Sonata Allegro :: essays research papers

Sonata Allegro form was a development of the classical era. It represents a more open form than many of the earlier Baroque forms such as fugues, rondeau form, etc. While there is a formula that can be applied, there was not a rigid, formal concept for the form. Rather it evolved over the classical era and beyond. Haydn was one of the early exponents of this form. It was named "Sonata Allegro," because the final Allegro movement of a Sonata was most often created in this form. It is by no means restricted to this general rule, however. In fact there are no hard and fast rules in writing a Sonata Allegro form. However many trends can be attributed to the form, generally, Sonata Allegro form can simplistically be described as an "ABA'" form. The first A section is called the "Exposition." ( This section is repeated verbatim in classical performance, actually making the overall form "AABA'"). The B section, or "Development" follows the Exposition. It usually uses some material from the Exposition, but in a more or less radically altered way. In the A' section or "Recapitulation," the A material returns relatively intact. Each of these sections has a relatively complex internal pattern as follows: The Exposition states the main thematic elements and has its own internal form as follows: 1) A Primary key section which contains: a. the Principal or Primary Theme which is a phrase or more in length and establishes home key, b. a Transition between the Primary Theme and the Related key section. The transition can modulate to the new key, develop ideas of first theme, change mood in preparation for related key section through mood metamorphsis, introduce new material, possibly contrasting with both primary and related key sections, anticipate of ideas in second theme, be omitted, produce a deceptive modulation, or be non-modulatory if in major. 2) A Related key section which contains the Secondary or Subordinate Theme which is most often in the dominant or relative key, and can be similar or contrast in content to the Primary Theme, the Closing section, which confirms the new key, and may be derived from other themes. Next comes The Development. This is an open and free-form section of the Sonata Allegro movement, usually based on thematic materials from the Exposition. The Development can be varied in length, sometimes short and little more than a re-transition to principal theme, sometimes a large dramatic section containing a theatrical climax, sturm und drang.

Robert Frost - A Comparisson Of 3 Poems Essay -- essays research paper

Comparing Frost’s "Stopping by Woods on a Snowy Evening", "Birches", and "The Road Not taken" Robert Frost was an American poet that first became known after publishing a book in England. He soon came to be one of the best-known and loved American poets ever. He often wrote of the outdoors and the three poems that I will compare are of that "outdoorsy" type. There are several likenesses and differences in these poems. They each have their own meaning, each represent a separate thing and each tell a different story. However, they are all indicative of Frost’s love of the outdoors, his true enjoyment of nature and his wistfulness at growing old. He seems to look back at youth with a sad longing. Each of these three poems are alike in that they are all about woods and outdoors or an item in the woods. The word "wood" or "woods" is used in each of these poems, at least once. It is used to represent both literally t he tree or trees, and figuratively, they represent a journey to peace, a climb to "heaven". In "The Road Not Taken", the "wood" is merely the setting. It is described as a "yellow wood". This is obviously fall. I can see the orange, yellow and red leaves, lying all around. The gray/brown bark of the trees where the leaves are already fallen. The bright plumes where they have not. The trees also hide the road as it passes from sight around the bend. This symbolizes the uncertainty of the future. You can look ahead, but there is no way to know what is around the next bend. "Birches" is seems to be entirely about woods and trees. As the name implies, this is the main focus though the story. They are shown as an opponent for a boy that, once beaten, though very resilient, will never rise again. He describes them as being laden down with the results of an ice storm, but that he would like to think of them as being bent over by this boy. H is use of the ice storm and the boy seems to represent his wistfulness at growing old and his desire to be young again. This was written when he was about 45. About the time that he would have a mid-life crisis. He can see that he is no longer the young man that once he was, not able to climb the trees like he did nor able to p... ...an hear the ice falling now and again, and the cracking of the birches as they blow one against another. In "The Road Not Taken", the focus is not on the woods themselves, but on the road that passes through them. The woods are the setting and they hide the road after it curves, as time hides the future from our eyes. Outwardly, this poem is about two roads, one that is well traveled and one that is not. Though both are worn about the same. The author takes the road that had not been taken, the grass tall and the leaves still freshly fallen and not trod on. This also symbolizes the choices that we have to make in our lives. We can follow others like sheep or we can boldly go our own way. The author went his own way and "that has made all the difference"! As has been shown, Frost uses his love of the outdoors to pull the reader there as well. His style of writing tells us much of the poet. He is leery of growing old and he looks back on youth with wistfulness a nd longing for another, happy time. This is something that we all share with him and this shared experience helps us to enjoy his poetry all the more, as it seems to tell our own story too.

Evolution: Science vs. Religion :: essays research papers fc

"What is the most profound question that human beings can ask about themselves? It has to be: Where do we come from? That leads, of course, to: Where does all life come from?" These questions have interested humanity for years. Many different views on the origin of humankind have been debated and remain in question today. ( Edey, pg.1 ) One view is known as "creation-science". It is commonly understood to refer to a movement of Christian fundamentalists based upon an extremely literal interpretation of the Bible. Creation-scientist's do not merely insist that life was suddenly created; they insist that the job was completed in six days no more than ten thousand years ago, and that all evolution since that time has involved trivial modifications rather then basic changes. The existence of fossils, according to a Creation-scientist, is attributed to Noah's flood. ( Johnson, pg.4 ) "Creationism", another view on man's origin, means belief in creation in a more general sense. A Creationist may believe that the earth is billions of years old, and that simple forms of life evolved gradually to form more complex forms including humans. In addition to that belief, however, is the belief that a supernatural Creator initiated the life process and continues to control it. ( Johnson, pg.4 ) The most reasonable view on the origin of mankind is known as naturalistic evolution. It means a gradual process by which one kind of living creature changes into something different; evolution that is not directed by any purposeful intelligence. Another part of the idea is that more complex forms have arisen from simpler forms. Tracing back to the simplest living thing, a bacterium, scientists may find the origin of mankind by finding something even simpler, something out of which bacteria themselves came. Recent work has revealed the existence of a group of bacteria that are as different from other bacteria as the latter are from plants and animals. This discovery compels the reorganization of all life forms into a family tree unlike the traditional ones. Out of this reorganization comes a strong suggestion that there is a single ancestor to all modern forms of life. ( Edey, pg.297 ) The abundance of evidence that there was life much earlier then ten thousand years ago makes it easy to disprove the view of the Creation-scientists. It is hard to disprove the Creationist's view because it is similar to the view of naturalistic evolution. The only difference is simply that a Creationist believes in a divine Creator as opposed to life beginning naturally. An argument against Creationism can be found, however, in the imperfections of nature. "Perfection could be imposed by a wise Creator or by natural selection. Perfection covers the tracks of past history. And past history -- the evidence of descent -- is the mark of

Air Pollution: a Damage Resulting from Economic Development Essay

This term paper is about the impacts of emission of harmful gases like sulphur dioxide, carbon dioxide etc. due to the development of industrial business in Bangladesh. Here, the study has been based on the regression analysis of percentage of carbon dioxide emission per metric ton and GDP per capita of eight Asian countries to determine that how environmental pollution is increasing because of industrial progression. And it has been found that they have positive relation. The motto of this term paper is to remind of the fact that only thinking about the economic development of the country should not be welcomed unless the importance of environmental welfare is being realized. The relationship between economic growth and the environment is debatable. Traditional economic theory posits a trade-off between economic growth and environmental quality. Since the early 1990s, however, the rapidly expanding empirical and theoretical literature has suggested that the relationship between economic growth and the environment could be positive and hence growth is a prerequisite for environmental improvement. But on the other hand, growth could be an affective reason of environmental pollution. This paper depicts the empirical pattern that at relatively low levels of GDP per capita, pollution level (and intensity) initially increases with rising income. The dominant theoretical explanation is that when GDP increases, the greater scale of production leads directly to more pollution, but, at a higher level of income per capita, the demand for health and environmental quality rises with income which can translate into environmental regulation, in which case there tend to be favorable shifts in the composition of output and in the techniques of production. Air pollution can be occurred in two ways-increasing of suspended particular matters (dusts, fumes, mists and smokes) and emission of gaseous pollutants. Among these two components, air pollution due to gaseous pollutants is a severe pollution of modern era. Air pollution is one of the causes of environmental pollution and because of environmental pollution; people face various kinds of fatal diseases which may decrease the productivity level of them. As a result economic development of a country could be hampered. Sustainable development has been one of the alarming concerns in the twenty-first century. It has significant implications on the extent of economic activity in the future. Anderson and Brooks (1996) have given the statement, â€Å"scientific basis supporting the relationship between business activities, resource depletion and the environment has grown stronger in recent years.† Grossman (1995) offers three main explanations as to how air pollution due to economic development affects one country’s environment- First is the â€Å"scale effect of income on the ‘environment’. As more outputs are produced, more inputs are (natural resources included) are required and more wastes and emissions by products are created during the process. Second is the technology composition effect. This refers to the technology as a percent of GDP. Third is the technique effect. Technique pertains to the research and development of a country. Air pollution measurements for eight Asian countries (China, Hong Kong, India, Japan, South Korea, Bangladesh, Singapore, and Thailand) are calculated by collecting the percentage of carbon dioxide emission (per metric ton) and GDP per capita of one particular year from the World Bank data. Here, carbon dioxide emission is the dependent variable and GDP per capita is the independent variable. And then from regression analysis the result has been occupied.

Education Essay

This word is an important element that a person should have. You are said to be a professional if you have proper education. People will respect you when you have been to school and finished you studies. Some said that you are nothing if you haven’t gone to school and learn things. People will just look down to you if you are not an educated person. You have no direction in your life if you don’t have this element in your life. Others said that you have no directions in your life. But what is really the meaning of this so called education? For me, I do believe in the meaning that Socrates stated, that â€Å"education is not the process of inserting information into a person, but rather eliciting knowledge out from him; it is the drawing out of what is in the mind†. This statement is really proven. Our minds when were born in this world has already something on it. God already put ideas and knowledge on it. But we just don’t know about it. It needs to be developed. We don’t know how to use our ideas or for what is it. We can compare it into a skill. If a skill of a person is not to be developed, then, the person will never know that he/she posses that kind of ability or talent. The person will never know that he/she posses that kind of talent if he will not try to explore things. So, the job of a teacher in is to bring out what is inside of the person. Her job is to bring out or draw out what is in the mind of the person. This is how a teacher educates the child. If we will observe in the class, we can see that some students can get easily the point on what the teacher was trying to say. The pupil can understand the topic simply by just listening to the teacher. It is because our minds already posses those kind of information but we just don’t know that it is for that certain topic. This hidden ideas or information that we have can be developed in so many ways. These are also some ways on how the person can be educated. First is through reading books, comics, magazines and other reading materials. The person can learn something out of these things. These is an aid for him in learning things. The second is through teachings. The information that is stock in the mind of the person can be educed by teaching him some things. By giving him ideas of those things. This is the most common way in educating the person. A person really knows but the information inside him needs to be extracted so that he may able to use this in his daily life. There are also some proofs that can support the definition of Socrates. Examples are the primitive people. They don’t go school and no one also teaches them on how to use different tools in cutting woods, slaying animals and even on how to build houses. But why is it that they are capable of doing those things during their time? It is because there are already set of information that is inside their mind that is ready to extract. That is the reason why even if no one teaches them on how to make tools and how to use it, they still invent tools out of rocks so that they will have things that can help them in their every day living in the jungle. Education is the process of developing the information that is already in the mind of a person. The role of the teacher is just not to teach as if there is nothing in the mind of the person. She should not teach as if she is the only person that knows the things that she is teaching. Even if we said that there is already information in the mind of the person that is being stock their, it is not understood that all the students that being educated can easily get what the teacher is trying to say. Not all students read in advance about their lessons. It is only through reading that some students can get it easily the things that being discussed in the class. It is the time that they refreshed their minds. The paper tells us that when we heard of the word education, the first thing that comes up into our mind is that the teacher will stuff knowledge or information to the minds of the student. But according to Socrates, education is â€Å"not the stuffing of information into a person†, but instead, extracting knowledge out from him. â€Å"He said that it is the process of drawing out what is in the mind†. So, generally speaking, the mind of the person is not empty of information and ideas. There are already ideas that are stock in the person that it needs to be brought out. Therefore, it is not needed to cram ideas into the person. As Errest Hocking also stated in his theory that the most important of what a man has is the instruction that he has inside of him. So, these means that it is important that every person must have a principle in his life of an instruction so that he may able to understand things well. Socrates has proven to us his definition of education through the dialogue, the meno, when he takes a boy that has never been to school in his whole life. When he told the boy about geometry, the spectators were amazed that in the first place the boy really knows about geometry because the ideology of geometry is really in him. It’s like that it is in the tip of his tongue. It is waiting to be awaked. So this tragedy tells us that each one of us has the knowledge of all things but it is just waiting to be called by the educators. This is the job of the educators; it’s not their job to fill in ideas to the minds of the people but to awaken their knowledge in them. The paper also said that the teacher must let his student think on her own and let her use the resources and not just stuffing too many miscellaneous things to her. That is also one reason that the person could not learn to develop her own idea inside her mind. A student once said that â€Å"as she spend more time studying and reading the things that her taught her, she was not able to think in her self and she was not able to express her own thinking about the certain topic because of it. Teaching is not just to stuff information and ideas and then seal them up afterward, but it is the process of opening it and learns how to cultivate them. If each one of us just knows how to develop our thinking and our ideas, then for sure, we will be what we want our selves to be. Because deep inside us, there is something that needs to be develop. Some teachers just stuff things in our mind not knowing that there is something that needs to be developed in the mint of the student. She is not applying the real definition of â€Å"education†.

Narration and Tone in The Tell Tale Heart, The Ghost in the Mill, and Cannibalism in the Cars Essay

If fear, quizzical characters, and death all have something in common, it is that they are all present in each of the following short stories: Edgar Allan Poe’s â€Å"The Tell Tale Heart†, Harriet Beecher Stowe’s â€Å"The Ghost in the Mill†, and Samuel Clemens’ â€Å"Cannibalism in the Cars†. Each story has a unique and thrilling plot, with diverse characters, from the maniacs in â€Å"The Tell Tale Heart† and â€Å"Cannibalism in the Cars† to the simple storyteller in â€Å"The Ghost in the Mill†. Tones differ quite a bit in each; however narration is almost the same as each short story is being narrated by someone recalling the past. â€Å"The Tell Tale Heart† is a very ominous short story presented to us by the narrator who describes how he murdered an old man and his reason behind it. The story begins with the narrator telling his audience he felt nervous and that his disease (presumably his madness) had given him keen senses. â€Å"The disease had sharpened my senses –not destroyed –not dulled them† (92). He then proceeds to enlighten readers by recounting the haunting idea that entered his mind—to murder the old man. He devises a very methodical plan to murder the old man—simply because of the old man’s blue eye which had a thin film over it. The â€Å"vulture eye† haunted the narrator, and thus he premeditated the ungodly murder which ultimately led to his own downfall. The way with which he kills the old man is very precise, allowing readers to feel a sense of disgust towards the narrator, yet at the same time his methodology is to be somewhat admired. Prior to the old man’s death, the narrator remains objective about the old man stating that he did have a liking for the old man; however, the thought of the â€Å"vulture eye† made him irrational. Cynically he says, â€Å"I loved the old man†¦.For his gold I had no desire. I think it w as his eye! yes, it was this†¦ I made up my mind to take the life of the old man, and thus rid myself of the eye forever† (92). He graphically describes how each night for seven nights he would enter the old man’s bedroom and shine a lantern light into his eye—which he would always find closed, that is, until the eighth night. On the eighth night, the mad man found the old man awake and startled. Patiently, the mad man waits an hour for the old man to resume his sleep and when sure of his slumber shines the light precisely on the â€Å"vulture eye.† Upon discovery that the old man is indeed awake, he pounces on the old man and uses the bed to kill him shamelessly. Subsequently, he cuts the old man’s limbs off and puts them under the floorboard. The police then come after hearing a report that a neighbor had heard a shriek coming from the house. Fearlessly, the narrator brings the police inside telling them that the shriek was his own coming from a dream, and that the old man was not to be found as he has supposedly in the countryside. Readers start wondering whether he will get caught or flawlessly fool the police. He shows them around the house jubilantly then offers them a seat once they are convinced of his innocence. The seat is placed above the old man’s body. Quickly things change, as the narrator’s fearlessness turns into agonizing desperation as he hears the beating of a heart grow louder and louder. Adrenaline pumps as he tries to mask the sound by making noise; however, his guilt could not be held within, and he admits his deed to the police. The underlying question in this last scene is whose beating heart is it? Is it the narrator’s heart, the old man’s, or was it simply in the mind of the narrator? In Harriet Beecher Stowe’s â€Å"The Ghost in the Mill† a story is being told by Sam Lawson; however, it is being seen through the viewpoint of a man who is recalling the story from his childhood. It begins with a comforting homeliness as everyone prepares to hear Sam Lawsons story in days where there were no â€Å"magazines and daily newspapers†¦no theatre, no opera† (98). Lawson begins telling the story in a confusing street dialogue which then becomes clearer once the reader refrains from overthinking the words, but instead begins relying on context. Lawson begins the story by talking about the disappearance of Jehial Lommedieu. Then he speaks of a strong snowstorm which led Captain Eb Sawin to Cack Sparrows house for the night instead of heading towards Boston. At Cack’s house, they share a few drinks and laugh until they hear a sudden knock on the door. Again, someone knocks at the door as if demanding to come in. Fearful, Cack opens the door to find Ketury—an old Indian woman who was feared in her town. There were notions that she did all sorts of immoral practices and was â€Å" ‘to the [service of] the Devil’ † (104). Ketury incited fear in Cack, â€Å" ‘Cap’n Eb says he never see a fellow seem scareder than Cack did when he see Ketury a-standin’ there’ † (104). There is a sense of spookiness when Lawson makes a reference to brown leaves flying through the wind referring to how Ketury came through the wind. An evil smile presents itself on Ketury’s face as she looks at the chimney and begins to call out â€Å" ‘Come down, come down! lets see who ye be’ †(106). Piece by piece, a man is formed from the chimney. It turns out to be Jehial Lommedieu. Cack becomes traumatized and admits how his father killed Jehial for his money and he helped hide the body in the chimney. Afterwards, Cack only lives for a few more days. â€Å"The Ghost in the Mill† has strong references to church. Methuselah, the devil, and the effects of not going to church are present in the story. Sam Lawson criticizes Cack and says he is â€Å"an immortal crittur lyin’ loose all day Sunday, and not puttin’ on so much as a clean shirt†¦What can you ‘spect to come of it† (102). Then, Lawson tries to teach the story-goers a lesson by showing everyone the example of Cack. Additionally, in this story, a body is hidden in the chimney, while in â€Å"The Tell Tale Heart†, the body is also hidden, but under a floorboard. â€Å"Cannibalism in the Cars† is also like â€Å"The Tell Tale Heart† and â€Å"The Ghost in the Mill† in that a story is being told that occurred in the past. The similarity is even closer to â€Å"The Ghost in the Mill† because both of them are stories within stories told by someone other than the narrator. In this case, we see the story through the viewpoint of a train passenger hearing a congressman’s story. Also, like â€Å"The Ghost in the Mill†, a snow storm causes an unfortunate incident as the congressman’s story recalls the time when he was stranded on a train, miles away from civilization. The congressman and the other professional men in the train were starving and so a proposal for cannibalism was brought up. The way they went about being cannibalistic can only be described as overtly political. By the time the congressman has to go—for he has reached his stop, he tells the passenger listening to the story â€Å"I like you, sir; I have conceived an affection for you. I could like you as well as I liked Harris himself† (117)—Harris being the first man he ate. The passenger gets alarmed at the thought of having Harris’ fate; however, he is later told that the congressman is a monomaniac, thus, the story was all made up. Men who were to be eaten were chosen in the most diplomatic way—by candidacy and vote. The men chosen were calm and simply accepted their fate, not once alarmed. The ease with which people were eaten is rather humorous as it seems that men were getting gulped down with no remorse from others—almost gluttonously. It is almost as if there is no fear in this story due to its entertaining humor, unlike the other two stories which were chilling. Unlike â€Å"The Tell Tale Heart†, this story doesn’t give any details about how the bodies were prepared, but simply jumps to who got eaten. The victims taste was given personal attributes such as â€Å"the next morning we had Morgan of Alabama for breakfast. He was one of the finest men I ever sat down to –handsome, educated, refined†¦a perfect gentleman, and singularly juicy† (116). Just like in â€Å"The Tell Tale Heart†, this story is straight forward and quickly goes from mysterious to overt honesty. Unlike â€Å"The Tell Tale Heart†, the description of what happens to victims is vague and practically nonexistent. Also, in â€Å"The Ghost in the Mill†, the characters lack the eruditeness present in characters from â€Å"Cannibalism in the Cars†.

Bad Coaching

Bad Coaching Bad coaching is a generalized term used for several effects that are considered depraved decisions made by any coach on and off the field. Such decisions can result in players having a lack of respect for the coach, game losses, the coach being fired, and a tainted reputation of coaching. Coaching is only difficult to those who are not willing to sacrifice the time and energy that goes into being a suitable coach. Coaching is not an average job. It is easier to be an unfitting coach then a decent coach. Lack of respect comes from the coach not initiating the correct form of relationship between the player and coach.It’s not inappropriate to develop a friendship with the players on the team as well, but the coach must set the boundaries between the two relationships. If not, the player or players will not respect the coach and nor take responsibility to see the vision of creating a successful team. The players will do as they see fit, disregarding what the coach sa ys what needs to get done. Creating a proper bond with boundaries is a must in gaining the respect of the players. Game losses originate from the coach not having control over the players and being incapable of keeping them focus on the main goal.With the players unable to focus, they will most likely get into altercations with other players of the opposing team and even with their own. Game losses are not something to boast about. Enabling the players to focus will minimize the number of losses in a season. The last results of bad coaching are being fired and have a tainted reputation of coaching. These results seemingly come from the showing of no control over the players and most importantly to some organizations losing records. Being fired is very embarrassing, as being terminated from any job.After being fired, it damages the reputation of the coach. For the coach, it will be more difficult to obtain another job. Reputation is everything in search for a coaching job. Being fire d and having the reputation of a bad coach will make it nearly impossible to recover from. In conclusion, Coaching is not a hard job. Coaching is only hard to those who are not willing to put in the long hours and patients to making the job easy. Be sure not to make any mistakes as so many coaches have done in the past. The lives can be altered if not done properly.