Masters Of The Vineese School :: essays research papers fc

The three prominent composers of the classical period were Franz Haydn, Wolfgang Mozart, and Ludwig van Beethoven. These three composers together are known as the masters of the Viennese School. All three of them studied and composed their music in a time of experimentation. They examined the different uses of the major-minor system and then capitalized on the possibilities. From this came the ideal form, the sonata.   Ã‚  Ã‚  Ã‚  Ã‚  Franz Joseph Haydn was born in Austria in 1732. At the age of eight he became a choirboy at St. Steven’s Cathedral in Vienna, he stayed there for eight years. At the age of sixteen Haydn got out on his own and made a living teaching and playing with bands in the streets. In 1961 Haydn began to serve the Esterhazys, a wealthy Hungarian family. Haydn’s service to the Hungarian family is a perfect example of the patronage system. He stayed with the family for almost thirty years. After leaving the Esterhazy family in1791 he visited England twice with great success. Franz Joseph Haydn died in Vienna in 1809.   Ã‚  Ã‚  Ã‚  Ã‚  Wolfgang Amadeus Mozart was born in 1756 in Austria. Mozart was a child prodigy. At the age of 5 he composed his first minuets and at age six he performed before the Empress Maria Therese. In 1763, led by his father Leopold, Mozart went on tour to Paris and London, visiting many courts and also played for the French and English royal families. He composed his first symphony in 1765 and three years later his first opera. Although his career had much promise many became disappointed with his work. Unlike Haydn, Mozart did not agree with the patronage system. After his patron, the Archbishop of Salzburg, dismissed him he became a musical freelancer. Mozart found it hard to find suitable work for a composer with the skills he had, because of his rebellious attitude. He made his living by teaching, publishing music, and playing at patrons houses. In 1781, Mozart met Haydn and they soon became good friends. Haydn was one of the most influential composers of his time and Mozart admired him and was influenced by his music style. Hadyn’t quartets acted as models for Mozart, who also used Haydn’s four-movement plan compared to his earlier quartets, which only contained three movements. In 1784 Mozart and Haydn were joined with two other prominent composers of their time and formed a string quartet.

Chemistry Extended Essay Essay

To investigate the effect of 2-bromo-2-methyl propane concentration and temperature of the system on the rate of reaction of solvolysis of 2-bromo-2-methyl propane in 90% ethyl alcohol Done by: Habib Iscandar Hinn Friend’s Boy’s School June 22, 2007 To investigate the effect of 2-bromo-2-methyl propane concentration and temperature of the system on the rate of reaction of solvolysis of 2-bromo-2-methyl propane in 90% ethyl alcohol Introduction: The major product of the solvolysis of t -butyl chloride in 70 % water – 30 % acetone is t-butyl alcohol, with a small amount of isobutylene being formed as a by product And this is with accordance of first order kinetic and suggests a two step mechanism in which the rate determining step consists of the ionization of t-butyl chloride, and in this mechanism a carbonium ion is formed as inter- mediate and this bonds immediately to near by nucleophile (in this case nucleophile is a neutral molecule) the initial product is t-butyl carbonium ion. â€Å"Note1: if the nucleophile is neutral the product will be charged since the leaving group takes both bonding electrons away with it† So chemists have proposed to general types of mechanism: 1- Nucleophilic substitution Sn1 The ionization step in a Sn1 reaction is endothermic and much slower than the exothermic neutralization of carbonium ion by a nucleophile. And so the rate determining step being the unimolecular ionization of the t-butyl chloride equation 4, and as a result, the overall rate of reaction is not affected by changes in the concentration or kinds of nucleophilic reagents present. â€Å"Note2: the factor which determines the mechanisms employed is typically the nature of the substrate it self and not the particular nucleophile† â€Å"Note3: if the sum of the energy of the product is lower than the energy of the reactant the reaction is exothermic, and if the product have higher energy than the reactant the reaction is endothermic.† 2- Elimination E1 (elimination unimolecular) And because t-butyl chloride acts as a Lewis acid (an electrophile) and combines with a nucleophile to give a substitution product, so the major product of the solvolysis of t-butyl chloride in water-acetone solvent is t-butyl alcohol. (â€Å"Note4†: electrophile: an electron deficient atom, ion or molecule that as affinity for an electron pair, and will bond to a base or nucleophile.) (â€Å"Note5 â€Å": nucleophile: and atom, ion , or molecule that has an electron pair that may be donated in forming covalent bond to an electerophile.) Evaluating the mechanism: The only reactant that is undergoing change in the rate determining step is t-butyl chloride and so such reactions is a unimolecular and follow a first order equation (Sn1, E1). â€Å"This means that the rate of the reaction varies directly with the concentration of t- butyl chloride†. And since nucleophilic only participate in the fast second step, so their relative molar concentrations rather than their nucleiophilities are the primary product – determining factor, and by using nucleophilic solvent like water, so its high concentration will assure that alcohols are the major product, and because water have a high dielectric constant (e=81) so water molecule tend to orient them-selves in such a way as to decrease the electrostatic forces between ions. And an important factor is the salvations which refer to water molecules ability stabilize ions by encasing them in a sheath of weakly bonded solvent molecules: 1- Anions are solvated by hydrogen – bonding, 2- Cations are solvated by nucleophilic sites on water molecule (oxygen). And in this case of t-butyl carbonium ion the nucleophiles form strong covalent bond to carbon and converting the intermediate to a substitution product. The reaction mechanism is a sequential account of each transition state and intermediate in a total reaction, the over all rate of reaction is determined by the transition state of highest energy in the sequence, so the rate determining step is the rate determining step for both the Sn1 and E1 for t – butyl chloride. (â€Å"Note 6†: the water soluble organic solvent acetone is used to keep a reasonable concentration of t-butyl chloride in solution) The balance equation for t-butyl chloride solvolysis in water-acetone solvent is: The effect of concentration on the solvolysis of t-butyl chloride in 70 %water – 30 %acetone solvent. As the reaction proceeds the solution becomes increasingly acidic until all of the t -butyl chloride has reacted and all HCl that can form has formed. So we will monitor the reaction by allowing HCl formed to neutralize a predetermined amount of NaOH. An indicator dye (bromo-phenol blue) will change color when the NaOH has been neutralized, and clocking of the reaction should begin at the instant. So according to kinetic measurements: Rate of reaction = K [t – butyl chloride] Where K is the specific rate constant in S -1 and [t – butyl chloride] is the concentration of t-butyl chloride in M. Our kinetic measurement will depend on the determination of the amount of HCl produced by the reaction, so by monitoring the color change of the acid – base indicator, we will determine the time required for 10% of t-butyl chloride to hydrolyze by having 10 % as much NaOH present as T-butyl chloride. Rate = – d [Rcl] dt ; Where Rcl = -dt [Rcl] = K [Rcl] dt Rearranging, d [Rcl] = -K dt [Rcl] And integrating for t=0 to t=t will give; = Ln [Rcl] t – Ln [Rcl] 0 = – Kt – 2.303 Log [Rcl] 0 = – Kt [Rcl] t 2.303 Log [Rcl] 0 = Kt [Rcl] t Where [Rcl] 0: is the molar concentration at time t = 0 [Rcl] t: is the molar concentration at time t = t Two methods to calculate K 1- since the equation Kt = 2.303 Log [Rcl] 0 [Rcl] t Is an equation of a straight line (y=mx+b) with slope k. and intercept =0, a plot of 2.303 log [Rcl] 0 / [Rcl] t versus t should yield a straight line with slope k. 2- if the solvolysis reaction run to 10% completion Then, [Rcl] = 0.90 [Rcl] 0 Kt = 2.303 Log [Rcl] 0 = 2.303 log (1.11) 0.90 [Rcl] 0 And therefore, K = 0.104 T So by finding the value of K and compensate it in the rate of reaction equation â€Å"Rate = K[Rcl]† where the concentration of Rcl is known we can calculate the value of the rate of reaction and we will see it’s effect on the solvolysis of t – butyl chloride in 70% water – 30 % acetone solution. The effect of temperature on the solvolysis of t -butyl chloride in 70%water – 30%acetone solvent. In nearly every instance an increase in temperature causes an increase in the rate of reaction, â€Å"because the total fraction of all of the t – butyl chloride 1molecules having energies equal to or greater than activation energy (Ea) Corresponds to the shaded portion of the area under the curve increases by increasing the temperature† and by comparing the area for two different temperature, we see that the total fraction of t- butyl chloride molecules with sufficient kinetic energy to undergo reaction increases with increasing temperature and consequently, so does the reaction rate. â€Å"Note7: changing the concentration affects the rate of reaction changing the temperature affects the rate constant as well as the rate.† By finding the values of reaction rate constant K for different concentration of t-butyl chloride and different reaction temperature, we will find the effect of temperature on the solvolysis of t-butyl chloride in water acetone solvent. Quantitatively, K (s-1) is related to Ea and T by the equation K1 = Ae-Ea/RT1 †¦Ã¢â‚¬ ¦1 Ea is the activation energy, in joule / mole. (Jmol-1) A is a proportionality constant, in s-1 R is the gas constant = 8.314 Jmol-1K-1 e is the base of the natural logarithms. T is temperature in Kelvin. This relation ship is known as Arrhenius equation We measure Ea by taking the natural logarithm of eq.1 Ln K = ln A – Ea RT Thus, a plot of ln k versus 1/T gives a straight line whose slope is equal to -Ea/R and whose intercept with coordinate is ln A â€Å"Note8: Ea is the activation energy, a constant characteristic of the reaction† We can calculate the rate constant at some specific temperature if Ea and K at some other temperature are known. For any temp. T1 (known), Ea (known), K1 (known) K1 = A e -Ea/RT1 For any other T2 (known); (K2 unknown) K2 = A e -Ea/RT2 By dividing K1 over K2 K1 = A e -Ea/RT1 K2 A e -Ea/RT2 Taking natural logarithm of both sides, we get Ln K1 = Ea (1/T2 – 1/T1). K2 R Or in common logarithms (base 10 logarithms) gives: Log K1 = Ea (1/T2 – 1/T1) K2 2.303 R And by finding the value of K2 we will be able to find the rate of reaction at T2 and we will find the effect of temperature on the rate of solvolysis of t – butyl chloride in 70 % water – 30 % acetone solution. By finding the values of reaction rate constant K for different concentration of t-butyl chloride and different reaction temperature, we will find the effect of concentration and temperature on the solvolysis of t-butyl chloride in water acetone solvent. Procedure: Part A: the effect of concentration on the rate of solvolysis of t – butyl chloride in 70%water – 30%acetone solvent. a- Experimental procedure: to measure the time necessary for 10 % solvolysis of t – butyl chloride (0.1 M concentration) in 70 % water – 30% acetone solvent at room temperature. A, a, I:- 1- Prepare 500 ml of 0.1 M t- butyl chloride in acetone only and put it in an Erlenmeyer flask and label it #1. 2- Prepare 100 ml of 0.1 M NaOH solutions (in water) and put it in an Erlenmeyer and label it #2. 3- Using a burette take 30 ml of the solution in flask #1 and put it in another Erlenmeyer and label it #3. 4- By a graduated pipette take 3 ml of sodium hydroxide 0.1 M in an Erlenmeyer flask and label it #4. 5- Using a graduated cylinder measure 67 ml of distilled water added to an Erlenmeyer flask #4. 6- Add two drops of Bromo-phenol blue indicator to flask #4. A, a, II:- 1- Add quickly the solution in Erlenmeyer flask #4 to solution in flask #3 and start the stop watch to count for time in seconds. 2- Swirl the mixture and after one or two seconds immediately pour the combined solutions back into Erlenmeyer flask #4 to minimize the errors in the results. 3- The color of the mixed solutions is blue, so continue swirling the solution in Erlenmeyer flask #4 till the instant color of the solution start changing to yellow, then we stop the stopwatch and record the time. 4- Repeat the procedure at least three times and calculate the average. 5- Tabulate the results in record A. b- Experimental procedure: to measure the time necessary for 10 % solvolysis of t – butyl chloride (0.2 M concentration) in 70 % water – 30% acetone solvent at room temperature. A, b, I:- 1- Prepare 500 ml of 0.2 M t- butyl chloride in acetone only and put it in an Erlenmeyer flask and label it #1. 2- Prepare 100 ml of 0.1 M NaOH solutions (in water) and put it in an Erlenmeyer flask and label it #2. 3- Using a burette take 30 ml of the solution in Erlenmeyer flask #1 and put it in another Erlenmeyer flask and label it #3. 4- By a graduated pipette take 3 ml of sodium hydroxide 0.1 M in an Erlenmeyer flask and label it #4. 5- Using a graduated cylinder measure 67 ml of distilled water added to an Erlenmeyer flask #4. 6- Add two drops of bromo-phenol blue indicator to Erlenmeyer flask #4. A, b, II:- 1- Add quickly the solution in an Erlenmeyer flask #4 to solution in flask #3 and start the stop watch to count for time in seconds. 2- Swirl the mixture and after one or two seconds immediately pour the combined solutions back into an Erlenmeyer flask #4 to minimize the errors in the results. 3- The color of the mixed solutions is blue, so continue swirling the solution in Erlenmeyer flask #4 till the instant color of the solution start changing to yellow, then we stop the stopwatch and record the time. 4- Repeat the procedure at least three times and calculate the average. 5- Tabulate the results in record A. Part B: the effect of temperature on the rate of solvolysis of t – butyl chloride in 70%water – 30%acetone solvent. a- Experimental procedure: to measure the time necessary for 10 % solvolysis of t – butyl chloride (0.1 M concentration) in 70 % water – 30% acetone solvent at zero Celsius degree. B, a, I:- 1- Prepare 500 ml of 0.1 M t- butyl chloride in acetone only and put it in an Erlenmeyer flask and label it #1. 2- Prepare 100 ml of 0.1 M NaOH solutions (in water) and put it in an Erlenmeyer flask and label it #2. 3- Using a burette take 30 ml of the solution in Erlenmeyer flask #1and put it in an Erlenmeyer flask and label it #3. 4- By a graduated pipette take 3 ml of sodium hydroxide 0.1 M in an Erlenmeyer flask and label it #4. 5- Using a graduated cylinder measure 67 ml of distilled water added to Erlenmeyer flask #4. 6- Add two drops of bromo-phenol blue indicator to Erlenmeyer flask #4. B, a, II:- 1- Suspend the Erlenmeyer flasks in a water bath full with ice and water, allowing the temperature of the Erlenmeyer flasks and their contents to equilibrate for ten minutes. 2- Adding quickly the solution in Erlenmeyer flask #4 to solution in Erlenmeyer flask #3 and start the stop watch to count for time in seconds. 3- Swirl the mixture and after one or two seconds immediately pour the combined solutions back into Erlenmeyer flask #4 to minimize the errors in the results. 4- The color of the solution after that will become blue, so continue swirling the solution in Erlenmeyer flask #4 till the instant color of the solution start changing to yellow we stop the stop watch and record the time 5- Repeat the procedure at least three times and calculate the average. 6- Tabulate the results in record B. b- Experimental procedure: to measure the time necessary for 10 % solvolysis of t – butyl chloride (0.1 M concentration) in 70 % water – 30% acetone solvent at a temperature greater than room temperature by ten degrees. B, b, I:- 1- Prepare 500 ml of 0.1 M t- butyl chloride in acetone only and put it in an Erlenmeyer flask and label it #1. 2- Prepare 100 ml of 0.1 M NaOH solutions (in water) and put it in an Erlenmeyer flask and label it #2. 3- Using a burette take 30 ml of the solution in Erlenmeyer flask #1 and put it in an Erlenmeyer flask and label it #3. 4- By a graduated pipette put 3 ml of sodium hydroxide 0.1 M in an Erlenmeyer flask and label it #4. 5- Using a graduated cylinder measure 67 ml of distilled water added to Erlenmeyer flask #4. 7- Add two drops of bromo-phenol blue indicator to flask #4. B, b, II:- 1- Suspend the flasks #3 and #4 in a water bath full with ice and water, allowing the temperature of the flasks and their contents to equilibrate for ten minutes.(to reach the temperature of the water bath) 2- Adding quickly the solution in flask #4 to solution in flask #3 and start the stop watch to count for time in seconds. 3- Swirl the mixture and after one or two seconds immediately pour the combined solutions back into flask #4 to minimize the errors in the results. 4- The color of the mixed solutions is blue, so continue swirling the solution in flask #4 till the instant color of the solution start changing to yellow we stop the stopwatch and record the time 5- Repeat the procedure at least three times and calculate the average. 6- Tabulate the results in record B. Record A Run number Temperature Time of 10 % reaction Average time / seconds Record B Run number Temperature Time required for 10% reaction Average time/seconds Average time/ seconds References; * E. Brady, James. E. Humiston, Gerard., General Chemistry Principles and Structure, second edition, SI version, john Willy and sons, Inc. * Brewester, Vaderwerf and McEwen. â€Å"Unitized Experiments in Organic Chemistry†, 3rd Ed. * Streitwieser, Andrew. H. Heathcock, Clayton. Introduction to Organic Chemistry. * H. Reusch, William. An Introduction to Organic Chemistry. * J. Laidler, Keith. Chemical kinetics. 2nd ed. * Search engines that where used: o www.google.com o www.yahoo.com * Goldwhite, Harold. R. Spielman, John. College Chemistry, 1984

Most Interesting Day of My Life Essay

But, culture is something that you cannot actually see, except through its physical manifestations in your work place. Culture is especially influenced by the organization’s founder, executives, and other managerial staff because of their role in decision making and strategic direction. Culture is the behavior that results when a group arrives at a set of – generally unspoken and unwritten – rules for working together. Culture is not usually defined as good or bad, although aspects of your culture likely support your progress and success and other aspects of life. â€Å"Employees learn the culture of their workplace by seeing how people react in various situations and by understanding what is important to management by observing what they do (more than by what they say)†. â€Å"Culture is made up of the values, beliefs, underlying assumptions, attitudes, and behaviors shared by a group of people†. How employees learn culture? Culture is transmitted to employees in a number of ways . An organization’s culture is made up of all of the life experiences each employee brings to the organization. The following points is more significant in learn culture. * Stories * Rituals * Material symbols * Language Stories: Stories such as these circulate through many organizations. They typically contain a narrative of events about the organization’s founders, rule breaking, rags-to-riches successes, reduction in the workforce, relocation of employees, reactions to past mistakes, and organizational coping. These stories anchor the present in the past and provide explanations and legitimacy for current practices. The stories reflect what made progress and what it will take to continue that success.

Oasis Theory and the Origins of Agriculture

Oasis Theory and the Origins of Agriculture The Oasis Theory (known variously as the Propinquity Theory or Desiccation Theory) is a core concept in archaeology, referring to one of the main hypotheses about the origins of agriculture: that people started to domesticate plants and animals because they were forced to, because of climate change. The fact that people changed from hunting and gathering to farming as a subsistence method has never seemed like a logical choice. To archaeologists and anthropologists, hunting and gathering in a universe of limited population and plentiful resources is less demanding work than plowing, and certainly more flexible. Agriculture requires cooperation, and living in settlements reaps social impacts, like diseases, ranking, social inequality, and division of labor. Most European and American social scientists in the first half of the 20th century simply didnt believe that human beings were naturally inventive or inclined to change their ways of life unless compelled to do so. Nevertheless, at the end of the last Ice Age, people did reinvent their method of living. What Do Oases Have to Do With the Origins of Agriculture? The Oasis Theory was defined by Australian-born archaeologist Vere Gordon Childe [1892-1957], in his 1928 book, The Most Ancient Near East. Childe was writing decades before the invention of radiocarbon dating and a half-century before the serious collection of the vast amount of climatic information that we have today had begun. He argued that at the end of the Pleistocene, North Africa and the Near East experienced a period of desiccation, a period of an increased occurrence of drought, with higher temperatures and decreased precipitation. That aridity, he argued, drove both people and animals to congregate at oases and river valleys; that propinquity created both population growth and a closer familiarity with plants and animals. Communities developed and were pushed out of the fertile zones, living on the edges of the oases where they were forced to learn how to raise crops and animals in places that were not ideal. Childe was not the first scholar to suggest that cultural change can be driven by environmental changethat was American geologist Raphael Pumpelly [1837-1923] who suggested in 1905 that central Asian cities collapsed because of desiccation. But during the first half of the 20th century, the available evidence suggested that farming appeared first on the dry plains of Mesopotamia with the Sumerians, and the most popular theory for that adoption was environmental change. Modifying the Oasis Theory Generations of scholars beginning in the 1950s with Robert Braidwood, in the 1960s with Lewis Binford, and in the 1980s with Ofer Bar-Yosef, built, dismantled, rebuilt, and refined the environmental hypothesis. And along the way, dating technologies and the ability to identify evidence and timing of past climate change blossomed. Since then, oxygen-isotope variations have allowed scholars to develop detailed reconstructions of the environmental past, and a vastly improved picture of past climate change has been developed. Maher, Banning, and Chazen recently compiled comparative data on radiocarbon dates on cultural developments in the Near East and radiocarbon dates on climatic events during that period. They noted there is substantial and growing evidence that the transition from hunting and gathering to agriculture was a very long and variable process, lasting thousands of years in some places and with some crops. Further, the physical effects of climate change also were and are variable across the region: some regions were severely impacted, others less so. Maher and colleagues concluded that climate change alone cannot have been the sole trigger for specific shifts in technological and cultural change. They add that that doesnt disqualify climatic instability as providing the context for the long transition from mobile hunter-gatherer to sedentary agricultural societies in the Near East, but rather that the process was simply far more complex than the Oasis theory can sustain. Childes Theories To be fair, though, throughout his career, Childe didnt simply attribute cultural change to environmental change: he said that you had to include significant elements of social change as drivers as well. Archaeologist Bruce Trigger put it this way, restating Ruth Tringhams comprehensive review of a handful of Childe biographies: Childe viewed every society as containing within itself both progressive and conservative tendencies which are linked by dynamic unity as well as by persistent antagonism. The latter provides the energy that in the long run brings about irreversible social change. Hence every society contains within itself the seeds for the destruction of its present state and the creation of a new social order. Sources Braidwood RJ. 1957. Jericho and its Setting in Near Eastern History. Antiquity 31(122):73-81.Braidwood RJ, Çambel H, Lawrence B, Redman CL, and Stewart RB. 1974. Beginnings of Village-Farming Communities in Southeastern Turkey1972. Proceedings of the National Academy of Sciences 71(2):568-572.Childe VG. 1969. New Light on the Most Ancient East. London: Norton Company.Childe VG. 1928. The Most Ancient Near East. London: Norton Company.Maher LA, Banning EB, and Chazan M. 2011. Oasis or Mirage? Assessing the Role of Abrupt Climate Change in the Prehistory of the Southern Levant. Cambridge Archaeological Journal 21(01):1-30.Trigger BG. 1984. Childe and Soviet Archaeology. Australian Archaeology 18:1-16.Tringham R. 1983. V. Gordon Childe 25 Years After: His Relevance for the Archaeology of the Eighties. Journal of Field Archaeology 10(1):85-100.Verhoeven M. 2011. The Birth of a Concept and the Origins of the Neolithic: A History of Prehistoric Farmers in the Near East. Palà ©orient oasis37(1):75-87. Weisdorf JL. 2005. From Foraging To Farming: Explaining The Neolithic Revolution. Journal of Economic Surveys 19(4):561-586.Wright HE. 1970. Environmental Changes and the Origin of Agriculture in the near East. BioScience 20(4):210-217.

Cruel Intentions vs. Dangerous Liaisons essays

Cruel Intentions vs. Dangerous Liaisons essays Separated by age and vastly different times, both Dangerous Liaisons and Cruel Intentions relay a social prejudice towards women that are identical despite contrasting setting details. In each time period, a preconception of a "real" lady's character drives the female characters to wear "masks" of conformity. This, they feel, society mandates, and is, along with other factors, an evident source of the character's rebellion. The characters of Kathryn Merteuil and Marquise de Merteuil each have scenes in which they define their separate but nearly identical urges to be released from this certain social order that confines them to hide their true identities. Each movie includes this scene to delve into the preconceived role in society that directly factors in Kathryn Merteuil and Marquise de Merteuil's reaction to the confined views of her time. Power is of the utmost importance to these caged women. The role of Merteuil revolves around deceit and manipulation while also requiring her to assume the role of a lady for public viewing. In the first scene she appears in, she is being treated like a very respectable lady by Cecille's mom. In both movies, she receives the highest esteem because of her obvious scheming. Kathryn in Cruel Intentions is the class president and apparently has a very high status in her prep school. In accordance, the Marquise de Merteuil in Dangerous Liaisons receives great respect and the utmost courtesy from other wealthy people. Both characters drop their facades occasionally throughout the movies, but this is only when with Valmont. The character uses the mask of a proper lady when she can attain something in return or protect her reputation and she has no need to hide her true self to Valmont because of their similar motives. Cruel Intentions and Dangerous Liaisons give the character of Merteuil a chance to further define the driving force of the woman by including a certain vital scene to her characte...

Charles Dickenss Biography

Charles Dickens's Biography â€Å"Reflect upon your present blessings of which every man has many not on your past misfortunes, of which all men have some.† quote by one of the most influential author of English Victorian era, English novelist, Charles Dickens, who wrote numerous highly acclaimed novels. Dickens lived a life filled with happiness and sadness and everything in between. He left such amazing work which is the finest part of Victorian Era literature. Charles Dickens was born on February 7, 1812, in Portsmouth, England. His full name was Charles John Huffam Dickens. He was the second child of John and Elizabeth Dickens. As a child he always liked to put on plays in a family kitchen, and singing songs, standing on the table in the local pub. After that, John and Elizabeth moved to London. And the family moves there. John was a congenial man, he got into big debt. Charles Dickens started going to school at the age 9. His father was sent to prison because of bad debt. After that, Charles had to work in Warrens blacking factory and endured appalling conditions as well as loneliness and despair. This was a factory that handled blacking, or shoe polish. The conditions were really bad. Meanwhile, his family was sent to Marshalsea, to live near his father’s prison, and Charles was left alone. After three years, Dickens was sent back to school but his working experience was never forgotten and that experienced inspired the writing of two well-known novels, â€Å"David Copperfield† and â€Å"Great Expectations†. His father was able to pay the debt. Things turned around again, Dickens at the age of fifteen had to leave school again because he had to work in an office. In the following year, he became a freelance reporter and stenographer at the law courts of London. By 1832 he was a reported for two magazines. Dickens believed that writings can play a big role in fixing the problems of the world. Dickens became a journalist and began with the journals The Mirror of Parliament and The True Sun. After that, he became a journalist for The Morning Chronicle. He published his first book in 1836, â€Å"Sketches by Boz†. In April 1836, he married Catherine Hogarth who edited Sketches by Boz. In the same month, Dickens published â€Å"Pickwick Papers† whi ch was really successful. Catherine and Charles had 10 children. In 1836 Dickens began to publish The Posthumous Papers of the Pickwick Club. This method of writing was really popular in the Victorian Era. After this, he began publishing â€Å"Oliver Twist†. He was also now editor of Bentleys Miscellany, a new monthly magazine. He continued publishing his novel in his later magazines, Household Words, and All the Year Round. Olive Twist kind of expressed Dickens life because this book is about a boy, an orphan, in London. Overall Dickens’s career was really successful but not in his first decade when he published work like Nicholas Nickleby (1838–1839), The Old Curiosity Shop (1840–1841), and Barnaby Rudge (1841). Dickens was also famous in America. He went on a five-month lecture tour of the United States. He spoke out strongly against slavery and in support of other reforms. When he returned from the United States he wrote the book â€Å"American Notes†, a book that criticizes American life as being culturally backward and materialistic. He also wrote another novel, Martin Chuzzlewit, which was about a hero finding that survival on the American frontiers is more difficult than in England. He also wrote, â€Å"A Christmas Carol and The Chimes†. Later on, he went abroad to Italy. Italy’s beauty inspired him to write â€Å"Pictures from Italy†. He also started to publish installments of â€Å"Dombey and Son†. Its full title was â€Å"Dealings with the Firm of Dombey and Son†. This completed the novel and boosted Dickens success. Dickens next novel was â€Å"David Copperfield†. This is an autobiographical novel fictionalized elements of Dickenss c hildhood, his father was an inspiration for the character of Mr. Micawber, his pursuit of a journalism career and his love life. This was Dickens favorite book. In 1850, he began a new magazine, Household Words. His editorials and articles touched upon English politics, social institutions, and family life. The 1850s were a gloomy time for Dickens. In 1851, he lost his father and one daughter within 1 week. After e few years, he fell in love with an actress so he separated from his wife. In response to his sadness, Dickens’s next novels were called his â€Å"dark† novels. These novels are considered the greatest triumphs of the art of fiction. He wrote the â€Å"Bleak House† which is considered to have the most complicated plot of any English novel, the narrative created a relation of all segments of English society. He wrote other novels such as â€Å"Hard Times† and â€Å"Little Dorrit†. Some consider the â€Å"Bleak House† to be the best novel he has written and others consider â€Å"Little Dorrit† since it portrays the conditions of England as he saw it and the conflict between the world’s harshness and all of these were expressed in a really impressive artistic form. In 1859 Dickens published a historical novel, A Tale of Two Cities, which was about the French Revolution. Dickens also published seventeen articles which later on appeared as a book entitled â€Å"The Uncommercial Traveller†. Next, he wrote â€Å"Great Expectations† which is sometimes also considered as his best work. It is a story of a young mans moral development from childhood to adult life. His last finished work was â€Å"Our Mutual Friend† which is about how he viewed London. Before death, Dickens started writing â€Å"The Mystery of Edwin Drood†, but he never finished it. For several years Dickens was sick. He had a railroad accident in 1865 from which he never recovered entirely. Dickens died of a fatal stroke on June 9, 1870.

Hospital Human Resource Department Assignment Example | Topics and Well Written Essays - 1500 words

Hospital Human Resource Department - Assignment Example The paper will have an overall view of the human resource department in a community hospital. Hospital organization hierarchy and structure An organization hierarchy is a form of organizational structure in which every entity apart from one is subordinate to the other. This means that the subordinate departments and sections report to one another within the hierarchy. This ensures that there is a chain of command flowing from the top. The human resource department in community hospital has a hierarchy in which the chain of command flows from the human resource manager. The human resource manager is at the top of the hierarchy given that he/she is the senior most person in the department. He/she oversees the relationship between staff and the organization and establishes the human resources vision. Subordinate to the HR manager are the employee relations manager, compensation and benefits manager and training manager. The training and development manager handles all issues related to recruitment, placements, and selection. Within the same hierarchy exists the employee relations manager who handles matters related to employee grievances and safety issues. The compensation and benefits manager handles issues related to workers’ remuneration, allowances, and incentives. The hierarchy is as shown in the chart below. Fig 1: A chart of Human Resource department’s organizational hierarchy and structure Basic responsibilities of the Hospital HR department The hospital’s human resource department is charged with the responsibility formulating human resource policies, and recruiting and employing staff, training, establishing workers’ remuneration packages and solving any problems related to staffing. This ensures that the hospital meets its personnel requirements and its missions. When formulating new HR policies, the department considers several factors both internal and external to the organization The human resource department ensures that the hospital maintains adequate staff so that no shortage is experienced in the same respect. Staff shortage may affect the hospital grossly to an extent of putting the lives of patients at risk. In so far as staffing is concerned, the department is charged with the responsibilities of recruiting, selecting, and training the employees. The department also offers placement opportunities to trainees and promotion to those staff members that have contributed a lot to the hospital after evaluating the employees (Goyal, 2005). The human resource department of the community hospital ensures that favorable relations exist between employees and managers. It does this by organizing training programs, meetings, and workshops. This has proved beneficial in the hospital as it makes employees feel that they are valued in the hospital and that their contributions in the organization are recognized. The human resource department also ensures that employee’s morale is boosted. This it does b y developing and revising incentive schemes depending on the prevailing situation and considering various factors. The human resource department also ensures that proper procedures and policies are in place for handling employees’ grievances. This goes a long way in avoiding industrial actions including strikes, go slows and litigations as noted by Goyal (2005). Type of department The hospital has a centralized human resource department considering that most of the major decisions are made by the managers. All policies and major decisions a