Ludwig Von Beethoven Essays - Age Of Enlightenment,

Ludwig von Beethoven One of the greatest musical geniuses of all time didn't even know his own birthday. Ludwig von Beethoven was born second in his family, behind Ludwig Maria, his older brother, who died very young. This loss may still have stung their parents. Their pain could have overshadowed the second Ludwig's own early childhood. The brothers shared a name, Ludwig, which probably added to his confusion. A common mistake is the claim that Beethoven was born on December 17, 1770. This is actually the date of his baptism, which suggests that he may have been born on December 16, but the details are unknown. Although his birthday is unknown, we do know that he was born in Bonn, Germany. Miserably brought up there by a father who wanted him to become a profitable musical infant prodigy, he joined the Elector of Cologne's orchestra. He eventually received lessons from Mozart in Vienna, a city in which he would later settle down. He also studied under Haydn, Albrechtsberger, and possibly Salieri. Mainly, Beethoven played piano, but he also played violin and viola, among others. Beethoven's music is generally divided into three periods. The first, around 1792-1802, was termed the Classical Period. During this period he wrote his first two symphonies, the first six quartets, his "Path?tique" and "Moonlight" sonatas, and gradually personalized his style. It was also during this period that he started to develop hearing loss, around age thirty. This condition may have started as an untreated ear infection, and would eventually render him almost completely deaf. Beethoven's second period was around 1803-1812, and included his "Eroica" symphony and the "Kreutzer" sonata, among others. The final period, one he helped usher in, was the Romantic period, began in 1813, and included his "Choral" symphony and his last five quartets. Overall, Beethoven composed 9 symphonies, 1 opera, 32 piano sonatas, 5 piano concertos, 16 string quartets, and 16 sonatas for one instrument and a piano. Of the 9 symphonies, the fifth and ninth are the most popular. Being the great composer that he was, his fifth symphony shows innovations in its inclusion of the piccolo, the double bassoon, and the three trombones of the final movement. After composing all of this in his wondrous career, Beethoven contracted a severe chill, from which he died on March 26, 1827. Beethoven was a musical genius, and, as geniuses tend to do, he left a huge impact on the entire civilization of the world. He left his mark on the political world in works such as his Eroica symphony. This symphony contained a musical representation of the heroism he saw in Napoleon. He also left his mark in the cultural area of life. His opera, Fidelo, contained messages praising the ideals of freedom, praising individual dignity, and of heroism overcoming tyranny, a few of the ideals characterizing the French Revolution. Obviously he left his mark on the musical world, bringing in Romanticism, introducing new ideas that were different and completely revolutionary, and simply by displaying his musical genius in great works. Not everyone could tell you about Beethoven's politics or cultural views. On the other hand, while a few will insist Beethoven was a large St. Bernard in "some movie they saw," nearly everyone you ask will say, "Oh, yeah, Beethoven. Wasn't he that music guy?" wh ich is 2000 slang for, "Beethoven may have been the greatest and most influential musician of all time."

Please Read The Instructions Carefully Example

Please Read The Instructions Carefully Example Please Read The Instructions Carefully – Essay Example ï » ¿Work Flexibility and Consequences for Work-LifeThere are a number of factors affecting the ability of employees to operate effectively in their operations which can be analyzed through consideration of their well-being, working time, work flexibility, work life in general. Dimensions of working hours can be considered through number of hours worked shifts or how flexible the working conditions are. The well-being of a worker will be based on several factors such as number of working hours versus the amount of salary earned. It is worth noting that flexitime work schedule will lead to better outcome at work in terms of output per employee. However fixed work schedule may be of an advantage due to increased predictability among employees, regularity as well as impermeable borders. First-degree flexibility refers to one in which rules are set at the workplace but an employee can from time to time leave early or report late based on the existing conditions. Second-degree flexibilit y is one that allows employees to grants employees an opportunity to set their own timing conditions after some period in their employment contract. Third-degree flexibility allows employees to adjust their timing as well as the duration of their hours for a given definite time. Time offs can be given to employees so as to address their personal or family issues and this can be divided into short-term used for addressing predictable needs, episodic used on addressing recurring predictable needs and extended time off which extends for more than five days and is used to address long-term issues affecting the life of an employee. Work CitedDr. Lonnie Golden Working Time in the Employment Relationship: Perceived Control and Work-Life Balance

Marx and Habermas Research Paper Example | Topics and Well Written Essays - 2250 words

Marx and Habermas - Research Paper Example A belief or theory may produce successful predictions, as in the case of Newtonian mechanics, and yet not be true; that is, rationally justifiable in the long run. Indeed, Thomas Kuhn's study of scientific revolutions, which Habermas cites, indicates that the most basic propositions of a scientific theory are worked out in advance of evidential confirmationThis happens in conversations between scientists about what counts as a pressing problem, how such a problem ought to be conceptualized, and so forth. Such propositions are irreducible to empirical predictions. For it is only when they are taken in combination with one another that they yield testable hypotheses. Consequently, their truth would have to be captured in terms of an ideal consensus. Thus, true propositions are those which anyone would agree to in the long run, given sufficient time for rational reflection. (Deborah 2004) The fact that scientific truth presupposes the existence of a communicative community leads Haberma s to consider the categorical framework in which intersubjective meaning, value and validity are constituted. It is obvious how predictive science is related to the context of instrumental action. (Allen, 2009) It is also obvious that the anthropological usefulness and transcendental validity of science resides in its successful satisfaction of a technical interest. However, it is unclear what, if any, interest is satisfied by communication. Equally unclear is the relationship between communication and those sciences of man associated with history, literature, cultural anthropology, etc. Nevertheless, Habermas will argue that the kind of textual interpretation preferred by these sciences is essentially related to communication. The latter, in turn, will be shown to satisfy a practical interest in procuring intersubjective agreement, regarding shared norms and values. This is a necessary condition, not only for the creation and maintenance of personal and social identity, but also fo r the achievement of individual freedom. Peirce provided the necessary link connecting the logic of causal explanation to Marx's notion of labor as an activity underlying self-realization and world constitution. (Moore and Robin, 1964) Dilthey provides a similar link connecting communication and symbolic understanding to Hegel's master-slave dialectic. This dialectic shows how one's identity is defined and confirmed through recognition by other. For Dilthey, this dialectic is as essential to the methodological grounding of history, philology, and literary criticism-sciences concerned with understanding the spiritual life of humankind—as causal explanation is to the methodological grounding of the natural sciences. The method of understanding grounding the human sciences is none other than the circular interpretation of textual wholes in terms of their parts, and the interpretation of these parts in terms of more inclusive wholes. This circular dialectic also encompasses the i nterpreter. The interpreter is responsible for much of the meaning contained in the text. At the same time, the text is responsible for opening up new meaning for the interpreter. Stated somewhat paradoxically, text and interpreter mutually constitute one another as meaningful identities. This activity of symbolic reproduction, Habermas will argue, is capable of advancing moral knowledge. Yet, it can do so only to the extent that the dialectic between text and interpreter assumes the form of a simulated dialogue. (Habermas, 1872) According to Dilthey, the understanding of the past, or the interpretation of an ancient text, is an elaboration of the sort of retrospective self interpretation that an individual continually engages in, while reconstituting the continuity of his or her life history--the very substance of one's unique identity. (Hodges. 1944) To begin with, the generation and maintenance of a stable, personal identity involves assigning one's

Non western art history Essay Example | Topics and Well Written Essays - 1500 words

Non western art history - Essay Example The museum contains a collection of more than 14,000 artwork of different artists from Asia, which includes paintings, sculptures, ceramics, textiles etc. Apart from the artwork, there is a research library, which contains more than 7,000 reference books about the art and culture of Asian and Pacific region. The museum contains a lot of interesting and beautiful art pieces by various artists. The sculptures are amazing, because they gave a good view of the culture and art of the region, and I saw many sculptures of Buddha, made in Bronze, Gold etc. I saw a picture by Elizabeth Keith, it was named as â€Å"The Cock Fight†, and it was made I China. The painting is placed in the â€Å"Oriental list† of the museum. Elizabeth Keith was born in Scotland, and is known to be a great artist, and an interesting thing about her is that she was self-taught. Her sister married an English publisher, who lives in the Asia and Pacific region and works in Japan at that time. Elizabeth w ent to Japan to meet her sister in1915, and stayed there for quiet a long time. She thought to explore the region and visited the neighboring countries, such as China, Korea and Philippines. She spent her time in water painting the interesting and fascinating scenes, which she witnessed. She made quiet a number of paintings in that time and when she came back in Japan to her sister, she was able to hold an exhibition of her paintings. After looking at her paintings, the entrepreneurial Japanese print publisher, Watanabe Schozaburo., persuaded her to move further on this regard. He convinced her that his carvers and printers would produce woodblock prints for some of her watercolor paintings and this will enhance her work as an artist. This idea fascinated Elizabeth Keith and she prolonged her stay in Japan, and started learning woodblock printing. Her work was highly appreciated and she met success in Japan and her publisher was sure that she would get a huge response in Europe and America as well. Fritz Capelari, who is an Australian artist, influenced Elizabeth Keith work and Watanabe also published his work. Elizabeth Keith traveled a lot in Asia and especially in East Asia and produced number of paintings, which reflect the culture of the region. Her paintings are very popular in United States and European countries and are counted as an important work when talked about the Asian and Pacific Art. Most of her work was displayed in Watanabe studio and was destroyed in the earthquake, which hit Tokyo in 1923. She went to France for studying Art and stayed for almost six years, but her love for the Eastern region made her come back to Japan and she stayed there for few years, until the World War II started. She came to United States of America, where she completed the remaining years of

Long-term exposure to fine particulate and health Research Proposal

Long-term exposure to fine particulate and health - Research Proposal Example There are various crucial problems that might arise due to the occurrence of dust storms. One of the imperative problems related with the occurrence of dust storms is the increased level of traffic accidents (Akbari, â€Å"Dust storms, Sources in the Middle East and Economic Model for Survey It s Impacts†). Furthermore, the other problems include diminished soil fertility, damage to crops as well as telecommunication systems, lessening of solar radiation, increased air pollution and most significantly augmented respiratory or cardiovascular diseases (Kutiel and Furman, â€Å"Dust Storms in the Middle East: Sources of Origin and their Temporal Characteristics†). In relation to the incident of dust storms, it has been viewed that dust storms are regarded to be one of the major kinds of tropospheric aerosol which significantly affects both terrestrial as well as solar radiation (Washington, Todd, Middleton and Goudie, â€Å"Dust-Storm Source Areas Determined by the Total Ozone Monitoring Spectrometer and Surface Observations†). Moreover, dust storms are also considered to be a natural risk that can broadly affect the daily life of an individual by a considerable level. With regard to the short-term impact of the dust storms, in recent times a large proportion of respiratory problems and asthmatics have been observed in certain parts of Saudi Arabia. The region experienced the occurrence of a strong dust storm in the year 2009 that severely affected the air quality as well as visibility and caused significant damages to several buildings and power poles (Maghrabi, Alharbi and Tapper, â€Å"Impact Of the March 2009 dust event in Saudi Arabia on aerosol optical Properties, Meteorological Parameters, Sky temperature and emissivity†). This particular proposed research focuses upon the interrelation between long-term exposure to fine particulate from dust storms and the incidence of cardiovascular diseases. In relation to the problem statemen t, it can be affirmed that the fine particulate emerging from the incidence of dust storms ultimately gives rise to increased level of air pollution which in turn results in cardiovascular diseases in Saudi Arabia. The chief reasons for occurrence of dust storms and augmented level of cardiovascular diseases especially in the region of Saudi Arabia include lack of suitable plant coverage, reduction in air humidity as well as precipitation, destruction of the forest areas and varying air pressure. Moreover, the other important reasons comprise incessant climate change, existence of large number of deserts and differences in the levels of rainfall. These major reasons ultimately create dust storms which in turn results in occurrence of traffic accidents and environmental problems in Saudi Arabia (Maghrabi, Alharbi and Tapper, â€Å"Impact Of the March 2009 dust event in Saudi Arabia on aerosol optical Properties, Meteorological Parameters, Sky temperature and emissivity†). 2. L iterature Review According to Al-Dabbas, Abbas and Al-Khafaji, dust storms are persistent problems in Saudi Arabia. These dust storms impose adverse effect upon the heath of human life that can cause various severe diseases such as asthma, bronchitis and lung as well as cardiovascular diseases by a significant level due to its carrying of fine sharp edged particles and micro-organisms.

Identifying Gifted And Talented Children Education Essay

Identifying Gifted And Talented Children Education Essay The term gifted and talented is surrounded with a great deal of controversy, and is currently under review by the Coalition Government. A vast amount of research has been undertaken over the last ten years, into the long-term, emotional effects of labelling a child, and the practitioners role in identifying a child and differentiating the curriculum. Directgov (2010), currently defines gifted as one who excels in academic subjects such as maths and English, and talented as those who possess skills in practical areas such as sport and music. Pound (2008), discusses how Gardners theory revolves around eight intelligences. Gardner believes that each individual possesses his or her own unique combination of intelligences, which he calls multiple intelligences, which can be enhanced and enriched in an environment which provides stimulating and challenging activities. Teaching, through Gardners theory enables the practitioner to bring out a gifted and talented childs advanced natural talents, in a challenging way. (Conklin 2007) Gardners multiple intelligence theory and the Early Years Foundation Stage (EYFS), are mutually supportive. Both emphasise individuality and uniqueness. The DCSF (2008), asserts that every area of development is equally important, and that no child should face discrimination. The DCSF (2008) also explains that the early learning goals give practitioners scope to identify and plan for all children across the developmental continuum. It follows that practitioners must identify childrens needs and build on their strengths. Freeman (1991) advocates that the child who is as bright as a button, and maintains their enthusiasm for learning is more likely to make a positive contribution to society. The EYFS has been condemned by the Open Eye Campaign (2007) who claim that it is overly prescriptive and potentially harmful to development, and that many of its goals are developmentally inappropriate. In comparison to the EYFS the Key Stage One is more academically biased. The Office for Standards in Education (Ofsted)(2007), reported that two thirds of Year One teachers did not use the information gained from the EYFS to inform practice and planning. Consequently, many talented children may be over looked. Palaiologou (2010), discusses Gardners view that education should be less academically driven and his five minds theory. This focuses on an individuals ability to sort useful and relevant information in any given situation, how to think outside of the box, and to understand diversity, citizenship and community relationships in both the immediate and wider environment. He referred to these as modern day talents. It is the role of the practitioner to identify and differentiate the curriculum to develop gifted and talented individuals. Failing to do this could have a negative impact on the child. A child may easily lose interest and misbehave when presented with unchallenging tasks. Freeman (2009), questions how a reception class teacher copes with a child who is working at a higher level than their peers. She writes that children should not be left to wait while others catch up, and believes that this is where boredom begins, this can result in a child disengaging from learning. Quart (2006) agrees with this fact and believes that there should be more funding available to train practitioners in the assessment of and teaching techniques for gifted and talented pupils. Freeman (2010a) states that successful and happy children need consistent. Freemans research revealed that discovered that children who were identified as gifted and talented in one school would in fact be below average in anothe r. Often practitioners mistakenly identified a child as gifted and talented. She later states that through analysis of collected data she discovered that labelling children as gifted and talented makes a negative difference to their sense of self, resulting in low self-esteem. Children who were labelled by parents suffered more emotional problems than their equally gifted but unlabelled peers. James (2007), draws our attention to the fact that many parents may be controlling and demanding, claiming that the child becomes fixated with fulfilling parental goals in an attempt to minimise conflict. He explains that high achievement is often a consequence of over parental pressurisation in childhood that often leads to self-criticism and depression in later years. Quart (2006), supports this view and concludes that parents and educators should refrain from pushing children to succeed. She issues a cautionary warning that the pressure placed on the gifted and talented can lead to emotional regrets of being deprived of a childhood. For some who were placed on, a pedestal form an early age reach adulthood and realize they are no longer quite so special. Freeman(2010b), leads us to believe that the media is only interested when things go wrong, and in fact many gifted and talented children go on to lead happy ordinary lives. She states that parents should support and guide children without pushing them to succeed and love should be unconditional and not reliant on achievement. To conclude, Gardners theories offer practitioners a model for providing a rich and challenging environment for all children, including those who are gifted and talented. Practitioners need comprehensive training to ensure that planning for learning provides challenges to guarantee children are challenged and stretched, not, bored and pushed. It also Emotional difficulties are more likely to occur when a child is labelled gifted and talented. Therefore, parents and educational practitioners should aim to ensure that an identified gifted and talented child grows into a happy, well-rounded adult. More collaboration is needed between Foundation and Key Stage One. In fact, it would be beneficial to children if the EYFS were continued in Year One. Through this research, a greater insight into the term gifted and talented has been obtained. It offered differing perspectives on the subject, and the conclusion reached was that there is actually a place in society for the gifted and talented, however, identification and education should be undertaken with care and sensitivity. In the words of Benjamin Franklin, Hide not your talents. They for use were made. Whats a sundial in the shade? Franklin(1706 1790)

Young Goodman Brown by Nathaniel Hawthorne :: Young Goodman Brown YGB

Young Goodman Brown by Nathaniel Hawthorne "Young Goodman Brown", by Nathaniel Hawthorne, is a story that is thick with allegory. "Young Goodman Brown" is a moral story, which is told through the perversion of a religious leader. In "Young Goodman Brown", Goodman Brown is a Puritan minister who lets his excessive pride in himself interfere with his relations with the community after he meets with the devil, and causes him to live the life of an exile in his own community. "Young Goodman Brown" begins when Faith, Brown's wife, asks him not to go on an "errand". Goodman Brown says to his "love and (my) Faith" that "this one night I must tarry away from thee." When he says his "love" and his "Faith", he is talking to his wife, but he is also talking to his "faith" to God. He is venturing into the woods to meet with the Devil, and by doing so, he leaves his unquestionable faith in God with his wife. He resolves that he will "cling to her skirts and follow her to Heaven." This is an example of the excessive pride because he feels that he can sin and meet with the Devil because of this promise that he made to himself. There is a tremendous irony to this promise because when Goodman Brown comes back at dawn; he can no longer look at his wife with the same faith he had before. When Goodman Brown finally meets with the Devil, he declares that the reason he was late was because "Faith kept me back awhile." This statement has a double meaning because his wife physically prevented him from being on time for his meeting with the devil, but his faith to God psychologically delayed his meeting with the devil. The Devil had with him a staff that "bore the likeness of a great black snake". The staff which looked like a snake is a reference to the snake in the story of Adam and Eve. The snake led Adam and Eve to their destruction by leading them to the Tree of Knowledge. The Adam and Eve story is similar to Goodman Brown in that they are both seeking unfathomable amounts of knowledge. Once Adam and Eve ate from the Tree of Knowledge they were expelled from their paradise. The Devil's staff eventually leads Goodman Brown to the Devil's ceremony which destroys Goodman Brown's faith in his fellow man, therefore expelling him from his utopia. Goodman Brown almost immediately declares that he kept his meeting with the Devil and no longer wishes to continue on his errand with the Devil. He says that he comes from a "race of honest men and good