Results and discussion Essay Example | Topics and Well Written Essays - 3000 words

Results and discussion - Essay Example A biofilm structure hinders antibiotic entry to cells, and at the same time, increases oxidative damage, which increases the mutation rate. To show that mutation frequency in response to the antibiotics mupirocin and rifampicin is due to oxidative stress in planktonic and biofilm cultures, Staphylococcal aureus strains SH 1000 and UAMS-1 were grown in media supplemented with hydrogen peroxide and antioxidants. Planktonic cultures that were supplemented with antioxidants did not differ in their mutation frequency. However, the addition of hydrogen peroxide to the growth media significantly increased mutation frequencies under antibiotic selection. The mutation frequencies declined significantly with the addition of antioxidants, together with hydrogen peroxide, to the culture media significantly. Biofilm cultures, that were not treated with oxidising agent, showed high levels of mutation frequencies, equal to that obtained for planktonic culture in hydrogen peroxide alone. In cultures growing in rifampicin selection plates, the bacterial have mutation frequency of 10-5, which was indicative of a mutator phenotype. The increase in mutation frequency indicates defects in the methyl-mismatch repair system during biofilm formation. Similar to planktonic cultures, the addition of antioxidants to the culture media reduced the mutation frequency to levels between 10-7 and 10-8. A bacterial biofilm is a structured community of bacterial cells enclosed within a self-produced extracellular polymeric matrix attached to surface (Costerton, Stewart & Greenberg 1999). Bacterial biofilms are present mostly on wet surfaces and are mostly visible to the naked eye. The biofilms consist of microcolonies on a surface and develop into organized communities with functional heterogeneity. Different bacterial species specifically attach to different surfaces and could aggregate with other species or a combination of species. The organization and structure of

From Failure to success Essay Example for Free

From Failure to success Essay Robert Kennedys statement that Only those who dare to fail greatly can ever achieve greatly has been painfully evident in my life. Until recently, I had never dared to fail greatly at anything, and as a result, I never achieved greatly at anything either. Luckily, I have learned the importance of attempting something when theres a looming possibility of failure. At Boys State this summer, I spent a week living with 300 other young men while learning about how North Carolinas government works. To give us a firm grasp of the governmental process, each floor elected town officials, each dorm elected county officials, and the three dorms together elected the state officials. The Boys State program also had its own moot court program from which Supreme Court Justices were elected. At Boys State, I ran for positions in the town and county government, and for Supreme Court Justice. Of the seven positions I competed for, I only won two elections. I count this as a failure because the only positions I won were positions that had no candidates to oppose me. The loss that affected me the most was Supreme Court Justice. This was the position I had wanted to win even before I arrived at Boys State, and I gave up all of my afternoon activity time so that I could participate in the moot court program and remain an eligible candidate for Supreme Court Justice. Unfortunately, the elections for justices were the last of all the voting, and by midnight, everybody wanted to get back to their dorms so the time for our speeches was cut from one minute to ten seconds. Needless to say, I was so unprepared for the sudden change of events, that I barely had time to say my name and one reason I was running before I ran out of time. I lost the election, but the loss taught me that I needed to become more visible so that I would not have to depend on a speech for people to realize that I was a person they should vote for. However, if I had the chance to go back and change anything I had done there, I probably wouldnt change a thing. The reasons for this are not as difficult to understand as they probably should be. Firstly, if I went back and changed anything I had done then, I would not have learned that lesson, and would now be lacking a very important experience in my life. Secondly, good things also came from my loss of the election for Supreme Court Justice. In my failure, I brought the  attention of the gubernatorial candidate onto me. The next morning, he asked me if I would like to be his Secretary of Crime Control and Public Safety which is one of the highest positions at Boys State. After a moment of shock, I immediately accepted the position. Thus, as a result of my own great failure, I achieved grea tly.

Self Appraisal Is Useful To Start Future Planning Education Essay

Self Appraisal Is Useful To Start Future Planning Education Essay Self appraisal is useful in to start our future planning and draw a map for our future goals and aims. And assessment of our career growth will enable us to know where we are and gives us the directions to where we want to reach. A strong view about your self is very important in our lives because its play a very important role to know what is better for myself and what I have been done in my life and which big management position is suitable for me it will help to understand the followings, our life and career How work fits in other aspects of our lives Work experience A record of what we have done so far Work satisfaction Things about your work we like and enjoy Recycling you achievements The things we have done that we are proud of it Task 1 level 2 1.2: Conduct a self assessment: Skills audit The skills audit in an organisation is the process in which an organisation can identify and measure the functional skills what they have required in the organizations functions and match those requirement through design, recruitment, training and outsourcing. This process is very useful to plan the career of the company and chose the right candidate for right position for the success of the business. Self assessment: Self assessment allows you to know what you are and what you want to be and in which specific areas you need improvement to take the further responsibilities and remains competitive in the life. For this purpose you need to take the responsibilities for your career and continuing professional development. When we talk about career and want to be successful in our life than these questions we should be answered first Where are you now? Where do you want to be? How will you get there? If we want to know where we are now and where we want to be and how will we get it the question arises how we can know about this. Many philosophers and business mans and economists suggest different ways to know the answers of these questions. Where are you now? To know what your current status is, you could carry out the SWOT analysis to identify our Personal strengths, weaknesses, opportunities and threats. This audit will help us to identify our development needs and what information we have needed to plan our future. A swot analysis can be carried out as a part of our appraisal preparation. Where do you want to be? To begin the process, first review the type of role and the level you wish to be working towards. Once you have objectively assessed your skill level and identified the directions you would like your development to take. May be you need to discussed it with your line manager because he is the person who knows the organization very well and suggest you the better way to achieve your ambitions and goals. How will you get there? You will need to carry out a self-assessment and identified your potential for skills development and then find appropriate ways to improve your skills. It will take usually weeks, months, years or sometimes longer to get sufficient skills to get a higher position. Task 1 level 3 1.3: Professional CV: My CV is attach with appendix 1.1 Task1 level 4 1.4: Personal Development Plan The PDP should incorporate your reflection on some significant training or development activities you have undertaken in your personal or professional life which assists you to plan for your professional development in the future PDP is the name of plan of action. In our daily life we can make plan but never write it down, PDP is the way by which we can achieve our targets by planning. But first of all we have to understand what PDP is? And How to create a PDP There is no right or wrong way to present your Personal Development Plan. A PDP is effectively a schedule of actions, referring directly to your aspirations for your personal development. As learners we are continually planning, but by putting our plans in writing and structuring them to enable us to best meet our aims and objectives, we increase our chances of success. A PDP allows you to set targets for yourself and to devise a clear route to achieving them. PDP is the name of followings: Assessment of current skills and knowledge to establish professional needs Planning the development Evaluate the performance Resetting aims and objectives to re plan in light of the feedbacks In PDP personal effectiveness play a very important role by commitment to the profession and flexibility to balance all aspects of life. Look at the example below: PDP cycle: F:Documentsep-pdp.jpg http://www.jiscinfonet.ac.uk/infokits/e-portfolios/pdp-background To know what I have and what i have to improve in myself to achieve my ambitions and goals and make some strategy to turn into reality we have to give answers of these questions which play a very important role to be successful. SWOT analysis: SWOT analysis will enable you to identify where you are in your current role. For example, Strengths à ¢Ã¢â€š ¬Ã‚ ¢ I have 5 years experience in the marketing sector à ¢Ã¢â€š ¬Ã‚ ¢ I am a good communicator à ¢Ã¢â€š ¬Ã‚ ¢ I have excellent IT skills. Weaknesses à ¢Ã¢â€š ¬Ã‚ ¢ I dont know much about Places of Change or how this affects the services I provide à ¢Ã¢â€š ¬Ã‚ ¢ I dont have any management experience. Opportunities à ¢Ã¢â€š ¬Ã‚ ¢ My organisation is willing to sponsor me to go on a course or training to develop my skills à ¢Ã¢â€š ¬Ã‚ ¢ There may be some new job promotion opportunities in my organisation Threats à ¢Ã¢â€š ¬Ã‚ ¢ There may be competition for new job opportunities à ¢Ã¢â€š ¬Ã‚ ¢ A promotion would mean moving to a specialist project which I dont have complete understanding. Next you need to turn this into a PDP. What I need to achieve, how am I going to achieve it When am I going to do it? Do I need to develop some supervision skills? I am going to do this for six months from September. 6 Are your development targets SMART When setting targets, you need to make sure that you can actually achieve them. This is called SMART targets. SMART stands for the following: http://tutorials.freeskills.com/images/articles/428/image1.gif http://tutorials.freeskills.com/setting-objectives-and-achievable-outcomes.htm PDP PLAN: untitled 222222.JPG Action plan All of the objectives and goals identified in the PDP need to be SMART to get success and better learning. TASK 2 LEVELS 1 Evaluation of learning development and objectives: 2.1: Evaluating your Success: The learning process is a cyclic process in which you need to identify your development goal that you want to achieve and then periodically you have to evaluate your progress. Taking time to evaluate and reflect your progress is essential to enable you to make necessary changes to your plan. When evaluating your progress you need to ask yourself: What have I learnt? What more do I need to do to achieve my goals? Is my progress too slow or ahead of schedule? Do I need any assistance to achieve my goal? Whats hindering my progress? Do I need to change my plan? What additional benefits am I gaining from this practice? To evaluate our objectives we have to answer these questions. What I am better able to do as a result? Every person has his own calibre of doing things and have their own goals and objectives the targets which I set in my PDP plan yes I can do it to make myself better from my colleagues and to grow my career in the sales and marketing field by learning, knowledge and getting support from my superiors and feedbacks,. Has this experience thrown up future development needs? Human are born for learning. A person can never be prefect in their lifes we always need some assistance and knowledge to improve our selfs. A person is learning in their whole life from birth to death, to achieve my entire objects I will need to get help from my manager because he is the person who know the organization very well and give me better advice in which area I need improvement to achieve my objectives and whether my plan need more to improve myself to get my objective. How well did the development method work? Improvements in myself by developing this plan for success and development it give me better ways and a clear sense of mind to achieve my objectives and by implementing it in my life now I feel a clear difference in myself and other now I can deals with customers with more confidence and energy. And I achieved my sales target which is given by the sales department but still I need a lot of improvement to achieve all my objectives and goals. Could I have gained more from this activity? Yes from these activities now I am more presentable in my work more effective in my job and it give me the right direction to improve my image in the organization and because of my performance now I am the supervisor of my sales department. Would I follow this approach again? All those things which is betterment of the people, all the people go for those ways nobody can denied with it Because everyone want to be successful in their lifes. For my future I definitely go for this approach because it give me great achievement in my profession now it is very easy for me to go and get my future aims and goals. This valuation will also provide a key lead to the next stage of the continuing cycle goals change and tasks vary and new needs will emerge it important to retrieve your own plan accordingly. Task 2 level 2 2.2: Reset planning according with time: To make yourself successful in the life we have to adopt the environmental changes accordingly as the environment around you is changes we have change over self as well, as we achieve our targets we need more objectives to grow in our life and aims to achieve a better position in the organization or achieve better target in business. In my profession if I want to be a manager then I need to increase my knowledge and learn more things and try to be more effective for the organization and achieve our targets timely and more professionally to be a manger of my organization I need to learn more things and change my PDP accordingly to learn those skills I need multi skills to manage everything in the department and also need of basic managements skills. Technical skills: skills needed to perform specialized tasks. Human relation skills: skills in understanding and getting along with people in the organization. Connectional skills: abilities to think in the abstract, diagnose and analyze different situations, and see beyond the present situation. Decision making skills: skills I defining problems and selecting the best course of action. To make this happen I need to make my strategy accordingly and learn more things from my superiors and by increasing my qualification which need to be a manager and talk to the colleagues to get assistance from them. And set the targeted time to achieve all the objectives. Task 3 level 1: 3.1: Problems at work: There are numbers of problems which employs are facing around them at work. there are some many small problems which leads to the biggest turnover in the organization. Some of the most major work problems are as followings: 1: job satisfaction: Its very important for an employ for his interest his job is according to his desires and interest, otherwise job satisfaction is very difficult to obtain, sometimes employers gives some different work to the employs which is not according to the specialization, desires and interest of the employ which leads to the disappointment, frustration from work . If it does not corrected on time it will lead to employs resign from the job. 2: management factors: In the organization management have key role in the success of business. If management did not understanding the problems of the employs and their needs then it is very difficult for the employs to remain in the business it will leads to the larger turnover from the business. 3: Job stress: Lots of employs faces job stress on their work because of the larger work pressure and overload of work which is not according to the willpower of the employs it is also a bigger problem which is faced by the workers at work. 4: Low Resources availability: Less availability of resources at work according to the job requirements some times it make difficult for the employs to work with low resources according to the job which leads to the high turnover from the road. 5: Employer treatment: Sometimes employer behaviour towards the employs is very disappointed. They treat the employs like machines which is the biggest work base problem for the employs. Task 3 level 2 3.2: Communication: No matter how brilliant you are and your idea, it is worthless until unless you can able share it with others in the organisation. For this reason, effective communication is very crucial at every level. The oxford English dictionary defines communication as: The imparting, conveying or exchange of ideas, knowledge etc., (whether by speech writing or signs) interchange of speech. Types of communications: There are two types of communication written and oral communication Oral communication describes any type of inter-action that makes use of spoken words. Written communication involves any type of interaction that makes use of the written word. Both of these communications methods is very important and have a great significance in the life of the peoples. In the organization we adopt different ways to convey our message to others. By Speak effectively Delivering presentation Prepare written communication Display interpersonal understanding Time management: http://www.google.com/imgres?imgurl=http://www.jdsblog.com/wp-content/uploads/time-management-workflow.jpgimgrefurl When we think of time management, however, we tend to think of personal time management, managing our time is defined as, less wastage of time in doing things we have extra time to do the things what we want to do Therefore, time management is presented as a set of time management skills; the theory is that once we master the time management skills, well be more organized, efficient, and successful. Personal time management skills include: Goal setting; Planning; Prioritizing; Decision-making; Delegating; Scheduling. Task 4 level 1 4.1 Learning: Learning is very important throughout our lives if we stop learning our growth in our self is also stop and we cannot achieve any further goals. There are two types of learnings primary and secondary source of learning Primary sources of learning: On the job learning: On the job learning is those things which we learn from our surroundings at work place it is the very common and quick way of learning. Personal observation: This type of learning is obtain by observing things around you and adopts the things which are good for the future growth. Readings: Books are the best companion of every person we can learn most of the things from books it is the most effective way of learning. Research: Most of the things which we dont know like customers need and history of the world to know all about things research is the only way to know about them. Secondary source of learnings: Training: Some time most of the skills we know but for improving that skills training is very important to learn those skills which we need to improve our existing skills. Coaching: It is helping another person to improve awareness, to set and achieve goals in order to improve a particular behavioural performance Mentoring: It is helping to shape an individuals beliefs and values in a positive way; often a longer term career relationship from someone who has done it before Internet: Internet is the first quickest source of learning in these days by searching on internet we can get everything every easy which is helpful to learn these things which is useful for the development. Kolbs learning (learning styles) model Kolbs learning theory sets out four distinct learning styles. which are based on a four-stage learning cycle. In this respect Kolbs model is particularly useful because it offers both ways to understand individual peoples different learning styles, and also an explanation of a cycle of experiential learning that applies to us all. Kolb says that ideally this process represents a learning cycle or spiral where the learner touches all the bases, i.e. a cycle of experiencing, reflecting, thinking, and acting. Kolbs model therefore works on two levels a four-stage cycle: Concrete Experience Reflective Observation Abstract Conceptualization Active Experimentation and a four-type definition of learning styles, (each representing the combination of two preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used the terms:   Diverging (feeling and watching) Assimilating (watching and thinking) Converging (doing and thinking) Accommodating (doing and feeling) Diagrams of Kolbs learning style http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php Task 4 level 2 4.2: Lifelong learning: All learning activities undertaken throughout life with the aim of improving knowledge skills and competences with in a personal, civil, social or employment related missions. Lifelong learning is obtained by the followings: Variety in roles Job rotation Rewards Job enlargement Cultural changes Job enrichment Task 4 level 3 Research methods: There are two types research method Qualitative methods used in social marketing include observations, in-depth interviews and group discussions. Qualitative research is used to help us understand how people feel and why they feel as they do. Depth interviews or group discussions are two common methods used for collecting qualitative information. Quantitative market research  typically includes customer surveys and questionnaires these can be conducted face-to-face by interview, over the telephone, via post or email, online or via your website. Research resources: Primary research involves getting  original data  directly about the product and market. Primary research data is data that did not exist before. It is getting by field research designed to answer specific questions of interest to the business. Face-to-face interviews Telephone interviews   Online surveys Questionnaires Secondary marketing research, or desk research,  already existed information in the form of reports, internet and magazines and other companies collected information. It is relatively cheap, and can be conducted quite quickly and easily. Task 4 level 4: 4.4: Presentation on PDP and feedbacks What is PDP plan? An introduction: PDP is the name of plan of action all the plans which include in the PDP must be SMART and all the objectives and aims set in the PDP should be aware of SWOT. My PDP plan: My PDP plan shows the long and short term plan to achieve my aims and objectives. It based on my experience and qualification I have and how much experience or qualification I need more to get my ambitions in my life I want to be a manager in my organization I showed all the task and times limit in which I complete all my tasks and in future I get that position where I want to be. Implementation of PDP plan: First of all need some extra qualification thats why I have to join some management course and complete that course in that period of time and also attend some management training sessions to get the necessary management skills. And get help from my supervisor. Results: Results after done all these things it is quiet useful for me to get a management position in my organization. Conclusions: All the points in this assignment is more helpful to understand the nature of the professional development and the needs of employs to succeed in their professional life and who they can achieve this success.

Looking Backward by Edward Bellamy Essay -- essays research papers

Looking Backward   Ã‚  Ã‚  Ã‚  Ã‚  The book Looking Backward was written by Edward Bellamy and published in the year 1888. Bellamy started off his career as a journalist but then married and decided to devote his efforts to writing fiction novels. Looking Backward was published and Bellamy was famous. The book stirred around the country and had people imagining a world like the one Bellamy created in his book. The idea of a utopia as the one he describes is unbelievable. His book is what people, of even now in the twenty first century, wish the world could possible be like. However, Bellamy’s world of reasoning and judging of people based on the inner beliefs was not what people of then or now do. Bellamy’s book showed a world of rationality being applied to create a world of down right good and generous people. If rationality was every used to create a wholesome war-hearted society than the picture that Bellamy envisioned would be true today. Bellamy built his utopia upon the positio n that individuals did not compete with one another.   Ã‚  Ã‚  Ã‚  Ã‚  The story starts with a preface that explains the sum of the story. The story introduces the fact that Bellamy is writing as if it is already the twentieth century and the world is looked at through rationality. Bellamy uses the character Julian West to represent industrialization and how his utopia are used as the answers is used as the answers to industrialization problems, and Dr. Leete to represe...

Classical Concerto

CONCERTO A concerto (from the Italian: concerto, plural concerti or, often, the anglicised form concertos) is a musical composition usually composed in three parts or movements, in which (usually) one solo instrument (for instance, a piano, violin, cello or flute) is accompanied by an orchestra.The etymology is uncertain, but the word seems to have originated from the conjunction of the two Latin words conserere (meaning to tie, to join, to weave) and certamen (competition, fight): the idea is that the two parts in a concerto, the soloist and the orchestra, alternate episodes of opposition, cooperation, and independence in the creation of the music flow. The concerto, as understood in this modern way, arose in the Baroque period side by side with the concerto grosso, which contrasted a small group of instruments with the rest of the orchestra.The popularity of the concerto grosso form declined after the Baroque period, and the genre was not revived until the 20th century. The solo co ncerto, however, has remained a vital musical force from its inception to this day. Classical concerto . Sonata form in the Classical ConcertoFor exposition, development and recapitulation, The concerti of the sons of Johann Sebastian Bach are perhaps the best links between those of the Baroque period and those of Mozart. C. P. E. Bach’s keyboard concerti contain some brilliant soloistic writing.Some of them have movements that run into one another without a break, and there are frequent cross-movement thematic references. Mozart, as a boy, made arrangements for harpsichord and orchestra of three sonata movements by Johann Christian Bach. By the time he was twenty, Mozart was able to write concerto ritornelli that gave the orchestra admirable opportunity for asserting its character in an exposition with some five or six sharply contrasted themes, before the soloist enters to elaborate on the material. He wrote one concerto each for flute, oboe (later rearranged for flute and known as Flute Concerto No. ), clarinet, and bassoon, four for horn, a Concerto for Flute, Harp, and Orchestra, a Sinfonia Concertante for Violin, Viola and Orchestra, and Exsultate, jubilate, a de facto concerto for soprano voice. They all exploit and explore the characteristics of the solo instrument. His five violin concerti, written in quick succession, show a number of influences, notably Italian and Austrian. Several passages have leanings towards folk music, as manifested in Austrian serenades. However, it was in his twenty-seven original piano concerti that he excelled himself. citation needed] It is conventional to state that the first movements of concerti from the Classical period onwards follow the structure of sonata form. Final movements are often in rondo form, as in J. S. Bach's E Major Violin Concerto. [2] Sonata form Sonata form is a large-scale musical structure used widely since the middle of the 18th century (the early Classical period). While it is typically us ed in the first movement of multi-movement pieces, it is sometimes used in subsequent movements as well—particularly the final movement.The teaching of sonata form in music theory rests on a standard definition and a series of hypotheses about the underlying reasons for the durability and variety of the form—a definition that arose in the second quarter of the 19th century. [2] There is little disagreement that on the largest level, the form consists of three main sections: an exposition, a development, and a recapitulation;[3] however, beneath this, sonata form is difficult to pin down in terms of a single model.The standard definition focuses on the thematic and harmonic organization of tonal materials that are presented in an exposition, elaborated and contrasted in a development and then resolved harmonically and thematically in a recapitulation. In addition, the standard definition recognizes that an introduction and a coda may be present. Each of the sections is often further divided or characterized by the particular means by which it accomplishes its function in the form.Since its establishment, the sonata form became the most common form in the first movement of works entitled â€Å"sonata†, as well as other long works of classical music, including the symphony, concerto, string quartet, and so on. [3] Accordingly, there is a large body of theory on what unifies and distinguishes practice in the sonata form, both within eras and between eras. Even works that do not adhere to the standard description of a sonata form often present analogous structures or can be analyzed as elaborations or expansions of the standard description of sonata form.Outline of sonata form Introduction The Introduction section is optional, or may be reduced to a minimum. If it is extended, it is, in general, slower than the main section, and frequently focuses on the dominant key. It may or may not contain material that is later stated in the exposition. Th e introduction increases the weight of the movement, and also permits the composer to begin the exposition with a theme that would be too light to start on its own, as in Haydn's Symphony No. 03 (â€Å"The Drumroll†) and Beethoven's Quintet for Piano and Winds Op. 16. The introduction usually is not included in the exposition repeat. On occasion, the material of introduction reappears in its original tempo later in the movement. Often, this occurs as late as the coda, as in Mozart's String Quintet in D major K. 593, Haydn's Drumroll Symphony, or Beethoven's Piano Sonata No. 8 (â€Å"Pathetique†). Exposition The primary thematic material for the movement is presented in the Exposition. This section can be further divided into several sections.The same section in most sonata form movements has prominent harmonic and thematic parallelisms (although in some works from the 19th century and onward, some of these parallelisms are subject to considerable exceptions), which inc lude: First subject group, P (Prime) – this consists of one or more themes, all of them in the home key (also called the tonic)—so if the piece is in C major, all of the music in the first group will be in C major. Although some pieces are written differently, most follow this form. Transition, T – in this section the composer modulates from the key of the first subject to the key of the second.Second subject group, S – one or more themes in a different key from the first group. If the first group is in a major key, the second group will usually be in the dominant. If the original key is C major, for example, the key of the music of the second group will be G major, a perfect fifth higher. If the first group is in a minor key, the second group will, in general, be in the relative major, so that, if the original key is C minor, the second group will be in E-flat major. The material of the second group is often different in rhythm or mood from that of the f irst group (frequently, it is more lyrical).Codetta, K – the purpose of this is to bring the exposition section to a close with a perfect cadence in the same key as the second group. The exposition is commonly repeated, particularly in classical works. Often, though not always, the last measure or measures of the exposition are slightly different between the repeats, one to point back to the tonic, where the exposition began, and the second to point towards the development. Development In general, the development starts in the same key as the exposition ended, and may move through many different keys during its course.It will usually consist of one or more themes from the exposition altered and on occasion juxtaposed and may include new material or themes – though exactly what is acceptable practice is a famous point of contention. Alterations include taking material through distant keys, breaking down of themes and sequencing of motifs, and so forth. The development v aries greatly in length from piece to piece and from time period to time period, sometimes being relatively short compared to the exposition (e. g. , the first movement of Eine kleine Nachtmusik, K 525/I by Mozart) and in other cases quite long and detailed (e. . , the first movement of the â€Å"Eroica† Symphony by Beethoven). Developments in the classical era are typically shorter due to how much composers of that era valued symmetry, unlike the more expressive romantic era (â€Å"Eroica† is considered to be the first Romantic symphony) in which development sections gain a much greater importance. However, it almost always shows a greater degree of tonal, harmonic, and rhythmic instability than the other sections. At the end, the music will usually return to the tonic key in preparation of the recapitulation. On occasion it will actually return to the sub-dominant key and then proceed with the same transition as in the exposition). The transition from the development to the recapitulation is a crucial moment in the work. The last part of the development section is called the retransition: It prepares for the return of the first subject group in the tonic, most often through a grand prolongation of the dominant seventh. Thus, if the key of the movement is C major, the retransition would most typically stress the dominant seventh chord on G.In addition, the character of the music would signal such a return, often becoming more frenetic (as in the case of the first movement of Beethoven's â€Å"Waldstein† Sonata, Op. 53). A rather notable exception to the harmonic norm of the retransition occurs in the first movement of Brahms's Piano Sonata No. 1, Op. 1. The general key of the movement is C major, and it would then follow that the retransition should stress the dominant seventh chord on G. Instead, it builds in strength over the seventh chord on C, as if the music were proceeding to F major.At the height of the musical tension, this chord triumphs with great volume and wide registral scope on the downbeat, only to take up immediately the first theme in C major – that is, without any standard harmonic preparation. Occasionally, the retransition can begin with a false recapitulation, in which the opening material of the first theme group is presented in a key other than the tonic. The surprise that ensues when the music continues to modulate toward the tonic can be used for either comic or dramatic effect. RecapitulationFirst subject group – normally given prominence as the highlight of a recapitulation, it is usually in exactly the same key and form as in the exposition. Transition – Often the transition is carried out by introducing novel material, a kind of brief additional development section; this is called a secondary development. Second subject group – usually in roughly the same form as in the exposition, but now in the home key, which sometimes involves change of mode from major to minor, or vice versa, as occurs in the first movement of Mozart's Symphony No. 0 (K. 550). More often, however, it may be recast in the parallel major of the home key (for example, C major when the movement is in C minor like Beethoven's Symphony No. 5 in C Minor, op. 67/I). Key here is more important than mode (major or minor) – the recapitulation provides the needed balance even if the material's mode is changed, so long as there is no longer any key conflict. Exceptions to the recapitulation form include Mozart and Haydn works that often begin with the second subject group when the first subject group has been elaborated at ength in the development. After the closing cadence, the musical argument proper is said to be completed. If the movement continues, it is said to have a coda. Coda After the final cadence of the recapitulation, the movement may continue with a coda which will contain material from the movement proper. Codas, when present, vary considerably in length, b ut like introductions are not part of the â€Å"argument† of the work. The coda will end, however, with a perfect authentic cadence in the original key.Codas may be quite brief tailpieces, or they may be very long and elaborate. A famous example of the more extended type is the coda to the first movement of Beethoven's Eroica Symphony (no. 3 in E flat), although there are numerous others in Beethoven's music. Explanations for why an extended coda is present vary. One reason may be to omit the repeat of the development and recapitulation sections found in earlier sonata forms of the eighteenth century. Indeed, Beethoven's extended codas often serve the purpose of further development of thematic material.

Israels Dependence on the US essays

Israel's Dependence on the US essays Israels Dependence on the U.S. Harry Truman wrote as he wrestled over the decision to recognize a Jewish state in Palestine What I am trying to do is make the whole world safe for Jews (qtd. in Ratnesar 1). Truman desire was to give the Jews land to call theirs because of the Jew persecution in WWII (Ratnesar 1). God put you in your mothers womb, the Chief Rabbi of Israel later told Truman, so you would be the instruments to bring the rebirth of Israel (qtd. in Ratnesar 1). The Jews dream of a country for them was finally at arms length with Trumans choice but worries of Marshall was also recognized (Ratnesar 1). A 979-word affirmation of freedom was delivered by David Ben-Gurion at the Tel Avir Art Museum (Ratnesar 1). He finished The State of Israel is established? The meeting is ended (qtd. in Ratnesar 1). The Arabs were not pleased with the decision of Truman. The Arabs quickly declared war against the newly form state of Israel for many years to come (Ratnesar 1). On the founding of Israel in 1947, the Arabs declared war on the Jews and Arabs lost the war. The Arabs then declared another war in 1967 called the Six-Day War. Israel fought swiftly using their defensive capabilities taking control of some land in the major enemy countries which were in Egypt, Syria, and Jordan (The Good War 1). The foreign policies by the United States intensified after the Six-Day War. The United States began selling arms to Israel to increase their military might in the Middle East (Bard 2). The United States support Israel with military arms and economically (McArthur 1). The current conservative estimate of total U.S. direct aid is $104.601 billion. The United States spends billions of dollars only on the state of Israel (McArthur 2). Israel receives all their money in cash; hence, the money is used on whatever needed without any resp...