War and Peace Review Essay Example

War and Peace Review Paper Essay on War and Peace In order to be a genius, it is not necessary to throw vivid phrases and scare the reader zalomistymi plot twists. This is the phenomenon of Tolstoy. I would call this book purification Tolstoy. is nezarastayuschee leaves the impression she is in the shower As you read this book, as it were immersed in a brand new, brick by brick under construction in your imagination world Nabokov wrote in his article on Introduction to hero of our time - a feature of Tolstoys work is not in its individual parts, delving into that, you find nothing daunting and hitting the mind, but in its overall composition, which is the aggregate of all its elements is transformed into something extraordinary. This tutorial is for dushi.V process of reading experience a strange feeling, as if you have got some kind of mechanism, and it, driving its movement, turns everything inside you. If you read carefully, inspired (and the person with a normal level of intelligence in any way differently and not be able to read this breaking proizvdenie), it is impossible not to notice in myself some distortion, alteration, I would even say, clouding of consciousness. We will write a custom essay sample on War and Peace Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on War and Peace Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on War and Peace Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Having read the last page, having closed cover, you know that the body is here, but the soul hovers God knows knows where whether in the sky, or restlessly roams the field of Borodino, but feeling like after going to church- peace, or something then, after a while you begin to realize that something in you has changed. Everything that used to be important, troubled and haunted otliplo as frozen gum, all petty, vain weathered as many years of dust from an old couch and feel the steps on dtsat higher than before. Before cleansing sieve bessmetrnogo ageless sorcerer grandfather Tolstoy) As a psychotherapy definitely War and Peace Review Essay Example War and Peace Review Paper Essay on War and Peace Im surprised your unanimity, gentlemen readers. And pulls from your reviews and comments spirit of Party Congress. I reread War and Peace last summer and was amazed. Pervoe- no heroes among the hundreds of characters. A little pull Bolkonsky, but very much adrift and discomfort in which he is forced to exist, and its unwillingness to change anything just scary. In the end, you can not wait until he finally dies and stop this torture. Natasha light image formed at the school could not stand the sight of a sober adult me. Just an empty and foolish girl with limited interest. Separately, about people. Tolstoys fear before the mob palpable. And its been the only thing he got me interested and puzzled. the intelligentsia and the people a break such depth could not end tragically. The second is the heroism of the people in the war. Once again it is clear that people in Russia have always thrown to the mercy of fate, and especially in difficult times. Defending their settlements from the e nemy, krestne showed medieval practicality, not more. So they protect themselves from their own masters read carefully! As there is one brave gentleman rescued the girl from its own farmers? Particularly unpleasant conclusion of the novel, and the promise of some changes in her sons face Bolkonsky. For some reason it is frightening. Separate bright spot- sincere love for the King in the higher nobility environment. But this school is not to focus on. Tip: read and think, think, think! Yourself! Oh, it seems to PerAlek we agreed in the evaluation! Hello, hello! We will write a custom essay sample on War and Peace Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on War and Peace Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on War and Peace Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Neo-Impressionism and the Artists Behind the Movement

Neo-Impressionism and the Artists Behind the Movement Neo-Impressionism has the distinction of being both a movement and a style. Also known as Divisionism or Pointillism, Neo-Impression emerged in the late 1800s in France. It belongs to the subdivision of the larger avant-garde movement called Post-Impressionism. â€Å"Whereas the Impressionist painters spontaneously recorded nature in terms of the fugitive effects of color and light, the Neo-Impressionists applied scientific optical principles of light and color to create strictly formalized compositions,† according to Brittanica.com. What makes Neo-Impressionism stand out? Artists who employ the style apply separate colors to the canvas so that the eye of the viewer blends the colors together rather than the artists on their palettes. According to the theory of chromatic integration, these independent tiny touches of color can be mixed optically to achieve better color quality. A glow radiates from the minuscule dots, all the same size, that are packed together to create a specific hue on the Neo-Impressionist canvas. The painted surfaces are especially luminescent. When did  Neo-Impressionism Begin? The French artist Georges Seurat introduced Neo-Impressionism. His 1883 painting Bathers at Asnieres features the style. Seurat studied color theory publications produced by Charles Blanc, Michel Eugà ¨ne Chevreul and Ogden Rood. He also formulated a precise application of painted dots that would mix optically for maximum brilliance. He called this system Chromoluminarism. The Belgium art critic Fà ©lix Fà ©nà ©on described Seurats systematic application of paint in his review of the Eighth Impressionist Exhibition in La Vogue in June 1886. He expanded the contents of this article in his book Les Impressionistes en 1886, and from that little book his word nà ©o-impressionisme took off as a name for Seurat and his followers. How Long Was Neo-Impressionism a Movement? The Neo-Impressionist Movement spanned from 1884 to1935. That year marked the death of Paul Signac, a champion and spokesman of the movement, heavily influenced by Seurat. Seurat died in 1891 at the young age of 31 after likely developing meningitis and a number of other illnesses. Other proponents of Neo-Impressionism include the artists Camille Pissarro, Henry Edmond Cross, George Lemmen, Thà ©o van Rysselberghe, Jan Toorop, Maximilen Luce and Albert Dubois-Pillet. At the beginning of the movement, Neo-Impressionist followers founded the Socià ©tà © des Artistes Indà ©pendants. Although Neo-Impressionism’s popularity waned in the early 20th  century, it influenced the techniques of artists such as Vincent van Gogh and Henry Matisse. What Are the Key Characteristic of Neo-Impressionism? The key traits of Neo-Impressionism include tiny dots of local color and clean, clear contours around the forms. The style also features luminescent surfaces, a stylized deliberateness that emphasizes a decorative design and an artificial lifelessness in the figures and landscapes. Neo-Impressionists painted in the studio, instead of outdoors as the Impressionists had. The style focuses on contemporary life and landscapes and is carefully ordered rather than spontaneous in technique and intention Best Known Artists of the  Neo-Impressionism Movement Well known artists include: Georges SeuratPaul SignacCamille PissarroHenry Edmond CrossGeorge LemmenThà ©o van RysselbergheJan TooropMaximilen LuceAlbert Dubois-Pillet

Essay Topic 1 Example | Topics and Well Written Essays - 250 words

Topic 1 - Essay Example Taxation has been an issue. Many states have their sources of income tax. However, the national government, in its quest to raise more revenue for the country’s agenda, has instituted numerous mechanisms that enable it to get a large share of the tax that states collect. It has enabled the national government to suppress the federal government as its needs increase day in day out. Controversial issues such as abortion and same-sex marriages have allowed the national government to influence states. It is not clear what laws, especially pertaining to such controversial issues should be followed. However, national laws have prevailed in the country concerning such controversial issues as individual states continue to deliberate on the way forward. The process of nationalization is justified, because in the current world, globalization has led to a seemingly smaller world. Hence, the country’s agenda should be one as opposed to that of each state, which will ensure that the nation prevails on its soil and in the global

Expatriate Adjustment of Spouses and Expatriate Managers Case Study - 42

Expatriate Adjustment of Spouses and Expatriate Managers - Case Study Example There were times when she used to cry and we tried to support her during that time and be close to her†¦it was difficult for all of us† (Andreason, 2008). The problem, in my opinion, despite the pressures of children getting by in a foreign country, zeroes down on the language barrier (Andreason, 2008). The problems could have been handled by taking beginner and proficiency courses in the individual languages before they left home. As Andreason (2008 p. 382) points out, another problem is the perceived lack or presence of organizational support. For some expatriates and repatriates, the countries they were situated in could make or break their stay, resources, and performance. One British male says, â€Å"the expat thing, they help you how to find a house†¦sort out the bits and the balls as it is daunting and very time consuming to do it in a different language†¦compensation, additional support one receives, housing agencies and a trip home every year† (Andreason, 2008). It is in itself an opportunity. But in its absence, the person suffers as shown in another expatriate who says â€Å"...Little support in making the transition. No formal program to...put you in an apartment, orient you in the city†¦that was irresponsible† (Andreason, 2008). How to solve this before the expatriates left home was to familiarize themselves with the terms and conditions of the job (Andreason, 2008). If all these services were not provided by the host countries and companies, they would have contracted companies providing such to avoid frustrations when they arrived. Andreason (2008) concurs that cultural bias could be another problem with expatriates. In Germany, for example, the model of the male being the bread-winner for the family is quite predominant. In this case, any female expatriate would expect perceptions about them with respect to organizational support or the work-family conflict to be biased in a German context before even moving to the country.  

Hydrocodone (Vicodin) Essay Example | Topics and Well Written Essays - 500 words

Hydrocodone (Vicodin) - Essay Example This medicine should not be taken with the Alcohol or CNS depressant as it very dangerous from health point of view. Hydrocodone may be habit forming. Patients should stop using as soon as the prescribed period got over. The generally reported adverse reactions are faintness, wooziness, sedation, queasiness and vomiting. These effects seem to be more prominent in those who are working while in people who stays idle may experience severe reactions. Other adverse reaction might include different reactions on the central nervous system (mood swings, fear, lethargy etc), Gastrointestinal System (constipation), Respiratory System (respiratory depression), Special Senses (hearing can be damaged) and Dermatological (allergic reactions like rashes etc) As for the contraindications, this medicine should never be used by those patients who have a record of exhibition to hypersensitivity to hydrocodone or acetaminophen. As patients who are known to be hypersensitive to any opioids, may exhibit cross-sensitivity to hydrocodone. Reaction of Vicodin is related to how Hydrocodone and acetaminophen works in the body.

Approaches To Teaching Listening

Approaches To Teaching Listening Through the time there has been a shift in language perspective. Listening as a skill takes priority over details of language content. Along this shift different approaches were chosen to teach listening. In late 1960s and in the early 1970s comprehension approach was used. It was a teacher centered approach in which no attention was given to mistakes or what may cause these mistakes. Teachers focused upon the outcome of listening rather than upon listening itself, upon product rather than process. Learners kept experiencing the same difficulties in same listening exercises as they were not taught how to deal with them. Comprehension approach provided practice in listening but failed to practice it. To make listening more effective it is necessary to judge understanding not only by the number of learners who answered the questions correctly but also to follow up responses in order to understand where understanding broke down and to put things right. This happens if the listening less ons are seen as diagnostic activity. Diagnostic approach requires teachers to identify and redress learners weaknesses as listeners. According to Brown: Until we have some diagnostic procedures the teacher can only continue to test comprehension not to teach it. We need to move to a position where the teacher is able to recognize particular patterns of behavior manifested y an unsuccessful listener and to provide exercises for the students which will promote superior patterns of behavior. More listening does not necessarily mean better listening. Breaking listening into sub skills and planning series of short listening exercises can ensure better listening as it supports diagnostic approach, making it easy to identify the failure. More recently as listening takes the priority it should be seen as form of expertise. This requires intensive practice to become more automatic and exposure to real life experiences where taught practice have to be used appropriately and under the pressur e of time. Process in understanding spoken discourse There are two kinds of processes involved in understanding the spoken discourse. These are generally referred to as Top down and Bottom up approaches. Bottom up refers to using the incoming input as the basis for understanding the message. Top down method on the other hand, uses background knowledge in understanding the meaning of the message. There have been several arguments about the use of these two methods. According to Vandergrift bottom up help learners to develop word recognition skills, whereas top down method help learners to develop real life listening skills. But alone its not adequate for developing word recognition skills. Tyler (2001) suggested that Bottom up method can be used for long term language retention but top down method can be used for quick acquisition by learners such as travelers, as it provides insufficient basis for communication. As a result it can be seen as a matter of the aim of the listening. At the same time its been clearly stated that effective l istening occurs when Top down(meaning to language) and Bottom up (language to meaning) approaches occur together. Appropriate Tasks for effective listening The nature of comprehension is one of the main concerns to think before choosing the listening task Hundred percent correct and objective answers should not be expected form learners during the listening activity as what they understand recall or pay attention to are depend on the factors like their interest background and purpose in listening. ( Sheerin) Complete recall of all the information in an aural text is an unrealistic expectation to which even native speakers are not usually held. Listening exercises should be success-oriented and help students to build up confidence in their listening ability. The aim of the teachers should be making listening in second language (L2) as easy as listening in first language (L1). It is possible to make listening activities more effective by choosing appropriate tasks. Appropriate listening tasks must provide learners with necessary background knowledge and also cultural context when its needed, to make learners memory load less. Listening wi th more language knowledge make learners have more room in work memory to retain all information and make necessary revisions or inferences as they listen(Vandergrift). Listening task become more effective as listeners become more familiar with what they are listening. Tyler (2001) also supported this view by stating: Topic familiar-texts may inhibit the development of bottom up skills. Moreover listening tasks must have a purpose. As different listening tasks require different kinds of listening behaviors, learners need to know the purpose of the listening task to be able to choose the appropriate listening behavior. Shorter is easier to process principle rather than longer texts must be adapted as L2 listeners who can remember what they have heard perform more effectively (Brown). Effective listening materials consists of three parts; Pre listening, While Listening and Post listening and contain activities that link bottom up and top down listening (Field 98). Each part has specif ic aim therefore in an effective listening task; these three parts must be identical. Pre listening stage is used to activate knowledge, make predictions and reviewing key vocabulary. This stage must be used to simulate the appropriate background knowledge and to help learners to identify the purpose of the listening activity. While listening activities focuses on comprehension through exercises whereas Post listening generally involves response to comprehension. They all must be treated equally. All above these one of the main concerns about the listening task is authenticity; whether to provide L2 learners with the real life like listening materials or not. While some researchers support the use of authentic listening materials, others argue. Field suggested the use of authentic materials as they offer examples of hesitation, false start and pause, which characterizes the natural speech. Ur also emphasizes the importance of having listening instruction resemble real-life listening which makes the listener to built a sense of purpose and expectation for listening. These views match with the recent listening materials as its obvious that recent materials are trying to adapt more authentic tasks than before. In spite of these still there are some opponent views of the usage of authentic materials. Namely, Karen suggested that the authenticity might be a goal but not a starting point for learners. And Rosts view supported Karens as he stated that authentic materials are difficult both for learners and teachers and planning is necessary to be able to use them. Teachers must ensure that learners adopt their inference strategies they use in L1 to L2 listening. Using authentic materials are popular and believe to be effective however there is no proof that they are inherently superior to pedagogic recordings. The important thing is to use the one which is effective for learners to get better. Along authenticity discussions, simplicity is yet another concern for rese archers and teachers. Learners, when they are children, initially receive simplified input in learning their first language. There are some advantages of simplified language for L2 learners such as providing greater ease of comprehension for L2 learners and greater initial self competence in protected classroom environment. However it can cause learners to create unrealistic expectations that all L2 should be simple and easy to understand and it may cause to lose self esteem outside the classroom environment when learners cannot understand unsimplified speech. Hence activities must use authentic language without significantly slower or simpler speech than would normally be used in real life. Consequently it can be said that meaningful, interesting listening tasks using ordinary ,unsimplified, second language speech are effective. Importance of support in teaching environment. Importance of support in teaching L2 listening cannot be underestimated. Along appropriate tasks teachers still need to provide support during listening (Sheerin). This support can be in the form of a visual, transcript and/or positive feedback. In real life generally listeners have the opportunity to see the speaker. This supplies cultural information and so enable learners to predict more accurately. Visual aids such as maps, diagrams, pictures, or the images in a video help contextualize the listening input and provide clues to meaning. Moreover visuals reinforce the aural message and focus learners attention on the most important information. They are useful way of setting context which makes the activity more meaningful (Turner). Despite of the arguments about the necessity of them, transcripts are still thought to be other important support for learners. As use of the written record of the tasks are discussed, Sheerin supported the idea of transcript use by saying full and accu rately written transcript is important source of support for learners. It makes learners aware of the fact that they dont have to focus on every single word they hear. When examined Sherrins words carefully it can be clearly seen that use of transcripts not only help learners to improve themselves but also affect learners psychologically. Learners improve their listening if they have opportunity to see the whole text they heard. This enables them to see the use of the words. Moreover they feel that they dont need to afraid of missing some of the words as they listen. Transcript use is a beneficial learning activity which must be provided as a supplementary activity at the end of the listening, after students made some effort. Furthermore easiest and widely use form of support is positive feedback. Positive feedback is very important in listening as it is a demonstrative skill and repeated failure can cause panic and psychological barrier to effective listening. Therefore it must be ensured that positive feedback is provided during the learning process as a mean of support. Strategies and Strategy training Strategies and strategy training are most demanding and discussed issues about teaching effective listening. First of all the definition of the strategy and the distinction between the strategy and sub skill must be understood. Sub skills are competencies which native listeners posses and which non-native listeners need to acquire. Strategies, by contrast, are strictly compensatory. They are already available in L1. The goal in effective listening is to ensure that they are transferred into L2. Moreover strategies defined by Rost as; Some aspects of listening are under conscious control of listener while others are automatic and not under direct control. The conscious aspects of any goal oriented behavior are viewed in psychology as strategies. (Rost) Listening strategies can be thought of the way learners approach and manage the task. The effect of different types of listening strategy was investigated by Rubin (1988) with high school learners of Spanish. The performance of three ex perimental groups was compared with that of two control groups in the comprehension of video. Although not all the hypotheses were confirmed, results demonstrated that the use of some listening strategies can help students work with more difficult material (Vandergrift).Buck suggested two types of listening strategies; cognitive and metacognitive. Cognitive strategies are mental activities related to comprehending and storing input in working memory or long-term memory for later retrieval and metacognitive strategies are those conscious or unconscious mental activities that perform an executive function in the management of cognitive strategies. A lot of different researches have been done to find successful strategies. (Buck). As a result of these researches five commonly used successful strategies are defined as; Prediction, Making inferences, Attempting to clarify areas of confusion, Monitoring ones own listening process and Responding to what one has understood( Vandergrift 96,9 8,99). Despite of the fact that there are different strategies available for L2 learners, they often do not approach the listening tasks in the most effective way despite what they may do in their L1 ( Mendelsohn). Therefore it is necessary to help learners to find the correct strategy. With this view, some researchers suggested strategy training. According to Mendelsohn strategies can and must be taught as training students about how to listen leads to improvement in their listening ability. Training effective listening requires identifying ones goals in listening situation and act appropriate skills and strategies for ones listening goals. ( Rost) As learner centered models of L2 instructions became the focus of attention, teachers became the trainers of listening strategies rather than simple providers of comprehensible input.. Learners are made aware of the possible strategies through the use of strategy training and this leads to teaching and learning effective listening.

JD EDwards :: essays research papers

COMPANY OVREVIEW: JD. Edwards provide innovative, full range business solutions for multinational organizations for almost a quarter of a century. Its innovative approach allowed it to act as a true business partner with companies of all sizes, leveraging their existing investments and taking advantage of new technologies thereby increasing their competitive advantage. 80 international offices are maintained to support an ever-expanding customer base of more than 6200 installations distributed among 113 countries. J.D. Edwards also helped to shape the next phase of e-business in the Internet economy: collaborative commerce (C-Commerce). C-Commerce is the ability to deliver open, collaborative technologies that facilitate communication among organizations, suppliers and customers across a supply chain, maximizing value in business-to-business environments. J.D. Edwards has over 80 product alliance partners, leading to a myriad of platform variations in implementing their business solutions. Providing a means for its international sales force to demonstrate their range of applications in ways that emulate the diverse environments of its customers was a formidable and costly challenge. As with most dynamic international organizations, J.D. Edwards has a continually expanding internal requirement for collaborative and business process applications. A number of pending application initiatives meant that the wide area network infrastructure would require expansion. Reducing the network overhead of bandwidth hungry client/server applications could allay costly link upgrades. J.D. Edwards operates a tiered IT administration architecture. The primary IT expertise and 7x24 support services are concentrated at the corporate headquarters in Denver. Administrators are stationed at larger hub sites and also support smaller satellite offices. These regional administrators incur significant travel expense when server console access is required at the satellite locations. Solutions J.D. Edwards implemented Windows 2000 Terminal Services to provide single instance delivery of its business applications integrated within a wide variety of client environments. Their centralized Windows 2000 terminal servers now provide product demonstration capabilities for an international sales force of 300, highlighting an array of product integration capabilities. Centralizing these complex client scenarios significantly reduced the ongoing support and management of the sales systems. Prior to setting up Windows 2000 terminal servers, demos were being run by individual sales people on their own laptops, they would demo multiple versions of the software by having multiple hard drives. That was a lot of administration overhead. Deployment of the constant stream of application updates was also greatly simplified. When there are new versions of client software they’re very easy to deploy. J.D. Edwards also deployed Terminal Services as a delivery platform for a bandwidth hungry client/server application.