choose one of the following pairs of songs and discuss the differenc.docx

•Download as DOCX, PDF•

0 likes•2 views

choose one of the following pairs of songs and discuss the differences in the two versions of the same song. Are there different instruments? Did the gender of the singer change? Did the form of the song remain the same? What is the target audience of each piece? What are some characteristics of the songs that indicate the target audience? Do a little research and discuss the success of each song. Which version has stood the test of time?: 1. “A Little Bird Told Me” by Paula Waston (from the Spotify list) and Evelyn Knight’s version on YouTube: A LITTLE BIRD TOLD ME ~ Evelyn Knight & The Stardusters (1948) (Links to an external site.) 2. “Shake, Rattle and Roll” by Big Joe Turner and by Bill Haley and the Comets (Both are included with the textbook.) 3. “Hound Dog” by Big Mamma Thornton and by Elvis Presley Both versions are on YouTube: Big Mama Thornton - Hound Dog (1952) Blues (Links to an external site.) elvis presley-hound dog (Links to an external site.) 4. “Sixty Minute Man” by Billy Ward and the Dominos and by Roberta Lee and Hardrock Gunter Both versions are on YouTube: Billy Ward and The Dominos - Sixty Minute Man (Links to an external site.) HARDROCK GUNTER & ROBERTA LEE - SIXTY MINUTE MAN - TENNESSEE BLUES - DECCA 46363 (Links to an external site.) .

Education

Both versions are on YouTube:
Billy Ward and The Dominos - Sixty Minute Man (Links to an
external site.)
HARDROCK GUNTER & ROBERTA LEE - SIXTY MINUTE
MAN - TENNESSEE BLUES - DECCA 46363 (Links to an
external site.)

Similar to choose one of the following pairs of songs and discuss the differenc.docx

The Beatles

The Beatles

The Beatles As I saw

TheBeatles1

Best selling album

FINAL BEATLES PP (Presentation Copy)

The Landslides

NEW by Paul McCartney (2013) ALBUM REVIEW

Final Copy

Beatles albums

Week 4 assignment

Week7 assgn2yems

THE BEATLES References in Cartoons

Angela Pulido

Essay About Music And Society

Academic Paper Writers South Point

The Beatles

EternalDepth

1. “Thank You (Falettinme Be Mice Elf Agin)” by Sly and the Family Stone represents the move to a new style, incorporating R & B and rock elements. Give examples of both and elaborate on their significance in this song. 2. “Living for the City” by Stevie Wonder is a clear example of his development and maturity as an artist. How does his vocal delivery continually re-engage the listener throughout the song? Discuss the importance of the audio story told as the bridge, or “B” section? What other style of rock is incorporating this technique? 3. “Tear the Roof Off the Sucker (Give Up the Funk) by George Clinton and Parliament is an excellent example of a new style of funk, called “on the 1”. Unlike most R & B music where the rhythmic emphasis is on beats 2 and 4 (backbeats), the emphasis is now on beat 1. What musical elements are present in this song? How do they work together to create such an infectious groove? 4. Trace the roots of Reggae from island music to its first international exposure in the 70’s. How important was Bob Marley to the music, as well as to social change? 5. George Clinton and Parliament utilized business and artistic concepts from both James Brown and glam rock acts. How did this provide a unique approach to funk music? Are they influential to later acts? Are they still influential? total 300 words max < has to be.. under... 300 ...

1. Thank You (Falettinme Be Mice Elf Agin)” by Sly and the Family S

careyshaunda

Media presentation

Abdur Rafeh Rizwan

Rootin’ Around Show 29 Script

Larry Yurdin

Similar to choose one of the following pairs of songs and discuss the differenc.docx (17)

The Beatles

The Beatles As I saw

TheBeatles1

Best selling album

FINAL BEATLES PP (Presentation Copy)

NEW by Paul McCartney (2013) ALBUM REVIEW

Final Copy

Beatles albums

Week 4 assignment

Week7 assgn2yems

THE BEATLES References in Cartoons

Essay About Music And Society

The Beatles

1. Thank You (Falettinme Be Mice Elf Agin)” by Sly and the Family S

Media presentation

Rootin’ Around Show 29 Script

More from gordienaysmythe

CLINICAL SCHOLARSHIP Tuberculosis Treatment for Mexican Americans Living on the U.S.–Mexico Border Julie Ann Zuñiga, PhD, RN1, Silvia E. Muñoz, PhD, FNP2, Mary Zuñiga Johnson, ME3, & Alexandra Garcia, PhD, RN, FAAN4 1 Alpha Epsilon, Post-Doctoral Fellow, Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA 2 Clinical Instructor of Nursing, School of Nursing, The University of Texas at Austin, Austin, TX 3 Doctoral Student, The University of Texas at Austin, Austin, TX 4 Associate Professor, School of Nursing, The University of Texas at Austin, Austin, TX Key words Tuberculosis, phenomenology, Mexican Americans, public health Correspondence Dr. Julie Ann Zuñiga, Nell Hodgson Woodruff School of Nursing, Emory University, 1520 Clifton Rd NE, Atlanta, GA 30322. E-mail: [email protected] Accepted: January 12, 2014 doi: 10.1111/jnu.12071 Abstract Purpose: This study produced a rich description of the lived experiences of tuberculosis (TB) treatment among Mexican Americans living in the Lower Rio Grande Valley (LRGV) of Texas. Design: This qualitative study used phenomenological methodology, guided by Merleau-Ponty’s philosophical framework, particularly his theories on mind–body influence, fabric of relationships, importance of culture, and equi- librium. A purposive sample was recruited through TB clinics in four south Texas border counties: Hidalgo, Cameron, Starr, and Willacy, which make up the LRGV. Interviews from 18 participants—5 women and 13 men—were conducted in the participant’s preferred language. Interviews were analyzed for common themes as described by Cohen Kahn and Steeves. Findings: The majority of interviews were conducted in Spanish. Five themes were discovered: (a) day-to-day life during Directly Observed Therapy treatment, (b) signs and symptoms, (c) familismo, (d) living on the border, and (e) stigma. Conclusions: TB treatment can create a high level of patient burden. The participants in TB treatment in the LRGV on the Texas-Mexico border reported a high level of stigma. Due to this stigma, patients struggled to find a balance between exposure to stigma and the support from family that buoyed them through treatment. Clinical Relevance: The findings support the importance of addressing stigma and the resulting sense of isolation in patients being treated for TB, per- haps through bolstering support from family and healthcare providers, which is relevant for public health professionals working in regions with high rates of TB. Over 20 years ago, the World Health Organization (WHO) recommended that patients with active tuberculosis (TB) be monitored on a daily basis through the Directly Ob- served Therapy Short Course (DOTS) program to improve outcomes, decrease incidence, and decrease resistance to treatment (WHO, 2011). In DOTS, a trained healthcare representative watches a TB patient swallow each dose of TB medication, ensuring that the patient takes every dose of the prescribed antibiot.

CLINICAL SCHOLARSHIPTuberculosis Treatment for Mexican Ame.docx

gordienaysmythe

cmdfile.txt sleep 5 ls -latr sleep 3 pwd sleep 1 wc /etc/passwd CommandNode.c #include <unistd.h> #include <stdio.h> #include <stdlib.h> #include <string.h> #include "CommandNode.h" /** *CommandNode.c *The function bodies for a linked list of commands **/ /** Example of linked list initialization in code: //First command node (head of list) headCommand = (CommandNode*)malloc(sizeof(CommandNode)); CreateCommandNode(headCommand, command, index, NULL); index = 1; ..... //Later command nodes while ((linesize = getline(&line, &len, fp)) >= 0) { ... index++; nextCommand1 = (CommandNode*)malloc(sizeof(CommandNode)); CreateCommandNode(nextCommand1, command, index, NULL); InsertCommandAfter(headCommand, nextCommand1); } **/ //create a new command node. usually nextCmd can be NULL and function InsertCommandAfter can be called to insert after head node. void CreateCommandNode(CommandNode* thisNode, char cmd[20][20], int ind, CommandNode* nextCmd) { //this is useful if you store a string (char *): strcpy(thisNode->command, cmd); for (int i = 0; i < 20; i++) for (int j = 0; j < 20; j++) thisNode->command[i][j] = cmd[i][j]; thisNode->index = ind; thisNode->nextCommandPtr = nextCmd; return; } //insert node newNode after thisNode void InsertCommandAfter(CommandNode* thisNode, CommandNode* newNode) { CommandNode* tmpNext = NULL; tmpNext = thisNode->nextCommandPtr; thisNode->nextCommandPtr = newNode; newNode->nextCommandPtr = tmpNext; return; } //get next command node in linked list CommandNode* GetNextCommand(CommandNode* thisNode) { return thisNode->nextCommandPtr; } //find a command based on the pid CommandNode* FindCommand(CommandNode* cmd, int pid) { CommandNode* tmpNext = cmd; while (tmpNext != NULL) { if (tmpNext->PID == pid) { return tmpNext; } tmpNext = tmpNext->nextCommandPtr; } return NULL; } CommandNode.h /** *CommandNode.h *The struct for a Command Node and function prototypes for a linked list of commands **/ typedef struct command_struct { char command[20][20]; int index; int PID; int starttime; struct command_struct* nextCommandPtr; } CommandNode; void CreateCommandNode(CommandNode* thisNode, char cmd[20][20], int ind, CommandNode* nextCmd); void InsertCommandAfter(CommandNode* thisNode, CommandNode* newNode); CommandNode* GetNextCommand(CommandNode* thisNode); CommandNode* FindCommand(CommandNode* cmd, int pid); HWdetails&helperFile/HW_details1.jpg HWdetails&helperFile/HW_details1_1.jpg HWdetails&helperFile/read_parse_file.c #define _GNU_SOURCE #include <stdio.h> #include <stdlib.h> #include <string.h> int main(void) { FILE * fp; char * line = NULL; size_t len = 0; ssize_t read; char newString[20][20]; int i,j,ctr; fp = fopen("commands.txt", "r"); if (fp == NULL) exit.

cmdfile.txtsleep 5ls -latrsleep 3pwdsleep 1wc .docx

gordienaysmythe

CLOUD COMPUTING Assessment item 3 - AWS implementation – 10% Overview This assessment item requires you to produce a short report for some of the Technical and Development staff of DSI. Task DSI is starting to migrate some of its applications and services to a public cloud. Many of the technical staff have had no experience in the Cloud and are concerned about this process. You have recommended to DSI management that they should consider the use of microservices as part of their application architecture. DSI now want you to redesign one of their monolithic applications as a microservice application DSI has an old and image and video processing application. This is used by a number of DSI customers to upload images and videos for inclusion in spatial layers for their own use. DSI create the specialised layer for each customer and supply it to them when complete. The application has a number of modules as shown in Figure 1, below. Some of these modules may not need any development work done on them for long periods of time as their functions and outputs are relatively stable. Other modules though can be modified quite frequently as changes occur in the Industry. Other modules experience great peaks in workload which often slows services to DSI customers. 1. You are to assess each of the modules shown in Figure 1 above, and determine: a. Which modules are likely to be relatively stable, a together with the reasons for this categorisation, b. Which modules are likely to require frequent modification, together with the reasons for this categorisation, c. Which modules are likely to experience workload peaks, together with the reasons for this categorisation. 2. DSI wants to transition to a microservice approach with the Image and Video Processing Application. But they want to move in a phased approach so that they can handle the workload peaks first. a. Which modules should be refactored first? b. Discuss how a move to a microservice approach for these modules would resolve issues around workload peaks? 3. Discuss how a move to a microservice approach will improve DSI’s ability to maintain high availability for this application. 4. Draw a diagram that shows the architecture of the Image and Video Processing Application after the transition to a microservice approach. RATIONALE SUBJECT LEARNING OUTCOMES This assessment task will assess the following learning outcome/s: • be able to compare and evaluate the ability of different cloud computing architectures to meet a set of given business requirements. • be able to evaluate a set of business requirements to determine suitability for a cloud computing delivery model. • be able to identify and design an ICT Risk Management strategy for a cloud computing delivery plan to meet business requirements. • be able to critically analyse business requirements to plan a migration to a cloud model. KS1029 Case Number 1588.0 This case was written b.

CLOUD COMPUTINGAssessment item 3 - AWS implementation – 10Ove.docx

gordienaysmythe

Clinical Case Studies 8(6) 417 –423 © The Author(s) 2009 Reprints and permission: http://www. sagepub.com/journalsPermissions.nav DOI: 10.1177/1534650109351930 http://ccs.sagepub.com Psychotherapy of Schizophrenia: A Brief History and the Potential to Promote Recovery Paul H. Lysaker1 and Steven M. Silverstein2 Abstract With growing awareness of the likelihood of recovery from schizophrenia, interest has arisen about the potential role of psychotherapy within emerging treatment regimens. Could psychotherapy uniquely promote recovery by addressing symptoms, the achievement of psychosocial milestones, and/or helping to enhance the extent to which persons diagnosed with schizophrenia experience themselves as meaningful agents in the world? As an introduction to a set of case studies of how psychotherapy can promote recovery this article briefly reviews the history of the psychotherapy of schizophrenia. In particular the appearance and course of psychoanalytically oriented treatments, as well as cognitively and interpersonally based treatments are detailed. Evidence supporting these approaches and remaining questions for research are discussed. Keywords schizophrenia, recovery, psychotherapy, psychosis Recent reviews have suggested that contrary to long-standing pessimistic views, most people with schizophrenia do not experience lifelong dysfunction. Instead, most with this condition move meaningfully toward or achieve recovery over the course of their lives (Bellack, 2006; Lysaker & Buck, 2008; Silverstein, Spaulding, & Menditto, 2006). They may not only experience improvements with regard to symptoms or function, but also positive changes in how persons think about and experience themselves as individual human beings in the world (Resnick, Rosenheck, & Lehman, 2004; Roe, 2001; Silverstein & Bellack, 2008). As a result of growing awareness of this possibility, interest has arisen in whether some forms of psychotherapy could play an important role in treatment. Given literature suggesting psychotherapy may help a wide range of people without psychosis to develop both a richer sense of self and a more adaptive self-concept (Hermans & Dimaggio, 2005), it is now asked whether it could do the same for many with schizophrenia and thereby uniquely promote recovery (Lysaker & Lysaker, 2008). To explore this question and a wide range of related concerns, this issue of Clinical Case Stud- ies is devoted to case studies of the processes by which individual psychotherapy can promote recovery. Therapies which range from office to community based and from existential to 1Indiana University School of Medicine 2University of Medicine and Dentistry of New Jersey, Piscataway Corresponding Author: Paul H. Lysaker, 1481 West 10 street, Indiana University School of Medicine, Indianapolis, IN 46202 Email: [email protected] 418 Clinical Case Studies 8(6) metacognitive to cognitive behavioral are presented with the unifying q.

Clinical Case Studies8(6) 417 –423© The Author(s) 2009.docx

gordienaysmythe

Clinical Case Studies 8(5) 383 –402 © The Author(s) 2009 Reprints and permission: http://www. sagepub.com/journalsPermissions.nav DOI: 10.1177/1534650109345004 http://ccs.sagepub.com Culturally Sensitive Treatment of Anger in African American Women: A Single Case Study A. Antonio González-Prendes and Shirley A. Thomas Abstract Culturally sensitive clinical practice challenges practitioners to recognize the cultural significance and importance of clients’ behaviors and belief systems. This article reports a case study of the treatment of anger in an African American woman. Presented within a framework of cognitive- behavioral theory, the case illuminates three important issues that influence experience and expression of anger in African American women: the influence of gender role socialization on the mode of anger expression; the experience of powerlessness, rooted in historical and contemporary discriminatory and oppressive realities; and culture-related messages that create unrealistic expectations of strength. The article addresses conceptualization, assessment, treatment processes, and clinical strategies, as well as limitations of a single case study, implications for practice and recommendations for future research. Keywords African American women, anger treatment, cultural sensitivity, cognitive-behavioral 1 Theoretical and Research Basis Culturally sensitive treatment approaches must be able to conceptualize, recognize, and evaluate the client’s belief system and behaviors within the context of the client’s gender, race and culture, among other factors. This is particularly important when working with individuals from minori- ties and other traditionally disempowered groups, whose beliefs and behaviors run the risk of being pathologized when taken out of the context of their cultures and measured against the standards of the dominant group. This article presents and discusses, within the framework of a case study, central elements of a culturally sensitive approach to the treatment of anger problems in an African American woman. The conceptual model for the treatment approach suggests that, if anger in African American women is to be understood accurately, it must be viewed through the twin prisms of gender and race (Thomas & González-Prendes, 2009). Previous studies have underscored the idea that, in order to develop an accurate understanding of the emotional experience of women of color, one must be able to integrate issues related to gender, culture, and race Wayne State University Corresponding Author: A. Antonio González-Prendes, Wayne State University, School of Social Work, 4756 Cass Avenue, Room #301, Detroit, MI 48202 Email: [email protected] 384 Clinical Case Studies 8(5) (King, 1988, 2005). More specifically, related to women’s anger, deMarraias and Tisdale (2002) emphasized that emotions are sensitive to the contexts in which such emotions are experienced. Therefore, we propose t.

Clinical Case Studies8(5) 383 –402© The Author(s) 2009.docx

gordienaysmythe

Climate Change What every designer should know. This is a short presentation covering climate change fundamentals for design students and professionals. Climate change is an important topic for designers to be aware of and responsive to, because designers help create the world we live in. The choices designers make, in what they make, how its made, what its made of, how its used, and what happens to it after it’s disposed of, can impact large numbers of people and the environment. This is what you need to know. 1 Our planet’s climate is controlled by its atmosphere. You can see our atmosphere isn’t very big. It’s a thin protective coating stretched over the earth’s surface. But that thin protective coating is surprisingly important. Without it, our planet would have no life whatsoever. Its surface would be as barren and freezing as the moon you see in the background. A healthy atmosphere is a precondition of life. 2 Our planet has had a relatively stable and predictable climate for much of the last 10,000 years. It is no accident that agriculture began within this time period, a period characterized by relative peace and stable civilizations. 3 The climate has been so stable, we tend to completely ignore it and take it for granted, not even being aware how much we rely upon it. But we rely on a stable, predictable, and moderate climate for such basic and vital activities as growing food, placing and designing settlements, and many, many other things. 4 Here’s the entire volume of the earth’s atmosphere in comparison to the volume of the earth itself: again, not very big. Because the earth’s atmosphere is not very big, it is sensitive to relatively small changes. The composition and relative amounts of chemicals inside that little ball play a big role in how the atmosphere functions. 5 Here’s the composition and relative amounts of the chemicals inside that little ball. You can see carbon dioxide is a relatively miniscule part of the earth’s atmosphere. Yet the relative amount of this molecule and a few others has an outsized role in controlling our planet’s climate, because of how these molecules react to sunlight. 6 A large portion of the sun’s radiation is absorbed at the surface of the Earth. This heat then re-radiates back into the atmosphere, and then back out into space. The atmosphere holds on to some of that heat for a time, before it leaks back out into space. 7 Some atmospheric molecules hold onto this heat longer than others, which is why they are known as “greenhouse gases”. Like a greenhouse in the sun, atmospheric gases like carbon dioxide hold on to the heat re-radiating from the earth for a relatively long time. This is why the earth’s climate is sensitive to small changes in the relative amounts of these particular molecules. There are other greenhouse gases besides carbon dioxide, such as methane, nitrous oxide, and water vapor. Some of these trap heat even more powerfully than c.

Climate ChangeWhat every designer should know.This i.docx

gordienaysmythe

CLIENT INTERVIEW SHEETDate ______________.docx

gordienaysmythe

Click the link above to submit your assignment. Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center. Instructors, training on how to grade is within the Instructor Center. Assignment 1: Applications of Epidemiology – A Case Study Due Week 3 and worth 280 points The situation at Good Health Hospital has become a bit overwhelming ever since the outbreak of E. coli in Ward 10 on the second floor. It appears that there are six (6) cases of the disease. To better understand the situation, communication with the CDC has revealed that this particular bacterium can be found in many everyday items. The CDC recommends that investigation begins in the hospital kitchens, since E. coli can be transmitted via contaminated vegetables, as well as delicatessen meats such as salami and other cold cuts. The following table shows the number of cases identified so far: Case Age Gender 1 23 M 2 21 F 3 15 M 4 42 F After meeting yesterday with chief administrator Joe Wellborn, it has been decided that the litigation issues with one (1) of the patients may need further information to determine if the patient was already symptomatic with the bacteria prior to admission. Research has indicated that hospitals operating in the Tampa Bay area have been known to have cases of E. coli contamination. This substantiates the need for further investigations by the County Health Department. Due to the severity of the cases, and the potential for further spread, it is recommended that the hospital seek alternate vending services since the present suppliers cannot verify sanitation protocols for their products. In conclusion, the study done at Good Health Hospital has indicated that the E. coli outbreak was in fact caused by spoil food from the cafeteria. As a social science researcher working for a regional hospital, you are placed in charge of contacting the DOH from your home state, as well as the CDC for statistical data on nosocomial diseases that frequently cause illness at your health care facility. Using information from both agencies, evaluate the data on common nosocomial diseases and compile a treatment contingency plan for dealing with the hospital infections. Write a five to six (5-6) page evaluation report in which you: Analyze Good Health Hospital’s records and itemize recent nosocomial infections that occurred within the past year. In your report, categorize the different parameters (i.e., person, time, place, ethnicity, and gender) used in the compilation of data into the information summative. Propose at least six (6) questions for the health care administrator at Good Health Hospital, regarding potential litigation issues with infections from the nosocomial diseases. Rationalize, in your report, the logic behind your six (6) questions. Identify a targeted audience within Good Health Hospital, and prepare an implementation plan based on your hypothetical meeting with the hospital health care admi.

Click the link above to submit your assignment.Students, please .docx

gordienaysmythe

click the link and watch the following video "death by socialism" and answer the following questions https://www.youtube.com/watch?v=3Gjnk9KqwvQ&feature=youtu.be 1. Why do some people feel socialism would work in America? Why doesn't it seem to work in other countries? Is America different? Why or why not? 2. Summarize what's currently going on in Venezuela. Then, share your opinion on it and what might be done about it. 3. Were Bernie Sanders and his supporters advocating socialism? Defend your answer. What did Sanders mean by "democratic socialism"? 4. Why did socialism effect the economy the way it did in Venezuela? Why are there food shortages, etc.? Research the effects of socialism and share your thoughts. 5. Why does Chavez blame capitalism for the problems? Is this accurate? Explain why or why not. DUE BY 9:00 4/8 .

click the link and watch the following video death by socialism an.docx

gordienaysmythe

Click the link above to complete this journal. The topics of the jo.docx

gordienaysmythe

Classify man from the Domain to the species and discuss each categor.docx

gordienaysmythe

Classroom Discussion is a valuable learning tool in that it: It helps students explore a diversity of perspectives. It increases students’ awareness of and tolerance for ambiguity or complexity. It helps students recognize and investigate their assumptions. It encourages attentive, respectful listening. It develops new appreciation for continuing differences. It increases intellectual agility. It helps students become connected to a topic. It shows respect for student voices and experiences. It helps students learn the processes and habits of democratic discourse. It affirms students as co-creators of knowledge. It develops the capacity for the clear communication of ideas and meaning. It develops habits of collaborative learning. It increases breadth and makes students more empathic. It helps students develop skills of synthesis and integration. It leads to transformation. Stephen D. Brookfield and Stephen Preskill, Discussion as a Way of Teaching (2d edition, 2005, John Wiley and Sons), 21-22. Assignment Step #1: Respond to the following Discussion Prompt "Explain the difference between and EMPLOYEE and an INDEPENDENT CONTRATOR and the tests that help us in that determination." .

Classroom Discussion is a valuable learning tool in that it.docx

gordienaysmythe

CLASSICSOFWESTERN PHILOSOPHY2CLASSICSO.docx

gordienaysmythe

Classification Alternative Techniques Assignment1) Define a.docx

gordienaysmythe

Classic Combo Plate Directions: Before there were all the cart options, I remember going to the cafes near campus that offered combo menus. For a reasonable price, the menu usually had two lists of items and you would choose one from column A and one from column B for a very satisfying lunch. For our musical version of the combo plate, you are asked to select one composer from column A (just the big three) and one composer from column B (a very long Wikipedia page with composers listed by birth year) Both composers must share the same, or nearly the same, birth year . The latitude for this is no more than + or - 10 years. We want to place both of them solidly within the Classic era and also within roughly the same generation. Find one movement of a piece of music by each. that is a total of two tracks for this assignment. Include a link to that specific movement of each piece so that readers of your post can quickly click it to listen. You may use Naxos (a bit easier to pinpoint the exact movement in a longer piece) or YouTube but you are responsible for providing the accurate url. Please be careful in YouTube that your music link takes your reader to exactly the movement you write about. For each of these two tracks provides clearly the full title of each piece and the exact movement title or number if these are from multi-movement works. Provide background information on both of the movements of music you have selected and some bio information on the lesser known composer from "column B". Include musical observations based on your own listening as you compare the two tracks. You may find it easier to make a targeted comparison if you select works of a similar genre (for instance, the first movement of a piano sonata by each composer, or the slow movement of a symphony by each, or the minuet movement of a string quartet, or a soprano aria from an opera by each......) Interesting "fun facts" might include: did the two ever meet? Where did they live, did they study with the same teacher? Were they both performers as well as composers? Did each have a patron? Music Selection parameters Column A Classic era composers are limited to the big three we have covered already this term: Franz Joseph Haydn b. 1732 Wolfgang Amadeus Mozart b. 1756 Ludwig van Beethoven b. 1770 Choose just one movement of one piece by one of these "big three" composers. Column B classic era composers are listed at the page linked below. Scroll to find the birth years you need for a match. https://en.wikipedia.org/wiki/List_of_Classical-era_composers#Middle_Classical_era_composers_(born_1730%E2%80%931750) Choose just one movement of one piece by one of the other classic era composers that you find at this page. Reply post: After completing your main post, make an interactive reply post to another student's main post. An interactive reply post shows you've listened to the music they wrote about (supply track timings for your musical obse.

Classic Combo PlateDirectionsBefore there were all th.docx

gordienaysmythe

Class- As stated on in Chapter 6, Walsh & Sattes (2010) write that” Thinking through quality questioning incorporates habits of mind and thinking dispositions. Cultivating Habits of Mind are also important. It includes the pursuit of accuracy, intellectual curiosity, empathetic listening, flexibility in thinking (page 146). This week’s focus is on creating a thinking culture. Discuss the following: How can you use quality questioning to create a classroom culture where students and teacher work together to advance thinking and knowing? How do you define habits of the mind ? What habits of mind underpin thinking and questioning? .

Class- As stated on in Chapter 6, Walsh & Sattes (2010) write that” .docx

gordienaysmythe

Classic Gardens and Landscapes counts responses to specialty promotions to determine effectiveness. You use SUMIFS and an IFS formula to complete the summary. You also calculate insurance statistics and display full names in one cell. [Student Learning Outcomes 6.1, 6.2, 6.3, 6.6, 6.7] File Needed: ClassicGardens-06.xlsx (Available from the Start File link.) Completed Project File Name: [your name]-ClassicGardens-06.xlsx Skills Covered in This Project Nest MATCH and INDEX functions. Create DSUM formulas. Build an IFS function. Build SUMIFS formulas. Use TEXTJOIN to join labels. Open the ClassicGardens-06 start file. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it. Create a nested INDEX and MATCH function to display the number of responses from a city. Click the Mailings sheet tab and select and name cells A3:D28 as Responses . Click the Mailing Stats sheet tab. Click cell B21 and type Carthage . Click cell C21 , start an INDEX function, and select the first argument list option. Choose or type the Responses range name for the Array argument. Click the Row_num box and nest a MATCH function. Select cell B21 for the Lookup_value and cells A3:A28 on the Mailings sheet for the Lookup_array . Click the Match_type argument box and type 0 . Click INDEX in the Formula bar. Click the Column_num box and nest a second MATCH function to look up cell D3 on the Mailings sheet in the lookup array A3:D3 . Click the Match_type box and type 0 (Figure 6-106) and click OK . The result displays as 343.00. Figure 6-106 Nested MATCH and INDEX functions Format the results to show zero decimal places. Type Smyrna in cell B21 . Use DSUM to summarize mailing data. Select the Mailings sheet and note that number mailed is located in the third column and response data is in the fourth column. Click the Criteria sheet tab. Select cell B2 and type lan* to select data for the Landscape Design department. Type law* in cell B5 for the Lawn & Maintenance department. Type pat* in cell B8 for the Patio & Furniture department. Click the Mailing Stats sheet tab and select cell B7 . Use DSUM with the range name Responses as the Database argument. Type 3 for the Field argument (# Mailed column), and enter an absolute reference to cells B1:B2 on the Criteria sheet as the Criteria argument. Copy the formula to cell C7 and edit the Field argument to use the fourth column (# Responses). Use DSUM in cells B8:C9 to calculate results for the two remaining departments. Use SUM in cells B10:C10 . Format all values as Comma Style with no decimal places. Create an IFS function to display a response rating. Note: If your version of Excel does not include the IFS function, build the following nested IF function =IF.

Classic Gardens and Landscapes counts responses to specialty pro.docx

gordienaysmythe

Class, this is the final forum of the course. From our readings from Week 8, we see that field of emergency management including the Incident Command System and NIMS have changed drastically over the years. The NIC has been developed in order to make sure that our incident management systems are as efficient and effective as possible. Going forward, there will inevitably be changes that will positively impact our emergency response and disaster planning organizations. In the past 50 years we have seen significant changes to the field of emergency management in our country. Some of the notable turning points in the field of emergnecy management include the following: 1974 - Disaster Relief Act of 1974 - The Disaster Relief Act of 1974 authorized the president of the United States to implement a program of disaster preparedness and relief aid that would enable use of all federal agencies. The Disaster Relief Act of 1974 states that any federal assistance offered is dependent upon the president authorizing such aid in the form of issuing a declaration. 1979 - FEMA is created. 1988 - Stafford Act - Part of the reason for the change from the Disaster Relief Act of 1974 to the Stafford Act was the fact that the federal government was concerned about expanding disaster declarations beyond only natural disasters, and this included other types of incidents such as technological disasters (Three Mile Island in PA) and other instances outside the scope of natural disasters. Terrorism is not yet included. Federal assistance could be requested by the state on behalf of either the local government or state government. However, the request from the state must come from the governor. 2002 - Homeland Security Act - The September 11, 2001 terrorist attacks resulted in the creation of the Department of Homeland Security (DHS). FEMA is now included under the umbrella of DHS. HSPD-5 established the National Incident Management System (NIMS) and the National Response Plan (NRP). HSPD-8 established policies to strengthen the preparedness of the United States to prevent and respond to threatened or actual domestic terrorist attacks, major disasters, and other emergencies by requiring a national domestic all-hazards preparedness goal, establishing mechanisms for improved delivery of Federal preparedness assistance to State and local governments, and outlining actions to strengthen preparedness capabilities of Federal, State, and local entities. 2005 - Post-Katrina Emergency Management Reform Act - the performance of FEMA and other emergency management agencies during Hurricane Katrina results in the Post-Katrina Emergency Management Reform Act ( PKEMRA ) of 2006. The act enhances FEMA's responsibilities and its autonomy within DHS. Significant and meaningful changes to FEMA were made to increase preparedness levels of the general population and aid in mitigation and resilience efforts. These changes also included incident managem.

Class, this is the final forum of the course. From our readings fro.docx

gordienaysmythe

Class Subjects we went over WEEK 1 April 5thMULTICULTURALISM: REALITY & DEBATERead: “A Different Mirror: The Making of Multicultural America,” Ronald Takaki “An Overview and Point of View,” John Koval“Urban Fieldwork,” George Gmelch & Petra Kuppinger, from Urban Life (our required course text) WEEK 2 April 12thDIVERSITY & DIVISIONRead:“Race Relations Chicago Style: Past, Present and Future,” Michael Bennett & RichardSchaefer “Transnationalism, Old and New: New York Immigrants,” Nancy Foner, Urban Life “A Tale of 3 Cities: The State of Racial Justice in Chicago Report,” Executive Summary, pp. 1 – 10, Institute for Research on Race and Public Policy, UICDue:  Reading Review, for Weeks 1-2, online under Submissions on D2L by 6PM Thursday WEEK 3 April 19thGEOGRAPHY & INEQUALITYRead: “The Shadow of the Skyscraper,” Harvey Zorbaugh“Urban Danger: Life in a Neighborhood of Strangers,” Sally Engle Merry, Urban Life“How Urban Ethnography Counters Myths About the Poor,” J. Goode, UrbanLifePART II: MAKING BLACK, LATINO & WHITE CHICAGOS WEEK 4 April 26thTHE BLACK BELT & SEGREGATIONRead: “The Black Ghetto,” St. Clair Drake & Horace Cayton “Less Than Plessy: The Inner City, Suburbs, and State-Sanctioned Residential Segregation in the Age of Brown,” Arnold R. HirschDue:  Reading Review, for Weeks 3-4, online under Submissions on D2L by 6PM Thurs Writing Ethnographic Fieldnotes – Robert M. Emerson University of Chicago Press Published 1995 Chapter 1: Fieldnotes in Ethnographic Research Ethnographic field research involves the study of groups and people as they go about their everyday lives. Carrying out such research involves two distinct activities. First, the ethnographer enters into a social setting and gets to know the people involved in it; usually, the setting is not previously known in an intimate way. The ethnographer participates in the daily routines of this setting, develops ongoing relations with the people in it, and observes all the while what is going on. Indeed, the term "participant-observation" is often used to characterize this basic research approach. But, second, the ethnographer writes down in regular, systematic ways what she observes and learns while participating in the daily rounds of life of others. Thus the researcher creates an accumulating written record of these observations and experiences. These two interconnected activities comprise the core of ethnographic research: Firsthand participation in some initially unfamiliar social world and the production of written accounts of that world by drawing upon such participation. In the following sections we examine in detail each of these activities and then trace out their implications for writing fieldnotes. ETHNOGRAPHIC PARTICIPATION Ethnographers are committed to going out and getting close to the activities and everyday experiences of other people. "Getting close" minimally requires physical and social pr.

Class Subjects we went overWEEK 1 April 5thMULTICULTURAL.docx

gordienaysmythe

Class ProfileStudent NameEnglish Language LearnerSocio.docx

gordienaysmythe

More from gordienaysmythe (20)

CLINICAL SCHOLARSHIPTuberculosis Treatment for Mexican Ame.docx

cmdfile.txtsleep 5ls -latrsleep 3pwdsleep 1wc .docx

CLOUD COMPUTINGAssessment item 3 - AWS implementation – 10Ove.docx

Clinical Case Studies8(6) 417 –423© The Author(s) 2009.docx

Clinical Case Studies8(5) 383 –402© The Author(s) 2009.docx

Climate ChangeWhat every designer should know.This i.docx

CLIENT INTERVIEW SHEETDate ______________.docx

Click the link above to submit your assignment.Students, please .docx

click the link and watch the following video death by socialism an.docx

Click the link above to complete this journal. The topics of the jo.docx

Classify man from the Domain to the species and discuss each categor.docx

Classroom Discussion is a valuable learning tool in that it.docx

CLASSICSOFWESTERN PHILOSOPHY2CLASSICSO.docx

Classification Alternative Techniques Assignment1) Define a.docx

Classic Combo PlateDirectionsBefore there were all th.docx

Class- As stated on in Chapter 6, Walsh & Sattes (2010) write that” .docx

Classic Gardens and Landscapes counts responses to specialty pro.docx

Class, this is the final forum of the course. From our readings fro.docx

Class Subjects we went overWEEK 1 April 5thMULTICULTURAL.docx

Class ProfileStudent NameEnglish Language LearnerSocio.docx

Recently uploaded

Graduate Outcomes Presentation Slides - English

neillewis46

Ernest Hemingway's For Whom the Bell Tolls ( About Ernest Hemingway, The Contemporary Movement and Hemingway's Role, His Later life, Hemingway and the Spanish Civil War, Hemingway's Major Works and Contributions, Ernest Hemingway's Writing Style, For Whom the Bell Tolls, Plot Summary of "For Whom the Bell Tolls", Themes, Characters, Critical Response & It's Importance, Legacy, Hemingway's Style: Imagery, About It's Adaptation “FOR WHOM THE BELL TOLLS (1943)”, Critical Acclaim and Enduring Legacy.

Ernest Hemingway's For Whom the Bell Tolls

Pallavi Parmar

Orientation Canvas Course Presentation.pdf

Elizabeth Walsh

21st_Century_Skills_Framework_Final_Presentation_2.pptx

JoelynRubio1

APM webinar hosted by the Scotland Network on 14 May 2024. Speakers: Chris Drysdale and Peter Huggett An interactive session discussing how Project Managers can identify mental health symptoms, provide tools to help themselves and others, plus also increase the capabilities of the Project Management function. This webinar was held on 14 May 2024. The covid-19 pandemic led to concerns about a worsening of mental health & wellbeing across the world and increased awareness in both society and the workplace. This webinar looks to advise the benefits of having a Mental Health First Aid function in the workplace whilst also providing tools and techniques that can be readily used and applied to yourself and colleagues. Additionally, there are wider benefits to Project Management which will be proposed and discussed.

Including Mental Health Support in Project Delivery, 14 May.pdf

Association for Project Management

QUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lesson

httgc7rh9c

FSB Advising Checklist - Orientation 2024

Elizabeth Walsh

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx

Esquimalt MFRC

Program code examples (known also as worked examples) play a crucial role in learning how to program. Instructors use examples extensively to demonstrate the semantics of the programming language being taught and to highlight the fundamental coding patterns. Programming textbooks allocate considerable space to present and explain code examples. To make the process of studying code examples more interactive, CS education researchers developed a range of tools to engage students in the study of code examples. These tools include codecasts (codemotion,codecast,elicasts), interactive example explorers (WebEx, PCEX), and tutoring systems (DeepTutor). An important component in all types of worked examples is code explanations associated with specific code lines or code chunks of an example. The explanations connect examples with general programming knowledge explaining the role and function of code fragments or their behavior. In textbooks, these explanations are usually presented as comments in the code or as explanations on the margins. The example explorer tools allow students to examine these explanations interactively. Tutoring systems, which engage students in explaining the code, use these model explanations to check student responses and provide scaffolding. In all these cases, to make a worked example re-usable beyond its presentation in a lecture, the explanations have to be authored by instructors or domain experts i.e., produced and integrated into a specific system. As the experience of the last 10 years demonstrated, these explanations are hard to obtain. Those already collected are usually “locked” in a specific example-focused system and can’t be reused. The purpose of this working group is to support broader re-used of worked examples augmented with explanations. Our current plan is to develop а standard approach to represent explained examples. This approach will enable an example created for any of the existing systems to be explored in a standard format and imported into any other example-focused system. We plan to follow a successful experience of the PEML working group focused on re-using programming exercises.

SPLICE Working Group:Reusable Code Examples

Peter Brusilovsky

A procedure when multiple vendors are asked to submit proposals for a supply contract or project. It helps businesses to assess offers and select the best vendor based on factors like cost, quality, and other relevant factors. In Odoo 17, the Call for Tenders feature has undergone significant improvements, making procurement process management more efficient and seamless. Accessing and managing this feature can still be done through the same interface as Blanket Orders, with the addition of creating an exclusive agreement type for Call for Tenders.

How to Manage Call for Tendor in Odoo 17

Celine George

Personalisation of Education by AI and Big Data - Lourdes Guàrdia

EADTU

Tatlong Kwento ni Lola basyang-1.pdf arts

Nbelano25

Simple, Complex, and Compound Sentences Exercises.pdf

stareducators107

VAMOS CUIDAR DO NOSSO PLANETA! .

Colégio Santa Teresinha

PANDITA RAMABAI- Indian political thought GENDER.pptx

akanksha16arora

Spellings Wk 4 and Wk 5 for Grade 4 at CAPS

AnaAcapella

Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf

Dr Vijay Vishwakarma

MuleSoft Integration with AWS Textract | Calling AWS Textract API |AWS - Cloud Native Meetup #4 Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-aws-cloud-native-presents-unveiling-the-heart-of-mulesoft-intelligent-document-processing-aws-textract/ Agenda ● Introduction to Textract ● Document Processing using AWS Textract ● AWS Textract UseCases ● AWS Textract API ● Calling AWS Textract API from Postman ● Demo - Textract Integration with MuleSoft ● QnA ◈ Important Links https://aws.amazon.com/textract/resources/ https://docs.aws.amazon.com/textract/latest/dg/API_AnalyzeDocument.html https://docs.aws.amazon.com/general/latest/gr/textract.html https://docs.aws.amazon.com/IAM/latest/UserGuide/reference_aws-signing.html https://ambassadorpatryk.com/2021/01/discover-how-to-sign-aws-api-request-using-dataweave/ https://github.com/djuang1/awsv4auth-extension For Upcoming Meetups Join AWS - Cloud Native Meetup Group - https://meetups.mulesoft.com/aws-cloud-native/ Youtube:- youtube.com/@mulesoftmysore Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N Speaker:- Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/ Priya Shaw - https://www.linkedin.com/in/priya-shaw Organizers:- Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/ Robin Sinha - https://www.linkedin.com/in/robin-sinha

MuleSoft Integration with AWS Textract | Calling AWS Textract API |AWS - Clou...

MysoreMuleSoftMeetup

Diuretic, Hypoglycemic and Limit test of Heavy metals and Arsenic.-1.pdf

Kartik Tiwari

80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...

Nguyen Thanh Tu Collection

Recently uploaded (20)

Graduate Outcomes Presentation Slides - English

Ernest Hemingway's For Whom the Bell Tolls

Orientation Canvas Course Presentation.pdf

21st_Century_Skills_Framework_Final_Presentation_2.pptx

Including Mental Health Support in Project Delivery, 14 May.pdf

QUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lesson

FSB Advising Checklist - Orientation 2024

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx

SPLICE Working Group:Reusable Code Examples

How to Manage Call for Tendor in Odoo 17

Personalisation of Education by AI and Big Data - Lourdes Guàrdia

Tatlong Kwento ni Lola basyang-1.pdf arts

Simple, Complex, and Compound Sentences Exercises.pdf

VAMOS CUIDAR DO NOSSO PLANETA! .

PANDITA RAMABAI- Indian political thought GENDER.pptx

Spellings Wk 4 and Wk 5 for Grade 4 at CAPS

Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf

MuleSoft Integration with AWS Textract | Calling AWS Textract API |AWS - Clou...

Diuretic, Hypoglycemic and Limit test of Heavy metals and Arsenic.-1.pdf

80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...

choose one of the following pairs of songs and discuss the differenc.docx

1. choose one of the following pairs of songs and discuss the differences in the two versions of the same song. Are there different instruments? Did the gender of the singer change? Did the form of the song remain the same? What is the target audience of each piece? What are some characteristics of the songs that indicate the target audience? Do a little research and discuss the success of each song. Which version has stood the test of time?: 1. “A Little Bird Told Me” by Paula Waston (from the Spotify list) and Evelyn Knight’s version on YouTube: A LITTLE BIRD TOLD ME ~ Evelyn Knight & The Stardusters (1948) (Links to an external site.) 2. “Shake, Rattle and Roll” by Big Joe Turner and by Bill Haley and the Comets (Both are included with the textbook.) 3. “Hound Dog” by Big Mamma Thornton and by Elvis Presley Both versions are on YouTube: Big Mama Thornton - Hound Dog (1952) Blues (Links to an external site.) elvis presley-hound dog (Links to an external site.) 4. “Sixty Minute Man” by Billy Ward and the Dominos and by Roberta Lee and Hardrock Gunter

2. Both versions are on YouTube: Billy Ward and The Dominos - Sixty Minute Man (Links to an external site.) HARDROCK GUNTER & ROBERTA LEE - SIXTY MINUTE MAN - TENNESSEE BLUES - DECCA 46363 (Links to an external site.)

choose one of the following pairs of songs and discuss the differenc.docx

Recommended

Recommended

More Related Content

Similar to choose one of the following pairs of songs and discuss the differenc.docx

Similar to choose one of the following pairs of songs and discuss the differenc.docx (17)

More from gordienaysmythe

More from gordienaysmythe (20)

Recently uploaded

Recently uploaded (20)

choose one of the following pairs of songs and discuss the differenc.docx