Hubris - Oedipus essays

Hubris - Oedipus essays Oedipus like some other well-known Greek heroes was guilty of equating temporal success with godliness. Thus despite the prophecy of Apollo, Oedipus pushed himself into the very fate that was pre-ordained for him, while he was deliberately ignoring the negative tidings. He did not heed the prophecy believing that no one and nothing could destroy him, yet he himself brought destruction upon himself by his ruthless means and his arrogance. This excessive pride and arrogance is known as hubris and this was the tragic flaw of Oedipus that led to his downfall. It is because of this that Oedipus becomes spiritual blind and later becomes the cause of his physical blindness as well. Physical blindness was an indication of the destruction that his hubris had wrought. Spiritual blindness was indicated by his consistent rejection of Apollos prophecy. When Choragos asks Oedipus, "What god was it drove you to rake black Night across your eyes?" He replies in extreme state of agitation and anguish : He brought my sick, sick fate upon me. When all my sight was horror everywhere? Hubris thus becomes the greatest obstacle to deliberation- to the ability to reflect, think, ponder and react in moderation. The corresponding virtue for this vice was moderation. However Oedipus was blinded by his own success and thus became extremely arrogant; thereby causing his own destruction and downfall. He becomes the cause of his fathers death, sleeps with his mother and has children with her. This had all been predicted by Apollo but Oedipus was so blinded by arrogance and over confidence that he could discern what was happening. He couldnt see that Apollos predictions were coming true and thus began the hunt for his fathers killer- cursing him all along while the readers knew that he was in fact cursing himself. ...

Author Main Goal ACT English Questions

Author Main Goal ACT English Questions SAT / ACT Prep Online Guides and Tips Generally, ACT English tests two things: grammar and reading comprehension. Author main goal is a specific type of reading comprehension question that appears frequently on the ACT. Having a systematic approach to correctly answer these questions will boost your score and help you maximize your limited time to complete the ACT English section. Read this article for a thorough explanation of and guidance on how to figure out author main goal questions. In this post, I'll do the following: Define author main goal questions. Provide example questions from actual ACTs. Explain the process to answer specific author main goal questions. Provide general strategies for answering author main goal questions. General Construction of Author Main Goal Questions Author main goal questions are all presented in the same way, displayed bleow. Knowing the type of question you are being asked will help you to be able to answer it. Suppose the writer had intended to write an essay about (something). Would this essay fulfill that goal? A. Yes, because... B. Yes, because... C. No, because... D. No, because... As you can see, these questionsrequire you to understand the main idea of the passage. To answer them, you first have to determine if the main idea matches the intended main idea that's presented in the question. Then, you have to determine why the passage fulfills the author's intended purpose or why it doesn't. Now, let's take a look at specific author main goal questions from actual ACTs. Real Examples of Author Main Goal Questions Here are examples of three different author main goal questions from the ACT English section. You'll notice that all of the questions have the same construction. Example #1: Example #2: Example #3: Now that you can recognize an author main goal question, I'll teach you the process to correctly answer any author main goal question you may encounter on the ACT. The arrow should be pointing down. Strategy for Answering Author Main Goal Questions On the ACT English section, always save the main idea questions for last. After doing the other questions, you should be able to more quickly determine the main idea and have a better sense of what the passage is about. Luckily, these questions are normally at the end of a passage's set of questions. Remember that time is precious on this test, so we want to make sure that we have a strategy for approaching these questions that will be as efficient as possible. I believe that following these steps will help you maximize your time and arrive at the correct answer. Step #1: Determine the Main Idea So, how do you determine the main idea? Well, you should not reread the entire passage. Doing so will take way too much time, and it isn't necessary. If you're unsure about the main ideawhen you begin to tackle an author main goal question I recommend usingthe following strategiesto quickly and efficiently identifyit: Look at the Title The title often gives an indication about the scope or focus of the passage, allowing you to more easily determine the main idea. In Example #1 from above, the title is "An American Griot". Therefore, we know the focus will be on a griot from America. The passage defines a griot so we can incorporate that information in determining the main idea. Sentence #6 in the passage from the first example question provides the definition of a griot: Indeed, she identifies strongly with the griots of West Africa- those village storytellers where they use songs, poems, and narration to help preserve and transmit culture and history. So, based on the title,we know that the passage is about an American storyteller. However, what should you do if you're still unsure about the main idea? If the Title Doesn't Give You the Main Idea, Reread the First Few Sentences of the Passage Here are the first couple of sentences from Example #1: [1] When storyteller Mary Carter Smith practices her art and everybody listens. [2] Wearing a brightly colored African dress, a large turban, and bracelets, the seventy-eight-year-old Smith seems to inhabit each of the different characters she describes. Given these two sentences and the title, we know that the passage is about an American woman named Mary Carter Smith who does a specific type of storytelling. In very rare instances, you may have to read more if you're still unsure of the main idea. Main ideas can also be found in the concluding paragraph or in the introductory sentences of other paragraphs. Remember, though, that you want to find the main idea of the whole passage. Just because something is mentioned in the passage doesn’t make it the main idea. After identifying the main idea, this is the next step: Step #2: Look at the Question Again Here's our question from Example #1: At this point we know the main idea and can use that information to answer the question. Identifying the main idea enables you to very quickly answer the first part of the question. Step #3: Start With Just the Yes or No Portion of the Question In our example, if we know that the focus of the essay is on Mary Carter Smith, who does a specific type of storytelling, would the essay fulfill a goal of focusing on the various ways that storytelling influences community values? No. Even though the ways that storytelling influences community values can be part of this essay, that’s not the focus. The focus is on Mary Carter Smith. After correctly answering the first part of the question, you have at least a 50% chance of getting the question right. Step #4: Eliminate the Two Choices that State â€Å"Yes† if You Know the Answer is â€Å"No," and Vice Versa In our example, we can immediately get rid of A and B. Now we're left with only two answer choices. All we have to do is determine why the passage doesn't fulfill the author's intended goal. Step #5: In Your Own Words, State Why "Yes" or Why "No" I would say that this essay wouldn't fulfill the goal of focusing on ways that storytelling influences community values because it focuses on Mary Carter Smith and her storytelling. Now that we have a reason, we can select the answer to the question. Step #6: Pick the Answer Choice That Most Closely Matches Your Reasoning Answer choice D most closely matches our reasoning. It's the only â€Å"No† answer choice that mentions that the essay focuses on a specific person, Mary Carter Smith, and her storytelling. While this may seem like a lot of steps, this whole process should take less than a minute, and these main idea questions typically take longer to answer than the sentence/paragraph reference questions in ACT English. Let's go through this process again with another author main goal question from an actual ACT. Unlocking the mystery of author main goal questions Another Actual ACT Example This is a real question from a real ACT. Check it out. First, we'll determine the main idea. The title of the passage is "Notes From Underground". From the title, we do know that the focus is about something underground. However, the title tells us little else, so we'll have to read the first couple of sentences. Here they are: A lot of people hate to ride the New York City subways, but I love them because I like to get places fast. A musician balancing a cello case, two Buddhist monks in saffron robes, and a group of stockbrokers in crisp, charcoal gray suits get on at Wall Street. Just from the first two sentences we know that the narrator loves the subway because it’s fast and there are many different types of people who ride it. After answering the other non-main idea questions, you would have probably noticed that the paragraphs are about the various people the narrator encounters on the subway. There's no mention of how economical the subway is in the introductory paragraph, so the focus is not that the subway is New York City’s most economical means of public transportation. Therefore, the answer is â€Å"no." Immediately, we can get rid of A and B. In our own words, the passage isn't about the subway being the most economical means of public transportation because it focuses on the author’s description of the many types of passengers on the subway and his encounters with them. Finally, we'll look at C and D to determine which answer choice most closely matches our own reasoning. Answer choice D is definitely incorrect. From the title and the first couple of sentences, we know that author is focusing on subways. Answer choice C matches our reasoning and is the correct answer. Let's review the process for answering author main goal questions. Quick Review of General Strategies for Author Main Goal Questions #1: Determine the Main Idea #2: Use the Title and the First Couple of Sentences to Determine the Main Idea #3: Answer "Yes" or "No" First #4: Eliminate the Two "Yes" or "No" Answers #5: Provide Your Own Reason for "Yes" or "No" #6: Pick the Answer Choice that Most Closely Matches Your Own Reasoning At this point, you should be much more comfortable with author main goal questions and one step closer to total ACT domination! What's Next? If you want to learn about another type of reading comprehension question on the ACT English section, check out this post on author technique. Also, as you continue your preparation for the ACT, you most definitely want to read these articles on the best ACT prep books and learn from a perfect scorer about how to get a perfect score on the ACT. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Authentic learning Essay Example | Topics and Well Written Essays - 2500 words

Authentic learning - Essay Example In many cases authentic learning incorporates a multiplicity of styles that are basically meant to enhance the quality of the learning process (Herrington & Herrington, 2006). The learning environment in authentic learning stretches beyond the classroom to include other aspects of learning that may lie beyond the school compound to the wider community. The resources of the learning process are obtained both from the school and the community around where the authentic learning takes place (Herrington, Reeves & Oliver, 2010). The students often engage in social discourses in order to make it possible for the learning process to proceed in a manner that is both resourceful and meaningful within the understanding of knowledge development. Studies on the effectiveness of authentic learning have argued that it enhances the process of cognitive development more than the traditional learning systems. The learning process is distinguished through a hands-on approach. This approach allows the students to participate in the learning process in a manner that is consistent with the need to develop a learner-centered strategy. One characteristic of authentic learning system is that it allows students to develop products that are meant for the benefit of a real audience (Mishan, 2004). For example students in a history may make use of authentic learning by developing an oral product that narrates some details of the learning product. The importance of authentic learning revolves around the aspect of the development of the learning process. It might be argued that the process of cognitive development is largely controlled by a combination of different experiences. Authentic learning usually involves the processing of knowledge from factors that are determined by the society and other forces often included within the element of learning. It might be argued that learning in such situations often involves a combination of social, individual and academic factors. A concise underst anding of the authentic learning process must begin with an appreciation of some of the factors that relate to the aspect of social development. Precisely, theories that emphasize on the social dimension of the learning process have been used to develop structures on which authentic learning takes place. The curriculum that supports authentic learning must involve some specific structures and operational mechanics that foster the element of social interactions throughout the learning process (Magliaro, Lockee & Burton, 2005). This kind of learning is results-oriented and tailored on specific needs of the society. In usual cases learning takes place within an open environment that allows for flexible participation of students in group activities. The goal of authentic learning is to develop a body of knowledge and skills that is responsive to the actual needs of the society. It derives from the philosophy that knowledge must address the needs of the society. It is precisely because o f this factor that it departs from the tradition of abstract learning. Authentic Learning Experience Plan Brief guided interactive discussion on authentic learning and behaviorism theory of learning, (10 minutes). Questions to be administered (10 minutes) 1. Apart from chalk and the writing board,

Rewriting the Fairytale Essay Example | Topics and Well Written Essays - 500 words

Rewriting the Fairytale - Essay Example She put on her old but clean dress, wore a pair of torn down sandals, straightened her hair, and left for the party. At the party, the prince did not seem to be interested in any of the ladies. He looked at Cinderella, and offered her to dance with him. She was felling triumphant and looked at the step-sisters with pride. When the clock struck twelve, she decided to leave but when she was running down the stairs, she threw one of her shoes at the staircase, and returned to her home. When called upon by her step-mom, she replied that she was not going to suffer anymore. The next day, the prince’s men came over their place and asked Cinderella if that shoe was hers to which she replied in affirmative. Thus, they got married and lived happily ever after. Analysis The issue that was in my mind while modernizing the story of Cinderella was that: why, in this modern world, a woman should be treated like an inferior person by others. â€Å"Cinderella's story is a classic story of di scrimination† (Angie). In the original story, when she hopes that she will be offered to be taken to the ball, this means that she wants herself to be treated on an equal basis as her step-sisters.

The 5 Paragraph Essay Format Essay Example for Free

The 5 Paragraph Essay Format Essay This is only one method of organizing an essay.Introductory paragraphA. Catches the readers interestB. Gives brief background on your topicC. Begins or ends with the thesis statementBody (paragraphs 2, 3, etc.)A. Develops, expands, and/or supports the thesis statementB. Includes a topic sentence for each paragraphC. Includes supporting details which reinforce the topic sentence.Concluding paragraphA. Restates the thesis or sums up the argument.B. Tells the reader what you think is important to remember. (Often, this is a personal response). C. Never introduces new information in the conclusion. Extend your thinking on something from the essay. The 5 Paragraph Essay Format The first paragraph: 1) Begins with a topic sentence that introduces a general theme. 2) Follows the topic sentence with sentences that narrow the focus of the theme, so that it is less general. 3) Introduces the author of the text you are writing about. 4) Introduces the title of that text. 5) Narrows the discussion of the topic by identifying an issue or problem. 6) Finishes by making a debatable claim (a thesis statement, which is defined as a debatable point/claim). Body paragraphs: 1) Begin with topic sentences that clearly relate to the topic, or issue, or problem, which was identified in the introductory paragraph. 2) Sentences that elaborate on the issue, or problem discussed in the introductory paragraph, and also demonstrates a clear connection to the  thesis statement. 3) A sentence or sentences that make a claim about the topic, issue, problem. 4) A quote from the text you are analyzing that supports your claim. 5) Your interpretation of that quote, which explains how you arrived at your conclusion, and also demonstrates a clear connection to the thesis statement.  · Body parargraphs employ the One, Two, Three Rule, which is: 1) Make a debatable claim. 2) Support the claim with a quote. 3) Explain the connection between your claim and the quote, which means you make an intellectual conclusion. Concluding paragraph: 1) Begins with a topic sentence that clearly relates to the topic, or issue, or problem that was identified in the introductory paragraph. 2) Sentences that make connections with, or revisit, point from your introductory paragraph and your body paragraphs. These points now serve to close your argument. 3) A synthesis of these points that clearly demonstrates the focus of your thesis statement. 4) A final comment, or intellectual conclusion of sorts that points out the larger significance of your argument. Also see the handout How to Structure and Organize Your Essays. How to Structure and Organize Your Essays Structure and Organization: first of all, how do they differ? Structure simply means that each individual paragraph does what it is supposed to do. Alright then, what is a paragraph supposed to do? It depends what type of paragraph it is. The types of paragraphs are as follows: The introductory paragraph. The body paragraphs. The concluding paragraph. Basically, you just want to make certain that: Your introductory paragraph does its job. Your body paragraphs do their job. Your concluding paragraph does its job. For a one page handout that explains exactly what each paragraph must do, see The 5 Paragraph Essay Format. Okay, So Much for Structure, Now What About Organization? Organization is all about body paragraphs. Why? Because everything that comes between your first paragraph and last paragraph is a body paragraph. Your essay is mostly made up of body paragraphs. What is Organization? It is how you order the information. Think of it this way: in your essay you make a number of claims and provide much information that supports those claims. How you order claims and information is your essays organization. Example: You are writing a paper on the current state of research on human cloning. You decide to include two paragraphs of background information on the  history of cloning research. The two paragraphs appear on page four of your five page paper. Your professor suggests that the organization require revision because there is an abrupt shift in the essays narrative. Why after almost four full pages about the current state of cloning research does your reader get two paragraphs on history? Including history is fine, but perhaps it should be included at the beginning of the paper, so that your narrative moves from the early days of cloning research to the current state of cloning research. It is the same information, but ordered differently.

An Analysis of The Little Convent Girl Essay -- Little Convent Girl Es

An Analysis of The Little Convent Girl  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Grace King's The Little Convent Girl is an excellent example of post-Civil War realism incorporating a trick-ending. In this local color short story, King methodically lures the reader into a false belief that her story is about an insignificant and nameless young girl who, after twelve years seclusion in a convent, is exposed to the fervor and excitement of a steamboat trip down the Mississippi River. The success of Ms. King's trick-ending is achieved through three basic elements; 1) de-emphasizing the importance of the main character, 2) tidbits of information followed by wordy misdirection, and 3) a false climax. Ms. King masterfully downplays the importance of the little convent girl by not giving her a name, even the steamboat captain and crew members refer to her as "the little convent girl". As a result, the reader is led to believe that the story is not really about the little convent girl. She is merely the instrument chosen by the author through which the reader will experience a steamboat adventure. King further misleads the reader by offering paragraphs of information about the complexities of navigating the river, the habits of the crew members, and the skill of the steamboat pilots. On those occasions that the reader is provided bits of information about the little convent girl, King immediately misdirects the reader back to the overt theme of a steamboat adventure. King, in introducing the little convent girl to the reader, goes to great lengths to present her as a dreary and uninteresting creature. She wore dark clothing, sat rigidly upright, secluded herself in her room, and displayed little zest for life. Therefor, when King uses the work "blac... ...it up to each reader to draw their own conclusions and search their own feelings. At the false climax, the reader was surprised to learn that the quite, well-liked, polite, little convent girl was colored. Now the reader had to evaluate how the forces within their society might have driven such an innocent to commit suicide. In analyzing this story, there are several other interesting facts that merit further exploration. For instance, throughout the story all references to the little convent girl use black or dark references. But, when plunging to her death, the author describes the little convent girl as a "flutter of white petticoats, a show of white stockings". What is the significance of the sudden color change? Also, Since the reader must assume that the little convent girl is Catholic, what can be concluded about a proper catholic committing suicide?   

Jose Rizal, our national hero Essay

  Jose Rizal, our national hero was one of the Filipinos who asked for reformsduring the Spanish era. This was one of his best contributions in building our nation. These reforms will grant the ultimate dream of the reformists; assimilation. Filipinoswill be given the rights that they deserve. Rizal choose to seek for reforms than tostart a revolution because he knew that Philippines was not yet ready to stand onits own (during his time). Rizal used his liberal ideas in asking for reforms 5. Although Rizal hadrevolutionary ideas, he was not for armed revolution per se. He was more for thegradual and peaceful one. One that is catalyzed by the education of the Filipinopeople. He reasoned out that when subject people are educated, intelligent, and havebecome aware of their human rights, they would have self-determination and they would strive to be free from their mother country. When this revolution happens,drastic changes will occur in the political, economical, social, religious, andintelligence sphere of a society paving the way for its independence someday. Rizal reasoned out that when subject people are educated, intelligent, andhave become aware of their human rights, they would have self-determination andthey would strive to be free from their mother country. When this revolutionhappens, drastic changes will occur in the political, economical, social, religious,and intelligence sphere of a society paving the way for its independence someday.Even though Rizal did not actually support the revolution, we can say that healso contributed in this revolution. His works and writings were the corner stone of the revolution and he was indeed an inspiration for the Katipuneros during thosetimes. Rizal’s life was devoted to his country (Philippines). MIDTERM 1.Rizal shows his concern for a world community. This new order consists of nations which reaffirm faith in fundamental human rights, in the dignity and worth of the human person, in the equal rights of men and women . the nations would establish conditions of justice, social progress and better standards of life in larger freedom . the people would practice tolerance , live together in peace and maintain good relations among themselves 2. 3 â€Å"To the Filipino Youth† does carry a very strong one; strong enough to persuade those who are to be persuaded-the Filipino youth themselves. As one of those individuals, I could really feel the nationalistic spirit within me glow brighter the moment I finished reading the poem. It was like telling me that I am one of the existing hopes of our dear country and that through my abilities, expertise and knowledge of things, I am capable of protecting its freedom against oppressive forces that may come through. Furthermore, it was like telling me that together with my fellow youths, I am responsible for preserving the Philippines as a nation not for the foreigners but for me and the rest of the Filipinos. Finally yet most importantly, as to the sincerity of the poem, I can really consider â€Å"To the Filipino Youth† as indeed a work from the heart-no pretense, no plasticity and no sort of hidden motives. I can tell it so based on what I felt when I was reading the poem and the emotions that were expressed on each of the poem’s line. The fact that it came out during the Spanish era was also another thing that made me think that way. SEMIFINALS 1. If you don’t have a good EDUCATION system,   your MOTHERLAND is lacking in luster. the KEY is that RIZAL isn’t praising the Filipino education system †¦ he’s describing an ideal system and IS VERY CAREFUL NOT TO SUGGEST that it’s the one he came out of. 2. The first step carrying out his education philosophy is depends on mother. Rizal appealed to all mothers to do their best in educating their children. Love for honor, sincere and firm character, clear mind , clean conduct, noble action, love for one’s fellowmen, respect for God. The country should not expect honor and prosperity so long as the education of the child is defective.

Edvard Grieg

Edvard Grieg  (15 June 1843  Ã¢â‚¬â€œ 4 September 1907) was a  Norwegian  composer  and  pianist. He is best known for his  Piano Concerto in A minor, for  his incidental music  to  Henrik Ibsen's  play  Peer Gynt  (which includes  Morning Mood  and  In the Hall of the Mountain King), and for his collection of  pianominiatures  Lyric Pieces. [1] ————————————————- Biography Edvard Hagerup Grieg was born in  Bergen,  Norway  on June 15, 1843. His parents were Hiemlik Grieg (1806–1875), a merchant and the American vice consul in Bergen, and Gesine Carrie Hagerupel (1814–1875), a music teacher and daughter of  Edvard Hagerup. The family name, originally spelled  Greig, hasScottish  origins. After the  Battle of Culloden  in 1746, however, Grieg's great-grandfather traveled widely, settling in Norway about 1770, and establishing business interests in Bergen. Edvard Grieg was raised in a musical home. His mother was his first  piano  teacher and taught him to play at the age of 6. Grieg studied in several schools, including Tank's School,. [2]  He often brought in samples of his music to class. In the summer of 1858, Grieg met the eminent Norwegian  violinist  Ole Bull, who was a family friend; Bull's brother was married to Grieg's aunt. Bull recognized the 15-year-old boy's talent and persuaded his parents to send him to the  Leipzig Conservatory, then directed by  Ignaz Moscheles. Grieg enrolled in the  conservatory, concentrating on the piano, and enjoyed the many concerts and recitals given in  Leipzig. He disliked the discipline of the conservatory course of study, but he achieved very good grades in most areas. An exception was the  organ, which was mandatory for piano students. In the spring of 1860, he survived a life-threatening  lung disease. The following year he made his debut as a concert pianist, in  Karlshamn,  Sweden. In 1862, he finished his studies in Leipzig and held his first concert in his home town, where his programme included  Beethoven's  Pathetique  sonata. (Grieg's own recording of his  Piano Sonata, made late in his life, confirms that he was an excellent pianist). In 1863, Grieg went to  Copenhagen,  Denmark, and stayed there for three years. He met the Danish composers  J. P. E. Hartmann  and  Niels Gade. He also met his fellow Norwegian composer  Rikard Nordraak  (composer of the  Norwegian national anthem), who became a good friend and source of great inspiration. Nordraak died in 1866, and Grieg composed a  funeral march  in his honor. On 11 June 1867, Grieg married his first cousin,  Nina Hagerup. The next year, their only child, Alexandra, was born. She died in 1869 from  meningitis. In the summer of 1868, Grieg wrote his Piano Concerto in A minor while on holiday in Denmark. Edmund Neupert  gave the concerto its premiere performance on 3 April 1869 in the Casino Theater in Copenhagen. Grieg himself was unable to be there due to conducting commitments in Christiania (as  Oslo  was then named). [3] In 1868,  Franz Liszt, who had not yet met Grieg, wrote a testimonial for him to the Norwegian Ministry of Education, which led to Grieg obtaining a travel grant. The two men met in  Rome  in 1870. On Grieg's first visit, they went over Grieg's Violin Sonata No. 1, which pleased Liszt greatly. On his second visit, in April, Grieg brought with him the manuscript of his Piano Concerto, which Liszt proceeded to sightread (including the orchestral arrangement). Liszt's rendition greatly impressed his audience, although Grieg gently pointed out to him that he played the first movement too quickly. Liszt also gave Grieg some advice on  orchestration, (for example, to give the melody of the second theme in the first movement to a solo trumpet). In 1874–76, Grieg composed  incidental music  for the premiere of  Henrik Ibsen's play  Peer Gynt, at the request of the author. Many of the pieces from this work became very popular in the orchestral suites or piano and piano-duet arrangements. Grieg had close ties with the (Bergen Philharmonic Orchestra) (Harmonien), and later became Music Director of the orchestra from 1880–1882. In 1888, Grieg met  Tchaikovsky  in  Leipzig. Grieg was struck by the sadness in Tchaikovsky. [4]  Tchaikovsky thought very highly of Grieg's music, praising its beauty, originality and warmth. [5] ————————————————- Latter years Edvard Grieg Museum Troldhaugen Grieg's later life brought him fame. The Norwegian government awarded him a pension. In the spring 1903, Grieg made nine 78-rpm  gramophone recordings  of his piano music in Paris; all of these historic discs have been reissued on both LPs and CDs and, despite limited fidelity, show his artistry as a pianist. Grieg also made live-recording  player piano  music rolls for the  Welte-Mignon  reproducing system, all of which survive today and can be heard. In 1906, he met the composer and pianist  Percy Grainger  in London. Grainger was a great admirer of Grieg's music and a strong empathy was quickly established. In a 1907 interview, Grieg stated: â€Å"I have written Norwegian Peasant Dances that no one in my country can play, and here comes this Australian who plays them as they ought to be played! He is a genius that we Scandinavians cannot do other than love. †[6] Edvard Grieg died in the autumn of 1907, aged 64, after a long period of illness. His final words were â€Å"Well, if it must be so. † The funeral drew between 30,000 and 40,000 people out on the streets of his home town to honor him. Following his wish, his own  Funeral March in Memory of Rikard Nordraak  was played in an orchestration by his friend  Johan Halvorsen, who had married Grieg's niece. In addition, the  Funeral March  movement from  Chopin's  Piano Sonata No. 2  was played. His and his wife's ashes are entombed in a mountain crypt near his house,  Troldhaugen. ————————————————- Music Grieg is renowned as a  nationalist composer, drawing inspiration from  Norwegian folk music. Early works include a  symphony  (which he later suppressed) and apiano sonata. He also wrote three  sonatas for violin and piano  and a  cello sonata. His many short pieces for piano — often based on Norwegian folk tunes and dances — led some to call him the â€Å"Chopin  of the North†. 7] The  Piano Concerto  is his most popular work. Its champions have included the pianist and composer  Percy Grainger, a personal friend of Grieg who played the concerto frequently during his long career. An arrangement of part of the work made an iconic television comedy appearance in the 1971  Morecambe and Wise Show, conducted by  Andre Previn. Some of the  Lyric Pieces  (for piano) are also well-known, as is the  incidental music  to  Henrik Ibsen's  play  Peer Gynt, a play that Grieg found to be an arduous work to score properly. In a 1874 letter to his friend Frants Beyer, Grieg expressed his unhappiness with what is now considered one of his most popular compositions from  Peer Gynt,  In the Hall of the Mountain King: â€Å"I have also written something for the scene in the hall of the mountain King – something that I literally can't bear listening to because it absolutely reeks of cow-pies, exaggerated Norwegian nationalism, and trollish self-satisfaction! But I have a hunch that the irony will be discernible. â€Å"[8] Grieg's popular  Holberg Suite  was originally written for the piano, and later arranged by the composer for  string  orchestra. Grieg wrote songs, in which he set lyrics by poets  Heinrich Heine,  Johann Wolfgang von Goethe,  Henrik Ibsen,  Hans Christian Andersen,Rudyard Kipling  and others. Russian composer  Nikolai Myaskovsky  used a theme by Grieg for the variations with which he closed his Third String Quartet. ————————————————- List of selected works Main article:  List of compositions by Edvard Grieg * Piano Sonata in E minor, Op. 7 * Violin Sonata No. 1 in F major, Op. 8 * Concert  Overture  In Autumn, Op. 11 * Violin Sonata No. 2 in G major, Op. 13 * Piano Concerto in A minor, Op. 6 * Incidental music  to  Bjornstjerne Bjornson's play  Sigurd Jorsalfar, Op. 22 * Incidental music to Henrik Ibsen's play  Peer Gynt, Op. 23 * Ballade in the Form of Variations  on a Norwegian Folk Song  in G minor, Op. 24 * String Quartet  in G minor, Op. 27 * Album for Male Cho rus, Op. 30 * Two Elegiac Melodies for Strings, Op. 34 * Four  Norwegian Dances  for piano four hands, Op. 35 (later orchestrated) * Cello Sonata in A minor, Op. 36 * Holberg Suite  for piano, later arr. for string orchestra, Op. 40 * Violin Sonata No. 3 in C minor, Op. 45 * Peer Gynt  Suite  No. 1, Op. 6 * Lyric Suite for Orchestra, Op. 54 (orchestration of four  Lyric Pieces) * Peer Gynt  Suite  No. 2, Op. 55 * Suite from  Sigurd Jorsalfar, Op. 56 * Four  Symphonic Dances  for piano, later arr. for orchestra, Op. 64 * Haugtussa  Song Cycle after  Arne Garborg, Op. 67 * Slatter  (Peasant Dances) for piano, Op. 72 * Sixty-six  Lyric Pieces  for piano in ten books, Opp. 12, 38, 43, 47, 54, 57, 62, 65, 68 and 71, including:  Arietta,  To the Spring,  Little Bird,  Butterfly,  Notturno,  Wedding Day at Troldhaugen,  At Your Feet,  Longing For Home,  March of the Dwarfs,  Poeme erotique  and  Gone.

The Nature of Nurture.

The Nature of Nurture. Our global village is gradually increasing its capacity in an unconscious way. People living in this modern world no longer have the privilege to possess any objective or subjective thing larger than that which fits within one's own private space. However, some people, especially those with overwhelming power and renowned fame, still believe in the theory of "survival of the fittest" through the capitalistic system; they spread their influence to those who have limited strength and feeble minds as easily as they might blow away dust. It is so ridiculous that people have desired to take control over the biological world, but they are bullying and humiliating those around them for various purposes. If every individual could help others, especially for the privileged to aid the poor, they would create more opportunities and mutually benefit the life they all desire.It is no doubt that the United States is the strongest and most influential country on earth, it is also one of the most re active members that assists the underdeveloped countries to have well and healthy living, and promotes the necessity of the maintenance of the original global appearance.The United States, which becomes the current status through originally taking advantage of global resources out of Mother Nature, with sufficient financial budgets and well-known identity, believes that it is essential for competent countries to support the underprivileged nations because they should know the reason of give-and -take. They derive almost natural resources since they have more ability and power to access; meanwhile, they have to consider that the powerless nations have less chance to do so. It is reasonable for them to share supportive and substantial supply with the poor.Another unreasonable issue, the deterioration of Mother Nature by privileged people, definitely needs to be examined closely. Even though people...

How Reporters Can Write Great Follow-up News Stories

How Reporters Can Write Great Follow-up News Stories Writing a single basic breaking news article is a pretty straightforward task. You start by writing your lede, which is based on the most important facts in the story. But many news stories are not simply one-time events but rather ongoing topics that can last for weeks or even months. One example would be a crime story that unfolds over time - the crime is committed, then police search for and finally arrest a suspect. Another example might be a long trial involving an especially complex or interesting case. Reporters must often do what is called follow-up articles for long-lasting topics such as these. The Lede The key to writing an effective follow-up story starts with the lede. You cant write the same lede every day for a story that continues over an extended period of time. Instead, you must construct a fresh lede each day, one that reflects the latest developments in the story. But while writing a lede that includes those latest developments, you also need to remind your readers what the original story was all about to begin with. So the follow-up story lede really combines new developments with some background material about the original story. An Example Lets say you cover a house fire in which several people are killed. Heres how your lede for the first story might read: Two people were killed last night when a fast-moving fire swept through their house. Now lets say several days have passed and the fire marshal tells you the fire was a case of arson. Heres your first follow-up lede: A house fire that killed two people earlier this week was deliberately set, the fire marshal announced yesterday. See how the lede combines important background from the original story - two people killed in the fire - with the new development - the fire marshal announcing that it was arson. Now lets take this story one step further. Lets say a week has passed and police have arrested a man who they say set the fire. Heres how your lede might go: Police yesterday arrested a man who they say set the fire last week that killed two people in a house. Get the idea? Again, the lede combines the most important information from the original story with the latest development. Reporters do follow-up stories this way so that readers who may not have read the original story can figure out what is going on and not be confused. The Rest of the Story The rest of the follow-up story should follow the same balancing act of combining the latest news with background information. Generally, the newer developments should be placed higher in the story, while the older information should be lower down. Heres how the first few paragraphs of your follow-up story about the arrest of the arson suspect might go: Police yesterday arrested a man who they say set the fire last week that killed two people in a house. Police said Larson Jenkins, 23, used rags soaked with gasoline to set the fire at the house that killed his girlfriend, Lorena Halbert, 22, and her mother, Mary Halbert, 57. Detective Jerry Groenig said Jenkins was apparently angry because Halbert had recently broken up with him. The fire started around 3 a.m. last Tuesday and quickly swept through the house. Lorena and Mary Halbert were pronounced dead at the scene. No one else was injured. Again, the latest developments are placed high in the story. But they are always tied to background from the original event. This way, even a reader learning about this story for the first time will easily understand what has happened.

Transforming the Enterprise with IT Phase 1 DB 2 Essay

Transforming the Enterprise with IT Phase 1 DB 2 - Essay Example While the company does have its dedicated set of loyal customers, it does face threats when it comes to realising its goals of expanding its business and making an etching mark for itself on the international front. One of the main disadvantages that the company faces, is the fact that it has not expanded its reach in the virtual world, wherein their website needs a revamp, to deliver a lot more than the company overview and contact numbers! Since I am the Director of the Technical Support Team, I shall definitely look into the aspect of basically creating a more user-friendly, customer-oriented Internet approach, that would not only help my company gain in the real world, but also in the virtual one online. The basic requisite for the initiation of this idea, is to immediately make our company website a more informative, interactive and most importantly, a marketable one. In this connection, a Business Model Approach needs to be initiated from the company’s end. We have numerous business models available, like the Brokerage Model, the Advertising Model, the Merchant and Manufacturer Models. Among these, keeping in mind the strengths of the business, which lies in strong reseller network, good products and competitive product prices, it is in the best interest of the company, to follow the Merchant Business Model. This model offers the business, the ability to sell products through retailers and wholesalers or directly to the consumers, through the website. Besides this, it also possesses a brick-and-mortar real-world establishment, wherein the customers can contact in case of any

Intimate Partner Violence Thesis Example | Topics and Well Written Essays - 5250 words

Intimate Partner Violence - Thesis Example Intimate partner violence has become one of the major issues causing women to develop significant unfavorable effects observed with the physical, mental, emotional, and psychological well-being of these women. For health workers who are often called to manage the health of these abused partners, knowledge and skills are very much needed in order to assist these abused partners. According to the Centers for Disease Control, intimate partner violence (IPV) is violence which usually â€Å"occurs between two people in a close relationship†. Intimate partner in this case includes current and former spouses as well as dating partners. This type of violence is observed as a single and as continuing episodes of violence. It also covers different types of behavior including physical violence, sexual violence, threats, and emotional abuse. Physical violence occurs when one partner hurts or tries to hurt his or her partner by hitting, kicking, slapping, or inflicting other types of physical injuries on the partner. Threats include physical or sexual violence with the use of words, weapons, gestures or other tools of communication. Finally, emotional abuse involves threatening a partner or his or her possessions or loved ones or harming them and their self-worth. Examples may include stalking, intimidation, or preventing one from contacting or seeing his or her family and/or friends. This violence may later escalate to physical or sexual assaults, sometimes with growing frequency and severity.