Mantombi matotiyana songs of greeting, healing and heritage
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Distinguished bow player Mantombi Matotiyana has released a solo album titled "Songs of Greeting, Healing and Heritage" featuring the uhadi, umrhubhe, and isitolotolo instruments. The album was produced sparsely to highlight Matotiyana's musical skills and features both solo performances as well as collaborations with other artists. The songs cover themes of spirituality, community, and advice for living a good life. The album provides important representation of southern African musical heritage while also speaking to current social issues.
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the opening of a conference. That the illustrious Sheikh Mustafa Ismail ...
Gun control debate paper
African music has considerable diversity due to changes over time and cultural exchange. It serves many purposes in African communities from celebrating life events to providing work songs. There are diverse instruments categorized as membranophones (drums), idiophones (rattles, xylophones), aerophones (flutes, horns), and chordophones (lutes, harps). Different African cultures view music differently based on their traditions and beliefs.
Music with no religion, nationality or language
An intercultural musical concert was held in Jaffa featuring Ethiopian immigrant musicians and Arab musicians. The concert brought together the Palestinian-Arab and Ethiopian-Israeli communities, two of the most marginalized groups in Israeli society. Musicians from the groups collaborated to create a new sound mixing their musical traditions, including instruments like the one-stringed mansko from Ethiopia and improvised singing. The concert allowed for an intercultural dialogue through music beyond politics or social divisions.
CHAPTER 1 • Thinking about Music if you can speak you .docx
CHAPTER 1 •
Thinking about Music
if you can speak you can sing; if you can walk you can dance.
(Zimbabwean Shona proverb)
People make music meaningful and useful in their lives. That statement
encapsulates much of what ethnomusicologists are interested in and
offers a framing perspective for many ways of thinking both about peo-
ple and about music all over the world. In this chapter I shall explore
each word in the statement with two purposes in mind: to suggest new
ways you might think about music that you regularly hear, and to begin
to expand your musical horizon. I shall also begin by speaking briefly
about the dissemination of music and the ways it is taught and learned,
because what you think about music has been influenced by how you
have learned it.
PEOPLE
Music Makers. Who makes music in our familiar world? Music mak-
ers are individuals and groups, adults and children, female and male,
amateurs and professionals. They are people who make music only for
themselves, such as shower singers or secretly-sing-along-with-the-
radio types, and they are performers, people who make music pur-
posefully for others. They are people who make music because they are
required to and people who do so simply from desire. Some music mak-
ers study seriously, while others are content to make music however
they can, without special effort.
To think about music makers globally, you might ask whether music
makers are regarded in any particular way in a particular place. At one
end of a spectrum, some societies expect people who make music to
1
2 = THINKING MUSICALLY
be specialists, born into the role or endowed with a special capacity.
At the other end of that spectrum, in some societies it is assumed that
the practice of music is a human capacity and that all people will
express themselves musically as a normal part of life. Particularly in
situations where orality is a viable mode for transmission of knowl-
edge (teaching by sounding), being a musician-or reciter, as in figure
1.1-is an option for visually impaired individuals. in figure 1.1 a
sighted sheikh, in company with two blind reciters, participates in a
performance of Qur'anic recitation in Egypt. There, where the aurality
of the tradition (learning by hearing) has been culturally affirmed,
becoming a reciter -has been a potential profession for blind men.
Through a long period of premodem Japanese history, blind players
of shamisen and koto (Fig. 1.2) held a governmentally sanctioned
monopology on performing and teaching of orally transmitted reper-
tories for their instruments.
FIGURE 1.1 Egyptian reciter. Multiple reciters of the Qur' an, accompanied by
friends and relatives, participate in a performance at a gathering in Egypt-possibly
the opening of a conference. That the illustrious Sheikh Mustafa Ismail is taking his
tum (probably last in the program due to his eminence) is ascertained by the
positioning of one (sometimes it is both) ...
Choral Chorus Research Paper
The document provides information about choral ensembles and choruses. It discusses how choruses have existed for thousands of years and were used in ancient Greek dramas. It also notes that factors like teamwork, participation, attendance, and discipline are important for a chorus. Every voice matters and can impact the group, so participating fully is crucial. Working together as a team is also very important for a choral ensemble to function properly and sound their best.
Music And Travel.pdf
Music has the power to bring people together, regardless of their background. When music and travel are combined, something special happens. In this blog post, we will explore the power of music and travel and how they come together to create a unique experience. We will examine how music can be a cultural bonding tool, allowing us to explore different cultures and make new connections. So, get ready to explore the world of music and travel, and discover how we can use it to bring us closer together.
Rock And Roll Comparison
The document discusses the origins and differences between jazz and blues music. While both genres originated in the early 20th century in the Southern United States and were influenced by genres like blues, they differ in their instrumentation, typical artists, and lyrical focus. Jazz originated in New Orleans and typically featured brass instruments, while blues began in Mississippi and was originally a solo guitar genre that later incorporated bands. The genres also had different pioneering artists and blues had a stronger focus on vocals and telling stories through its lyrics.
Traditional music in nigeria example of ayinla omowura’s music
This document discusses traditional music in Nigeria, using the music of Ayinla Omowura as a case study. It provides background on traditional Nigerian music genres like Apala. It traces the origins and development of Apala music, noting there are different regional styles that evolved. It highlights important Apala musicians like Haruna Ishola and focuses on Ayinla Omowura, describing his early life and tragic death in 1980 from injuries sustained during a fight. The document aims to showcase how traditional musicians like Omowura were important agents of social change in Nigerian society through their music.
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...
This presentation is from the Paper 206: The African Literature, Unit 4 - Poems and I choose the topic The Significance of Rituals in Shaping 'A Dance of the Forests’.
Philippine Neo ethnic events
The one and only neo ethnic multi art discipline events producer in Metro Manila! Come join our ever growing community of artists and enthusiast!
The A Vessel Of Power
The document discusses modern dance and who defines what dance is. It notes that over the decades, dancers and artists have pushed boundaries on what is considered dance, with some changing the setting of dances and others altering movement or incorporating new elements. The piece references Alwin Nikolais and how artists have questioned definitions of dance. It aims to examine what modern dance is and who gets to determine what dance encompasses.
Luyolo_Lenga_Biography_2016 (1).PDF
Luyolo Lenga (uMthwa) is a South African musician, producer and sound engineer from Mdantsane, Eastern Cape. He graduated from Cape Audio College in 2000 and has since produced albums for various artists. He formed an experimental Afro Funk/Jazz band called uDaba and has performed at festivals across South Africa. uMthwa draws inspiration from Xhosa musical bow instruments and brings together African rhythms, poetry and storytelling in his music. He is currently producing two new albums through his label Qangi Qangi Productions.
Music For Writing Essays
Effects Of Listening To Music While Studying
The Art of Music Essay
Essay Outline on Music
Positive Effects of Music Essay
Descriptive Essay On Music
Piano Music Essay
Personal Narrative
The Healing Power of Music Essay
Descriptive Essay About Music
Music Appreciation Essay
My Favorite Music Essay
Personal Narrative: I Believe In Music
Defining Music Essay
Descriptive Essay About Music
My Love For Music Started
The Power of Music Essay
Music Therapy
My Love Of Music
Written Music Essay
Music in My Life Essay
Lamb multimedia tutorial
This document provides an overview of musical instruments from different cultures around the world. It begins with an introduction to learning about instruments from other cultures and provides tutorials on instruments from Japan (shakuhachi flute), Norway (Hardanger fiddle), Peru (conch trumpet), and West Africa (kalangu drum). Videos are included with each instrument section to demonstrate the sounds.
Similar to Mantombi matotiyana songs of greeting, healing and heritage (15)
Nhemamusasa From ShonaThe Girl From Ipanemamueve.docx
Nhemamusasa From ShonaThe Girl From Ipanemamueve.docx
CHAPTER 1 • Thinking about Music if you can speak you .docx
CHAPTER 1 • Thinking about Music if you can speak you .docx
Traditional music in nigeria example of ayinla omowura’s music
Traditional music in nigeria example of ayinla omowura’s music
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...
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Part 1 Think an example speak up anythingPart 2 exampleInte.docx
Part 1 Think an example speak up anything
Part 2 example
Intern at the accounting company, my manager was absence during her work time, but the partner didn’t know and manager didn’t report that she was going out. I didn’t speak up anything
The Logic and Practice of Financial Management
Ninth Edition
Foundations of Finance
The Pearson Series in Finance
Berk/DeMarzo
Corporate Finance*
Corporate Finance: The Core*
Berk/DeMarzo/Harford
Fundamentals of Corporate Finance*
Brooks
Financial Management: Core Concepts*
Copeland/Weston/Shastri
Financial Theory and Corporate Policy
Dorfman/Cather
Introduction to Risk Management and
Insurance
Eakins/McNally
Corporate Finance Online*
Eiteman/Stonehill/Moffett
Multinational Business Finance*
Fabozzi
Bond Markets: Analysis and Strategies
Foerster
Financial Management: Concepts and
Applications*
Frasca
Personal Finance
Gitman/Zutter
Principles of Managerial Finance*
Principles of Managerial Finance—Brief
Edition*
Haugen
The Inefficient Stock Market: What Pays Off
and Why
Modern Investment Theory
Holden
Excel Modeling in Corporate Finance
Excel Modeling in Investments
Hughes/MacDonald
International Banking: Text and Cases
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Fundamentals of Futures and Options Markets
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Personal Finance: Turning Money into
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Personal Finance*
Marthinsen
Risk Takers: Uses and Abuses of Financial
Derivatives
McDonald
Derivatives Markets
Fundamentals of Derivatives Markets
Mishkin/Eakins
Financial Markets and Institutions
Moffett/Stonehill/Eiteman
Fundamentals of Multinational Finance
Nofsinger
Psychology of Investing
Pennacchi
Theory of Asset Pricing
Rejda/McNamara
Principles of Risk Management and Insurance
Smart/Gitman/Joehnk
Fundamentals of Investing*
Solnik/McLeavey
Global Investments
Titman/Keown/Martin
Financial Management: Principles and
Applications*
Titman/Martin
Valuation: The Art and Science of Corporate
Investment Decisions
Weston/Mitchel/Mulherin
Takeovers, Restructuring, and Corporate
Governance
*Denotes MyFinanceLab titles. Log onto www.myfinancelab.com to learn more.
http://www.myfinancelab.com
The Logic and Practice of Financial Management
Ninth Edition
Boston Columbus Indianapolis New York San Francisco
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Foundations of Finance
Arthur J. Keown
Virginia Polytechnic Institute and State University
R. B. Pamplin Professor of Finance
John D. Martin
Baylor University
Professor of Finance
Carr P. Collins Chair in Finance
J. William Petty
Baylor University
Professor of Finance
W. W. Caruth Chair in Entrepreneurship
Vice President, Business Publishing: Donna Battista
Editor-in-Chief: Adrienne D’Ambrosio
Acquisitions Editor: Kate Fernandes
Editorial Assis.
Part 1 Progress NoteUsing the client from your Week 3 Assignmen.docx
Part 1: Progress Note
Using the client from your Week 3 Assignment, address the following in a progress note (without violating HIPAA regulations):
Treatment modality used and efficacy of approach
Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the Treatment plan—progress toward goals)
Modification(s) of the treatment plan that were made based on progress/lack of progress
Clinical impressions regarding diagnosis and/or symptoms
Relevant psychosocial information or changes from original assessment (i.e., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job, etc.)
Safety issues
Clinical emergencies/actions taken
Medications used by the patient (even if the nurse psychotherapist was not the one prescribing them)
Treatment compliance/lack of compliance
Clinical consultations
Collaboration with other professionals (i.e., phone consultations with physicians, psychiatrists, marriage/family therapists, etc.)
Therapist’s recommendations, including whether the client agreed to the recommendations
Referrals made/reasons for making referrals
Termination/issues that are relevant to the termination process (i.e., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)
Issues related to consent and/or informed consent for treatment
Information concerning child abuse, and/or elder or dependent adult abuse, including documentation as to where the abuse was reported
Information reflecting the therapist’s exercise of clinical judgment
Part 2: Privileged Note
Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment.
The privileged note should include items that you would not typically include in a note as part of the clinical record.
Explain why the items you included in the privileged note would not be included in the client’s progress note.
Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why.
.
Part 1 Older Adult InterviewInterview an older adult of you.docx
The document outlines an assignment to interview an older adult and write a paper analyzing their development. Students are instructed to discuss the interviewee's cognitive, physical, and psychosocial development in maturity. They should also explore how peers, faith, ethics and culture influenced the person. Lastly, the assignment requires students to relate their interview to Erik Erikson's theory of integrity vs despair and propose strategies to promote wellness in older adults.
PART 1 OVERVIEWIn this project you are asked to conduct your own.docx
PART 1 OVERVIEW
In this project you are asked to conduct your own research into two variables that interest you. This project will give you an opportunity to apply the skills and techniques you learn in this class and to produce a professional report using appropriate technology. This is a MAJOR, on-going assignment and is worth 15% of your grade; the equivalent of one unit exam grade.
Your projects will be graded in stages (Part 1, Part 2, Part 3) according to the attached rubrics.
To be successful on your project you must:
· Read and follow instructions carefully.
· Work according to the timeline provided and submit work on time.
· 10% will be deducted for each calendar day the project is submitted after the due date. A project is considered “submitted” when it is available for the professor to view on Canvas. No credit is given after 5 days late.
· Students who fail to submit earlier parts of the project may still submit later parts of the project as long as their topic has been approved by their instructor and as long as they collect their own data. Points will still be taken away for lack of completeness unless those prior sections are completed and included.
· Write clearly, using appropriate terminology and accurate mathematical notation. College-level writing is expected, as is the use of correct grammar.
· If you need help with writing, feel free to use the HCC Writing Center: For further information, see the HCC Web page under the heading “Writing Center” or call the Writing Center at (443) 518-4101. PGCC students at the Laurel College Center should see the PGCC Writing Center for assistance.
· Submit a neat, professional report typed using your choice of word processing software (including a mathematical notation package) and including printouts and diagrams from your choice of statistical software/technology.
· In particular, embedded graphs or charts and/or computer printouts will be expected as part of the report. Hand-drawn graphs are not acceptable.
· Please note: Excel should be used only with caution as it does not consistently follow accepted statistical practices.
· Original work is expected. This means that students who are repeating the course are expected to create an entirely new project using two new variables of interest.
· For example, you might watch a YouTube video on how to use StatCrunch or have a peer show you how to create a histogram using a different data set (not the one in your project), then try it yourself with your data set. You might consult your textbook or your instructor about a concept, but then put the explanation into your own words.
· Getting Help:
· For this project, you may consult any resource for general help and advice (including your instructor, tutors (LAC, HR230), classmates, or the internet) provided that your write-up (computations, explanations, and embedded diagrams) are your own work.
· Submission guidelines:
· You should submit your project via the Canvas link as a PDF or Word.
Part 1 Financial AcumenKeeping abreast of the financial mea.docx
Part 1: Financial Acumen
Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet:
1. Review at least three (3) articles on financial acuity. Summarize the articles in 800 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 400-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
.
Part 1 Legislation GridBased on the health-related bill (pr.docx
Part 1: Legislation Grid
Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Grid Template. Be sure to address the following:
Determine the legislative intent of the bill you have reviewed.
Identify the proponents/opponents of the bill.
Identify the target populations addressed by the bill.
Where in the process is the bill currently? Is it in hearings or committees?
Part 2: Legislation Testimony/Advocacy Statement
Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:
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Part 1 Financial Acumen1. Review at least three (3) articles on.docx
Part 1: Financial Acumen
1. Review at least three (3) articles on `. Summarize the articles in 400 – 600 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 200-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
.
Part 1 Parent NewsletterAn article explaining the school’s po.docx
Part 1: Parent Newsletter
An article explaining the school’s policy for MTSS and the role of family–school partnerships within the MTSS
At least two school-wide interventions in place at school along with strategies parents can use at home to support their children
A list of the top five resources for families with respect to being involved and supporting MTSS along with explaining why the resources are the top five
At least two strategies for addressing family–school partnership challenges across tiers
Citations for specific research related to the topics and interventions mentioned in your newsletter
Any additional information you would like to include that will assist in fostering and sustaining a positive relationship with all families
Part 2: Behavior Contract
Create
a 1-page behavior contract that includes the following:
An outline of your school’s behavior expectations and the consequences for students who do not follow these expectations
A place at the bottom of the page on the contract for both the student and parent/guardian to sign to show that they have read and understand the school’s expectations
References have to be between 2017-2021.
.
Part 1 ResearchConduct some independent research. Using Rasmus.docx
Part 1: Research
Conduct some independent research. Using Rasmussen and other resources, locate an article that supports your personal values and professional communication style.
Part 2: Reflect
For this assignment, you will use your critical thinking skills and reflect upon your personal values and
professional communication style.
In a minimum of two-pages (not counting the title page and reference page) address the following:
Discuss how you will show your personal values through the professional communication style you will use with clients.
Identify concepts such as boundaries, respect, body language, the role of humor and support, and disclosure.
Explain correlations between the student's personal values and their own professional communication style.
Incorporate one (1) credible resource to support your communication style. Cite source used.
Use professional language including complete sentences and proper grammar, spelling, and punctuation throughout your paper. Be sure to cite any research sources in APA format.
.
Part 1 What are some challenges with syndromic surveillance P.docx
Part 1 What are some challenges with syndromic surveillance?
Part 2 : Critique a team presentation topic
SIMULATION TRAINING IN EDUCATION
and include what the presentation taught you and what you see as far as its effect on patient safety and healthcare technology.
What changes in the presentation would you recommend, and why? Please see attach
Remember to include sources of literature in your posts to back up the statements you make. Remember, we are all about evidence-based practice!
.
Part 1 Procedure and purpose 10.0 Procedures are well-develop.docx
Part 1: Procedure and purpose
10.0
Procedures are well-developed, realistic for the identified grade, and expertly related to the purpose.
Part 1: Procedure steps and activity
10.0
Procedure steps or activity are comprehensive and proficiently described
Part 1: Procedure introduced, modeled, practiced, assessed
10.0
Explanation of how procedures will be introduced, modeled, practiced, assessed is thorough.
Part 1: Rationale
10.0
Explanation of how procedures will minimize distractions and maximize instructional time is specific.
Part 2: Rules and Consequences
10.0
Rules are skillfully crafted and consequences are creative.
Part 2: Reward System
10.0
Reward system is effective and documentation is reasonable.
Part 2: Rationale
10.0
Explanation of how the system will help create a safe and productive learning environment is proficient.
Organization
10.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
20.0
Writer is clearly in command of standard, written, academic English.
ELM-250 Topic 4: Procedures, Rules, Rewards and Consequences
Grade Level:___________
Part 1: Procedures
Procedure Example:
Entering the Classroom
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
To create a classroom environment that is conducive to learning the moment class begins.
1. Walk in quietly (entering a new zone).
2. Get organized before the bell (sharpen pencil, homework ready …).
3. Begin working quietly on the warm-up (in your notebook with paper labeled).
Teacher will introduce the procedure on the first day of school.
The teacher will model the procedure at the beginning of class for the first week of school.
Teacher and students will repeat when reinforcement is needed or when new students join the class.
Teacher will watch for students who follow the steps correctly and will positively reinforce the students.
Procedure #1
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #2
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #3
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #4
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #5
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Rationale
Write a 100-150 word .
Part 1 Post your own definition of school readiness (and offer .docx
Part 1: Post your own definition of school readiness (and offer support for your definition from the readings; Remember to use APA style citations to identify the sources of this support)? Be sure to discuss specific screening tools, instruments, or other tools/approaches to assess the preparedness of children entering Kindergarten. These should be directly related to your definition.
Part 2: Given what you’ve learned about intellectual disability, discuss at least 3 challenges to school readiness young children with intellectual disabilities face when entering Kindergarten.
.
Part 1 Art selectionInstitute Part 1 Art sel.docx
The document summarizes three pieces of art selected to represent art from antiquity to modern times. The first is a sculpture of Ares, the Greek god of war, created by ancient Greek sculptor Scopas. The second is Michelangelo's statue of Moses from the tomb of Pope Julius II. The third depicts biblical figures on a wall and was created by Dutch artist Claus Sluter. The common theme among the works is the depiction of religious personalities from the times in which they were created, showing how artistic preferences and subjects addressed by artists have evolved over the centuries.
Part 1 Post a ResponseVarious reform groups with various causes.docx
Part 1: Post a Response
Various reform groups with various causes developed in the US in the late 1800s and early 1900s; these are loosely called “Progressives” as they aimed to use government policies or science to improve and advance society. Also, this period was a time when the US started as a major player in international conflicts—first in the “Spanish American War and then in World War I. There were deep isolationist sentiments about such overseas entanglements, and President Wilson first has one position and then the other.
Choose and discuss (in a full paragraph or two) one of the following two topics related to the late 1800s and early 1900s.
In the Progressive Era (roughly 1890–1920), multiple groups advocated for reforms in various aspects of government, society, and the economy. Discuss here the “muckrakers” and Taylor’s “scientific management”.
Explain briefly the approach and aim of the “muckrakers” and that of F. W. Taylor.
Compare their approaches and describe your feelings about them, and relate some modern situation that reminds you of one of these approaches and reform causes.
Identify the source(s) where you read about the reform cause.
From the text, Wilson did not maintain his own campaign slogan (“He kept us out of war”).
Explain with some specifics why Wilson became pro-war. Describe your own feelings on that issue when you look back at it, and whether he was right to change.
Briefly, identify a similar international consideration today—or of the last 20 years, and what lesson might be drawn from the example in Wilson’s time.
Identify the source(s) where you read about Wilson.
Part 2: Respond to a Peer
Read a post by one of your peers and respond, making sure to extend the conversation by asking questions, offering rich ideas, or sharing personal connections.
.
Part 1 Assessment SummaryIn 500-750-words, summarize the fo.docx
Part 1: Assessment Summary
In 500-750-words, summarize the following:
What areas should an AAC assessment evaluate?
What areas of communication do AAC assessments address?
How do assessment results inform AAC strategies/techniques?
Identify AAC assessments used within your school or district and explain when each assessment would most appropriately be used.
Support your assessment summary with 1-3 scholarly resources.
Part 2: Case Studies
Read the following case studies to inform Part 2 of the assignment.
Case Study 1: Mandy
Mandy is a 3-year-old preschool student who has been diagnosed with ASD and is nonverbal. She is sensitive to loud noises and certain textures. She was recently referred to a child study team by the family physician. Her family doctor described her as having low muscle tone, delayed communication, and delayed motor skills. She uses her behavior and physicality for communicating needs. Mandy does point and reach for desired items, but she has not been able to reproduce any signs, despite her parents' attempts to teach her sign language for the past year. She often appears to be disengaged when playing or when her parents are encouraging her to sign. Her eye contact is minimal, tantrums are common, crying happens daily, and change is very difficult for her.
Case Study 2: Wilson
Wilson is an 11-year-old boy who was diagnosed with ASD as a toddler. He is physically healthy, but he is very sensitive to hot, cold, noises, and pain. He does not like crowds or lines and struggles with class assemblies, lunch time periods, and recesses. He is in a self-contained special education classroom on a public school campus and attends general education class for music only. He is capable of doing some general education class work, but his behavior is far too unpredictable to make further placement in a general education classroom feasible at this time. He can be impulsive and destructive when frustrated or overwhelmed. He is quite social and enjoys interacting with his peers in both settings; however, it can be difficult to discern when he will have a meltdown. He has tantrums and destroys property, and his participation in some aspects of school is limited. When changes in the schedule occur, such as school assemblies or fire drills, Wilson has a hard time adjusting and oftentimes tips over desks or kicks. He has not been able to attend the last two field trips due to his parents’ concerns for his safety.
Case Study 3: Cole
Cole is a 16-year-old boy with ASD and cognitive delays. He was born three weeks premature and required intensive neonatal care for six weeks after birth, but he is currently in good health. He passed all hearing and vision screenings. Cole uses gestures and a few verbal words to express his needs and wants; for example yes/no and hungry. He uses a few sign language gestures and some picture symbols, but mostly relies on a communication device in order to communicate with teachers, peers, and parents.
Part 1 Post a ResponseDuring the Reconstruction Era, the So.docx
Part 1: Post a Response
During the Reconstruction Era, the Southern states created many laws and policies of their own. These “Black Codes” either tried to minimize federal laws and policies or were in retaliation to them.
Suppose you were a former slave during this era, which one of the following restrictions would you find the most offensive?
Restrictions or prohibitions on voting
Restrictions such as those on job, land purchase, and mobility
Inability to serve on juries or accuse a white person in court
Then, in a full paragraph or two:
Discuss the immediate and long-term consequences from your chosen restriction.
Identify any lessons we can learn today from this restriction and its impact.
Identify the source(s) where you read about the restriction.
.
Part 1 Financial AcumenKeeping abreast of the financial measure.docx
Part 1: Financial Acumen
Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet:
1. Review at least three (3) articles on financial acuity. Summarize the articles in 300 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 100-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
.
Part 1 Do an independently guided tour of news and media coverage.docx
Part 1
: Do an independently guided tour of news and media coverage of the monolith found in Utah. Consult a range of news and social media sources to construct a timeline, but, more importantly, to track and analyze the different audiences and forms of interest in this object. Be sure to do a search on whatever social media you typically use, and, try to depart from major news media outlets in your search. Summarize your findings, highlighting details that you find especially telling or interesting.
Part 2
: In a thoughtful way, compare the monolith to at least one other artwork from this class (or, learn about John McCracken and compare to his work). Think about materials, placement, time period, intent (for the work we discussed). Be as specific as you can.
Part 3
: Finally, why do you think this work captured worldwide attention? What do you think people found interesting? What do you make of the current outcome of the work? If you had an opportunity to see the object would you? If you had the ability to remove it, would you?
.
Part 1 Describe the scopescale of the problem. Problemado.docx
Part 1: Describe the scope/scale of the problem. Problem:
adolescent incarceration and recidivism
in New Haven, CT and USA.
Part: 2
Name one program doing relevant work on the issue describe above in NYC or elsewhere.
.
Part 1 Art CreationSelect one of the visual art pieces from Cha.docx
Part 1: Art Creation
Select one of the visual art pieces from Chapters 1-6 or the lessons from Weeks 1-3 to use as a point of inspiration. Create a painting, sculpture, drawing, or work of architecture inspired by your selected art piece.
Part 2: Reflection
Write a reflection about the relationship between your art production and the inspiration piece. Include the following in the reflection paper:
Introduction
Inspiration Piece
Include image.
Record the title, artist, year, and place of origin.
Briefly explain the background of the inspiration piece.
Your Art Piece
Include image.
Provide a title.
Explain the background of your piece.
Connection
Explain the thematic connection between the two pieces.
How are they similar and different?
Are they the same medium? How does the medium impact what the viewer experiences?
How do the formal elements of design compare to one another?
Original Artwork Requirements
Methods: paint, watercolor, pencil, crayon, marker, collage, clay, metal, or wood (Check with your instructor about other methods you have in mind.)
No computer-generated pieces
Writing Requirements (APA format)
Length: 1.5-2 pages (not including title page, references page, or image of artwork)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 1 scholarly source)
Grading
This activity will be graded based on the W3 Art Creation & Reflection Grading Rubric.
.
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 5
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Mantombi matotiyana songs of greeting, healing and heritage
- 1. Mantombi Matotiyana: Songs of Greeting, Healing and Heritage Album Review. Africa Open Institute. Cape Town/Stellenbosch. AOI Edition CD01. Distinguished bow-player, Mantombi Matotiyana, along with the Africa Open Institute at Stellenbosch University, has released an album of uhadi, umrhubhe and isitolotolo songs titled “Songs of Greeting, Healing and Heritage”. This solo offering is the first of its type from Matotiyana who has recorded and performed extensively and for many decades with the well- known Amampondo ensemble and Dizu Plaatjies’ ‘Ibuyambo’ project. As a prominent South African multi-instrumentalist and composer, Matotiyana plays the uhadi gourd-resonated musical bow, the umrhubhe mouth-resonated musical bow and the isitolotolo mouth-harp or jews/jaw harp. These instruments are all situated within a diverse matrix of southern African overtone-based musical instruments and Matotiyana is one of the master musicians within this tradition, alongside Madosini (Latozi Mphahleni) and Nogcinile Yekani, among others. Engineered, mixed and mastered by Dave Langemann, the production style of this release is clean and sparse. Matotiyana’s music is presented without adornment and the result is a powerful portrait of her musicianship. Whilst Matotiyana is an astonishing musical bow performer, what is communicated instantly through this
- 2. recording is the powerful and poetic quality of her voice. Her songs, when accompanied by sung lyrics, are gentle warnings and reminders of how to live a good life. ‘Wachiteka Umzi Wendoda’ (‘So the home of this man falls apart’) reminds us how one’s home can come undone if one does not take care of it. She sings to her protagonist: “Yeke lento uyenzayo” (‘Stop what are you are doing’). Songs like ‘Somandla’ and ‘Umoya Uthethile’ speak to a deep spiritualism, which is a recurring theme throughout the album. Numerous tracks pitch bow compositions with their choral counterpoints, drawing a direct aural line for listeners between overtone melodic material and sung vocal lines. Bow player and academic, Ncebakazi Mnukwana, describes the importance of this demonstration of “the fluid transposing of the musical arts of bow -song from voice to instrument and back” (6, liner notes). ‘Molweni’ opens with an upbeat umrhubhe composition woven from call and response overtones (bouncing between low and high) followed by the unaccompanied, interlocking choral version of the song. The result is effective. Here Matotiyana sings with herself, overdubbed, to create a complex and asymmetrical polyphony of her own silvery, vocal quality. Much of the album is performed solo. Matotiyana does not need an ensemble and only calls upon other performers for select pieces. The traditional composition ‘Wen’ UseGoli’ is performed alongside collaborator, Dizu Plaatjies, multi -
- 3. instrumentalist Ernie Koela and vocalist, Hope Mongwegi. This umrhubhe tune evolves into a fleshed out, vocal arrangement of a sorrowful song. The lyrics speak to the familiar trope of familial disruption as migrant labourers from across southern Africa leave their homes and travel to Johannesburg in search of work. “Luphelile madoda”, she sings, as love has run out in that city. ‘Majola’ is another example of a thicker arrangement, drawing upon the bass and tenor sonorities of Plaatjies and Koela, to create a full a capella rendition of this song. Like many composers of uhadi and umrhubhe songs, Matotiyana derives much melodic material from minimal lyrics. ‘Kubuhlungu Ukugula’ is an example of how variation, meditation and vocables are used to expand upon a simple lyrical cell. As Matotiyana sings “It is painful to be sick from the ancestral call, who doesn’t know that?”, her vocables and accompanying descending, overtone melodies mourn the emotional and physical predicament portrayed by these words. The album ends with Mantombi telling “her story” in isiXhosa. While we may not have insight into why she chose to record particular songs or into the artistic decisions and process behind the arrangements featured on this album, this spoken conclusion provides a sense of her lineage, her personal acknowledgements and the value of this album to Matotiyana as both an
- 4. artist and person. She describes how she met Dizu (Zungul a) Plaatjies and how, since that time, he has helped her artistically. The heartfelt thanks that follow give insight into the challenges faced by many indigenous instrument players when performances and recognition of their skill is transient and slow to come. A transcription and translation of this text can be viewed on the ‘herri’ online journal (see references). As the first in a possible series of releases from the Africa Open Institute, this album is rich in beautiful black and white portraits of Matotiyana performing (taken by Aryan Kaganof and Michael Blake). Contextual information is provided by Ncebakazi Mnukwana and long- time collaborator and composer, Michael Blake (who initiated this album project). A short biography is included for those who are unfamiliar with Matotiyana’s life and past achievements and Mnukwana provides background information on the music, describing the history and acoustics of the umrhubhe, uhadi and isitolotolo, the recording process and the meaning of the songs. “Songs of Greeting, Healing and Heritage” is a well-produced album and listening experience. Many listeners may be hearing these instruments for the first time but many in southern Africa are aware that quality studio recordings of artists such as Matotiyana are rare. While Matotiyana’s life’s work is sonically represented and this album forms an important contribution to southern African heritage, this recorded work is contemporary. It speaks of
- 5. historic and current issues that are at play in our society and societies the world over. The lyrics in these collected songs should give one pause – they are at once specific and universal, historical and current. As a composer and commentator, her moralism reminds us to take care of ourselves, our relationships, homes, heritage and land. Considering the current challenges faced by South and southern Africans, these themes, woven into the overtones of past times and different spaces with timeless sonic technologies, could not be more current. Amid the dense strands of harmonics, parallel harmonies and whistled tones (umrhubhe nomlozi), this album brings together song, sound, praise and story creating a listening experience that is immersive and thought-provoking. References Dlamini, S. 2019. “A Return: Izingoma Zokubingelela, Zokwelaphisa NezingaMagugu Endabuko Ngu Mantombi Matotiyana (Voice, umrhubhe, uhadi, setolotolo and other voices)”. Herri. Available: https://herri.org.za/1/sazi-dlamini. Mnukwana, N. 2019. Liner notes, Mantombi Matotiyana: Songs of Greeting, Healing and Heritage. AOI Edition. Cara Stacey University of Cape Town The ontological argument Anselm, Proslogion in Western
- 6. Philosophy: An Anthology, ed. John Cottingham, 2nd ed.: 345- 347 Five proofs Thomas Aquinas, Summa Theologiae in Western Philosophy: An Anthology, ed. John Cottingham, 2nd ed.: 348- 351, The wager Blaise Pascal, Pensées in Western Philosophy: An Anthology, ed. John Cottingham, 2nd ed.: 356-359 Why miracles are unlikely David Hume, Enquiry Concerning Human Understanding in Western Philosophy: An Anthology, ed. John Cottingham, 2nd ed.: 370-375 The problem of evil Gottfried Leibniz, Theodicy in Western Philosophy: An Anthology, ed. John Cottingham, 2nd ed.: 359- 364 Why reason is not enough William James, The Will to Believe in Western Philosophy: An Anthology, ed. John Cottingham, 2nd ed.: 382-387