How To Write A Compare And Contrast Essay - Paperell.com

How To Write A Compare And Contrast Essay How To Write A Compare And Contrast Essay? Being a student of any educational institution, you will encounter a large number of assignments, each with certain specifics and different requirements. There are many forms of academic written assignments. However, without a doubt, the most common one is an essay. Students have to write tons of essays throughout the process of studying and they also have to perform different types of essays including argumentative, expository, analytical, and compare and contrast.In this post, we are going to discuss one of four most common types – a compare and contrast essay, which, despite its short volume and free composition, is quite difficult to complete if you don’t know how to do it right.What Is The Essence Of A Compare And Contrast Essay?When you are going to perform any academic assignment, the primary thing you should know is its definition. Knowing the essence of a compare and contrast essay you will be able to set the right goals and handle this task with ease. Thatâ₠¬â„¢s why the primary thing we will discuss is the definition of this task.What is a compare and contrast essay? It is one of the most common forms of academic writing assignments that can be assigned to students of all levels and faculties. The main idea of the compare and contrast method is to study two or more objects, compare  them showing the similarities, and show the contrast  Ã¢â‚¬â€œ explain how they are different. The goal of this task is to examine a student’s understanding of the subject. Most often, this task is given to university students with different majors to see how well they comprehend the relationship between certain events, methods, problems, etc.How Does A Good Paper Look?Writing a compare and contrast essay  is easy when you understand not only its purpose but also the appropriate structure of the work. As a rule, a compare and contrast essay format is chosen between a point-by-point  or block  types of structure, which are quite different f rom each other. Find two templates below that should help you learn how to write your paper.A template of essay with a point-by-point  structure:Introductory paragraph1stpoint (providing a certain similarity or distinctive feature)Object 1Object 22ndpointObject 1Object 23rdpointObject 1Object 2ConclusionA template of essay with a block  structure:Introductory paragraph1stpoint in object 12ndpoint in object 13rdpoint in object 1Transition1stpoint in object 22ndpoint in object 23rdpoint in object 2ConclusionUse these templates to create your work. Don’t forget to clarify which type of structure your professor requires you to use.How To Start Working On Your Paper?Despite a common belief, the work on an academic paper starts much earlier than you start writing the text itself because it requires some preparation. What do you have to do? To prepare for writing a compare and contrast essay you have to take the following steps:Choose a good topicYou can select a suitable theme from the ones suggested by your professor or you can discover some great compare and contrast essay topics online. Your goal is to find two or more subjects from the same category, which have certain similarities and differences. Keep in mind that this is an important choice. If you make a mistake here you risk failing the task, so consider the following tips:Look for subjects, which have a significant difference;You don’t have to choose subjects that have obvious similarities – it is great if you can find two things that don’t seem to have something in common but you can discover some surprising similar points;It is also a good thing to select the objects that may appear identic but you can find some significant distinctive features in them.Conduct an in-depth researchYour next step is all about learning as much as you can about the two objects you have chosen – find a way to compare and contrast  your subjects in a logical and meaningful manner. Look for evidence and valid facts and always take notes on all important discoveries you make in order not to lose some important pieces of information.Prepare a thesis statementChances are you won’t be able to develop a strong thesis right after you have defined your topic, so you should take some time to analyze the information you obtained in the course of your research and generate some ideas. Highlight the key ideas you’ve discovered. After some brainstorming, focus on your main ideas to shape a clear, logical, and accurate compare and contrast essay thesis for your paper. You can look for a sample thesis to find inspiration. Also, consider the following ideas for your thesis:Highlight the major benefits of one object over another;Define how and why particular objects are similar and different;Encourage your readers to think of a meaningful comparison of the provided objects.Make an outlinePreparing a detailed compare and contrast essay outline should help you understa nd the organizational structure of your paper and will serve as a unique template for it, which also contributes to simpler and faster writing process.How To Create A Great Compare And Contrast Paper?To create a good paper you have to adhere to the given guidelines and requirements, which is why you always have to clarify those with your professor before you start writing and you should also make all pieces of your text look unite and logical. Here is how you should approach this paper:Creating an attention-grabbing introAn intro is the primary thing that catches attention. It has to be concise and straight to the point as you provide the general data on your topic but you also have to make it engaging and make a hook to grab your readers’ attention.Writing the body paragraphsA standard essay contains three or five body paragraphs. It is a good template to use in your work unless your teacher or university have different requirements to this type of assignment. In the body pa ragraphs, you have to provide valid arguments to support your ideas – note that each paragraph should contain one specific idea and focus only on it. What else to keep in mind? In these paragraphs, your goal is not only to provide some pieces of evidence but also to prove how they are connected to your thesis and analyze each idea, making it clear for your readers.Making a conclusionThis part provides a short and clear summary on all ideas, arguments, and pieces of evidence provided in the text, and it also restates the paper’s thesis. The main goal of this section is not to provide some new information or rephrase the ideas you have already provided but to make the paper look complete and draw the readers to a logical conclusion.There are a few more tips to consider. Keep in mind that you should make clear transactions between the parts of your text to make it easy to read and understandable. You can also provide some details on the existing counterarguments. This wil l be a good way to show your understanding of a topic but, if you do this, you should also explain to your readers why the particular counterarguments do not apply to your work or are invalid.

All [Woman and] Men Are Created Equal essays

All [Woman and] Men Are Created Equal essays It is disturbing to see that in society today I see as many unjust women as men. Most women have declared that women and men should have equal rights and I, as a woman, have to agree. However, many women today are abusing their rights for their benefit. What happened to equal rights? We may have equality in rights but we are not created equal, yet in some situations, e.g., in the workplace, many women lash out their anger and blame men. We are put on earth to do different things. We are built differently and we think differently. Naturally, women and men will have disagreements now and then. However, women must recognize that misusing their rights to take revenge for what men did in the past will not solve anything. Many women still believe that most men today view women as inferior, but when the fight for equality becomes distorted, women can be as sexist, prejudice and biased as men. Many men have subtly degraded women for many years. Its either that many women do not notice it or choose to look the other way. In the essay, Invisible Women, Yun Yung Choi explains how one man, Confucius, changed the lives of women for the worse in Korea. Choi states, Throughout the first half of Koryo period, which lasted from 918 to 1392, and throughout the Yi dynasty, women were important and contributing members of their society and not marginal and dependent as they later became. Women were, in large extent, in command of their own lives. She also states, With the introduction of Confucianism, however, the rights and privileges that women enjoyed were confiscated (187). In her essay, Choi quotes from Confucian proverbs such as Men are honored, but women are abased and A daughter is a robber women who carries household wealth away when she marries (187). Still today, many men have the same thoughts that Confucius had. I have worked with battered and ab...

Social Psychology - Social Research Essay Example | Topics and Well Written Essays - 500 words

Social Psychology - Social Research - Essay Example People always strive for mastery, which means they try to comprehend and forecast events in the social world in order to obtain encouragement. They enjoy feeling experienced and effective and will do their best to obtain these feelings. And on the contrary they are likely to avoid situations that exclude obtaining them. People are apt to seek connectedness, i.e. they look for support, love, and acceptance from those who surround them. Due to this groups they care about and value usually make people behave in a manner to liking from representatives of such groups. People value "me and mine" that means they wish to see themselves - as well as other people and groups they like - in a positive light. It makes people collect and remember information in the support of this positive motivation, and neglect or simply miss information that proves the opposite (Smith and Mackie, 1995). Each of these principles provides a number of effective tools that can be applied to nearly all spheres of human life to explain the interconnection between a wide variety of factors that influence behavior of an individual or a group.

Judaism, Kabbalah Essay Example | Topics and Well Written Essays - 500 words

Judaism, Kabbalah - Essay Example This was a period before the Protestant Reformation and the Enlightenment which saw the development of empiricism and science. Thus things were often explained on the basis of spirituality and mysticism. At such a period, the Kabbalah was an important source of explanations in the Jewish community around Europe because it was seen as the authoritative source of interpretation of the Hebrew Bible. And due to the emphasis placed on spirituality, it had a very strong appeal amongst Jews and Christians alike. Kabbalah practiced amongst the Jews in Europe especially in Italy in the Middle Ages mixed principles of Aristotlean philosophy and Sufism in a way that provided a strong body of knowledge in mysticism that was helpful in the interpretation of Christianity and Judaism in that era (Idel 21). This mix gave a practical guide and reasonable system for explaining things in Europe at that time. Due to this feature, it became widely accepted by most people in Middle Age Europe since it gav e explanations to things that the Church was preaching throughout Europe. Although Kabbalah was a Jewish system, the Catholic Church created units within the Church that applied some of the principles of Kabbalah (Idel 22).

Cultural context of the play Essay Example for Free

Cultural context of the play Essay How does Miller use the character of Alfieri to involve the audience and illustrate the cultural context of the play? Alfieri is used in a multitude of ways by Miller to help the play at various stages. He is a character in the play, which other characters interact with, however, he is displaced somewhat because he comments on the goings on of the play, expands on what has happened to make it clearer to the audience, links scenes together and to a certain extent takes the role of a narrator. The character of Alfieri as a lawyer is wisely chosen. Lawyers at that time were seen as a sign of bad luck as with priests, because they were symbols of the law and law has not been a friendly idea since the Greeks were beaten. This shows that Alfieri does not always bring good news and often brings about the things that people do not want to hear, like when Eddie goes to him and asks what he can do to get rid of Marco and Alfieri tells him that there is nothing he can do. The majority of characters in this play are immigrants who have tried to make a living by living in America so at one point or another they would have wanted to avoid the law. Alfieri being a lawyer also shows us how he is above the other immigrants as they are still uneducated, living lives of hard labour using colloquiums such as yiz which indicates a lack of control or status. However, Alfieri is educated and now has status. The language he uses is so much more formal than that of Beatrice or Eddie. Although Alfieri have status he may not have real respect, just the grudging respect for his status. Others do not see him as one of them , see how uneasily they nod to me. Realistically, Alfieri is the only one of them who has achieved the American Dream, worked his way form poverty to having a good life. Arthur Miller himself was the son of an immigrant and he supported himself through college by working on the docks, so he knew where to come from when writing about the hardships and unreliability of living a life like Eddies. In the area and time that the play is set, the rules of community, the code of honour, is more important than the state laws. Disobeying these unwritten laws and betraying the community could result in ostracization. As with Romeo and Juliet this play features people breaking the family laws, then being suitably punished for it. The issues in this play are ones that have been studied before and will be used again due to the fact that they are still relevant. You will always have people that want to do something that is not against the law but going against traditions in their communities and will often cause them a worse fate then if they were breaking a state law. People can relate to disobeying these community rules. Alfieris prologue introduces the play. He sets the scene and tells us a bit about the history and culture of where the play is set, where men where justly shot by unjust men. He also says in his epilogue that people now settle for half we are quite civilized, quite American. With statements like that you can tell that uncivilized things are going to happen. The opposite of how people are now will come out, the real them. Alfieri also tells us that what we are about to see is not just an ordinary one of his cases, and not simply the petty troubles of the poor. Not only in Alfieris prologue does he give us hints to what will happen in the play. Ina act one when Eddie goes to Alfieri and asks what he can do to get Rodolpho out, Alfieri says that Eddie must let go of Catherine and let her live her own life because after all -what other way can it end? he is almost predicting that if Eddies protective behaviour continues then it shall end in a bad way. The epilogue, also delivered by Alfieri helps us to understand things better as well. After all the commotion and high emotions of Eddies death, Alfieri is there, calm and collected as ever and gives us enough of an explanation to get us thinking, but also one that lets us make our own minds up. It offers a sense of rounding off. Alfieri reminds us f why we first liked Eddie, and talks of what a good character he was and how we will all like him far more than Alfieris sensible clients. Eddie died because he did what he wanted to and Alfieri can see the strength in this action, however, believes it is better to settle for half in order to survive and for there to be peace. Once again, as in the prologue Alfieri is at ease with us the audience. He is relaxed and allowing himself to be honest, to say what he really thinks. Alfieri comments are almost like what you would do to yourself in your head when analyzing or thinking something over. He is going through his thoughts in an almost soliloquy type way. When I went to see the play A View form a Bridge in the Questors theatre in Ealing the role of Alfieri was show to just as much the boob that he was in the svincter . if your happy and you know it clap your hands (clap clap) alice the camel had 95 humps. ride alice ride du du dum cheesh. Im but a little bit bit bit bit show but a little bit bit bit shame but a little bit bit bit , bit bit bit. Peters pepper picked another pickle bearing pussy pepper raaah!!! Vivadixiesubmarine transmitionplot I think that Alfieri is a very good character to have in the play as he manages to fill in all the gaps where extra explanation is needed, such as after scenes. He also acts as an unofficial scene changer, and marks when time has passed or the setting is different. As well as all of this he also points people in the direction of doing things. If it was not for him telling Eddie that the only way he could get rid of Rodolpho was to phone immigration then he would not of thought of it.

The Aesthetic, the Postmodern and the Ugly: The Rustle of Language in William S. Burroughs’ The Soft Machine and The Ticket That Exploded :: Essays Papeers

The Aesthetic, the Postmodern and the Ugly: The Rustle of Language in William S. Burroughs’ The Soft Machine and The Ticket That Exploded Ugliness is everywhere. It is on the sidewalks—the black tar phlegm of old flattened bubblegum—squashed beneath the scraped soles of suited foot soldiers on salary. It is in the straddled stares of stubborn strangers. It is in the cancer-coated clouds that gloss the sweet-tooth sky of the Los Angeles Basin with bathtub scum sunsets rosier than any Homer finger-painted dawn. Like the treble yell of helpless children, ugliness is piercing, unavoidable, everywhere. Yet, some powerful pieces of literature, with the assistance of paroxysmal words juxtaposed against brutal vistas and bitter emotions, have transformed the ugly into the beautiful. Here are some obvious examples: the monomania of Ahab in Herman Melville’s Moby-Dick ; Rhoda’s descent towards suicide in Virginia Woolf’s The Waves ; Walt Whitman’s telling of the shipwreck of the San Francisco in â€Å"Song of Myself†Ã¢â‚¬â€in these works, the lilting power of lang uage, with its ability to moisten raw and tender flesh, exposes the friction between unsightly sores and the soaring majesty of the greatest art—the ability to transform the ugly into the beautiful. What I describe in the previous paragraph pertains to the literary realm of the aesthetic. George Levine frames the aesthetic scene as being composed mostly of moments when readers â€Å"have felt overwhelmed, perhaps on the verge of tears, the whole body thrillingly interested† (4). Geoffrey Galt Harpham describes it in the following terms: â€Å"[Precisely] as ‘theoretical confusion,’ as the undecidablitity between object and subject, freedom and the repressive law, critical and uncritical passages, grievous and necessary misreadings, even art and ideology† (135). Yet, in certain theoretical writings about postmodernism, there seems to be no confusion at all. Instead, what has been described appears as an-aesthetic: a style, or a poetics, that deadens and numbs a tendency towards the aesthetic in postmodern literature. Jean-Franà §ois Lyotard describes postmodern writing as putting â€Å"forward the unpresentable in presenatation itself; that which denies itself the solace of good forms† (81). Linda Hutcheon even suggests that postmodern poetics might, instead, be referred to as â€Å"a ‘problematics’† (224). In her book The Poetics of Postmodernism, Hutcheon focuses on an-aesthetic forms in the critical and literary writings on and within postmodernism without any consideration of the aesthetic.

John Adams †Harmonielehre Essay

By inventing the serial system of twelve tone music and atonalism, Schoenberg had created â€Å"the agony of modern music†. The minimalists had rebelled against the systematic, â€Å"aurally ugly† music of Schoenberg and the avant-garde beliefs of atonality being the â€Å"Promised Land†, choosing instead to return to traditional tonality. Adams partially agreed with the rebellion against Schoenbergian music, his works containing distinctly minimalist elements. Thus when he spoke about â€Å"freeing [him]self from the model Schoenberg represented†, he meant to reject serialism and atonality, as well as the process of composing which â€Å"demands rigorous systemization of structure†. However, Adams has also expressed his respect for Schoenberg. Kirchner, with whom Adams studied while at Harvard, had himself been a student of Schoenberg. Though the minimalists had already paved the way for departure from the Schoenbergian model, it was perhaps still a difficult decision for Adams to divert from such an influential figure. After all, Schoenberg pioneered serialism and atonality. In addition, having grown up listening to the popular music of his time, Adams was constantly struggling to find a balance between what he listened to (notably American jazz, popular music, gospel music and rock ‘n’ roll) and the music that he studied in university. Adams had upset two camps of thought with Harmonielehre’s 1985 premiere: â€Å"Minimalists thought it was a tribute to their No. 1 bogeyman while modernists saw it as a reactionary piece that took their hero’s name in  vain.† This essay thus seeks to discuss the main characteristics of Adams’s compositional style in particular reference to Harmonielehre, and hence attempt to determine if, as a result of Adams’s internal conflicts, the said work is more of a refreshing new departure or a return to tried and tested orchestral gestures. Adams’s derivation from atonality may be considered a return to tried and tested orchestral gestures. He was particularly taken with the expressiveness of tonality, appreciating its potential to affect emotions in the hands of masters like Wagner, whom he greatly admired. In contrast, he found atonality â€Å"severely limiting in both its expressive range as well as in its ability to maintain large formal structures.† Adams has re-embraced tonality in much of his music including Harmonielehre, containing long passages employing a single set of pitch classes usually encompassed by one diatonic set. His earlier pieces generally remain diatonic throughout. The first movement of Harmonielehre begins and ends with pounding E minor chords repeated in a typical minimalistic style, and the piece culminates with a tidal wave of brass and percussion over an E-flat major pedal point. However, Adams is not a complete traditionalist as his harmonic vocabulary does not remain limited to purely diatonic chords. Non-diatonic pcs are frequently introduced in his later pieces beginning with Harmonielehre. Pcs outside E minor are first introduced in b.19 of the first movement, in this case D, making the chord an Em7. Example 1. John Adams, Harmonielehre, mm. 17-21, orchestral reduction D reappears in b.31 and henceforth gains prominence. Here, it is featured in the piano, blurring the E minor centre. Example 2. John Adams, Harmonielehre, harmonic sketch The end of the last movement (Meister Eckhardt and Quackie), features more  chromatic harmonies, with a ‘vast harmonic struggle that breaks through into an emphatic release on E-flat major’. Unlike a traditional tonal piece with systematically planned harmonies and a conclusive modulatory sequence, Adams simply â€Å"place[s] the keys together, as if in a mixer, and let them battle it out†. Nevertheless, the chromaticism is built on a diatonic basis, evident from their association with diatonic passages and the secondary role of the non-diatonic pcs. Harmonielehre is thus largely a tonal work and parodies the book by the same title written by Schoenberg, in which he discusses the functions of tonal harmony only to completely renounce it. By the title of Harmonielere, Adams explores aspects of harmony within his own language. Adams’s subscription to minimalism may also be considered a return to tried and tested orchestral gestures since minimalism had been going on for some time before he came on scene. The principal minimalist features include â€Å"a continuous formal structure, an even rhythmic texture and bright tone, a simple harmonic palette, a lack of extended melodic lines, and repetitive patterns.† Some of Adams’s early piano works, notably Common tones in Simple Time (1979-80, rev. 1986), Light Over Water (1983), and Phrygian Gates (1978) fit the aforementioned criteria. This is also observed in the opening of Harmonielehre (Example 3). The minimalistic repetitions of the E minor chords result in the creation of a repetitive pulse. Example 3. John Adams, Harmonielehre, mm. 1-10, orchestral reduction A simple harmonic palette (as discussed earlier) is a feature of both the Minimalist and Tonal traditions. Slow harmonic changes are evident in the opening (Example 3) – the E minor chord lasts till b.19 when D is introduced in the flutes and oboes and only 26 bars later (b.45) is a C added. The harmony finally changes again at b.59.These simple harmonies and gradual harmonic movement further imply the influence of minimalism. Example 4. John Adams, Harmonielehre, harmonic sketch However, Adams expands these minimalist techniques rather than using the aesthetic and style common in Reich’s or Riley’s music. While most minimalists (with the notable exception of La Monte Young) shunned the minimalist label, Adams embraces it and feels that he has exceeded the label: â€Å"Minimalism really can be a bore – you get those Great Prairies of non-event – but that highly polished, perfectly resonant sound is wonderful.† His later works, while still bearing some minimalist characteristics, depart from the common aesthetic, and no attempt is made to achieve systematic purity. Adams formulates his melodies using an additive technique, which is common to Glass. However, unlike Glass, there is no obvious pattern as to where or when Adams chooses to add or subtract notes, and the resultant melody is unpredictable. This is seen in the second violins in the first movement (Example 5): Example 5. Adams, Harmonielehre, mm. 180-84, second violins Another example can be drawn from the opening, featuring the Minimalist repetition of E minor chords which do not recur in any regular rhythmic pattern. The sense of pulse is unclear and somewhat unpredictable as the chords move closer by increments and create a syncopated effect, compromising the Minimalist technique of even and continuous pulsation. Adams’s deviation from Minimalism is also evidenced by his remarks in relation to Harmonielehre: â€Å"I’m not the kind of composer who†¦ previsages the entire structure of a piece in advance†¦ in a certain sense, I feel the structure as I’m creating it.† Adams is not a â€Å"pure† Minimalist – while he utilizes Minimalist techniques, his simultaneous fondness of expressivity is unique. The combination of both traits is a refreshing departure from both extremities. In Adams’ words, â€Å"I don’t have the kind of refined, systematic language that [the minimalists]  have†¦ I rely a lot more on my intuitive sense of balance†¦ as far as I can tell, most nineteenth-century composers wrote on intuitive levels.† He found that the Minimalist aesthetic of non-teleology resulted in a ‘confined emotional bandwidth’ and threatened to limit Minimalist music. Thus in most of his works, he employs Minimalist techniques to explore its â€Å"expressive emotional potential – something the first generation [of Minimalists] generally eschewed.† Adams’ fondness for expressiveness is not only evidenced by his embracement of tonality, but also by other signature Romantic traits found in his works. This is especially true in Harmonielehre, which â€Å"verges on Minimalism, but touches almost as much on a melodic Romanticism†. The combination of minimalist techniques with Romantic expressivity is evidenced in the opening of the last movement. The flutes take the accompanying line, with repetitive patterns first on E and G, then on an E minor triad. A melody characterised by expressive leaps (taken by the strings) is heard over the shimmering waves of repetition. Such timbre further creates a warm, emotive sound. The same movement contains a passage beginning with pounding E minor chords. The harmony here is relatively simple, gradually shifting from one chord to the next through the addition or alteration of a note (a rather Minimalist characteristic). Minimalist harmony combines with the Romantic textures to culminate in the climax (Example 6), with the texture and sound continuously thickening and broadening. Example 6, Harmonic sketch, Meister Eckhardt and Quackie Another example can be seen in the first movement (mm. 254-300), which contains a broad singing melody first carried by the solo horn then cellos, and later the upper strings. The accompanying triple arpeggios (first harp and woodwinds) weld the section with the preceding passage of repetitive patterns and pulses. Along with the sustained brass chords, the music reaches a climax with the amalgamation of the two different styles, reminiscent of Romanticism with the broadening texture and warm sound. Example 7. Harmonielehre I (bar 257 – 267) Thus although these passages clearly exceed the Minimalist style in their melodic and harmonic construction, the Minimalist technique dominates the accompaniment in rhythm and texture, a distinct example of how the music is a ‘refreshing new departure’. â€Å"The shades of Mahler, Sibelius, Debussy, and the young Schoenberg are everywhere in this strange piece.† The second movement of Harmonielehre (The Anfortas Wound) alludes to Sibelius’ Fourth Symphony (1910 – 11), which Adams claims as the ‘primary generating model’ , evidenced by the long, melancholic melody played by muted cellos. This movement also bears a programmatic reference to Wagner’s Parsifal (1857 – 1882) featuring Anfortas , represented by the long, elegiac trumpet solo. Wrenching harmonies, constantly descending chords and regular meters contribute to ‘†¦the imagery of sickness and confinement, one day after another, just rolling on.’ The ending of the movement contains two giant climaxes, the second one a tribute to Mahler’s unfinished Ninth Symphony (1909 – 1919). The first movement bears a tribute to the late Romantics, including allusions to, ironically, Schoenberg’s Gurrelieder (1900 – 1911). The shimmering effect in the opening of the third movement even alludes to early Impressionism. These Romantic traits, along with the Minimalistic slow harmonic rhythms, again show the eclectic treatment of both styles. In conclusion, Harmonielehre is a combination of â€Å"the harmonic economy of Minimalism with the picturesque extravagance of late-Romantic orchestration.† Adams does not revolutionize music in the way that Schoenberg or the minimalists did by completely rejecting the previous popular approach to composition. His music could thus be considered a return to tried and tested orchestral gestures. However, by combining both romantic expressiveness and minimalist techniques, he has created a new level of balance between the two which is indubitably a refreshing departure from both styles. In his own words, Adams says that â€Å"[Many composers] want to rewrite history or something. I don’t.† Bibliography Books J. Adams, Hallelujah Junction: Composing an American Life (London, 2008) A. Schoenberg, Theory of Harmony (London, 1983) O. Karolyi, Modern American Music: from Charles Ives to minimalists (United States, 1996), 304 D. A. Lee, Masterworks of 20th-Century Music: The Modern Repertory of the Symphony Orchestra (New York, August 2002), 1-7 Watkins, 572. / 576-77 Articles J. Adams, Introductory Notes for Harmonielehre John Adams, quoted in Michael Steinberg, â€Å"Harmonium, by John Adams,† program notes for the San Francisco Symphony, Stagebill, 4, 6-7 Jan. 1987, 20B. Philip Clark, Programme Notes for the BBC National Orchestra of Wales, 28 Jan 2011 The discussion between Jonathan Cott and Adams concerning Harmonielehre in liner notes to Harmonielehre (Nonesuch 79115, 1985) T. A. Johnson, ‘Minimalism: Aesthetic, Style or Technique?’, The Music Quarterly, Vol. 78, No. 4 (Winter, 1994), 747-773 T. A. Johnson, ‘Harmonic Vocabulary in the Music of John Adams: A Hierarchical Approach’, Journal of Music Theory, Vol. 37, No. 1 (Spring, 1993), 117-156 T. May, ‘Interview: John Adams reflects on his career’, The John Adams Reader, ed. Thomas May (USA, 2006), 2-28 C. Pellegrino, ‘Aspects of Closure in the Music of John Adams’, Perspectives of New Music, Vol. 40, No. 1 (Winter, 2002), 147-175 A. Ross, ‘The Harmonist’, The John Adams Read er, ed. Thomas May (USA, 2006), 29-44 K. R. Schwarz, â€Å"Young Composers: John Adams,† Music and Musicians, Mar. 1985, 10. K. R. Schwarz, ‘Process vs. Intuition in the Recent Works of Steve Reich and John Adams’, American Music, Vol. 8, No. 3 (Autumn, 1990), 245-273 M. Steinberg, ‘Harmonielehre’, The John Adams Reader, ed. Thomas May (USA, 2006), 101-105 John Adams, quoted in Michael Steinberg, â€Å"Harmonium, by John Adams,† program notes for the San Francisco Symphony, Stagebill, 4, 6-7 Jan. 1987, 20B David Sterritt, â€Å"John Adams and His Nixon in China’: Could This Be Another ‘Porgy and Bess’?† Christian Science Monitor, 19 Oct. 1987, 21-22 John Adams, â€Å"From Nixon in China to Walt Whitman: An Interview with John Adams† interview by Edward Strickland, Fanfare, Jan-Feb. 1990, 46. Websites P. Gutmann, ‘John Adams – Popularity without Pondering’, Classical Notes (accessed 15 November 2011), http://www.classicalnotes.net/columns/adams.html#harmonielehre J. Kosman, ‘Harmonielehre, John Adams’, Chester Novello (accessed 15 November 2011), http://www.chesternovello.com/default.aspx?TabId=2432&State_3041=2&workId_3041=23704 D. Robertson, ‘Transcript of David Robertson: Conductor and music scholar discusses the importance of John Adams’ orchestral work â€Å"Harmonielehre† in helping us understand the way music can look back yet anticipate the new in musical sounds’, The Music Show (accessed 20 November 2011), http://www.abc.net.au/rn/music/mshow/s924166.htm C. Zeichner, ‘Minimalism maximized – John Adams’, Ariama (accessed 21 November 2011), http://www.ariama.com/features/minimalism-maximized-john-adams Discography J. Adams, Harmonielehre, City of Birmingham Symphony Orchestra, Sir Simon Rattle (EMI Classics), 1994, CD B000002RU2 General Comments An excellent response to the question. You have used an admirable range of sources and, most importantly, identified critical material arising from the premiere of the piece. You have not only used music examples effectively, but made your own harmonic analyses where none others were available. Your writing style is clear and concise and citation accurate. Countermarker’s comment: agreed. An outstanding essay, well-done! ——————————————– [ 1 ]. J. Adams, Introductory Notes for Harmonielehre [ 2 ]. Loc. cit. [ 3 ]. J. Adams, Hallelujah Junction: Composing an American Life (London, 2008), p.107 [ 4 ]. K. R. Schwarz, ‘Process vs. Intuition in the Recent Works of Steve Reich and John Adams’, American Music, Vol. 8, No. 3 (Autumn, 1990), p.245-273 [ 5 ]. Philip Clark, Programme Notes for the BBC National Orchestra of Wales, 28 Jan 2011 [ 6 ]. Adams, Op. cit., 104 (Hallelujah Junction) [ 7 ]. Henceforth abbreviated as â€Å"pcs† [ 8 ]. T. A. Johnson, ‘Harmonic Vocabulary in the Music of John Adams: A Hierarchical Approach’, Journal of Music Theory, Vol. 37, No. 1 (Spring, 1993), 117-156 [ 9 ]. Examples: Harmonium (1980), Common Tones in Simple Tone (1979) and Shaker Loops (1978) [ 10 ]. T. A. Johnson, ‘Minimalism: Aesthetic, Style or Technique?’, The Music Quarterly, Vol. 78, No. 4 (Winter, 1994), 747-773 [ 11 ]. Johnson, Op. cit, 136 (Journal of Music Theory) [ 12 ]. Adams, Op. cit., 130 (Hallelujah Junction) [ 13 ]. M. Steinberg, ‘Harmonielehre’, The John Adams Reader, ed. Thomas May (USA, 2006), 101-105 [ 14 ]. T. A. Johnson, Op. cit, (Journal of Music Theory), 117-156 [ 15 ]. T. A. Johnson, Op. cit. (The Music Quarterly), 747-773 [ 16 ]. T. A. Johnson, Op. cit. (The Music Quarterly), 747-773 [ 17 ]. David Sterritt, â€Å"John Adams and His ‘Nixon in China’: Could This Be Another ‘Porgy and Bess’?† Christian Science Monitor, 19 Oct. 1987, 21-22 [ 18 ]. John Adams, quoted in Michael Steinberg, â€Å"Harmonium, by John Adams,† program notes for the San Francisco Symphony, Stagebill, 4, 6-7 Jan. 1987, 20B [ 19 ]. K. R. Schwarz, Op. Cit. (American Music) 245-273 [ 20 ]. T.A. Johnson, Op. Cit. (Journal of Music Theory), 117-156 [ 21 ]. From the discussion between Jonathan Cott and Adams concerning Harmonielehre in liner notes to Harmonielehre (Nonesuch 79115, 1985) [ 22 ]. John Adams, in an interview held in 1986 [ 23 ]. T. May, ‘Interview: John Adams reflects on his career’, The John Adams Reader, (USA, 2006), 2-28 [ 24 ]. K. Robert Schwarz, â€Å"Young American Composers: John Adams,† Music and Musicians, Mar. 1985, 10. [ 25 ]. Joseph Pehrson, New music Connoisseur, review for Harmonielehre [ 26 ]. T. A. Johnson, Op. Cit. (Journal of Music Theory),754 [ 27 ]. Adams, Op. Cit., Notes for Harmonielehre [ 28 ]. Steinberg, Op. Cit., 103 [ 29 ]. Based on C.G. Jung’s discussion of Anfortas, the king whose wounds could never be healed [ 30 ]. Steinberg, Op. Cit., 105

Experimental learning Essay

Making a change in ones career is not an easy task because the individual has to consider very many things. Decisions are an every day affair and they are inevitable. Hence, in an effort to make broad our experiences, change helps us to make better decisions in life. One should have had a variety of experiences that are different because they help an individual to look at life or at things from different perspectives (Wessels, 2006). However, individuals should be careful not to set expectations that are unrealistic. Making a decision usually involves three major steps; the first one is to recognize that there is a need to change which stems from a dissatisfaction from oneself. The second step is to make a decision to make the change. The last step is the implementation of the decision with a dedication that is conscious. Taking a course in nursing I could do pharmacy to become a pharmacist where I can seek tenders to supply medical drugs to the healthcentres so that I can still be related with my course. My career path right now is focused on working as a nurse but I want to venture into something else such as business, where I could be in a business but still offer medical services. I plan to take a course in business administration or accounts and I would do accounting courses. I want to be a financial analyst because I love investments and love to solve out financial issues. Some of the theories that can help in setting up of ones career path into identifying reasons for career change are discussed here. The Kurt Lewin change theory about change is described in three stages the first stage is that of becoming motivated to experience the change and this is referred to as unfreezing. This theory explains that human behaviour towards change is explained by observations and cultural influences in the past that help an individual to learn. However, this process to unfreeze has three sub processes; the first sub process is the disconfirmation where the conditions prevailing at the present are a cause to dissatisfaction, which result from not being in a position to meet personal goals. The second one is the belief from the anxiety to survive. The third sub- process is the learning of anxiety, which results to the individual being defensive and to be resistant. The second stage is getting to know what is to be changed or to be unfrozen so that it can be transformed into something new. This stage is effective by looking at role models and through the learning of trial and error. The third stage is that of making the change that is made permanent, and it is referred to as refreezing. The new behavior involves making it a habit. It becomes better when interpersonal relationships are formed. The other theory is the self-efficacy theory, which talks about the person having the ability to believe that they can change issues that are happening in their life. It says that the strategies that increase the efficacy of an individual acts as a very powerful tool in administering change. It however talks of four skills, which are modeling, mastering skills, persuasion with support of the society and the skill to clarify the meaning of the change. After looking at the two theories, I would settle for becoming a financial analyst. The model that would best work fro me would be the Kurt Lewin change theory. I would evaluate my choice of career using this theory because this theory would permanently effect the change. The disadvantages to this theory are that; before one decides to unfreeze, there are prevalent challenges of taking longer in school while studying another course. The other disadvantage would be having to look for a job because the business market is flooded and hence to establish a base for the clients will take some time. In becoming a pharmacist, I will not have deviated totally from the profession of having to deal with medicine. In a way I will find myself doing services related to nursing also, to acquire the experience and the capital to run a pharmacy, it would take a long if I find myself in a fix that doest guarantee me to a loan. The best thing about pharmacy is that I would make some good money compared to nursing. The advantage to the business course is that it earns a lot of money once someone gets to establish a base for clients. To evaluate my choice I would begin by setting an expectation while at the beginning, which can be overcome easily. To remind myself of the progress that I am supposed to have made upto the point I would have reached. I would then continue reviewing and revising my plan based on the experiences that I would have encountered on the journey to the change. I would also write a plan, which I would carry it with me so that I can remember always of the goals that I will have set (Wessels, 2006). REFERENCE Wessels, M. (2006). Experiential Learning. Wetton. Juta and Company Ltd.

phillip morris technology essays

phillip morris technology essays Philip Morris is an international company that has had to grow and deal with all of the technological advances in the world. Philip Morris is best known for their production and distribution of cigarettes. One of their most interesting technological advances is that they are known for accommodating customers with fire-safe cigarettes. Also, they are known with introducing Light and low-tar cigarettes. Another technological advance that has helped Philip Morris evolve is the integration of the computer management system, called SAP. The last technological advance has not been one in their favor, which is counterfeit cigarettes, and illegal distribution of their cigarettes on the Internet. When Philip Morris originally started their cigarette production and distribution, there was no knowledge of technology or expertise in cancer or things like fire-safe cigarettes. Cigarette-ignited fires are one of the leading causes of fire deaths in the United States. In 2000, two groundbreaking events occurred in New York State. They passed the nations first law requiring the establishment of a fire safety standard for cigarettes sod in the state, and Philip Morris began mass production of a commercial cigarette (Merit), that is less likely than conventional cigarettes to ignite a fire. Philip Morris PaperSelect technology uses speed bumps in the cigarettes paper, which causes an unattended cigarette to go out. The cigarettes reduced ignition propensity was confirmed in testing by the National Institute on Standards and Technology. Hundreds of years ago, when smoking was originally introduced, no one thought of the long-term effects it could do to a persons health and environment. After the U.S. Surgeon General concluded in 1964 that cigarette smoking causes lung cancer, tobacco companies recognized that health issues concerned millions of American smok ...

The Best MBA Programs in the World

The Best MBA Programs in the World The best MBA programs in the world equip their students with the skills and support necessary to launch and/or advance a business career. Each of the MBA programs on this list provides rigorous coursework, experienced professors, extensive career support, and a global perspective. Stanford Graduate School of Business Founded in 1925, Stanford Graduate School of Business is located in Stanford, California. The schools two-year full-time MBA program provides students with a world-class general management education. The curriculum encourages innovation and collaboration. Each student is also required to participate in a global experience. Some of the options that are available to students include Global Management Immersion Experience (GMIX), faculty-led Global Seminars, Global Study Trips and self-directed experiences, such as a global internship or an independent study course. London Business School Located in London in the United Kingdom, London Business School is widely believed to be the best non-U.S. business school. The MBA program is not only prestigious, it also offers flexibility that cant be found in every program. Students can choose customize the curriculum based on their desired career path and complete the program in 15, 18 or 21 months. London Business School also offers many unique opportunities, including a Global Business Experience and an Entrepreneurship Summer School. Harvard Business School Established in 1908, Harvard Business School is one of the most recognized names in business education. The full-time MBA program at Harvard Business School places a heavy emphasis on real world experience. Students learn through the case method, which allows them to evaluate real business scenarios and decide how they would respond to the types of problems and challenges facing todays businesses. They also participate in personal leadership activities and team-based projects. Harvard Business School is located in Boston, Massachusetts but has global research centers located all over the world. It takes two years of full-time study to complete the MBA program. INSEAD INSEAD is not as old as some of the other schools on this list (it was founded in 1957), but it is consistently ranked among the best business schools in the world. The school has campuses in Fontainebleau, France (Europe campus), the Buona Vista district of the city-state of Singapore (Asia campus), and Abu Dhabi (Middle East campus). Students choose their preferred campus at the time of application, but can choose to spend one of three periods studying at another campus. INSEAD offers an accelerated full-time MBA program that takes just 10 months to complete. The curriculum is rigorous and places an emphasis on management preparation. The Wharton School Along with Harvard Business School and the Stanford Graduate School of Business, the Wharton School is consistently ranked among the best U.S. business schools. The Wharton School was established in 1881 and is located in Philadelphia, Pennsylvania. The MBA program provides good preparation in general business and leadership, but it is known primarily as a finance school. It takes approximately 20 months to complete the Wharton MBA program. Students can choose from nearly 20 majors and customize their education by picking and choosing from more than 200 electives. Columbia Business School Established in 1916, Columbia Business School is located in New York City. It is one of just six Ivy League business schools in the world and is known for being highly selective. The Columbia Business School MBA program takes approximately two years of full-time study to complete. Courses teach business theory that is applicable to real-world business situations. Students are encouraged to learn from the faculty as well as their peers. The MBA program has a core curriculum, but students are allowed to choose a specialization so that they can graduate with knowledge in an area that matches their career goals. University of Chicago Booth School of Business Located in the Hyde Park area of Chicago, Illinois, the University of Chicago Booth School of Business was established in 1898. It is the second oldest business school in the United States. The University of Chicago Booth School of Business MBA program combines theory and experiential learning to teach students how to analyze problems and create solutions. The school offers above average preparation in economics. The school has produced more  Nobel Laureates in the Economic Sciences than any other business school. The University of Chicago Booth School of Business MBA program takes two years of full-time study to complete and consists of 20 classes and an experiential leadership development program. University of Cambridge Judge Business School Formerly known as the Judge Institute for Management Studies, the University of Cambridge Judge Business School was established in 1990 and is widely recognized as one of the best business schools in the world. The schools full-time MBA program, often called the Cambridge MBA, is a rigorous program that takes just one year to complete. The University of Cambridge Judge Business School seeks to prepare students to lead teams on a global scale. Students participate in a lot of class discussions and participate in a Global Consulting Project requires them to consult for client companies and make touch business decisions with real outcomes. University of California at Berkeley Haas School of Business Founded in 1898, the University of California at Berkeley Haas School of Business, also known as Berkeley Haas, is one of the oldest business schools in the world. The full-time MBA program at Berkeley Haas is  21-month program. The curriculum has a heavy focus on management and leadership fundamentals. Students take 12 required courses and then choose electives to tailor their education to their chosen career path.  They also get the opportunity to participate in team projects and leadership development opportunities. IESE Business School Founded in 1958, IESE Business School is the graduate  business school of the  University of Navarra. The school has campuses in Barcelona, Madrid, Munich, New York City and Sao Paulo. The IESE MBA program includes a core curriculum with a focus on business fundamentals, internship programs that are designed to enhance entrepreneurship skills and electives that allows students to tailor their education to their career goals. Students who enroll in the IESE MBA program can choose from a 15-month MBA program or an 18-month MBA program.   Yale School of Management Located in New Haven, Connecticut, the Yale School of Management (SOM) was established in 1976. Students who enroll in the Yale School of Management MBA program must complete an integrated core curriculum. Each course within the core curriculum teaches management fundamentals, problem solving and ethical thinking. The Yale School of Management calls this approach to business education a raw case because it is based on the needs of real world organizations in modern business. The MBA program takes approximately two years of full-time study to complete.   University of Oxford Said Business School Formerly known as the Centre for Management Studies, the University of Oxford Said Business School was established in 1965. The University of Oxford Said Business School MBA program, also known as the Oxford MBA, takes one year to complete. The program emphasizes responsible leadership and is known for offering solid preparation in entrepreneurship and global business. Students study within a dynamic research environment and are encouraged to learn how to think logically and lead with purpose. MIT Sloan School of Management Located in Cambridge, Massachusetts, the MIT Sloan School of Management was established in 1914. The MIT Sloan MBA program is designed to encourage innovation. The school calls this approach action learning. Students participate in subject-based labs that allow them to apply classroom learning to real world situations. Every MBA student participates in a on-semester core that includes coursework in economics, accounting, leadership communication, business statistics and organizational processes. Students then complete 144 units of electives. The MBA program takes approximately two years of full-time study to complete.   Northwestern University Kellogg School of Management Established in 1908, the Northwestern University Kellogg School of Management is located in Evanston, Illinois. The MBA curriculum at Kellogg combines a core curriculum that focuses on general management with electives that allow students to customize their education. MBA students are also given the chance to participate in global experiential learning opportunities. Kellogg School of Management has 37 exchange programs across 20 countries. Student can choose from a one-year MBA program and a two-year MBA program.   China Europe International Business School Co-founded by the Chinese government and European Union (EU) in 1994, the China Europe International Business School  (CEIBS) is known for its academic rigor. It is located in Shanghai, China. Students who enroll in the CEIBS MBA program complete a core that focuses on managerial foundation skills, business fundamentals, and special topics in China management before choosing a concentration in general management, finance or marketing.  Students can choose from a one-year program or a two-year program. Cornell University's Samuel Curtis Johnson Graduate School of Management Established in 1946, Cornell Universitys Samuel Curtis Johnson Graduate School of Management, also known as Johnson, is an Ivy League business school located in Ithaca, New York. The school has a performance learning approach that combines classroom learning with practical experiences, such as  Kaizen projects.  Johnsons MBA program combines a core curriculum with flexible electives that allow for complete customization. Students can choose from a one-year program or a two-year program. Duke University Fuqua School of Business Established in 1969, Duke University Fuqua School of Business is located in Durham, North Carolina. The MBA program at Fuqua has fewer core courses than most business schools. This approach allows students to begin taking electives sooner than normal. MBA students can customize their education by choosing electives in 14 different concentrations. The Fuqua MBA program takes approximately two years of full-time study to complete. National University of Singapore Business School Established in 1965, the National University of Singapore Business School is located in Singapore and is widely recognized as one of the best business schools in the Asia Pacific region. The MBA program at National University of Singapore Business School focuses heavily on global business. It integrates Western business models and Asian leadership tenants. Students take core classes in management and then choose electives to tailor their education. National University of Singapore Business School MBA program takes 17 months of full-time study to complete. International Institute for Management Development Established in 1990, the International Institute for Management Development  (IMD)  is a Swiss business school known for providing top-ranked executive education. It is located in Lausanne, Switzerland. The IMD MBA program is designed to give students a global mindset through a combination of practical experience and thought leadership. While enrolled in the program, students take core courses and apply what they have learned through projects and labs. The IMD MBA program takes one year to complete. ESADE Business School Established in 1958, ESADE Business School is a global academic institution that is located in Barcelona, Catalonia, Spain. ESADE employs a flipped-learning methodology. This teaching method allows students to learn basic concepts prior to participating in face-to-face sessions. The ESADE MBA curriculum encourages students to think creatively, customize their education and participate in international experiences. Students can complete the ESADE MBA program in 15, 18 or 21 months.

Human Resources - High performance work Practices Essay

Human Resources - High performance work Practices - Essay Example â€Å"High performance work places or organisations (HPWOs) are organisations that are moving towards a flatter and less hierarchical structure, where people work in teams with greater autonomy.† (Tamkin, 2004). But, sometimes the organisation will not be able to provide High performance work places due to various factors. This will surely bring down the level of performance among the employees to bare minimum. The important aspect is, the performance levels of the employees have to be kept at optimal levels or high levels, so that the employees exhibit optimum productivity. So, this paper will look at how the employees’ performance can be heightened by optimizing the High performance work places, thereby aiding the employers as well as the employees, kind of win-win solution: benefiting both the employers and the employees Once a common, feasible and effective High performance work places is created, different employees can be focused on a single goal and thereby increasing their performance level. As any organisation will be a hotbed of human activity, it could give rise to groups and subgroups, which will eventually share enough experience to create subcultures based on occupational, national, and uniquely historic experiences. Once such differentiation has taken place, the organisation’s task is to find ways of coordinating, aligning, or integrating the different subcultures into common culture by making them work in a common organisational atmosphere. So, performance among the employees can be optimized at the outset itself, only if the leader or manager of the organisation provides the employees a favourable High performance work place with a common organisational culture, focusing on a single target. â€Å"Support culture, which include performance operations and people management proces ses, aligned to organisational objectives to build trust, enthusiasms and commitment.† (Tamkin, 2004). The trait of

Delegation Essay Example | Topics and Well Written Essays - 1000 words

Delegation - Essay Example As the paper declares assignments that supposed to be delegated are those that will interest staff and make them content to be working on the assignment. Why do people like work? The respond is that the work one takes pleasure in involves learning new skills, is to some extent imperative and conceivably will obtain for staff members some credit and add to their status and future employability. This essay declares that to achieve those purposes, the human resources ought to be evaluated. Finding the right individual who will be thrilled about the assignment and advantage from it is crucial. A delegated assignment should intrinsically be a learning course for the individual accountable for it. On the other hand, the staff member chosen should have suitable acquaintance and skills to comprehend the nature and scope of the project. If the Elementary School Principal can sense an eagerness about the prospect, which is a hint that the correct staff member has been chosen for delegation of the assignment. As Fairfax County Public Schools uses delegation for development, evaluating and harmonizing the assignments to all human resources transforms increasingly significant. Giving development opportunities to only a few staff members will shortcut the Fairfax County Public Schools' capability to extend human resources with manifold skills and talents. Leaving some staff members out of the probability for development will also lead to turnover of otherwise excellent and productive human resources.