Free Essays on Beethovens Love

In 1770 an exceptional musical genius was born into this world, changing the sound of classical music forever. His name was Ludwig van Beethoven. Johann, his father, a signer and instrumentalist, encouraged his son from the first day he saw him to be inspired by the sound of astonishing music. Through his childhood years, Ludwig was extremely interested in his father’s persuasion with music, constantly producing his own music for his own enjoyment. He was considered the â€Å"most powerful musical thinker of music† (Schonberg 119). His music was unheard of, unknown, and the only way to describe his sensational composition was as a â€Å"bridge between classical and romantic periods† (Schonberg 119). Every day and every night he would play on his piano, experimenting with his exceptional tool, his hands. Ludwig van Beethoven also had a love for women. He adored many women. Beethoven was constantly expressing his true loves through his beautiful musical composition s. Around the age of forty, Beethoven met a young woman who changed his outlook of life forever. Her name was Therese Malfatti, a seventeen year old beauty. She was a pupil of Beethoven’s and a niece of his primary physician (Marek 282). He experienced many deep and passionate feelings toward Therese Malfatti; for her he composed a composition to be played before he proposed marriage to her, wrote endless romantic and emotionally disturbing letters, and experienced tragic nostalgic upsets. Ludwig van Beethoven composed hundreds of exquisite and difficult compositions, in which were always meant to be for his â€Å"Unsterbliche Geliebte,† which meant â€Å"Immortal Beloved.† The â€Å"Immortal Beloved† was never known for sure, but it was said to have been Therese Malfatti (Palmer 2). Beethoven composed a beautiful piece of music entitled Bagatelle Woo. Although this title may sound unfamiliar, almost everyone can identify this masterpiece and the composer, Ludwig van Beethoven... Free Essays on Beethoven's Love Free Essays on Beethoven's Love In 1770 an exceptional musical genius was born into this world, changing the sound of classical music forever. His name was Ludwig van Beethoven. Johann, his father, a signer and instrumentalist, encouraged his son from the first day he saw him to be inspired by the sound of astonishing music. Through his childhood years, Ludwig was extremely interested in his father’s persuasion with music, constantly producing his own music for his own enjoyment. He was considered the â€Å"most powerful musical thinker of music† (Schonberg 119). His music was unheard of, unknown, and the only way to describe his sensational composition was as a â€Å"bridge between classical and romantic periods† (Schonberg 119). Every day and every night he would play on his piano, experimenting with his exceptional tool, his hands. Ludwig van Beethoven also had a love for women. He adored many women. Beethoven was constantly expressing his true loves through his beautiful musical composition s. Around the age of forty, Beethoven met a young woman who changed his outlook of life forever. Her name was Therese Malfatti, a seventeen year old beauty. She was a pupil of Beethoven’s and a niece of his primary physician (Marek 282). He experienced many deep and passionate feelings toward Therese Malfatti; for her he composed a composition to be played before he proposed marriage to her, wrote endless romantic and emotionally disturbing letters, and experienced tragic nostalgic upsets. Ludwig van Beethoven composed hundreds of exquisite and difficult compositions, in which were always meant to be for his â€Å"Unsterbliche Geliebte,† which meant â€Å"Immortal Beloved.† The â€Å"Immortal Beloved† was never known for sure, but it was said to have been Therese Malfatti (Palmer 2). Beethoven composed a beautiful piece of music entitled Bagatelle Woo. Although this title may sound unfamiliar, almost everyone can identify this masterpiece and the composer, Ludwig van Beethoven...

Abbreviations for Common Business Degrees

Abbreviations for Common Business Degrees Business degree abbreviations sometimes vary from school to school, but most educational institutions use a standard format. The problem is that there are a lot of different abbreviations- so many that it can be hard to figure out what they all stand for. It can also be confusing when two business degree abbreviations are very similar, such as the EMS (Executive Master of Science)  and EMSM (Executive Master of Science in Management). Bachelor Degrees Bachelor degrees are undergraduate degrees. The Bachelor of Arts (BA) degree has more of a broad focus on liberal arts, while the Bachelor of Science (BS) has more of a tightly focused curriculum. The most common business-related bachelor degrees include: BA: Bachelor of ArtsBBA: Bachelor of Business Administration  BPA: Bachelor of Public AdministrationBS: Bachelor of ScienceBSB: Bachelor of Science in BusinessBSBA: Bachelor of Science in Business AdministrationBSc CIS: Bachelor of Computer Information Systems ExecutiveDegrees In the business field, executive degree programs are commonly designed for  working business professionals who want to advance their knowledge in general business (business administration) or in a particular area of business such as public administration, management, or taxation. Although many students in executive degree programs are actual executives, not all students work in a supervisory capacity; some students simply have executive potential.  The most common executive degrees include: EMBA: Executive MBAEMIB: Executive Master if International BusinessEMPA: Executive Master of Public AdministrationEMS: Executive Master of ScienceEMSM: Executive Master of Science in ManagementEMSMOT: Executive Master of Science in Management of TechnologyEMST: Executive Master of Science in TaxationGEMBA: Global Executive Master of Business Administration Master's Degrees A masters degree is a graduate-level degree that is earned after completing undergraduate-level education. There are many specialized masters degrees in the business field. The most common include: IMBA: International MBAMAcc: Master of AccountancyMAIS: Master of Accounting and Information SystemsMBA: Master of Business Administration  MBE: Master of Business EducationMBI: Master of Business InformaticsMBS: Master of Business StudiesMFA: Master of Fine ArtsMHR: Master of Human ResourcesMHRM: Master of Human Resources ManagementMIA: Master of International AffairsMIAS: Master of International and Area StudiesMIB: Master of International BusinessMIM: Master of International ManagementMIS: Master of Information SystemsMISM: Master of Information Systems ManagementMMIS: Master of Management Information SystemsMMR: Master of Marketing ResearchMMS: Master of Management ScienceMNO: Master of Nonprofit OrganizationsMOD: Master of Science in Organizational DevelopmentMPA: Master of Public AdministrationMPAcc: Master of Professional AccountingMPIA: Master of Public and International AffairsMPL: Master of PlanningMPP: Master of Public PolicyMRED: Master of Real Estate DevelopmentMTAX: M aster of Taxation Master of Science Degrees Master of Science degrees, also known as MS degrees, are graduate-level degrees with a tightly focused track of study in a particular area such as accounting, finance, management, taxation, or real estate. The most common Master of Science degrees in the business field include: MSA: Master of Science in Accountancy (or Accounting)MSAIS: Master of Science in Accountancy Information SystemsMSAT: Master of Science in Accountancy, TaxationMSB: Master of Science in BusinessMSBA: Master of Science in Business AdministrationMSF: Master of Science in FinanceMSFA: Master of Science in Financial AnalysisMSFS: Master of Science in Foreign ServicesMSGFA: Master of Science in Global Financial AnalysisMSIB: Master of Science in International BusinessMSIM:  Master of Science in Industrial ManagementMSIS: Master of Science in Information SystemsMSITM: Master of Science in Information Technology ManagementMSM: Master of Science in ManagementMSMOT: Master of Science in Management of TechnologyMSOD: Master of Science in Organization DevelopmentMSRE: Master of Science in Real EstateMST: Master of Science in Taxation Exceptions to Standard Degree Abbreviations Although most business schools use the abbreviations above, there are some exceptions. For example, Harvard University follows the tradition of Latin degree names  for some of their undergraduate and graduate degrees, which means that the  degree abbreviations look backward compared to what many of us are used to seeing in the U.S. Here are a few examples: AB: This is the name for the Bachelor of Arts (BA) degree. AB stands for artium baccalaureus.SB:  This is the name for the Bachelor of Science (BS) degree.  SB stands for scientiae baccalaureus.AM: This is the equivalent of the Master of Arts (MA) degree. AM stands for artium magister.SM: This is the equivalent of the  Master of Science (MS) degree. SM stands for scientiae magister.

Entrepreneurship Essay Example | Topics and Well Written Essays - 3750 words - 1

Entrepreneurship - Essay Example The behemoths of Information Technology industry like. Microsoft, Yahoo, Google, the IT giants, are all results of ‘entrepreneurial vision’ of their founders. Who is an entrepreneur? What are the chief causes for the success of entrepreneurs? What are the attributes required for being an entrepreneur? What makes entrepreneurship different from regular business? How does an entrepreneur with very little resources create wealth and value? We will study ‘the entrepreneur’ along with the special strategies; he makes use of, by researching contemporary literature on entrepreneurship. Entrepreneurship is the business idea, the set of practices adopted by an entrepreneur for value enhancement and wealth creation. Entrepreneurship is a break from the past; conception and creation of a unique venture through novel means, and a synergy of strategy, technology, material, and human resources. Entrepreneurship involves a high risk factor as it can’t be forecast with certainty whether a particular entrepreneurship idea would succeed or fail. The results often vary between and extreme success and abject failure. Nevertheless, the entrepreneur, by his inherent nature, keeps on experimenting taking risks, losses and failures in his stride, till he hits upon an idea that clicks. Entrepreneurship has been differently viewed, and hence interpreted differently, over a period of time. In the earlier times entrepreneurship was related to buying and selling of commodities, whereupon a trader took upon himself the buying of a product at a certain price, and selling it for an uncertain price (Di-Masi n.d.). One of the earliest definitions of entrepreneur offered by JS Mill (1848) (quoted by Brockhaus, Sr 2000) as â€Å"one who undertakes to start and conduct an enterprise or business, assuming full control and risks† may have held to be

Norse vs. Greek Mythology Essay Example | Topics and Well Written Essays - 1250 words

Norse vs. Greek Mythology - Essay Example A comparison of creation myths can be very enlightening regarding the values and needs of the people who hold it. Two major cultures that had a great deal in common regarding their creation myths despite great differences in climate were the Greeks and the Norse. Overall, the creation myths and deity structure of the Greeks and the Norse served to place importance on the same basic elements of life. Both societies held a strong belief in the idea of fate. This concept was represented in both cultures by three female deities. In Norse mythology, these women were called the Norns and were considered demi-goddesses. They also had individual names including Urd (fate), Verdandi (necessity) and Skuld (being) (Lindemans, 1998). Together, they had the primary duty of caring for Yggdrasil, the world tree, which connected all the worlds together, but they also assisted with childbirth and helped determine the course of a person’s life path. The Greeks called their corresponding demi-goddesses the Fates and these women were more directly linked with the lives of men. Their individual names were Clotho, Lachesis, and Atropos (Saunders, 2009). Clotho spun the thread of life, so she was associated with birth and beginnings. The length of the yarn C lotho spun was decided by Lachesis and thus measured the path of a man’s life. However, it was up to Atropos to make the final cut that ended that life. Although the Norns and the Fates are considered lesser goddesses in both cultures, they are each given power over everything that exists and thus are considered a part of the grand scheme of creation. This importance can be seen in the myths of these cultures such as in the Voluspa in which the Norns come to Earth for the betterment of mankind and in the plays produced in Greece as characters.

Investment Banking Essay Example for Free

Investment Banking Essay Investment banking is a type of financial service that focuses on helping companies acquire funds and grow their portfolios. Much of this comes in the form of stock and bonds transfer, but investment capital and wholesale corporate acquisitions are also part of the equation. Bankers within this sector are usually highly trained, and are widely recognized as some of the most elite participants in the financial marketplace. They are often sought as much for their consulting and advising services as they are for actually executing transactions. Consulting Services Investment bankers frequently give companies advice on mergers and acquisitions. They also track the market in order to help executive officers determine when to make public offerings and how best to manage public assets. Some of the consultative activities investment banking firms engage in overlap with those of private brokerages which often give buy-and-sell advice to the companies they represent. Investment banking is typically a much more nuanced service, but many of the basic strategies are the same. Transactions and Purchases Most of the consultants and specialists working within investment bank firms are able to actually execute transactions on behalf of clients, as well. Many large companies simply want the advice, and will then make their own decisions in-house. Particularly for small businesses and companies without robust financial services divisions, however, hiring an outside consultant to manage investment decisions can make a lot of sense. AdChoices Wealth Management Courses 1 Year Post Graduate Diploma in New Delhi With Global Curriculum. www.IIfpIndia.com Courses in Banking Industry Endorsed Banking Program. 100% Placement Assistance. Apply! Ifbi.co.in/Bank_Operation_Courses Investment Banking Europe Corporate Finance Advisory for Companies Targets in Europe www.ieg-banking.com CPA CFA CMA CIA IFRS Mumbai Delhi Pune Chennai Bangalore Admissions Open Becker CPA CFA www.orbitinstitutes.com NLP Certification Course Get a Certification in NLP with the Best Training in India www.soexcellence.com/nlp+training Benefits for Both Buyers and Sellers When done properly, investment banking has the potential to benefit both those who are selling corporate acquisitions and those who are buying. Asset sales generate substantial revenues that companies can use to front new products, promote existing brands, or invest in research and development. Breaking into business typically requires a lot of money upfront before any profits are realized, but once those benefits come, primary investors usually profit substantially. Distinction Between Commercial and Investment Banking Commercial banking — that is, basic account management, loans, and standard investments like certificates of deposit — are typically kept separate from corporate investment activities, and many banks engage in but one area. In the United States, it was illegal for a bank to have both commercial and investment divisions until 1999, when the Gramm-Leach-Bliley Act legalized multiple areas of specialty. Institutions that offer dual services usually do so through different branches and staffs, and accounts are usually maintained separately. Breaking Into the Field Investment banking is often one of the most lucrative and sought-after jobs in finance, but with this prestige comes great responsibility. Most of the professionals in this field have extensive training. A college degree in finance or accounting is almost always required, and graduate degrees — particularly in business, corporate finance, or financial management — are quite common.

Granting Time Its Passage :: Endurantism Philosophy Papers

Granting Time Its Passage Many philosophers who support a four-dimensionalist metaphysics of things also conceive of experience as a state of a mind having temporal extension or existing as a momentary feature of the dimension of time. This essay shows that such a strict four-dimensionalism — suggested in works by D. M. Armstrong, Mark Heller, and David Lewis — cannot be correct, since it cannot allow for the passing of time that is essential to awareness. The argument demonstrates that the positing of any temporal process at all must compromise the strict four-dimensionalist view of the temporality of experience. This is not to say that the traditional endurantist view is left wholeheartedly endorsed. As I point out, this traditional view makes several questionable claims of its own that must be carefully scrutinized. Still, the criticism of the strict four-dimensionalist ontology indicates a direction to be followed in developing a successful metaphysics of experience. This essay presents a critique of what I call strict four-dimensionalism, a metaphysical view supported by David Armstrong, Mark Heller, and David Lewis.(1) Strict four-dimensionalism includes "things experiential" in the group of things that are temporal only insofar as they either have temporal extension or exist at some point upon the axis of time. I argue that experience cannot exist in this way. Its temporality must be of a different order. For experience must involve the passing of time,(2) and this is something that strict four-dimensionalism must exclude. This does not, however, disprove that ontology in toto. It does not venture beyond the theme of experience's temporal nature. What is at stake here is simply the securing of experience's temporality from a misleading metaphysical interpretation. The issue is simply the metaphysics of the seemingly non-thing-like entity of temporal experience. Four-dimensionalism maintains that, strictly speaking, physical objects existing for more than an instant so exist only by being extended along the axis of time, just as common objects existing at more than one point in space exist in this way only by being extended along the three spatial axes.(3) As Lewis puts it: "Enduring things are timelike streaks" laid out across the fourth dimension, "wholes composed of temporal parts, or stages, located at various times and places" (Lewis 1976, 145). For a thing that lasts from one time to another, say from t1 to t2, it is thus not the case that the same thing once existing entirely at t1 exists later entirely at t2.

Greatest Soldier of all time: A Look into the life of Alexander the Great

Ancient Greece became the foundation of Western Civilization. It served as the breeding ground for the development of ideas of political liberty and democratic government. Appreciation and observation of certain standards for art, science, literature and philosophy were actually rooted in ancient Greece (Cawthorne, 23). The backdrop of this very influential Greek civilization was not always a colourful hue. It was also beset by conflicts between Greek City-States, causing them to be at war with one another.How these Greek City States evolved into an empire is attributable to one man——–a person possessing nearly deity qualities——— Alexander the Great (Gergel 40). The Makings of a Great Warrior Indeed, the result of Alexander’s conquests was no small feat. It is one of history’s most treasured accounts of a military leader, unrivalled in military skills and brilliance. But Alexander’s seemingly innate qualities were not dev eloped overnight. He laboured hard in becoming who he was in history (Roisman 45).Alexander the Great honed his skills and enriched his intellect through the guidance of a respected great thinker in the name of Aristotle. He thought Alexander to develop a scientific curiosity for things. He moulded him to better understand and appreciate the Greek culture, which is evident in Alexander’s love for the arts (Roisman 45). Through Aristotle’s supervision, Alexander devoted a part of his life to acquiring knowledge and skills. He nourished his mind and spirit through various works of art and literature.He inculcated the philosophy and ideas derive from the written word and he dreamed of one day matching the skills of the heroes depicted in Iliad and Odyssey. Alexander loved heroic tales, a reason enough to appreciate why he ruled historical pages during his time. Establishment of a Great Empire Alexander of Macedon was born in 356 BC. Following the assassination of his fath er, Philip in 336 BC, Alexander became the ruler. This, undoubtedly, was the start of the rise of one of the greatest leader in history (Howe and Harrer 79).Alexander of Macedon was only twenty years old when he acquired the responsibility of governing his father’s land and army. Unknown to many, Alexander is set to accomplish things beyond the wildest imagination of many. Ancient Greek is destined to become recognized around the world through the efforts of a man, they call ruler (Lonsdale 52). A true heir to his father’s throne, Alexander shared the same vision for Greece, as his father did. He acquired exceptional military skill, leadership ability and an unsurpassed desire to conquer the Persian Empire.Alexander the Great made his mark in history as the greatest military leader ever to live. His unrivalled popularity was always the source of, at times controversy, more often, inspiration. He possessed unparalleled brilliance, which earned him the reputation of a da ring and intelligent ruler. This however, did not stop him from doing more. In 334 BC, he braved to cross Hellespont and freed the Greek colonies in Asia Minor. This resulted in a domino effect of empires falling one after another. He eyed Phoenicia, and then Egypt, where he founded Alexandria.His success came one after another. In 331 BC, he was triumphant in conquering Mesopotamia, which surrendered and submitted under his rule (Baldry 83). Alexander’s military prowess was remarkable. After defeating the king of Persia in battle, Alexander pushed on to North Western India. He continued his invasion of empires and evidently, he achieved desired results. Between 334BC and 326 BC, Alexander, together with his exceptional army, conquered the lands from Egypt to India, without ever losing a single battle (De Santis 61; Lonsdale 54).Death of Alexander the Great: An Empire Falls Apart Alexander the Great died of a fever in 323 BC. He was almost 33 years of age when he passed away. His death had a tremendous impact on his empire. The brief period of unity that brought Greece and the Near East together had ended abruptly. As a result, his general s were unable to control the vast empire that Alexander built. This resulted to the separation of Alexander’s empire into three kingdoms. Noteworthy is the fact that one of his generals, Ptolemy, ruled Egypt, while others settled in Asia and Macedonia.Alexander’s Life and Contributions: an Analysis Alexander the Great started early on a life destined for greatness. His brilliance exuded more than an extraordinary military skill. It depicted him as a historical figure, worthy of adulation. But his life was never smooth sailing. Once, his right to inherit the throne of King Philip was questioned, following King Philips’ marriage to Cleopatra of Macedonia. This however, did not bar him from fulfilling his destiny. As soon as he reconciled with his father, he assumed the role of a rightful heir to the throne of King Philip.It was proven when King Philip die and Alexander managed to rule over his father’s loyal subjects and lead them to conquests that later on brought them glory and honour. Alexander earned for them a reputation that is tantamount to priceless. Gaining recognition as a superior army, backed by a ruler whose brilliance is well-known, they conquered land, empires and expanded their power and influence. Alexander established his empire and manifested his power and influence throughout history. His desire to conquer Persia was no small feat. It enabled him to make his mark as a magnificent military leader and a brave one at that (Baldry 76).As a ruler, Alexander the Great made various decisions and policies that merited recognition, while some solicited controversy. An example would be the cultural influence of proskynensis. This is a Persian culture, where it is strongly encouraged to kiss the hands of people regarded as social superiors. The Greeks abhorred this practice, thinking that it is only meant for gods and goddesses, and by implementing it, Alexander was stepping up to the level of deities (Renault 34). Indeed, Alexander the Great has raised his status as a ruler.By attaining what his father Philip failed to achieve, Alexander the Great created an image of himself that is nothing short of spectacular. By strategically conquering one empire after another, he has expanded his sovereignty, and made both enemies and allies alike acknowledge the fact that he is a superb military leader who bows down to no one. The importance of Alexander the Great can be deeply felt long after he was gone. Although his empire broke apart, putting his efforts of unification to waste, his conquests had a lasting effect. This is attributable to the fact that Alexander the Great was an agent of change.Indeed, he has espoused ideals and beliefs that influenced the Greek’s culture whether or not it was to their liking (Renault 34). Regarded as a m agnificent military leader, Alexander the great was always one step ahead, in many respects. He encouraged the Greek soldiers, merchants and even government officials to settle in the conquered lands. This became the reason for the proliferation of the Greek culture long after his death. Through settling in the conquered land, the Greeks, by having contacts between the peoples of the Near East, became agents of spreading the Greek culture.Ultimately, Greek culture influenced the conquered lands’ inhabitants and soon, the transfer and absorption of the Greek culture followed. The Greek language became widely used in the Mediterranean world. People belonging to the upper-class of the society learned and adapted the Greek literature, appreciation for the arts, ideas and customs. This can be considered one of Alexander’s finest works. To be able to spread the Greek culture and assimilate it into the daily lives of the people living in the conquered lands of Alexander the G reat.This symbolizes the unending tale of his heroic acts and the legacy he so desired to leave. During his conquests, Alexander the Great acquired great deal of knowledge. His travels gave him an opportunity to learn about plants, animals, geography, astronomy and philosophy. Many of the philosophers and scientists that accompanied him saw opportunities for a learning experience. Alexander advocated educating one’s self through discovery of principles and gathering knowledge (Green 27). It is more evident when he founded Alexandria. Outstanding scientists and scholars were invited to work at the library of Alexandria.Many of the discoveries made still influence modern science. Alexander the Great looked into the future and linked it to the past. This is exactly what he did when he encouraged the spread of the Greek culture. It marked the opening of a new stage of civilization, more prominently termed the Hellenistic Age. The Hellenistic age provided for the avenue to lessen the discrimination between Greeks and Non-Greeks, evident in the Hellenic age. This is where the recognition of Greek culture in the Mediterranean world stemmed from (Mercer 60).The conquests of Alexander the Great proved fruitful and spawned a lot of changes in Greek civilization. The widespread acceptance of Greek culture by conquered lands elevated Alexander the Great as a ruler, a military leader and a brilliant king (Mercer 60). References: Baldry, H. C. Ancient Greek Literature in its living Context. Thames and Hudson Ltd. , 1968. Cawthorne, Nigel. Alexander the Great. Haus Publishers Ltd. 2004 De Santis, Marc G. â€Å"At The Crossroads of Conquest. † Military Heritage. December 2001. Volume 3, No. 3: Gergel, Tania. Alexander the Great.Penguin Group, London, 2004 Green, P. Alexander of Macedon, 356-323 B. C. Berkeley, University of California Press, 1991. Howe, George and Harrer, Gustave (editor) Greek Literature in Translation. Harper and Brothers Publisher, 1924. Lons dale, David. Alexander the Great. New York, Routledge, 2006. Mercer, Charles, The way of Alexander the Great. I Books, October 5, 2004. Renault, Mary. The Nature of Alexander. Pantheon Books, 1975. Roisman, Joseph (ed. ) Brill's Companion to Alexander the Great. Leiden: Brill Academic University of California Press, 1991. 46-55, 97.

The Difference Between a Figurative and a Literal Analogy

Literal Analogy makes a direct comparison between objects, people or events. On the other hand, Figurative analogy compares the relationship between objects, people or events. An example of Literal Analogy: A self-defense course made me able to defend myself; it will make you able to defend yourself. The meaning of the sentence is that self-protection training has helped me to protect myself, in the same way it will help you in protecting yourself against any danger. The sentence mentions the importance of a self-defense course for the two individuals. The Literal Analogy is re-written as a Figurative Analogy: As a coat of sharp spine help a Porcupine to defend it against predators, similarly a self-defense course will help you as it has helped me in defending yourself against any danger. The two types of analogies are Literal Analogy and Figurative analogy. Whereas, Literal Analogy compares two objects similar in nature, Figurative analogy shows the relationship between two objects that are of different kind. For example, Literal Analogy uses precedence as a warrant for a particular action. The meaning is that an earlier case is quoted in order to justify a current action and it works because the earlier and current cases are essentially alike: ‘Sarah listens to music at high speed, so why can I? ’ Here it is implied that Sarah and I are more or less the same so we should have the same privilege. Figurative Analogy however does not directly compare two objects, rather shows the relationship that is contained in the theme and the phoros. The theme is what we want to convey and phoros is the thing which is used to shed light on the theme: As the tiger needs claws for its internal needs, so does America need defense to meet domestic concerns. Here, ‘America needs its defense to meet its domestic concerns’ is the theme and ‘As the Tiger needs its claws for its internal use’ is the phoros. Figurative analogy effectively employs persuasion and Literal Analogy is logical. We should remember that Figurative Analogy do not have the same force as a Literal Analogy as a Literal Analogy compare objects that posses similar characteristics. On the other hand, Figurative Analogy is a story and sometimes a metaphor created to compare dissimilar characteristics. This analogy helps to explain complex concepts by comparing them to familiar things. Figurative analogy provides a week form of evidence than Literal Analogy as the objects compared are inherently different. Nevertheless, figurative analogies give vivid pictures and makes teaching easy. Also, figurative analogies help to make your speech emotionally appealing. The superiority of one analogy against another can only be judged on the basis of the purpose behind the two analogies. Figurative Analogy does not give sound conclusion but the reasoning of Literal Analogy has its merit. Figurative Analogy that compares unlike things has the power to explain and the power to arouse emotions but it is not logical in nature. Literal Analogy which compares two like things, have the power of logic behind it. If the purpose is to give logical reasoning and sound conclusion, Literal Analogy is better. However, if the purpose is to clarify any complex concept and evoke emotions, Figurative Analogy is better.

Easter Acrostic Poem Lesson Plan

Easter Acrostic Poem Lesson Plan Are you in need of a quick Easter activity for your students? Try having your students create an Easter acrostic poem. They are so easy to write and they can be about any subject. Grade Level: Primary and Upper GradesSubject: Language Arts Objectives/Learning Goals Practice brainstorming Easter-related wordsUse descriptive phrases and sentences to describe Easter or words related to EasterWrite an Easter acrostic poem Required Materials Pencil and paper for each student to write their poem onScrap paper for brainstorming Anticipatory Set Ask the class what they know about Easter. Write a list on the board while they are calling out answers, and offer ideas and comments as you write down the list.Brainstorm 10-15 Easter-related words and write them on the front board or overhead projector. Have the students copy these words on a scrap piece of paper or create a graphic organizer. Overview of Lesson Plan Each student is asked to write a short acrostic poem using an Easter-related word. They must create phrases and/or sentences that relate to the subject in order to complete the task. Direct Instruction Choose an Easter-related word and work together to create an acrostic poem. Choose words such as: Easter, eggs, Happy Easter, basket, bunny or Spring.Model the format of an acrostic poem on the front board. The easiest way to display this is to put the letters of the subject down the left-hand side of the page. Once this is done you can now begin to think of a sentence that describes your subject.Brainstorm sentences that would relate to the subject of the poem. Leave these ideas on the front board so the students can use them as a reference when creating a poem on their own. Guided Practice For younger students, provide a graphic organizer for brainstorming and an acrostic poem worksheet where they can fill in the blanks.For older students, you can also provide a graphic organizer for brainstorming, but then have them write their own sentences from scratch. Closure Once they have completed their poems allow time for them to illustrate a picture and then share their poems aloud with their classmates. Independent Practice For homework, have students create an acrostic poem using another Easter-related word. For extra credit or practice, they can create a poem using the letters of their name. Assessment The final piece of writing and homework assignment will be assessed by a rubric that the teacher has created. Sample Easter Acrostic Poems HAPPY EASTER H - ope is in the Spring airA - s we all come togetherP - ractice your manners for Easter dinnerP - raise your parents and the ones you loveY - es, together we love toE - at on Easter dayA -nd when you wake up onS - unday morning you can search for your Easter basket.T - o me its the best part of Easter,E - ating all of the chocolate bunnies and collecting the eggs.R - emember to get some rest for the special day! EASTER E - aster is a great time of yearA - nd every child loves to eat chocolateS - o make sure you don’t eat too muchT - ogether we can hideE - aster eggs and find themR - emember not to eat too much candy or youll get a belly ache! EGGS E - atG - ather eggsG - o to churchS - pring has sprung SPRING S -ring is a wonderful time of yearP -icture the flowers bloomingR -abbits are hoppingI -t is soN -ice and warm outsideG -rowing flowers at Easter time.

Path to Legalization for Illegal Immigrants in the US

Path to Legalization for Illegal Immigrants in the US Should the United States provide a path to legalization for illegal immigrants? The issue has been at the forefront of American politics for years, and the debate shows no signs of abating. What does a nation do with the millions of people residing in its country illegally? History of Immigrating to the US Illegal immigrants, often referred to as illegal aliens, are defined by the Immigration and Nationality Act of 1952 as people who are not citizens or nationals of the United States. They are foreign nationals who come to the United States without following the legal immigration process to enter and remain in the country; in other words, anyone born in a country other than the United States to parents who are not United States citizens. The reasons for immigrating vary, but generally, people are looking for better opportunities and a higher quality of life than they would have in their native countries. Illegal immigrants do not have the proper legal documentation to be in the country, or they have overstayed their time allotted, perhaps on a tourist or student visa. They  cannot vote, and they cannot receive social services from federally funded programs or social security benefits; they cannot hold United States passports. The Immigration Reform and Control Act of 1986 provided amnesty to 2.7 illegal immigrants already in the United States and established sanctions for employers who knowingly hired illegal aliens. Additional laws were passed in the 1990s to help curb the growing number of illegal aliens, but they were largely ineffective. Another bill for immigration reform was introduced in 2007 but ultimately failed. It would have provided legal status to approximately 12 million illegal immigrants. President Donald Trump has gone back and forth on the immigration issue, going so far as to offer a merit-based legal immigration system. Nevertheless, Trump says he is intent on restoring integrity and the rule of law to our borders, and prompted the longest government shutdown to date (34 days) with his demand of funding for a southern border wall. A Path Toward Legalization The path toward becoming a legal US citizen is called naturalization; this process is overseen by the US Bureau of Citizenship and Immigration Service (BCIS). There are four paths to legal status for undocumented, or illegal, immigrants. Path 1: Green Card The first path to becoming a legal citizen is to obtain a Green Card by marrying a US  citizen or a lawful permanent resident. But, according to Citizenpath, if the foreign spouse and children or stepchildren entered the United States without inspection and remained in the United States, they must leave the country and conclude their immigration process through US consulates abroad to obtain the green card. More importantly, says Citizenpath, If the immigrating spouse and/or children over 18 years of age resided in the United States unlawfully for at least 180 days (6 months) but less than one year, or they remained more than one year, they could then be automatically barred from re-entry to the United States for 3-10 years respectively once they leave the United States. In some cases, these immigrants can apply for a waiver if they can prove extreme and unusual hardship.   Path 2: DREAMers The Deferred Action for Childhood Arrivals is a program established in 2012 to protect illegal immigrants who came to the United States as children. Donald Trumps administration in 2017 threatened to undo the act but has yet to do so. The Development, Relief, and Education for Alien Minors (DREAM) Act was first introduced in 2001 as bipartisan legislation, and its main provision was to provide permanent resident status upon completion of two years of college or service in the military. The American Immigration Council states that with the country currently gripped by political polarization, bipartisan support for the DREAM Act has waned. In turn, more narrow proposals have circulated that either restrict eligibility for permanent residency to a smaller group of young people or offer no dedicated path to permanent residency (and, eventually, US citizenship). Path 3: Asylum Citizenpath says that asylum is available to illegal immigrants who have suffered persecution in his or her home country or who has a well-founded fear of persecution if he or she were to return to that country.  Persecution  must be based on one of the following five groups: race, religion, nationality, membership in a particular social group or political opinion. Also according to Citizenpath, requirements for eligibility include the following: You must be present in the United States (by legal or illegally entry); you are unable or unwilling to return to your home country due to past persecution or have a well-founded fear of future persecution if you return; the reason for persecution is related to one of five things: race, religion, nationality, membership in a particular social group or political opinion; and you are not involved with an activity that would bar you from asylum. Path 4: U Visas The U Visa - a non-immigrant visa - is reserved for crime victims who have assisted law enforcement. Citizenpath says U Visa holders have legal status in the United States, receive employment authorization (work permit) and even a possible path to citizenship.   The U Visa was created by the US Congress in October 2000  by the passage of the Victims of Trafficking and Violence Protection Act. To qualify, an illegal immigrant must have suffered substantial physical or mental abuse as a result of having been a victim of a qualifying criminal activity; must have information concerning that criminal activity; must have been helpful, is being helpful or is likely to be helpful in the investigation or prosecution of the crime; and the criminal activity must have violated US laws.

Childhood Obesity in Society Essay Example | Topics and Well Written Essays - 3000 words

Childhood Obesity in Society - Essay Example Causes There are numerous causes for obesity in general and childhood obesity in particular. In each of these, the society seems to have a role, however obscure it may be. The three most important are listed below. Dietary/ Food Habits: The effects of eating habits on childhood obesity are difficult to determine. A three year randomized controlled study of 1,704 3rd grade children which provided two healthy meals a day in combination with an exercise program and dietary counseling failed to show a significant reduction in percentage body fat when compared to a control group. This was partly due to the fact the even though the children believed they were eating less their actually calorie consumption did not decrease with the intervention. At the same time observed energy expenditure remained similar between the groups. This occurred even though dietary fat intake decreased from 34% to 27% (Caballero et al., 2003). A second study of 5,106 children showed similar results. Even though the children eat an improved diet there was no effect found on BMI (Nader et al., 1999). Why these studies did not bring about the desired effect of curbing childhood obesity has been attributed to the interventions not being sufficient e nough. Changes were made primarily in the school environment, whereas it is felt that they must occur in the home, the community, and the school simultaneously to have a significant effect (Kolata, 2007). Researchers at the University of North Carolina at Chapel Hill studied national beverage consumption patterns for over 73,000 Americans between 1997 and 2001 and found the following: overall calories from sweetened drinks went up... As the report stresses the effects of eating habits on childhood obesity are difficult to determine. A three year randomized controlled study of 1,704 3rd grade children which provided two healthy meals a day in combination with an exercise program and dietary counseling failed to show a significant reduction in percentage body fat when compared to a control group. This was partly due to the fact the even though the children believed they were eating less their actually calorie consumption did not decrease with the intervention. At the same time observed energy expenditure remained similar between the groups. According to the research findings the popular thinking is that diet sodas help people to lose weight, since they are low in calories, data from the San Antonio Heart Study found that the more diet soda a person drinks the greater is the likelihood that he or she will become overweight or obese. ‘On an average, for each diet soft drink our participants drank per day, they were 65 percent more likely to become overweight during the next seven to eight years and 41 percent more likely to become obese,’ said Sharon Fowler, MPH, faculty associate in the division of clinical epidemiology at the University of Texas Health Sciences Center in San Antonio. Other, more recent unpublished findings from Fowler back this up. While parents and schools may need to do a better job of promoting regular exercise and better dietary choices, the viral distribution of these soft drinks doesn’t help.