This document is a teacher page for a WebQuest on Romantic era composers. The WebQuest guides students through researching a composer, writing a newspaper article, and presenting their findings. Students choose a composer, research their biography and a major work, then write a newspaper article covering this information. The goal is for students to learn about Romantic composers and how they influenced music during this period.
This document provides instructions for a lesson on key figures of the American Civil War. Students will research one of several important historical figures, write a one-page paper, and find five photos on Creative Commons to present on their chosen figure. The lesson aims to teach students about Civil War concepts, research skills, teamwork, and using valid online sources.
Open Pedagogy - a new perspective on teachingShaomeng Zhang
This document discusses a new perspective on teaching called open pedagogy. It contrasts traditional pedagogy with open pedagogy, noting that open pedagogy occurs online/blended, anywhere/anytime in networks rather than static classrooms. Knowledge is dynamic and nonlinear rather than static and structured. The teacher acts as a guide, supporter, and connector rather than a sole knowledge transmitter. Teacher and student roles are expanded to include metacognitive knowledge, community management, and active participation rather than solely consuming content. Tools include social networking and knowledge management tools to enable many-to-many communication rather than one-to-many via textbooks. This represents a shift from scarcity to abundance of resources.
This document introduces a unique experiential learning class called 94-823 - "MEASURING SOCIAL" designed to understand, measure, and analyze online social interactions. The class will be run as a series of projects sponsored by 7 companies and will benefit students through recruitment opportunities, analytics experience, and relationship building. Students will learn through guest lectures, panel discussions on topics like social gaming and mobile, and immersion in social media.
Jenny and Joanna loved playing baseball and would call out to anyone they could find to join their games. Their games involved hitting fly balls, grounders, pitching, and calling "You're out!" when a player was tagged. The only thing that could interrupt their games was when Grandma asked where they wanted to go, which would prompt them to start singing about taking her out to a baseball game to buy peanuts and Cracker Jack while rooting for the home team.
This document outlines biographical and visual questions for a game show about famous entertainers. The biographical section asks teams to provide the stage or performing names of artists given their real names. The visual section presents composites of two enterters' faces and asks teams to identify both. It also includes an audio clue of song initials, artist initials, and a snippet to identify a song title. The game show features additional sections about birthplaces, projects, cropped images, collaborators, and more.
This document discusses sociological approaches to understanding theater audiences. It examines who attends performances based on demographic factors like education, age, and cultural background. It also looks at why people attend based on cultural knowledge and social influences. Finally, it evaluates theater visits in terms of attendance frequency. The document also references several studies that examine relationships between performances and audiences using models, and compare cultural participation between immigrant and native youth.
Jesus likely used humor in his teachings to engage with crowds and draw more people in. However, much of the humor from his time does not translate well due to issues with translation, oral transmission of stories, and lack of understanding tone and delivery. The New Testament shows evidence that Jesus used puns, humorous anecdotes, irony, hyperbole, and humorous parables. Whether all of these instances were meant as humor is still debated.
This document provides instructions for a lesson on key figures of the American Civil War. Students will research one of several important historical figures, write a one-page paper, and find five photos on Creative Commons to present on their chosen figure. The lesson aims to teach students about Civil War concepts, research skills, teamwork, and using valid online sources.
Open Pedagogy - a new perspective on teachingShaomeng Zhang
This document discusses a new perspective on teaching called open pedagogy. It contrasts traditional pedagogy with open pedagogy, noting that open pedagogy occurs online/blended, anywhere/anytime in networks rather than static classrooms. Knowledge is dynamic and nonlinear rather than static and structured. The teacher acts as a guide, supporter, and connector rather than a sole knowledge transmitter. Teacher and student roles are expanded to include metacognitive knowledge, community management, and active participation rather than solely consuming content. Tools include social networking and knowledge management tools to enable many-to-many communication rather than one-to-many via textbooks. This represents a shift from scarcity to abundance of resources.
This document introduces a unique experiential learning class called 94-823 - "MEASURING SOCIAL" designed to understand, measure, and analyze online social interactions. The class will be run as a series of projects sponsored by 7 companies and will benefit students through recruitment opportunities, analytics experience, and relationship building. Students will learn through guest lectures, panel discussions on topics like social gaming and mobile, and immersion in social media.
Jenny and Joanna loved playing baseball and would call out to anyone they could find to join their games. Their games involved hitting fly balls, grounders, pitching, and calling "You're out!" when a player was tagged. The only thing that could interrupt their games was when Grandma asked where they wanted to go, which would prompt them to start singing about taking her out to a baseball game to buy peanuts and Cracker Jack while rooting for the home team.
This document outlines biographical and visual questions for a game show about famous entertainers. The biographical section asks teams to provide the stage or performing names of artists given their real names. The visual section presents composites of two enterters' faces and asks teams to identify both. It also includes an audio clue of song initials, artist initials, and a snippet to identify a song title. The game show features additional sections about birthplaces, projects, cropped images, collaborators, and more.
This document discusses sociological approaches to understanding theater audiences. It examines who attends performances based on demographic factors like education, age, and cultural background. It also looks at why people attend based on cultural knowledge and social influences. Finally, it evaluates theater visits in terms of attendance frequency. The document also references several studies that examine relationships between performances and audiences using models, and compare cultural participation between immigrant and native youth.
Jesus likely used humor in his teachings to engage with crowds and draw more people in. However, much of the humor from his time does not translate well due to issues with translation, oral transmission of stories, and lack of understanding tone and delivery. The New Testament shows evidence that Jesus used puns, humorous anecdotes, irony, hyperbole, and humorous parables. Whether all of these instances were meant as humor is still debated.
Generation Mobile: Internet and Online Media Usage on Mobile Phones among Low...tinokreutzer
Some results on mobile Internet and mobile media usage by low-income urban youth in South Africa. This quantitative study brings about detailed data on mobile phone usage among this at-risk population group. Full results, topline and original questionnaire are posted on http://tinokreutzer.org/mobile
The document provides an overview of famous writers from the Romantic period in England between 1785-1830. It discusses William Blake, his most famous work Songs of Innocence and of Experience, as well as his life and career. It also summarizes William Wordsworth, Samuel Taylor Coleridge, their friendship and famous works. Finally, it briefly outlines Jane Austen's life and her most renowned novel, Pride and Prejudice.
Criticism and its appoaches by muhammad sabryMuhammad Sabry
The document discusses various approaches to literary criticism. It begins by defining literary criticism as the evaluation, analysis and interpretation of literature. It then describes several major approaches:
1) Formalism examines the intrinsic elements of a text like style, structure and imagery.
2) Cultural criticism analyzes how works reflect and influence culture.
3) Psychological criticism applies theories like Freudian analysis to understand characters' hidden motives.
4) New Historicism interprets works in the context of the time period in which they were written or set.
The document provides brief overviews of numerous other approaches including feminism, Marxism, reader-response, post-colonial, deconstruction, ecoc
The document discusses the biographical approach to literary criticism. It involves analyzing a work based on details of the author's life from sources like autobiographies and letters. Critics examine events, people, and settings in the author's life to identify influences in their works, though fictional works may differ substantially from real events. While it works for explicitly political or biographical works, it risks reducing art to just biography. It also emerged in the 19th century but lost popularity after arguments that the author's intent is less important than the reader's interpretation. However, an author's biography can sometimes provide useful context to understand references in their works. The document provides questions critics may ask about an author's life and influences related to their works.
The document provides feedback on a student's explanation, comparison, and evaluation of the Marxist view of education. It requests examples of where the student explained or compared aspects of the Marxist view and suggests ways to improve the explanation and comparison. It also asks for an example where the student evaluated the Marxist view and offers a suggestion for strengthening the evaluation.
The document provides an overview of the Romantic Age from 1798-1832. Some key aspects covered include Romantic painters seeking out spectacular nature, French and German writers of the time including Hugo, Goethe, and the Brothers Grimm, and British Romantic poets such as Shelley, Keats, and Byron. The era was one of change with innovations such as gas lights and railroads emerging. Romanticism was characterized by an interest in nature, imagination, and individualism and reflected revolution in France and America.
Literary archetypes and the hero’s journeyMsReynolds
The document discusses literary archetypes and the hero's journey. It defines archetypes as universal symbols or stereotypes that embody basic human experiences. It then outlines the typical stages of a hero's journey - departure, initiation, trials, an underworld experience, and return. It also discusses common character archetypes like the hero, mentor, and devil figure. Finally, it provides examples of symbolic colors and encourages creating a story outline applying the hero's journey framework.
This document defines and explains literary criticism. It begins by exploring the origins and definitions of "critic" and "criticism" from Greek roots. A critic is defined as someone who expresses a reasoned opinion on a subject's value, truth, or technique. Criticism is the analysis and judgment of a literary work. The document then defines literary criticism as the study, discussion, evaluation, and interpretation of literature through various lenses or paradigms. It provides examples of different schools of literary criticism and explains them on a map with four variables: the work itself, the author, other texts, and the audience. The goal of literary criticism is to understand what is important about a text and its influences.
Romantics stressed the individual creativity and the freedom to innovate. Romanticism focussed on the use of creative imagination and the importance of myth and symbolism
The document provides historical context on the Romantic Age in Britain. It describes how the Industrial Revolution led to the rapid growth of dirty, overcrowded industrial towns with poor living conditions for workers. British society was divided into landowners/aristocracy, businessmen/industrialists, and the working masses. Several political reforms in the early 1800s aimed to improve conditions for workers and the masses. The document also gives an overview of English Romanticism in literature and some of the major Romantic poets of the period.
The document provides an overview of English literature from Old English to the 20th century. It begins with Old English literature including Anglo-Saxon poetry such as Beowulf, characterized by alliteration and metaphors. Next it discusses Medieval literature including Geoffrey Chaucer and his masterpiece Canterbury Tales. It then covers the Renaissance period highlighting plays by Christopher Marlowe and William Shakespeare. Finally, it briefly mentions 17th century English literature including the influential King James Bible.
The Romantic period in Western music history lasted from 1820 to 1900. It was a reaction against Enlightenment ideals and the rise of industrialization, emphasizing emotion, nature, nationalism and individualism. Key characteristics included expanded orchestras, more expressive harmonies and forms like program music. Major composers included Beethoven, Schubert, Chopin, Liszt, Wagner, Brahms, Tchaikovsky and Mahler. Their works featured more dramatic moods and virtuosic soloists. This period represented the height of orchestral and piano music.
Romanticism was a literary and artistic movement between 1770-1870 that valued emotion, nature, imagination, and the individual. Key aspects included emphasizing feelings over reason, seeing nature as a divine work of art, using symbolism and myth, and focusing on the passions of both artists and romantic heroes who strive for the extraordinary. Romanticism criticized rigid social norms and industrialization, instead promoting intuition and a close connection between humans and the natural world.
Critical Approaches: Types of Literary CriticismJenny Reyes
The document discusses different approaches to literary criticism including formalist criticism, which examines the internal elements of a work like form and structure, deconstructionist criticism, which argues that language is unstable and meaning depends on opposition, and reader-response criticism, which views meaning as constructed through the interaction between reader and text rather than imposed by the author alone. Formalism looks at the work in isolation while deconstruction and reader-response theories emphasize the role of external contexts and the reader's interpretation. The different approaches analyze texts through different lenses and priorities.
This document provides information for a teacher-created WebQuest on Romantic period composers. It includes sections on the introduction, task, process, evaluation, conclusion, and credits. The WebQuest asks students to research a composer from the Romantic period and write a newspaper article covering their life and most influential work as if reporting from the time period. Students select a composer to research, gather biographical information and details on one of their pieces, and write a newspaper article presentation.
This document provides instructions for a student project where students research a Romantic era composer and their most influential work. Students are assigned a composer from a list and research their biography and a major composition. They then write a newspaper article as if they are a journalist reporting on the composer and work from the perspective of having just exited the Romantic period. The document outlines the tasks, resources, evaluation criteria, and provides background on the lesson and standards addressed.
Generation Mobile: Internet and Online Media Usage on Mobile Phones among Low...tinokreutzer
Some results on mobile Internet and mobile media usage by low-income urban youth in South Africa. This quantitative study brings about detailed data on mobile phone usage among this at-risk population group. Full results, topline and original questionnaire are posted on http://tinokreutzer.org/mobile
The document provides an overview of famous writers from the Romantic period in England between 1785-1830. It discusses William Blake, his most famous work Songs of Innocence and of Experience, as well as his life and career. It also summarizes William Wordsworth, Samuel Taylor Coleridge, their friendship and famous works. Finally, it briefly outlines Jane Austen's life and her most renowned novel, Pride and Prejudice.
Criticism and its appoaches by muhammad sabryMuhammad Sabry
The document discusses various approaches to literary criticism. It begins by defining literary criticism as the evaluation, analysis and interpretation of literature. It then describes several major approaches:
1) Formalism examines the intrinsic elements of a text like style, structure and imagery.
2) Cultural criticism analyzes how works reflect and influence culture.
3) Psychological criticism applies theories like Freudian analysis to understand characters' hidden motives.
4) New Historicism interprets works in the context of the time period in which they were written or set.
The document provides brief overviews of numerous other approaches including feminism, Marxism, reader-response, post-colonial, deconstruction, ecoc
The document discusses the biographical approach to literary criticism. It involves analyzing a work based on details of the author's life from sources like autobiographies and letters. Critics examine events, people, and settings in the author's life to identify influences in their works, though fictional works may differ substantially from real events. While it works for explicitly political or biographical works, it risks reducing art to just biography. It also emerged in the 19th century but lost popularity after arguments that the author's intent is less important than the reader's interpretation. However, an author's biography can sometimes provide useful context to understand references in their works. The document provides questions critics may ask about an author's life and influences related to their works.
The document provides feedback on a student's explanation, comparison, and evaluation of the Marxist view of education. It requests examples of where the student explained or compared aspects of the Marxist view and suggests ways to improve the explanation and comparison. It also asks for an example where the student evaluated the Marxist view and offers a suggestion for strengthening the evaluation.
The document provides an overview of the Romantic Age from 1798-1832. Some key aspects covered include Romantic painters seeking out spectacular nature, French and German writers of the time including Hugo, Goethe, and the Brothers Grimm, and British Romantic poets such as Shelley, Keats, and Byron. The era was one of change with innovations such as gas lights and railroads emerging. Romanticism was characterized by an interest in nature, imagination, and individualism and reflected revolution in France and America.
Literary archetypes and the hero’s journeyMsReynolds
The document discusses literary archetypes and the hero's journey. It defines archetypes as universal symbols or stereotypes that embody basic human experiences. It then outlines the typical stages of a hero's journey - departure, initiation, trials, an underworld experience, and return. It also discusses common character archetypes like the hero, mentor, and devil figure. Finally, it provides examples of symbolic colors and encourages creating a story outline applying the hero's journey framework.
This document defines and explains literary criticism. It begins by exploring the origins and definitions of "critic" and "criticism" from Greek roots. A critic is defined as someone who expresses a reasoned opinion on a subject's value, truth, or technique. Criticism is the analysis and judgment of a literary work. The document then defines literary criticism as the study, discussion, evaluation, and interpretation of literature through various lenses or paradigms. It provides examples of different schools of literary criticism and explains them on a map with four variables: the work itself, the author, other texts, and the audience. The goal of literary criticism is to understand what is important about a text and its influences.
Romantics stressed the individual creativity and the freedom to innovate. Romanticism focussed on the use of creative imagination and the importance of myth and symbolism
The document provides historical context on the Romantic Age in Britain. It describes how the Industrial Revolution led to the rapid growth of dirty, overcrowded industrial towns with poor living conditions for workers. British society was divided into landowners/aristocracy, businessmen/industrialists, and the working masses. Several political reforms in the early 1800s aimed to improve conditions for workers and the masses. The document also gives an overview of English Romanticism in literature and some of the major Romantic poets of the period.
The document provides an overview of English literature from Old English to the 20th century. It begins with Old English literature including Anglo-Saxon poetry such as Beowulf, characterized by alliteration and metaphors. Next it discusses Medieval literature including Geoffrey Chaucer and his masterpiece Canterbury Tales. It then covers the Renaissance period highlighting plays by Christopher Marlowe and William Shakespeare. Finally, it briefly mentions 17th century English literature including the influential King James Bible.
The Romantic period in Western music history lasted from 1820 to 1900. It was a reaction against Enlightenment ideals and the rise of industrialization, emphasizing emotion, nature, nationalism and individualism. Key characteristics included expanded orchestras, more expressive harmonies and forms like program music. Major composers included Beethoven, Schubert, Chopin, Liszt, Wagner, Brahms, Tchaikovsky and Mahler. Their works featured more dramatic moods and virtuosic soloists. This period represented the height of orchestral and piano music.
Romanticism was a literary and artistic movement between 1770-1870 that valued emotion, nature, imagination, and the individual. Key aspects included emphasizing feelings over reason, seeing nature as a divine work of art, using symbolism and myth, and focusing on the passions of both artists and romantic heroes who strive for the extraordinary. Romanticism criticized rigid social norms and industrialization, instead promoting intuition and a close connection between humans and the natural world.
Critical Approaches: Types of Literary CriticismJenny Reyes
The document discusses different approaches to literary criticism including formalist criticism, which examines the internal elements of a work like form and structure, deconstructionist criticism, which argues that language is unstable and meaning depends on opposition, and reader-response criticism, which views meaning as constructed through the interaction between reader and text rather than imposed by the author alone. Formalism looks at the work in isolation while deconstruction and reader-response theories emphasize the role of external contexts and the reader's interpretation. The different approaches analyze texts through different lenses and priorities.
This document provides information for a teacher-created WebQuest on Romantic period composers. It includes sections on the introduction, task, process, evaluation, conclusion, and credits. The WebQuest asks students to research a composer from the Romantic period and write a newspaper article covering their life and most influential work as if reporting from the time period. Students select a composer to research, gather biographical information and details on one of their pieces, and write a newspaper article presentation.
This document provides instructions for a student project where students research a Romantic era composer and their most influential work. Students are assigned a composer from a list and research their biography and a major composition. They then write a newspaper article as if they are a journalist reporting on the composer and work from the perspective of having just exited the Romantic period. The document outlines the tasks, resources, evaluation criteria, and provides background on the lesson and standards addressed.
This document provides instructions for a student project on music history. Students will research four composers - Bach, Debussy, Hendrix, and themselves - and create a PowerPoint presentation covering each composer's dates, musical period, contributions, and analysis of one of their pieces. Students will work in groups, with each student focusing on different aspects of each composer's history and music. They will then combine their research into the group presentation. Sources for researching each composer are provided.
This document outlines a webquest where students research topics related to the 1970s in the United States. Students will choose a topic, research it with a partner, write a one-page article, and compile their work into a mock newspaper. The goal is to provide historical context before studying literature of that era through hands-on research, writing, and collaboration. Evaluation will focus on topic relevance, research quality, article writing, and the completed newspaper.
The document is a WebQuest for high school music students to learn about the Classical period of music from 1750-1820. It provides tasks for students to research the society, composers, instruments, and songs of the period. It outlines the process for students to work in groups to research the topics. They will then present on one of the tasks and evaluate each other based on a provided rubric.
This document outlines a WebQuest project for high school music students about Benny Goodman. Students will research Benny Goodman's life and career, creating a PowerPoint presentation. They will also choose an additional task such as performing a Goodman song, researching another musician from his band, designing an album cover, or describing an instrument from his band. The project aims to teach students about Goodman and the swing era while meeting various music standards.
This WebQuest lesson is designed for high school music students to learn about composer J.S. Bach. Students are split into groups and each assigned a role - biographer, theorist, or apprentice composer. They research Bach's life, compositional techniques, and styles. Then students create a presentation and short composition in Bach's style. The goal is for students to gain knowledge of music theory, history, analysis, and composition through exploring Bach's life and work.
This document provides a webquest for high school students to learn about and explore poetry. The webquest guides students through researching definitions of poetry, exploring different poets and poems, creating their own magnetic poem, and choosing a topic of interest in poetry to further research and present to the class. The goal is for students to gain a better understanding of poetry and spark their interest in the subject to prepare for an upcoming poetry unit.
This document provides information about a lesson on the Lost Generation for high school students. Students will research American authors from the early 20th century who are considered part of the Lost Generation, including Ernest Hemingway, F. Scott Fitzgerald, and T.S. Eliot. Students will choose one author to focus on, then work in groups to write a 2-3 page paper from the perspective of their chosen author in the form of an autobiography or memoir. The paper should make connections between the author and the Lost Generation era through creative anecdotes and comments from the author's point of view.
This document is a webquest for high school choir students that guides them through choosing 4 pieces of music for a spring concert. It provides resources for students to research different genres of music. Students are instructed to choose 1 song by a pre-20th century composer, 1 vocal jazz piece, 1 popular ballad arrangement, and 1 contemporary classical song. For each song, students must include a brief biography of the composer. The document includes evaluation criteria to assess students' work.
This document outlines a webquest activity for high school choir students to choose 4 pieces of music for a spring concert. Students are instructed to choose 1 song by a pre-20th century composer, 1 vocal jazz piece, 1 popular ballad arrangement, and 1 contemporary classical song. For each piece, students must include a brief biography of the composer and details about what the song means and why it was written. Resources for finding music are provided, and a rubric evaluates students based on following the genre guidelines, organization, quality of research and writing, and inclusion of composer biographies.
This document provides instructions for a poetry assignment asking students to write poems in 6 different genres after researching various poets and poetry forms. Students are asked to fill out worksheets about the poets and genres they explored. They will then draft and revise 6 poems in different forms before selecting their favorite to submit to an online poetry contest. Students will compile their work and submission information into a folder to turn in for evaluation. The goal is for students to gain exposure to different types of poetry and poets to help them discover their strengths and interests.
This document provides instructions for a poetry assignment asking students to write poems in 6 different genres after researching various poets and poetry forms. Students are asked to fill out worksheets about the poets and genres they explored. They will then draft and revise 6 poems in different forms before selecting their favorite to submit to an online poetry contest. Students will compile their work and submission information into a folder to turn in for evaluation. The goal is for students to gain exposure to different poetry types and styles before determining their preferred form.
This document describes a lesson plan that combines math and music for 6th-8th grade students. The lesson asks students to solve algebraic equations to decode the notes of a mystery song. Students will work in groups to solve the equations, notate the song on sheet music, and research the composer. The goal is for students to use math skills like solving equations and graphing to understand how music can be represented algebraically.
This document provides an overview of a WebQuest lesson on the history of jazz music designed for high school students. The lesson asks students to individually research different eras of jazz, including key musical elements, musicians, and ensemble sizes. Students then present what they learned about each era through a medium of their choice. The document includes the learning objectives, standards addressed, process, resources, and a rubric for evaluation.
This document provides instructions for an assignment where students must research and write a biography about their favorite actor or actress. Students are asked to choose a subject, research their life and career using provided websites, organize the information collected, write a biography in Word, and create a PowerPoint presentation summarizing the biography. The assignment will be evaluated based on creativity, dedication, language and grammar use, and inclusion of all requested information. The goal is for students to practice research, summary, and presentation skills while learning about famous people.
This WebQuest assigns students to research the life of William Shakespeare and create a fictional newspaper reporting on his death. Students work in groups, with roles like writer, graphic designer and editor. They research Shakespeare's biography and Renaissance culture on provided websites. Using Microsoft Publisher, students design a newsletter detailing Shakespeare's imagined death while incorporating factual information about his life and times. The activity aims to engage students through creative writing while assessing their understanding of Shakespeare and the Renaissance period.
This document outlines a lesson plan for a student assignment where students will virtually travel around the world to different countries, collecting information in a journal. They will then choose one country to focus on for a final project, where they can choose a narrative, statistical, analytical, artistic, or experiential format to share what they learned about the country's culture. The document provides details on the goals, standards, resources, process, evaluation, and teacher instructions for guiding the lesson.
New Visa Rules for Tourists and Students in Thailand | Amit Kakkar Easy VisaAmit Kakkar
Discover essential details about Thailand's recent visa policy changes, tailored for tourists and students. Amit Kakkar Easy Visa provides a comprehensive overview of new requirements, application processes, and tips to ensure a smooth transition for all travelers.
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...AntoniaOwensDetwiler
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
Optimizing Net Interest Margin (NIM) in the Financial Sector (With Examples).pdfshruti1menon2
NIM is calculated as the difference between interest income earned and interest expenses paid, divided by interest-earning assets.
Importance: NIM serves as a critical measure of a financial institution's profitability and operational efficiency. It reflects how effectively the institution is utilizing its interest-earning assets to generate income while managing interest costs.
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...Donc Test
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby, Hodge, Verified Chapters 1 - 13, Complete Newest Version Solution Manual For Financial Accounting, 8th Canadian Edition by Libby, Hodge, Verified Chapters 1 - 13, Complete Newest Version Solution Manual For Financial Accounting 8th Canadian Edition Pdf Chapters Download Stuvia Solution Manual For Financial Accounting 8th Canadian Edition Ebook Download Stuvia Solution Manual For Financial Accounting 8th Canadian Edition Pdf Solution Manual For Financial Accounting 8th Canadian Edition Pdf Download Stuvia Financial Accounting 8th Canadian Edition Pdf Chapters Download Stuvia Financial Accounting 8th Canadian Edition Ebook Download Stuvia Financial Accounting 8th Canadian Edition Pdf Financial Accounting 8th Canadian Edition Pdf Download Stuvia
The Universal Account Number (UAN) by EPFO centralizes multiple PF accounts, simplifying management for Indian employees. It streamlines PF transfers, withdrawals, and KYC updates, providing transparency and reducing employer dependency. Despite challenges like digital literacy and internet access, UAN is vital for financial empowerment and efficient provident fund management in today's digital age.
STREETONOMICS: Exploring the Uncharted Territories of Informal Markets throug...sameer shah
Delve into the world of STREETONOMICS, where a team of 7 enthusiasts embarks on a journey to understand unorganized markets. By engaging with a coffee street vendor and crafting questionnaires, this project uncovers valuable insights into consumer behavior and market dynamics in informal settings."
STREETONOMICS: Exploring the Uncharted Territories of Informal Markets throug...
The Romantic Times
1. The Romantic Times Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 10th Grade Instrumental Music/Music History Designed by Chris Krueger [email_address] Based on a template from The WebQuest Page Image provided by Cyberbass
2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations!! All of your work has finally paid off! For the longest time you have been working hard to make your way up the ladder and you have finally done it. You have been a journalist for one of the nation’s largest newspapers for 15 years and your editor has finally asked you to do a front page cover story! He has asked you to do an article on a Romantic composer who finished and premiered their biggest work during the Romantic time period. You will write the article as if you have just exited the Romantic time period and entered the Classical. Research the composer and write a newspaper article on them and the influence of their largest or most popular piece in the Romantic time period.
3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Your editor has asked you to write this article, where do you start?! You will create a professional looking front page newspaper article discussing your composer and their work. To do this you must gather research on your composer by: - Researching biographical information. - Researching information on their most influential pieces - Researching information on the piece that you chose to write about. - Researching the styles in which the piece was written (Concerto, Symphony, Sonata, etc…) and its components. Make sure your newspaper looks professional and realistic including a font section, titles, side article teasers, DATE (relevant to the time you are in) and your name as writer for the article. Have fun and learn!! Be sure to ask your editor (Me) questions if needed. At the end of the project the final product will be shown and presented to the class. You will read other newspaper findings and share yours as well. Title
4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Each student will pick a composer from the list below. Research the composer’s background information and gather relevant biographical information. Research the composer’s best known and/or most influential work (if your composer has numerous influential works, pick one or discuss with me if you have trouble deciding which one to pick) and gather information on the work. Information should include date written, why written (background on the process and reasoning behind writing the piece), was there anything that influenced their writing of the piece (historical, economical, etc…), and why this impacted the Romantic time period and was such a popular piece. After gathering this information, write an article for your newspaper about the composer and this work. Include biographical information, the piece you chose, information about the piece, how it impacted this time period and any other information you feel contributes to your article. Your final product should look like an official newspaper cover. Be sure to include a newspaper title (New York Times, Coloradoan, etc…), an article title, date (relevant to time period your in, and include in the article the dates of your composer and piece), editor name, your name, and anything else you wish to decorate it with (side teasers, weather, etc…). Be creative in your presentation of the article and the paper. - Hector Berlioz - Johannes Brahms - Anton Bruckner - Edward Elgar - Franz Liszt - Gustav Mahler - Peter Ilyich Tchaikovsky - Richard Wagner
5. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Topic Grading Guidelines Points Possible 100 Points Recieved Participation - Directions Followed Completely – 5 pts - Project Completed On Time – 5 pts 10 points Research - Useful Biographical Information – 10 pts - Piece Appropriate for Topic Research – 5 pts - Impact/Importance of Piece – 10 pts - Time Period Correct – 5 pts 30 points Final Product - Title of Newspaper – 5 pts - Title of Article – 5pts - Dates – 5 pts - Professional Looking – 5 pts - Names (You and Editor) – 5 pts - Biographical Information – 10 pts - Information on Musical Work – 10 pts - Influence/Importance of Piece– 10 pts - Creativity – 5 pts 60 points
6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations!! You have just finished your first front page cover story and your information is out to the world. Through your research you have learned about a very important influential Romantic composer. You have learned about their life and how they compose their music. You can now say you know about one of the most popular works coming from the Romantic time. And by knowing the information that you have learned you can now incorporate your knowledge into your playing and interpretation of pieces you play, not to mention informing all the people who read your article. You have made your big break in your writing, and you’re smarter because of it.
7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This WebQuest was created by Chris Krueger, student at Colorado State University studying in the department of Music and the department of Education . It was completed during the spring semester of 2008 as a project for the class Educational Technology and Assessment Images courtesy of Cyberbass. Animations and background courtesy of WebWeaver Created with the use of The WebQuest Page Template and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.
8. The Romantic Times [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 10th-12th Grade (Music History) Designed by Chris Krueger [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest has been designed as a tool to bring students to a better understanding of the Romantic time period of Music History. Each student after completing this webquest will have better understanding of the composer they have chosen, a major piece of literature they wrote, as well as other composers and pieces from other students’ presentations. After they have researched their chosen composer, they will write a newspaper article telling about this composer and a major work they have written. Students will be sharing their knowledge with one another by presenting their final newspaper article with the rest of the class and will become experts in the field of that particular composer and learn about other influential composers through their fellow students. When completing this webquest, students will use the internet as a tool to gather information. They will be using websites that contain textual information, audio clips, and images in order to become experts in their chosen composer. Before completing the article, they will conduct a variety of research allowing them to gather information on their composer, their background information, their literature, and their life. Evaluation Teacher Script Conclusion
10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson plan and webquest can be varied in teaching to a variety of grade levels. This webquest should be anchored in the 9th-12 th grade range of music history, wind ensemble/band, or orchestra/string ensembles. Students should have a general understanding of music and its history but is not required. With the use of the internet sites, students can fully research and organize a set of information into a presentation working with varied stages of knowledge in the history and time period of music and the Romantic Era. Evaluation Teacher Script Conclusion
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12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Each student will pick a composer from the list below. Research the composer’s background information and gather relevant biographical information. Research the composer’s best known and/or most influential work (if your composer has numerous influential works, pick one or discuss with me if you have trouble deciding which one to pick) and gather information on the work. Information should include date written, why written (background on the process and reasoning behind writing the piece), was there anything that influenced their writing of the piece (historical, economical, etc…), and why this impacted the Romantic time period and was such a popular piece. After gathering this information, write an article for your newspaper about the composer and this work. Include biographical information, the piece you chose, information about the piece, how it impacted this time period and any other information you feel contributes to your article. Your final product should look like an official newspaper cover. Be sure to include a newspaper title (New York Times, Coloradoan, etc…), an article title, date (relevant to time period your in, and include in the article the dates of your composer and piece), editor name, your name, and anything else you wish to decorate it with (side teasers, weather, etc…). Be creative in your presentation of the article and the paper. - Hector Berlioz - Johannes Brahms - Anton Bruckner - Edward Elgar - Franz Liszt - Gustav Mahler - Peter Ilyich Tchaikovsky - Richard Wagner The lesson is organized as an out of class research project but in class resources like computer lab time and library time may be included to aid in student productivity and achievement. The teacher instructing this lesson must have an understanding of the composers listed in this lesson and the major works each of them produced. Must know or research the specifics of the pieces to further aid the grading process. The instructor must be able to provide an example or proper instruction to their class on what is expected. Evaluation Teacher Script Conclusion
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14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Students will be graded according to the rubric stated in the student pages. Students should use creativity to construct a professional looking, high quality, informational newspaper article. Discussions throughout the class using this as a tool for upcoming exams or discussions will display the amount of knowledge the students have gained. Evaluation Teacher Script Conclusion
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16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The Romantic Time Period was a largely influential period of time in our history and in many ways changed music from its prior years. Throughout this assignment, your students will develop useful knowledge about the Romantic Time Period, Composers during this times, and how to apply the characteristics of this style and era into their playing to better their overall performance. By studying these composers and their major influential works, the students will see an increase in understanding of the pieces they play from these composers and this time period Evaluation Teacher Script Conclusion
17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest was created by Chris Krueger, student at Colorado State University studying in the department of Music and the department of Education . It was completed during the spring semester of 2008 as a project for the class Educational Technology and Assessment Images courtesy of Cyberbass. Animations and background courtesy of WebWeaver Created with the use of The WebQuest Page Template and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Evaluation Teacher Script Conclusion