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.
1
P e b La H e
T e Ne S ea R e
By Langston Hughes (1921)
I e kno n i e :
I e kno n i e ancien a he o ld and olde han he flo of h man blood in h man ein .
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln en do n o Ne O lean , and I e een
its muddy bosom turn all golden in the sunset.
I e kno n i e :
Ancient, dusky rivers.
My soul has grown deep like the rivers.
https://www.poetryfoundation.org/poets/langston-hughes
2
M e S
By Langston Hughes (1922)
Well, on, I ll ell o :
Life fo me ain been no c al ai .
I had ack in i ,
And splinters,
And boards torn up,
And places with no carpet on the floor
Bare.
But all the time
I e been a-climbin on,
And eachin landin ,
And nin co ne ,
And ome ime goin in he da k
Whe e he e ain been no ligh .
So bo , don o n back.
Don o e do n on he e
Ca e o find i kinde ha d.
Don o fall no
Fo I e ill goin , hone ,
I e ill climbin ,
And life fo me ain been no c al ai .
https://www.poetryfoundation.org/poets/langston-hughes
3
I, T
By Langston Hughes (1925)
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I ll be a he able
When company comes.
Nobod ll da e
Say to me,
Ea in he ki chen,
Then.
Besides,
The ll ee ho bea if l I am
And be ashamed
I, too, am America.
https://www.poetryfoundation.org/poets/langston-hughes
4
T e Wea B e
By Langston Hughes (1925)
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
He did a lazy sway. . . .
He did a lazy sway. . . .
To he ne o ho e Wea Bl e .
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
Coming f om a black man o l.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan
Ain go nobod in all hi o ld,
Ain go nobod b ma elf.
I g ine o i ma f o nin
And ma o ble on he helf.
Thump, thump, thump, went his foot on the floor.
He played a few chords then he sang some more
I go he Wea Bl es
And I can be a i fied.
Got the Weary Blues
And can be a i fied
I ain ha no mo
And I i h ha I had died.
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer stopped playing and went to bed
While the Weary Blues echoed through his head.
He le like a ock o a man ha dead.
https://www.poetryfoundat ...
1
P e b La H e
T e Ne S ea R e
By Langston Hughes (1921)
I e kno n i e :
I e kno n i e ancien a he o ld and olde han he flo of h man blood in h man ein .
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln en do n o Ne O lean , and I e een
its muddy bosom turn all golden in the sunset.
I e kno n i e :
Ancient, dusky rivers.
My soul has grown deep like the rivers.
https://www.poetryfoundation.org/poets/langston-hughes
2
M e S
By Langston Hughes (1922)
Well, on, I ll ell o :
Life fo me ain been no c al ai .
I had ack in i ,
And splinters,
And boards torn up,
And places with no carpet on the floor
Bare.
But all the time
I e been a-climbin on,
And eachin landin ,
And nin co ne ,
And ome ime goin in he da k
Whe e he e ain been no ligh .
So bo , don o n back.
Don o e do n on he e
Ca e o find i kinde ha d.
Don o fall no
Fo I e ill goin , hone ,
I e ill climbin ,
And life fo me ain been no c al ai .
https://www.poetryfoundation.org/poets/langston-hughes
3
I, T
By Langston Hughes (1925)
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I ll be a he able
When company comes.
Nobod ll da e
Say to me,
Ea in he ki chen,
Then.
Besides,
The ll ee ho bea if l I am
And be ashamed
I, too, am America.
https://www.poetryfoundation.org/poets/langston-hughes
4
T e Wea B e
By Langston Hughes (1925)
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
He did a lazy sway. . . .
He did a lazy sway. . . .
To he ne o ho e Wea Bl e .
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
Coming f om a black man o l.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan
Ain go nobod in all hi o ld,
Ain go nobod b ma elf.
I g ine o i ma f o nin
And ma o ble on he helf.
Thump, thump, thump, went his foot on the floor.
He played a few chords then he sang some more
I go he Wea Bl es
And I can be a i fied.
Got the Weary Blues
And can be a i fied
I ain ha no mo
And I i h ha I had died.
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer stopped playing and went to bed
While the Weary Blues echoed through his head.
He le like a ock o a man ha dead.
https://www.poetryfoundat ...
1
P e b La H e
T e Ne S ea R e
By Langston Hughes (1921)
I e kno n i e :
I e kno n i e ancien a he o ld and olde han he flo of h man blood in h man ein .
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln en do n o Ne O lean , and I e een
its muddy bosom turn all golden in the sunset.
I e kno n i e :
Ancient, dusky rivers.
My soul has grown deep like the rivers.
https://www.poetryfoundation.org/poets/langston-hughes
2
M e S
By Langston Hughes (1922)
Well, on, I ll ell o :
Life fo me ain been no c al ai .
I had ack in i ,
And splinters,
And boards torn up,
And places with no carpet on the floor
Bare.
But all the time
I e been a-climbin on,
And eachin landin ,
And nin co ne ,
And ome ime goin in he da k
Whe e he e ain been no ligh .
So bo , don o n back.
Don o e do n on he e
Ca e o find i kinde ha d.
Don o fall no
Fo I e ill goin , hone ,
I e ill climbin ,
And life fo me ain been no c al ai .
https://www.poetryfoundation.org/poets/langston-hughes
3
I, T
By Langston Hughes (1925)
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I ll be a he able
When company comes.
Nobod ll da e
Say to me,
Ea in he ki chen,
Then.
Besides,
The ll ee ho bea if l I am
And be ashamed
I, too, am America.
https://www.poetryfoundation.org/poets/langston-hughes
4
T e Wea B e
By Langston Hughes (1925)
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
He did a lazy sway. . . .
He did a lazy sway. . . .
To he ne o ho e Wea Bl e .
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
Coming f om a black man o l.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan
Ain go nobod in all hi o ld,
Ain go nobod b ma elf.
I g ine o i ma f o nin
And ma o ble on he helf.
Thump, thump, thump, went his foot on the floor.
He played a few chords then he sang some more
I go he Wea Bl es
And I can be a i fied.
Got the Weary Blues
And can be a i fied
I ain ha no mo
And I i h ha I had died.
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer stopped playing and went to bed
While the Weary Blues echoed through his head.
He le like a ock o a man ha dead.
https://www.poetryfoundat ...
1
P e b La H e
T e Ne S ea R e
By Langston Hughes (1921)
I e kno n i e :
I e kno n i e ancien a he o ld and olde han he flo of h man blood in h man ein .
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln en do n o Ne O lean , and I e een
its muddy bosom turn all golden in the sunset.
I e kno n i e :
Ancient, dusky rivers.
My soul has grown deep like the rivers.
https://www.poetryfoundation.org/poets/langston-hughes
2
M e S
By Langston Hughes (1922)
Well, on, I ll ell o :
Life fo me ain been no c al ai .
I had ack in i ,
And splinters,
And boards torn up,
And places with no carpet on the floor
Bare.
But all the time
I e been a-climbin on,
And eachin landin ,
And nin co ne ,
And ome ime goin in he da k
Whe e he e ain been no ligh .
So bo , don o n back.
Don o e do n on he e
Ca e o find i kinde ha d.
Don o fall no
Fo I e ill goin , hone ,
I e ill climbin ,
And life fo me ain been no c al ai .
https://www.poetryfoundation.org/poets/langston-hughes
3
I, T
By Langston Hughes (1925)
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I ll be a he able
When company comes.
Nobod ll da e
Say to me,
Ea in he ki chen,
Then.
Besides,
The ll ee ho bea if l I am
And be ashamed
I, too, am America.
https://www.poetryfoundation.org/poets/langston-hughes
4
T e Wea B e
By Langston Hughes (1925)
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
He did a lazy sway. . . .
He did a lazy sway. . . .
To he ne o ho e Wea Bl e .
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
Coming f om a black man o l.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan
Ain go nobod in all hi o ld,
Ain go nobod b ma elf.
I g ine o i ma f o nin
And ma o ble on he helf.
Thump, thump, thump, went his foot on the floor.
He played a few chords then he sang some more
I go he Wea Bl es
And I can be a i fied.
Got the Weary Blues
And can be a i fied
I ain ha no mo
And I i h ha I had died.
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer stopped playing and went to bed
While the Weary Blues echoed through his head.
He le like a ock o a man ha dead.
https://www.poetryfoundat ...
Major Benefits and Drivers of IoT.Background According to T.docxjesssueann
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.docxjesssueann
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
.
Major Assessment 4 Cultural Bias Investigation Most educators agree.docxjesssueann
Major Assessment 4: Cultural Bias Investigation Most educators agree that major influences on the achievement of students are the activities and support materials; environment; and types of expectations, interactions, and behaviors to which they are exposed. Therefore, an understanding of bias and skill in discerning subtle and/or overt bias in curriculum, instruction, and assessment are extremely important. Conduct a cultural bias investigation to examine a particular textbook with which you are familiar. Your investigation will focus on identifying instructional and assessment practices that reflect cultural bias and inhibit learning. The investigation will include reflection on the impact of these practices on student learning. Procedure 1. Make sure you are familiar with the key authors and experts described in the chapters in this section. Review at least five research-based sources that clarify the research to expand your understanding of the influence of culture on teaching and learning and the presence of bias in curriculum, instruction, and assessment. 2. Select and analyze a textbook with which you are familiar. Use the Sadkers’ (Sadker & Zittleman, 2012) list of the seven prevalent forms of bias in the curriculum to conduct a critical analysis of the textbook. Look at such aspects as pictures, names of people, the relative marginalization or integration of groups of people throughout the text, examples used, and so on. Summarize and present your data in displays (charts, tables, etc.). 3. Include in a written report the following: Introduction (text selected; rationale for selection; description of the text and context in which it is used) Review of the research on the influence of culture in teaching and learning and bias in the curriculum Summary of your findings (data tables and appropriate narratives) Discussion of the findings, including: { resonance with the research on bias { your understanding of bias and the challenges it poses to teaching and learning { the implications of your findings for teaching and learning Relate your discussion of the findings to class discussions and readings of the philosophy of education and purposes of curriculum. Be sure to adhere to APA guidelines in writing the final paper. Use the following tables to display your data: SECTION IV ASSESSMENT SKILLS Table 2: Analysis of Four Chapters for Frequency of Mention of Each Search Category Whites/Caucasians (male/female) African Americans (male/female) Hispanics/Latinos/Latinas (male/female) Native Americans (male/female) Asian Americans (male/female) Disability and deaf culture Gay, lesbian, bisexual, and transgendered persons (male/female) Religious groups Language groups Other Example Table 2 Format: Textbook Chapter Analysis Search category 1 # mentions/ # pages 2 # mentions/ # pages 3 # mentions/ # pages 4 # mentions/ # pages Total # mentions/ # pages White males White females African Americans Hispanics/Latinos/Latinas Table 3.
Maintaining privacy and confidentiality always is also vital. Nurses.docxjesssueann
Maintaining privacy and confidentiality always is also vital. Nurses handle information that if misplaced can expose patient’s unnecessarily and thus cause a breach in confidentiality. Such information can include drug use, sexual activity and history of mental illness (Masters, 2020). Conversations regarding patient care and condition must be private and involve only those in direct care. A violation of patient’s privacy can result in fines and employment termination
.
Main content15-2aHow Identity Theft OccursPerpetrators of iden.docxjesssueann
Main content
15-2aHow Identity Theft Occurs
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.docxjesssueann
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.docxjesssueann
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.docxjesssueann
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.
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Major Benefits and Drivers of IoT.
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Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
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Main content
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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
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Step 2: Action
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Macro Presentation – Australia Table of ContentOver.docxjesssueann
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.docxjesssueann
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.docxjesssueann
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.
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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?
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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?
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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?
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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.
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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.
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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.docxjesssueann
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 R C H 2 0 1 5F O R W A R D ❚ E N G A G E D ❚ .docxjesssueann
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.docxjesssueann
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.docxjesssueann
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
.
Love in the Time of Cholera, as the title indicates, interweaves e.docxjesssueann
Love in the Time of Cholera
, as the title indicates, interweaves experiences of love with those of disease and sickness. Why does the novel suggest that love = cholera? What does it imply about the nature of passion? Establish through examples what you understand this metaphor to mean in the novel, and then analyze the relationships between the three principal characters in the light of your definition. It will be crucial to your essay that you account for the ending of the novel. How does Garcia Marquez resolve the paradoxes that follow from understanding love as a disease? What are we as readers meant to learn from Fermina Daza’s and Florentino Ariza’s decision to remain on that ship forever?
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The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
M A T T D O N O V A NThings in the Form o f a Prayer in.docx
1. 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
2. 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
3. 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 articles lauding the likes o f the Shaggs
and
Foghat was an autobiographical essay titled “John Coltrane
Lives.” In
that piece, Bangs recalls some drunken Stooges-esque jam
sessions with
his band in which he seizes a saxophone on impulse and uses it
as a force
o f destruction. “All I wanted to do was cut loose with a searing
Bronx
blast that would blow the roof off the place,” Bangs writes, and
4. proceeds
to fire off a series o f growls, screams, and wails. Or, as he
transcribes it:
“HONK! BLAT! SQUEEEE!” When his landlady arrives,
pounding on
the door and threatening to evict him for the noise, he wields
his tenor
sax as a weapon and claims direct inspiration by Coltrane.
“Trane laid his
hand on my brow once more, and I didn’t need paltry words to
reply,” he
writes, and the imagined benediction amplifies his one-off
“BLAT!” into
“SHKRIEEE! G R R U G H R R G LO N K -EE-ER N K !” as he
chases the
elderly woman out o f the apartment and down the stairs before
an off-
duty police officer named Butch Dugger drags him into the front
lawn,
drives a knee into his back, and cuffs him in the crabgrass.
“I s t a r t i n t h e m i d d l e ofa sentence,” Coltrane once
said, “and move
both directions at once.” Which is what I’d like to do here, even
if I too
am saddled with paltry words.
While Bangs’s grasp o f Coltrane’s work seems skewed, I also
suspect
some kind of correspondence between that landlady lash-out and
the
notion o f honing a song into a blade. Although Coltrane
himself privi-
leges spiritual quest and the serenity of prayer, I can’t help but
hear much
o f his music as somewhere between full-throttle anguish and a
5. wild swell
o f rage. In this I am not alone. “Why is it that I hear this
terrible inner
633
THE MASSACHUSETTS REVIEW
turmoil in those shrieks?” Ravi Shankar once asked about
Coltrane’s
sound. “It really disturbed m e.” And for some reason, even
after Coltrane’s
famous claim that he hoped to become a saint, after the solemn
thrum o f
praise captured on A Love Supreme, after years o f albums in
which jazz
standards were renounced for searing blasts o f sound on albums
with
names like Meditations and Stellar Regions, he still kept
coming back to that
Sound of Music cover as a vessel, a tool, a means.
“ I’d never experienced anything like that in my life,”
saxophonist
Joe M cPhee once exclaimed, after seeing Coltrane play at the
Village
Gate, where “M y Favorite Things” w ould have been a nightly
fixture. “I
thought I was just going to explode right in the place. T he
energy level
kept building up, and I thought, G od Almighty, I can’t take it.”
N o matter what direction a sentence moves, how do you
characterize
6. its syntax when the subject is love for cream-colored ponies and
crisp
apple strudel while the predicate is transcendence, apotheosis, a
searing
blat that can’t help but reach the ears o f God?
A t t h e c o n c l u s i o n ofjam es Baldwin’s short story
“Sonny’s Blues,”
nothing is resolved— not the relationship o f the estranged
brothers, nor
the story’s ongoing sense o f m uted despair, already palpable in
the open-
ing description o f the passengers’ reflections in the subway car,
“trapped
in the darkness which roared outside.” Before the final
nightclub scene,
there’s a lengthy conversation between Sonny and the narrator,
and hope-
lessness is the presiding mood: both agree that in this world
“there’s no
way not to suffer,” and, not long after Sonny admits he hasn’t
kicked his
heroin addiction, he looks out o f the apartment w indow and
delivers a
devastating diagnosis: ‘“All that hatred down there,’ he said,
‘all that hatred
and misery and love. It’s a w onder it doesn’t blow the avenue
apart.”
The story never denies Sonny’s view o f the world. Instead, by
way o f a
reply, the two brothers head out to the club where Sonny will
play some
standards on the piano with a small jazz quartet. You no doubt
rem em -
ber the scene, yet any familiarity with that final rhapsodic m om
7. ent also
makes it easy to forget the story’s insistence that the catharsis
is contin-
gent upon the listener:
All I know about music is that not many people ever really hear
it. And even then, on rare occasions when something opens
within,
and the music enters, what we mainly hear, or hear
corroborated, are
personal, private vanishing evocations. But the man who creates
the
music is hearing something else, is dealing with the roar rising
from
634
M att Donovan
the void and imposing order on it as it hits the air. What is
evoked in
him, then, is of another order, more terrible because it has no
words,
and triumphant too for that same reason.
Let me admit from the outset that my response to “M y Favorite
Things”
is fueled by just such private, vanishing evocations. As a
teenager, I know
I never heard— and perhaps still don’t properly hear— the
nuances o f
C oltrane’s craft. I wasn’t interested in any imposed order, but
craved in-
stead that roar from within the void.
8. W hich is why, I think, when I finally pulled the trigger and
purchased
M y Favorite Things, that indispensable, five-star, must-have-
for-all-jazz-
aficionados album, I felt disappointment. The slim soprano sax
that C ol-
trane cradled on the cover looked like a toy hatchet w hen
compared to
his axe-sixed tenor, and he stood against a tepid backdrop o f
blue that
might well have been plucked from The Sound of Musics
Technicolor sky.
W henever I listened to the title track, I couldn’t shake the
image ofjulie
Andrews running giddily through the mountains, twirling with
con-
tentm ent, unabashed by her hokey happiness. I couldn’t help
but think
o f the last time I had watched The Sound of Music, still in my
zippered
footy PJs and single-digit years, hunkered down around the
television
with my family and an icy m ug o f root beer. As a kid keen to
flee O hio,
I wasn’t interested in any nostalgic backward glance. Far
preferable to
any sentence running in both directions at once was a syntax
that never
glanced back, that only sprinted forward, dashing from the
suburbs until
it reached a smoke-filled, Village Vanguard corner booth.
Recently, my oldest son showed me an online GIF. There was
the iconic
opening scene— Julie Andrews spinning across a m ountaintop
9. — except
now she was firing two Uzis someone had added into the
footage. She
whirled and beamed, spewing a hail o f bullets, then casually
dropped her
weapons into the wildflowers. Perhaps that’s the kind o f
badass, irrever-
ent rampage I was looking for in Coltrane’s cover o f the
Broadway tune.
“Lively, with spirit,” the sheet music for “M y Favorite Things”
instructs,
but rather than some commonplace joie de vivre, the song that I
craved
was something closer to scattershot rage.
W h e n C o l t r a n e p l a y s “My Favorite Things” in a bit
o f black-and-
white footage from 1961, there’s a prayerlike stance about him.
Impeccably
dressed in a sport coat and black shirt, he stands stock still, and
for a while
his only visible movem ent is the quick flicker o f his fingers
and lips.
635
T H E M A S S A C H U S E T T S RE VI E W
In these opening riffs, the melody is clear, the m icrophone is
aimed
down, and his horn remains close to his body. All through his
first solo he
never looks up, and seems to be thinking hard about how to
turn breath
10. into song. It’s only after Eric Dolphy and M cC oy Tyner have
taken their
turns soloing, riffing, and sweating through the song’s bars that
at last he
seems not to need to think at all. H e joins the flute for a final
melodic
ascent— These are a few of my favorite things— before
furrowing his brow,
pinching his face tight, and pouncing on a high-register note. W
hen the
melody returns, it’s scuffed and frayed, as if just getting back
from a long
journey. The man sways, and his knees bend, and the sax lunges
skyward
as he lets loose with a held-back, hard-earned wail.
T h e q u a r t e t i s milling around, and the set hasn’t begun
yet. W atch-
ing from the back corner o f the bar, Baldwin’s narrator realizes
that,
even though the band is merely goofing off, killing time before
they
play, everyone is avoiding stepping into the stage’s spotlight.
It’s as if,
he thinks, should one o f them plunge into that light
prematurely, “they
w ould perish in flames.”
Contrast this beautiful, ritualized seriousness from the end o f
“Sonny’s
Blues” with the untrained, bravado way I took up the saxophone
as a
teenager. I, too, w ould often delay sounding any notes, but not
out o f
deference for tradition or the implied sacredness in forging
song. Play-
11. ing hooky from high school, w ith my tenor slung around my
neck, I
donned the closest thing that I had to a beret (my grandfather’s
discarded
plaid cap, w ith a hole charred in the center from that time I
thought it
w ould make a fine lampshade) and blared late, freestyle
Coltrane from
my turntable, studying my reflection in the m irror while
hacking my way
through a Pall Mall. Instead o f running scales, I practiced
pouring smoke
from my lips. I squinted, exhaled, and fussed with the tuft o f
hair that
curled through the cap’s hole in the shape o f a just-begun
question mark.
As m u s i c c r i t i c i s m , my adolescent response to
“Favorite Things” is
reductive blasphemy, I know, but I also don’t think I can
account for that
first indifferent shrug as merely pearls before a punk-craving
swine.
Listen: if you’re able to hear that melody’s lilt w ithout
plugging in hokey
shorthand for your happy place— snowflakes, and those blue
satin sashes,
and, for little discernible reason, doorbells— all the better for
you. O ther-
wise, like me, no matter the complexities o f Coltrane’s modal
journey,
you’ll always end up straddled by those corny lyrics preaching a
sentimental
636
12. M att Donovan
efficacy: think about a copper kettle, and you w on’t feel lousy
anymore.
Contentm ent is merely a thought away, and adversity— those
allegorical
dog bites and bee stings— is easily vanquished. Rem em ber
that boast of
“simply,” every time the chorus rolls around?
And then there’s the unavoidable way the song is hitched to the
baggage
o f American musicals. Whereas the art form o f jazz is
contingent on spon-
taneity, the linchpin o f the musical is a pretense of impromptu
synchronic-
ity. Instead o f the lonely night after night soul-spelunking
required o f the
jazz soloist, the musical offers, for instance, some tentative
trashcan tapping
on a faux street corner that, w ithout fail, crescendos into a
chorus of
forced-smile virtuosic extras swiveling, leaping, foxtrotting,
and ass-
waggling precisely on the beat.
I n 1965, a S a n F r a n c i s c o couple intended to celebrate
a first w ed-
ding anniversary with an evening on the tow n and a jazz-club
prowl. But
w hen Coltrane took the stage at the Jazz W orkshop, they
received what
was dubbed a Sound Baptism, experiencing w hat seemed like
13. “the trans-
ference o f the Holy Ghost through sound.” Inspired by a sense
o f spiri-
tual revelation and eager to spread the word, they launched the
Jazz Club,
which began as an ad-hoc listening party that grew into the
Yardbird
Club, which in turn beget the new spiritual mandate o f the
Yardbird
Temple, which became the O ne M ind Temple, which was more
fully
know n as the O ne M ind Temple Evolutionary Transitional
Body of
Christ, which then expanded beyond Christian faith into a house
for
spiritual universalism know n as the Vedantic Center, which
ended up as
the Saint John W ill-I-A m Coltrane African O rthodox Church.
W henever I happen to be in San Francisco, I think about
attending a
service at the Coltrane church. T here’s an undeniable appeal in
joining
a congregation to bask in Coltrane’s sound. Yet ever since
breaking from
my ow n Lutheran upbringing as a young teenager, I’ve also
retained, for
better or worse, a lingering unease toward codified scripture o f
any kind,
and I haven’t yet made a Sunday pilgrimage to that church.
T here’s a story about Coltrane hosting fellow tenor sax player
Wayne
Shorter at his apartment, and asking him if he was familiar w
ith prin-
ciples o f cosmic consciousness and Om. But Shorter’s belly
14. was already
grumbling for the spaghetti sauce he could smell cooking in the
kitchen;
forever after, he w ould equate the principles o f Om with the
notion
o f “hom e,” where pasta sauce simmers deliciously on
stovetops. N ow
there’s a spiritual center— with its literal hungers and real
pining for
637
T H E M A S S A C H U S E T T S R E V I E W
pleasure — that 1 understand. These days, I’d experience more
religious
fulfillment listening to A Love Supreme while scraping banana-
clumped
batter from our waffle iron than hearing the album play while
sitting in
a pew after receiving my meditation instructions.
And yet, no matter how I remain baffled by the concept of the
Holy
Ghost, or how my post-Christian hang-ups seem to thwart my
under-
standing of an “anointed sound,” I can still get behind
Coltrane’s hope to
be elevated to the status of a saint. Let me be clear: if we were
talking
about the canonization of almost anyone else, I’d be reaching
for my well-
worn George Orwell maxims. “The essence o f being human is
that one
15. does not seek perfection,” he wrote in an essay indicting Gandhi
— Gan-
dhi!— for his spiritual aspirations, arguing that “sainthood is
also a thing
that human beings must avoid.” But this is Coltrane, who,
according to
jazz legend, used to cobble together additional practice time by
striding
off the stage after his own solos, cloistering himself in the
men’s room to
run his scales while the other musicians took their turns
soloing, rejoin-
ing his band just as the song’s chorus rolled back around. This
is Trane,
whose perfection took the form o f full-throated squawks and
wails, and
whose oft-quoted hope that he’d obtain sainthood should never
be
stripped o f its full stutter-filled context. Here’s the verbatim
transcript
from his interview in Japan, where he first made the claim:
Ennosuke Saito: . . . ah, what, o r— and how, ah, you would
like to be
in, uh, ten or twenty years later. H ow you— you would like to
be,
well, in, uh, what kind of, uh, situation, you would like to, uh,
um,
establish.
Coltrane: As a, as a musician, or what, as a person? O r —
Saito: Um, let’s say about— as a, as a person.
Coltrane: In music, o r— as a person. . . I would like to be a
saint.
[John Coltrane laughs.]
16. Lose the lead-up, and you miss the human fumbling that
precedes his
off-the-cuff hope for apotheosis. There’s the desire for
sainthood, yes, but
it’s a hope for perfection couched in confusion, in stammering,
laughter,
and an inability to say.
F o r a w h i l e , the music at the end o f “Sonny’s Blues”
hasn’t yet co
alesced. The narrator watches his brother’s face at the piano,
and suspects
that he’s being held back. Then, without warning, the double
bass band-
leader launches into “Am I Blue?,” a workhorse standard that
becomes a
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M att Donovan
vehicle for transcendence. “Something began to happen,” the
narrator
states baldly, as if initially too awestruck to say anything more
about the
way the music began to truly churn. The instruments begin to
speak to
each other in entirely new ways, and their chatter becomes the
blues, an
“amen” that opens the way for Sonny to venture into deeper
waters and
make the melody his.
17. Contrast that rapture to my own short-lived flirtation w ith
playing
tenor sax during my college days. Although I may have moved a
bit be-
yond merely posturing in the m irror (I dutifully ran my blues
scales, and
for a while I could fumble through “Lover M an”), 1 never
really outgrew
the idea o f treating the instrument as anything other than a
Bangs-esque,
axelike implement o f aggression.
H ere’s a quick sketch o f one o f our jam sessions in the
basement o f
our college apartment. First, and w ithout fail, w e ’d pass
around a pipe
and get stoned. T h en the drum m er w ould start tapping out a
rhythm,
the bass w ould drop in, the guitarist would jangle out some
chords, and,
eventually, priding myself on holding back in these first
moments (in lieu
o f actual musicianship, I could offer my fellow band members
about ten
minutes o f tame melodic playing), I’d begin some kind o f one-
note pulse,
itching to let loose with the BLAT! and SHKRIEEE! already
rising in
my throat. It was only a matter o f time, which means what I
played was
the opposite o f improvisation. Inevitably, our groove in C (the
only key
I was equipped to use) w ould rise to a fury o f puffed-cheek
overblowing
and a squall o f scattershot notes.
18. I shouldn’t disparage the musicianship o f my friends (some o f
them
were extremely talented, and one still plays music for a living
today),
but my own ineptitude was undeniable. W hat I hurled from the
sax was
angry, desperate noise, the equivalent o f a knees-bent scream, o
f releasing
air from a balloon, o f a guitarist specializing in whammy bar
wiggling.
And still. No matter how badly I played, I still loved losing
myself in that
exhausting storm. “If I feel physically as if the top o f my head
were taken
off, I know that is poetry, ’’Emily Dickinson famously wrote.
As much as I’ve
always loved that quote, I can’t claim to have ever felt that
sense o f ecstatic
near-decapitation from crafting an essay. O n lucky writing
days, after long
intervals o f watching the cursor pulse on the screen, or
questioning my
fumbled-after project, or staring out the window, looking for
birds in the
Russian olive in lieu o f actually tapping out any words, there’s
been a kind
of muted satisfaction in making a line, sentence, or paragraph—
through
whatever makeshift tactic I’ve seized— suck a little bit less.
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T H E M A S S A C H U S E T T S R E V I E W
19. At the end o f those piss-poor jam sessions, if nothing else,
there was
catharsis in the form of panting, grinning, bleeding lips,
knowing the self
was poured forth and, for a moment, lost.
“ M y m u s i c , ” Coltrane once proclaimed in an interview,
“is a way of
giving thanks to God.” Yet that aphoristic claim belies the
complexities
o f how his gratitude manifested itself.
If Coltrane takes his cue from the book o f Psalms— in which
the
scripture urges praise through music, with the sound o f the
trumpet,
and harp plucking, and dance and stringed instruments and loud,
high-
sounding cymbals— imagine a clamor that combines all o f
those sounds
at once. Imagine thanks in the form of furor, as a two-drummer
frenzy,
as explosion of breath and arpeggioed howl roaming the highest
notes.
Imagine praise akin to Gerard Manley Hopkins’s “Pied Beauty,”
a poem
bookended by gratitude for the divine — “Glory be to God for
dap-
pled things” -— in which benediction becomes eclipsed by the
whirligig
sounds of words: skies o f couple-color, stippled rose-moles on
trout, and
“all that is swift, slow; sweet, sour; adazzle, dim.”
Take the phrase “sheets of sound” someone once coined to
20. describe
Coltrane’s style, and hitch it to a hymn that pummels, thrashes,
wrenches,
and lures, all within a few bars. Imagine a gratitude that flamed
so fiercely
it forced McCoy Tyner, no longer able to hear himself over the
wild blare
o f all that the praise, to finally drop out o f the band.
I n a n e a r l y poem by Emily Dickinson, the speaker
describes the after-
life as a place where we’ll no longer have to wonder why
humans suffer:
I shall know w hy— when Time is over—
And I have ceased to wonder w hy—
Christ will explain each separate anguish
In the fair schoolroom o f the sky—
He will tell me what “Peter” promised—
And I— for wonder at his woe —
I shall forget the drop of Anguish
That scalds me now — that scalds me now!
In heaven, everything about the human condition will be known.
And yet, somewhat incongruously, the speaker claims that even
after she
has “ceased to wonder why,” Christ will still cover the requisite
material,
prowling the rows o f desks in that empyrean classroom,
justifying each
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21. M att Donovan
individual m om ent o f hum an anguish. These pro forma
explanations
seem far from consoling and inevitably raise pedagogical
questions. H ow
might this information on misery be disseminated? Will the
approach to
the material be chronological, or arranged into thematic units?
Will the
instructor need to begin again each time a straggler newcom er
arrives?
Will there be a final exam?
Nothing along these lines is answered in the poem. Instead, we
have
that frivolous contrivance o f heaven’s school— as childish a
notion as any
delight in mittens, kittens, and snowflakes— colliding with an
insistence on
anguish as an inherent part o f the human condition. The
certainty o f what
awaits— eternal life, proximity to God’s grace, relief from
mortal suffer-
ing— mitigates nothing while we plod across this earth. There’s
no balm in
G od’s promises: instead, in that last line, there’s only the
speaker’s fierce and
burning anguish, playing out as blurted exclamations she’s
forced to repeat.
So w h y “M y Favorite Things”? O f all the songs to choose
from, o f all
the jazz standards to use as prayer, o f all tunes to forge into
blade?
22. Coltrane’s own account doesn’t necessarily offer up any clues.
“Some
times, we have to live with a tune for quite a while, and other
times we
just fall into it. N ow , ‘[My] Favorite Things,’ a fella said, ‘W
hy don’t you
try this tune?’ I told him I wanted some music, and so I bought
the song
sheet and took it to rehearsal, and just like that, we fell right
into it.” His
account depicts the dive, but forgoes explaining the choice to
jum p in,
let alone remain in the pool forevermore.
Perhaps it has something to do with the song’s musical
structure: the
modulation o f chords, the melody’s ascension, what its
waltzlike move-
m ent affords as improvisational springboard. O r perhaps
there’s something
to be said for the fact it scored Coltrane an early radio hit. N o t
long after
recording that album, he was asked how m uch time he was
finding to
practice. “N ot too m uch,” Coltrane replied, “because I got to
make three
records a year. I’m always walking around trying to keep my ear
open for
another ‘Favorite Things’ or something. . . Commercial, m an.”
N o matter the actual reason, I myself can’t help but hear a cue
in those
original lyrics in w hich there’s the implacable, unapologetic
lens o f the
“ I.” In which there’s list-making, amassing, a gathering, a
hauling-in o f
23. subjective loves. In which, no matter how much the song is
transfigured,
the mantra o f melody’s impulse remains: notice, enumerate,
take solace,
praise, repeat.
All o f which, I should admit, is, in my own writing, one o f my
favoi >te
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T H E M A S S A C H U S E T T S R E V I E W
things: to relish guesswork, bewilderment, the absence o f why.
To find the
spiritual within secular kitsch is a blade I can’t help but whet.
L a t e v e r s i o n s o f “My Favorite Things” typically began
with a long bass
solo by Jimmy Garrison. W henever I hear those recordings,
with their me-
andering introductions that willfully keep the melody at bay, I
never fail to
think about a night when I watched a man play the double bass
on a beach.
O n a lark, I had driven from O hio to jo in a friend w ho was
w ork-
ing hotel jobs in Ocean City, Maryland, and after too many
evenings o f
bourbon and weed, o f threats and jeers from the drunk
fraternity brothers
who stalked the boardwalk, o f failing to even begin the short
story that I
24. had pledge to write, I lay sprawled on the beach, hungover and
aimless. I
can’t rem ember how long I lay there, staring at the stars,
listening to the
surf, thinking not m uch beyond the self-pity and loneliness I
felt, before
I heard some kind o f distant thrum and sat up to see a man
close to the
water on a low-tide beach, playing his stand-up bass.
I have no idea what he played— the tumbling waves swallowed
up most
o f the notes— or if there even was a melody to what he made.
Mostly, I
watched his body move: his sway and pivot, the way his
shoulders lifted and
dropped, the odd off-the-beat shuffle o f his feet. He plucked
hard at the
low-register notes, and would pause and hold still for a moment,
clutching
his instrument, letting the sound he’d made ring out into the
night, letting
it say whatever it said, before the ocean swallowed it up and he
began again,
plucking, strumming, palm-slapping some other almost-song.
I know in that m om ent I didn’t think about the way he faced
the sea,
but it seems to matter now. It matters that he had hauled his …