Prepositions with Enamored

Prepositions with Enamored Prepositions with Enamored Prepositions with Enamored By Maeve Maddox A reader is troubled by the use of enamored by instead of enamored of. (British enamoured). It may be because I read a lot of British literature, but the only usage with enamored that sounds â€Å"right† to me is â€Å"enamored of,† as in Titania’s remark when waking from the spell in A Midsummer Night’s Dream: â€Å"Me thought I was enamoured of an Asse.† However, another preposition is acceptable with enamored, but it’s not by; it’s with. Merriam-Webster gives these examples: tourists were enamored of the town a beautiful Indian girl with whom he was enamoredWalter Havighurst The verb enamor may be used transitively, as in â€Å"Rosamond Vincy enamored Dr. Lydgate.† That means that she affected him in such a way as to make him fall in love with her. More usually, enamor is cast in the passive: â€Å"Dr. Lydgate was enamored of Rosamond Vincy.† Here, the meaning is that he was inflamed with love for her. Paul Brians, an English professor at Washington State University offers this helpful mnemonic: If you’re crazy about ferrets, you’re enamored of them. It is less common but still acceptable to say â€Å"enamored with†; but if you say you are enamored by ferrets, you’re saying that ferrets are crazy about you. I’ll offer my own view as to how one might choose between of and with to use with this verb: Use â€Å"enamored of† when speaking of romantic love: â€Å"Marc Antony was enamored of Cleopatra.† Use â€Å"enamored with† when speaking of mere fascination or interest: â€Å"Charlie is enamored with his new iPad.† As for â€Å"enamored by,† remember the ferrets. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:"Because Of" and "Due To" 8 Types of Parenthetical PhrasesJanuary 1 Doesn't Need an "st"

Sediment Grain Size Chart for Rocks

Sediment Grain Size Chart for Rocks The grain sizes of sediments and sedimentary rocks are a matter of great interest to geologists. Different size sediment grains form different types of rocks and can reveal information about the landform and environment of an area from millions of years prior. Types of Sediment Grains Sediments are classified by their method of erosion as either clastic or chemical. Chemical sediment is broken down through chemical weathering  with transportation, a process known as corrosion, or without. That chemical sediment is then suspended in a solution until it precipitates. Think of what happens to a glass of saltwater that has been sitting out in the sun.   Clastic sediments are broken down through mechanical means, like abrasion from wind, water or ice. They are what most people think of when mentioning sediment; things like sand, silt, and clay. Several physical properties are used to describe sediment, like shape (sphericity), roundness and grain size. Of these properties, grain size is arguably the most important. It can help a geologist interpret the geomorphic setting (both present and historical) of a site, as well as whether the sediment was transported there from regional or local settings. Grain size determines just how far a piece of sediment can travel before coming to a halt.   Clastic sediments form a wide range of rocks, from mudstone to conglomerate, and soil depending on their grain size. Within many of these rocks, the sediments are clearly distinguishableespecially with a little help from a magnifier.   Sediment Grain Sizes The Wentworth scale was published in 1922 by Chester K. Wentworth, modifying an earlier scale by Johan A. Udden. Wentworths grades and sizes were later supplemented by William Krumbeins phi or logarithmic scale, which transforms the millimeter number by taking the negative of its logarithm in base 2 to yield simple whole numbers. The following is a simplified version of the much more detailed USGS version.   Millimeters Wentworth Grade Phi (ÃŽ ¦) Scale 256 Boulder –8 64 Cobble –6 4 Pebble –2 2 Granule –1 1 Very coarse sand 0 1/2 Coarse sand 1 1/4 Medium sand 2 1/8 Fine sand 3 1/16 Very fine sand 4 1/32 Coarse silt 5 1/64 Medium silt 6 1/128 Fine silt 7 1/256 Very fine silt 8 1/256 Clay 8 The size fraction larger than sand (granules, pebbles, cobbles. and boulders) is collectively called gravel, and the size fraction smaller than sand (silt and clay) is collectively called mud.   Clastic Sedimentary Rocks Sedimentary rocks form whenever these sediments are deposited and lithified and can be classified based on the size of their grains. Gravel forms coarse rocks with grains over 2 mm in size. If the fragments are rounded, they form conglomerate, and if they are angular, they form breccia.Sand, as you may guess, forms sandstone. Sandstone is medium-grained, meaning its fragments are between 1/16 mm and 2 mm.  Silt forms fine-grained siltstone, with fragments between 1/16 mm and 1/256 mm.  Anything less than 1/256 mm results in either claystone or mudstone. Two types of mudstone are shale and argillite, which is shale that has undergone very low-grade metamorphism.   Geologists determine grain sizes in the field using printed cards called comparators, which usually have a millimeter scale, phi scale, and angularity chart. They are especially useful for larger sediment grains.  In the laboratory, comparators are supplemented by standard sieves.

Assigment leaderships week 3 Assignment Example | Topics and Well Written Essays - 1250 words

Assigment leaderships week 3 - Assignment Example ies of APN leaders can be broadly categorized into scientific foundation, quality practice, leadership, practice inquiry, policy, literacy in technology and information, ethics, health delivery and independent practice. The technical changes in the health care domain have resulted into various shifting in the substantial portion of care. These shifts are normally from single handed health care systems to the home environments where patients and their care partners are responsible for care previously ordained by the nurses in their acute care settings. Competencies necessary for the advanced practice Nursing (APN) role development are adversely dependent on the nursing registration. Through an advanced registration of nurses, each and every individual nurse will be ethically stable and liable to any nursing practice consequences arising as a result of unreasonable competencies. Nursing field is a very noble field of professionalism hence it should be guided to the later by the codes of conducts regarding competencies necessarily required in this field of professionalism. This research paper explains the competencies necessary for Advanced Practice Nurse (APN) role development. An advanced practice registered nurse (APRN) is a post-graduate education nurse. APRN’s are well-enlightened with advanced clinical and didactic education, skills, knowledge and clinical nursing scope practices at large. APRN basically defines a nursing practice level that utilizes the expanded and extended nursing skills, knowledge and experience in planning, assessment, diagnosis, implementation and overall evaluation skills in the care required. Nurses practicing at this noble level are distinctively educationally prepared at the post-graduate level and may unconditionally work in either generalist or specialist capacity. Nonetheless, the basis of advanced practice is linked to higher knowledgeable extents (NONPF 2011). The APRN skills and experience must be ethically applied within the

Analysis of the Circus Film Essay Example | Topics and Well Written Essays - 750 words

Analysis of the Circus Film - Essay Example As the paper highlights Tramp is then made aware of the opportunity at the circus availed by the ringmaster for him to show his talent. At this point, Tramp discovers that his comic or hilarious bits only happen unintentionally. Replacing the circus apple with a banana from his pocket is particularly very funny. The scene is important as it reveals more characters such as Merna and the Circus Ringmaster and Proprietor.From this paper it is clear that  it is important to focus on the shot angles. Medium shot overwhelms the scene with the ordeal between Tramp and Merna ‘fighting’ over the bread, which sends Tramp sitting on the fire he lit to make his food. The medium shot features from 17:35 to 19: 45 capturing the conversation between Tramp and the lady. This is followed by a long shot showing Tramp give Merna the egg then runs off to catch up with the Circus Ringmaster and Proprietor. The long shot continues in Tramp’s circus tryout, covering all the characters present in the event. Basically, the scene represents an alteration between medium shot and long shot, with the medium shots majorly utilized to show conversations or actions between two characters and the long shot used in showing a bigger audience of characters such as that at the Tramp’s circus try out.  The eye level shots have been overwhelmingly used in the circus tryout, with low shots essentially used together with the medium shots in conversations between two characters, such as the instance between Merna and Tramp.  

History of the game Essay Example for Free

History of the game Essay As the rackets of the game have changed, the style of play has changed accordingly. During the wooden racket era, before the flood of the metal and metal composite rackets, players hit groundstrokes with slight topspin but mostly flat or with underspin, particularly on the backhand side. To provide the players with the underspin or flat shots, players hit with an eastern grip (slightly east of the continental style grip achieved by sliding the V area between the thumb and index finger down the side of the frame to the grip) to help generate slice and handle low balls better. Players used this style of play to compensate for the lower bounce produced on grass courts compared to the bounce of hard and clay courts today. In effect, groundstrokes had to be long and fluid with early preparation and a long follow through to get the necessary power and control by swinging the heavier wooden rackets.  Players with wooden rackets also stood sideways to the ball and stepped into the swing to generate more power. Furthermore, the small sweetspot of the wooden racket required players to have more exact, controlled swings instead of the quick, powerful, whip-like swings of todays players. As an example, John McEnroe, a former tennis professional and Grand Slam winner, supports wooden rackets saying: I have been a proponent of the wood racketwood rackets would bring back skill and finesse to the game and would make the points longer and more fun to watch. And I could watch all those young guys cry like that little baby doll that wets herself as they try to return a serve with a 15-ounce piece of lumber. (McEnroe 1).  As a result, players could not end the point with a single shot like today and therefore games consisted of more rallies. The rackets and styles of play have evolved to the 21st Century and have dramatically changed the way tennis is played. Instead of the long and fluid groundstrokes used with wooden rackets, lighter more powerful rackets have developed quick, short but powerful swings by tennis players today. The players also use a more western or semi-western grip (achieved by placing the racket on the ground and coming from straight above, picking the racket up with one hand). These grips tend to generate more power and topspin as well make it easier to hit high bouncing balls. This heavy topspin usually causes points to end more quickly with more winners and harder shots. These changes in the game are all in relation to the development of higher bouncing courts, hard courts and clay courts, and the shorter grass court tournament season. Also, as a result to the more powerful modern rackets, serves were consistently hit over 100 mph and many clocked at more than 120 mph contributing to the quicker points. Furthermore, many serves were unreturnable meaning that it would be almost impossible for players to return or even more to hit the ball with the racket. The change in rackets in the 20th Century was not only limited to a change in the game but the tennis market was affected as well. According to Edward Tenner, the new rackets were not as profitable for racket manufacturers as the wooden rackets were during the peak in tennis popularity in the early 1970s (Tenner 3). However, shortly following this rapid growth in tennis popularity, tenniss popularity among the common people started to decline. According to the records of the Tennis Industry Association, two years before the introduction of the Prince racket in 1974, the number of tennis players reached its peak and then started a decline (Tenner 1). Later, the sale of tennis balls was evaluated and showed a drop in tennis ball usage between 1990 and 1993 (Tenner 3). A short explanation of this event could be that players were not ready to pay the higher price for newer metal rackets. The modern rackets, costing about $150, were much more expensive compared to the lower price of wooden rackets in the early 1970s. However, the introduction of the modern rackets produced a larger selection of varying rackets for tennis consumers shown in the following excerpt from Tennis Magazine, To play your best tennis, your racket has to complement your game. And with more frames than ever being designed for specific types of players, finding that magic wand has never been easier. (2001 Racket Guide 1) In addition, modern rackets are designed for all different types of players including strictly baseliners to serve and volleyers. Mark Macky, Dunlops director of racket sports, shows this in the following statement, Its no longer enough to make a racket for one ability level beginner, intermediate, advanced. Today, companies make rackets that are targeted to specific styles of play. A serve and volleyer, for example, will want a different type of racket than a baseliner. (2001 Racket Guide 1) Although while racket manufacturers may have suffered from the introduction of modern rackets, consumers seem to benefit. According to New York Times newspaper, the new metal rackets prove to last longer and need restringing less often saving consumers money (Tenner 3). Furthermore, metal rackets can last up to ten years or more contrary to the wooden rackets that were damaged by age, warping, and cracking.  In conclusion, although many tennis professionals believe that wooden rackets would increase the charisma of tennis, there is undeniable evidence that proves modern rackets to be better for the game and all levels of players. Newer rackets provide more options for tennis players, giving them more power and control than ever before therefore elevating the level of play in the game of tennis. They also appeal to lower levels of players making the game easier to learn and in effect, better for everyone. In addition, although the market seemed to be falling, it is currently rising for the game of tennis and showing this, the U.S. Open has had more viewers in the year of 2001 than ever before in the history of the game.

Another Ernest Hemingway :: essays research papers

A young man by the name of Ernest Hemingway was born in 1898 and grew up in a suburb of Chicago Illinois. (Jones 416) His father was a doctor. As a boy, he and his father spent time together hunting and fishing in Michigan. (Brown 571) Hemingway wrote for his school newspaper. (Jones 416) During his youth Hemingway also played football and swam. (Smith 34) After graduating from high school, Hemingway was hired with the Kansas City Star newspaper. (Jones 416) While writing for the Kansas City Star, Hemingway began to develop his own unique style of writing. (Brown 571) Later, Hemingway worked for the Red Cross as an ambulance driver during World War I. (Jones 416) Only a few days before he would turn twenty years old, Hemingway was wounded in the leg and sent back to the United States. (Smith 34) In 1921, the Toronto Star sent Hemingway to Europe as a journalist writer. While in Paris he published two books. The Sun Also Rises was published in 1926 and was his first novel that made him a well-known writer. Hemingway loved to write about his adventurous activities. During the Spanish Civil War in the 1930's, Hemingway wrote For Whom the Bell Tolls. Many people thought this was one of his best novels. Hemingway later wrote a novel about showing the need to accept life with honor. In 1952 he published this novel entitled The Old Man in the Sea. (Jones 416) Hemingway won the Pulitzer Prize in 1953 for this novel. (Brown 571) Hemingway loved to experience nature. He loved adventure; and enjoyed hunting, fishing, and watching bullfights. These adventurous experiences helped shape his style of writing. Young writers later copied this style.

Ethical Issues with the Software Piracy Issue

Computer ethics deals with moral responsibility of what is wrong and right. Based on ? Importance of Computer Ethics and Software Piracy? article, software piracy is copying, distributing, and using software or games without paying. Software Piracy is a form of ethical issue that is hard to solve in society, especially among students of Faculty of Computer Science University of Indonesia. Based on writer observation in campus, students are still using pirated software, including using, duplicating, and distributing it to their friends.This attitude of course violates developer’s intellectual property. The article also mentions about intellectual property and penalties for those who violate computer ethics laws. Intellectual property is including images, patents, procedures, videos, audios, and drawings. For those who violate someone’s intellectual property will be given penalties—paying hefty fines to extensive prison time. But even so, it seems the penalties are still blurring for students. Nowadays, information technology has widely grow and used by human.Computer technology, both hardware and software has been widely approved as an intellectual property. The fast growth of technology innovation, especially software, is open for public and can be easily accessed by public via internet. It is the same for software piracy. Serial key, hack-version, and more other ways are easily accessible and widely available. Based on ? Ethical Issues in Software Piracy? article, someone should have a moral responsibility in using software. So, from internal-self of user should be aware of someone’s intellectual property.W. D. Ross stated ? The Right and the Good? as our guideline to prove our moral responsibility toward software and/or its developer. Software piracy would cause loss of revenue for the developer. Thus, it will decrease developer’s motivation in designing new software. Impacts of software piracy explained above are mostly occ urred because of human and economic factor. Based on the article, software piracy occurred mostly in developing-countries; because of their low economics (from GDP per capita), they find it harder to purchase software.Indonesia is one of developing-countries, so it can be concluded roughly that Indonesian people hard to pay for software. In smaller scale, Indonesian social levels have a representative number of users in technology. Social level is about divided in three level; low, medium, and high class. In Faculty of Computers and Society, students also varied in social level or economic level. Some students have Iphone, Windows Phone, or tablets, but some don’t. In general, there is no difference among those levels. Every student is using technology. But in majority, students didn’t put much attention toward software piracy issues.Those who have laptops may prefer using unlicensed operating system than using open source operating system. It is a form of software pir acy—using without paying. In addition, current status of our community is still far from the word ? ethical?. We have not appreciating others’ property as well as we did to ourselves yet. The rule in ? Kode Etik Mahasiswa Fasilkom? , point two stated ? †¦including appreciates intellectual property?. Students of Faculty of Computer Science already know about this rule. In fact, it’s not the same as in the implementation, ignorance being a common habit.Ignorance regarding unlicensed software caused software piracy. Majority tend to have neither attention nor self-control in using unlicensed software. Some may didn’t know that it is unethical. But some maybe already know that what he/she doing is wrong, but even so he/she is still doing it just because everybody—community—is doing it. Our community is affecting us. A student may be an example for his/her friends or his/her community. He/she may use unlicensed software that is followed by o thers. This ignorance habit can damage our own personal ethical which embedded in our heart.Furthermore, we start believing that our wrong-doing is right. In analyzing software piracy, writer think students should have an awareness and moral responsibility. A developer of software may not know that his/her intellectual property was just being used irresponsibly. Student of Faculty of Computer Science should have known how hard it is to make software. They should have aware how long time needed, how many resources sacrificed by the developer to develop software. In student’s point of view, they need it but they don’t want to give more when people are not giving anything.For example, an antivirus should be bought for some prices, but some students found that there is a forever-renew-trial of the antivirus, so that they don’t have to pay. Along with economic principle, ? with less effort, can gain more? , we don’t want to sacrifice more than others. It becam e a serious problem. As a conclusion, how to overcome this issue? It is a professional standard, based on the article; Association for Computing Machinery (ACM) stated that any person who wants to join the ACM should accept ? Code of Ethics and Professional Conduct? which covers the ethical issues surrounding oftware piracy. Writer think we can do as ACM do. Article entitled ? The Rules? also stated that computer artifact—both software and hardware—has rules for both its developer and user, so that they will have morally ethical in developing or using software. It has seven rules which allow and avoid both developer and user to do something about the computer artifact. These rules should be well-applied as a solution for software piracy issue. In the top of those solutions, human factor is the main factor that we should pay more attention. References: 1. K. W.Miller, Moral Responsibility for Computing Artifacts: ? The Rules?. Illinois: IEEE, 2011. 2. Unknown. (2011). K ode Etik Mahasiswa Fakultas Ilmu Komputer Universitas Indonesia [Online]. Available: http://scele. cs. ui. ac. id/file. php/1434/Kode_Etik_Mhsw_Fasilkom. pdf 3. Thurlow, Max. Ethical Issue in Software Piracy [Online]. Available: http://www. ehow. com/list_6669954_ethical-issues-software-piracy. html 4. Boone, Kevin, Importance of Computer Ethics and Software Piracy [Online]. Available: http://www. ehow. com/facts_5766300_importance-computer-ethics-software-piracy. html

Miles Davis Analysis – so What and Autumn Leaves

‘So What’ Miles Davis Solo Analysis Miles Davis’ solo is very minimalistic mainly using crotchet and quaver rhythms throughout with the occasional triplet or semiquaver grace note. For the A sections of the first chorus he bases phrases around the minor pentatonic scale. He develops his opening motif (bar 2 of A1) in bar 4-7 returning to the root (E) in between each ascending then descending phrase going up to the 7th (D) in the final variation of the motif.The phrase lengths are irregular; Davis generally uses shorter phrases in the E minor Sections taking a vertical approach to the improvisation then uses longer phrases in the contrasting F minor section where he takes a more horizontal approach. In A1 of the second chorus Davis’ explores the upper extensions of the chord (9, 11, and 13) and superimposes a D major triad on the E minor chord. In A2 he returns to the pentatonic style we see in the first chorus with the use of the blue note (Bb) giving the s ection a bluesy feel.In the B section he again emphasis the upper extensions this time superimposing an Eb major triad over the F minor chord. In bars 5-7 of this section he plays an F minor scale in thirds. He plays a run making use of the F# in order to lead back an E minor section. He continues to use upper extensions in the first half of the last A section before returning to the pentatonic to finish the solo. The phrases are generally longer in the second chorus. A noticeable rhythmic motif Davis uses throughout his solo is starting and ending phrases with a pair of quavers for example the first phrase of the solo in bars 2-3).His note choices span over one and a half octaves ranging from a concert D to Ab. Miles Davis tends to leave rests of up to a bar in between phrases during which the piano plays melodic fills. ‘Autumn Leaves’ Cannonball Adderley version – Davis’ solo analysis This Davis solo is more complex than the ‘So What’ solo d ue to the fast harmonic pace with a new chord each bar compared to So What which only uses two chords throughout the whole piece. Like ‘So What’ the majority of his phrases are crotchet/quaver based with occasional triplet run or semiquaver passing notes.Davis uses his opening phrase, an upbeat crotchet followed by another 3 crotchets, at the start of both choruses and continues to use the 3 crotchet pattern throughout the solo for example bar 7 of A2 in chorus 1. He also uses the pair of quavers starting or ending a phrase motif from ‘So What’ throughout this solo for example bar 7 of A1 chorus 1. From the start of this solo Davis’ makes use of the upper extensions starting on the 9th (E) of the D minor chord.He tends to start the majority of phrases on the 4th of the chord being played at the time and also emphasises the 6th at the end of some phrases (bar 7, A1 in chorus 1) using the F# over an A minor chord. In general phrases last for about 2 ba rs although the phrase lengths increase during the middle of the solo. One of the standout melodic phrases is the partly chromatic semiquaver/triplet run in bar 7, A1 in the second chorus followed by the repeated triplet pattern in the following bar. This phrase contrasts with the rest of the solo and adds variation and excitement whilst moving the solo forwards.Davis uses triplet scalic/chromatic runs in order to emphasise notes at the start of phrases for example, bar 8 of A1 in section 1 where the runs leads to the G which emphasises the use of the 11th over the D minor chord. Miles Davis also uses ghost notes in this solo (bar 6 of A2 chorus) in order to vary the dynamic levels and emphasise the surrounding notes. Overall the solo makes subtle references to the melody which gives some familiarity to the listener; Davis also achieves this by repeating rhythmic and melodic motifs.Similarly to ‘So What’ he leaves rests between the phrases where the piano fills and this solo has a similar range to ‘So What’ ranging from Concert D to A. The Potboiler by John D’Earth – Structure and use of instruments http://cti. itc. virginia. edu/%7Eskd9r/Jazz-elements/Potboiler. mp3 The head follows the 32-bar song form (AABA) and uses the rhythm changes chord progression. There are 6 choruses in total, in the first the head is established with the trumpet and tenor sax playing the melody in octaves for the A sections.In the B section they play in the same octave then harmonise in the last two bars. They return to playing in octaves for the A section. During the head the piano plays chords in syncopated rhythms and the drums use a basic swung rhythm with hits emphasising off beats notes in the melody. In choruses 2 and 3 (0. 50) the sax and trumpet do a traded solo, i. e. Sax for 8 bars, Trumpet for 8, Sax for 8, Trumpet for 8, Sax for 4, Trumpet for 4, Sax for 4, Trumpet for 4, Sax for 2, Trumpet for 2 etc.. or the 2 full choruses. The two soloists imitate melodic/rhythmic motifs the other player has used during the solo. During the solo the piano continues comping using the middle octaves of the piano. The drums continue to use the same swung rhythm with the occasional fill towards the end of phrases. The double bass is very subtle in the solos making it difficult to hear. In Chorus 4 (2. 29) the trumpet and sax fade out and the piano solos playing the melodic phrases in the right hand whilst comping in the left hands.The sax and trumpet play a repeated motif as a backing in the second and third A sections. In chorus 5 (3. 20) all the players trade fours with the drummers i. e. the sax plays for four bars with the rhythm section the drum solos for four bars. In this chorus the double bass is prominent as the piano and drums play at a lower volume during its solo. In chorus 6 (4. 05) we return to the head which is played the same as in chorus 1 and the piece ends with a held note by the horns and a cymbal roll on the drums.

abortion4 essays

abortion4 essays Abortion, one of the most controversial issues debated today, can easily be broken down into two distinct viewpoints: those who support abortion and those opposed to abortion. Pro-life and Pro-choice viewpoints are at the complete opposites of the spectrum and argue every issue from murder to morals and values to violence. In the two articles about abortion, "Abortion Is a Selfish choice," and "Abortion Is Not A Selfish Choice," each side argues their case and justifies their position. The first article "Abortion Is a Selfish Choice," acknowledges that those who choose abortion are acting in their own self-interest while the opposing article, "Abortion Is Not a Selfish Choice," argues that the fundamental issue in the abortion debate is the right of women to make their own decisions about reproduction. Both viewpoints provide reasons to question ones own strongly held opinions. According to the authors of Opposing Viewpoints, "Careful examinations of others views can lead to t he readers understanding of the logical inconsistencies in their own opinions, perspectives on why they hold an opinion, and the consideration of the possibility that their opinion requires further evaluation" (Bender and Leone, 11). Both articles provide extensive examinations over selfishness and abortion and from my own experiences with abortion I believe it is a selfish choice. In the first article, "Abortion Is a Selfish Choice," Mother Teresa argues the position that those who choose abortion are making a selfish choice. Mother Teresa states that "Abortion destroys ones ability to love because people who choose abortion do so to avoid the hurt that unselfish love of their children would require" (48). In the article, there are three key points that Mother Teresa stresses. First, she acknowledges "Breaking the Peace," then "Abortion Leads to Violence," and finally "Adoption, Not Abortion." In these three subtopics, ...

Amy Beach (Mrs. H. H. A. Beach)

Amy Beach (Mrs. H. H. A. Beach) Amy Beach Facts Known for: classical composer, whose success was unusual for her sex, one of few American composers recognized internationally at the timeOccupation: pianist, composerDates: September 5, 1867 - December 27, 1944Also known as: Amy Marcy Cheney, Amy Marcy Cheney Beach, Amy Cheney Beach, Mrs. H. H. A. Beach Amy Beach Biography: Amy Cheney began to sing at the age of two and play piano at the age of four. She began her formal study of piano at age six, taught first by her mother. When she performed in her first public recital at age seven, she included some pieces of her own composition. Her parents had her study music in Boston, although it was more common for musicians of her talent to study in Europe. She attended a private school in Boston and studied with musical teachers and coaches Ernst Perabo, Junius Hill and Carl Baermann. At the age of sixteen, Amy Cheney had her professional debut, and in March, 1885, appeared with the Boston Symphony Orchestra, performing Chopins F minor concerto. In December of 1885, when she was eighteen, Amy married a much-older man. Dr. Henry Harris Aubrey Beach was a surgeon in Boston who was also an amateur musician. Amy Beach used the professional name Mrs. H. H. A. Beach from that time on, though more recently, she has been credited as Amy Beach or Amy Cheney Beach. Dr. Beach encouraged his wife to compose and publish her compositions, rather than perform publicly, after their marriage, bowing to a Victorian custom of wives avoiding the public sphere. Her Mass was performed by the Boston Symphony in 1892. She had achieved enough recognition to be asked to compose a choral piece for the 1893 Worlds Fair in Chicago. Her Gaelic Symphony, based on folk tunes of Ireland, by that same orchestra in 1896. She composed a piano concerto, and in a rare public appearance, soloed with the Boston Symphony in April of 1900 to debut that piece. A 1904 work, Variations on Balkan Themes, also used folk tunes as inspiration. In 1910, Dr. Beach died; the marriage had been happy but childless. Amy Beach continued composing and returned to performing. She toured Europe, playing her own compositions. Europeans were not used to either American composers or female composers meeting their high standards for classical music, and she gained considerable attention for her work there. Amy Beach began using that name when in Europe, but returned to using Mrs. H. H. A. Beach when she discovered that she already had some recognition for her compositions published under that name. She was once asked in Europe, when still using the name Amy Beach, whether she was the daughter of Mrs. H. H. A. Beach. When Amy Beach returned to America in 1914, she lived in New York and continued composing and performing. She played at two other Worlds Fairs: in 1915 in San Francisco and in 1939 in New York. She performed at the White House for Franklin and Eleanor Roosevelt. The womens suffrage movement used her career as an example of a womans success. That it was unusual for a woman to achieve her level of recognition is reflected in the comment by George Witefield Chadwick, another Boston composer, who called her one of the boys for her excellence. Her style, influenced by the New England composers and romantics, and influenced by the American Transcendentalists, was considered during her own lifetime to be somewhat out of date. In the 1970s, with the rise of feminism and attention to womens history, Amy Beachs music was rediscovered and performed more often than it had been. No known recordings of her own performances exist. Key Works Amy Beach wrote more than 150 works, and published almost all of those. These are some of the best-known: 1889: Valse-Caprice1892: Fireflies1892: Mass in E-flat major1892: aria Eilende Wolken1893: Festival Jubilate1893: Ecstasy1894: Ballad1896: Gaelic Symphony1900: Three Browning Songs1903: June1904: Shena Van1907: The Chambered Nautilus1915: Panama Hymn1922: The Hermit Thrush at Eve and The Hermit Thrush at Morn1928: The Canticle of the Sun

Reginald Fessenden Essay Example | Topics and Well Written Essays - 250 words

Reginald Fessenden - Essay Example rks on electric power distribution systems for one year when he moved to Thomas Edison as a chief chemist and it is that he developed interest in the new media radio (Riley, 1999). He later became a professor of electrical engineering at Purdue in 1892 and University of Pittsburgh in 1893where he taught and did research for seven years. He then moved to the United States Weather Bureau to develop a wireless network for communication with weather stations where he invented the liquid barrater as a wave detector (Riley, 1999). In 1900, he sent the first voice via radio for a distance of 50 feet and later National Electric Signaling Company (NESCO) to develop wireless communication commercially. He then set up a 420 tower for two-way trans-Atlantic telegraph a followed by other radio inventions. In an effort by NESCO to publicize and market the wireless system, he made the first public voice broadcasts on Christmas 1906 (Riley, 1999). His other inventions include electrolytic detector, alternator development, heterodyning, sonic depth finder, efficient tuned antenna circuits, and continuous waves (Riley, 1999). In 1921, the Institute of Radio Engineers awarded Fe ssenden with its IRE Medal of Honor. His inventions spread across the world and at the age of 65 years, he left a significant mark in Engineering and

Ischaemic heart disease is epidemic within western cultures Essay

Ischaemic heart disease is epidemic within western cultures - Essay Example The heart consists of 4 chambers: an atrium and a ventricle on the right, and an atrium and a ventricle on the left. Blood returning to the heart from veins all over the body flows into the right atrium, then blood flows into the right ventricle which pumps it out to the lungs for oxygenation of the blood. This oxygenated blood returns to the left atrium and then flows into the left ventricle, which pumps it at high pressure into the arteries, including the coronary arteries. The strength of the heart muscle (myocardium) depends on the oxygen and nutrient supply coming via the coronary arteries. The walls of these arteries are strong, elastic and flexible. The myocardium is supplied by 3 major coronary arteries. Two of them arise from a common stem, called left coronary artery which supplies the left side of the heart. Its left anterior descending (LAD) branch supplies the front part of the heart, while the left circumflex (LCX) branch supplies the left lateral and back side of the heart. The right coronary artery (RCA) is separate and supplies the right and the bottom parts of the heart. [2] The inner lining layer of the coronary arteries is quite smooth allowing blood to flow easily. With aging, cholesterol and calcium content in the walls of the coronary arteries increases, making them thickened and less elastic. The prolonged effect of risk factors with the consequence of aging, endothelial dysfunction becomes predominant, especially in the coronary arteries. Unhealthy habits, such as a diet rich in cholesterol and other fats, smoking and lack of physical activity accelerate the deposit of cholesterol, fatty compounds, calcium, and a blood clotting material called fibrin within the inner lining of coronary arteries. This process is known as atherosclerosis, or hardening of the arteries. The deposits, or plaques, may increase in size and block the arteries. If blockage is partial it causes chest pain