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Ahora estás en: Inicio > Blog > 30 Seconds To Mars Tiene Nuevo Video

30 Seconds To Mars Tiene Nuevo Video
Lunes 22 de abril del 2013



30 Seconds to Mars publicó el clip de “Up in the Air”, tema que se desprende de su cuarto álbum de estudio, “Love Lust Faith + Dreams”.

El video, dirigido por Bartholomew Cubbins, tiene una duración de ocho minutos y cuenta con la participación de Dita Von Teese, de las gimnastas Jordyn Wieber y McKayla Maroney, y del escritor Neil Strauss.

El mes pasado “Up in the Air” fue lanzado desde Cabo Cañaveral hacia la estación espacial a bordo de la cápsula de carga Dragón, propiedad de la compañía SpaceX. Para más información nasa.gov

“Love Lust Faith + Dreams”, coproducido por Steve Lillywhite y Jared Leto, líder de la agrupación, estará a la venta desde el 20 de mayo.







Tags: 30 Seconds to Mars, Up in the Air



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Enviado por Anónimo el Lunes 18 de septiembre del 2017
?Developing A Thesis Think of yourself as a member of the jury, listening to the lawyer who is presenting an opening argument. You'll like to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have check out too far, they choose to know what the essay argues likewise as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I will probably be." An effective thesis cannot be answered which includes a straight forward "yes" or "no." A thesis is not really a topic; nor is it a fact; nor is it an opinion. "Reasons for your fall of communism" is usually a topic. "Communism collapsed in Eastern Europe" is definitely a fact known by educated people. "The fall of communism is the finest thing that ever happened in Europe" is surely an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the most suitable thing"?) A effective thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue-that is, what particular aid in your claim is going where as part of your essay. Steps in Constructing a Thesis To begin with, analyze your primary resources. Seem for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Could be a point made and later reversed? What are the deeper implications in the author's argument? Figuring out the why to just one or greater of these questions, or to related questions, will put you for the path to developing a working thesis. (Without the why, you probably have only come up using an observation-that there are, for instance, lots of different metaphors in such-and-such a poem-which seriously isn't a thesis.) Once you have a working thesis, create it down. There exists nothing as frustrating as hitting over a stellar idea for a thesis, then forgetting it once you lose concentration. And by crafting down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write down out a final-draft version of your thesis the primary time you try, but you'll get yourself for the right track by crafting down what you have. Keep your thesis prominent in your own introduction. A useful, standard put for the thesis statement is for the conclusion of an introductory paragraph, specially in shorter (5-15 web page) essays. Readers are put into use to finding theses there, so they immediately pay back a little more attention when they go through the last sentence of your introduction. Although this is not really required in all academic essays, it is definitely a great rule of thumb. Anticipate the counterarguments. Once you have a working thesis, you should think about what might possibly be claimed against it. This will help you to definitely refine your thesis, and it will also make you think in the arguments that you'll would need to refute later on in the essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument-it may be a fact, or an opinion, but it surely is just not an argument.) Michael Dukakis lost the 1988 presidential election basically because he failed to campaign vigorously after the Democratic National Convention. This statement is on its way to being a thesis. However, it is too fairly simple to imagine feasible counterarguments. For example, a political observer might possibly believe that Dukakis lost merely because he suffered from the "soft-on-crime" image. As soon as you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as demonstrated from the sentence below. As Dukakis' "soft-on-crime" image hurt his chances inside the 1988 election, his failure to campaign vigorously after the Democratic National Convention bore a greater responsibility for his defeat. Some Caveats and Some Examples A thesis is never a question. Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") isn't an argument, and without an argument, a thesis is dead during the water. A thesis is never a list. "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a proper job of "telegraphing" the reader what to expect with the essay-a section about political reasons, a section about economic reasons, a section about social reasons, in addition to a section about cultural reasons. However, political, economic, social and cultural reasons are pretty considerably the only feasible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Anybody knows that politics, economics, and culture are important. A thesis should never be vague, combative or confrontational. An ineffective thesis would be, "Communism collapsed in Eastern Europe considering that communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is most likely to mark you as moralistic and judgmental rather than rational and thorough. You'll find it may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading. An effective thesis has a definable, arguable claim. "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" can be an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a alot more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I desire to browse further to see how the author argues this claim." A thesis should be as clear and certain as probable. Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe as a result of within the ruling elite's inability to address the economic concerns of your people" is a whole lot more powerful than "Communism collapsed due to societal discontent." Copyright 1999, Maxine Rodburg and then the Tutors on the Composing Center at Harvard University [url=http://www.star-company.nl/enlargement-on-the-organization-into-a-new-region-2/]https://payforessay_net/buy-essay[/url]

Enviado por Anónimo el Viernes 14 de octubre del 2016
Lt4OYW http://www.FyLitCl7Pf7kjQdDUOLQOuaxTXbj5iNG.com

Enviado por Anónimo el Sábado 31 de agosto del 2013
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