Wolfgang Armadeus Mozart and William Grant Still Research Paper

Wolfgang Armadeus Mozart and William Grant Still - Research Paper Example One person that understood best Mozarts’ creative process was them man himself. When asked about his process of coming up with compositions, he noted that the ideas that he applied in his compositions came when he was alone and cheerful in spirit. It really did not matter the place as some of these ideas came when he was aboard a carriage travelling to one place or the other, when walking and when resting before falling asleep. Morzat also admitted that he loved to write down his ideas, talk of Barbel, Gretel and to birds leaving no room for common disturbances. He noted that he had no control over how the ideas came and when they started to flow.Whenever the ideas to came to his mind, he would retain the good ones in his memory humming them to himself. He would use the morsels of ideas to come up with a wonderful composition taking into account the peculiarities of the instruments to be used. Furthermore, he would refine his compositions before sitting back and listening to t he final product. He was not so much concerned about originality in his creation process but his works ended up being unique. In the creation of â€Å"Eine Kleine Nachtmusik†, Morzat considers the instruments to be used; the cello, viola, and two violins. The composition, however, is often performed by string orchestras. The creation of this piece was initially not intended for publication but was a serenade written on commission. William Stills’ compositions included chamber music, ballets, symphonies and solo instrument pieces.

English Language Essays Learning Styles

English Language Essays Learning Styles Free Essays English Language Essays An examination of learning styles and typologies in a language classroom. plan, teach / act, observe and reflect Sue Davidoff and Owen van den Berg, 1990 The Observation Myobservation was undertaken at the British Council in Kuwait/Gulf Region. The observation class was of mixed nationality ArabicLanguage speakers at Intermediate level. There were twenty students in total,80% males to 20% females. The class comprises of 30% students, 60% working orprofessional people 10% homemakers others. The age range isbetween 20 to 55 years. The class is halfway through a 6 months languagecourse. I observed and was involved in a 90 minute lesson focusing onvocabulary, reading and speaking. At the end the teacher answered my preparedquestionnaire. The followingessay consists of a brief theoretical, analytical and practical examination of learningstyles and typologies in a language classroom and how best to plan for them. Itincludes an analysis of specific elements from the observed lesson put in thecontext of theory and intended future practise. To support thelesson, the teacher used the white board, an overhead projector with onetransparency and three handouts. Whole class work focused on provision ofvocabulary and contextualisation of the material. The material was real andrelevant to contemporary interests and cultures. The teacher used discussionstarters to motivate and encourage student interest and involvement (asAllwright and Bailey advise, 1991) Responses were elicited from the class andsupported through teacher modelling of pronunciation and writing on the whiteboard. Individual work was limited. The teacher had established small groups(three to four students) aimed at balancing ethnic background and gender. Research shows theimportance of understanding and catering for different learning styles andcognitive strategies. When a learning style is not catered for, the studentcan easily become bored and inattentive, do poorly on tests, getdiscouraged about the course, and may conclude that they are not good at thesubjects (Zhenhui, 2001). Various parameters have been constructed fordefining students preferred way of learning, such as Knowles (1982) concrete,analytical, communicative and authority-orientated learning styles (cited inRichards, 1994). Another defines the groups as auditory, visual andkinaesthetic learning styles (Krause et al, 2003, pp154-155) whilstfigure 1 gives a representation of student and teacher inter-reactionsdependent on learning styles. Some researchers such as Richards (1994, pp.59-77)consider an individuals culture as vital to understanding learning styles. Ladson-Billings(1995) advocates a method of Culturally Responsive Teaching which integratescultural points of reference through out the learning process. Others disagree(Kubes, 1998, cited in Krause) and cite more universal forms of learning. This class wasboth interested and engaged in its learning. However, during the interview,the teacher expressed a wish that there was more time for individual tailoring.The teacher acknowledged that this would better cater for the range oflearning styles. More concrete resources (actual materials eg fruit, etc) andincreased use of visual aids (magazines, more transparencies, laminatedpictures) may also help to convey understanding and increase retention. Two tests wereused during the class one was a linking exercise and one a reading exercise.The teacher finished the lesson with each student expressing an opinion on anarticle using the lessons language. Whilst these were not formal tests, theyinvolved assessment strategies. As Nunan points out (1990, p62) assessmentcontributes part of the information for student evaluation. As this infers, thetools for student assessment, be they observational, formative or summative,need to balance with an understanding of the bigger picture. For example, thegoal may be to allow students to understand, practise and develop their own languageand learning strategies (see Hismanoglus exploration of Language LearningStrategies, 2000) be they direct or indirect strategies (Oxford, 1990, p9).Most students require clear and precise scaffolding (Vygotsky, in Krause, 2003,pp60-65) to develop their metacognitive practises for making meaning. Assessmentcan act as a benchmark to the success of the learning pr ocess and show theteacher areas that need to be covered again or in a different way. There is no spacehere to do full justice to the impact of the learning environment upon studentsyet it needs inclusion for a balanced understanding of students learningstyles. Suffice it to say that, as Nunan and Lamb say (1996), the teacherneeds to aim for a safe, positive and progressive environment that encouragesstudent participation, thinking and risk-taking. Much as assessment is an endresult of reflection upon what one wants to define, the learning environmentshould be based upon a thorough understanding of theoretical aspects. Forexample, traditional teaching methods tended towards a unitary approach tointelligence. Contemporary theories, such as Gardners work on multipleintelligences (cited in Krause et al, 2003) allow for the inclusion ofvariable factors that define a students strengths and weaknesses. Many agreewith Wilsons (1998) assertion that Gardners MI theory helps teachers createmorepersonalized and diversified instructional experiences and develops empoweredlearners (http://www.newhorizons.org/strategies/mi/wilson1.htm) This holisticapproach agrees with an understanding of other influences upon learning, Maslowshierarchy of needs for example (see Figure 2), or Bronfenbrenners (1979)ecological systems theory. These ecological factors encourage moreintegrated forms of assessment and are particularly useful in understandingvarious forms of washback (see Cushing Weigle, 2002) that may result. Othermore structured tests such as the Myers-Briggs Type Indications Survey, (Myers McCaulley, 1985) may also have their place. The teacher usedgender and ethnic background to balance the groups. The groups worked welltogether in a pro-social manner. However, Woods encourages consciousexamination of an educators own attitudes, especially when the may cause subconsciousactions and opinions to form (Woods, 1996). Should the two parameters ofgender and ethnicity become constraints, then they are not valid means of groupconstruction. Sometimes is appeared that not all group members contribute intheir cooperative learning. However, research has shown that even those who donot appear to be so communicative do benefit to a degree from the listening andprocessing that this format provides. It may be that they are better atworking individually and as such should have the opportunity to do so. The teacher usedelements of the 3 Ps approach presentation, practise, production. However,as the lesson transcript shows, the language was expanded in what became moreof a Harmer-style engage study activate method. I would like tolist the implications for my own teaching under the following points: Use a wide range of teaching strategies and styles to ensure comprehension eg support spoken material with writing on the white board, leave the transparency up on the overhead projector, bring in concrete materials, provide visual clues, model your required responses, set short, realistic goals and review and recycle often. (Antonaros, 2005 ), role play, use song. Use methods according to the area you wish to cover, the materials you have prepared and present concisely and precisely. If the area is suited best to direct instruction then use it, if student-centred instruction or co-operative groups then vary accordingly. Motivation and interest are paramount, but sound understanding is the goal. Prepare your materials so that they are interesting, real, relevant, encourage thinking whilst supporting language development. Take an action research approach to (for example Wrights, 1987, 2005) to develop a thorough understanding of my students learning and cognitive styles and my own attitudes. Use active listening to understand, modelling to improve and discussion to encourage communication Use teacher modelling strategies to develop the students autonomous language learning skills as exemplified by Lowes and Target (1998) in Helping Students to Learn. Providing a positive learning environment where mistakes are not derided Assign homework that re-caps and therefore re-enforces the issues covered in the lesson. Ensure equity in communication make sure everyone has a chance to speak. Everyteacher who has taught a group of grown-ups knows that some individuals may bereluctant to speak, especially when they realize or assume that other studentsare more fluent. (Turula,2002) References Allwright, D. Bailey, K. (1991). Focus on the LanguageClassroom. Cambridge, UK: Cambridge University Press. Antonaros, S. (no date) Looking Inside and Out for the Answer toMotivating Our Learners http://www.tesolgreece.com/nl/75/7505.html)Accessed 7th February 2006 Davidoff, S., Van Den Berg, O. (1990) Changing YourTeaching. The challenge of the classroom. Pietermaritzburg: CentaurPublications Gardner, H. (1983) Frames of Mind. New York: Basic Books, Harmer, J (1998) How to Teach English. Harlow, UK: Longman Hismanoglu, M. (2000) Language Learning Strategies in ForeignLanguage Learning and Teaching, The Internet TESL Journal, Vol. VI, No.8, August 2000 Knowles, L (1982) Teaching and Reading. London, UK: NationalCouncil on Industrial Language Training. Krause, K., Bochner, S., Duchesne, S. (2003) EducationalPsychology for learning and teaching. Southbank, Victoria: Thomson. Kubes, M (1998) Adaptors and innovators in Slovakia: Cognitive styleand social culture. European Journal of Personality, 12(3), pp.187-198 Ladson-Billings, G. (1995). But thats just good teaching! The casefor culturally relevant pedagogy. Theory into Practice, 34(3), 159-165. Lowes, R. Target, F. (1998). Helping Students to Learn.London: Richmond. Malamah-Thomas, A. (987). Classroom Interaction. Oxford, UK:Oxford University Press. Nunan, D., Lamb, C. (1996). TheSelf-Directed Teacher. Cambridge, UK : Cambridge University Press. Oxford, R. (1990). Language Learning Strategies: What EveryTeacher Should Know. New York, USA: Newbury House Publishers. Richards, J.C., Lockhart, C.L. (1994). Reflective Teachingin Second Language Classrooms. Cambridge, UK: Cambridge University Press. Richards, J.C. Nunan, D. (eds.). Second Language TeacherEducation. Cambridge, UK: Cambridge University Press. Turula, A (2002) Language Anxiety and Classroom Dynamics: A Study ofAdult Learners. Forum English Teaching Online, US Dept of State, Vol.40 (2). http://exchanges.state.gov/forum/vols/vol40/no2/p28.htm#top Wilson, L (1998). Whats the big attraction? Why teachers aredrawn to using Multiple Intelligence Theory in their classrooms? http://www.newhorizons.org/strategies/mi/wilson1.htmAccessed 7 February 2006 Woods, D. (1996) Teacher Cognition inLanguage Education. Cambridge, UK: Cambridge University Press Wright, T. (1987). Classroom Management inLanguage Education. Hampshire, UK: Palgrave Macmillan Wright, T. (1987). Roles of Teachers andLearners. Oxford, UK: Oxford University Press. Zhenhui, R. (2001) Matching Teaching Styles with Learning Stylesin East Asian Contexts, The Internet TESL Journal, Vol. VII, No. 7,July 2001 Matching teaching styles: http://iteslj.org/Techniques/Zhenhui-TeachingStyles.htmlaccessed 3 February 2006. Language Learning Strategies: http://iteslj.org/Articles/Hismanoglu-Strategies.htmlaccessed 3 February 2006 Maslows Heirarchy of Needs, Huitt, 2004, http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html.Accessed 7 February 2006 Language Teaching http://www.ittmfl.org.uk/modules/effective/6a/paper6a4.pdfaccessed 5 February 2006

My Movie Script :: Movie Scripts

My Movie Script The year was 1925, when the beliefs of regular gals and folks were still extremely antiquated compare to the beliefs they have now. The main character was an 18 years old lesbian named Sam (short for Samantha) Johnson, who was from a working class family that lived in New York City. Her mom was a sweatshop worker, and her dad picked up garbage for a living. She had 7 brothers and sister because her parents did not believe in birth control (besides, birth control pills didn't exist then). Her family lived in a tiny one-room apartment in the Harlem district, and they lived day-to-day, paycheck to paycheck. Ever since Sam was a young child, she had been in love with the game of baseball. She loved anything and everything about baseball. She would collect baseball cards, catch baseball games on t.v, and read everything on her favorite baseball team, the Yankees. She bought her first baseball bat and glove when she was 16, she got the money by collecting soda cans and returning them to re cycling center for money. It took her almost 3 years to get the baseball bat and gloves, and she could only afford the cheapest kind. She was a terrific baseball player, which was surprising because she had never taken any lessons. I guess it is her gift. Everyday after the end of school, she would go to a baseball field behind her house to play baseball with her friends. Most of her friends were boys; she didn't have one single girl friend. Sam had always known that she was a lesbian, but she didn't come out to her parents till she was 16. Her parents were shocked at first, but now they accepted her for who she was. Sam hadn't told any of her friends about her being gay because she didn't think it was any of their business. It had been a life-long dream of Sam to join a major league baseball team, but she knew that she needed to finish high school first. In June of 1925, Sam finally graduated from high school. She told her parents that she wanted to try-out for a major league baseb all team. One of the main reasons was that Sam had hoped to earn money to help support her family. She knew how hard her parents had worked, and she realized she needed to contribute in one way.

Encountering Conflict

My main intention is to persuade the audience on the topic that those who cannot learn from history are doomed to repeat it and to pass year 12. The violent encounters of the past contain valuable lessons about resolving conflict. This writing is to be directed at the people reading it, which will be the general audience that doesn’t really understand the lessons of past and present conflict. Based on real world examples, and examples from the crucible. The style of writing is an expository. Conflict can bring out the best and worst qualities in individuals, and also in communities. Arthur Miller explores this in his play The Crucible. When witchcraft is declared in Salem, the reactions of the members of this strictly Puritan society differ greatly. Some see the events that take place as a chance for opportunism, a way to garner personal support, an opportunity to play out personal vengeance and also an occasion to strut one’s ability and knowledge. These characters, just as Miller intends, alienate the audience because of their self-interest and quickness to allow fear to overwhelm any genuine desire to find out the truth. The audience grieves for the suffering of the truly good characters – Rebecca Nurse, Giles Corey and Elizabeth Proctor. John Proctor, the flawed hero of the play, may have succumbed to the temptations of the flesh with Abigail Williams, but he redeems himself in the end, realizing that saving himself through lying will not resolve the conflict overwhelming his small town of Salem. He goes to his death knowing that there is ‘some shred of goodness in John Proctor’. The Salem witch trials were a series of hearings before county court trials to prosecute people accused of witchcraft in the counties of Essex, Suffolk, and Middlesex in colonial Massachusetts, between February 1692 and May 1693. The best-known trials were conducted by the Court of Oyer and Terminer in 1692 in Salem Town. Over 150 people were arrested and imprisoned, with even more accused but not formally pursued by the authorities. All twenty-six who went to trial before this court were convicted. Abigail Williams epitomizes self-interest and lack of concern for others in the play. Her manipulative scheming makes the audience wonder how much she enjoys being the Centre of attention and the wielder of such power in the court. It is difficult to feel sympathy for the loss of her parents or to consider her responses a result of fear of being found out. The fear she generates in others is so powerful. Abigail is willing to place the blame on Tituba, rather than tell the truth. She knows that John Proctor can see through her but initially holds power over him because of their adulterous relationship. Abigail is also angry at Elizabeth Proctor for dismissing her from service and has been unable to gain another position. She has much to gain by crying witchcraft. Her manipulation of Mary Warren’s fear in court is abhorrent. The audiences have seen Proctor make Mary Warren quiver in fear, but we sympathize with his reason; to save his wife. Abigail’s reasons are purely selfish. You think after dealing with all past conflict based on the â€Å"witch hunt† from the crucible it wouldn’t lead to future conflict when it came to accusations about what people are or, what they are doing, this was known as McCarthyism. During the McCarthy era, thousands of Americans were accused of being Communists or communist sympathizers and became the subject of aggressive investigations and questioning before government or private-industry panels, committees and agencies. The primary targets of such suspicions were government employees, those in the entertainment industry, educators and union activists. Suspicions were often given credence despite inconclusive or questionable evidence, and the level of threat posed by a person's real or supposed leftist associations or beliefs was often greatly exaggerated. Many people suffered loss of employment, destruction of their careers, and even imprisonment. Most of these punishments came about through trial verdicts later overturned, laws that would be declared unconstitutional, dismissals for reasons later declared illegal or actionable, or extra-legal procedures that would come into general disrepute Getting away from the crucible, conflict tests the character of a sporting a club or team, just look at Brendan Fevola the former Carlton and Brisbane Player the conflict he caused for both clubs really test the character of the football club and when it came to whether he had to be sacked or not, showed there strength as football club and how they won’t stand for such nonsense with a player of their football club. They had a player who all he did wrong at their club was get drunk on New Year’s Eve which surely he wasn’t the only the one, flashing a women which the police cleared him of anyway it seemed they were eager to this as a scapegoat to get rid of him, the whole Lara Bingle conflict which actually happened at another club and none of this could’ve possibly came into consideration but it all somehow did have an effect on the final outcome

History of DES Essay

DES was proposed in 1975 and approved in 1977 as a federal information processing standard. It was criticized by the people who felt that it’s 56 key lengths to be insecure. In spite of this, DES remained a strong encryption algorithm until mid 1990. In the year 1998 summer, the insecurity of DES was demonstrated when a $ 250,000 computer which was built by the electronic frontier foundation decrypted a DES-encoded message in 56 hours. This was improved in the 1999 to 2002 hours through a combination of 100,000 networked personal computers and the EFF machine. DES remains a de facto standard unless a substitute is found (Landau, 2000, p. 341). A certified DES is obtained from the National Institute of Standards and Technology (NIST). This Advanced Encryption Standard (AES) works in three key lengths: 128, 192, and 256 bits. The publication of DES indicated a new era in cryptography. The development in the community of public cryptographers was enhanced by having an algorithm availability of study that the national security agent certified to be secure (Landau, 2000, p. 341). The (DES) Data Encryption Standard. A system that encrypts quickly but is essentially what is impossible to break is all what cryptographers have always wanted. Public key systems have captured the imagination of mathematicians because of their reliance on elementary number theory. Public key algorithms are used for establishing a key because they are too slow to be used for most data transmissions. Private key system does the encryption because they are typically faster than public key ones (Landau, 2000, p. 341). The data Encryption Standard (DES) workhorse uses private key algorithm besides relying on cryptographic design principles that predate public key. The RC4 in web browsers and the relatively insecure cable TV signal encryption are an exception to DES. DES is the most widely used public cryptosystem in the world. It is the cryptographic algorithm which is used by banks for electronic funds transfer. It is also used for the protection of civilian satellite communications. Still, a variant of DES is used for UNIX password protection. There are three operation of the DES which involves XOR, substitution and permutation. The DES is an interrelated block cipher and a cryptosystem on a block of symbols that sequentially repeats an internal function which is called a round. It encrypts data by the use of a primitive that operates on a block of symptoms of moderate size. Self invert ability is also essential to enable one of the objects to encrypt and decrypt. When encrypting ordinary text, DES begins by grouping the text into 64 bit block. A number of operations are performed by the DES on each block (Landau, 2000, p. 343). The transformation of how the block is to be carried out is determined by a single key of 56 bits. DES iterates sixteen identical rounds of mixing; each round of DES uses a 48-bit sub key. The DES begins with an initial permutation P and ends with its inverse. The permutations are of minor cryptographic implications but forms part of the official algorithm. The selection of sub keys starts by splitting the 56-bit key into two 28-bit halves and rotating each half one or two bits; either one bit in rounds 1, 2, 9, and 16 or two bits otherwise. The two halves are put back together and then 48 particular bits are chosen and put in order (Landau, 2000, p. 343). Attacks of DES The selection of DES was followed by protests in which case some of the researchers appeared to object to the algorithm small key space. Investors in the key public cryptography claimed that a DES encoded message could be broken in about a day by a $ 20 million machine made up of a million specially designed VLSI capable of searching one key per microsecond while working in parallel. The use of a meet in the middle attack to break a four round version of DES did not extend past seven rounds (Landau, 2000, p. 345). This is evidence that, for all these attacks none of them posed a serious threat to the DES. Other attacks on the DES were performed to poke harder to the innards of DES. This brought anomalies which led to the first attacks that were seen to be more theoretically better than exhaustive search. The attacks were against the block structure system and the need of all block-structured cryptosystems needed to be designed to be secure against differential and linear cryptanalysis. There is a strong attack to DES which is differential cryptanalysis. This is apparently known to the algorithms designers. In order to design a secure cryptosystems, there is a need for a mixture of well known principles, some theorems and the presence of some magic. Attacks on a cryptosystem fall into two categories which are passive attacks and active attacks. The passive attacks are the ones which adversely monitors the communication channel. They are usually easier to mount although they yield less. The active attacks have the adversary transmitting messages to obtain information (Landau, 2000, p. 342). The aim of the attackers is to determine the plaintext from the cipher text which they capture. A more successful attack will determine the key and thus compromise a whole set of messages. By designing their algorithms, cryptographer’s help to resist attacks such as cipher text only attack whose adversary has access to the encrypted communications. The known plain text attack which has its adversary has some plain text and its corresponding cipher text. The third attack which can be avoided is the chosen text attack and its adversary chooses the plain text for encryption or decryption. The plain text chosen by the adversary depends on the cipher text received from the previous requests (Landau, 2000, p. 342).

Witches essays

Witches essays This book is about a young boy who is on an adventure to discover the truth about Witches! This young energetic boy is called...well actually he doesnt have a name, he is just known in the book as Boy, and he is kind of the narrator in this book. Anyway the person responsible for beginning his fascination about witches was his very own grandmother. His grandmother was Norwegian, and apparently all the Norwegians knew about these so called Witches! The Boy lived in England with his parents, while his grandmother lived in Norway and usually twice a year his family would come down to Norway to visit his grandmother. Unfortunately, just soon after his seventh birthday, they were heading up to Norway and their car skidded off the road and came tumbling down into a rocky ravine, both his mum and dad died in this tragic accident and strangely the boy only got away with a minor cut in his forehead! After that it was arranged that he had to live with his grandmother in Norway. The grandmother trying to help the boy forget his tragic lost decided to tell him stories. She told him all kind of stories, but out of all the topics, Witches was the most he was really interested about! She had told him about 5 children who had an encounter with a witch and never lived to tell the tale. In one of these stories this one really fascinated me...there was a family called Christiansen, the lived up on Holmenkollen and they had a really old oil painting in the living room which they were very proud of. The painting showed some ducks in the yard outside a farmhouse, there were no humans painted. It was a rather large painting and really pretty. Anyway one day their daughter came home eating an apple, she said that a nice lady had given it to her. The next morning they couldnt find their daughter anywhere, it was like she had vanished into thin air, but in the end they found her, they found her in the painting! ...

Tolkien essays

Tolkien essays Mabel and Arthur Tolkien were residents of Dloemfantein, South Africa. On January 3, 1892, Mabel and Arthur had a son. His name was John Ronald Reuel Tolkien. On February 17, 1894, Mabel had another boy, Hilary Arthur Reuel Tolkien. In April of 1895, Mabel Tolkien and her two boys took a ship to Birmingham, England to live with family and friends. They moved because the boys did not like the heat in South Africa. Several months later Mabel got a letter saying that Arthur was sick. Arthur died a few days after Mabel received the letter. Mabel had to move to the countryside because she couldnt afford a house without Arthurs income. One year after Ronald moved to the country, he was accepted to the King Edwards School, the best grammar school in England. Ronald got off to a slow start. He was not used to the hustle of the crowded classrooms. When Ronald was ten, Mabel enrolled him in St. Phillips School because of her decision to convert to Catholic, and also because Ronald had to leave King Edwards. In 1903 Ronald was accepted back into King Edwards. Later both Ronald and Hillary got the measles. While nursing the two children back to health, Mabel got sick and died. Hillary and Ronald went to live with their Aunt Bea. She showed little affection for the two. Ronald showed much interest in Latin and Greek languages. When he was sixteen, he entered the senior class at King Edwards. Ronald spent many hours studying Latin and Greek. Tolkien even invented a new language called Animalic made from animal names. Roanld also enjoyed Old English poems. Ronald also studied Middle English, Old Norse, Anglo-Saxon, Spanish and German. In 1909 he took the Oxford test. A day later he received a notice that he would not receive a cash grant which would have enabled him to attend a university, but he could apply again the next year. In 1910 Ronald took the Oxford test ag...