Douglas Stuart and Gordon Essay Example for Free

Douglas Stuart and Gordon Essay People may believe that they do not need any hermeneutical training, but a general reading of the book How to Read the Bible for All Its Worth by Fee and Stuart is essential for Christians who have any inclination towards scripture. The guidelines and rules outlined in the book are very good and some of them are very well developed from the point of view of interpreting and understanding scripture. For the Bible student and the inquiry seekers, the book is an excellent tool for teaching. Douglas Stuart and Gordon Fee have displayed their competencies in making the interpretation of the principles of the Bible available to present day readers. While Gordon Fee is an Old Testament scholar, Douglas Stuart is a student of the New Testament and they have covered in the book matters relating to translations, the legendry genres of poetry, parable, narratives and epistles and the meanings conveyed in the writings that were presented to their original audiences. The authors have shown how the right interpretations require different ways of exegesis as per the literary texts being studied in terms of Wisdom, Apocalypse, law and Wisdom. When considering New Testament Epistles, it is realized upon reading the book that the authors have given excellent advices in saying that the book should be treated as letters. This implies that individuals must read the book several times just as they would read letters from their close ones and then try to understand the meaning conveyed in them. It is very important to understand that the text aims at revealing the concept that the book was written to address a specific audience in order to make them understand the intricacies of Christianity. It is not possible for a reader to be extra subjective in trying to apply the different passages from the scripture to his or her own life particularly when a specific passage does not connote the meaning as believed by the reader. The book has lot of positive components and attributes that make it an excellent piece of reading. It effectively describes the complication and difficulty faced in translation and provides general principles and rules of effective interpretation. It endorses the consideration of the cultural and historical perspective and observes the writing styles and genres used in the books, and also suggests being cautious against any kind of misinterpretations. The authors have presented an easy to understand style which brings forth the art of biblical interpretations within the reach of the normal human being in a way that make the study of the Bible very rewarding and interesting. The book provides recommendation for the use of bible translations, concordances and dictionaries as facilitation to the studies. The back cover has clearly explained about the book, In clear, simple language, it helps you accurately understand the different parts of the Bible—their meaning for ancient audiences and their implications for you today—so you can uncover the inexhaustible worth that is in God’s Word. The authors have exhibited certain negative attributes especially in regard to some specific viewpoints which every reader may not agree with. For example, the material available in Acts and the Epistles was more relevant during the days when the texts were written and is considered a much lesser positive aspect in the viewpoint of King James and New King James Bible. The present day international version of the Bible is known to be much influenced by feminism while the translation versions of the Bible, especially the English Standard Version, are not much influenced by feminism. This is considered as being more sought after as the Dynamic Equivalence way of translation. Some scholars have come to believe that all hermeneutic theories have not been adequately dealt with by the authors. Since one of the authors is said to be an associate of the Assemblies of God Church, he has made some critics to point that the hermeneutics have been presented in his style. There have been several allegations of the flow of content being difficult while the style of writing has not been up to the mark. How to Read the Bible for All Its Worth guides the reader in a way that he or she can handle the Scripture in a better way, and teaches how misinterpretations can be avoided by using the context properly. The entire book emphasizes the importance of holistic reading of passages as per the over all substance of Scripture. Quirky doctrines and bad exegesis are the result of instances when passage and biblical statements are taken out from the theological, historical or cultural contexts and focused on aspects that are away from the whole of the revelation. In this context the introduction in the books has aptly explained that, The aim of good interpretation is not uniqueness; one is not trying to discover what no one else has ever seen before. Interpretation that aims at, or thrives on, uniqueness can usually be attributed to pride (an attempt to ‘out clever’ the rest of the world), a false understanding of spirituality (wherein the Bible is full of deeply buried truths waiting to be mined by the spiritually sensitive person with special insight), or vested interests (the need to support a theological bias, especially dealing with texts that seem to go against that bias). It is realized that the authors have made powerful points when one tries to understand the historic tests of the Old and New Testaments. They firstly make a case in favour of reading these books in order to see the activities of God in the matters pertaining to His Church and Israel. Hence these books are better understood if they are divided into separate sections that should be read as a successive account of deliverance history. Additionally the authors have warned that the passages should not be decontextualized and allegorized since such actions become tempting while reading historical narratives which do not appear to have much spiritual and theological importance. Significant points have been made by the authors in enhancing the awareness of the gospels. It is initially affirmed that some knowledge of the historical texts is important and crucial and that one is at a disadvantage if he or she is not conversant with Mediterranean culture of the 1st century. Secondly, it helps to read accounts of similar gospels and understand the minor differences which can enhance the understanding in regard to the audiences that the gospels intend to address and the kind of message that the authors are aiming to convey in those instances. It is established in the entire book that, as a rule, one must think and read in paragraph form to make the best and most meaningful use of the books. The treatment of the legal books of Hebrews is very impressive. The authors make a strong point that the given laws were specified for Israel in order to make them get benefits by understanding and applying them to the Israeli people. This point is considered valid by the authors but they also point out that there needs to be a precise way of teaching that the law did not emphasize upon. Moreover, the New Testament is no longer binding on the people today and is not considered by the authors as a strong argument. The laws that condemned rape, incest, homosexuality and bestiality were not specifically stated by Jesus, but they are believed to be true and applicable today also. The book is concluded in dealing with revelation, wisdom literature and psalms. However there is nothing new or revolutionary in these narrations which include strong and sound advice in regard to some negligible points of contention. Although the book cannot be considered exhaustive as a guide it is undoubtedly the best in enabling the understanding and reading of the Scripture. In essence, the book has aptly demonstrated how the Bible should be read theologically through the eyes of the Incarnation of Jesus Christ instead of the overtly idealistic and literalistic methods. Bible reading is revealed as being not only informative but also resulting in the positive transformation of human beings. Bibliography Fee Gordon D and Stuart Douglas, How to Read the Bible for All Its Worth, 2003, Zondervan

Disadvantages of Physical Education

Disadvantages of Physical Education Mandatory physical education for students in elementary through high school is designed with the best intentions like promoting a healthier lifestyle, and aiding students in uncovering their potential talent. But as good as these intentions may seem they all fall short of its goals due to restricting students freedom of choice, a mounting budget deficit, and constant bullying. All these countless shortfalls cause a string of unforeseen problems such as impairing academic success, vast emotional damage, immense psychological harm, and painful physical damage. Although many parents consider physical education as an important part of the public education system, children should not have to participate in physical education if they do not want to. Physical Education should not be mandatory in public education for students in elementary through high school since it impairs learning, emotional, and physical harm to students causing immense damage that are not beneficial to students. I am troubled about mandatory physical education for students in elementary through high school. Physical education went through a long journey to become what it is today. It all started in 776 B.C. where Greeks held the first Olympiad. Later on in 1814 Demark establishes the Bill of 1814 the first ever compulsory physical education bill. In 1825 Charles Beck becomes the first teacher to teach physical education. In 1866, California passed the physical education legislation, becoming the first state to ever do so. Afterwards in 1896 Athens, Greece held the first modern Olympic game (Zeigler). Throughout all these years, physical education maintained its core values, fostering an environment for students to improve their comprehension, skill sets, capacities, and principles (Kelso). Problem starts when physical education becomes mandatory especially in schools where all these values begin to shift for the worst part. Students lose their freedom of choice, being forced into a highly co mpetitive world of sports where injuries, psychological drama, and fear of losing become a predominant possibility (FLEMING). Whether physical education should be made mandatory in public education for students in elementary through high school is a highly controversial topic since physical education comes with a heavy price by stripping students of their freedom of choice, and a enhanced education due to lack of funding. Making physical education mandatory in public education for students in elementary through high school intensifies an ongoing budget crisis. In just the state of California alone there is already an 11.2 billion dollar deficit. Across the United States, state tax revenues are down because of the worldwide economic slump. Each year schools receive only limited amounts of state and federal funding, funds depend on population and student academic performance (BBC). According to the Los Angeles Times many schools are already struggling with increased furloughs, and widespread teacher layoffs(Mehta). If physical education were to become mandatory then funds would be stretched even more sparsely. For example making physical education compulsory in elementary and high schools nationwide would be establishing an entirely new department just for physical education, and building new gyms and football fields. All these so called innovations take away scarce resources which could have been bette r used on vital academic lessons. Our students deserve a better future and making physical education mandatory is not the answer. Ms. Weissman, the current head of physical education at Tenafly High School argues that physical education helps students uncover their hidden talent, and helps them use it to their full potential (Weissman). I cannot argue the fact that physical education allows students to try out diverse sports and experience a variety of sports. Nevertheless students can uncover their talents outside of school sidestepping the bullying and physiological damage that usually occurs with physical education. According to a nationwide poll in 2004 done by Southwest Wisconsin Youth Survey 19% of all teens responded to some or quite a bit when asked how much do you worry about being picked on or physically hurt by another teen? (SWYS). Also, 19% is an enormous number that means that two out of every ten students are being bullied. Besides 19% is an understatement since most students that are bulled are too ashamed, scared, or hurt to admit it. There are countless more students that are being bullied but are not documented. Students have a hard time learning when they are constantly being bullied and put down by fellow classmates. Being successful in sports only occurs when both talent and interest are mixed in. Physical education in school only impairs on student academic success it should not be made mandatory. Cristina S. Barroso the current assistant professor of health promotion and behavioral science at University of Texas Health Science Center argues that physical education should be mandatory since the government is concerned about the well being of its citizens by promoting physical activity in students through mandatory physical education assists students in fighting obesity, and maintaining long-term habits of working out (Barroso). While I cannot argue the fact that physical activities promote good health my point is that students should at least be allowed a choice. They should be able to do what they want with their body. They are young sensible adults on the verge of adulthood and deserve to be able to make their own decisions and learn from their own mistakes, it is all part of life and growing up. An essay appeared in Journal of Law and Education, a journal published by the University of South Carolina Law Center. In School Liability: The Danger of Mandatory Physical Educatio n Classes, Heather Sanders the Health argues that forcing students to do what they may not want to do can lead to dire consequences. Consequences like depression, injuries, and anxiety are just a few of the many consequences that occur when physical education becomes mandatory (Sanders). It is also outrageous to say that physical education can actually make a real world difference to students health. Physical education is highly inefficient; there are countless more efficient ways of ensuring a healthy population than forcing students to run a lap once a week, a simple change in their diet to healthier foods and walking instead of driving to school would do just fine (NCCDPH).Taking away freedom of choice for students is a big mistake since having freedom is essential to being an America, physical education should not be compulsory in public education for students in elementary through high school. No one can argue the fact that exercise is highly beneficial for people of all ages but making physical education mandatory for students in elementary through high school is not the answer. The goal of physical education is to encourage a healthier lifestyle, promoting students to become well rounded individuals, and assisting students in finding their potential talent, but in reality all these benefits fall short once physical education becomes mandatory. Once students lose their freedom of choice, have budget cuts kick in, and are constantly being bullied a series of unforeseen problems arises such as underperforming academically, vast emotional damage, immense mental suffering, and constant physical abuse. Disadvantages Of Physical Education Disadvantages Of Physical Education Mandatory physical education for students in elementary through high school is designed with the best intentions like promoting a healthier lifestyle, and aiding students in uncovering their potential talent. But as good as these intentions may seem they all fall short of its goals due to restricting students freedom of choice, a mounting budget deficit, and constant bullying. All these countless shortfalls cause a string of unforeseen problems such as impairing academic success, vast emotional damage, immense psychological harm, and painful physical damage. Although many parents consider physical education as an important part of the public education system, children should not have to participate in physical education if they do not want to. Physical Education should not be mandatory in public education for students in elementary through high school since it impairs learning, emotional, and physical harm to students causing immense damage that are not beneficial to students. I am troubled about mandatory physical education for students in elementary through high school. Physical education went through a long journey to become what it is today. It all started in 776 B.C. where Greeks held the first Olympiad. Later on in 1814 Demark establishes the Bill of 1814 the first ever compulsory physical education bill. In 1825 Charles Beck becomes the first teacher to teach physical education. In 1866, California passed the physical education legislation, becoming the first state to ever do so. Afterwards in 1896 Athens, Greece held the first modern Olympic game (Zeigler). Throughout all these years, physical education maintained its core values, fostering an environment for students to improve their comprehension, skill sets, capacities, and principles (Kelso). Problem starts when physical education becomes mandatory especially in schools where all these values begin to shift for the worst part. Students lose their freedom of choice, being forced into a highly co mpetitive world of sports where injuries, psychological drama, and fear of losing become a predominant possibility (FLEMING). Whether physical education should be made mandatory in public education for students in elementary through high school is a highly controversial topic since physical education comes with a heavy price by stripping students of their freedom of choice, and a enhanced education due to lack of funding. Making physical education mandatory in public education for students in elementary through high school intensifies an ongoing budget crisis. In just the state of California alone there is already an 11.2 billion dollar deficit. Across the United States, state tax revenues are down because of the worldwide economic slump. Each year schools receive only limited amounts of state and federal funding, funds depend on population and student academic performance (BBC). According to the Los Angeles Times many schools are already struggling with increased furloughs, and widespread teacher layoffs(Mehta). If physical education were to become mandatory then funds would be stretched even more sparsely. For example making physical education compulsory in elementary and high schools nationwide would be establishing an entirely new department just for physical education, and building new gyms and football fields. All these so called innovations take away scarce resources which could have been bette r used on vital academic lessons. Our students deserve a better future and making physical education mandatory is not the answer. Ms. Weissman, the current head of physical education at Tenafly High School argues that physical education helps students uncover their hidden talent, and helps them use it to their full potential (Weissman). I cannot argue the fact that physical education allows students to try out diverse sports and experience a variety of sports. Nevertheless students can uncover their talents outside of school sidestepping the bullying and physiological damage that usually occurs with physical education. According to a nationwide poll in 2004 done by Southwest Wisconsin Youth Survey 19% of all teens responded to some or quite a bit when asked how much do you worry about being picked on or physically hurt by another teen? (SWYS). Also, 19% is an enormous number that means that two out of every ten students are being bullied. Besides 19% is an understatement since most students that are bulled are too ashamed, scared, or hurt to admit it. There are countless more students that are being bullied but are not documented. Students have a hard time learning when they are constantly being bullied and put down by fellow classmates. Being successful in sports only occurs when both talent and interest are mixed in. Physical education in school only impairs on student academic success it should not be made mandatory. Cristina S. Barroso the current assistant professor of health promotion and behavioral science at University of Texas Health Science Center argues that physical education should be mandatory since the government is concerned about the well being of its citizens by promoting physical activity in students through mandatory physical education assists students in fighting obesity, and maintaining long-term habits of working out (Barroso). While I cannot argue the fact that physical activities promote good health my point is that students should at least be allowed a choice. They should be able to do what they want with their body. They are young sensible adults on the verge of adulthood and deserve to be able to make their own decisions and learn from their own mistakes, it is all part of life and growing up. An essay appeared in Journal of Law and Education, a journal published by the University of South Carolina Law Center. In School Liability: The Danger of Mandatory Physical Educatio n Classes, Heather Sanders the Health argues that forcing students to do what they may not want to do can lead to dire consequences. Consequences like depression, injuries, and anxiety are just a few of the many consequences that occur when physical education becomes mandatory (Sanders). It is also outrageous to say that physical education can actually make a real world difference to students health. Physical education is highly inefficient; there are countless more efficient ways of ensuring a healthy population than forcing students to run a lap once a week, a simple change in their diet to healthier foods and walking instead of driving to school would do just fine (NCCDPH).Taking away freedom of choice for students is a big mistake since having freedom is essential to being an America, physical education should not be compulsory in public education for students in elementary through high school. No one can argue the fact that exercise is highly beneficial for people of all ages but making physical education mandatory for students in elementary through high school is not the answer. The goal of physical education is to encourage a healthier lifestyle, promoting students to become well rounded individuals, and assisting students in finding their potential talent, but in reality all these benefits fall short once physical education becomes mandatory. Once students lose their freedom of choice, have budget cuts kick in, and are constantly being bullied a series of unforeseen problems arises such as underperforming academically, vast emotional damage, immense mental suffering, and constant physical abuse.

Plato on Education as the Development of Reason Essay -- Educational P

Plato on Education as the Development of Reason ABSTRACT: Socrates' great educational innovation was in ascribing moral worth to the intellectual activity reflectively directed at one's own life. His concept of eudaimonia was so different from the ordinary that talking about it took on sometimes a paradoxical air, as in Apology 30b3. For him, reason is not a tool for attaining goals independently thought worthwhile; rather, rationality itself, expressed in the giving of reasons and the avoidance of contradictions, confers value to goals and opinions. Persons are reasonable, but obviously not the empirical human being. But education is aimed at the empirical man or woman and inevitably employs psychological means. How then is it possible that the result of education should grow out of the depths of each individual and be nevertheless valid for all individuals? In the Symposium, Plato gives Aristophanes the crucial move. Each of us is only half the whole person and we are moved by our desire for what we lack. In this context, to cla im that the soul is immortal is to claim-at least-that the soul has a non-empirical dimension, that its real objects are not the objects of desire as such, and that a person's sensible life is not the true basis for the evaluation of his or her eudaimonia. However, in the soul which is not free from contradictions there is no advantage to right but unexamined options. There is in the life of the naà ¯ve just an insecurity which is not merely pragmatic. Even if a person never falters to the end of life, this is no more than moral luck. One is still guilty on the level of the logos, and liable to blame and punishment not for what one does, but for what one could have done. 'The unexamined life', says ... ...ra, e.g., T.Irwin, Plato's Ethics (New York and London, Oxford University Press, 1995), 301f. (6) Cf. J. Mittelstrass, 'On socratic dialogue', Platonic Writings / Platonic Readings, ed. C.L. Griswold (New York and London, Routledge, 1988), 126-142. (7) Cf., e.g., Callicles: 'I care nothing for what you say, and even those answers I gave you because of Gorgias' (Gorgias 505c5-6); Thrasymachus: 'To appease you, since anyway you do not let me talk. What else do you want?' (Republic i 350e6-7). (8) Diogenes Laertius vi 24. (9) So, for example, Phaedrus 246 ff. (10) Phaedrus 271d ff. (11) Cf. H. v. Arnim, Platon's Jugenddialoge (Leipzig, 1914); S.Scolnicov, 'Friends and friendship in Plato', Scripta Classica Israelica xii (1993), 67-74. (12) Cf.Phaedo 89b10. (13) Cf. S. Scolnicov, Plato's Metaphysics of Education (London, Routledge, 1988), ch. 12.

MBA 820, Finance, Summer 2005, Final Exam :: OSU Ohio Business Finance

MBA 820, Finance, Summer 2005, Final Exam OSU Ohio State University Answer Key Included Part I: Multiple-Choice: [1 point each] 1. If the Markets Desk at the New York Federal Reserve Bank purchases T-bills, this will: 1. Increase the Federal Funds Rate 2. Decrease the Federal Funds Rate 3. Raise the value of the dollar on the foreign exchange market 4. Lower the value of the dollar on the foreign exchange market 5. Both a and c 6. Both a and d 7. Both b and c 8. Both b and d 2. Demand influences production according to (choose the answer/answers that does/do NOT apply): 1. Classical Economics 2. Keynesian Economics 3. Monetarists 4. New Classical Economics 5. New Keynesian Economics 3. For a country to peg its exchange rate, the country’s central bank must (choose the answer/answers that does/do NOT apply): 1. Keep monetary autonomy 2. Change the money supply 3. Buy short term bonds 4. Buy foreign exchange 5. Accumulate reserves 4. GDP in 1981 was $2.96 trillion. It grew to $3.07 trillion in 1982, yet the quantity of output actually decreased. This is because: 1. Prices increased 2. GDP is not the same as Real GDP 3. Statistical discrepancies caused in error in the 1981 reading 4.

Quality of Work Life Essay

Employees at any level many time experience a sense of frustration because low level of wages, poor working conditions, unfavourable terms of employment, inhuman treatement by their superiors & the like whereas managerial personnel feel frustrated because of alienation over their condition of employment , interpersonal conflicts, role conflicts, Job pressure , lack of freedom , absence of challenging work, etc. QWL means different things to different people, J. Richard & J. Loy define QWL as † the degree to which members of a work organization are able to satisfy mportant personnel needs through their experience in the organization. † In the search for improved productivity, manager & executives alike are discovering the important contribution of QWL. Hackman & suttle describe QWL from varied viewpoints. From a professional view point , it refers to industrial democracy, increase workewrs participation in corporate decision making , or culmination of the goals of human realations. In terms of management perspective, it relates to a variety of efforts to improve productivity through improvements in the human , rather than he capital or technological inputs of production. From standpoint of the characteristics of individual workers , it refers to the degree to which members of a work organization are able to satisfy important personal needs through their experience in the organization. From the unions, perspective , it is a more equitable sharing of the income and resources of the work of organization, and more human & healthier working conditions. DIMENSIONS OF STUDY : Quality of work life improvement are defined as any activity which takes place at very level of organization which seeks greater organizational effectiveness through enhancement of human dignity and growth a process through which the stockholders in the organization management, union and employees- learn how to work together to better to determine for themselves what actions, changes & improvements are desirable and workable in order to achive twin & simultaneous goals of an improve quality of life at work for all members of organization & greater effectiveness for the company and unions. Trade union claim that they are responsible for the improvements in various facilities to workers hereas management takes credit for improved salaries, benefits & facilities. However, HR manager has identified specific issues in QWL. Klott Mundick& Schuster suggested major QWL issues. They are: (1) Pay & Employment on permanent basis: Good pay still dominates most of the other factors in employee satisfaction. Various alternative means for providing wages should be developed in view of increase in cost of living index , increase in levels & rates of income tax & profession tax. QWL must be build around an equitable pay programs . in uture more workers may want to participate in the profits of the firm. Employment of workers on casual, temporary, probationary basis gives them sense of insecurity. On the other hand , employment on the other basis gives them security & leads to higher order QWL. (2) Occupational Stress : Stress is a condition of strain on one’s emotions, thought process ; physical condition . stress is determined by the worker’s abilities & nature and match with the Job requirements. Stress is cause due irritability, offering prestigious designation to the Jobs, providing well furnish amp; decent work places, offering membership in clubs or association , providing vehicles, offering vacation trips, or means to recognize the employees hyper- excitation or depression unstable behaviour, fatigue, stuttering, trembling psychometric pains, heavy smoking & drug abuse. Stress adversely effects on employee’s productivity. The HR manager, in order to minimize the stress has to identifiy, prevent ; tackle the problem. He may arrange the treatment of problem with the health unit or provide some stress buster activities during the hectic work schedule. 3) Organizational Health programs : Organizational health programs aim at educating employees about health problems means of maintaining ; improving health etc. These programme covers drinking and smoking cessation ( if it is affecting the productivity of employee ) , hypertension control , other forms of cardiovascular risk reduction, family planning etc. Effective implementation of these progrme results in reduction in absenteeism, hospitalization ,disability, excessive Job turnover ; premature death. It should also covers relaxation, physical exercise , diet control etc. 4) Alternative work schedule : Alternative work schedule including work at home , flexible working hours, staggered hours , and reduced work week, part time employment which may be introduced for the convenience ; comfort of the workers as the work schedule which offers the individual the leisure time , flexible hours of work is preferred. 5) Participative Management ; control of work : Trade unions and workers participation in management and decision making improves QWL . workers also feel that they have control their work, use their skills ; make a real contribution to the Job if they re allowed to participate in creative and decision making process. (6) Recognition : recognizing the employee as a human being rather than as a labourer increases the QWL . Participative management , awarding the rewarding systems , congratulating the employees for their achievement , Job enrichment, offering prestigious designation to the Jobs, providing well furnish and decent work places,offering membership in club or associations , providing vehicles , offering vacation trips, or some means to recognize the employees . (7) Congenial Worker- supervisor Relation : Harmonious supervisor- worker relations give the worker essence of social association , belongingness, achievement of worker results etc. This in turn led to better QWL. 8) Grievance procedure : workers have a sence of fair treatement when the company gives them opportunity to ventilate their grievances and represent their case succinctly rather than settling the problems arbitrarily. (9) Adequacy of resources : Resources should match with stated objective ; otherwise , employee will not be able to attain them . This results in the employee dissatisfaction and lower QWL. 10) Seniority ; meri t in promotions : seniority is generally taken as the basis of promotion in case of operating employees . Merit is considered as the basis for advancement for managerial people whereas seniority cum- merit is preferred for promotion of ministerial employees. The promotional policies ; activities should be fair 7 Just in order to ensure higher QWL. (11) Welfare Benefits : Since workers are now better organized , educated ; vociferous, they demand social security ; welfare benefits as a matter of right which were once considered a part of bargaining process.

Arvo Part “Spiegel Im Spiegel”

Addam Farmer Materials of Modern Music 12/7/2011 Research Paper Final Arvo Part Spiegel im Spiegel Spiegel im Spiegel, originally written for violin and piano, is one of Arvo Part’s most influential compositions. At first listen, the composition sounds like a standard minimalist piece: it is in F Major, written in 6/4 time, and over 8 minutes long. The most important aspect of the piece lies not in the musical content itself, but in the way that Part uses that content. Arvo Part was an extremely spiritual human being, devoting even his music-making to his spirituality.His â€Å"tintinnabuli† style was created with the intent to mirror the Biblical portrayal of Jesus Christ. â€Å"On the surface it is calm, as was Christ’s external acceptance of his inevitable role in the salvation of all humanity. Yet it bears an undercurrent of turmoil and desperation†¦Ã¢â‚¬  (Langager, pg. 61) Described in a practical manner, Part’s method of composing in the tint innabuli style involves hovering around the tonic triad in order to create a â€Å"bell-like† quality. In fact, the term tintinnabuli is the literal reference to the ringing of bells in Latin.Futhermore, the tintinnabular style of Part creates an effect â€Å"in which a chord lingers in time until all of the elements of the triad have sounded. † (Langager, pg. 29) Part goes on to explain another important aspect of his tintinnabuli style in an interview with the BBC: Tintinnabuli is the mathematically exact connection from one line to another†¦tintinnabuli is the rule where the melody and the accompaniment [or accompanying voice]†¦is one. One plus one, it is one – it is not two. This is the secret of this technique. It is clear that Part’s ultimate goal was to do as much as he can with as little as he had. His â€Å"one plus one† equals one philosophy can be blatantly heard in Spiegel im Spiegel. The literal German translation for Spiegel im Spiegel is â€Å"mirror in the mirror. † When listening to the piece with this knowledge, we can hear why Part gave the composition its title. The piece feels like an infinite amount of reflections like that created by a mirror in a mirror: the seemingly endless repetition of the tonic triad in the piano is responsible for this aural illusion.This falls exactly in line with Part’s description of tintinnabuli: that is, the emphasis of the triad over an extended period of time. The piano arpeggiates around this tonic triad for what seems like forever, which puts the listener into what Part would describe as a â€Å"spiritual† trance. At about 15 seconds into the piece, a violin carefully makes its entrance. The violin’s simple part helps it to merge with the piano sequence, making true Part’s equation of â€Å"one plus one equals one. † The violin line consists of nothing but whole notes, and is completely devoid of syncopation.It is true that one can examine the piano and violin as being two mirrors: they are two different instruments, but when faced towards each other, they reflect the other and it becomes difficult to tell one from the other. Throughout Spiegel im Spiegel, the two different mirrors (the violin and the piano) reflect each other, portraying a sense of unity. While the violin line is extremely simple in its melodic content, the way Part expands upon the melody is unique and somewhat sneaky. The violin line begins by ascending from G to middle A. Then, it descends from B flat to middle A.Following that, it ascends from F to G to middle A. Basically, each time it ascends, at the last part of the sequence, the note ascends one step higher than it had the previous ascension. The same goes for the descending lines. Once the violin reaches the outermost note, it returns right back to A (the third of the key signature), without even touching another note before it. Part very obviously planned for this to ha ppen as it is pitch relationship in the violin is extremely ordered and mathematical. This trait can evade the listener easily – I didn’t even notice it was happening until I took the violin line apart.Upon further analysis we hear that the piano begins by playing a second inversion F Major chord arpeggiation, repeated in an endless manner. This arpeggiation is modified throughout the piece, switching between root position and the inherent second inversion that happens when the left hand note fades out. Simply by inverting the chord, Part changes the feel of the key. Had he written the extended arpeggiation of the F major in root position the entire time, the composition would feel much more â€Å"campy† – it could have felt like a children’s song.Instead, inverting the arpeggiated chord in second inversion gives the music a deeper, more passionate quality. In addition, the chords in the piano necessarily mirror what the violin does in terms of its mathematical pitch sequences. The musical content and context of Spiegel im Spiegel is true to its title. The violin line gives off the illusory effect that it is static when it is actually extending its range, while the piano’s endlessly-repeated second inversion F Major chord creates a wave of emotion.The violin and piano’s juxtaposing-yet-unifying musical content give it the sense that we are hearing what a mirror’s reflection of another mirror would sound like. Spiegel im Spiegel encompasses all things tintinnabular; that is, all things Arvo. Bibliography: Langager, Graeme. â€Å"The Tintinnabuli Compositional Style of Arvo Part. † British Colombia, Canada; Long Beach, California. 1997. Arvo Part & Anthony Pitt. BBC 3 Radio Interview. Royal Academy of Music, London. 2000.

Classmates and Influences

Do you agree or disagree with the following statement? Classmates are a more important influence than parents on a child’s success in school. Use specific reasons and examples to support your answer. I can not completely agree with the statement that classmates are a more important influence than parents on a child's success in school. In this essay I will first focus on the reasons why I agree with this statement and then list a few points why from my opinion in some cases is not true.From the one side, classmates have a significant influence on child's behavior and his or her success in school. First of all, children spend much time at school. Classmates have many things in common such as age, interests, homework and classes after all. So, they discuss their impressions about a new teacher, solve problems together, learn their homework, gain new knowledge and experience and even make their own discoveries. Sharing all these makes them closer. Some of them become friends and they spend after-school time together.In addition friends tend to copy each other's habits and manners. For instance, my little sister became friends with the girl who did not have good grades at school at that time. It does not mean she could not have better grades; she just had many friends who did not care about their grades. So, when they started to spend their time together and share their interests, girl's grades improved. They did their homework together, shared their dreams and exciting moments. From this point I must agree that classmates can change child’s attitude towards school.From the other side, parents have a great influence on children' success in school too. For example if parents show an interest in their child's progress and talk to him or her about the importance of learning I think their child will listen to them and do his or her best. Personally, I believe that relationships between parents and a child play an essential role in child's success in schoo l. If these relationships are close and wholehearted I am sure that parents should not be afraid of bad influence from the outside.