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Listening to music is something everyone does. Some people listen to music constantly, while others listen to it situationally, such as when driving, studying, exercising, or relaxing. Different playlists can be made for these different tasks. But how carefully and deeply does the listening experience go? This assignment requires you to delve deeper into one of your favorite songs to maximize appreciation of it through achieving an understanding of the complexities that go into the creation of your preferred music. In doing so, you will increase your perceptual awareness, not just for music, but for all things! Instructions: Choose a musical artist (from any music era). Choose one of his or her main works (songs or compositions) and listen to the piece so that you can comment on your reaction to the work. Write a 1-2 page essay about the following: A brief summary of the background or history of the artist The meaning of the song you chose The musical elements being used, with examples The contribution that the piece has had to the development of music and how it influenced future music Your assignment should be written in APA format and should include in-text citations and a reference page. .
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Listening to music is something everyone does. Some people liste.docx
Listening to music is something everyone does. Some people listen to music constantly, while others listen to it situationally, such as when driving, studying, exercising, or relaxing. Different playlists can be made for these different tasks. But how carefully and deeply does the listening experience go? This assignment requires you to delve deeper into one of your favorite songs to maximize appreciation of it through achieving an understanding of the complexities that go into the creation of your preferred music. In doing so, you will increase your perceptual awareness, not just for music, but for all things!
Instructions:
Choose a musical artist (MICHEAL JACKSON). Choose one of his or her main works (songs or compositions) and listen to the piece so that you can comment on your reaction to the work. Write a 1-2 page essay about the following:
A brief summary of the background or history of the artist
The meaning of the song you chose
The musical elements being used, with examples
The contribution that the piece has had to the development of music and how it influenced future music
Your assignment should be written in APA format and should include in-text citations and a reference page.
.
Music connects people to time and place. For instance, many of you m.docx
Music connects people to time and place. For instance, many of you may remember a song that comforted you during a difficult time, or that was playing during a happy occasion like a graduation or engagement. Despite varying tastes, the one constant across humanity is that music can play a role in times of comfort and celebration.
This week’s writing Assignment asks you to consider what songs are important to you and why. You can think of this as collecting the soundtrack of your own life so you may compose your Musical Autobiography.
In 750–1000 words, consider and explain the role of music in your life story. Follow an essay format with an introduction, declarative thesis, body paragraphs and a conclusion. You must incorporate a connection to the Unit 7 course text reading material, so you need to cite at least one source. Be sure to incorporate APA citations throughout the analysis, and include a references section at the end of your analysis.
For each of the following categories, you must include at least one specific song and artist. Express the music and link it directly to an experience and the emotions you felt. Remember to link your individual experience to broaden your understanding of the impact of music at large.
In your analysis, consider the following:
What music do you associate with childhood? How did/does this music make you feel? How do your choices reflect your childhood experiences? What can you conclude about the nature of music and its impact after this reflection on your personal experience? Include at least one specific song/artist for this category.
What music do you associate with adolescence? Was this music a way to fit in or rebel? What can you conclude about the nature of music and its impact after this reflection on your personal experience? Include at least one specific song/artist for this category.
What music do you associate with comfort? How do these songs help you deal with disappointment or stress? What can you conclude about the nature of music and its impact after this reflection on your personal experience? Include at least one specific song/artist for this category.
What music do you associate with happiness or inspiration? Why? What can you conclude about the nature of music and its impact after this reflection on your personal experience? Include at least one specific song/artist for this category.
Your essay should be written in essay format with a thesis, main points, and substantive conclusion. Your work should be double-spaced and include a title page in APA format.
.
Concert Evaluation AssignmentIn a well-written essay of approx.docx
Concert Evaluation Assignment
In a well-written essay of approximately 700 words (typed), create a review of a live professional concert relevant to this course. Discuss the strengths and weaknesses of the concert and focus mainly on the most important/striking elements and qualities of the performance. Use that information to arrive at an overall evaluation of the event.
Hints to keep you writing:
Describe: This is the very basic and factual content of your paper and should function as the introduction to your review. When was the concert? Where was it? Who performed? What kind of music was performed? Was there any particular theme to the concert? Was there anything unusual about the concert occasion? Don't list everything on the program, but do summarize the important information.
Analyze: To analyze something is to examine its components and, more than just describe them, to seek out relationships among the parts. What were the outstanding musical characteristics of the pieces? How did the pieces that were performed compare to each other? How do they compare to what you have learned in class and to music you have heard at other times? This section is where you may want to use the musical terms and concepts that have been discussed in class (but see the section below on using musical terminology).
Interpret: Did you find some meaning in the music? What do you think may have been the original significance of the music? Does it have a different significance today? What people might want to listen to this music, and why? There are no right or wrong answers to these kinds of questions, but always give examples and make supporting statements to back up your assertions.
Judge: Remember that a concert consists of two things: the music being performed and the people who are doing the performing. Don't confuse the two. Do talk about each one. Did you like the music, and why (or why not)? Regardless of whether you liked the music, did you think that the performers did a good job? What, if anything, do you think would have improved the performance? Again, these are individual and subjective responses, but give explanations for your judgments.
Disclaimer and General Guidelines: Do not write your review only by answering some or all of the questions listed in the above paragraphs. They are not intended to be a checklist of things that you must write about, but rather are suggestions to direct your thinking about various aspects of the music and performance. The principal goal of this assignment is for you to listen critically to a live performance and then to articulate in writing your observations and reactions. Originality of thought and clarity of expression are more important to this assignment than is addressing each and every point outlined above.
Using Program Notes: Many concert programs provide information about either the music being performed or the performers. These notes are for your benefit and can assist you in understanding .
Syllabus Section IV Music Essay and AssignmentsThe Music E.docx
Syllabus Section IV: Music Essay and Assignments
The Music Essay Assignment is perhaps most similar to the film essay. Both of these essays are reviews, and both of them need to follow a specific review format, with specifically defined content type. The music essay will share many aspects with reviews of albums or concerts that you may have read online (or will read online and quote from/analyze in your essay, if desired)—but the format of our music essay is distinct, just as the format of the film essay was distinct. Each of these essay types might be considered “ detailed, heavily structured reviews”
Music Assessment Essay Summary:
Write an essay which assesses a particular musical
product
, e.g. a CD, or a concert performance.
Your assessment should include an introduction to the artist and a thesis providing your overall judgment about the CD/performance, etc. You might provide background information, about where/how your chosen subject fits into the genre, and your should state how the particular CD/performance fits into the body of the artist’s work. The majority of the essay should be evaluation, analysis, and description of the music itsel
f (In a CD or Concert, Analyze 5-7 representative songs).
The essay
must
include descriptions of the
sound
of the music, as well as discussion of lyrics, sociopolitical elements/messages, and musical/harmonic elements, and possible comparison with similar artists. You can also describe your emotional/psychological response to the music. Your conclusion should add a final perspective.
Sources are not required, but
any research sources must be direct quotes only, in MLA format (in-text citations and a Works Cited List)
, 8th edition.
It is not necessary to cite the lyrics with MLA citation, since your source is clear from your chosen topic. Sources must be underlined in essay and Works Cited
to ensure they are complete (See #27 and #28 in Checklist). (See paragraph model below)
·
Guide to the music essay paragraph structure:
*
Intro/hook thesis—makes an overall judgment about the album
b*Some background about the artist and genre, with discussion of the way in which the chosen album fits into the artitsts’ career/theme/persona
àChoice: Further continue background of artist, or talk about a media highpoint crisis/ or just go directly to your first song analysis.
SONG ANALYSES ( OR MOVEMENT/ SECTION ANALYSIS – IF INSTRUMENTAL
*Song 1 judgment/analysis
*
2-3 sentences describing/analyzing the sound of the music in that song itself.
Include both instruments and vocal analysis
*
2-5 sentences analyzing the message of the song, quoting and analyzing lyrics
*Choice: Comparison with other musicians, consideration of psychological/social/political media elements,
comparison with other songs, reception of song, your experience of song, etc.
*Song 2 judgment analysis (same content as above)
*Song 3 judgment analysis (same content as above)
.
How Music Works.pdf
Music has captivated us since ancient times, but have you ever wondered how it works? In this blog post, we will explore the basics of musical theory and the elements of composition. We will also delve into the ways in which we perceive music. By the end of this post, you should have a better understanding of how music is created and how it affects us.
Write a short essay on a musical work or works of your choosing. Ima.docx
Write a short essay on a musical work or works of your choosing. Imagine you are writing about the music for a reader who is familiar with the basic musical concepts and terminology you have learned in this class, but does not know the music of the artist you are writing about. You may choose to discuss more than one work, but limit your discussion to a few meaningful examples. For instance, you might compare and contrast two songs from a single album, two songs from different albums made at different times in an artist's career, or an original and a cover by a different artist.
Address at least
three
of the following prompts in your response:
1.
Describe your personal reaction to the music. How does it make you feel? Does it evoke any particular associations or memories for you? Do you feel the artist/composer intended to incite a particular emotional reaction with the music? How much do you experience that emotion yourself?
2.
Describe the elements of the music and their interaction. Is it in a major or minor key? Can you identify its meter? Can you describe its texture (is it
monophonic
,
melody-and accompaniment
,
polyphonic
, or some combination of these)?
3.
Can you identify the instrumentation? Are there any unusual instrumental choices or sound sources?
4.
Does the work exhibit a recognizable musical
form
that we have talked about?
5.
Is the music characteristic of a particular musical style? Does it show evidence of influence from, or reaction to, a particular style?
6.
Does the music have a text? If so, how are music and text related? How does the music reinforce the meaning of the words?
7.
Do you know other music by this artist? Does your knowledge of the artist's other work influence how you perceive this particular work?
8.
Does the music seem to evoke something outside itself? For example, does it follow a storyline, or evoke a particular image or idea?
You will need include recording of the music you write about, either in the form of a Youtube or other online link or as an mp3.
.
Study GuideMusic AppreciationByEric SwansonA.docx
Study Guide
Music Appreciation
By
Eric Swanson
About the Author
Eric Swanson is a graduate of Yale University and The Juilliard School.
He is the author of What the Lotus Said: A Journey to Tibet and Back
and the novels The Greenhouse Effect and The Boy in the Lake. He
has also written a set of thirty-five essays on the lives of com-
posers of classical music for the LaserLight CD-ROM label.
Copyright © 2014 by Penn Foster, Inc.
All rights reserved. No part of the material protected by this copyright may be
reproduced or utilized in any form or by any means, electronic or mechanical,
including photocopying, recording, or by any information storage and retrieval
system, without permission in writing from the copyright owner.
Requests for permission to make copies of any part of the work should be
mailed to Copyright Permissions, Penn Foster, 925 Oak Street, Scranton,
Pennsylvania 18515.
Printed in the United States of America
All terms mentioned in this text that are known to be trademarks or service
marks have been appropriately capitalized. Use of a term in this text should not be
regarded as affecting the validity of any trademark or service mark.
INSTRUCTIONS TO STUDENTS 1
LESSON ASSIGNMENTS 7
LESSON 1: THE MIDDLE AGES AND
THE RENAISSANCE 9
LESSON 2: THE BAROQUE ERA 18
LESSON 3: THE CLASSICAL ERA 23
LESSON 4: THE NINETEENTH CENTURY, PART 1 27
LESSON 5: THE NINETEENTH CENTURY, PART 2 32
LESSON 6: THE TWENTIETH CENTURY, PART 1 37
LESSON 7: THE TWENTIETH CENTURY, PART 2 44
SELF-CHECK ANSWERS 50
iii
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o
n
t
e
n
t
s
C
o
n
t
e
n
t
s
YOUR COURSE
Your music appreciation course is designed to offer you a
solid foundation in the history of Western music, as well as
an introduction to music from cultures around the world.
As you make your way through this fascinating course, you’ll
listen to a broad selection of musical works and learn about
the people and cultures that created them.
While reading your textbook and listening to the accompa-
nying musical selections, you’ll experience the unique ways in
which composers communicate to listeners. You’ll also
begin to appreciate music on a new, more personal level as you
focus on the artistic value and cultural importance of musical
masterpieces. In the end, you’ll find yourself listening to
music with a deeper level of attention than ever before.
OBJECTIVES
When you complete this course, you’ll be able to
n Identify the basic principles of music theory, including
melody, harmony, dynamics, and timbre
n Name the main types of musical instruments
n Distinguish between different forms of musical
composition
n Differentiate the major periods of Western musical
history
n Identify influential composers of various periods of
musical history
n Identify representative modern musical compositions
and the movements associated with their creation
1
In
s
t
r
u
c
t
io
n
s
In
s
t
r
u
c
t
io
n
s
COURSE MATERIALS
Your music course provides you with t.
Recommended
Listening to music is something everyone does. Some people liste.docx
Listening to music is something everyone does. Some people listen to music constantly, while others listen to it situationally, such as when driving, studying, exercising, or relaxing. Different playlists can be made for these different tasks. But how carefully and deeply does the listening experience go? This assignment requires you to delve deeper into one of your favorite songs to maximize appreciation of it through achieving an understanding of the complexities that go into the creation of your preferred music. In doing so, you will increase your perceptual awareness, not just for music, but for all things!
Instructions:
Choose a musical artist (MICHEAL JACKSON). Choose one of his or her main works (songs or compositions) and listen to the piece so that you can comment on your reaction to the work. Write a 1-2 page essay about the following:
A brief summary of the background or history of the artist
The meaning of the song you chose
The musical elements being used, with examples
The contribution that the piece has had to the development of music and how it influenced future music
Your assignment should be written in APA format and should include in-text citations and a reference page.
.
Music connects people to time and place. For instance, many of you m.docx
Music connects people to time and place. For instance, many of you may remember a song that comforted you during a difficult time, or that was playing during a happy occasion like a graduation or engagement. Despite varying tastes, the one constant across humanity is that music can play a role in times of comfort and celebration.
This week’s writing Assignment asks you to consider what songs are important to you and why. You can think of this as collecting the soundtrack of your own life so you may compose your Musical Autobiography.
In 750–1000 words, consider and explain the role of music in your life story. Follow an essay format with an introduction, declarative thesis, body paragraphs and a conclusion. You must incorporate a connection to the Unit 7 course text reading material, so you need to cite at least one source. Be sure to incorporate APA citations throughout the analysis, and include a references section at the end of your analysis.
For each of the following categories, you must include at least one specific song and artist. Express the music and link it directly to an experience and the emotions you felt. Remember to link your individual experience to broaden your understanding of the impact of music at large.
In your analysis, consider the following:
What music do you associate with childhood? How did/does this music make you feel? How do your choices reflect your childhood experiences? What can you conclude about the nature of music and its impact after this reflection on your personal experience? Include at least one specific song/artist for this category.
What music do you associate with adolescence? Was this music a way to fit in or rebel? What can you conclude about the nature of music and its impact after this reflection on your personal experience? Include at least one specific song/artist for this category.
What music do you associate with comfort? How do these songs help you deal with disappointment or stress? What can you conclude about the nature of music and its impact after this reflection on your personal experience? Include at least one specific song/artist for this category.
What music do you associate with happiness or inspiration? Why? What can you conclude about the nature of music and its impact after this reflection on your personal experience? Include at least one specific song/artist for this category.
Your essay should be written in essay format with a thesis, main points, and substantive conclusion. Your work should be double-spaced and include a title page in APA format.
.
Concert Evaluation AssignmentIn a well-written essay of approx.docx
Concert Evaluation Assignment
In a well-written essay of approximately 700 words (typed), create a review of a live professional concert relevant to this course. Discuss the strengths and weaknesses of the concert and focus mainly on the most important/striking elements and qualities of the performance. Use that information to arrive at an overall evaluation of the event.
Hints to keep you writing:
Describe: This is the very basic and factual content of your paper and should function as the introduction to your review. When was the concert? Where was it? Who performed? What kind of music was performed? Was there any particular theme to the concert? Was there anything unusual about the concert occasion? Don't list everything on the program, but do summarize the important information.
Analyze: To analyze something is to examine its components and, more than just describe them, to seek out relationships among the parts. What were the outstanding musical characteristics of the pieces? How did the pieces that were performed compare to each other? How do they compare to what you have learned in class and to music you have heard at other times? This section is where you may want to use the musical terms and concepts that have been discussed in class (but see the section below on using musical terminology).
Interpret: Did you find some meaning in the music? What do you think may have been the original significance of the music? Does it have a different significance today? What people might want to listen to this music, and why? There are no right or wrong answers to these kinds of questions, but always give examples and make supporting statements to back up your assertions.
Judge: Remember that a concert consists of two things: the music being performed and the people who are doing the performing. Don't confuse the two. Do talk about each one. Did you like the music, and why (or why not)? Regardless of whether you liked the music, did you think that the performers did a good job? What, if anything, do you think would have improved the performance? Again, these are individual and subjective responses, but give explanations for your judgments.
Disclaimer and General Guidelines: Do not write your review only by answering some or all of the questions listed in the above paragraphs. They are not intended to be a checklist of things that you must write about, but rather are suggestions to direct your thinking about various aspects of the music and performance. The principal goal of this assignment is for you to listen critically to a live performance and then to articulate in writing your observations and reactions. Originality of thought and clarity of expression are more important to this assignment than is addressing each and every point outlined above.
Using Program Notes: Many concert programs provide information about either the music being performed or the performers. These notes are for your benefit and can assist you in understanding .
Syllabus Section IV Music Essay and AssignmentsThe Music E.docx
Syllabus Section IV: Music Essay and Assignments
The Music Essay Assignment is perhaps most similar to the film essay. Both of these essays are reviews, and both of them need to follow a specific review format, with specifically defined content type. The music essay will share many aspects with reviews of albums or concerts that you may have read online (or will read online and quote from/analyze in your essay, if desired)—but the format of our music essay is distinct, just as the format of the film essay was distinct. Each of these essay types might be considered “ detailed, heavily structured reviews”
Music Assessment Essay Summary:
Write an essay which assesses a particular musical
product
, e.g. a CD, or a concert performance.
Your assessment should include an introduction to the artist and a thesis providing your overall judgment about the CD/performance, etc. You might provide background information, about where/how your chosen subject fits into the genre, and your should state how the particular CD/performance fits into the body of the artist’s work. The majority of the essay should be evaluation, analysis, and description of the music itsel
f (In a CD or Concert, Analyze 5-7 representative songs).
The essay
must
include descriptions of the
sound
of the music, as well as discussion of lyrics, sociopolitical elements/messages, and musical/harmonic elements, and possible comparison with similar artists. You can also describe your emotional/psychological response to the music. Your conclusion should add a final perspective.
Sources are not required, but
any research sources must be direct quotes only, in MLA format (in-text citations and a Works Cited List)
, 8th edition.
It is not necessary to cite the lyrics with MLA citation, since your source is clear from your chosen topic. Sources must be underlined in essay and Works Cited
to ensure they are complete (See #27 and #28 in Checklist). (See paragraph model below)
·
Guide to the music essay paragraph structure:
*
Intro/hook thesis—makes an overall judgment about the album
b*Some background about the artist and genre, with discussion of the way in which the chosen album fits into the artitsts’ career/theme/persona
àChoice: Further continue background of artist, or talk about a media highpoint crisis/ or just go directly to your first song analysis.
SONG ANALYSES ( OR MOVEMENT/ SECTION ANALYSIS – IF INSTRUMENTAL
*Song 1 judgment/analysis
*
2-3 sentences describing/analyzing the sound of the music in that song itself.
Include both instruments and vocal analysis
*
2-5 sentences analyzing the message of the song, quoting and analyzing lyrics
*Choice: Comparison with other musicians, consideration of psychological/social/political media elements,
comparison with other songs, reception of song, your experience of song, etc.
*Song 2 judgment analysis (same content as above)
*Song 3 judgment analysis (same content as above)
.
How Music Works.pdf
Music has captivated us since ancient times, but have you ever wondered how it works? In this blog post, we will explore the basics of musical theory and the elements of composition. We will also delve into the ways in which we perceive music. By the end of this post, you should have a better understanding of how music is created and how it affects us.
Write a short essay on a musical work or works of your choosing. Ima.docx
Write a short essay on a musical work or works of your choosing. Imagine you are writing about the music for a reader who is familiar with the basic musical concepts and terminology you have learned in this class, but does not know the music of the artist you are writing about. You may choose to discuss more than one work, but limit your discussion to a few meaningful examples. For instance, you might compare and contrast two songs from a single album, two songs from different albums made at different times in an artist's career, or an original and a cover by a different artist.
Address at least
three
of the following prompts in your response:
1.
Describe your personal reaction to the music. How does it make you feel? Does it evoke any particular associations or memories for you? Do you feel the artist/composer intended to incite a particular emotional reaction with the music? How much do you experience that emotion yourself?
2.
Describe the elements of the music and their interaction. Is it in a major or minor key? Can you identify its meter? Can you describe its texture (is it
monophonic
,
melody-and accompaniment
,
polyphonic
, or some combination of these)?
3.
Can you identify the instrumentation? Are there any unusual instrumental choices or sound sources?
4.
Does the work exhibit a recognizable musical
form
that we have talked about?
5.
Is the music characteristic of a particular musical style? Does it show evidence of influence from, or reaction to, a particular style?
6.
Does the music have a text? If so, how are music and text related? How does the music reinforce the meaning of the words?
7.
Do you know other music by this artist? Does your knowledge of the artist's other work influence how you perceive this particular work?
8.
Does the music seem to evoke something outside itself? For example, does it follow a storyline, or evoke a particular image or idea?
You will need include recording of the music you write about, either in the form of a Youtube or other online link or as an mp3.
.
Study GuideMusic AppreciationByEric SwansonA.docx
Study Guide
Music Appreciation
By
Eric Swanson
About the Author
Eric Swanson is a graduate of Yale University and The Juilliard School.
He is the author of What the Lotus Said: A Journey to Tibet and Back
and the novels The Greenhouse Effect and The Boy in the Lake. He
has also written a set of thirty-five essays on the lives of com-
posers of classical music for the LaserLight CD-ROM label.
Copyright © 2014 by Penn Foster, Inc.
All rights reserved. No part of the material protected by this copyright may be
reproduced or utilized in any form or by any means, electronic or mechanical,
including photocopying, recording, or by any information storage and retrieval
system, without permission in writing from the copyright owner.
Requests for permission to make copies of any part of the work should be
mailed to Copyright Permissions, Penn Foster, 925 Oak Street, Scranton,
Pennsylvania 18515.
Printed in the United States of America
All terms mentioned in this text that are known to be trademarks or service
marks have been appropriately capitalized. Use of a term in this text should not be
regarded as affecting the validity of any trademark or service mark.
INSTRUCTIONS TO STUDENTS 1
LESSON ASSIGNMENTS 7
LESSON 1: THE MIDDLE AGES AND
THE RENAISSANCE 9
LESSON 2: THE BAROQUE ERA 18
LESSON 3: THE CLASSICAL ERA 23
LESSON 4: THE NINETEENTH CENTURY, PART 1 27
LESSON 5: THE NINETEENTH CENTURY, PART 2 32
LESSON 6: THE TWENTIETH CENTURY, PART 1 37
LESSON 7: THE TWENTIETH CENTURY, PART 2 44
SELF-CHECK ANSWERS 50
iii
C
o
n
t
e
n
t
s
C
o
n
t
e
n
t
s
YOUR COURSE
Your music appreciation course is designed to offer you a
solid foundation in the history of Western music, as well as
an introduction to music from cultures around the world.
As you make your way through this fascinating course, you’ll
listen to a broad selection of musical works and learn about
the people and cultures that created them.
While reading your textbook and listening to the accompa-
nying musical selections, you’ll experience the unique ways in
which composers communicate to listeners. You’ll also
begin to appreciate music on a new, more personal level as you
focus on the artistic value and cultural importance of musical
masterpieces. In the end, you’ll find yourself listening to
music with a deeper level of attention than ever before.
OBJECTIVES
When you complete this course, you’ll be able to
n Identify the basic principles of music theory, including
melody, harmony, dynamics, and timbre
n Name the main types of musical instruments
n Distinguish between different forms of musical
composition
n Differentiate the major periods of Western musical
history
n Identify influential composers of various periods of
musical history
n Identify representative modern musical compositions
and the movements associated with their creation
1
In
s
t
r
u
c
t
io
n
s
In
s
t
r
u
c
t
io
n
s
COURSE MATERIALS
Your music course provides you with t.
Follow the picture I provide to write the concert report..docx
Follow the picture I provide to write the concert report
.
Concert
Guidelines:
1.
The le
vel of the performance must be
c
ollege-age performers or
professional
—no middle/high school/etc. performances
.
2.
The performance must be of western art music, similar to
the genres
discussed in
text chapters assigned in the
syllabus—orchestra, chamber
music
, solo
instrumental performances
, opera, choir,
ballet, musicals,
etc. If you have doubts about a concert qualifying as “western art” music, e-mail
the professor
before
attending
.
3.
You must attend the entire performance- no late arrivals or early departures.
Report:
Format:
2-4
pages, typed, double-spaced
on 8.5 x 11 paper with one-inch margins
. Report should include a title, a header with your name and the date, and page numbers.
Writing Voice and style
:
Your
colleagues taking this class should be able to read the report and gain a clear concept of your experience.
You will not need to define the terminology we have covered in class, but you do need to keep in mind that your audience will not
HEAR
this concert
and will rely on a sense of the experience solely from your descriptions.
This
paper
should have an academic
style
- formal, with no contractions used.
Content: The
report
is
YOUR
observations of the concert.
A successful report will address these categories:
1.
Performance setting
and types of music
:
Give the d
ate, place,
and name(s) of groups performing. B
riefly d
escribe the performance setting- for example, you might include
your observations on
the ambiance of the performance space,
performers’ attire
dress, audience’s attire
, etc.
and how it affected your concert-going experience.
Which types/genres of music were perfo
rmed (symphony, opera, solo, chamber,
etc
)
.
What pieces did you hear
,
who were the composers
,
and
what were
historical eras of these pieces?
2.
The main body of your report should focus on accurately and interestingly applying the knowledge gained in this class to the specific music you heard at the concert.
Narrow your focus to
two
movements or short pieces from your concert and
do one of the following:
a.
Choose two movements
or short pieces
from the program and
contrast/compare
these works with references to specific musical elements.
b.
Choose two movements of short pieces and give an overview of their character
s
- what types of moods or feelings they evoked with references to specific musical elements.
c.
Choose the music composition you liked best and describe why using specific musical elements. Choose the music composition you liked least and describe why using musical elements.
Use YOUR
ears
(not the internet’s ideas…)
and listen for the basic elements discussed in class and apply them to the pieces of your concert. Try to highlight what really “stuck out” to you about the music
al selections
highlighted
in this section.
Content (continued)
3.
Evaluate your
co
ncert goin.
Andreas c. lehmann, john a. sloboda, robert h. woody psychology for musicians...
Very important book for performers and researchers
Extra Credit Concert Reports MUS 021 Dr. Bjorkedal EXTR.docx
Extra Credit Concert Reports
MUS 021: Dr. Bjorkedal
EXTRA CREDIT: Submit additional concert reports. Each report can earn up to 150 points. A
student may submit 1 extra credit concert report per term.
Attend a live (no podcasts, etc) western classical music performance and write a typed report. Make
sure to review all instructions prior to attending a performance.
Concert Guidelines:
1. The level of the performance must be college-age performers or professional—no middle/high
school/etc. performances.
2. The performance must be of western art music, similar to the genres discussed in text chapters
assigned in the syllabus—orchestra, chamber music, solo instrumental performances, opera,
choir, ballet, musicals, etc. If you have doubts about a concert qualifying as “western art”
music, e-mail the professor before attending.
3. You must attend the entire performance- no late arrivals or early departures.
4. The concert must be during the term that you are currently taking this class and must be in the
greater Los Angeles area unless you have specifically spoken to the instructor about an ‘out-
of-town’ concert.
Report:
Format: 2-4 pages, typed, double-spaced on 8.5 x 11 paper with one-inch margins. Report should
include a title, a header with your name and the date, and page numbers.
Writing Voice and style: Your colleagues taking this class should be able to read the report and gain a
clear concept of your experience. You will not need to define the terminology we have covered in
class, but you do need to keep in mind that your audience will not HEAR this concert and will rely on
a sense of the experience solely from your descriptions. This paper should have an academic style-
formal, with no contractions used.
Content: The report is YOUR observations of the concert. A successful report will address these
categories:
1. Performance setting and types of music: Give the date, place, and name(s) of groups
performing. Briefly describe the performance setting- for example, you might include your
observations on the ambiance of the performance space, performers’ attire dress, audience’s
attire, etc. and how it affected your concert-going experience. Which types/genres of music
were performed (symphony, opera, solo, chamber, etc). What pieces did you hear, who were
the composers, and what were historical eras of these pieces?
2. The main body of your report should focus on accurately and interestingly applying the
knowledge gained in this class to the specific music you heard at the concert. Narrow your
focus to two movements or short pieces from your concert and do one of the following:
a. Choose two movements or short pieces from the program and contrast/compare these
works with references to specific musical elements.
b. Choose two movements of short pieces and give an overview of their characters- what
types of moods or feelings they evoked with references to specific musical el.
Assignment Concert ReportMUS 021 Dr. BjorkedalAttend a live .docx
Assignment: Concert Report
MUS 021: Dr. Bjorkedal
Attend a live (no podcasts, etc) western classical music performance and write a typed report. Make sure to review all instructions prior to attending a performance.
Concert Guidelines:
1. The level of the performance must be college-age performers or professional—no middle/high school/etc. performances.
2. The performance must be of western art music, similar to the genres discussed in text chapters assigned in the syllabus—orchestra, chamber music, solo instrumental performances, opera, choir, ballet, musicals, etc. If you have doubts about a concert qualifying as “western art” music, e-mail the professor before attending.
3. You must attend the entire performance- no late arrivals or early departures.
Report:
Format: 2-4 pages, typed, double-spaced on 8.5 x 11 paper with one-inch margins. Report should include a title, a header with your name and the date, and page numbers.
Writing Voice and style: Your colleagues taking this class should be able to read the report and gain a clear concept of your experience. You will not need to define the terminology we have covered in class, but you do need to keep in mind that your audience will not HEAR this concert and will rely on a sense of the experience solely from your descriptions. This paper should have an academic style- formal, with no contractions used.
Content: The report is YOUR observations of the concert. A successful report will address these categories:
1. Performance setting and types of music: Give the date, place, and name(s) of groups performing. Briefly describe the performance setting- for example, you might include your observations on the ambiance of the performance space, performers’ attire dress, audience’s attire, etc. and how it affected your concert-going experience. Which types/genres of music were performed (symphony, opera, solo, chamber, etc). What pieces did you hear, who were the composers, and what were historical eras of these pieces?
2. The main body of your report should focus on accurately and interestingly applying the knowledge gained in this class to the specific music you heard at the concert. Narrow your focus to two movements or short pieces from your concert and do one of the following:
a. Choose two movements or short pieces from the program and contrast/compare these works with references to specific musical elements.
b. Choose two movements of short pieces and give an overview of their characters- what types of moods or feelings they evoked with references to specific musical elements.
c. Choose the music composition you liked best and describe why using specific musical elements. Choose the music composition you liked least and describe why using musical elements.
Use YOUR ears (not the internet’s ideas…) and listen for the basic elements discussed in class and apply them to the pieces of your concert. Try to highlight what really “stuck out” to you about the musical selections highlighted ...
Writing Development Of ELL Students In A Music Classroom
This is a project I completed for a pbsteacherline.org online course, a requirement for me to finish teacher induction.
The concerts can be any popular music performance in which you c.docx
The concerts can be any popular music
performance
in which you can listen
actively
to the performance. Due to the Covid-19 issues, I am allowing concerts from YouTube or other online sources to count for the concert review. The concert must also be at least an hour in length. 2 pages typed and double-spaced.
Please include
URL (online link),
date, venue, genre, and name of performance or performers
at the top of your paper.
Important Considerations in writing your review
Comment on aspects of music such as genre of music, performance forces used (instrumentation), texture, form, style periods represented, staging and costumes (when it applies), etc. In addition; make observations as to unique or unusual uses of music within the concert (rhythm, harmony, instrumentation, and so on).
A good paper will start with an introduction which discusses the general details of the concert plus first impressions of the concert experience.
Good information to mention here would be concert theme (if there is one), was it a student or professional ensemble or soloist, interesting program notes, etc.
Follow the introduction with general observations about the performance.
Did the performers make comments about the music during the performance? Did the comments add to the understanding and enjoyment of the concert.
Were there any surprises? Special effects on an instrument or special instruments used?
Then write in detail about one song or group of similar songs which were of particular interest to you. Talk about style, color (instruments), texture (monophonic, homophonic, or polyphonic), and form (verse/chorus, waltz song, etc.).
Discuss the genre and era of the music.
Did they perform any music or styles which were studied in this class? Were you able to hear the important ideas about the styles in the performance?
Finally, write a conclusion about the concert. Mention personal observations about the concert.
What was your overall impression?
If this type of concert was new to you, would you go to another? Why?
.
Session 2 song arrangement and track
1) Revision of last week
2) Starting points for Production Analysis - The Song, Arrangement and Track
3) Immanent Analysis -Analytical Priorities of the Elements of Music
Soundtrack of Your Life AssignmentYou will write a brief Sound.docx
Soundtrack of Your Life Assignment
You will write a brief " Soundtrack of your Life" paper. This paper will be at least 2 pages. You will need to answer the following questions:
1. Why do you think as human beings, people we love certain types of music? Why do we gravitate to a certain genre? Why do we (people) as a culture like rock and roll? Do we like the beat? Do we like what rock and roll stands for? Do we like the lyrics? Please tell me, based on your experience, what do you think the attraction is to rock and roll?
2. What kind of music were you brought up in and how did this affect you? What kind of music do you remember as a child? What artists specifically? Do you feel this helped to shape the person you have become? What do you remember growing up?
3. If you had to create a "Soundtrack of your life" or if you had to pick a song or a (few songs) or possible albums from childhood, adolescence, young adulthood and adulthood what would they be and why? You can put other life milestones if that helps. How has this music affected you?
4. As an adult, you have seen the changes in the music industry. Describe some of the changes you have seen, how do you think it relates to our culture and history?
5. Has anything about rock and roll surprised you? Can you give an example. For example ( I can remember records, 8 tracks, and tape cassettes)
.
Major Benefits and Drivers of IoT.Background According to T.docx
Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
.
Major Assessment 2 The Educated Person” For educators to be ef.docx
Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes
6. Conclusion
7. References
.
More Related Content
Similar to Listening to music is something everyone does. Some people listen to.docx
Follow the picture I provide to write the concert report..docx
Follow the picture I provide to write the concert report
.
Concert
Guidelines:
1.
The le
vel of the performance must be
c
ollege-age performers or
professional
—no middle/high school/etc. performances
.
2.
The performance must be of western art music, similar to
the genres
discussed in
text chapters assigned in the
syllabus—orchestra, chamber
music
, solo
instrumental performances
, opera, choir,
ballet, musicals,
etc. If you have doubts about a concert qualifying as “western art” music, e-mail
the professor
before
attending
.
3.
You must attend the entire performance- no late arrivals or early departures.
Report:
Format:
2-4
pages, typed, double-spaced
on 8.5 x 11 paper with one-inch margins
. Report should include a title, a header with your name and the date, and page numbers.
Writing Voice and style
:
Your
colleagues taking this class should be able to read the report and gain a clear concept of your experience.
You will not need to define the terminology we have covered in class, but you do need to keep in mind that your audience will not
HEAR
this concert
and will rely on a sense of the experience solely from your descriptions.
This
paper
should have an academic
style
- formal, with no contractions used.
Content: The
report
is
YOUR
observations of the concert.
A successful report will address these categories:
1.
Performance setting
and types of music
:
Give the d
ate, place,
and name(s) of groups performing. B
riefly d
escribe the performance setting- for example, you might include
your observations on
the ambiance of the performance space,
performers’ attire
dress, audience’s attire
, etc.
and how it affected your concert-going experience.
Which types/genres of music were perfo
rmed (symphony, opera, solo, chamber,
etc
)
.
What pieces did you hear
,
who were the composers
,
and
what were
historical eras of these pieces?
2.
The main body of your report should focus on accurately and interestingly applying the knowledge gained in this class to the specific music you heard at the concert.
Narrow your focus to
two
movements or short pieces from your concert and
do one of the following:
a.
Choose two movements
or short pieces
from the program and
contrast/compare
these works with references to specific musical elements.
b.
Choose two movements of short pieces and give an overview of their character
s
- what types of moods or feelings they evoked with references to specific musical elements.
c.
Choose the music composition you liked best and describe why using specific musical elements. Choose the music composition you liked least and describe why using musical elements.
Use YOUR
ears
(not the internet’s ideas…)
and listen for the basic elements discussed in class and apply them to the pieces of your concert. Try to highlight what really “stuck out” to you about the music
al selections
highlighted
in this section.
Content (continued)
3.
Evaluate your
co
ncert goin.
Andreas c. lehmann, john a. sloboda, robert h. woody psychology for musicians...
Very important book for performers and researchers
Extra Credit Concert Reports MUS 021 Dr. Bjorkedal EXTR.docx
Extra Credit Concert Reports
MUS 021: Dr. Bjorkedal
EXTRA CREDIT: Submit additional concert reports. Each report can earn up to 150 points. A
student may submit 1 extra credit concert report per term.
Attend a live (no podcasts, etc) western classical music performance and write a typed report. Make
sure to review all instructions prior to attending a performance.
Concert Guidelines:
1. The level of the performance must be college-age performers or professional—no middle/high
school/etc. performances.
2. The performance must be of western art music, similar to the genres discussed in text chapters
assigned in the syllabus—orchestra, chamber music, solo instrumental performances, opera,
choir, ballet, musicals, etc. If you have doubts about a concert qualifying as “western art”
music, e-mail the professor before attending.
3. You must attend the entire performance- no late arrivals or early departures.
4. The concert must be during the term that you are currently taking this class and must be in the
greater Los Angeles area unless you have specifically spoken to the instructor about an ‘out-
of-town’ concert.
Report:
Format: 2-4 pages, typed, double-spaced on 8.5 x 11 paper with one-inch margins. Report should
include a title, a header with your name and the date, and page numbers.
Writing Voice and style: Your colleagues taking this class should be able to read the report and gain a
clear concept of your experience. You will not need to define the terminology we have covered in
class, but you do need to keep in mind that your audience will not HEAR this concert and will rely on
a sense of the experience solely from your descriptions. This paper should have an academic style-
formal, with no contractions used.
Content: The report is YOUR observations of the concert. A successful report will address these
categories:
1. Performance setting and types of music: Give the date, place, and name(s) of groups
performing. Briefly describe the performance setting- for example, you might include your
observations on the ambiance of the performance space, performers’ attire dress, audience’s
attire, etc. and how it affected your concert-going experience. Which types/genres of music
were performed (symphony, opera, solo, chamber, etc). What pieces did you hear, who were
the composers, and what were historical eras of these pieces?
2. The main body of your report should focus on accurately and interestingly applying the
knowledge gained in this class to the specific music you heard at the concert. Narrow your
focus to two movements or short pieces from your concert and do one of the following:
a. Choose two movements or short pieces from the program and contrast/compare these
works with references to specific musical elements.
b. Choose two movements of short pieces and give an overview of their characters- what
types of moods or feelings they evoked with references to specific musical el.
Assignment Concert ReportMUS 021 Dr. BjorkedalAttend a live .docx
Assignment: Concert Report
MUS 021: Dr. Bjorkedal
Attend a live (no podcasts, etc) western classical music performance and write a typed report. Make sure to review all instructions prior to attending a performance.
Concert Guidelines:
1. The level of the performance must be college-age performers or professional—no middle/high school/etc. performances.
2. The performance must be of western art music, similar to the genres discussed in text chapters assigned in the syllabus—orchestra, chamber music, solo instrumental performances, opera, choir, ballet, musicals, etc. If you have doubts about a concert qualifying as “western art” music, e-mail the professor before attending.
3. You must attend the entire performance- no late arrivals or early departures.
Report:
Format: 2-4 pages, typed, double-spaced on 8.5 x 11 paper with one-inch margins. Report should include a title, a header with your name and the date, and page numbers.
Writing Voice and style: Your colleagues taking this class should be able to read the report and gain a clear concept of your experience. You will not need to define the terminology we have covered in class, but you do need to keep in mind that your audience will not HEAR this concert and will rely on a sense of the experience solely from your descriptions. This paper should have an academic style- formal, with no contractions used.
Content: The report is YOUR observations of the concert. A successful report will address these categories:
1. Performance setting and types of music: Give the date, place, and name(s) of groups performing. Briefly describe the performance setting- for example, you might include your observations on the ambiance of the performance space, performers’ attire dress, audience’s attire, etc. and how it affected your concert-going experience. Which types/genres of music were performed (symphony, opera, solo, chamber, etc). What pieces did you hear, who were the composers, and what were historical eras of these pieces?
2. The main body of your report should focus on accurately and interestingly applying the knowledge gained in this class to the specific music you heard at the concert. Narrow your focus to two movements or short pieces from your concert and do one of the following:
a. Choose two movements or short pieces from the program and contrast/compare these works with references to specific musical elements.
b. Choose two movements of short pieces and give an overview of their characters- what types of moods or feelings they evoked with references to specific musical elements.
c. Choose the music composition you liked best and describe why using specific musical elements. Choose the music composition you liked least and describe why using musical elements.
Use YOUR ears (not the internet’s ideas…) and listen for the basic elements discussed in class and apply them to the pieces of your concert. Try to highlight what really “stuck out” to you about the musical selections highlighted ...
Writing Development Of ELL Students In A Music Classroom
This is a project I completed for a pbsteacherline.org online course, a requirement for me to finish teacher induction.
The concerts can be any popular music performance in which you c.docx
The concerts can be any popular music
performance
in which you can listen
actively
to the performance. Due to the Covid-19 issues, I am allowing concerts from YouTube or other online sources to count for the concert review. The concert must also be at least an hour in length. 2 pages typed and double-spaced.
Please include
URL (online link),
date, venue, genre, and name of performance or performers
at the top of your paper.
Important Considerations in writing your review
Comment on aspects of music such as genre of music, performance forces used (instrumentation), texture, form, style periods represented, staging and costumes (when it applies), etc. In addition; make observations as to unique or unusual uses of music within the concert (rhythm, harmony, instrumentation, and so on).
A good paper will start with an introduction which discusses the general details of the concert plus first impressions of the concert experience.
Good information to mention here would be concert theme (if there is one), was it a student or professional ensemble or soloist, interesting program notes, etc.
Follow the introduction with general observations about the performance.
Did the performers make comments about the music during the performance? Did the comments add to the understanding and enjoyment of the concert.
Were there any surprises? Special effects on an instrument or special instruments used?
Then write in detail about one song or group of similar songs which were of particular interest to you. Talk about style, color (instruments), texture (monophonic, homophonic, or polyphonic), and form (verse/chorus, waltz song, etc.).
Discuss the genre and era of the music.
Did they perform any music or styles which were studied in this class? Were you able to hear the important ideas about the styles in the performance?
Finally, write a conclusion about the concert. Mention personal observations about the concert.
What was your overall impression?
If this type of concert was new to you, would you go to another? Why?
.
Session 2 song arrangement and track
1) Revision of last week
2) Starting points for Production Analysis - The Song, Arrangement and Track
3) Immanent Analysis -Analytical Priorities of the Elements of Music
Soundtrack of Your Life AssignmentYou will write a brief Sound.docx
Soundtrack of Your Life Assignment
You will write a brief " Soundtrack of your Life" paper. This paper will be at least 2 pages. You will need to answer the following questions:
1. Why do you think as human beings, people we love certain types of music? Why do we gravitate to a certain genre? Why do we (people) as a culture like rock and roll? Do we like the beat? Do we like what rock and roll stands for? Do we like the lyrics? Please tell me, based on your experience, what do you think the attraction is to rock and roll?
2. What kind of music were you brought up in and how did this affect you? What kind of music do you remember as a child? What artists specifically? Do you feel this helped to shape the person you have become? What do you remember growing up?
3. If you had to create a "Soundtrack of your life" or if you had to pick a song or a (few songs) or possible albums from childhood, adolescence, young adulthood and adulthood what would they be and why? You can put other life milestones if that helps. How has this music affected you?
4. As an adult, you have seen the changes in the music industry. Describe some of the changes you have seen, how do you think it relates to our culture and history?
5. Has anything about rock and roll surprised you? Can you give an example. For example ( I can remember records, 8 tracks, and tape cassettes)
.
Similar to Listening to music is something everyone does. Some people listen to.docx (20)
Follow the picture I provide to write the concert report..docx
Follow the picture I provide to write the concert report..docx
Andreas c. lehmann, john a. sloboda, robert h. woody psychology for musicians...
Andreas c. lehmann, john a. sloboda, robert h. woody psychology for musicians...
Extra Credit Concert Reports MUS 021 Dr. Bjorkedal EXTR.docx
Extra Credit Concert Reports MUS 021 Dr. Bjorkedal EXTR.docx
Assignment Concert ReportMUS 021 Dr. BjorkedalAttend a live .docx
Assignment Concert ReportMUS 021 Dr. BjorkedalAttend a live .docx
Writing Development Of ELL Students In A Music Classroom
Writing Development Of ELL Students In A Music Classroom
The concerts can be any popular music performance in which you c.docx
The concerts can be any popular music performance in which you c.docx
Soundtrack of Your Life AssignmentYou will write a brief Sound.docx
Soundtrack of Your Life AssignmentYou will write a brief Sound.docx
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Major Benefits and Drivers of IoT.Background According to T.docx
Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
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Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
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Perpetrators of identity theft follow a common pattern after they have stolen a victim’s identity. To help you understand this process, we have created the “identity theft cycle.” Although some fraudsters perpetrate their frauds in slightly different ways, most generally follow the stages in the cycle shown in Figure 15.1.
Stage 1. Discovery
1. Perpetrators gain information.
2. Perpetrators verify information.
Stage 2. Action
1. Perpetrators accumulate documentation.
2. Perpetrators conceive cover-up or concealment actions.
Stage 3. Trial
1. First dimensional actions—Small thefts to test the stolen information.
2. Second dimensional actions—Larger thefts, often involving personal interaction, without much chance of getting caught.
3. Third dimensional actions—Largest thefts committed after perpetrators have confidence that their schemes are working.
Figure 15.1The Identity Theft Cycle
Stage 1: Discovery
The discovery stage involves two phases: information gathering and information verification. This is the first step in the identity theft cycle because all other actions the perpetrator takes depend upon the accuracy and effectiveness of the discovery stage. A powerful discovery stage constitutes a solid foundation for the perpetrator to commit identity theft. The smarter the perpetrator, the better the discovery foundation will be.
During the gaining information phase, fraudsters do all they can to gather a victim’s information. Examples of discovery techniques include such information-gathering techniques as searching trash, searching someone’s home or computer, stealing mail, phishing, breaking into cars or homes, scanning credit card information, or using other means whereby a perpetrator gathers information about a victim.
During the information verification phase, a fraudster uses various means to verify the information already gathered. Examples include telephone scams, where perpetrators call the victim and act as a representative of a business to verify the information gathered (this is known as pretexting), and trash searches (when another means was used to gather the original information). Although some fraudsters may not initially go through the information verification process, they will eventually use information verification procedures at some point during the scam. The scams of perpetrators who don’t verify stolen information are usually shorter and easier to catch than scams of perpetrators who verify stolen information.
Step 2: Action
The action stage is the second phase of the identity theft cycle. It involves two activities: accumulating documentation and devising cover-up or concealment actions.
Accumulating documentation refers to the process perpetrators use to obtain needed tools to defraud the victim. For example, using the information already obtained, perpetrators may apply for a bogus credit card, fake check, or driver’s license in the victim’s name. Although the perpetra.
Macro Presentation – Australia Table of ContentOver.docx
Macro Presentation – Australia
Table of Content:
Overview
Nominal GDP & Real GDP
GDP/Capita
Inflation rate
Exports & Imports
Unemployment Rate & Labor force
labor force participation & composition of labor force
Money Supply
pie-chart (composition of the economy)
strengths and weaknesses of this economy
Overview:
sixth-largest country in the world.
Australia is a continent & an island
located in Oceania
Population: 25.2 million
Australia is one of the wealthiest Asia
the world’s 14th largest (economically)
Overview:
GDP :
$1.3 trillion
2.8% growth
2.6% 5-year compound annual growth
$52,373 per capita
Unemployment: 5.4%
Inflation (CPI): 2.0%
Characterized by: diverse services, technology sectors & low government debt
five key reasons for investing in Australia: Robust Economy, Dynamic Industries, Innovation and Skills, Global Ties and Strong Foundations & compares Australia’s credentials with other countries.
GDP:
Nominal GDP & Real GDP:
Nominal GDP:
1.434 trillion
Real GDP:
45439.30 $
GDP/Capita:
57,373.687
Inflation Rate:
Inflation Rate 2018 = 1.9%
Inflation Rate 2017 = 1.9%
Inflation Rate 2016 = 1.3%
Inflation Rate 2015 = 1.5%
Inflation Rate 2014 = 2.5%
Inflation Rate 2013 = 2.5%
Inflation Rates over 5 years
عمود12013201420152016201720182.52.51.51.31.91.9عمود2201320142015201620172018
Exports & Imports:
Exports:
Bituminous coal
iron ores and concentrates
Gold
Petroleum oils and oils obtained from bituminous
Copper ores and concentrates
The total value of exports: is US$ 252,776 million.
Imports:
Petroleum oïl
Automobiles with reciprocating piston engine di
Transmission apparatus
Diesel powered trucks
The total value of imports: is US$ 235,519 million
Exports & Imports (partners) :
Exports:
China
Japan
Korea
India
United sates
Imports:
China
United states
Japan
Germany
Thailand
Unemployment Rate & Labor force:
Unemployment Rate:
5.4%
Labor force:
79%
labor force participation & composition of labor force:
labor force participation:
77.558
composition of labor force:
Employed = 12658.6
Unemployed = 671.0
Labour force =
12658.6 + 671.0 = 13329.6
Nationals = 29.7 %
foreigners+ = 70.3 %
Money Supply:
M1 = 1189.19
M3 = 2231.55
pie-chart (composition of the economy):
70% of coal, 54% of iron, service industry 70%, Agriculture 12%
المبيعاتcoalironindustryagriculture70547012
strengths and weaknesses of this economy:
Weaknesses:
The quality of life in Australia is high & not permanent
The size of their investment
Most concentrated investments: coal, gas, iron mining
Solution
s & Suggestion:
To sustain a high quality of life long-term:
Many investments with added value ‘not from their priorities’ : (workforce for education, high teach sector in nanotechnology + solar energy & agricultural innovation) > should focus on
strengths and weaknesses of this economy:
Strength:
Mining is a strong investment in Australia
References:
https://www.h.
M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docx
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 1 of 43
Version 10.0
BSBINN601
Lead and manage organisational change
Candidate Assessment Tool
STUDENT NAME:
STUDENT ID:
ASSESSOR NAME:
UNIT CODE AND TITLE: BSBINN601 – Lead and manage organisational change
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 2 of 43
Version 10.0
ASSESSMENT RECEIPT FORM
NOTE:
1. This form must be attached on top of the completed Student Assessment Booklet when
submitting.
2. The Assessment Receipt Form must be signed and dated.
DECLARATION:
1. I am aware that penalties exist for plagiarism and cheating.
2. I am aware of the requirements set by my assessor.
3. I have retained a copy of my assessment.
Student Signature: _________________________________ Date: _____________________
Assessment received by Australian School of Commerce
(ASOC) Staff
Name: Signature:
=================================TEAR HERE ==================================
Students must retain this as a Record of Submission
Assessment handedon:
Unit code and title: BSBINN601 – Lead and manage organisational change
Assessment received by ASOC staff
Name: ……………………………………………………
Signature: ………………………...……...……...……..
Student ID: …………………………..
Student Signature: ……………………
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 3 of.
M4.3 Case StudyCase Study ExampleJennifer S. is an Army veter.docx
M4.3 Case Study
Case Study Example:
Jennifer S. is an Army veteran of Operation Freedom. Since returning home, Jennifer has suffered from recurrent headaches, ringing in her ears, difficulty focusing, and dizziness. In addition, soon after returning home, she began to experience moments of panic when in open spaces; flashbacks reliving the blast and the death of fellow soldiers; feelings of emotional numbness and depression; and being easily startled. She was placed on medical leave and diagnosed with Post Traumatic Stress Disorder (PTSD) and is currently being seen by a psychiatrist at the VA hospital. Her husband understands the concept of PTSD but is unprepared to handle his wife’s deteriorating condition.
Recently, Jennifer was seen at the local urgent care center for recurrent headaches, complaints of shortness of breath, and chest pain. Her husband informed the urgent care nurse that for the past four weeks his wife has been unable to care for the children, remains in bed, complaining of headaches, and is very ‘jumpy’.
The nurse assesses Jennifer knowing that returning veterans with PTSD and their families face an array of challenges, with implications for the veterans, their partners, and their children. The nurse considers referring them to: a social worker specializing in crisis intervention for veterans, a family counselor, the school nurse, a family health care practitioner.
Key elements of the nurse’s assessment are as follows:
Jennifer is 33 year-old woman who enlisted in Reserve Officers’ Training Corps (ROTC) in college, where she majored in Journalism. Upon graduation, she obtained a position in the Army as public affairs broadcast specialist. Her first assignment was at a base in upstate New York. Three years ago, she was relocated to the St. Louis, Missouri area. Jennifer has been married to her husband, Zane, for 14 years and they have two children ages six and ten. Cameron is ten years-old and entering middle school and Zeta is six years-old and in kindergarten. Zane works as a civil engineer in the St. Louis area. Both Jennifer and Zane come from large families who reside in the Boston area. Jennifer’s family is Portuguese and Zane's is Irish, they were both raised Catholic. While Jennifer was deployed, her mother moved in with Zane and the children to provide additional support and child care.
One year ago, Jennifer was deployed to Afghanistan on a six month assignment to report on the events of the war: she thought she had a ‘safe’ assignment. While working on a story in the field an Improvised Explosive Device (IED) exploded near her: two soldiers and four citizens were killed including one child. Although she was unhurt, she was unable to sleep after this event. Upon returning stateside, she began experiencing vivid nightmares, sleeplessness, survivor guilt, and depression. She was recently diagnosed with PTSD and is attempting to find a support group and counseling. Unfortunately, she has found that treatment for fe.
make a histogram out of this information Earthquake Frequency .docx
make a histogram out of this information: Earthquake Frequency
category annual frequency
great 1
major 18
strong 120
moderate 800
.
Love Language Project FINAL PAPERLove Language Project Part .docx
Love Language Project FINAL PAPER
Love Language Project Part I
Objective:
To demonstrate the principles of love languages and effective use of interpersonal communication skills through “gifting” a close interpersonal relationship.
Assignment:
Please research the 5 Love Languages. Set a time when you can interview your selected person, at least ½ hour. Choose a quiet, comfortable environment where you will be able to listen effectively. The goal of your interview is to learn how your selected person most likes to receive expressions of affection.
You might begin by sharing the five love languages with them and asking some versions of the following questions:
1. Based on the descriptions in this section and this piece, which of the five love languages is most appealing to you to receive?
2. Can you share a story/example of a time when you received affection this way?
3. Which is the most challenging/uncomfortable love language for you to receive?
4. Can you share a story/example of a time when you received affection this way?
5. What changes do you think you could make in the way you receive affectionate messages in your close relationships?
Please describe the person that you chose to interview and your relationship with them. Then, post their responses to the questions
Love Language Project Part II
Write a personal reflection paper, at least 1.5 pages long, double spaced, typed, include the following:
1. What did you learn about your selected person and their preferred love languages from your interview? What was challenging about the interview? What surprised you?
2. How does their preferred love languages differ from yours? Did this make it difficult to plan your special event?
3. Comment on planning your Love Language Event. How did you come up with your ideas? What was easy and what was challenging?
4. Comment on implementing your Love Language Event. What was enjoyable? What was challenging? Did it go as you’d planned?
5. Comment on the Love Language Project in general. What did you learn? About the other person? About yourself?
6. How might what you learned during this Love Language Project affect your expressions of affection in other relationships?
.
Major Computer Science What are the core skills and knowledge y.docx
Major: Computer Science
What are the core skills and knowledge you hope to acquire by completing a degree in this major and how do you plan to apply these when you graduate?
Please provide any other information about yourself that you feel will help this college make an admission decision. This may include work, research, volunteer activities or other experiences pertaining to the degree program.
.
Major Crime in Your CommunityUse the Internet to search for .docx
Major Crime in Your Community
Use the Internet to search for a recent major crime in your community.
Write a report (narrative only) based on the account of the incident, using the outline process mentioned in chapter three of the course text.
You may simulate interviews and "fill in" any unknown information required to complete the report.
Be sure to include the characteristics of an effective police report covered in chapter three.
Instructions
This report must be at
least 2 pages
of written text.
· The entire paper must be your original work
· This report will use 1-inch margins, Times New Roman 12-point font, and double spacing.
· Cite your source – where do you get the information for your report?
.
Major Assignment - Learning NarrativeWrite a learning narr.docx
Major Assignment - Learning Narrative
Write a
learning narrative
that narrates a specific event from your life that helped you learn something new about yourself or others. Your narrative should focus on a specific event in a narrow timeframe, using vivid description, narration, detail, and dialogue to organize your memories and make the significance of what happened clear to an audience.
Assignment
A
narrative
is a specific type of essay that uses stories of particular moments to help audiences perceive, understand, and "appreciate the value of an idea" (
The Composition of Everyday Life
, Ch. 1, p. 19).
For this essay, you will write a
learning narrative
, a specific type of narrative that focuses on showing how a particular moment from your memory changed how you thought about yourself or others. The learning narrative requires you to organize your memories and decide which details best show an audience how the events from your past affected you. A learning narrative is broader than a "literacy narrative": while you can write about how language or education changed your life, you also can write about other things you learned through music, sports, business, or in any other relevant setting.
In order to write a strong, focused narrative, you will need to be attentive to the following expectations for the essay:
Find the significance:
Think of how your narrative connects your memories to feelings / concepts others have experienced
Tell a particular story:
Like Keller and Zimmer, choose a single moment or event that can reflect your process of learning
Choose relevant details:
Include only those details that contribute to the significance
Narrate and describe:
Add emotional weight and interest to your story by narrating events with dialogue, action, description, and sensory experiences
Caution
: Please keep in mind that writing in this class is public, and anything you write about yourself may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community. You should know that your teacher is required by the State of Texas
(Links to an external site.)
to report any suspected incidents of discrimination, harassment, Title IX sexual harassment, and sexual misconduct to the UNT Title IX coordinators. If you have any questions about anything personal that you might want to disclose, email your teacher first or consult with one of the resources listed on this page:
Information on Sexual Violence and Mandatory Reporting.
Format and Length
Format
: Typed, double-spaced, submitted as a word-processing document.
12 point,
serif font (Links to an external site.)
(i.e. Times New Roman; Garamond; Book Antiqua), 1-inch margins.
Length
: 750 - 1000 words (approx. 3-4 pages)
Objectives and Questions
These questions help to guide discussion and set up the objectives for this unit.
What is an experience? What are significant experience.
Looking to have this work done AGAIN. It was submitted several times.docx
Looking to have this work done AGAIN. It was submitted several times and never passed what the professor was requesting. I will include the copy I last submitted to the profesor, a copy of the instructions, and finally the feedback from the professor with what is missing on this assignment. The assignment is almost completed. Looking for someone to correct what needs correction following the feedback from the professor.
.
Major Assessment 1 Develop a Platform of Beliefs The following .docx
Major Assessment 1: Develop a Platform of Beliefs
The following major assessment involves integrating your knowledge and skills around defining multicultural education and being a multicultural educator. You will write a platform of beliefs about teaching and learning. Your platform should be grounded in your growing understanding of teaching and learning, as well as the knowledge base about teaching and learning. You will also describe personal strengths and challenges as an educator in building an educational environment that reflects your beliefs. In assessing your own strengths and challenge areas, include an analysis of the findings from the assessment instruments and exercises that are included in the previous chapter. You may also access additional assessment instruments. Include in your platform the following sections: 1. Introduction 2. Your platform of beliefs about teaching and learning. Some essential questions that might be addressed in your platform are these: What do you believe is the purpose of education? What is the role of the teacher? What should be taught (the curriculum)? How do people learn? How do you view students as learners? Who controls the curriculum in schools? Whose knowledge is important to include? Are state standards and tests desirable? What is the impact of standardized testing on learning? How do issues of race, class, and gender influence what you do? What is your definition of effective teaching? Who and what have influenced your beliefs (e.g., people, experiences, readings)? What is the impact of your beliefs on teaching and learning for diverse students? Make specific and clear connections between your platform and course readings and discussions. 3. Personal strengths and challenges in advancing a school vision of learning; promoting the success of all students; responding to diverse student interests and needs; understanding and responding to social, economic, legal, and cultural contexts 4. Personal goals (knowledge, skills, dispositions) that you will be working on in the future 5. Conclusions
.
Macroeconomics PaperThere are currently three major political ap.docx
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf OR GOOGLE DOCS
font 12 double-space
1-inch margins
Bibliography need not be inclusive in writing size.
SOURCES
Agresti, James D. "National Debt." National Debt - Just Facts. N.p., 26 Apr. 2011. Web. 24 Apr. 2015.
"Americans for a Balanced Budget Amendment." Balanced Budget Amendment. N.p., n.d. Web. 01 May 2015.
"Bailout Timeline: Another Day, Another Bailout." ProPublica. N.p., n.d. Web. 26 Apr. 2015.
Bandow, Doug. "Federal Spending: Killing the Economy With Government Stimulus." Forbes. Forbes Magazine, 6 Aug. 2012. Web. 01 May 2015.
FROM UNIT 2 FOLDER
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf
font 12
double-spaced
1-inch margins
Bibliography need not be inclusive in writing size.
"Federal Spending, Budget, and Debt."
Solution
s.heritage.org. N.p., n.d. Web. 01 May 2015.
Lee, Bonnie. "Tax Breaks Every Small Business Needs to Know About." Smallbusiness.foxbusiness.com. N.p., 24 June 2013. Web. 01 May 2015.
Rifkin, Jesse. "Advocates See 2015 As Year Of The Balanced Budget Amendment." The Huffington Post. TheHuffingtonPost.com, 3 Feb. 2015. Web. 01 May 2015.
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade p.
M A T T D O N O V A NThings in the Form o f a Prayer in.docx
M A T T D O N O V A N
Things in the Form o f
a Prayer in the Form
o f a Wail
H e r e ’s t h e j o u r n e y i n m i n i a t u r e .Oscar Hammerstein, not long before stomach cancer kills him,
writes the song as a duet between Marie and the Mother Abbess, for a
scene in which the plucky nun is told she’s being booted from the con
vent since she privileges melody over God. Marie doesn’t want to serve
as governess for the Von Trapp clan, but she’s already shown her hand
by giving rapturous voice to a song that summons the bliss and solace
o f secular joys. She needs to go. Although the film version of The Sound
of Music will shift “My Favorite Things” to the thunderstorm scene in
which Marie offers up raindrops on roses and warm woolen mittens as
balm to the terrified kids, John Coltrane’s classic jazz cover much more
radically revamps the Broadway hit, transfiguring mere catchiness into
complex modalities. Yet if this were simply a one-off recording, there
wouldn’t be much to say: turning cornball consolation into jazz isn’t
news. Instead, Coltrane can’t relinquish it. Instead, even throughout all
his late music-as-prayer work, he never lets go of the show tune.
“We played it every night for five years,” drummer Elvin Jones re
membered. “We played it every night like there would be no tomorrow.
Like it would be the last time we played it.” His son, Ravi Coltrane,
calculates that his father’s band played “My Favorite Things” thousands
o f times as a regular fixture in the set: “They worked a lo t— forty-five
weeks a year, six nights a week, three sets, sometimes even four sets on
the weekend. You’re talking about getting the blade as sharp as can be.”
But of all the blades to w het— especially one bedecked with ponies
and kittens— why that song in particular?
M y f i r s t e n c o u n t e r with Coltrane’s late free jazz work came from
an unlikely source: the writings o f cult rock critic Lester Bangs. At the age
o f fourteen, I stumbled upon a copy of his collected writings— Psychotic
632
Reactions and Carburetor Dung— and proceeded to treat it as less an assem
blage o f essays and music reviews than a checklist of writers and albums I
was obliged to track down if I might ever break free from my Ohio sub
urbs. The Velvet Underground, William Burroughs, Iggy and the Stooges’
Metallic K.O. (a live album in which you can hear beer bottles shattering
against guitar strings), and even Baudelaire all first came tumbling my
way through the same careening chute of Bangs’s writing. His claim that
Van Morrison’s Astral Weeks was fueled by many lifetimes o f wisdom
lured me into transcribing the entirety o f the album’s lyrics in my algebra
notebook, and the visible bottom edge of an Undertones poster in his
author photograph led me, without having heard a note o f the band’s
music, to bike six miles to Spin More records in Kent on a quest to
cobble together their discography.
Sandwiched between articl.
M A R C H 2 0 1 5F O R W A R D ❚ E N G A G E D ❚ .docx
M A R C H 2 0 1 5
F O R W A R D ❚ E N G A G E D ❚ R E A D Y
A Cooperative Strategy for
21st Century Seapower
DRAFT/PRE-DECISIONAL - NOT FOR DISSEMINATION - 02 FEB
A COOPERATIVE STRATEGY FOR 21ST CENTURY SEAPOWER, MARCH 2015 [i]
America’s Sea Services—the U.S. Navy, Marine Corps, and Coast Guard—uniquely provide presence around the globe. During peacetime and times of conflict, across the full spectrum—from
supporting an ally with humanitarian assistance or disaster relief to
deterring or defeating an adversary in kinetic action—Sailors, Marines,
and Coast Guardsmen are deployed at sea and in far-flung posts to be
wherever we are needed, when we are needed. Coming from the sea, we
get there sooner, stay there longer, bring everything we need with us,
and we don’t have to ask anyone’s permission.
Our founders recognized the United States as a maritime nation and
the importance of maritime forces, including in our Constitution the re-
quirement that Congress “maintain a Navy.” In today’s dynamic security
environment, with multiple challenges from state and non-state actors
that are often fed by social disorder, political upheaval, and technological
advancements, that requirement is even more prescient.
The United States Navy, Marine Corps, and Coast Guard are our
Nation’s first line of defense, often far from our shores. As such, main-
taining America’s leadership role in the world requires our Nation’s Sea
Services to return to our maritime strategy on occasion and reassess
our approach to shifting relationships and global responsibilities. This
necessary review has affirmed our focus on providing presence around
the world in order to ensure stability, build on our relationships with allies
and partners, prevent wars, and provide our Nation’s leaders with options
in times of crisis. It has confirmed our continued commitment to main-
tain the combat power necessary to deter potential adversaries and to
fight and win when required.
Our responsibility to the American people dictates an efficient use of
our fiscal resources and an approach that adapts to the evolving security
environment. The adjustments made in this document do just that. Look-
ing at how we support our people, build the right platforms, power them
to achieve efficient global capability, and develop critical partnerships
will be central to its successful execution and to providing that unique
capability: presence.
PREFACE
[ii] Forward ✦ Engaged ✦ Ready
Seapower has been and will continue to be the critical foundation of
national power and prosperity and international prestige for the United
States of America. Our Sea Services will integrate with the rest of our
national efforts, and those of our friends and allies. This revision to A
Cooperative Strategy for 21st Century Seapower builds on the heritage
and complementary capabilities of the Navy-Marine Corps-Coast Guard
team to advan.
Lymphedema following breast cancer The importance of surgic.docx
Lymphedema following breast cancer: The importance of
surgical methods and obesity
Rebecca J. Tsai, PhDa,*, Leslie K. Dennis, PhDa,b, Charles F. Lynch, MD, PhDa, Linda G.
Snetselaar, RD, PhD, LDa, Gideon K.D. Zamba, PhDc, and Carol Scott-Conner, MD, PhD,
MBAd
aDepartment of Epidemiology, College of Public Health, University of Iowa, Iowa City, IA, USA.
bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona,
Tucson, AZ, USA.
cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA.
dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA.
Abstract
Background: Breast cancer-related arm lymphedema is a serious complication that can
adversely affect quality of life. Identifying risk factors that contribute to the development of
lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine
the association between the development of arm lymphedema and both treatment and personal
(e.g., obesity) risk factors.
Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010,
who met eligibility criteria, were asked to complete a short computer assisted telephone interview
about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was
characterized by a reported physician-diagnosis, a difference between arms in the circumference
(> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm
symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using
logistic regression.
Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated
by both axillary dissection and radiation therapy were more likely to have arm lymphedema than
treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors
along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity
level was not associated with lymphedema.
*Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway,
R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489.
Authorship contribution
All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript.
Competing interest
Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031.
All authors do not declare any conflict of interest.
All authors do not declare any conflict of interest.
HHS Public Access
Author manuscript
Front Womens Health. Author manuscript; available in PMC 2018 December 14.
Published in final edited form as:
Front Womens Health. 2018 June ; 3(2): .
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Lukas Nelson and his wife Anne and their three daughters had been li.docx
Lukas Nelson and his wife Anne and their three daughters had been living in their house for over five years when they decided it was time to make some modest improvements. One area they both agreed needed an upgrade was the bath tub. Their current house had one standard shower bathtub combination. Lukas was 6 feet four, and could barely squeeze into it. In fact, he had taken only one bath since they moved in. He and Anne both missed soaking in the older, deep bath tubs they enjoyed when they lived back East.
(Rest of case not shown due to length.)
What factors and forces contributed to scope creep in this case?
Is this an example of good or bad scope creep? Explain.
How could scope creep been better managed by the Nelson
.
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