1812 Overture Essays

1812 Overture Essays 1812 Overture Paper 1812 Overture Paper The 1812 Overture, composed by Peter Tchaikovsky is the most widely regonized piece of classical music. The 1812 Overture was written to commerate the victory of Russia in the Napoleonic War in 1812. The defeat of this battle marked the start of the long and disastrous retreat that destroyed Napoleon and his army. In 1880, the Russian composer Tchaikovsky was commissioned to write an uplifting and patriotic piece to immortalize Napoleons defeat and celebrate the liberation of the Russians. Cannons would have been used during the actual conflict, they are very significant in the piece. Its first performance was in Moscow in 1882. Tchaikovsky was a respected musician of his time and was well-suited to accomplish this task. His sensitivity and excitable temperament, was so freely expressed in his music. By the age of 23, he had devoted himself entirely to music up until now. Living in poverty, he worked so hard that he suffered greatly from, depression and insomnia, with frequent nightmares. His great gift for melody, brilliant orchestral colour and strong emotional expression, delighted audiences. The 1812 Overture represents various aspects of the Russian involvement in the Napoleonic war. The composition is arranged to reflect specific battles and victories during this time. It calmly opens with an introduction of a Russian Church chant, recalling the declaration of war that was announced at church services. The introduction of the horns represent the marching armies. There is a section of this piece where the French national anthem is embedded and this is to represent the French victory in the war and the capture of Moscow. In the next section of this piece there is an overtone of a Russian folk dance theme, this is to commerate the Russian army battle beating back Napoleon. The music becomes noticably softer, this is used to reflect the retreat from Moscow by the French. The famous cannons are symbolic to reflect the Russian army advancing to the French border. This piece ends with a victorious Russian National anthem. The Russian anthem is to symbolic counterpoint the French anthem earlier in the piece. Tchaikovsky had successfully captured all the drama and emotions of war, from the battles to the victory, in this piece, which today has become one of the most recognized classical pieces.

5 Keys to Better Sentence Flow

5 Keys to Better Sentence Flow 5 Keys to Better Sentence Flow 5 Keys to Better Sentence Flow By Mark Nichol Sentences can be short. They can also be long. This is a good thing. Lack of variety is wearying. It may drive you to distraction. It’s a good thing that sentences can be short or long, because lack of variety is wearying and may drive you to distraction. Which paragraph was easier to read? If you’re like me (and why wouldn’t you be?), you’ll pick the latter example, which employs combination and subordination (the process of making one of two sentences part of the other). It’s easy to get caught up in a ratcheted conveyor belt of short, staccato sentences, but it’s also simple to introducing some variety of sentence length through these two frequently paired strategies. 1. â€Å"The money was doled out in what are known as State Revolving Funds. These are pots of cash that finance each state’s drinking-water and clean-water infrastructure improvements. â€Å" If a sentence constitutes a definition for a term introduced in the previous sentence, delete the subject from the defining sentence and link the two sentences: â€Å"The money was doled out in what are known as State Revolving Funds, pots of cash that finance each state’s drinking-water and clean-water infrastructure improvements.† 2. â€Å"The most famous was called the Wonder Fountain. The attraction shot river water 150 feet into the air from a round pool. It drew visitors from Charlotte and beyond.† This â€Å"See Dick run. See Jane run.† succession is easily folded together: Delete the first verb and make the noun phrase after it an appositive. Link the defining sentence to it as a parenthetical phrase, and emerge from that phrase to close with an additional phrase consisting of the final sentence shorn of its subject. The result: â€Å"The most famous, the Wonder Fountain, which shot river water 150 feet into the air from a round pool, drew visitors from Charlotte and beyond.† 3. â€Å"Religious or purely spiritual models are found in several faiths. They are often considered folk models because they derive from the rank-and-file citizenry.† A sentence that provides additional detail about the previous sentence can often, absent its subject, be inserted into the midst of the first sentence as a parenthetical phrase: â€Å"Religious or purely spiritual models, often considered folk models because they derive from the rank-and-file citizenry, are found in several faiths.† 4. â€Å"He stood in front of the half-empty San Luis Reservoir, built in 1962 to store water for the feds’ Central Valley Project. He painted a Dust Bowl-grim picture of Central Valley’s storied farming economy.† Replace a sentence’s subject with a participle (a verb with an -ing ending), then clip the following sentence’s subject and tack the rest of the sentence on: â€Å"Standing in front of the half-empty San Luis Reservoir, built in 1962 to store water for the feds’ Central Valley Project, he painted a Dust Bowl–grim picture of Central Valley’s storied farming economy.† 5. â€Å"Following the principles of Ayurvedic medicine, the flavors, numbering six, are defined as follows: sweet, sour, bitter, salty, astringent, and spicy. These flavors are divided into six categories, which are associated with earth, water, and fire.† When combining and subordinating sentences, look for opportunities to make a passage more concise as well. Stating the number of listed flavors is superfluous, and â€Å"are defined as follows† is a verbose and unnecessary obstacle between the reader and the list. Note, too, how em dashes are employed in order to avoid a bewildering succession of commas: â€Å"Following the principles of Ayurvedic medicine, the flavors- divided into categories associated with earth, water, and fire- are sweet, sour, bitter, salty, astringent, and spicy.† Successions of sentences don’t always merit these steps, but judicious application will improve the flow of your writing. 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 Writing Basics category, check our popular posts, or choose a related post below:12 Types of LanguageConnotations of 35 Words for Funny PeopleRunning Errands and Doing Chores

How does the preliminary ruling procedure for the European Court of Essay

How does the preliminary ruling procedure for the European Court of Justice work - Essay Example It also ensures that the provisions laid down by the community institution are carried to the letter. Article 220 ‘Treaty of Rome† states that, the â€Å"court must ensure that, in the interpretation and application of the treaty, the law is upheld† The second role played by the court is hearing references from the national courts and gives preliminary rulings to show the scope and application of the law.2 The methodology of interpretation of laws by the ECJ is not specific. Some of the methods used include, teleological, historical and literal approaches. Teleological method of interpreting the law i.e. employed by the ECJ among other courts to interpret legislative provisions in light of purpose that these provisions seek to achieve1 another method used, albeit with hostility is the historical method. Its use is limited to the lengthy and complex process that is involved in the adoption of EU legal rights. Again, considerable changes will occur during the negotia tion period as well as the cropping of anomalies when the court relies on only one document in the midst of diverse legal traditions that inform the enactment of the of EU laws. Another methodology is the literal interpretation of the law as it appears. Moens and Trone Sate that when the provisions of the law are clear, the court will take the normal meaning of the words used.3 The procedures The preliminary ruling procedure involves a decision made by the ECJ when interpreting union law. This decision is usually made at the request of a high court in a member state of the European Union. Preliminary rulings are so called because the referring national court is the one that passes the verdict. The role of the ECG therefore is to provide guidance and clear understanding of what the law says.4 Article 267 gives the ECJ mandate to hear preliminary rules concerning the interpretation of treaties and the interpretation and validity of acts of institutions agencies of the union, offices e tc. Jurisdiction of the court The ECJ gives the single absolute clear and unambiguous interpretation of the law, and it cuts across all states. (I) Jurisdiction of the ECJ Article 267 TFEU states that a reference may be made with the regard to the interpretations of other the treaty and acts of the union. However, reference on validity can only be made on the acts of the institutions of the union. Purpose of Article 267 of TFEU Formerly under article 177of the treaty of Rome, article 267 of the treaty of the of the functioning of the European union states that national courts, during proceedings, can question the ECJ on interpretation of the relevant parts of TFEU, secondary legislation or even constitutionality of relevant secondary legislation.5 The ECJ is very cautious not to impose a given view on how its ruling will be applied in the national proceedings. Discretion to refer All rulings made by the ECJ clarify the scope and meaning of the bunion laws. Article 234 binds the cour t to accept all questions presented by member states. The court advises only on the interpretation and does not make decisions on the questions posed.6It is only a court or a tribunal that can make a referral to the ECJ. The ECJ has a generally harsh attitude toward referrals and only accepts them when there are ‘real and substantial doubts’ and the court feels that and inconsistent application of law if the ECJ does not intervene. However, according to Lord Denning MR (1982), the ECJ does not have the jurisdiction to ‘

America Business History Essay Example | Topics and Well Written Essays - 750 words

America Business History - Essay Example Strategically designed and economical office furniture is therefore needed by all organizations. Getting custom built furniture and employing local labor and designers is both cumbersome as well as a painful process. Catering to the demands of office furniture for most organizations by provided prefabricated, custom designed and ready to fit furniture according to space availability and nature of organization is therefore the need of the hour. As mass production of furniture is already well established, particularly in some areas of New York, the company will have its headquarters at New York and will solely focus on office furniture for small and medium organizations, whose demands can be met in a timely and efficient manner. My company will commence operations from a hired shed in an area earmarked for small industry. A small workforce of 25 people composed of skilled and semi skilled carpenters and labor will be hired and their services utilized for designing and preparing small furniture items like office tables, chairs, filing cabinets, and foot rests ideal for small offices. Two engineers will be hired for visualizing and designing the components as per the type of raw material available, the present requirements of the upcoming US industries. The company will utilize only wood as the raw material as it is available in plenty with no resource crunch. Adequate quantity of raw material and hardware will have to be pro cured, stored and maintained by a single logistics manager of the company. The resources needed are wood as the principal raw material, hardware which includes tools and semi automation products, electricity and ideal premises for setting up the factory. Capital for setting up the industry can be procured as a loan from the bank which should be gradually paid off after meeting the initial sales targets. The focus of the company will be to become self reliant in terms of finances within a period of 5 years or even lesser,

Speeding cost Essay Example for Free

Speeding cost Essay I will never ever speed again. Speeding cost way too much time and aggravation to continue speeding. This ticket has made me realize that all speeding does is put me and other people in danger and waste a lot of gas. And in these economic times wasting gas isn’t the best idea. I can drive 55 in a 55. Statistics show that if the speed limit is 65 and you go 75 it will get you to your destination 10 minutes faster but you also increase your risk of accident by 25%. Honestly I don’t want to risk an accident over 10 minutes of time. It’s pointless. And I have learned my lesson from speeding in excess over the speed limit. This will never happen again Judge When you speed, you have less time to react to unexpected situations. Other drivers have less time to react to your situation. With that being said, you can easily harm someone or yourself if not kill them by not watching your surroundings. Because like stated before, you not only have little time to react at the normal speed of traffic, but now you are speeding which takes away from the normal time, in return gives you minimal to no time to react at all. Cars are not really designed for high speed even though they are capable. Braking systems are not designed for stops form high speeds. They can overheat and fail in an emergency stop, therefor the â€Å"perfect breaks† I thought I had are completely useless. Which means the poor person in front of me is probably fixing too suffer because I had too speed. In cases as concerned as running into the back of someone. I have heard of people getting paralyzed by careless driving mistakes such as speeding and missing a stop sign.

The Character of Carol Kennicott in Main Street Essay example -- Main

The Character of Carol Kennicott in Main Street The protagonist in this story is Carol Kennicott. She is a young woman attending college in St. Paul Minnesota. She wants to go somewhere in her life. She has gone out and gotten a college education so that she won’t have to be a house wife. She has an outgoing personality and is continuously trying to change the things around her. She meets a man named William Kennicott. They fall in love and move to the small town of Gopher Prairie. While there Carol tries to change her home, as well as all of the other buildings in town. Carol is identified as the protagonist because she’s the main character and she has a conflict to overcome. Paragraph 2 The antagonist in this story is Carol’s personality. She is always trying to stay in love with William, but at the same time she can’t stand the thought of living in a small town where the people don’t change. It’s important to the antagonist that she change the world one small community at a time. All of the attempts made by Carol are failures because she’s moving too fast for the citizens of Gopher Prairie. Paragraph 3 The conflict in this story is best described as Carol vs. Herself. Carol wants to love Will and be a loyal wife. She wants to love his mother and be a mother herself. Carol has the desire and willingness to stay with Will, but at the same time the thought of changing the town and not adapting to their ways is always implanted in her mind. Carol wants to change the town to a more contemporary time. She has always had this thought, even during her stay at college. The reason she attended college is so that she wouldn’t have to live the cliched life of being a house wife, with darling children, and an adoring husband. Carol has a desire from both ends of this argument. She loves her husband, but small town life doesn’t suit her. This conflict is internal because Carol is always at war with her conscience. Paragraph 4 The climax of this story comes in the last two chapters. Carol has moved to Washington and is pursuing a career that will help change the city. Will comes out to visit and he brings photographs of Gopher Prairie and the surrounding fields. It becomes apparent at this point that Carol no longer wants to stay in Washington. She realizes that all the time she spent in Gopher Prairie she never gave th... ...s two opposing opinions to the reader. The reader is allowed to make his own assumptions and opinions on the different situations that arise. The narrator tells the reader of Carol’s aspirations of changing small town America. At the same time he is able to give Will’s feelings about Carol being a â€Å"normal† wife. The narrator is also able to express the feelings of the other characters who occupy the town. These thoughts are very insightful and make for a better understanding of Carol. Paragraph 12 Personification: â€Å"the trees by Sam’s hardware shop reached out as to consume the daylight.† Simile: â€Å"Kennicott was as fixed in routine as an isolated old man.† Paragraph 13 This novel was interesting but at the same time it failed to really catch my attention and intrigue me. I was under the assumption that it was risky and questioned peoples values. My only thought on this is that I’m reading it in 2001 and the novel was published in 1948. My views are drastically different from those of a country who put women on a lower standard than men. I would give this book a moderate rating because it didn’t catch my eye but at the same time had a decent point to prove.

Classroom Field Study Report Essay

General Description Disston Elementary School, located at Knorr and Cottage Streets, in the Tacony/Wissinoming neighborhood of Philadelphia, is a four-story brick building. The school, K through 8, has a gym, auditorium, and library. There is also a computer lab, consumer education classroom, and a music room. The floors are organized by grade levels, starting with the lower grades on the first floor and working their way up the building. The ground floor, or basement, is reserved for specialty classes, such as music, etc. The school, built in the early 1900’s, has very few modern improvements, mainly because it is a historical landmark. There are no elevators or ramps making it inaccessible to those with walking disabilities or are wheelchair bound. The school, which has approximately 800 students and 40 teachers on staff, is maintained well and kept clean. The staff members I encountered at the school were well informed and professional. The neighborhood is predominately middle class, but does include some low-income families. In addition, about 15% of the students are bussed to Disston from neighborhoods that are at or below the poverty level. The cooperating teacher, Ms. Bledy, was happy to share her classroom as well as her experiences. She provided a pleasant atmosphere and gave me the opportunity to observe her seventh grade science, mathematics, and social studies classes, and fifth grade reading and English classes, which she also instructed. Her seventh grade classes consist of 29 students and her fifth grade RELA (Reading/Language Arts) class consists of 25 students. Learner Differences In the 7th grade class, there are 26 students with average or near-average ability and three students who have been identified with reading and math disabilities. These 3 students attend special classes for those subjects and return to Ms. Bledy for science and social studies. Ms. Bledy adapts the content in science and social studies according to each of the special education students’ I. E. P. (Individual Education Plan). Since all three students are at, or below a second grade reading level, Ms. Bledy uses the school library to find appropriate stories, books, or articles at each students grade level. She looks for material that is parallel, or as close as possible, to the content that is being covered in science and social studies. While lower grade level books have less detail, the teacher tries to provide the special education children with some reading material on the same or a related topic. For example, in a science class on metamorphosis, Ms. Bledy found a story called â€Å"The Very Hungry Caterpillar† by Eric Carle. This grade 1 story, through pictures and words, shows the four life stages from an egg to a butterfly (Surprisingly, the students of average ability also enjoyed this 1st grade book). Ms. Bledy also provides daily hands-on and visual learning experiences for all her students; therefore she finds it easy to adapt lessons for the special education students mainstreamed into her classroom. With the exception of the 3 special educations students, the remaining 26 students in Ms. Bledy’s math class are instructed on a 7th grade level. The teacher uses various visual, auditory, and hands-on learning techniques to adjust to each students learning style. Disston School provides a â€Å"reading cycle† for 90 minutes each day from 10:15 to 11:45 a. m. During this time, students throughout the school change classes to attend reading and language arts at their ability levels. Ms. Bledy teaches level 5 reading, writing, and English. In this class, there is a mixture of 28 students from grades four through eight. Within the groups of students I observed, there were no students with physical handicaps, nor did I observe anyone with severe emotional behavior differences. Ms. Bledy did inform me that 2 students receive the prescription drug Ritalin daily, administered either by the school nurse or a parent. There were very few behavior difficulties in Ms. Bledy’s classroom. She has created a structured, firm and fair atmosphere that the students find comfortable. Motivation Techniques Ms. Bledy facilitates safety, belonging, and positive self-worth to each of her students on a daily basis. The atmosphere in the class is one of calm, encouragement, respect, and unity. During the entire time I attended her classes, I saw students actively engaged in learning, any disruptions were addressed quickly, quietly and effectively. The children seemed to have little difficulty in dividing work in cooperative learning groups and they readily helped each other during class activities. I observed Ms. Bledy’s classes in the last few weeks of school, but it was apparent that the students had become accustomed to routines and had a sense of trust among them. The special education students mainstreamed into the regular education classes were not afraid or embarrassed to show their group members any lower level materials they were using. Although the students were grouped heterogeneously, Ms. Bledy is careful to place the special education students in groups with students that are more patient and have a kinder disposition. These easy-going students are more compassionate toward a special education group member who might take longer to complete an assignment. Some examples of motivation techniques I observed are: Safety: While Ms. Bledy was giving directions for a map activity in social studies class, one of her students, Brandon, rolled up a few small pieces of paper and was proceeding to put them into an empty pen tube. Just as he was about to put the pen to his lips, Ms. Bledy made eye contact with him as she continued giving directions for the activity. She walked over to Brandon and put out her hand so that he could hand over the â€Å"spitball† tube. She never stopped giving directions, but did stop this young man from throwing spitballs around the class causing a disruption. She then pointed to the behavior book and motioned for Brandon to sign it. He shrugged, but quietly walked over, found the page in the book with his name on it and wrote the date and what he did. Brandon wrote, â€Å"trying to make spit ball tube, but Ms. Bledy took it from me. This is a warning, if I do something disruptive again today I will receive a penalty. † At the beginning of the school year Ms. Bledy taught and practiced with her students the class rules and what was expected of them. She feels that if the students write down what they did and make some notation of either a consequence or some other thing that helps them improve their behavior, that there are fewer disruptions in class. Effort and Improvement: Eric is having difficulty creating a circle graph from information on a complicated bar graph. Ms. Bledy gives Eric some individual attention. She goes over to his desk and helps him create some simple circle graphs from simple bar graphs. She then has him practice a few more circle/bar graphs escalating the difficulty each time. She gives encouragement and approval when he is correct and guidance as needed. In a short time, Eric is on his own, confident that he can probably handle the more difficult work. Ms. Bledy moves on, but keeps a watchful eye out for Eric. By the end of class, Eric is successful in completing his graphs. Rewards: Ms. Bledy makes positive comments to her students regularly. She also gives students simple, but effective, rewards. One student, Melissa, not only was helpful to the teacher, but she went out of her way to help Antoine (a special education student) locate the Allied countries of WWI on a map. At the end of class, Ms. Bledy used her cell phone to call Melissa’s mother and told her what a wonderful person Melissa is. Multiple Intelligence: Like most classrooms Ms. Bledy’s class has a variety of intelligences. One of the techniques she uses to address this is by having students divide up work in cooperative learning groups according to their interests. In science class where the students were working on a project on acid rain, the students in each co-op group were required to provide research, complete an experiment, keep a daily journal of results and conclusions, make drawings and graphs of the results, and complete a cover page. Each group is permitted to divide the work according to their talents, although all group members must share in the experiment. Behavioral Learning Principles Ms. Bledy’s classroom atmosphere stresses learning, from the various information provided on classroom bulletin boards, posters, and at workstations to the organization and structure of daily activities she creates for her students. Here are some examples I observed: Fact Learning: Ms. Bledy begins each math class with a math warm-up. The students complete a few simple questions (no more than 5) in two or three minutes. These warm-ups are designed to practice various skills. Students practice basic multiplication, addition, subtraction, and division skills by playing the math game â€Å"24†. Students prepare study cards, usually for homework. They are similar to a flash card, where they put a definition on one side and the term on the other side. This is done on 3Ãâ€"5 index cards. In class, the students play a memory game either in pairs or small groups, using these cards. Reinforcement: Ms. Bledy uses positive reinforcement in her classroom. When she praises a student she uses concrete words that describe the achievement made. One student, Regina, who struggles with math but excels in social studies, was trying to figure out the average winter temperature in Celsius in the country of Germany. She knew the temperature in Fahrenheit. Regina recalled that during a math and science class, Ms. Bledy had shown them how to convert Fahrenheit into Celsius. During this social studies class, Regina applied those skills and was successful in finding the answer. When she told Ms. Bledy the answer, the teacher complimented her on her math skills. Regina beamed the rest of the afternoon and took pride in showing her classmates how to convert the temperatures. Punishment: I observed Ms. Bledy use both presentation and removal punishment techniques. She regularly removes items from the students that can cause them to be disruptive, such as when she removed Brandon’s spitball tube. But, I only saw her need to remove one student to a time-out area. Patrick refused to cooperate with his group and Ms. Bledy had him complete a writing activity (presentation punishment) on cooperation in a time-out area (removal punishment). When he completed this activity he was eager to get back to his group. Ms. Bledy allowed him to rejoin the group where he participated mannerly. Schedules of Reinforcement: Ms. Bledy uses a variable ratio as the schedule of reinforcement in her classroom. She calls on students randomly who offer answers. Although Ms. Bledy schedules particular educational trips with specific dates, she randomly assigns points that students need to earn toward that trip. At the beginning of an activity on statistics in math class, Ms. Bledy told the class that each student could earn 10 points toward Spirit Day, by completing the activity in a timely and thorough manner. One of the requirements she listed was that each group member helps each other complete the assignment. Behavior Modification: Ms. Bledy uses a daily report for students to help them improve behavior. On this report the students identify the behavior they are trying to improve, whether it is disciplinary or academic. The student presents the daily report to all teachers throughout the day. Each teacher writes whether or not the child improved that targeted behavior for that class and lists any suggestions the student can follow for further improvement. At the end of the day, the child takes the daily report home for a parental signature (This is not always a requirement. It is done on a case-by-case situation). Ms. Bledy and the student review the daily report each morning and discuss other ways the child can help him/herself. Modeling: Ms. Bledy uses modeling as part of her direct instruction at the beginning of most classes. In one instance, the students were to create a time line of their future. Ms. Bledy created a time line for herself and shared it with the class. She showed them how she started out by making a list of 10 goals for herself on paper. Then she explained how long she thought (realistically) it would take her to achieve each goal. Finally, she picked 2001 as a starting point and systematically set up her time line. The students grasped the idea and went quickly to work. Cognitive Learning Principles Ms. Bledy increases her students learning by using a number of cognitive learning principles. Concepts are learned through practice and examples, information is processed by using chunking, categorizing, etc. and her students regularly participate in meaningful activities linking new information to existing knowledge. Concept Learning: Ms. Bledy writes a list (or row) of terms that are related and adds one that is unrelated. In a science lesson on solutions she listed the terms â€Å"dissolving, hard water, soft water, bacteria, solute, solvent. † The students identified the term â€Å"bacteria† as the one that did not fit into this list. She continued by listing 3 or more groups. Information Processing: Ms. Bledy makes constant use of charts and graphs. The students created bar graphs for a math class I observed based on statistical information they collected. Students surveyed Ms. Bledy’s class as well as seven other classrooms on how they would like, or wish, to spend their summer vacations. They combined their information and converted it into percentages. Then they created bar graphs and later in the week made circle graphs. Constructivism: Ms. Bledy’s students went on to accumulate information on how they actually spent their summer vacations (meaningful activity) and created graphs using this information. As a conclusion to this assignment, Ms. Bledy had the students compare the way they actually spend vacation to how they wish their vacations would be like. Classroom Management Ms. Bledy’s classroom is well organized and well managed. She has three osters above the side blackboard that lists rules, penalties, and rewards (see attached copy of Ms. Bledy’s Discipline Plan).