Three Most Popular Classic German Lullabies

Three Most Popular Classic German Lullabies These are three of the most popular classic German lullabies. (See more songs.)Guten Abend und gute Nacht!(Music by Johannes Brahms. Text from Des Knaben Wunderhorn)1. Guten Abend, gut NachtMit Rosen bedachtMit Nglein bestecktSchlà ¼pf unter die DeckMorgen frà ¼h, wenn Gott willWirst du wieder gewecktMorgen frà ¼h, wenn Gott willWirst du wieder gewecktGood evening, goodnight,Covered with rosesAdorned with thornsSlip under the coversTomorrow, if it is God’s will,Will you wake againTomorrow, if it is God’s will,Will you wake again2. Guten Abend, gut NachtVon Englein bewachtDie zeigen im TraumDir Christkindleins BaumSchlaf nun selig und sà ¼ÃƒÅ¸Schau im Traum s ParadiesSchlaf nun selig und sà ¼ÃƒÅ¸Schau im Traum s ParadiesGood evening, goodnight,Watched over by angelsIn a dream they show youThe Christ-childs treeSleep blessed and sweetlyLook for paradise in your dreamSleep blessed and sweetlyLook for paradise in your dreamGuten Abend - You TubeWeißt du, wieviel Ste rnlein stehen(Music and Text by Wilhelm Hey. 19th century)1. Weißt du, wieviel Sternlein stehenan dem blauen Himmelszelt?Weißt du, wieviel Wolken ziehenweithin à ¼ber alle Welt?Gott der Herr hat sie gezhlet,daß ihm auch nicht eines fehletan der ganzen großen Zahl,an der ganzen großen Zahl. Do you know how many little stars are in blue heaven’s tent?Do you know how many clouds trailAll over the world?The Lord God has counted them,So that none of them are missingAmong this great vast amountAmong this great vast amount2. Weißt du, wieviel Mà ¼cklein spielenin der heißen Sonnenglut,wieviel Fischlein auch sich kà ¼hlenin der hellen Wasserflut?Gott der Herr rief sie mit Namen,daß sie all ins Leben kamen,daß sie nun so frà ¶hlich sind,daß sie nun so frà ¶hlich sind. Do you know how many little fliesPlay in the sun’s intense heat,How many little fish like to coolIn the clear high tide?The Lord God called them by name,So that they all came to life,And now they are all so happy, And now t hey are all so happy.3. Weißt du, wieviel Kinder frà ¼hestehn aus ihrem Bettlein auf,daß sie ohne Sorg und Mà ¼hefrà ¶hlich sind im Tageslauf?Gott im Himmel hat an allenseine Lust, sein Wohlgefallen;kennt auch dich und hat dich lieb,kennt auch dich und hat dich lieb. Do you know how many childrenWake up early from their little beds,Who are without worry and sorrowAnd happy during the day?God in Heaven has everybody’sPleasure and welfare in mind;He knows you and loves you too,He knows you and loves you too.Weißt du, wieviel Sternlein stehen - You Tube Der Mond ist aufgegangenGerman Folksong 18th century(Music: various, first rendition by Johann Schulz. Text by Matthias Claudius)1. Der Mond ist aufgegangen,Die goldnen Sternlein prangenAm Himmel hell und klar;Der Wald steht schwarz und schweiget,Und aus den Wiesen steigetDer weiße Nebel wunderbar. The moon has risen,The little golden stars shineIn the heavens so clear and brightThe woods stand dark and stillAnd out of the meadows riseA wonderful fog.2. Wie ist die Welt so stille,Und in der Dmmrung Hà ¼lleSo traulich und so hold!Als eine stille Kammer,Wo ihr des Tages JammerVerschlafen und vergessen sollt.How the world stands stillIn twighlight’s veilSo sweet and snugAs a still r oomWhere the day’s miseryYou will sleep off and forget. 3. Seht ihr den Mond dort stehen?Er ist nur halb zu sehen,Und ist doch rund und schà ¶n!So sind wohl manche Sachen,Die wir getrost belachen,Weil unsere Augen sie nicht sehn.Do you see the moon standing there?You can only see half of it,And it is so round and beautiful!Such are several thingsThat we laugh at mockingly,Because our eyes do not see.4. Wir stolze MenschenkinderSind eitel arme Sà ¼nderUnd wissen gar nicht viel;Wir spinnen LuftgespinsteUnd suchen viele Kà ¼nsteUnd kommen weiter von dem Ziel. brUs proud children’s menAre poor and vain;And do not know much,We spin spirit’s of the airAnd look for many artsAnd come further from the goal.Der Mond ist aufgegangen - You Tube

Please answer the following questions Assignment

Please answer the following questions - Assignment Example Functional structure classifies the people with the function they perform. Divisional structure- These are structures which based upon various divisions within organizations. This is further divided into; product structure which is based on the organizational of the staff and a duty which is based on different products the company produces. Market structure which classifies the employees according to the market the company deals in. Geographical structure which is applicable to organizations working in different places (Schein 59). Other kinds of structures include; bureaucratic structures, pre bureaucratic structures, network structure and team structure. Bureaucratic structures are advantages in organizations with complex managements. Pre bureaucratic is suitable when administration is centralized. While network structure help maintain coordinates. b) What is organizational culture-These are the behaviors and the values that explain the social uniqueness and the organizational psychological environment. It is therefore the summation of organizations preset and past experiences and philosophy hat defines and hold the organization together. It is rooted on the customs, beliefs, attitudes and norms. It is manifested through the strength of the staff, flow of power and information, autonomy and freedom in the organization and the ways business is conducted in the organization. The organization culture is regarded either strong or weak. This is depends on how it spreads within the organization. Culture affects organizations productivity and the quality. It also influences marketing and advertising strategies. In India the major drivers are power distance; people are not equal in the society 77. Individualism; this explains the degree of interdependence maintained among members is rated at 48 Masculinity/Feminist indicating success n competition 56. Uncertainty and avoidance and the long term orientation which involves dealing

Community and public health Assignment Example | Topics and Well Written Essays - 250 words

Community and public health - Assignment Example In addition, it aims at improving the value of healthcare, efficiency, quality while minimising spending, and making healthcare system more transparent and accountable to the diverse population, which are key elements in the Act (Mason et al., 2014). The American Academy of Nursing, in conjunction with several nursing organization, has overwhelmingly supported the efforts to reform the health care system. Nurses have steered the expansion to allow people to access cost-effective and high-quality services in the public sector with more emphasis on primary and preventive care services. The affordable care act shall make the nurses model both individual and health care system to be more beneficial to patients than before. Nursing as a profession shall actively get involved in the leading efforts to improve patient care and minimise cost, which as an integral part of the professionals values, knowledge and skills. Nurses shall enhance health promotion among the diverse population by educating the population about the best prevention, acquisition of health care and efficient ways of getting medical help in the evolving healthcare system (Boykin et al.,

Benefits of reading newspapers Essay Example for Free

Benefits of reading newspapers Essay UIUC Physics 436 EM Fields Sources II Fall Semester, 2011 Supplemental Handout Prof. Steven Errede American Wire Gauge (AWG) Metric Gauge Wire Sizes AWG Wire Sizes (see table below) AWG: In the American Wire Gauge (AWG), diameters can be calculated by applying the formula: D(AWG) = 0.005 * 92 ((36-AWG)/39) inch. For the 00, 000, 0000 etc. gauges you use -1, -2, -3, which makes more sense mathematically than â€Å"double nought.† This means that in American Wire Gauge every 6 gauge decrease gives a doubling of the wire diameter, and every 3 gauge decrease doubles the wire cross sectional area – just like calculating dB’s in signal levels. Metric Wire Gauges (see table below) Metric Gauge: In the Metric Gauge scale, the gauge is 10 times the diameter in millimeters, thus a 50 gauge metric wire would be 5 mm in diameter. Note that in AWG the diameter goes up as the gauge goes down. Metric is the opposite. Probably because of this confusion, most of the time metric sized wire is specified in millimeters rather than metric gauges. Load Carrying Capacities (see table below) The following chart is a guideline of â€Å"ampacity†, or copper wire current-carrying capacity following the Handbook of Electronic Tables and Formulas for American Wire Gauge. As you might guess, the rated â€Å"ampacities† are just a rule of thumb. In careful engineering the insulation temperature limit, thickness, thermal conductivity, and air convection and temperature should all be taken into account. The Maximum Amps for Power Transmission uses the 700 circular mils per amp rule, which is very conservative. The Maximum Amps for Chassis Wiring is also a conservative rating, but is meant for wiring in air, and not in a bundle. For short lengths of wire, such as is used in battery packs, you should trade off the resistance and load with size, weight, and flexibility.  © Professor Steven Errede, Department of Physics, University of Illinois at Urbana-Champaign, Illinois 2005-2008. All Rights Reserved. 1 UIUC Physics 436 EM Fields Sources II Fall Semester, 2011 Supplemental Handout Prof. Steven Errede AWG Gauge Diameter (Inches) Diameter (mm) Ohms per 1000†² (@ T=20oC) Ohms per km (@ T=20oC) Max amps for chassis wiring Max amps for power X-mission 0000 000 00 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Metric 2.0 33 Metric 1.8 34 Metric 1.6 35 Metric 1.4 36 Metric 1.25 37 Metric 1.12 38 Metric 1 39 40 41 42 43 44 45 46 47 0.4600 0.4096 0.3648 0.3249 0.2893 0.2576 0.2294 0.2043 0.1819 0.1620 0.1443 0.1285 0.1144 0.1019 0.0907 0.0808 0.0720 0.0641 0.0571 0.0508 0.0453 0.0403 0.0359 0.0320 0.0285 0.0254 0.0226 0.0201 0.0179 0.0159 0.0142 0.0126 0.0113 0.0100 0.0089 0.0080 0.00787 0.00710 0.00709 0.00630 0.00630 0.00560 0.00551 0.00500 0.00492 0.00450 0.00441 0.00400 0.00394 0.00350 0.00310 0.00280 0.00250 0.00220 0.00200 0.00176 0.00157 0.00140 11.6840 10.40384 9.26592 8.25246 7.34822 6.54304 5.82676 5.18922 4.62026 4.11480 3.66522 3.26390 2.90576 2.58826 2.30378 2.05232 1.82880 1.62814 1.45034 1.29032 1.15062 1.02362 0.91186 0.81280 0.72390 0.64516 0.57404 0.51054 0.45466 0.40386 0.36068 0.32004 0.28702 0.254 0.22606 0.2032 0.200 0.18034 0.18000 0.16002 0.16002 0.14224 0.14000 0.12700 0.12500 0.11430 0.11200 0.10160 0.10000 0.08890 0.07874 0.07112 0.06350 0.05588 0.05080 0.04470 0.03988 0.03556 0.0490 0.0618 0.0779 0.0983 0.1239 0.1563 0.1970 0.2485 0.3133 0.3951 0.4982 0.6282 0.7921 0.9989 1.2600 1.5880 2.0030 2.5250 3.1840 4.0160 5.0640 6.3850 8.0510 10.150 12.800 16.140 20.36 25.67 32.37 40.81 51.47 64.9 81.83 103.2 130.1 164.1 169.4 206.9 207.5 260.9 260.9 329.0 339.0 414.8 428.2 523.1 533.8 659.6 670.2 831.8 1049 1323 1659 2143 2593 3348 4207 5291 0.160720 0.202704 0.255512 0.322424 0.406392 0.512664 0.646160 0.815080 1.027624 1.295928 1.634096 2.060496 2.598088 3.276392 4.132800 5.208640 6.569840 8.282000 10.44352 13.17248 16.60992 20.94280 26.40728 33.29200 41.98400 52.93920 66.78080 84.19760 106.1736 133.8568 168.8216 212.8720 268.4024 338.4960 426.7280 538.2480 555.6100 678.6320 680.5500 855.7520 855.7520 1079.120 1114 1360 1404 1715 1750 2163 2198 2728 3442 4341 5443 7031 8507 10984 13802 17359 380 328 283 245 211 181 158 135 118 101 89 73 64 55 47 41 35 32 28 22 19 16 14 11 9 7 4.7 3.5 2.7 2.2 1.7 1.4 1.2 0.86 0.700 0.530 0.510 0.430 0.430 0.330 0.330 0.270 0.260 0.210 0.200 0.170 0.163 0.130 0.126 0.110 0.090 302 239 190 150 119 94 75 60 47 37 30 24 19 15 12 9.3 7.4 5.9 4.7 3.7 2.9 2.3 1.8 1.5 1.2 0.92 0.729 0.577 0.457 0.361 0.288 0.226 0.182 0.142 0.1130 0.0910 0.0880 0.0720 0.0720 0.0560 0.0560 0.0440 0.0430 0.0350 0.0340 0.0289 0.0277 0.0228 0.0225 0.0175 0.0137 2  © Professor Steven Errede, Department of Physics, University of Illinois at Urbana-Champaign, Illinois 2005-2008. All Rights Reserved. UIUC Physics 436 EM Fields Sources II Fall Semester, 2011 Supplemental Handout Prof. Steven Errede  © Professor Steven Errede, Department of Physics, University of Illinois at Urbana-Champaign, Illinois 2005-2008. All Rights Reserved. 3

Heart of Darkness in Relation to its Title Essays -- essays research p

The Parallel meaning of the novella with its title- Heart of Darkness The title, Heart of Darkness, aptly chosen, can be very strongly linked to the novel. IT can be used to describe Joseph Conrad’s views on civilization, the individual mind and the land into which he ventures. These sum up his opinions on the bourgeoise society, uncivilized society and the faults of human nature, linking them to the land under one common theme and thus establishing the title. ‘Heart of Darkness’ can most noticeably describe Marlow’s journey into the heart of the land. A dominant symbol in the novel is of the river- the snake- â€Å"But there was in it one river especially, a mighty big river, that you could see on the map, resembling an immense snake uncoiled with its head to the sea, its body at rest curving afar over a vast country, and its tail lost in the depths of a land† (71). This river brings him into what has become a ‘dark’ place- â€Å"It had ceased to be a blank space of delightful mystery- a white patch for a boy to dream gloriously over. It had become a place of darkness† (71). As in snakes and ladders, you start at the head and go towards the tail. This leads him into evil (snake symbolism), danger (uncoiled), and deeper towards Kurtz, whom the snake has swallowed towards the tail. As he travels along, just as the snake’s body grows thinner, so do the tolerance levels of those who thin k they are civilized. First Fresleven clubs a black village chief, then a brawl breaks out, and this progresses to all-out insanity, where cannibals, primitives, Inca-like natives and, eventually, Kurtz, reside, where he loses any control he had of his life, doing anything for more ivory, and realizes this in his dying moments. Marlow again mentions headin... ...ke hell break loose. Voyage into the land increases the themes of death and chaos. However, with the trek into the heart of the land, the other two concepts significantly grow- civilization becomes more and more edacious, and the dark heart of each individual is more likely to burst free. This may very well explain how when with his aunt, Marlow is so resisting that he states that the company is totally profit-oriented. By the time he has been at the station for a period of time and reads Kurtz’s book, he actually considers his views on the inferiority of the natives. Also note how the continent ‘got to’ Fresleven, causing him to go insane. The half-hidden, negative side in each concept becomes the ‘heart of darkness,’ both relating it to the title and a very unifying theme. Bibliography Conrad, Joseph. Heart of Darkeness. New York: Chelsea House, 1987.

The Waiting Girl

The image that I have chosen to research is The waiting Girl by Loretta Lux. The image was published in 2006 in Germany. The image is about time and timelessness, the girl and the cat are frozen in time waiting for eternity. The little girl is simply waiting for nothing it is like what ever gets thrown at her next will be her opportunity. The waiting girl is one of Loretta’s best works; it is also one of her most famous work. Stated by Loretta â€Å"I started with the idea of a girl sitting on the sofa waiting for nothing in particular and the cat came into the idea later. I love cats and I had to try and incorporate cats into my images for a long time but never worked but this time worked extremely well†. The image shows a little girl sitting on a chair and a cat laying next to her. This image shows the innocence of the little girl with her legs crossed, her hair in two buns, and her clothing so pail and vintage. You will not see many young girls dressed like this today. The chair is the first thing that is noticed in the image it is the colour red being bright and red the meaning of love, waiting for something to happen and for her life to carry on and a child’s life should. The colour’s used in this photograph are pail and as known now vintage colour’s. The girl, cat, wall and floor are all mostly in the same tones and blend in with each other this which then makes the chair center of attention and is the most appealing aspect to the eye. Above the lounge there is a bow, which also shows the innocence of the little girl and her childhood. The meaning of each colour relates back to this image: Red the colour of fire and blood, energy, danger, strength, power, passion, desire, and love. Beige the colour of warmth. Brown the colour of stability, reliability, approachability, natural and organic. White is the colour of purity. The texture of this image looks smooth but the lounge is rough and so is the floor, this gives the image an effect of time, meaning that the chair and floor have now changed over time we now have smooth floors e. g- carpet and tiles, and the lounges today are now soft and made out of soft fabrics and leather. The image does not represent a historical time although we could say it does, the vintage colours, the innocence of the little girl, the lounge which we do not see often at all these days. Though the look if the image is of a very heritage era. Size is a factor in the image the by the size of the lounge compared to the girl and the cat. The girl is of a very small proportion of the image where space overrides the image. The reason I chose this image is because it caught my eye and it had a impact on me, this image caught my emotions. I thought it would be a good image to talk about although there is not much detail on this image. The image is very simple and plain and shows the innocence of young girls growing up. It reminded me of when I was growing up and how different things were. It was all about playing and getting out hands dirty, but when compared to this image it is the complete opposite. It’s all about the sweet innocence of the young girl. The image that I chose I think is a good one, it can relate to many things in a childhood. Nearly every girl who sees this will feel the connection with the image some may feel exactly the same and others like my self may feel opposite. There were two ways of being brought up the classy/ elegant way or the casual way. Many of us girls today can relate to the casual way is it is now the 21st century. My overall response to this image is that I think that it was portrayed very well, without even reading about the image many people would understand the image and have a connection with it. I really like this photo and I find it very detailed once you look into the image and find out more about it and find out that there is more behind this image than we can see. I believe that every image has a story and has its own message behind it and to me I find that this message being sent out about this image is that time s the main factor in our daily lives. It’s what ever gets thrown at us many of us will take. I find this image a very appealing image and believe that behind every image there is a story, and this image does have a story and that is that life is based on time. Every artist looks at things completely different and have there own thoughts on there images but in most cases it is something that has related to their lives and in this case it is Loretta related this image to her upbringing and her love for cats. In conclusion, this image is fantastic I find it very appealing although it is very simple it does have a detailed background and is an eye catching image. I find that the colour’s work very well with the theme of innocence and time the natural colours and show the purity of the girl. Though when we compare these colour’s to todays colour’s they are very different we now use very bright colours and show the excitement in the child’s life. The image is worth all the attention that it receives and has more and more comments about it every day, each person has a different opinion but I find this very appealing and attractive.

The Appeal of Dystopian Novels for Teens

Teens are devouring the current popular literature of the dark, grim, and dismal: the dystopian novel. Bleak story lines about leaders who  terrorize citizens every year by making them watch teens fight to the death and governments who condone mandatory operations to remove emotion describe two of the popular dystopian novels that teens are reading.  But just what is  a dystopian novel and how long has it been around? And theres the bigger question: why is this type of novel so appealing to teens? Definition A dystopia is a  society that is broken down, unpleasant, or in an oppressed or terrorized state. Unlike a utopia, a perfect world, dystopias are grim, dark, and hopeless. They reveal society’s greatest fears. Totalitarian governments  rule and the needs and wants of individuals become subordinate to the state. In most dystopian novels,  a tyrannical government is trying to suppress and control its citizens by taking away their individuality, as in the classics 1984 and Brave New World.  Dystopian governments also ban activities that encourage individual thinking. The governments response to individual thinking in Ray Bradbury’s classic Fahrenheit 451? Burn the books! History Dystopian novels are not new to the reading public. Since the late 1890s, H.G. Wells, Ray Bradbury, and George Orwell have entertained audiences with their classics about Martians, book burnings, and Big Brother. Over the years, other dystopian books like Nancy Farmer’s The House of the Scorpion and Lois Lowry’s  Newbery-winning book The Giver have given younger characters a more central role in dystopian settings. Since 2000, dystopian novels for teens have retained the dismal, dark setting, but the nature of the characters has changed.  Characters are no longer passive and powerless citizens, but teens who are empowered, fearless, strong, and determined to find a way to survive and face their fears. Major characters have influential personalities that oppressive governments attempt to control but cannot. A recent example of this type of teen dystopian novel is the incredibly popular Hunger Games  series (Scholastic, 2008) where the central character is a sixteen-year-old girl named Katniss who is willing to take her sister’s place in the annual game where teens from 12 different districts must fight to the death.  Katniss commits a deliberate act of rebellion against the Capital that keeps readers on the edge of their seats. In the dystopian novel Delirium  (Simon and Schuster, 2011), the government teaches citizens that love is a dangerous disease that must be eradicated. By age 18, everyone  must undergo a mandatory operation to remove the ability to feel  love. Lena, who is looking forward to the operation and fears love, meets a boy and together they flee the government and find the truth. In yet another favorite dystopian novel called Divergent (Katherine Tegen Books, 2011), teens must unite themselves with factions based on virtues, but when the main character is told she’s divergent, she becomes a threat to the government and must keep secrets in order to protect her loved ones from harm. Teen Appeal So what do teens find so appealing about dystopian novels? Teens in dystopian novels get to perform ultimate acts of rebellion against authority, and that’s appealing. Conquering a dismal future is empowering, especially when  the teens have to rely on themselves without having to answer to parents, teachers, or other authoritarian figures. Teen readers can certainly relate to those feelings. Today’s teen dystopian novels contain teen characters who exhibit strength, courage, and conviction. Although death, war, and violence exist, a more positive and hopeful message about the future is being sent by teens who are facing future fears and conquering them.