Johann Sebastian Bach Essays (815 words) - German Lutherans

Johann Sebastian Bach Johann Sebastian Bach was one of the greatest composers in Western musical history. More than 1,000 of his compositions survive. Some examples are the Art of Fugue, Brandenburg Concerti, the Goldberg Variations for Harpsichord, the Mass in B-Minor, the motets, the Easter and Christmas oratorios, Toccata in F Major, French Suite No 5, Fugue in G Major, Fugue in G Minor ("The Great"), St. Matthew Passion, and Jesu Der Du Meine Seele. He came from a family of musicians. There were over 53 musicians in his family over a period of 300 years. Johann Sebastian Bach was born in Eisenach, Germany on March 21, 1685. His father, Johann Ambrosius Bach, was a talented violinist, and taught his son the basic skills for string playing; another relation, the organist at Eisenach's most important church, instructed the young boy on the organ. In 1695 his parents died and he was only 10 years old. He went to go stay with his older brother, Johann Christoph, who was a professional organist at Ohrdruf. Johann Christoph was a professional organist, and continued his younger brother's education on that instrument, as well as on the harpsichord. After several years in this arrangement, Johann Sebastian won a scholarship to study in Luneberg, Northern Germany, and so left his brother's tutelage. A master of several instruments while still in his teens, Johann Sebastian first found employment at the age of 18 as a "lackey and violinist" in a court orchestra in Weimar; soon after, he took the job of organist at a church in Arnstadt. Here, as in later posts, his perfectionist tendencies and high expectations of other musicians - for example, the church choir - rubbed his colleagues the wrong way, and he was embroiled in a number of hot disputes during his short tenure. In 1707, at the age of 22, Bach became fed up with the lousy musical standards of Arnstadt (and the working conditions) and moved on to another organist job, this time at the St. Blasius Church in Muhlhausen. The same year, he married his cousin Maria Barbara Bach. Again caught up in a running conflict between factions of his church, Bach fled to Weimar after one year in Muhlhausen. In Weimar, he assumed the post of organist and concertmaster in the ducal chapel. He remained in Weimar for nine years, and there he composed his first wave of major works, including organ showpieces and cantatas. By this stage in his life, Bach had developed a reputation as a brilliant, if somewhat inflexible, musical talent. His proficiency on the organ was unequaled in Europe - in fact, he toured regularly as a solo virtuoso - and his growing mastery of compositional forms, like the fugue and the canon, was already attracting interest from the musical establishment - which, in his day, was the Lutheran church. But, like many individuals of uncommon talent, he was never very good at playing the political game, and therefore suffered periodic setbacks in his career. He was passed over for a major position - which was Kapellmeister (Chorus Master) of Weimar - in 1716; partly in reaction to this snub, he left Weimar the following year to take a job as court conductor in Anhalt-Cothen. There, he slowed his output of church cantatas, and instead concentrated on instrumental music - the Cothen period produced, among other masterpieces, the Brandenburg Concerti. While at Cothen, Bach's wife, Maria Barbara, died. Bach remarried soon after - to Anna Magdalena - and forged ahead with his work. He also forged ahead in the child-rearing department, producing 13 children with his new wife - six of whom survived childhood - to add to the four children he had raised with Maria Barbara. Several of these children would become fine composers in their own right - particularly three sons: Wilhelm Friedmann, Carl Philipp Emanuel and Johann Christian. After conducting and composing for the court orchestra at Cothen for seven years, Bach was offered the highly prestigious post of cantor (music director) of St. Thomas' Church in Leipzig - after it had been turned down by two other composers. The job was a demanding one; he had to compose cantatas for the St. Thomas and St. Nicholas churches, conduct the choirs,

Isambard Kingdom Brunel

Isambard Kingdom Brunel Free Online Research Papers In the early part of Brunels life, the use of railways began to take off as a mean of transport for passengers and goods. This demand for railway expansion greatly influenced Brunels involvement in stretching railways across Britain. This resulted in the railway bridges. In 1833, before the Thames Tunnel (Brunel’s tunnel) was complete, Brunel was appointed chief engineer of the Great Western Railway, one of the wonders of Victorian era. The railway ran from London to Bristol and afterwards was expanded to Exeter. At the time of Brunel, there were 100 rich families whom practically owned everything. Their eldest sons were in the House of Lords and their sons in The House Of Commons. Things then started to change. The Company for the Great British Railway was founded at a public meeting in Bristol in 1833, and was included by Act of Parliament in 1835. Brunel made two decisions: to use a broad gauge of 7ft for the track, which he believed would make the trains go at high speeds. His decision to use broad gauge for the line was controversial because almost all British railways in the country had used a standard gauge of 4 81/2 feet. Brunel said that this was nothing a carry-over from the mine railways that George Stephenson had worked on. Even before the Great Western Railway was opened, Brunel was moving on to his next project: transatlantic shipping. He used his standing to convince his railway company employers to build the Great Western, at the time by far the largest steamship in the world. The ship first sailed in 1837. The Great Western was 236 ft long, made of wood, and propelled by sail and paddlewheels. Her first return trip to New York City took just 29 days, compared to two months for a sailing ship. In total, 74 goings to New York were made. The Great Britain was made in 1843 and was much larger at 322 ft long; she was the first iron-hulled, ship to cross the Atlantic Ocean. Building on these two successes, Brunel made a third ship in 1852, even larger than both of the others, and intended for trips to India and Australia. The Great Eastern was ‘cutting-edge technology’ for her time: almost 700 ft long, fitted out with the most luxurious activities and capable of carrying over 4,000 people. She was designed to be able to cruise under her own power non-stop from London to Sydney and back since engineers of the time were under the thought that Australia had no coal, and she remained the largest ship built until the 19th century. However, this soon ran over budget. Research Papers on Isambard Kingdom BrunelThe Effects of Illegal ImmigrationAppeasement Policy Towards the Outbreak of World War 2Analysis of Ebay Expanding into AsiaPETSTEL analysis of IndiaNever Been Kicked Out of a Place This NiceBringing Democracy to AfricaQuebec and CanadaMarketing of Lifeboy Soap A Unilever ProductThe Project Managment Office SystemLifes What Ifs

Applying to the Ivy League: Everything You Need to Know

Applying to college is no simple task, no matter where you apply, but for students applying to the prestigious Ivy League, the challenge is even greater. With acceptance rates consistently dipping below 10% and college applicants on the rise, getting into the Ivy League is a goal that most can only dream about. At , we have coached hundreds of students towards their Ivy League acceptances. In fact, we even helped one amazing student gain acceptance to seven of them! But what’s success if we aren’t willing to share it? Here, we provide a home for our top Ivy League tips. To learn more about the Ivy League and how you can score an acceptance too, take a look at the resources below. The term Ivy League actually refers to a collegiate athletic conference composed of sports teams from eight private colleges and universities in the northeastern United States. Though the term officially refers to an athletic conference, it is more commonly used to refer to these same eight schools in other contexts. Ivy League schools are generally known for their academic excellence and their extreme selectivity in admissions. The eight Ivy League schools are: Brown University, Columbia University, Cornell University, Dartmouth College, Harvard University, the University of Pennsylvania, Princeton University, and Yale University. To learn more about some of these schools and what they’re all about, check out these posts: The Ivy League is exceptionally difficult to get into, especially by today’s increasingly selective college admissions standards. To learn more about the standards expected by the Ivy League, check out these posts about Ivy League students: Before you apply to any colleges, you’ll want to learn as much about them as possible. This can be through campus visits, interviews, college rankings, summer programs, or other avenues. To get started learning more about the Ivy League, have a look through these posts: Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. As is the case with any school you apply to, you’ll need to be sure that your high school classes and extracurriculars qualify you for acceptance. To learn how you can prepare for the Ivy League in high school, check out these posts: Although the overall trend in Ivy admissions places less emphasis on test scores than it did in previous years (thanks in large part to Harvard’s Making Caring Common initiative ), your scores are still important. To learn how they factor into Ivy League admissions, check out these posts: Are you college applications signed, sealed, and delivered? Now you wait. For many students this is the hardest part of the process. Waiting and receiving college decisions can be stressful. Here are some tips to help along the way: If you are a high school student interested in attending an Ivy League school, but you’re unsure if you have what it takes or you would like some help to ensure that you present the strongest application possible, consider ’ s Mentorship Program . This program provides practical advice on topics from college admissions to career aspirations, all from successful college students who have been in your shoes.

Jean Jacques Rousseau and the Declaration of Independence Essay

Jean Jacques Rousseau and the Declaration of Independence - Essay Example Jean Jacques Rousseau and the Declaration of Independence One of the ways that this can most distinctly be seen is within the founding document of the American movement of independence, the Declaration of Independence. Although many individuals doubtless influenced upon the way in which Thomas Jefferson ultimately authored the Declaration of Independence, Jean Jacques Rousseau is and was one of the most important and prominent influential factors in the way that this particular document was understood and ultimately represented. Accordingly, I will seek to draw a very clear line of distinction between some of the primary and fundamental aspects of the writings of Jean Jacques Rousseau within the document of the Declaration of Independence. However, before delving too deeply into comparisons and contrasts of the works of Rousseau and the Declaration of Independence, a further level of analysis with regards to the Declaration of Independence’s most prominent author, Thomas Jefferson, must be engaged with. Thomas Jefferson is known by m any historians to be one of the most prominent and influential founding fathers of the United States. However, he was also a very prominent philosopher, inventor, writer, and Francophile. Accordingly, it comes as little surprise that Thomas Jefferson would have leaned heavily upon the writings and understandings exhibited by Jean Jacques Rousseau as a means of crafting this fundamental explanation of how and why the United States determined to free itself from English colonial bonds. (Declaration of Independence 1). One of the most fundamental aspects of Rousseau’s understanding of political thought and theory relates to the fact that he believed in the existence of what he termed a â€Å"social contract† between â€Å"the people†. Rousseau was fundamentally opposed to the idea that the divine right of kings allowed for an efficient and/or equitable means of governance. This can, of course, be traced back to what many have termed Enlightenment thinking. He, like many enlightenment thinkers questioned whether or not the divine right of kings was sufficient evidence to compel the people into servitude. Further, his works reference the understanding that a rule by the masses would represent a far more equitable approach (Storey 748). Ultimately, this was the same belief system that not only precipitated the American Revolution but also the French Revolution shortly thereafter. Many scholars have referred to this idea as early republicanism; i.e. the belief that the people under the form of an elected government were ultimately much better able to determine their own future then the distant, and ultimately uncaring monarchy that existed at that time. Although it may be convenient to assume that Rousseau was the first political thinker to come up with such a theory, this can be traced as far back as the ancient Greeks in the form of Plato, Aristotle, and Socrates. The existence and definition of this level of freedom which each and every man sh ould exhibit was defined by Rousseau as something gifted by nature and/or of the natural order (Feinstein 14). At this juncture, the reader can aptly note the idea of self-determination, as exhibited within the Declaration of Independence, was a natural right and not something that was merely created by definition. Thomas Jefferson, and other framers of the Declaration of

Email Messages from the Business Consultant Coursework

Email Messages from the Business Consultant - Coursework Example More importantly, it will improve the productivity of the company, while still guaranteeing an excellent channel for saving the overheads of your company. At your company, 20 percent of your workers do the work of compiling data, drafting reports, and conducting research, which is a core area in the company’s role of developing new product development models and analysing product flow. This area of work requires the staffs of the company to work for more than 8 hours uninterrupted. For that reason, the company’s current work schedule analyzing posing them to the interruptions of visitors at the company building and the telephone calls to answer; it is likely that the company of unfinished weekly jobs will not end soon. This is to imply that requiring your workers to operate from the office may be doing more disadvantage, and that situation can easily be corrected by a change of work strategy and schedule. By allowing the 20 percent of the workers doing work that can be completed remotely, at locations where the workers have access to a computer and a reliable internet connection, it is likely that they will improve their daily and weekly output. The program of telecommuting for the 20 percent of workers can be very useful during the mid-week days, including Tuesday, Wednesday and Thursday, because they will collect the week’s work on Monday evening. After collecting the week’s target work bulk, they will be more likely to complete it by Thursday night, and then they will tender in the completed work for report taking and clearance on Fridays. Further information about the advantages, the checks to use and the employee management model to use, will be sent as attachments to the official e-mail sent to you; a copy was sent to the managing director of your company.  

Fight Club Essay -- Film Movie

This movie is mainly about a narrators search for meaning and the fight to find freedom from a meaningless way of life. It setting is in suburbia, an abandoned house located in a major large city. Ed Norton, plays the nameless narrator, Brad Pitt, is Tyler Dunden, and Helena Boaham Carter is Marla Singer, the three main characters. David Fincher directs this film in 1999, which adapted it from the novel written by Chuck Palahnuik. It begins depicting Edward Norton, the narrator, working for an insurance company as a representative, who produces evidence for recalling automobiles. He lives in a 15 story, glass front condominium, with the best expensive furniture, designer clothes and a totally empty way of life. Society has yet to understand how employment can influence a person life experiences. His first experience in solving his problem is to seek medical advice for insomnia, which is not the answer. He was advised by his doctor to really see pain, participate in is a group of men who have testicular cancer and really experience pain. This begins his phony search and fix to his search for a painless life. He portrays his self as a cancer survivor, and creates an identity to fill his emptiness, and thus ends up attending seven groups a week. He then meets Bob, who is later killed because of his participation in a bombing of a coffee house. During this process the narrator meets the chain smoking, Marla Singer. Confronted with realization, they were both liars and looking in the mirror irritated him, Marla and the narrator agreed to a plan not to be at the same group, and they could both also avoid self-reflection and contact at the same time. These groups lead the narrator into finding his ?cave and finding t... ... up, Marla and the narrator holding hands and he says ?you met me at a very strange time in my life.? The last song is ?Where is my Mind It also can be a symbol representing the narrators search for his true identity. This movie is sending a message to society about what can happen in a world of confused, angry men. Its points to the hypocrisy of the general public which promotes enforcements of movie ratings, gun control but drops its children off the see ?The Matrix?. In my opinion, this is a good movie for college students, who are studying in Sociology, Mental Health or Nursing Careers. This assignment required many skills, to understand the information you required. This information was hidden in the plot so distinctly a freshman student could have easily missed it. I think this movie would be a challenge for upper level college students.

Cypop 7 Essay

CYPOP 7 – Promote creativity and creative learning in young children 1.1 – Analyse the differences between creative learning and creativity Creative learning is about how children are actively involved in their own learning and their ability to make choices and decisions. This can be achieved by providing a creative environment, allowing exploration through play and praising the child’s creative efforts. Creative learning is about helping children develop imaginative thinking through exploration of materials, objects and problem solving skills like ICT. It is also about giving children opportunities to make connections between different areas and to relate to them. Some creative learning activities may be goal orientated like the goal is to make any painting they like, but the child will also be exploring the different colours given to them; to paint like colours can be mixed to make another colour. This activity will also help the child in other areas of learning too. Creative learning is about children using their mind to solve problems. Creativity is about risk taking and making connections, allowing children to explore and express themselves through a variety of media and materials. Like through dance, music, making things and drawing. A child being creative is linked to play and can develop through a child being engaged in their own actions and ideas. Creativity consists of traditional arts and the development of imagination and imaginative play, like role play and small world play. Creativity is about exploring emotions and expressions; also is about enjoying creativity and learning from the process. Creativity links to creative development areas of the learning from the EYFS. 1.2 – Explain current theoretical approaches to creativity and creative learning in early childhood There are many theoretical approaches to creativity and creative learning these are nature verses nurture this could mean that people are born with it or they learn it from life or other people. Some people believe that children will learn from watching other people this is called role modelling. Many may believe that creativity is a progress, this means that creativity will follow a pattern to make it happen, this will also help to build upon skills that will occur. Nature versus nurture is a debate in the area of psychology. In terms of children’s  creativity, some think children are born naturally creative, for example having a gift for music or having a creative personality. This is known as the â€Å"nature† theory. Others believe creativity is something that can be taught. This is known as the â€Å"nurture† theory. The cultural approach means that every child will be creative so many things will affect this. As practitioners you have to give the child the right environment that will help children to explore and be creative with how they want to be. Cognitive theories is when children make relations between different things, this theory look at how the brain puts things together, lots of opportunities need to be provided for the child to develop knowledge in lots of different areas, and so that they can draw on their own views and experiences. Some theorists such as Robert Sternberg and Howard Gardener argue that being able to make new connections and to create a drawing from them is a type of intelligence. The ‘Creative Partnerships’ programme was set up in 2002 by the government in response to the influential report ‘all our futures’. They use the term ‘creative learning’ to try and sum up their education programme. They believe creative partnerships can help free the creativity of everyone involved by engaging them in fresh approaches to learning through partnership. They feel collaborative working has these key characteristics; †¢ Motivation for learning †¢ Bringing the curriculum to life †¢ Greater involvement in decision making †¢ New ways for learners to engage in a subject The Qualifications Curriculum Assessment (QCA: Creativity, Find It and Promote It 2005), promotes creativity as an vital part of all national curriculum subjects and identifies characteristics of creative learning as; †¢ Questioning and challenging conventions and assumptions †¢ Making imaginative connections and associating things that aren’t usually related †¢ Visualizing what might be: imagining seeing things in mind’s eye †¢ Trying alternative and fresh approaches, keeping options open †¢ Reflecting critically on ideas, action and outcomes These characteristics and abilities have shown to lead to a sense of purpose, achievement of strengths, talents and interests, self-respect and a sense of belonging. 1.3 – Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development Creativity and creative learning can support children’s development in a number of ways. Emotionally they learn how to manage frustration if something is not going to plan and they feel happy and proud and a sense of achievement when something is completed by them. Socially children can build up self-confidence by working with others or alongside them; to make something to share with everyone and the child also makes new friends. Intellectually children learn about problem solving, numeracy and developing their reading and writing skills. Children’s capability to communicate with peers and adults develops through creative play as well as their overall speech and listening skills. Physically, creativity can help develop fine motor skills by children using materials such as crayons, paints and sticking. Participating in movement activities such as dance or drama (role play) also improves the child’s overall physical development. Like during a cooking activity children are learning many skills through this creative process, they may feel happy and excited about making their own food. They are sociable by working with adults to support them and cooking for their friends or family members. By following instructions either written or verbal and measuring quantities they are developing intellectually. Knowing when to ask for help and starting a conversation around what they are doing and using can help develop their communication skills especially listening and taking direction. Finally all the mixing, chopping, kneading and picking up small cut up pieces, help the child develop physically developing the fine motor skills, hand eye co-ordination and building hand and arm muscles. The EYFS ensures that creativity and critical thinking are developed through play- based learning across the curriculum, and that children learn in an environment encouraging exploration and active and playful learning. It reflects the viewpoint that play offers significant benefits for children’s cognitive, emotional, social and physical development and is central to creativity.