Understanding Si Clauses in French

Si clauses or conditionals produce conditional sentences, with one clause stating a condition or possibility and a second clause naming a result produced by that condition. In English, such sentences are called if/then constructions. The French si, of course, means if in English. There is no equivalent for then per se in French conditional sentences. There are different types of si clauses, but they all have two things in common: The English result clause might be preceded by then, but there is no equivalent word preceding the French result clause. Si tu conduis, je paierai. If you drive, (then) Ill pay. The clauses can be in one of two orders: Either the  si clause is followed by the result clause, or the result clause is followed by the  si clause. Both work as long as the verb forms are paired correctly and si  is placed in front of the condition. Je paierai si tu conduis. Ill pay if you drive. Types of Si  Clauses Si  clauses are divided into types based on the likeliness of what is stated in the result clause: what does, will, would, or would have happened if....The first verb form listed for each type names the condition upon which the result depends; the result is indicated by the second verb form. First conditional: Likely / Potentiel   Present or present perfect present, future  or imperativeSecond conditional: Unlikely / Irrà ©el du prà ©sent Imperfect conditionalThird conditional: Impossible / Irrà ©el du passà © Pluperfect conditional perfect  Ã‚   These verb pairings are very specific: for example, in the second conditional, you can only use the imperfect in the si clause and the conditional in the result clause. Memorizing these pairings is probably the most difficult part of si clauses. Its important to memorize  the rules concerning the sequence of tenses. The term conditional here refers to the condition being named; it does not mean that the conditional mood is necessarily used in the conditional sentence. As shown above, the conditional mood is not used in the first conditional, and even in the second and third conditional, the conditional mood does not name the condition, but rather the result. First Conditional The first conditional refers to an if-then clause that names a likely situation and the result dependent upon it: something that happens or will happen if something else happens. The term conditional here refers to the condition being named; it does not mean that the  conditional mood  is necessarily used in the conditional sentence.  The conditional mood is not used in the first conditional. The first conditional is formed with the  present tense  or  present perfect  in the  si  clause, and one of three verb forms—present,  future, or  imperative—in the result clause.   Present Present This construction is used for things that happen regularly. The  si  in these sentences could probably be replaced by  quand  (when) with little or no difference in meaning. Sil pleut, nous ne sortons pas. / Nous ne sortons pas sil pleut. If it rains, we dont go out. / We dont go out if it rains.Si je ne veux pas lire, je regarde la tà ©là ©. / Je regarde la tà ©là © si je ne veux pas lire. If I dont want to read, I watch TV. / I watch TV if I dont want to read. Present Future The present future construction is used for events that are likely to occur. The present tense follows  si; it is the situation that is required before the other action will take place. Si jai  le temps, je le ferai. / Je le ferai si jai le temps. If I have time, I will do it. / I will do it if I have time.Si tu à ©tudies, tu rà ©ussiras à   lexamen. / Tu rà ©ussiras à   lexamen si tu à ©tudies. If you study, you will pass the test. / Youll pass the test if you study. Present Imperative This construction is used to give an order, assuming that the condition is met. The present tense follows  si; it is the situation that is required before the other action becomes a command. Si tu peux, viens me voir. / Viens me voir si tu peux. If you can, come see me. / Come see me if you can. (If you cant, then dont worry about it.)Si  vous  avez  de  largent,  payez  la facture. / Payez la facture si  vous  avez  de  largent. If you have money, pay the bill. / Pay the bill if you have money. (If you dont have any money, someone else will take care of it.) Passà © composà © Present, Future, or Imperative Si  clauses may also use the  passà © composà ©Ã‚  followed by the present, future, or imperative. These constructions are basically the same as above; the difference is that the condition is in the present perfect rather than the simple present. Si tu as fini, tu peux partir. / Tu peux partir si tu as fini. If you have finished, you can leave.Si tu nas pas fini, tu me le diras. / Tu me le diras si tu nas pas fini. If you havent finished, [you will] tell me.Si tu nas pas fini, dis-le-moi. / Dis-le-moi si tu nas pas fini. If you havent finished, tell me. Second Conditional   The second conditional* expresses something that is contrary to present fact or unlikely to occur: something that would  happen,  if something else happened. The term conditional here refers to the condition being named, not the  conditional mood. In the second conditional, the conditional mood is not used to name the condition itself, but rather the result. For the second conditional, use  si  Ã‚  imperfect  (stating the condition)   conditional  (stating what would happen). Si javais le temps, je le ferais. / Je le ferais si javais le temps. If I had time, I would do it. / I would do it if I had time. (Fact: I dont have time, but if I did [contrary to  fact], I would do it.)Si tu à ©tudiais,  tu  rà ©ussirais à  Ã‚  lexamen. / Tu rà ©ussirais à  Ã‚  lexamen  si  tu  Ãƒ ©tudiais. If you studied, you would pass the test. / You would pass the test if you studied. (Fact: You dont study, but if you did [unlikely to occur], you would pass the test.) Si  elle  vous  voyait,  elle  vous  aiderait./ Elle  vous  aiderait  si  elle  vous  voyait. If she saw you, she would help you. / She would help you if she saw you. (Fact: She doesnt see you so she isnt helping you [but if you get her attention, she will].) Third Conditional The third conditional* is a conditional sentence that expresses a hypothetical situation that is contrary to past fact: something that would have happened if something else had happened. The term conditional here refers to the condition being named, not the  conditional mood. In the third conditional, the conditional mood is not used to name the condition itself, but rather the result. To form the third conditional, use  si  Ã‚  pluperfect  (to explain what would have had to occur)   conditional perfect  (what would have been possible). Si javais eu le temps, je laurais fait. / Je laurais fait si javais eu le temps. If I had had time, I would have done it. / I would have done it if I had had time. (Fact: I didnt have time, so I didnt do it.)Si tu  avais  Ãƒ ©tudià ©,  tu  aurais  rà ©ussi à  Ã‚  lexamen. / Tu  aurais  rà ©ussi à  Ã‚  lexamen  si  tu  avais  Ãƒ ©tudià ©. If you had studied, you would have passed the test. / You would have passed the test if you had studied. (Fact: You didnt study, so you didnt pass the test.)Si  elle  vous  avait  vu,  elle  vous  aurait  aidà ©. / Elle  vous  aurait  aidà © si  elle  vous  avait  vu. If she had seen you, she would have helped you. / She would have helped you if she had seen you. (Fact: She didnt see you, so she didnt help you.) Literary Third Conditional In  literary  or other very formal French, both verbs in the pluperfect conditional perfect construction are replaced by the  second form of the conditional perfect. Si jeusse eu le temps, je leusse fait. / Je leusse fait si jeusse eu le temps. If I had had time, I would have done it.Si vous eussiez à ©tudià ©, vous eussiez rà ©ussi à   lexamen. / Vous eussiez rà ©ussi à   lexamen si vous eussiez à ©tudià ©. If you had studied, you would have passed the test.

Love, Loss, And Betrayal Essay - 1407 Words

Love, Loss, and Betrayal I can feel myself slipping, falling into the dark abyss. My mind whirls as I listen to a cacophony of noise rush around me. Then I feel the frigid water envelope me and it stings like knives burrowing their way into my skin, piercing every inch of me. I try to breath but the water clogs my throat and threatens to drown me. Then it all stops and I feel the sunlight filter through the icy water and brush my fingertips. As if it is telling me that I will be alright. This is what I felt like when my heart got broken by the person I believed to be my true love. The dark abyss is depression and the drowning is the waterfall of tears. While the knives are the pain you feel, and the noise is the sound of your heart shattering into a million pieces as you read the text that tells you it’s all over. But the sunlight is your family and friends coming to comfort you and to tell you that everything will be alright. 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Banana Yoshimoto comparative essay free essay sample

Banana Yoshimoto effectively portrays various common themes and motifs in both â€Å"Helix† and â€Å"Newlywed†, in revealing the subconscious state of mind of the respective protagonists. Although the storylines are quite different, we get the feeling that many themes and strategies such as isolation, incredible poetic effect, and the recurring use of a helper figure used to develop the characters, are relatively interchangeable. These literary patterns allow for the protagonists to both escape the shallowness that plagues them, and bring to light the deeper meaning behind their subconscious (now conscious) struggles, especially those relating to their true feelings for their personal companions. Isolation is a recurring theme that is a catalyst for the subconscious state causing the climactic epiphanies within the protagonists of both stories. This is comparably portrayed through the blatant representation of shallow urban relationships. In â€Å"Helix†, we witness this theme of shallowness through the personal thoughts of the protagonist at the beginning of the story. In a moment of reflection, the protagonist exclaims, I feel as if my heart will stop beating, because once I know that much about a woman, it can never work out between us. (Helix, 651) Alluding to his lover, this theme of shallowness is difficult to ignore as the narrator is transparently portraying his ability to write off a relationship on incredibly superficial grounds. In â€Å"Newlywed† however, Banana uses the same approach in order to portray this theme of isolation, yet goes to quite an extreme to illustrate her character’s subconscious thoughts. The transformation from bum to beauty is a symbolic element of the story, and is supposed to confuse both the narrator and the reader at first, but it soon becomes clear that there is a deeper philosophical meaning to this odd occurrence. This bizarre intervention, in what seemed to be quite an ordinary context, rapidly changes the pacing and evolution of the story itself. At first, the narrator is unsure of himself, which ultimately leads the reader to question the reliability of his story: â€Å"I tried convincing myself that this was nothing more than a drunken nightmare. That’s what it was, an ugly duckling dream, a transformation from bum to beauty.† (Newlywed, 5) The isolation that surrounds the protagonists of Newlywed and Helix both physically and emotionally is what ultimately leads to the epiphanies that expose the underlying feelings towards their companions. Whether it is an empty train cabin, or the deserted city of Tokyo, Yoshimoto definitely seeks to portray the feeling of seclusion in order to emphasize the revelations that expose the protagonists’ true emotions. Another common aspect in both â€Å"Helix† and â€Å"Newlywed† is Yoshimoto’s use of poetic language and literary symbolism in order to develop both her characters and the story with greater depth. Despite that fact that many of the descriptions that she gives on behalf of the narrator are purely physical, and extremely shallow, it is an important aspect of both stories, as it helps lead to the dramatic changes that occur within the protagonists. In â€Å"Newlywed† for example, when the beautiful woman on the train asks the narrator about his wife, the first description that he gives, is purely physical: â€Å"She’s short, and slender, and has long hair. And her eyes are real narrow, so she looks like she’s smiling, even when she’s angry.† (Newlywed, 6) These superficial descriptions may be attributed to the fact that the narrator was in a â€Å"drunken state†, yet clearly depict him as a man that is not madly in love with his wife. By contrast, the poetic imaging in â€Å"Helix† reveals a man that is clearly in love with his girlfriend. Even near the beginning of the story, when he is expressing his feelings of uncertainty toward his relationship, he still gives this poetic illustration of his girlfriend: â€Å"She was like an evening moon, her white light almost swallowed by the gradations of pale blue sky.† (Helix, 651) This beautiful poetic image of his girlfriend is surprising to the reader, as he had just explained that he was having difficulty overcoming her idiosyncrasies. This dramatization brings the reader to the realization that the protagonist’s stream of consciousness narration is very unpredictable, yet will ultimately lead to his ability to expose his true feelings as the story develops. The author clearly likes to represent this feeling of indecision with poetic illustration as it is used several times in both stories. In â€Å"Newlywed†, the narrator vividly describes his mixed feelings toward his wife, Atsuko, during the peak of his epiphany-like experience: â€Å"For me, the beautiful, all-encompassing web spun by this creature is at once so polluted, yet so pure that I feel compelled to grab on to it. I am terrified by it but find myself unable to hide from it. At some point I have been caught up in the magical power she has.† (Newlywed, 16) Banana doesn’t strictly limit her poetic language to the story’s character development; she also uses it to depict specific moods in order to contextualize certain situations that shake up the intensity of the story itself. Coincidentally, in both â€Å"Helix† and â€Å"Newlywed†, the feeling of isolation is commonly portrayed throughout both stories with the unique use of grandiose language. This allows the protagonists to avoid any outside distractions that would interfere with the personal situations that they have to deal with. Tokyo is described as being a ghost town at the beginning of â€Å"Helix†, for example. â€Å"There was not a soul on the dark streets, save the autumn wind. I encountered this emptiness at every moonlit corner I turned†. (Helix, 651) Clearly unusual in a city like Tokyo, Yoshimoto is almost desperately taking this context to the extreme in an attempt to add an element of absurdity to the situation, and maintain a clear line of focus on the protagonist and his continuous train of thought. In â€Å"Newlywed†, she uses the same strategic language to create a context of solitude in order isolate the protagonist: â€Å"I looked around to see if anyone else had witnessed this amazing transformation, but the passengers in the neighboring cars seemed miles away, in a totally different space, separated by a transparent wall, all looking just as tired as they had moments before, indifferent to my surprise.† (Newlywed, 4) The language that Yoshimoto uses is not only unique, but allows the reader to fully contextualize themselves within the story, and fully comprehend the conscious and unconscious struggles within each story’s protagonist. The use of helper figures is another way that the author both challenges and exposes the protagonists. The most evident helper figure from both stories is the seemingly god-like character that transformed from a homeless man to a beautiful woman in â€Å"Newlywed†. The interpretation of this symbolic figure is entirely left to the reader’s imagination, yet its crucial role in the storyline and to the protagonist’s character development is indisputable. This peculiar intervention is a clear example of how far Yoshimoto is willing to go to force her characters to express their thoughts. At first, it is difficult to process what the narrator is depicting; yet as the story develops, we quickly learn that this character has a specific purpose to act as catalyst to the protagonist’s epiphany-like reflection about his life, specifically in relation to marriage. After opening up to this woman about his life, he explains how he felt about what he had experienced on the train that night: â€Å"Deep inside, I felt timid, even scared, not about my own drunkenness or fear that my mind was playing tricks on me, but the more basic sensation of encountering something much larger than myself, and feeling immeasurably small and insignificant by comparison†. (Newlywed, 12) From this, the reader is able to see that this man is clearly having a life changing experience that is allowing him to re-evaluate the major aspects of his life, including his relationship. This helper figure to the protagonist allowed him to bring out the subconscious struggles that seemed to weigh on him throughout the story. On the other hand, â€Å"Helix† presents multiple helper figures, some seeming as random and arbitrary as that of â€Å"Newlywed† and similarly allows the protagonist to truthfully evaluate and ultimately expose how he feels about the woman that he loves. The first helper figure that seems to startle the narrator does not take the form of a person, but rather a situational mind-cleansing seminar that his girlfriend brings to the table. She explains, â€Å"I guess that’s the chance you take if you go to one of these sessions. You might even end up forgetting things that seemed really important to you, things you don’t want to forget†. (Helix, 652) This seminar quickly becomes a euphemism for breaking up in the mind of the narrator, and his response, â€Å"don’t go†, unconsciously shows his fear of losing her. This ultimately shifts the dynamic of the story as he had previously inferred his desire to break up with his girlfriend at the beginning of the story. Yoshimoto also inserts a random explosion near the end of â€Å"Helix† as the lovers discuss their love for each other. Much like most of the random events that present themselves in her stories, there is a deeper meaning below what we see at the surface. This strange intervention that causes people to â€Å"[poor] into the [empty] streets from every doorway† (Helix, 654) encapsulates the unpredictability that is portrayed throughout the story, and through the narrator’s stream of consciousness narration. This ultimately leads the story to end on a note of misunderstanding and confusion surrounding the protagonist’s comparison of love to the helix of a strand of DNA. The interventions are not only incorporated to reveal and expose the true feelings of each protagonist, but also change the dynamic of each story and help maintain a feeling of unpredictability toward the narratives themselves, as well as the unreliability of the protagonists.

Monitor Children and Young Peoples free essay sample

Explain how to monitor children and young peoples development using different methods. There are many different methods of monitoring/observing and recording children and young people behaviour and performance. There are two types of assessment formative and summative assessments. Formative assessment: There are many observations and assessment methods that we use to record children’s development and will be on going. This is what is called formative assessment, which means even though you get to know a child’s strengths and areas that they may need more support in and will plan for them and carry on observing them. With Formative assessment there are many different methods that can be used such as target child, tick box/checklists, free description, time sampling methods.. all would be used in different settings and for different purposes by different people Summative assessment: Every now and again you may need to do a report on a child’s development so that the child’s parents can see how that child progressing in their development, these sorts of reports can also be used to pass information between from one professional to another like teachers do these sorts of reports at the end of the school year so the children’s next teacher can see how their developing. We will write a custom essay sample on Monitor Children and Young Peoples or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In my work place we do both formative observations daily/weekly and summative reports every three months. When we do formative observations we mainly use free description/snapshot observations so we observe that child when doing certain activities these types of observations are good as it paints a picture of what the child is doing at that point in time. Free description uses to record the behaviour of a child over a very short period of time or when doing a certain activities the observe notes down what he or she is seeing which paints a picture of the child activity during the time the observation was being done. Checklist and tick charts are normally quick and sample to use, they are mainly used to record large areas of children’s development. They do not usually record how a child achieve a task but simple whether or not they managed to complete the task at hand. With check lists and tick charts. Event sample often used to look at one area of a child’s development or behaviour, such as how frequently the child being observe may show aggression towards other children and sometimes staff or how often a child may suck their thumb. Every time the behaviour that’s being monitored happens it is/should be recorded on the prepared sheet. Time sample: used to look at children activity over a predetermined length of time like one afternoon, children are observe at regular intervals like every 15minutes and the observations are recorded on a prepared sheet. Target child used to record one child’s activity over a long period of time without any gaps in the recording progress. Normally a prepared sheet is used for this type of observation to help the observer and some sign and codes may be uses so the observe can carry on recording.

Dwight Eisenhower Essays (847 words) - Dwight D. Eisenhower

Dwight Eisenhower If you listened in history class you probably have heard his name before. He was born in a small town called Deniso in western Texas in the year 1890 (Hargrove 22).Then he and his family moved to a railroad town called Abilene in the state of Kansas. Here Dwight Eisenhower grew up with his 13 other family members. (Hargrove 19). Dwight David Eisenhower is one of Americas greatest heroes with his military career to his two terms as President of the United States. Dwight Eisenhower had many accomplishments to and from West Point through World War One. Ike Eisenhower wanted to serve his country in any way he could. He found the idea of being a sailor in the U.S Navy intriguing, but when he later applied for entering he found that he was too old at the age of 20. Then after studying hard Eisenhower was accepted at the West Point Military Academy with the help of a U.S senator (Hargrove 33). At college Ike showed himself as a hero on the Army Football team as an end (Hargrove 34). He also found an easier procedure for working advanced calculus (Hargrove 36). At the end of his college career in 1915, Eisenhower graduated number 61 out of a class of 164 (Hargrove 38). Eisenhower's military journey began during World War One. When he graduated college World War One was still raging through Europe. Instead of fighting in the infantry overseas Eisenhower was to stay home on U.S bases (Hargrove 41). After being promoted to a Lieutenant Colonel, Eisenhower was sent to Camp Colt to train soldiers about tanks (Hargrove 42). Then in the year 1933 he became one of the important advisers to General Douglas MacArther (Hargrove 45). Dwight David Eisenhower worked his way up through the ranks during World War Two and then led the Allies to victory in D-Day. Dwight showed his skill of organizing the movement of large numbers of troops. He was then promoted several times in the next few years.Then in 1941 Eisenhower was promoted to Chief of Staff of the Third Army (Hargrove 49). Then shortly after the promotion to "Chief of Staff", Ike was again promoted to the position of Brigadier General (Hargrove 50). Soon he was put in charge of the Allied forces in Europe (Hargrove 52). He now controlled the armies of the United States, Britain, and Canada (Hargrove 7). Eisenhower and other Allied Generals planned the invasion of Normandy (Hargrove 12). Eisenhower would lead the 6,483 sea vessels, about 800,000 men, and 12,000 aircraft across the English Channel to Normandy France (Benson 12). Eisenhower had hoped that the Germans would fear an invasion at the close French city of Calais ("The Beaches of..." 9). There were to be five beaches invaided with the code names; Omaha, Utah, Gold, Sword, and Juno ("The beaches of..." 28). In the end Dwight D. Eisenhower led the Allies to victory on June 6,1944. If Eisenhower had made a wrong choice, Hitler would have continued to rain V-1 & V-2 rockets on London (Benson 7). Eisenhower had now successfully completed the most important invasion in history wiping out all most 100% of German units. Luckily Allied forces only suffered 76% casualties (Barry 30). Dwight Eisenhower was one of the most popular and successful presidents in our country's history. Eisenhower was elected to the office of president twice. His first term with vice president Richard Nixion began in 1952 (Hargrove 65). Then again in 1956 Dwight Eisenhower was reelected to president winning by a landslide (Hargrove 76). Dwight Eisenhower solved many problems of his era. He helped to stop the Korea war with peacetalks (Hargrove 67). Eisenhower also enforced the desegregation of public schools making way for the start of equal schooling (Hargrove 79). Dwight Eisenhower substantially helped prevent what could have been an all out war in the Middle East (Reeder 149). Eisenhower started many important programs and made great advancements in the United States. "The atom, once mans' slayer will now become his most productive servant". This is what Eisenhower said when he pushed for the start of the International Atomic Agency (Reeder 145). He also organized the Army to create a space program, which eventually launched Explorer I (Hargrove 81). President Eisenhower signed the two last states into the Union, Alaska and Hawaii (Hargrove 82). He also started to build a mass network of interstate across the country from coast to coast (Hargrove 82). On January 20, 1961 Dwight Eisenhower left the office of President and was succeeded by newly-elected President John F. Kennedy (Hargrove 87). In

Cell Phones Essays - Radiobiology, Mobile Telecommunications

Cell Phones Essays - Radiobiology, Mobile Telecommunications Cell Phones What Causes Cell Phone Radiation and How Does it Effect Your Body? What is so popular with young teenagers today? Cell phones. Walking around on campus to walking around at the mall with your cell phone may seem fashionable and trendy, but did you now that it might be causing you to get a cancer? Ninety percent of cell phone holders do not realize it and it should be something everyone should be aware of. It may seem a bit unusually how a cell phone can cause a child or an adult to get cancer, but it is true. New evidence is growing fast about health risks from mobile phones electromagnetic radiation. These devices can be used to make telephone calls from almost anywhere. Symptoms such as fatigue, headaches, burning sensations on the skin were more common among those who make longer phone calls. At the same time there are a growing number of unconfirmed reports of individuals whose health has been affected after chronic, frequent use of mobile phones, presumably from radiation effects on cell. There are two types of phones, one has the antenna mounted on the handset and the other has the antenna mounted on a separate transmitter or, if the telephone is installed in a vehicle, mounted on the roof or rear window. Communication between a mobile telephone and the nearest base station is achieved by the microwave emissions from the antenna. Concerns have been raised about the type of mobile telephone that has the antenna in the handset. In this case, the antenna is very close to the user's head during normal use of the telephone and there is concern about the level of microwave emissions to which the brain is being exposed. Those telephones that have the antenna mounted elsewhere are of no concern, since exposure levels decrease rapidly with increasing distance from the antenna. Cordless telephones, which need to be operated within about 20 meters of a base unit that is connected directly to the telephone system do not have any health concerns associated with their use because exposure levels are very low. . Media reports have claimed that up to 70 percent of the microwave emissions from hand- held mobile telephones may be absorbed in the user's head. This is not supported by the evidence, but nevertheless leads to speculation that hot spots may be created in the user's brain, thereby raising concerns that the telephones may be a health risk. Other reports have indicated that mobile telephone users suffer localized headaches when they use their telephone. At this stage, it is difficult to evaluate the evidence supporting these reports, since they have not been published. This work on human subjects follows other phone studies in animals suggesting that radiation from mobiles may cause brain tumors, cancer, anxiety, memory loss and serious birth defects. An Australian study found that mice exposed to pulsed digital phone radiation over 18 months had twice the risk of developing cancers. An American study found that learning and short term memory were impaired after 45 minutes exposure to radiation from phones in rats. And other studies of electromagnetic radiation on pregnant mice suggest that high exposure can affect intra-uterine development, confirmed recently in chicks. The effects in humans are unknown. In Britain a 27 year old woman with a brain tumor is taking a mobile phone manufacturer to court who she blames for her tumor. A biologist, Roger Coghill has also been given permission to bring a case against a provider of mobile phone equipment for failing to warn people of radiation hazards. A wide variety of electrical devices contribute to electro smog, ranging from computers, to phones, TV sets, radar transmitter and transformers. However mobile phone radiation is certainly intense, as evidenced by the effects on aircraft navigation systems, or more obviously on a nearby conventional telephone or a music system The brain cancer reports originated in the USA where a number of lawsuits have been lodged against mobile telephone manufacturers and suppliers. These claims for damages allege that the microwave emissions from mobile telephones used by the claimants caused their brain cancers. Those few cases that have been tried have been dismissed for lack of supporting evidence.

What is Romance Essay Example | Topics and Well Written Essays - 750 words - 1

What is Romance - Essay Example I plainly believe, on this ground, that one such element of huge significance is romance – a mystical fuel or driving force within what constitutes the essence of love yet which possesses distinct character that enables us to distinguish one relationship from the other. Despite the mystery of how it works, romance is something humans readily perceive for it is, I suppose, designed to relish our senses and recognize the truth of love in-the-making. By experience and common knowledge, we take romance as it is in thought and act capable of emerging moments of lasting splendor due to which, we feel young at heart. It is not merely present and cherished by couples of opposite sexes, as I see it. Apparently, there occurs romance between any two critically intimate entities – such as man and God, man and self, God and other creatures, man and world, or even mind and wisdom, as well as life and struggle. We may not derive strength from it on a regular basis but certainly, romance beats the dull and illumines a soul in gloom as we treat it an unseen worker of personal tale, an occasional spice of relief, a rainbow connection, a dancing reverie, or a starlight express in all aspects of living. Last week, I visited the Timken Museum at Balboa Park in San Diego. The painting ‘Mrs. Thomas Gage, 1771’ by John Singleton Copley especially caught my attention. Through oil on canvas, Copley seems to have managed his artistry to work on the fine details of the piece in the manner as to exude radiance of the main subject. In the overall view of the painting, hence, my critical observation led me to ponder that the chief task of his brainwork could have focused on lighting scheme. It appears that, besides the vital consideration of lines, curves, and colors that altogether formed the image of Mrs. Thomas Gage, Copley ensured that these visual elements were governed by the perspective of light, originating mostly out of the