reaching their highest potential; 9.)Stimulate community concern and establish new services to fill in the gaps for target childrens care; 10.)Ensure lifelong support, nurturing, and rehabilitation of target children. Discussion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Staff and parents must consider how children with special needs respond to any form of stress and anticipate these and more extreme reactions following a crisis. Strategies that have been effective with these students in the past are the best strategies to implement now, understanding that steps might need to be more concrete and consequences more immediate. Consider the triggers and cues for these students and anticipate rather than react—prepare students for changes in routines; allow time for discussion of the traumatic events in a safe and familiar setting; provide choices in activities to the extent feasible to give these students some sense of control over even a small part of their lives. Some students may need to be more protected or isolated to minimize distractions and sources of agitation during the height of a crisis, and adult supervision may need to be more intense for a while.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Expect some regression (increase in problem behaviours) and deal with inappropriate behaviours calmly and consistently—it helps students to understand that despite a lot of other changes and disruptions, there are some constants in class and family rules and expectations, and that they can depend on their support network to be available. How adults express their emotions will influence the reactions of children and youth.   Further, children with disabilities (e.g., emotional, cognitive, physical, etc.) will react to the trauma and stress based on their past experience and awareness of the current situation. Caregivers and school personnel who know a child well can best predict his or her reactions and behaviours because they have observed the child’s response to stress in the past. Conclusion On the basis of characteristics of family resilience, the study examined the perspectives of parents of children with an intellectual, physical, or learning disability. Thirty-two parents were interviewed as to past, present, and the modes of coping. The questions examined various aspects of family ecology domains: parents responses to the childs diagnosis; patterns of adjustment; family support and services used by parents; and parents feelings and future expectations. Although, it was found that most parents had to make changes in their social life and expressed high levels of frustration and dissatisfaction, many try to maintain their routine life. The majority expressed the need for a strong belief in the child and in the childs future, an optimistic outlook, and a realistic view and acceptance of the disability. The study highlighted the importance of social resources and support, and the need for effective programs of intervention. References Bowe, Frank (2006) Handicapping America: Barriers to disabled people, Harper Row, 1978 ISBN 0-06-010422-8 Encyclopedia of disability, general ed. Gary L. Albrecht, Thousand Oaks, Calif. [u.a.]: SAGE Publ., 2005 Johnstone, David (2001) An Introduction to Disability Studies, 2nd edition, ISBN 1-85346-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   726-X Michael Oliver, The Politics of Disablement, St. Martins Press 1997, ISBN 0-333-43293-2 Pearson, Charlotte (2006) Direct Payments and Personalisation of Care, Edinburgh, Dunedin Academic Press, ISBN 1903765625 Shakespeare, Tom (2003) Genetic Politics: from Eugenics to Genome, with Anne Kerr , New Clarion Press, 1999, ISBN 1-873797-25-7

Early Growth And Development Of Islam Religion Essay

Early Growth And Development Of Islam Religion Essay The foundation of Islam can be traced back to 6th century Saudi Arabia. Islam is the youngest of the enormous world religions. Islam is the religion of loyalty to God, or Allah, and his prophet Muhammad. The word Islam itself means obedience to Allah. Muhammad is the central prophet of the Islamic faith. He was born into a noble Quraish clan, and he was orphaned at an early age. Mohammed lived from around 570C.-632C. He also grew up to be a successful merchant in his home town Mecca. The prophet Muhammad introduced Islam in 610 A.D. after experiencing what he declared to be an angelic visitation, which consisted of the angels command from God for Muhammad. Muhammad dictated the Quran, the holy book of Islam, which Muslims believe to be the perfect words of Allah, their God. It is said, that beginning when he was around 40 years old, Muhammad was commanded by Allah to recite the words that would later become Islams book and Holy Scripture, the Quran. Mohammed is also said to have rece ived all of his revelations over a period of around 23 years from the angel Gabriel, who was repeating the word of God to Muhammad. However, to a spiritual Muslim, Islam began long before Muhammad ever walked the earth. Early Growth and Development: After Muhammud completed the Quran, he traveled back to his hometown to spread the news of his new religion. Soon, Arab conquests outside of Arabia began under the second caliph, Umar. The religion of Islam and the Muslim community began to stretch through the Middle East through invasion and the result in growth of the Muslim state offered the ground in which the newly exposed faith could thrive. The military occupation was encouraged by religion, but it was also motivated by gluttony and politics. But this combination of motives united to form a procedure that created Islamic and Arab ideals, and societies into a fast-growing spiritual and political uniqueness. The early progress of Islam quickly started with military expansion. Abbasid decline became evident in the second half of the ninth century as the conversion to Islam accelerated. Transition Period: After the death of Muhammad in 632 CE, the youthful Muslim alliance came under tension. Some of the tribes determined that their loyalty to Islam had been principally to Muhammad himself. His death approved them to conclude their faithfulness to Mecca and to Islam. This began to cause many new problems in the Muslim community because many had become sincere Muslim believers and began to fight amongst themselves over who should take control now that Muhammad had passed away. To make things more difficult, Muhammad had not left clear directions as to who should lead and take power of the society. Fortunately, the community immediately choose Muhammads close friend and father-in-law, Abu Bakr, as his heir. Abu Bakr was famous as the first caliph and a innovative monarch of the society. The title of caliph gave Abu the status of a spiritual leader, in addition to his political power. This can be seen as a similar role as the Judaic priest. Abu Bakr took hasty military feat in opposition to the communities that sought to break away. These campaigns, identified as the apostasy or ridda wars, effectively consolidated Arabia into a single nation under Muslim rule within two years. The political position of Islam, and the task Muhammad had given it as a political and religious strength was toughened in the military conquests. Within half a century of the prophets death, Islam had spread to more than three continents. By the 8th century, Africa, western Asia and even Europe had been influenced and conquered, in several regions, by the Muslim conquests. The original Islamic doctrine was not a faith of war nor did it multiply primarily by means of invasion. The wars and battles that took place around Saudi Arabia were targeted at controlling and correcting the many communities of people that worshiped false idols, in contrast to the real God, or Allah. Islam was spread by declaring war against those clans which did not accept the message of God. At first, Christians and Jews were not required to convert or were treated with disrespect. In addition to the region around Saudi Arabia, the vast lands of the Middle East dominated by the Arab armies in a small period were ultimately converted to Muslim by the appeal of the latest religion, instead of by the sword. It was faith in one God and stressed the importance of his mercy that brought immense numbers of people into the religion of Islam. The new faith did not oblige people to convert to Islam. Many continued to remain Jews and Christians and to this day, significant communities of the supporters of these faiths are found in Muslim lands. The expansion of Islam was not restricted to its astonishing early growth outside of Arabia. During later centuries the Turks accepted Islam calmly as did a great number of the citizens of the Indian subcontinent. Islam has stretched during the past two centuries even under the potent authority of European colonial monarch. Today: Islam is a large and powerful worldwide religion up to this day. Although the religion of Islam has spread to throughout the world, Indonesia is the country which has the largest population of Islamic followers. In addition to Indonesia, India, Pakistan and Bangladesh each have an grand number of 100 million or more devotees. Today Islam persists to grow not just in Africa, but also in Europe and America where Muslims now encompass a well-known minority of people. Today, Muslims and Islamic followers face many new challenges. One of the biggest problems Muslims and Islamic believers are facing is other people having ignorance towards Islam. This ignorance has begun to lead to stereotyping, fear, and distrust towards the Islamic people. Muslim American citizens allegiance and loyalty to the United States has grown to be questioned. Muslims are given a bad name and therefore an easy target for prejudice and racism. Another danger resulting from ignorance of the religion of Islam is the omnibus anti-terrorism legislation that, which unfairly targets Muslims as widespread purveyors of terrorism. Although affected by various ideologies such as communism, during much of the twentieth century, the Islamic individuality and the supremacy of Islam on political troubles and arguments have dramatically increased during the early twenty-first century. The quickly expanding Western interests in Islamic regions, international conflicts and globalization have changed the pressure of Islam on the world of the twenty-first century. Muhammad was born in Mecca just around the time of 570 C.E. and was a affiliate of the Quraysh tribe. As with many famous people, almost nothing is known about his years of adolescence. His parents passed away when he was a juvenile. Something that was quite sad for Muhammad the great prophet was that as a child he was never taught how to read or write. When Muhammad was only twelve years old, he visited Syria and had his first introduction to other religions and other faith groups, Muhammad began to grow respect for these other people. At the age of twenty-five, Muhammad wedded a widow who was called Khadija. Khadija was a merchant, like many people of his time were, and soon enough he began to be a merchant himself. While he left home to go onto a trading expedition, when he was around the age of forty, Muhammad stumbled upon the angel Gabriel. The word of God was discovered to him through the angel Gabriel and Muhammad copied down everything he was told, in Arabic and was later kn own as the Quran. The angel Gabriel began to reveal to him, many special revelations. The revelations which the angel Gabriel revealed to him, said that he was to grow to be the herald of God and he would become a great prophet. Some of the revelations told to Muhammad incorporated that the world would end one day, that God would arbitrator humans fortunately if they gave in to His will, and that people should pray to demonstrate their gratitude to Allah. After his great experience and revelation, he began to follow the path of a prophet. Mohammed hurried to return home to his wife and city where he soon began spreading the teachings he learned. After his teachings began to spread, he started to create a system of conduct that he said had been spoken by Allah himself. The main beliefs of Islam were incorporated over time, as not everyone was eager to believe Muhammads claim to be Gods herald. People who believed in Muhammads knowledge came to be branded as Muslims. The religion that Muhammad had created became to be known as Islam, which means in Arabic, surrender (to the will of Allah). Muhammad was said to be one of the last and most perfectly spiritual prophets. However Muhammad was hated by many people at the time. In addition to having to hear and listen to the criticism of his ideas and what he believed, he also went through a great deal of pain, when his wife and uncle passed away in the same year. In 622, Muhammad left on a journey from Mecca, for an oasis that was known as Yathrib at that time. This trip became known as the hejira, or as the flight from persecution in Mecca. Muhammad soon gained a new home which was renamed Medina, Muhammad became a negotiator, arbitrating arguments and fights between different tribes. Muhammad had respect for the Jews, and his early knowledge appeared to be taken from the Jewish tradition. The Jews started to keep themselves from Muhammad; however, once it was clear that the Jews would not recognize him, Muhammad sta rted to eradicate the Jewish power on his viewpoint. Originally, he said the Arabs were offspring of Abraham through his son Ishmael, but in the Koran Abrahams correlation to the Jews is deprived of, with Muhammad saying that Abraham is only the patriarch of Islam. One of the instant consequences of Muhammads aggravation was the eviction of two Jewish clans from Medina and the execution of all the associates of a third Jewish clan. But what was even worse, was that for the long-term handling of the Jews were a number of provoking statements about them that Muhammad created that appeared in the Koran. Muhammad gradually began to construct his control by the persuasiveness of his confidence. He came to be in charge of the markets, which forced other traders and tribesmen to negotiate with him. During the two centuries after Muhammads death, the rules that all believers were to abide by were codified in the Shariah. Muhammad passed away in 632, and it was left to his followers to carry on the customs he had begun. His clique developed Islam, just as the supporters of Moses and Jesus created Judaism and Christianity over time. http://www.islamfortoday.com/beliefs.htm The Earth and Its People, Houghton Mifflin, Bulliet Crossley, Headrick Hirsch, Johnson Northup, Third Edition, 2005. In the Shade of the Quran, Sayyid Qutb, Islamic Foundation. The True Religion, by Abu Ameenah Bilal Philips.

Jane Adams Essay -- essays research papers

			Jane Addams 	Even as a little girl in the serene community of Cedarville, in northern Illinois, Jane Addams was "busy with the old question eternally suggested by the inequalities of the human lot."(Pg.47 Ch.1) There were not many inequalities in Cedarville, but even there were poverty and frustration: the war widows, the desolate old couple who had lost all five of their sons, the farmers who were victims of the postwar depression, and the newcomers who could never really get started. And when she visited the neighboring town, she was shocked by the appearance of the dwellings and, characteristically, wondered what could be done to make them less horrid. She could sympathize with the misfits and the victims of society for she herself felt very less than perfect as she describes; "an ugly, pigeon-toed little girl whose crooked back obliged her to walk with her head held very much upon one side,"(pg.44 ch.1). She was constantly afraid that she might embarrass the handso me father she adored. Her father John Adams was a successful businessman and politician who tried to pass on to his daughter his ideals of hard work, achievement, democracy, and equality. He taught her tolerance, generosity, and strong work ethics which were all traits of his Quaker faith. He encouraged her to pursue higher education but not at the cost of losing her femininity and the prospect of marriage and motherhood. John Addams was Cedarville's most re...

Exporting and the Export Contract Translation Into Vietnamese Essay

The first reason is that the contract contains and covers all the terms which the two parties have come to the agreement. This means that any external document has to be expressly incorporated into the contract. Besides, This is to prevent any ambiguity about the status of any earlier agreements or understandings. Both parties shall only base on the contract to perform their obligations. The last point is to prevent any disagreements and dispute arsing from the difference between the previous drafts and the contract so that the contract can be immediately executed for both parties’ sakes ? A contract normally includes wording the following elements: †¢An entire agreement statement: a statement in the contract that the parties agree that the terms of the contract between them are to be found within the text of the contract document and nowhere else. All entire agreement clauses include this element †¢An exclusion of liability for misrepresentation: most entire agreement clauses include one or more of the following: – An acknowledgment by the parties that they have not relied on any representation which is not set out in the contract; – A statement excluding liability for misrepresentation

Traditional Chinese Family Analysis essays

Traditional Chinese Family Analysis essays Long before the industrialization and the rise of communism, Chinese civilization has been built peculiarly on the basis of family. The reason is that Chinese people have the unique family value system that would put family above their individual and personal needs; this is what we called familism. The value was implicitly shown in the Chinese word for family is the pictorial representation of several people under a roof, meaning possibly man, wife and children. According to the Chinese proverbs,  ¡If there are no families, there will be no country ¡, it seems that Chinese made familism even more central in that society than in most. However, Chinese families ¡ value system is gradually perished and replaced by a new set of family values under the effect of modern individualism. When compare my family to that of grandparents, indeed the two have a lot of differences, mostly manifest in their family structure, thinking, rituals, attitudes, and their name system. My grandparents have three sons and seven daughters. Until now, the grandparents ¡ family consists of three generations with at least thirty members. It is very interesting once the whole family had been traveled together on the plane I was shocked by the huge bunch of people bearing the same surname. Traditional Chinese people see this as a clan which is the root of Chinese civilization, larger the clan formed; meaning that the family is fortunate for the continuation of the surname and powerful. In the olden days in China, the richest people were always come from the most powerful clan, and only the most fortunate ones can continue their surname, for example: Deng Xiao Ping, the former Chinese statesman was come from the clan of  ¡Deng ¡, is one of the most fortunate surnames in China. While the Chinese names contain three characters, the seven daughters shared the same second character in their names, and the three sons shared another second character in the n...

75 Terms Pertaining to Color

75 Terms Pertaining to Color 75 Terms Pertaining to Color 75 Terms Pertaining to Color By Mark Nichol This post lists numerous nouns and adjectives that describe or pertain to qualities of color, plus brief definitions. 1. ablaze: bright and full of light or color 2. bleached: washed out as a result of exposure to chemicals or sunlight 3. bold: very bright, clear, or strong in color 4. brash: contrasting vividly 5. bright: filled with light, or having a light but strong color 6. brilliant: very bright 7. chatoyant: having a changeable color 8. chroma: purity of color 9. color scheme: combination of colors used in a design 10. colorful: distinguished by bright colors or many colors 11. colorless: lacking color 12. complementary: matching well 13. contrast: differences in color or light 14. cool: containing blue or green 15. dappled: marked with spots of color or light 16. dark: heavily saturated 17. deep: see dark 18. delicate: a charming or dainty quality 19. depth: brightness of a color 20. discolored: see faded 21. dusty: dark or dull 22. faded: lacking brilliance or freshness 23. fast: resistant to fading 24. fauve: see vivid 25. festive: bright and cheerful 26. fiery: very bright red, orange, or yellow, or a combination of two or three of these colors 27. flamboyant: brightly or elaborately colorful 28. flaming: bright or glowing red, orange, or yellow 29. fluorescent: very bright and reflective 30. gay: see brilliant 31. glowing: see bright and warm 32. ground: color used as a base in painting 33. harmonious: pleasantly complementary 34. harsh: excessively bright 35. hue: color 36. intensity: see chroma 37. iridescent: showing various colors in different types of light or from different angles 38. light: pale or minimally saturated 39. loud: ostentatiously bright 40. matching: of the same color 41. medium: between light and dark 42. mellow: clear, warm, and soft 43. monochrome: made of one color or of shades of one color 44. monotone: uniform 45. multicolored: consisting of many colors 46. muted: soft, not bright 47. nacreous: see iridescent 48. neutral: not bright or strong 49. opalescent: see iridescent 50. pastel: pale and soft 51. pearlescent: see iridescent 52. psychedelic: very bright, with busy patterns 53. pure: clear, unmixed 54. rich: deep, vivid 55. riot: disorderly or random 56. saturation: see chroma 57. shade: a variation of a color caused by the addition of black 58. sickly: unpleasantly pale 59. sober: plain, not bright 60. soft: pale and gentle 61. somber: dark and dull 62. tinge: slight shading 63. tint: a variation of a color caused by the addition of white 64. tonal: pertaining to a tone 65. tonality: range of colors in a painting or image 66. tone: see shade 67. translucent: very light or pale or light 68. two-tone: having two colors 69. value: degree of brightness 70. vibrant: bright and colorful 71. violent: very bright, intense 72. vivid: very bright, strong 73. warm: containing red, orange, or yellow 74. washed out: pale, desaturated 75. watery: pale Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:The Royal Order of Adjectives 25 Russian Words Used in English (and 25 More That Should Be)Personification vs. Anthropomorphism