The Day I Lost Everything Essays

Music of the Baroque Period Essay Paper Example For Students

Music of the Baroque Period Essay Paper Survey Questions 1. What is an orchestra? An ensemble is a detailed melodic organization for full symphony, regularly in four developments, in any event one of which is customarily in sonata structure. 2. What is a sonata? How is it identified with the sonata structure? A sonata is an arrangement for an instrumental soloist, with piano backup, in a few developments with at least one in sonata structure. Sonata structure is a bit of music in three areas, in ABA structure, which are piece, improvement, and reiteration. 3. What is a coda? A coda is pieces toward the finish of a melodic piece that are stretched out past the capitulation. . What are the three unique pieces of the sonata structure? Depict each part. The initial segment of sonata from is the work. The composition is the place the author uncovered the topics of the music which are the principal subject gathering and the subsequent subject gathering. The second is the turn of events. The advancement is the segment of the music where the arranger expands on the subjects that were presented in the composition. This is additionally where the strain in the piece is developed. The restatement is the third and last piece of the sonata structure and it is the work is marginally rehashed. The strain from the advancement facilitates, and the sound is unpretentious once more. 5. What are the three unique times of Beethovens work? Portray each part. Beethovens work was composed into the early, the center and the late periods. The early period was from 1779-1802, and that is the point at which he created his first and second ensembles. The center time frame was from 1803-1814. He explored different avenues regarding various strategies around then. The late period was from 1815-1827, and his works mirror the change into the Romantic time frame. Basic Thinking Questions 6. What are the attributes of the music of the Classical time frame? When alluding to the music of the old style time frame, individuals consider the Viennese school. Numerous incredible arrangers went to the school, for example, Haydn, Mozart, and Beethoven. The Classical music time frame was a blend of a wide range of thoughts, as everybody was sharing musings, and music. 7. How does the music of the Classical time frame contrast from the music of the Baroque time frame? The music of the rococo time frame was supposed to be named a time of expand music. The music of the Classical time frame is increasingly practical music and looked for after magnificence as opposed to complex songs. Music of the Baroque Period By delegates

Shelby, Joseph Orville

Shelby, Joseph Orville Shelby, Joseph Orville, 1830â€"97, Confederate cavalry commander in the American Civil War, b. Lexington, Ky. He made a considerable fortune in rope manufacturing in Kentucky and Missouri. While in Missouri he participated in the Kansas-Missouri border war on the proslavery side. When the Civil War broke out he organized a cavalry brigade in Missouri. He participated in numerous raids in the Southwest, was wounded at Helena, Ark. (July, 1863), but joined Sterling Price in his invasion of Missouri in 1864. Shelby and his men had sworn never to surrender; after Appomattox his forces crossed the Rio Grande into Mexico and offered their services to the French puppet ruler, Emperor Maximilian. Shelby ultimately returned to the United States. From 1893 to 1897 he served as U.S. marshal for the Western District of Missouri. The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. History: Bio graphies

Analysis Of Marjorie Kinnan Rawlingss Novel The Yearling

A prize is defined as, â€Å"a thing given as a reward to the winner of a competition or race or in recognition of another outstanding achievement†. A prize is not given out to just anyone, especially the Pulitzer Prize, an award for an achievement in American journalism, literature, or music. With only thirteen made each year, it is a challenge to win one, but writer Marjorie Kinnan Rawlings has completed the challenge, winning a Pulitzer Prize for her novel, The Yearling, published in 1938. She won this award not only for the brilliant thoughts the book contains, but also for the way the words and sentences were crafted and woven together. Marjorie Kinnan Rawlings rightfully obtained her Pulitzer Prize in part for her use of sensory details,†¦show more content†¦Along with sensory details, Rawlings’ practical use of figurative language largely helped her to win a Pulitzer Prize for her astonishing work on this novel. The figurative language used, aids in brin ging life to the story through devices such as comparisons and exaggerations. For instance, on page six, the novel reads, â€Å"The bubbling spring would rise forever from the earth, the thin current was endless†. The spring cannot rise forever and the thin current can end. Here, the author uses hyperboles to exaggerate the details, and to show the importance of the ideas.Another instance, is on page two hundred and twenty four when the sound of the air is brought up, â€Å"A great roaring sounded in the distance. All the bears in the scrub, meeting at the river, might make such a roaring†. This description uses a simile, comparing the wind roaring to the sound of a group of bears. This allows a better awareness of the degree of the noise. Rawling could have said the wind roared but by adding the detail, she creates more depth in her portrayal of Jody’s experiences. On page two hundred and twenty four there is another example of figurative language, where perso nification being used, â€Å"In the night, a gust of wind moved through and slammed both doors†. This is very helpful in Rawlings creating a great piece of work because it breathes life into the wind and in that moment gives the

Essay on Qualitative Analysis Critique - 1343 Words

Qualitative Research Critique There are many differences between quantitative and qualitative research. Such things like: quantitative research provides only variables that can predict specific results but it does not tell us very much about how the variables affect an individual’s life course. Qualitative research adversely provides an enriched understanding of characteristics, qualities, attributes, and environmental factors affecting life events. Qualitative analysis can give understanding to the meaning of a specific characteristic, entity, or phenomenon within a context, instead of only measuring how much is present. â€Å"The purpose of this qualitative analysis is five-fold: To explore ways the qualitative data support and/or†¦show more content†¦All the information available from the 10-year study was reviewed which included: background information, public records, current testing data, relatives and other contacts, informant contacts, and of course the transcripts of the interviews with the participants. There were no significant differences between the 10-year study patient’s background variables or measures of life stressors and the 20-year study patients. There were conversely significant differences in the measures of success. There were three variables found to influence a matrix analysis and a factor analysis: a composite score on the success attributes, IQ, and academic achievement. Goals of the Present Study The qualitative methodology was used to discover five main goals. The first goal is to discover the ways in which the qualitative findings will support and validate the earlier quantitative findings. The second is to gain a better understanding of the success attributes. The third is to identify the components of each of the successful attributes that will discriminate successful from unsuccessful groups. The fourth is to discover themes other than the success attributes. The final goal is to identify any changes over time of the qualitative nature that has occurred from year 10 to year 20. Method Only eighty-two percent, or 41 out of 50, of the original participants partook in the 20-yearShow MoreRelatedEssay on Research Critique Part 1659 Words   |  3 Pages Research Critique Part 1 Grand Canyon University Introduction to Nursing Research NRS-433V Mary OConnell September 5, 2013 Research Critique Part 1 This paper will critique a qualitative research study published in the Journal of Medical Ethics in 2004, By Dr Helen Aveyard, about how nurses manage patients who refuse nursing care procedures. The article explains how nurses view informed consent as not being essential to nursing care procedures. Problem Statement The clinical problemRead MoreResearch Critique Part 1736 Words   |  3 PagesResearch Critique Part 1 Jenna Franz Grand Canyon University Introduction to Nursing Research NRS-433V Mary OConnell September 5, 2013 Research Critique Part 1 This paper will critique a qualitative research study published in the Journal of Medical Ethics in 2004, By Dr Helen Aveyard, about how nurses manage patients who refuse nursing care procedures. The article explains how nurses view informed consent as not being essential to nursing care procedures. Problem Statement The clinicalRead MoreDefinition, Consistency And Neutrality Must Be Addressed?976 Words   |  4 Pagessystematic inquiry into human condition is executed. There are some critiques of qualitative research namely reliability/dependability, generalization/transferability, flexibility, time consuming, objectivity/confirmability, credibility/believability, and sampling/variables. The criticism of qualitative studies inability to generalize their findings to the population is not valid. Williams et al., (2004) asserts that the goal of qualitative research is that one of interpretation, describing individuals’Read MoreQualitative Research : Quantitative Research1442 Words   |  6 Pageslevel, qualitative research involves an interpretive, naturalistic approach to the world. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them. (Denzin Lincoln, 2005, p. 3) Different from quantitative research that collects and analyzes numerical data, qualitative research deals with non-numerical data such as interviews, participant observations, audio and visual imagesRead MoreCritiquing Qualitative and Quantitative Research1465 Words   |  6 PagesUnit 6: Critiquing Qualitative and Quantitative Research Kaplan University July 16, 2013 Unit 6 Critiquing Qualitative and Quantitative Research The research conducted by Foster-Fitzpatrick, Ortiz, Sibilano, Marcantonio and Braun (1999) is a quantitative study of the significance of crossing the legs while blood pressure is being measured. The purpose of the research was to determine whether leg-crossing impacted the results of blood pressure measurements. The research conducted by Palese, SkrapRead MoreNrs-433v Week 3 Research Critique, Part 1 Essay4217 Words   |  17 PagesNRS-433V Week 3 Research Critique, Part 1 To purchase this tutorial visit here: http://mindsblow.us/question_des/NRS-433VWeek3ResearchCritiquePart1/2854 contact us at: help@mindblows.us NRS-433V Week 3 Research Critique, Part 1 Introduction to Nursing Research – Theory, Design, and Sampling Prepare a critical analysis of a qualitative study focusing on the problem statement, study purpose, research question, literature review, and theoretical framework. This can be one of the selected articlesRead MoreOne of the Main Divisions Between Mainstream and Critical Social Psychology Is That of the Methods Adopted. Discuss with Reference to the Cognitive Social and at Least One Other Social Psychological Perspective.1698 Words   |  7 Pagessocial psychology and emerged from the critique of behaviourism in the mid twentieth century. Researchers use an experimental approach involving controlled experimental conditions to produce quantitative data that can be measured and analysed to produce statistically valid conclusions. Discursive psychology focuses on the external world of discourse, its meaning and effects and studies the socially constructed, situated and contingent identity. It is a qualitative approach. It emerged in the 1970sRead MoreClinical Log 2 : Clinical Assessment1655 Words   |  7 PagesClinical log 2 As the clinical log 2, this essay examines a situation where the writer recognized the need for evidenced-based information, followed by the description and critique of the research article the writer tried to find the evidence. Then the essay is concluded with the reflection of learning through this assignment. Clinical Incident My preceptor is a full-time radiation therapist, conducting research to improve patients’ experience during their cancer treatment. Through the placementRead Moreadvantages and disadvantages of qualitative research and briefly quantitative research.1019 Words   |  5 Pagesadvantages and disadvantages of qualitative research and briefly quantitative research. This essay will initially present the advantages and disadvantages of qualitative research and briefly quantitative research. It will then go on to critique a qualitative research article yet due to the word count only several factors of this will be critiqued and the article is by Wills et al (2005). Later it will consider the use of the research paper within the clinical practice area; and discuss whetherRead MoreAnalyzing The Attitudes Of Patients Towards Diabetes Education Essay720 Words   |  3 PagesIn this articles critique, two articles are evaluated; one using qualitative and the second using quantitative research approaches. Particularly, it contrasts information gathered because of using the approaches, advantages and disadvantages of the two approaches and a response to the claim that qualitative research is not real science. Schà ¤fer, I., Pawels, M., Kà ¼ver, C., Pohontsch, N. J., Scherer, M., van den Bussche, H., Kaduszkiewicz, H. (2014). Strategies for Improving Participation

Exploring the theme of social class within the novel ‘The Great Gatsby’ by F. Scott. Fitzgerlard Free Essays

In ‘The Great Gatsby’ the first instance of social class is when we find out that Nick is privileged. ‘haven’t had all the advantages that you’ve had.’ Nick is telling us about advice that his father had given him – from this we can clearly see that Nick is better off than some people. We will write a custom essay sample on Exploring the theme of social class within the novel ‘The Great Gatsby’ by F. Scott. Fitzgerlard or any similar topic only for you Order Now Nick also suggests that you are born into your class by saying ‘decencies is parcelled out unequally at birth’. This shows us that at the time the book was written people didn’t work their way up the social ladder and could not move through the classes very easily, instead they were born into and expected to stay in one class. The next significant mention of class, in my opinion, is ‘I wanted the world to be uniform †¦ I wanted no more riotous excursions with privileged glimpses’. To me Nick is suggesting that he doesn’t want people to be divided by class, but that he wants everyone to be together and equal. To others this foreshadows that inequality between classes will play a big part in the story because Nick is saying what he wanted and not what actually happened. We also see that Nick is unhappy with the class difference when he says ‘well, the less fashionable of the two, though this is a most superficial tag to express the bizarre’. This shows that Nick is unhappy with the split between classes because he is privileged but cannot afford to live in the posher area of New York. Further into the novel we see again that Nick doesn’t like the class splits and how they have affected people. ‘I was confused and a little disgusted as I drove away’. Nick is not happy with the attitude and the way the upper classes behave. A reader may get the impression that he isn’t wealthy himself and is jealous of the rich or that he isn’t as rich as most people and doesn’t want to be because he is put off by the way that they come across. Another significant mention of social class is in the conversation between Nick and Jordan Baker. ‘I know somebody there’ ‘I don’t know a single-’. From this I can see that the classes don’t mix with one another because the people who live in East Egg – Daisy and Jordan – do not know many people from the West Egg; apart from Gatsby who is fairly well known anyway. This gives me a clear image of the way people in that time would have seen other classes – they knew that they shouldn’t mix with one another and that they should keep the classes as separate as they could. I can also tell that Tom thinks that he is at the top of society. ‘he reads deep books with long words in them’. Daisy is saying that he enjoys reading books, but by saying that he reads books with long words in and can understand them shows that he is educated and so it above a lot of people in society. When Tom says ‘It’s up to us, who are the dominant race’ it shows me that he thinks that the class of people of which he comes under is above everyone else. By describing himself as ‘the dominant race’ he is giving off the impression that he should have a lot of power and has the rights and ability to control everyone else. Another key instance, in my opinion, is when Myrtle is mocking the lower classes. ’These people! You have to keep after them all the time’. Myrtle is in lower class herself and when pretending to be upper class and mocking the lower classes, I can see that the classes don’t really like each other or get along. I can also tell that the classes do not have an understanding of each other as Myrtle doesn’t know how behave like a rich person. To some people this can also show that Myrtle doesn’t like the rich people, her mocking the lower classes could be an indirect way of mocking the upper class (of which she doesn’t fall under). We can also tell that the classes don’t really mix and understand each other because when they are talking about West Egg, Daisy is ‘offended’ and ‘failed to understand’. This clearly shows us that the upper class do not want to be associated with the lower classes and do not even attemp t to understand them. Further into the novel, chapter three opens with a description of Gatsby’s parties. ‘There was music from my neighbour’s house through the summer nights†¦while his two motor boats†¦Rolls-Royce†¦And on Monday’s eight servants’. This shows the reader that Gatsby is rich, and therefore could be considered part of the upper class. Nick is describing his neighbour showing that the people who live in West Egg can be part of the upper class because Gatsby is. Further into this chapter Gatsby is showing off his wealth at a party through the number of books he owns. ‘‘What do you think?’ he demanded’ after showing off his book shelf. Gatsby doesn’t read the books he just has them there to show that he is wealthy and can afford to waste his money. To some readers this can also symbolise that education is dividing the new rich from the old rich. It shows us that education can now be a factor into getting into the upper class whereas before you were born into class and only got an education if you were part of a high class. Further into the novel, chapter six, we find out that even before Daisy, Gatsby had thought that wealth was important. ‘I suppose he’d had that name ready for a long time’. The name Jay Gatsby comes from a materialistic conception which means to be successful. This shows the reader that Gatsby had always wanted to be successful and make something of himself and that it wasn’t Daisy that had caused him to want to be wealthy. From chapter six we can also see that being born into a high class and an education were not the only ways to move up the social ladder to be part of a high class. ‘drifted back to the Lake Superior and he was still searching for something to do. This quotation can show the reader that Gatsby is looking for a way other than an education to climb the social ladder because he leaves college and is searching for something else to do. Tom looks down upon the newly rich and thinks that they are all bootleggers. ‘some big bootlegger’ This shows us that Tom is not happy with the way some people have earnt their money. Again showing us that he thinks he is superior to others. How to cite Exploring the theme of social class within the novel ‘The Great Gatsby’ by F. Scott. Fitzgerlard, Papers

Whartons Life And History Essays - Gilded Age, Edith Wharton

Wharton's Life And History Edith Wharton: A brief personal history and overview of literary achievements The cultural advancement of the 1920's has many important literary figures associated with it. Names such as T.S. Elliot, Ernest Hemingway and F. Scott Fitzgerald are some of the better-known names. Edith Wharton is one of the less known of the period, but is still a formidable writer. This paper will explore Ms. Wharton's life and history and give a brief background surrounding some of her more popular novels. Ms. Wharton was born Edith Newbold Jones on January 24, 1862, in her parents' mansion and West Twenty-Third Street in New York City. Her mother, Lucretia Stevens Rhinelander, connected with wealthy Dutch landowners and merchants of the early nineteenth century, was the granddaughter of an outstanding American Revolutionary War patriot, General Ebenezer Stevens. After the war, General Stevens became a very successful East-India merchant. Edith Wharton's father, a man of considerable, private, inherite d wealth, did not follow a career in business. Rather, he lived a life of leisure, punctuated by his hobbies of sea fishing, boat racing, and wildfowl shooting (activities typical of wealthy men of the day). During her first few years, Edith Wharton's family alternated between New York City in the winter and Newport, Rhode Island, in the summer. At the time, Newport was a very fashionable place where New York City families of wealth might enjoy ocean breezes and participate in a ro! und of tea and inner parties, the leaving of calling cards, and constant preparations for entertaining or being entertained. When she was four years old, her parents took her on a tour of Europe, concentrating on Italy and France. She became as familiar with Rome and Paris as most children are with their hometowns. It was here that the small, red-headed child played her favorite game. Not yet able to read, she carried around with her a large volume of Washington Irving's stories of old Spain, The Alhambr a. Holding the Book carefully, often upside down, she proceeded to turn the pages and to read aloud make up stories as she went along. Whereas most children of her age would be told the familiar old folk and fairy tales of Anderson, Perrault, and the Brothers Grimm, she listened with great delight to tales of the domestic dramas of the great Greek and Roman gods of mythology. The young child rapidly learned to read, speak, and write German, French, and Italian, as a result of the efforts of governess and the extended family tours of France and Italy. Returning to America after an absence of sex years in picturesque Europe, the ten-year-old Edith viewed New York City with mixed feelings. She missed the glamour of Europe; she was distressed with the busy commercial air of much of her home city; she was delighted to join her relatives and friends on a rambling family estate at Newport. Here she continued her study of modern languages and proper manners. However, she had to return to he r father's in New York, where she spent her time perusing his library and immersing herself in the likes of Roman Plutarch and the English Macaulay, the English Pepys and Evelyn and the French Madame de Sevigne; the poets, Milton, Burns and Byron, as well as Scott, Wordsworth, Coleridge, Shelley, and Elizabeth Barrat Browning. With these writers as her models and inspiration, young Edith Wharton began to cover huge sheets of wrapping paper with her own prose and verse. Edith's family and the families of most of her friends were not in business: they lived on their incomes and investments, living leisurely lives of dining out or dinner going with much emphasis on good cooking, and sparkling conversation. Once in a while, they attended the theatre; the opera, seldom. When she was seventeen, Edith's parents decided the time had arrived for her coming out. The series of social activities that indicated to the world that she was adult enough to be invited to social entertainment without her parents as chaperones. Soon, she joined her father and mother to another trip to Europe - this time for her father's health. He died in France, when Edith was nineteen years old, and the