...9. Autumn 1835-June 1836 This work was written to fulfill Robert’s dream of composing something for Moscheles in homage and consequently dedicated to him. In the autumn of 1835, Robert made Moscheles personal acquaintance who looked at this work (which at the time was originally intended as a concerto without orchestra) and frankly commented that it “did not fulfill the requirements of a concerto thought it possessed the characteristic attributes of a grand sonata in the manner of Beethoven and Weber.” It follows that Robert reformed and renamed this work as a sonata to better suit its character. Chissell also points out that ‘In subject-matter, however, the Sonata is wholly Clara’s. During its composition Schumann had faced up to the truth of his love for her, and had broken off his engagement with Ernestine, which would account for the music’s tone of high romantic tumult. But more specifically the slow movement is a set of variations on an ‘Andantino de Clara Weick’ bringing her ‘motto’ theme, the falling figure of 5 notes, out into the open…This theme generates the greater part of the sonata. Little else in Robert’s piano music is quite a monothematic as this work.’ Clara’s motto theme of 5 falling notes, C-B-A-G-F Sonata in F minor, Op. 14 10. 1836 Learning from Liszt that plans were afoot to erect a monument of one of his idols, the late Beethoven, Robert composed this work as a means of raising money towards this end. Accordingly, he was inspired...
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...wherein composers make stylistic choices in order to position responders to see aspects of human experience in new ways. Mark Raphael Baker, in his 1997 historical memoir, The Fiftieth Gate, deliberately chooses a fragmented, polymorphous structure united within an overarching narrative to embody how the disparate aspects of past human experience can be understood through the symbiotic reconciliation of the once polar oppositions of history and memory. Like Baker, Joe Kubert, in his graphic novel, Yossel April 19, 1943, deliberately chooses a raw drawing style and fictionalised recreations of silenced voices of the past to embody the subjective reality that is omitted from documented history. Both...
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...Csikszentmihalyi, and Richard Carlson, I identify two types of experience in user–product interactions: satisfying experiences and rich experiences. A satisfying experience is a process–driven act that is performed in a successful manner. A rich experience has a sense of immersive continuity and interaction, which may be made up of a series of satisfying experiences. Based on this definition, I identify a set of design principles with which to create products that evoke rich experiences. These principles are intended to encourage designers to think about how to create user–product interactions that suggest values and communicate meanings that enrich the quality of life. Narrative plays a key role in these design principles. Our series of life experiences form a narrative; the values that designers impart in an object form a narrative which is elaborated...
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...even Lilia’s parents, Mrs. Sen finds it impossible to integrate into her new country. Her refusal to learn how to drive is the culmination of her distress. Her frustration is voiced loudly only to Eliot, who is dealing with his own distress. There is a childish, tantrum-like angle to Mrs. Sen’s complaints. She even remarks to Eliot that he is much wise than she was at that age; she never thought for a moment that she would be separated from her family. While the reader sympathizes with her plight, her stubbornness seems greater than it need be. Her husband tries to accommodate her, the policeman does not arrest or fine her for the accident, and the workers at the fishmarket put product on hold for her. In the end, it is Mrs. Sen’s responsibility to make an effort. Unlike Mala in The Third and Final Continent – who was equally distraught about leaving her family – Mrs. Sen does not try to adjust. She is trapped in a cage of her own making. As in Sexy, the main characters have mirror images within the story. Here, Eliot and Mrs. Sen are quite similar. He is trapped in his life as well. The loneliness and distress that Mrs. Sen expresses are familiar emotions. He has front row seats for his mother’s sadness. Unlike Mrs. Sen, Eliot is unable to tell anyone about his plight because, again unlike Mrs. Sen, he is truly powerless. The sympathy one has for Eliot reflects harshly on Mrs. Sen as one realizes that she could try. The symmetry is evoked in anecdotes, like the parties that Mrs...
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...admired and highly honored American poet of the 20th century. His occurrences throughout his life inspired his poetry, most of which were inspired by his own life story. For that reason many of Frost’s poems have the same or similar topics to what Frost was dealing with in his life. Robert Frost’s main influences for his poetry came from his experiences in life. He used his relationships, nature, and the religion that surrounded him to create the poems that have made him the recognized poet that he is today. Robert Frost had many important relationships throughout his life that affected many of his choices as well as his poetry. In several of his relationships he suffered devastating losses including the death of his father, his mother, his sister, two of his children, and his wife. The loss of each of these important relationships influenced his career and affected poetry in a different way. Robert Frost’s relationship with his father, William Frost Jr., impacted Frost’s life which in result affected his poetry. Frost’s father was a journalist and a teacher that moved his family out to San Francisco to earn his fortune as a journalist (Poirier and Richardson). His dreams of becoming wealthy didn’t come true and he began gambling and drinking excessively. During this time Robert endured the sadness and abuse of an alcoholic father. Frost’s father died from tuberculosis when he was eleven, leaving his family a huge financial burden (Poirier and Richardson). The death...
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...on the LO in the context of learning and OL and in particular the theoretical tensions and dilemmas existing between these concepts. Management theorists have under-utilised the insights and practices from other disciplines such as sociology, philosophy and anthropology. As Burrell (1994) argues: Sooner or later organisation studies must enter an area where philosophy and social science meet. Organisation studies must also enter intellectual theory where the well-established French and German traditions of social theory meet. The author Deb Stewart is a Lecturer in the School of Management, Victoria University, Melbourne, Victoria, Australia. Keywords Learning organization, Organizational learning, Organizational change, Metaphor, Narratives Abstract Examines the theoretical and practical development of the concept of the learning organisation (LO). Some theorists...
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...The Ambiguity of Weeping. Baroque and Mannerist Discourses in Haynes’ Far from Heaven and Sirk’s All That Heaven Allows. Jack Post Abstract Although Douglas Sirk’ All That Heaven Allows (1954) and Todd Haynes’ Far from Heaven (2002) are both characterized as melodramas, they address their spectators differently. The divergent (emotional) reactions towards both films are the effect of different rhetorical strategies: the first can be seen a typical example of baroque discourse and the latter as a specimen of mannerist discourse. The reference to the terms melodrama, mannerism and baroque does not imply that these films are just formal repetitions of historical periods or that they thematically and structurally refer to historical styles, but that they are characterized by opposing discursive strategies which came to the foreground in a specific historical time and constellation. Because these discursive strategies return in other historical periods and socialpolitical circumstances in different guises and with different aims, they can be compared to what Aby Warburg calls Pathosformeln (pathos formula). The expressive forms, gestures and discursive modes of melodrama, baroque and mannerism can thus be understood as transhistorical (gestural) languages of pathos that recur in history. Résumé Bien que All that heaven allows (1954) par Douglas Sirk et Far from heaven (2002) par Todd Haynes se caractérisent nettement comme un mélodrame, les deux films adressent...
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...is how we choose to end our journey. The two literary works that I have chosen to compare and contrast are “A Worn Path” by Eudora Welty and “The Road Not Taken” by Robert Frost. At first glance the two literary works appear to be about the same thing, but upon deeper reflection we conclude that they are not, as one is written as a short story and the other is written as a poem. The short story speaks of a “path” while the poem speaks of a “road.” The theme that each of these literary works share are presented differently throughout each piece. However, both pieces speak about the paths, roads and choice in life. “A Worn Path” tells the story of Phoenix Jackson, an elderly African American woman who lived in the South. Phoenix’s narrative is about her voyage from her discreet rustic life in the country as she embarks on a journey into the city in order to get medication...
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...chalkboard, pentel pen, cartolina, chalk, copy Reading Reference : I’m Glad a Little Guy by Carlos P. Romulo, I am a Filipino by Carlos P. Romulo Objectives : At the end of the lesson, the students are expected to: Employ a variety of cohesive devices in composing short written personal discourse. Organize information gathered from primary and secondary reference. Compose a capsule biography of person interviewed using appropriate literary and cohesive device. Use predictive and anticipatory devices/tasks to activate prior knowledge about the topic reading/viewing selection. Respond to ideas, issues, and concerns presented in a reading or viewing selection in creative form. Arrange words in clusters. Use variety of expressions to affirm, to negate, to see further clarification and to summarize points in a dialogue or interview. Note specific details of text listened to. Formulate assumptions and predictions about the content of the narrative text. Prepare a list of available primary and secondary information resources concerning a particular topic. Introduction : Show students a picture of a small guy and a big guy. It may be a small guy carrying a heavy load and a big guy carrying small load...
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...Jimmeria Jones Professor Jenkins English 1102 December 9, 2008 Beloved: Memories, Manifestation, and Malice “A fully dressed woman walked out of the water” …“nobody saw her emerge or came accidentally by” (53). In Toni Morrison’s Beloved, Beloved appears out of nowhere like a lost soul stumbling and stammering until she made her way to her predisposed destination the property of I24. The moment that Sethe see’s Beloved her bladder fills to capacity, “She never made the outhouse. Right in front of the door she had to lift her skirts, and the water she voided was endless” (54). This to me symbolized a woman’s water breaking before she gives birth; it is evident to me that Beloved is a manifestation and representation of Sethe’s inner most thoughts, feelings, secrets, and past traumatic experiences and Beloved has returned to shed light on Sethe’s past, present, and future self through painful memories. In a conversation about Beloved Morrison states, “she is a spirit on one hand, literally she is what sethe thinks she is, her child returned to her from the dead” (Darling 247). Sethe feels immediately drawn to Beloved after she states her name; “Sethe was deeply touched by her sweet name; the remembrance of glittering headstone made her feel especially kindly toward her” (56). There are...
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...poignant interweaving of history and memory. The text follows protagonist, Mark Baker an historian, son of Holocaust survivors Genia and Yossl (Joe), on an historical journey through memory, to uncover the origins of his past and act as a catalyst for future generations to also connect with their history. Mark Baker’s journey through history and memory is also executed through his conventional ideas that memory is biased and less valid than history. There are numerous references to the discrepancies between the personal memories of his parents and the documented history Mark as an historian believes. In this way it is apparent that Mark is on a quest for verification, “my facts from the past are different”. This displays the flaw Mark traditionally notes in memory and his need for historical evidence. As responders accompany Mark on his journey, they also encounter the complexity of simultaneously being a son and an historian. This attested via the following when Mark collates his parent’s memories with documented historical evidence “His was a past written on a page…mother couldn’t point to anyone”. This quote represents the way Mark requires documented evidence, history. This is because he believed his father’s memories only when had had evidence and didn’t believe his mother as she was the sole survivor in the town...
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...1. Which sentence uses verbs correctly? Choose 1 answer - ANSWER D – A. Angry cats are wanting to be let outside. –WRONG TENSE should be “want” B. The hungry dogs have ate their breakfast. - WRONG TENSE should be “eaten” C. Yesterday, the teacher prepares the assignment. - WRONG TENSE should be “prepared” D. The children are ready to go to school. 2. Which sentence has the correct subject-verb agreement? Choose 1 answer ANSWER A – ignore the stuff between the commas A. The children, hushed by their teacher, try to keep quiet. B. The books, read by the student, is returned to their shelf. INCORRECT – plural “books” doesn’t match singular “is returned” C. The librarian, anxious to find the books, browse the stacks. Singular “librarian” does not match plural “browse” D. The student, bothered by the uproar, request less noise. Singular “student” does not match plural “request” 3. Which sentence has the underlined word spelled correctly? Choose 1 answer ANSWER A – B is spelled correctly but it’s the wrong use. A. The principal sent the student a letter of congratulations. B. The principle ate lunch with the students. INCORRECT – wrong version of word for sentence C. The prinsipal signs the final grade reports. INCORRECT – no ‘s’ D. The princepal earned minimal interest. INCORRECT – no ‘e’ 4. Classify each sentence according to whether it exhibits or does not exhibit parallelism. Select your...
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...Better Practices for Retaining Organizational Knowledge: Lessons from the Leading Edge David W. De Long and Thomas Davenport n 1998, after significantly downsizing for ten years, the Tennessee Valley Authority (TVA) realized that the median age of its 13,000 remaining employees was 48. Because most of its workers retired well before age 60, this meant that over the next ten years the TVA, the largest electrical utility in the United States, was bound to lose many of those it depended on to run its nuclear, coal-fired, and hydroelectric power plants efficiently and safely. Those employees, and the knowledge they embodied, would be hard to replace. Changing workforce demographics, marked by an aging labor force, more competitive recruiting, and faster turnover among younger employees, are creating unprecedented knowledge-retention problems in many industries, threatening to reduce the capacity for innovation, growth, and operational efficiency. A recent study of 26 firms conducted by the Accenture Institute for Strategic Change documented the danger lost knowledge poses for organizational performance in the global chemical industry.1 But, of course, operational and institutional amnesia imperil more than just the chemical industry. This article outlines a set of “better practices” that organizations currently are implementing to address these concerns. The practices shared here are not claimed to be “best in class,” because the challenges of knowledge ...
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...his article is about the academic discipline. For a general history of human beings, see History of the world. For other uses, see History (disambiguation). Page semi-protected Historia by Nikolaos Gysis (1892) Those who cannot remember the past are condemned to repeat it.[1] —George Santayana History (from Greek ἱστορία - historia, meaning "inquiry, knowledge acquired by investigation"[2]) is the discovery, collection, organization, and presentation of information about past events. History can also mean the period of time after writing was invented. Scholars who write about history are called historians. It is a field of research which uses a narrative to examine and analyse the sequence of events, and it sometimes attempts to investigate objectively the patterns of cause and effect that determine events.[3][4] Historians debate the nature of history and its usefulness. This includes discussing the study of the discipline as an end in itself and as a way of providing "perspective" on the problems of the present.[3][5][6][7] The stories common to a particular culture, but not supported by external sources (such as the legends surrounding King Arthur) are usually classified as cultural heritage rather than the "disinterested investigation" needed by the discipline of history.[8][9] Events of the past prior to written record are considered prehistory. Amongst scholars, the 5th-century BC Greek historian Herodotus is considered to be the "father of history", and, along...
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...The role of Globalization of Social Construction of Youth Culture Introduction The purpose of this paper is to address the role in which globalization plays in the social construction of youth cultures. The phenomenal impact of communication technology on youth culture has generated a continuous debate since the 1970’s (Andrew, 2003, p. 1). The emergence of youth culture was a result of consumer market, which created diverse styles for young people worldwide (Grixti, 2008). Since the introduction of globalization, there has been a dramatic change in youth culture causing a greater shift within societies. As globalization rapidly changes, the world becomes more complex place for young people (Bourn, 2008). Therefore, a significant number of youth globally are having difficulties identifying themselves and finding their sense of belonging in this world (Bourn, 2008). Sociologist has provided strong evidence that globalization on youth culture has not only contributed positively to society but also have negative impact on the current global youth (Kahn & Kellner, 2002). To outline the aforementioned statement, the scope of this essay will confine on youth culture and the influential paradigm that contour youth cultural globally. The theoretical perspective such as post-modernism will be explored to provide a depth understanding of cultural studies. Altogether, this discussion examines the impact of globalization on communication technology and music and fashion industry...
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