Differences Between American and British English

Differences Between American and British English While there are certainly many more varieties of English, American English and British English are the two varieties that are taught in most ESL/EFL programs. Generally, it is agreed that no one version is correct, but there are certainly preferences in use. The three major differences between American and British English are: Pronunciation - differences in both vowel and consonants, as well as stress and intonationVocabulary - differences in nouns and verbs, especially phrasal verb usage and the names of specific tools or itemsSpelling - differences are generally found in certain prefix and suffix forms The most important rule of thumb is to try to be consistent in your usage. If you decide that you want to use American English, then be consistent in your spelling (i.e. The color of the orange is also its flavour - color is American spelling and flavour is British). Of course, this is not always easy or possible. The following guide is meant to point out the principal differences between these two varieties of English. Minor Grammar Differences There are very few grammar differences between American and British English. Certainly, the words we choose might be different at times. However, generally speaking, we follow the same grammar rules. With that said, there are a few differences.   Use of the Present Perfect In British English, the present perfect is used to express an action that has occurred in the recent past that has an effect on the present moment. For example: Ive lost my key. Can you help me look for it? In American English, the following is also possible:I lost my key. Can you help me look for it? In British English, the above would be considered incorrect. However, both forms are generally accepted in standard American English. Other differences involving the use of the present perfect in British English and simple past in American English include already, just and yet. British English: Ive just had lunch.Ive already seen that film.Have you finished your homework yet? American English: I just had lunch OR Ive just had lunch.Ive already seen that film OR I already saw that film.Have you finished your homework yet? OR Did you finish your homework yet? Two Forms to Express Possession There are two forms to express possession in English: have or have got. Do you have a car?Have you got a car?He hasnt got any friends.He doesnt have any friends.She has a beautiful new home.Shes got a beautiful new home. While both forms are correct (and accepted in both British and American English), have got (have you got, he hasnt got, etc.) is generally the preferred form in British English, while most speakers of American English employ the have (do you have, he doesnt have etc.) The Verb Get The past participle of the verb get is gotten in American English. American English: Hes gotten much better at playing tennis. British English: Hes got much better at playing tennis. Have got is used predominately in British English to indicate  have in the sense of possession. Strangely, this form is also used in the United States with the British participle got, rather than gotten. Americans will also use have got to in the sense of have to for responsibilities. Ive got to work tomorrow.Ive got three friends in Dallas. Vocabulary The largest  differences between British and American English lie in the choice of vocabulary. Some words mean different things in the two varieties, for example: Mean: American English - angry, bad humored, British English - not generous, tight-fisted. American English: Dont be so mean to your sister! British English: Shes so mean she wont even pay for a cup of tea. There are many more examples (too many for me to list here). If there is a difference in usage, your dictionary will note the different meanings in its definition of the term. Many vocabulary items are also used in one form and not in the other. One of the best examples of this is the terminology used for automobiles. American English - hood / British English - bonnetAmerican English - trunk / British English - bootAmerican English - truck / British English - lorry For a more complete list of the vocabulary differences between British and American English, use this British vs. American English vocabulary tool. Spelling Here are some general differences between British and American spellings: Examples of words that end in -or in American English and -our in British English: color/colour, humor/humour, flavor/flavourExamples of words that end in -ize in American English and -ise in British English: recognize/recognise, patronize/patronise The best way to make sure that you are being consistent in your spelling is to utilize the spell check tool associated with your word processor and select the type of English (American or British) youd like to use.

I Wish I Married Rich Essays

I Wish I Married Rich Essays I Wish I Married Rich Essay I Wish I Married Rich Essay Merlin gives women instructions on how to marry rich. She gives insight on the drawbacks and perks of marrying rich men. Through the use of ellipsis and flashbacks, as well as allusions and diction, Merlin is able to do this. Throughout the article, Merlin uses ellipsis and dashes to enhance the dramatic qualities of her work. It causes the reader to pause and reflect what Merlin has Just said, such as this statement: None of my wealthy suitors had much in the way of animal magnetism?or even plain old magnetism. The men she had dated were rich, UT they were also hit by the ugly stick. She also uses a reference of Queen Victoria. Merlin wishes she would have met her early in her life, stating: She could have set me straight. Merlin, in a sense, regrets her decision on not marrying rich. Money, as it seems, can buy happiness. Merlin also references the works of other authors, such as Molly Gong-Fast. Molly recognizes that wealthy men, who also have looks, have attractive wives who Tend to be long and sparkly with beautiful skin. Women do not have to be goddesses in order to land such men, but it does not hurt to have such qualities. She also uses words that most people would not use on occasion. Mermen uses words in her writing such as enter ©e and Fretter sheets. She shows how she came from a well set family, and how she could have stayed In her past social circle. It is rare for a woman to find a man who has the best of both worlds. Men are either wealthy and ugly, or poor and good looking. Women need to decide which quality they are more attracted to. Not only must they choose, they must choose which quality will benefit them In the long run, as Daphne Mermen states In the title of her article.

Human Rights Act 1998 Essay Example | Topics and Well Written Essays - 3250 words

Human Rights Act 1998 - Essay Example However, the Government also declared that there was no intention to provide a basis for striking down any portion of it. Nevertheless, the judiciary has been empowered to rescind secondary legislation that does not comply with the provisions of the European Convention on Human Rights.2 Exceptions to this principle arise when the parent statute does not permit such repealing. Legislation has to be interpreted, to the extent possible, in a manner that renders it compatible with the European Convention on Human Rights. This is the purport of Section 3 of the Human Rights Act 1998. However, Section 4 of this Act states that if the court concludes that such interpretation is not possible, then a formal declaration of incompatibility can be made by the court. 3 The law does not undergo a change, nor does the litigant win a case, on account of a declaration of incompatibility. However, such declaration should result in a dialogue with the Government, which in turn could result in the law b eing changed appropriately. The Human Rights Act 1998 provides an expeditious procedure for revising legislation, if there is a declaration of incompatibility. This is as per the provisions of Section 10 of the Human Rights Act 1998. ... However, they also permit the courts to undertake constitutional review, and this is akin to the powers made available to the Supreme Court of the United States of America. There are several important facts that are to be taken into consideration. 6 The first of these is that all final declarations of incompatibility either have been addressed by the Government of the UK or are in the process of being resolved. Despite delay in some instances, there is not a single instance, wherein the Government has ignored an issue or declared that it would not remedy it. This makes it politically impossible to challenge the courts in the UK. In addition, the Human Rights Act 1998 involves the latent additional legal cost of an application to the European Court of Human Rights. 7 Another important fact to be considered is that the courts consider Section 3 of the Human Rights Act 1998 to consist of an interpretive duty that is very strong and which constitutes the principal remedy for the violatio n of rights under this Act. This has reduced the reliance of the courts on Section 4 declarations of the Human Rights Act 1998, which constitutes the primary structural vehicle of the legislature. In addition, the courts have effectively made Parliament to comply with the rights provided by the Convention. Moreover, the courts have interpreted Section 3 of the Human Rights Act 1998 that transcends the rewriting of statutes.8 This has rendered it a unique technique for safeguarding rights under the Human Rights Act 1998. In addition, Section 3(1) of the Human Rights Act 1998, declares that to the extent possible, all legislation must be interpreted and given effect in a manner that is compatible with the rights provided by the Convention. It is important to realise that the rights provided

Human Growth and Development Essay Example | Topics and Well Written Essays - 2000 words - 3

Human Growth and Development - Essay Example Being a believer of religion, spirituality and spiritual development has been part of my life. Erikson’s nine stages psychosocial development theory is very important for understanding the process of human growth and development. This theory is based on nine stages and each stage has its own socio psychological dimension and aspects (Beyers and Seiffge-Krenke, 2010). In addition, each stage has its own typical developmental characteristics which subsequently determine the personality traits and characteristics in the upcoming developmental phases of human life. For example, first stage, which starts from birth to 1 year, is known as trust vs. mistrust, highlights the psychological process of identification in which new born child determines between trust or mistrust on others. The second stage, from 2 to 3, has been identified as autonomy vs. shame and doubt and the main features of this stage include increased physical activity along with decisional authority to determine whether to assert will on others. Kroger (2007) mentions that Erikson supports the concept of hie rarchical integration in which a strong sense of identity is identified as the central to entire theme of theory. The third stage, known as initiative vs. guilt, between 4 to 5, is more relevant and child is more curious and tries to mould things and objects. In the fourth stage, which is industry vs. inferiority, between 6 to puberty, experience the rise of curiosity about things in which more inquisitive behavior and thinking develop till the age of puberty. In the fifth stage, identity vs. identity confusion, which occurs in the period of adolescence, is mainly confronted with the fundamental question of personal identity (who am I?). In this regard, Beyers and Goossens (2008) contend that some parents may not able to provide a required level of support to their children for exploring the identity issues. In the sixth stage, known as intimacy vs. isolation, which

Bauhaus History of Design Essay Example for Free

Bauhaus History of Design Essay The Bauhaus was the first model of the modern art school. The Bauhaus curriculum combined theoretic education and practical training in the educational workshops. It drew inspiration from the ideals of the revolutionary art movements and design experiments of the early 20th century. A woodcut (shown right) depicted the idealized vision of Walter Gropius, a cathedral of design. Bauhaus 1919-33 The Bauhaus began with an utopian definition: The building of the future was to combine all the arts in ideal unity. In order to reach this goal, the founder, Walter Gropius, saw the necessity to develop new teaching methods and was convinced that the base for any art was to be found in handcraft: the school will gradually turn into a workshop. artists and craftsmen directed classes and production together at the Bauhaus in Weimar. This was intended to remove any distinction between fine arts and applied arts. Of course, the educational and social claim to a new configuration of life and its environment could not always be achieved. And the Bauhaus was not alone with this goal, but the name became a near synonym for this trend. The Bauhaus occupies a place of its own in the history of 20th century culture, architecture, design, art and new media. One of the first schools of design, it brought together a number of the most outstanding contemporary architects and artists and was not only an innovative training centre but also a place of production and a focus of international debate. At a time when industrial society was in the grip of a crisis, the Bauhaus stood almost alone in asking how the modernisation process could be mastered by means of design. Founded in Weimar in 1919, the Bauhaus rallied masters and students who sought to reverse the split between art and production by returning to the crafts as the foundation of all artistic activity and developing exemplary designs for objects and spaces that were to form part of a more human future society. Following intense internal debate, in 1923 the Bauhaus turned its ttention to industry under its founder and first director Walter Gropius (1883–1969). The major exhibition which opened in 1923, reflecting the revised principle of art and technology as a new unity, showcased the full spectrum of Bauhaus work and prototypes. The Haus Am Horn provided a glimpse of a residential building of the future. In 1924 funding for the Bauhaus was cut so drastically at the instigation of conservative forces that it had to seek a new home. The Bauhaus moved to Dessau at a time of rising economic fortunes, becoming the municipally funded School of Design. Almost all masters moved with it. Former students became junior masters in charge of the workshops. Famous works of art and architecture and influential designs were produced in Dessau in the years from 1926 to 1932. Walter Gropius resigned as director on 1st April 1928 under the pressure of constant struggles for the Bauhaus survival, He was succeeded by the Swiss architect Hannes Meyer (1889–1954) whose work sought to shape a harmonious society. Cost-cutting industrial mass production was to make products affordable for the masses. Despite his successes, Hannes Meyer’s Marxist convictions became a problem for the city council amidst the political turbulence of Germany in 1929, and the following year he was removed from his post. Under Ludwig Mies van der Rohe (1886–1969) the Bauhaus developed from 1930 into a technical school of architecture with subsidiary art and workshop departments. After the Nazis became the biggest party in Dessau at the elections, the Bauhaus was forced to move in September 1932. It moved to Berlin but only lasted for a short time longer. The Bauhaus dissolved itself under pressure from the Nazis in 1933. Architecture The building is the ultimate goal of all fine art,† the Bauhaus manifesto proclaimed back in 1919. Architecture training at the Bauhaus in Weimar was initially the prerogative of Walter Gropius private architectural practice and for a short time courses were run by his partner Adolf Meyer and in association with the Baugewerkschule (building trades school) in Weimar. The Bauhaus workshops were involved in these efforts through Gropius’s office. This collaboration produced the Haus Am Horn in 1923. Some new methods based on specific types and standardisation were employed not only to produce new architecture but to anticipate a new lifestyle through this architecture. In 1927 Walter Gropius offered Hannes Meyer a position in charge of architecture classes. That year Hannes Meyer began to put together a curriculum which included all relevant subjects such as planning, design, draftsmanship, construction, town planning. Architecture for Walter Gropius and Hannes Meyer alike mainly denoted the design of life’s processes. Hannes Meyer went far beyond Gropius’s study of essentials†, which focused too much on the object for his taste, turning his teaching programme into one where the concrete conditions in society and the factors determining architecture and its use formed the starting point for all planning and design. The habits of the future residents of an estate or a house were studied in scientific detail. From 1930 to 1933 Ludwig Mies van der Rohe carried on with much of what had been started under his predecessors. At the same time Mies van der Rohe streamlined the curriculum to produce something like a system of courses which left almost no room for utopian experiments. The majority of the new student intake at the Bauhaus had already completed a course of studies, and the Bauhaus became a postgraduate school. Mies van der Rohe’s teaching focused on the design of specific buildings whose appearance owed nothing to Gropius’s study of essentials† or to the collective satisfaction of â€Å"the people’s needs†, but which were to be the spatial implementation of intellectual decisions† (Mies van der Rohe) in an aesthetically consummate fashion.

mankind is our business :: essays research papers

â€Å"It takes a village to raise a child†, a famous quote with much more truth in it than may be realized. As a person, being part of a family, community, and country in the world is so mandatory for survival, that not making mankind part of our business is not an option. Survival, as human beings, is not plausible without the outside help of others. Each and every day, whether we realize it or not, we are being helped by others, and more than likely, helping others along the way as well. People should be able to help other people without being cynical, without needing their own selfish motivations in order to achieve their goals. It should not take a catastrophe to get people to open their wallets and their hearts to help others in need. The events that occurred on September eleventh are an example of what it takes for people to realize that there are others in need of help. We, as Americans, and people, should have been helping all along, not just after the occurrence of a disaster. The events of September eleventh showed the compassion that we have towards each other. Even members of countries other than the United States sympathized with the occurrences, and many reached out to help much further than was expected. If people stop caring about the future, then there will be no future, it is as simple as that. We must always reach out to mankind, giving in every way we can, helping to make the future strong, as was done for us by people from the past. Parents are a shining example. They work hard so they can send their children to college in hopes that their children will lead a more productive life than their own. Presidents are yet another. Presidents, and other people with authority and power are at work each and every day in many countries because they are trying to make the world a better place for the future.  Ã‚  Ã‚  Ã‚  Ã‚   There are unlimited ways to help mankind become better as a whole. Ranging from the small things like donating clothes food and money to donating personal time, which is so precious in this modern day, that it is of the most valued donation available. It does not seem like much, but in the long run, it all adds up and makes a huge impact on the world.

Brice Family Essay

The Brice family consisted of a family unit of five. The father Davie a lawyer, the mother Caroline, their teenage daughter Claudia, the younger daughter Laura and younger son Don. The family was referred by a psychiatrist who had been seeing Claudia, but felt the whole family needed to be in therapy. The first session was a challenge, the family agreed to go in all together only for the initial session and they were not very comfortable to begin with. The mother Caroline felt the problem that should be address was the issues their teen daughter was having and she did not believe the entire family should be there. Both the mother and daughter came in angry to the therapy session and there was a lot of tension in the room. The father was respectful and stated he was happy to be there, but his body language told the therapist he has not comfortable being there. The youngest daughter Laura seemed to be in a cheerful mood with high energy. The youngest son Don did not show up for the first session. During the session there was an argument that broke out between mother and daughter, Carolyn seems to think they are in therapy to resolve the daughter’s issues that is affecting the entire family, but she does not feel the family as a unit has a problem. Both therapists agreed that it would not be ideal to start the family session without the youngest son Don who did not show up. David and Carolyn did not seem happy with this choice and felt the longer they waited  for their daughter to get help the worst it would get. Carl explain the dynamics of the family and how important it was to have Don at the initiation of the family session, and asked the family to think if they wanted to be a part of the family they are in, and if they did to call and set up a time for the next session with Don include. Dave did not hesitate and agreed to set up an appointment then and there; he looked over at his wife and asked he if she agreed. Carolyn agreed and towards the end of the session Carl connected with Laura the youngest daughter by engaging her in dialog and asking what she thought about everything that was going on in the family. By doing this Carl was able to show the family how every member of the family has a valuable place in therapy, and it is not just about one person. Second Session The second session with the Brice family was as intense as the first one. Don the younger brother did attend the second session. He came in with a sloppy walk. Don has long blond hair and dressed in body shirt jeans and sandals. He introduced himself to Carl and seemed confident. Once the family was settle and the session started the focus of the session would always seem to try and come back to Claudia. Both parents think that Claudia is the cause of the family dysfunction and their marriage is in trouble because of her. Carl did a great job by taking the focus away from Claudia and putting it back on both parents. He was able to have them see that there were other issues that stemmed with them as a couple, and the structure of the family unit. David over working and not being a part of the family and Carolyn being over involved with her mother and her needs. Whitaker and Napier conceptualized the family’s difficulties as a whole problem. They did not see it stem form one family member. They felt the family all had some issues as individuals and as a couple for the parents that were not address when they should have been. Because the issues were set aside they resurfaced and intensified along with Claudia’s changing attitude and miss behavior. This is one of the reasons both parents seem to focus on Claudia and identified her as the main cause of the family’s problems. When using individual understanding of a family’s problem each family member is seen separate. The family is not taken in as a unit, but instead they work on the individual to be able to create harmony in the family. Each member issue are addressed  individually and worked on without the rest of the family having a part. When looked at as individual there is a targeted behavior the individual is seeing as the problem not the family unit as a whole. Carl used the systemic family approach with the Brice family, both therapist looked at the circular interaction of the family problem, the family role of each family member and how they fit in to contributing to the family dysfunction and made sure the entire family was present for the first intervention. Both therapist looked for positive contributions to the social organization of the family that they could look back on to start working with the family as one unit and not focus on one member of the family to be the problem. One of the interventions came by the simple sitting arrangement the family had. The family in the beginning of the session unconsciously sat according to the family structure and how they felt it was. By having the therapist change the seating arrangements was a symbolic change and shift in the family structure to what it should be. Systematic therapy seems to be the best time of therapy for the Brice family. In this paper I have talked about the first two sessions of the Brice family, I have included Whitaker’s and Napier’s conceptualization of the families difficulties and described ho this differs from individual understanding. I also talked about specific interventions used with the family.

Development of Haiti 2010

Haiti is the poorest country in the Western Hemisphere with 80% of the population living under the poverty line and 54% in horrible poverty. Two-thirds of all Haitians depend on the agricultural sector, mainly small-scale subsistence farming, and remain at risk to damage from frequent natural disasters as well as the country's widespread growth of deforestation (much of the remaining forested land is being cleared for agriculture and used as fuel).While the economy has recovered in recent years, registering positive growth since 2005, four tropical storms in 2008 along with the recent storm that had hit Haiti this year in 2010 severely damaged the transportation, communications, and agricultural areas. Larger scale agricultural products in Haiti include coffee, mangos, sugarcane, rice, corn, sorghum and wood. Although industry is small, sugar refining, textiles and some assembly are common in Haiti. The economic inequality in Haiti is comparatively high. Expenditure distributions are highly slanted with the majority of expenditures at the low end.The GDP (gross domestic product) per capita in Haiti as of 2009 is $1,300. The number of the unemployed in Haiti is 3. 643 million people. The labor force rates in Haiti by occupation, for agriculture it is 66%, for services it is 25%, and for industry it is only 9%. In Haiti, those who can read and write are usually 15 and older. Typical males can read and write more so than girls, but only by a small percentage: males are 54. 8% literate and females are 51. 2% literate. Haiti has 15,200 primary schools, of which 90% are non-public and managed by the communities, religious organizations.The enrollment rate for primary school is 67%, and fewer than 30% reach 6th grade. Secondary schools enroll 20% of eligible-age children. Although, public education is free, private and unsophisticated schools provide around 75% of educational programs offered and less than 65% of those eligible for primary education are actually enrol led. Only 63% of those enrolled will complete primary school. Although Haitians place a high value on education, few can afford to send their children to secondary school. Remittances sent by Haitians living abroad are important in contributing to educational costs.Haiti meets most international human rights standards. In practice, however, many provisions are not respected. The government’s human rights record is poor. Political killings, kidnapping, torture, and unlawful custody are common unofficial practices. Medical facilities in Haiti are in short supply and for the most part they are all very poor quality; outside the capital standards are even lower than in Port-au-Prince. Medical care in Port-au-Prince is limited, and the level of community sanitation is extremely low. Life-threatening emergencies often require evacuation by air ambulance at the patient's expense.Doctors and hospitals often expect immediate cash payment for health services. The degree of risk in Hait i is quite high; half of the children in Haiti are unvaccinated and just 40% of the population has access to basic health care. Even before the 2010 earthquake, nearly half the causes of deaths have been attributed to HIV/AIDS, respiratory infections, meningitis and diarrheal diseases, including cholera and typhoid. Ninety percent of Haiti’s children suffer from waterborne diseases and intestinal parasites. Approximately 5% of Haiti's adult population is infected with HIV.Cases of tuberculosis in Haiti are more than ten times as high as those in other Latin American countries. Also, around 30,000 people in Haiti suffer each year from malaria. Environmental widespread growth of deforestation in Haiti as well as, soil erosion, poor supply of drinkable water, biodiversity, climate change, and desertification are some main causes as to why Haiti is such a poor and lacking country today. The forests that once covered the entire country have now been reduced to 4% of the total land area. Haiti loses 3% of its forests every year.Deforestation has had a disastrous effect on soil fertility, because the steep hillsides on which so many Haitian farmers work are particularly at risk to erosion. Another environmental factor that faces Haiti is the unplanned and unsustainable timber harvesting, agricultural clearing, and livestock cultivation that has thrown Haiti’s environment into crisis, creating the effects of hurricanes and floods on the already unstable country. Haiti’s transportation is not at all well; although they have 14 airports in Haiti, only 4 of them are paved and the other 10 are not.The road total mileage in Haiti is about 2,585 miles, only 628 miles of it is paved and 1,957 miles is unpaved. Haiti has only two main highways that run from one end of the country to the other. In the past Haiti used railroads, but today they are no longer in use due to other forms of transportation that have become available. The birth rate in Haiti is 24 . 92 births per 1,000 people of the population, and the death rate is 32. 31 deaths per 1,000 people of the population as of 2010. The infant mortality rate total is 77. 26% deaths per 1,000 live births; males have a higher death rate than females. Males having 81. deaths per 1,000 live births and females having 73. 07 deaths per 1,000 live births. Life expectancy of the total population is only 29. 93 years, males only having 29. 61 years and females living until around age 30. The reason for such a high mortality rate is due to AIDS; this can result in lower life expectancy, higher infant mortality, higher death rates, lower population growth rates, and changes in the distribution of population by age and sex than would otherwise be expected.Works Cited CIA. â€Å"CIA – The World Factbook. † Welcome to the CIA Web Site — Central Intelligence Agency. 27 Oct. 2010. Web. 05 Nov. 010. . Nicolas, Marc-Charles. â€Å"Facts about Haiti, About Haiti, Data and Populat ion of Haiti, Haiti Crime Report, Haiti Superficie, Haiti Superficy. † Haitisurf. com- Haiti Website, Haitian Website, Top Haitian Website – Haiti Tourism – Haiti Vacations. 2008. Web. 05 Nov. 2010. . Rival, Antonio. â€Å"Culture of Haiti – Traditional, History, People, Clothing, Traditions, Women, Beliefs, Food, Customs, Family, Social, Dress, Marriage, Men, Life, Population, Religion, Rituals. † Countries and Their Cultures. Web. 05 Nov. 2010. . U. S. Library of Congress. â€Å"Haiti – GEOGRAPHY. † Country Studies. Web. 17 Nov. 2010. .

A Loss for Words Book Review

A Loss for Words Book Review A Loss for Words is a book written by Lou Ann Walker that talks about things that deaf people go through in their normal everyday life. It is an autobiography about the author and narrates how the author’s experience of having deaf parents. The book is based in the modern society and seeks to express to the rest of the world how the deaf people live. This paper aims to respond to a few of the items cited by the author. Question 1 A residential school means that the child stays at the education training facility for a particular period of time e.g. a semester. The child is allowed to go back home at the end of this period. A residential school for the deaf provides the child with the appropriate care that they need. The care givers in such schools are trained personnel that have adequate experience in the field. This ensures that the children’s needs are catered for thus do not lack the basic amenities. On the other hand, it insulates them from the realities of the outside world hence does little to protect them. The author’s parents were born into families that did not understand them hence were shipped off to the Indiana School for the Deaf at a very young age (42, 45-48). From the perspective of hearing parents, this helps the child to actualize the situation that they have been born in. It thus helps the child to understand his/her surroundings and prepare them for life outside the facility. Most of these parents have no idea as to how to handle their kids hence send them off to schools where they are better catered for. Lou Anne‘s grandparents from her father’s ,Gale, side of the family sent their son to such a school as they were overwhelmed with taking care of the rest of the six siblings (56-57). Deaf parents on the other hand send their kids to such places to learn how to live with other people. The facilities insulate them from victimization from the society. The author shows how the world can be cruel when she writes about how the parent to a deaf child hired her to give the child a lecture and he later abuses the kid when she leaves the room. Question 2 Deaf people usually end up marrying deaf people due to the easy acceptance that the two/ pair have for each other. The author’s parents, for example, met through a blind date. The deaf people understand each other more easily than a couple where one can hear while the other is deaf. The probability that such a union will prosper is limited as the society’s perceptions will wear it down. The deaf couples therefore feel more comfortable with a partner who undergoes the same experiences as them (156-67). Question 3 In the book, the deaf are treated as people who are not worth anything to the society thus despised against. This is seen during the party when after the author had explained to the young man that her parents are deaf, he quickly loses interest in her. The deaf are also seen as psychologically impaired hence are not able to understand much of anything. This can be seen when the author is, as a child, is addressed by the mechanics and the parents completely ignored. The deaf people’s culture is also swept under the rag and is not considered worth much of anything. This is cited by the author when she writes that when she was born, the doctors first had to confirm that she was â€Å"normal†. The room was relieved that she could hear. The doctors did not have it in mind that the deaf parents had their own expectations (90, 102-109). The situation continues to unfold in the current world also. This is demonstrated by the fact that we are not at all interested in the deaf otherwise the learning of sign language could have been a mandatory subject in the teaching curriculum.

9 Things You Didn’t Know About Für Elise

9 Things You Didn’t Know About Fà ¼r Elise SAT / ACT Prep Online Guides and Tips From its first repeating notes, Fà ¼r Elise is instantly recognizable. It may even be the most famous melody ever written! But did you know that when Beethoven first drafted this short piano piece, he stuffed it in a drawer, never to be seen in his lifetime? Curious how it went from forgotten trifle to universally known? Wondering what exactly makes it such an unforgettable earworm? Need some tips on learning to play this piece? Then keep reading for everything you've ever wanted to know about one of Beethoven's best-known masterpieces. Fà ¼r Elise: The Basics Ludwig van Beethoven wrote Fà ¼r Elise 1810 as a small piece for the piano, and then put it aside with his many other draft works. We only have it because a musicologist found it and published it in 1867! And it's a good thing for us that Fà ¼r Elise was finally found! Its first five notes (alternating E and D-sharp) have become as famous as the booming da-da-da-dum first notes of Beethoven’s 5th Symphony. Why has this piece been so popular ever since its publication? Musically, Fà ¼r Elise is deeply melodic and full of nostalgic feeling, with a relatively simple harmony that makes it very accessible and not overly intellectually demanding. At the same time, because its first part is easy even for a beginner piano player to learn, but is also beautiful, it is often assigned by piano teachers the world over, perpetuating its fame. And finally, the romantic and mysterious possibilities of its name make us wonder about the identity of Elise and the love life of its composer! Where Can I Listen to Fà ¼r Elise? Before diving into the history and background of this piece, here are some versions that will give you a great sense of the range of interpretations out there. Start with this straightforward Fà ¼r Elise piano recording: [embed]https://www.youtube.com/watch?v=_8ECRYcXtEg[/embed] Then, you can explore interesting takeoffs, samples, and modifications. On the piano, there is a great blues-imbued version, as well as a ragtime version. At the same time, the piece's arpeggios make it a popular choice for classical guitar interpretations like this one. Because Fà ¼r Elise is so incredibly popular, there are a million and one versions of it on YouTube. Do a quick search and check out the versions played by wildly talented four-year-old prodigies! I wouldn't be surprised if there's a cat-playing-violin version out there somewhere. The History of Fà ¼r Elise In 1810, when he was 40 years old, Ludwig van Beethoven was already renowned as one of the greatest composers of all time. He was also already plagued by the horrible tinnitus that preceded his eventual deafness. Although the very next year he stopped performing in public altogether, he never stopped composing. On April 27th, 1810, Beethoven drafted a bagatelle - a small, unimportant song - and jotted the label "Fà ¼r Elise" on it in his famously messy handwriting. But he never published this piece of music. Instead, it sat in a drawer until 1822, when Beethoven revised it slightly, and shoved it back into the same drawer. In 1827, Beethoven died, and his bagatelle never saw the light of day. It was only in 1867, 40 years after Beethoven's death, that a musicologist named Ludwig Nohl found the piece of music and published it. Who Was Elise? Remember how I told you that Beethoven jotted the words "Fà ¼r Elise" on his final draft of the sheet music? Well, it turns out that we only know this from Ludwig Nohl, the man who found and published the piece. The actual final draft itself is missing! Not only that, but no distinct records, letters, or accounts from people at the time make mention of an "Elise" in Beethoven's life. So who was the mysterious Elise that Beethoven apparently dedicated this music to? There is no conclusive answer to this question. There are several theories, however, which I will lay out in order of most to least likely. Theory #1: "Elise" Was Beethoven's "One That Got Away" Beethoven had a doomed love affair with a woman named Therese Malfatti. She was his student, and he fell in love with her right around the time of the composition of Fà ¼r Elise. We aren't quite sure exactly how they broke up, but we do know that he proposed, and she either said no right away, or strung him along for a while and then said no. Either way, Therese then married someone else. So, the most popular theory is that our friend Ludwig Nohl misread Beethoven’s messy handwriting, and that in reality, the piece was labeled "Fà ¼r Therese" not "Fà ¼r Elise." Theory #2: "Elise" Was Beethoven's Opera Singer BFF A few years before writing Fà ¼r Elise, Beethoven became friends with an opera singer named Elisabeth Rà ¶ckel, whose nickname may well have been Elise (Elizabeth to Elise doesn't seem to be that much of a stretch, but we don't have any documentary evidence that anyone actually did call her Elise). Beethoven and Rockel were close friends until she married Beethoven's frenemy, Johann Nepomuk Hummel. Perhaps Fà ¼r Elise was written in the midst of this friendship - or as a way of saying good-bye. Theory #3: "Elise" Was One of Therese Malfatti's Friends The least likely scenario is that Beethoven wrote the piece for another woman nicknamed Elise - Juliane Katharine Elisabet Barensfeld, who used "Elise" as a variant first name. She was a musical child prodigy who was Therese Malfatti's neighbor and conceivably could have been her student. This theory holds that Beethoven was willing to do anything for his one great love, Therese, including writing a quick piece of music for one of her favorites. Since there's not enough evidence to prove it conclusively, we should probably use Occam’s razor for this one. To whom is a sad, longing love song dedicated? Probably to the lost love of Beethoven's life, Therese. What Does the Title of Fà ¼r Elise Mean? The full title of Beethoven's piece of music is Fà ¼r Elise: Bagatelle in A minor WoO 59. In reality, the stuff after the colon is the official title, and "Fà ¼r Elise" is just a nickname for the piece. This is because musical compositions have a specific naming system that references type, key, and a numbering system. Let's unpack each of the components of this title separately. Fà ¼r Elise. The words â€Å"Fà ¼r Elise† mean â€Å"for Elise† in German. Bagatelle. This is the piece of music's type (other types include sonatas, etudes, symphonies, and so on). A bagatelle is a short, lighthearted, and generally frivolous piece of music. Similar words have also been used to describe this piece. Sometimes the title uses the word "Albumblatt," which means "album leaf" - a short, pleasant, usually solo piano piece that friends could easily share by pasting into each other's musical albums. More rarely, you might find Fà ¼r Elise labeled as a "Klavierstà ¼cke" which is simply German for "piano piece." A Minor. "A" stands for the music's key, indicating the scale - the set of notes divided by regular intervals - that the piece uses. In this case, Fà ¼r Elise is based on the scale that is anchored by the A key. Keys are divided into major and minor, depending on the intervals between the notes used in the scale. Here, the minor key is a technical way to convey which notes should be played higher or lower than the corresponding natural notes. It also tells us about the musicality of the piece. In Western music, music in a minor key sounds sad, helping with the sense of longing and wistfulness that characterizes the melody. WoO 59. Usually, composers number their published pieces of music, using the Latin term "opus" (which means "work") and whatever number followed in sequence from the last piece of the same type. However, not only did Beethoven not number Fà ¼r Elise, but he really only gave opus numbers to his most significant published pieces. Because of this, much of his work has been assigned numbers by later publishers, using the German term "werk ohne opuszahl" (meaning "work without opus number" and abbreviated as WoO) and a number in sequence. So, in this case, WoO 59 means that Fà ¼r Elise was the 59th bagatelle to be published that hadn't been given a number by Beethoven himself. Fà ¼r Elise Musical Analysis Now that we've explored the history and romance behind the work, let's check out what's under the hood. How is Fà ¼r Elise Structured? As we already saw from its title, this piece is in the key of A minor. It's time signature is 3/8, so there are 3 beats in each measure and each eighth note (â™ ª) gets 1 beat. Fà ¼r Elise is a rondo, with a A–B–A–C–A structure. In other words, its first section (main theme A) is repeated between its other sections (themes B and C). The first section is the famous melody that everyone knows, with the right hand playing the melody itself and with the left hand playing arpeggios (chords played note by note instead of all at once). The other sections are more challenging, incorporating the keys E major, C major, G major, and F major. The repeated central theme's A minor key builds a melancholy, longing mood. However, Fà ¼r Elise's other themes are in complete contrast to the main theme, creating a sense of whimsy, unpredictability, and playfulness. What's the Musical Style of Fà ¼r Elise? Fà ¼r Elise is part of the Romantic music movement that developed in the late 18th and early 19th century in Europe along with Romanticism in the arts in general. Note that capital-R Romanticism has nothing to do with small-r romance. Instead, Romantic music was characterized by ideas of revolting against Industrial Revolution and the perceived triumph of hyper-rationalism. Romanticism instead embraced a preoccupation with nature, an imagined glorious past, and beautifully terrifying and unknowable spiritual and emotional experiences. We can see some of this in the way Fà ¼r Elise shuttles back and forth between the forlorn plea of the repeated main theme and the sudden, mercurial shifts in tone of the B and C themes. Romanticism is like a storm: moody, unpredictable, wild, and dominating puny humans. 8 Tips for Learning to Play Fà ¼r Elise Have you decided to learn how to play Fà ¼r Elise on the piano? Here are some things to keep in mind! Are You a Beginner? Because the most famous part of Fà ¼r Elise - the main theme - is reasonably easy to play, many piano teachers assign just that first part of the piece to their students early on in their piano learning. Not only is it not technically difficult, but it also provides a good basic exercise for piano pedaling technique. Here's some advice for mastering the piece: Watch out for tricky fingering. In this piece, precise finger position is key to the flow of the right-hand melody and the support of the left-hand arpeggios. You may want to write out each note’s fingering in your score to help you articulate the music well. Legato, legato, legato. Think of the left-hand’s arpeggios as almost-chords. You should play them as smoothly as possible, gliding each note into the next. Imagine playing the piece as if you're trying to demonstrate perpetual motion. Your gently flowing tempo and legato should unite to let the melody shine. Imagine a conversation between right and left. Start by practicing hands separately. Then, when you're combining them, listen to the way the left and right hands reply to each other - it's almost a series of call-and-response questions, or a plaintive conversation. To articulate this, carry your legato over from the right hand to the left and vice versa, and do not privilege one hand over the other in volume or tempo. Don't rush. Even after you've learned the melody, you have to keep your tempo slow to convey the wistful and sad mood. Beethoven marked the tempo as "molto grazioso," meaning a deeply graceful and even speed. Are You Playing at an Intermediate Level? If you're learning all three section of Fà ¼r Elise, here are tips to help you: Learn the sections in order of difficulty. As we've already seen, theme A is the least technically challenging. The most technically difficult section is the B theme, so you may want to save that one for last. Learn each section on its own, phrase by phrase. Rely on repetition for easier memorizing. The rondo form makes learning the piece by heart much easier, since 3 out of 5 sections are the same. Focus on the transitions between the sections to confidently go in and out of each. Stress the contrast. Fà ¼r Elise is marked by the shifting tones and moods of its three sections. Maintain the contrast demanded by the different sections, and connect your playing with the mood you want to convey. Are You an Advanced Musician? At this point in your musical career, you're no longer as worried about physically being able to carry the piece from sheet music to keyboard. Instead, here are some thoughts about your main challenges: Proper wrist placement. For an even smoother performance, you may want to rethink the way you hold your wrists and how to relieve tension in them while playing. This blog post has some very helpful pointers. Make your mark, find your voice. The biggest challenge for those who can readily overcome the technical challenges is that Fà ¼r Elise is everywhere and has been interpreted many, many times over. How do you bring your own quality to such a widely known work? You may want to simply avoid other interpretations while working on a piece, so that someone else's vision doesn't influence your version. Think deeply about what you want to convey, and which aspects of Beethoven's music you want to illuminate. Let these ideas be the guiding principles of your interpretation. All together now! Where Can I Find Fà ¼r Elise Sheet Music? For beginners. If you'd like a version that has only the first section, clearly labels each note with its corresponding key, and leaves out the sustains, check out this easy piano rendition. For more advanced players. If you're looking for sheet music to learn to play the piece, you can use this printable very cleanly edited PDF version. For research and study. If you are curious about the first printed version that has the D in the 7th measure instead of the E as we now accept, explore a PDF of a potentially misprinted publication. Or you can check out the draft in Beethoven’s hand that informs how we play the piece now. Fà ¼r Elise in the World I wasn't exaggerating when I said that Fà ¼r Elise is now everywhere. Here are some of the more and less unlikely places it has turned up: Garbage trucks in Taiwan use the tune, as part of that country's completely revolutionary approach to dealing with waste. Check out the 99% Invisible podcast for more of this great story. American rapper Nas built his 2002 song "I Can" around samples of this piece. Elephant, Gus Van Sant's 2003 movie about teenage alienation, used Fà ¼r Elise as a haunting refrain. The Peanuts character Schroeder performs the piece in A Charlie Brown Christmas. The Takeaway: 9 Amazing Fà ¼r Elise Facts Fà ¼r Elise was lost for over 50 years until a musicologist found it and published it after Beethoven's death. And then that final draft copy was lost again and has never been found. We do still have an earlier draft copy of Fà ¼r Elise in Beethoven's hand, but that one isn't labeled "Fà ¼r Elise." No one knows who Elise really was! But most likely, she was Therese Malfatti, the woman who broke Beethoven's heart. Fà ¼r Elise is versatile enough to have been musically reinterpreted as blues and ragtime, and used as a sample in a Nas song. There are actually three separate sections in Fà ¼r Elise: the first, most famous section repeats between two other sections. As part of the Romantic music movement that explored beautifully terrifying and unknowable spiritual and emotional experiences, Fà ¼r Elise contrasts the sad wistfulness of its main theme with the unpredictable wildness of its other two themes. Part of the reason Fà ¼r Elise remains so popular is that piano teachers the world over assign its first section to their beginner students. Because there are so many versions of Fà ¼r Elise out there, it can be very hard for professional musicians to put their own spin on this work. Garbage trucks in Taiwan use Fà ¼r Elise to let people know that the garbage pickup is happening, in kind of same the way ice cream trucks use tunes in the U.S. to get people to line up for frozen dessert.

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