Write an essay about the cultural impact of popular music on society.docx
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Write an essay about the cultural impact of popular music on society, and how it reflects the social issues of its time of production. Select a popular song from the era of your choice (1950's - 2000's), and discuss its cultural impact. Analyze the meaning of the lyrics, and discuss how this song represents an element of popular culture/ American society. The main focus of your essay should be regarding symbolism, and the symbolic nature of the song you have chosen. Give some background into the musician or musical group you have chosen. Then, discuss some of the social and political issues present in American and, if relevant, international culture that were going on at the time of the song's release. This paper should be 2-3 pages, in APA style, utilizing the college's library resources. A minimum of one scholarly article should be included in your essay. ***********I like the song Mona Lisa, by Nat King Cole, if you could relate the project to that I would be of the upmost grateful .
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Write an essay about the cultural impact of popular music on society.docx
Write an essay about the cultural impact of popular music on society, and how it reflects the social issues of its time of production.
Select a popular song from the era of your choice (1950's - 2000's), and discuss its cultural impact.
Analyze the meaning of the lyrics, and discuss how this song represents an element of popular culture/ American society.
The main focus of your essay should be regarding symbolism, and the symbolic nature of the song you have chosen.
Give some background into the musician or musical group you have chosen.
Then, discuss some of the social and political issues present in American and, if relevant, international culture that were going on at the time of the song's release.
This paper should be 2-3 pages, in APA style, utilizing the college's library resources. A minimum of one scholarly article should be included in your essay.
...
Write an essay about the cultural impact of popular music on soc
Write an essay about the cultural impact of popular music on society, and how it reflects the social issues of its time of production.
Select a popular song from the era of your choice (1950's - 2000's), and discuss its cultural impact.
Analyze the meaning of the lyrics, and discuss how this song represents an element of popular culture/ American society.
The main focus of your essay should be regarding symbolism, and the symbolic nature of the song you have chosen.
Give some background into the musician or musical group you have chosen.
Then, discuss some of the social and political issues present in American and, if relevant, international culture that were going on at the time of the song's release.
This paper should be 2-3 pages, in APA style, utilizing the college's library resources. A minimum of one scholarly article should be included in your essay.
...
Analysis of cultural impact of song music.50Defines symboli.docx
Analysis of cultural impact of song/ music.
50
Defines symbolism, and the symbolic nature of the song chosen.
30
Demonstrates knowledge of some of the social and political issues present in American and, if relevant, international culture that were going on at the time of the song's release.
20
Total
100%

Write an essay about the cultural impact of popular music on society, and how it reflects the social issues of its time of production.
Select a popular song from the era of your choice (1950's - 2000's), and discuss its cultural impact.
Analyze the meaning of the lyrics, and discuss how this song represents an element of popular culture/ American society.
The main focus of your essay should be regarding symbolism, and the symbolic nature of the song you have chosen.
Give some background into the musician or musical group you have chosen.
Then, discuss some of the social and political issues present in American and, if relevant, international culture that were going on at the time of the song's release.
This paper should be 2 pages, in APA style,
.
questions 1 This week, we look at several examples of early.docx
questions 1: This week, we look at several examples of early modernist* art such as post-impressionism*, cubism*, fauvism*, futurism*, and expressionism*. Let's discuss the relationships between these aesthetic categories and the sociopolitical* climate of the period, always (as we did for Rubens) describing and analyzing specific examples of these categories, as well as (as we did last week for romanticism to impressionism) questioning whether such categories express the wishes of the artists involved and/or if such terms have stuck with critics and scholars.
How did the sociopolitical climate of the time period, including especially the First World War, influence artists? As always, your posts need to meet multiple rubrics to get quality-points (one rubric means one point, up to four). Comparison with present-day examples are always welcome as added ornament, but the meat and potatoes of your point-getting posts will need to focus on the years between 1904 and 1939 (just before WWII).
Which artistic and philosophical sub-cultures (circles of friends, enemies, and patrons) were among the most influential in this period, and which works caused the most adoration and debate, then and now?
question 2:As it's Black History Month (when is white history month? Every other one?) and you may have seen that African-American singing was my Ph.D. topic and scholarly primary-area within music history, I'd like to invite everyone to consider the particular presence of continued "race" inequities in early-20th-century arts and politics over the globe (as we discussed slaves in Greece and the portrayal of lower classes in the realist strain within romanticism). In the U.S. what used to be referred to as "the black problem" has been particularly thorny.
Through most of the 19th century, by far the most-popular multimedia performance-form (music, dance, jokes, costumes) in the U.S. (with some popularity in England and elsewhere) was blackface minstrelsy, where both white and some black performers (mostly male) "blacked up" using burnt-cork and oil over their faces, while exaggerating and reddening their lips, wearing white gloves, etc., a disgusting but fascinating deep strain at the root of American popular culture.
But this thread is about roughly 1890-1939; what are some ways that African-Americans began to develop their own subcultures both in the South (where the vast majority of African-Americans lived in earlier, slave years) but also growing in the North (particularly business and industrial centers). What are some artistic, political, and philosophical sub-cultures (circles of friends, enemies, and patrons) under cultivation in these years, and what are some leading products of these circles? (For instance, were the patrons of most black art also black, and how did differences of class and ethnicity tend to affect the terms of this patronage?)
As always, be specific and avoid clichés, triteness, and hyperbole/exaggeration. Consider also the emergen ...
Baroque Style Please respond to one (1) of the following, u
Baroque Style"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition that demonstrates the qualities of the Baroque musical style. It may be from the Websites below or from this week’s Music Folder. Identify your choice, and describe it by relating key terms from the textbook to your selection. Explain what you like or admire about the work. Compare it to a modern soundtrack or song that evokes a similar mood.
Select two (2) Baroque style paintings from the Websites below that no other student has selected. Identify each as to artist, date, and title or description. From the summaries of the Baroque style’s features in our class text, identify specific key aspects of each painting that fit the Baroque style. Explain why you selected each and what you like or dislike about it. Compare this style to a modern film, type of film, or to a modern situation.
"The Arts and Royalty; Philosophers Debate Politics"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
In this week’s readings, a dispute in the French royal court is described about whether Poussin or Rubens was the better painter. Take a painting by each, either from our book or a Website below, and compare them and explain which you prefer. There is another conflict between the playwright Moliere and a well-born Parisian; Louis XIV stepped in. Explain how Louis XIV used the various arts and his motives for doing so. Identify one (1) example of a modern political leader approaching the arts this way.
The philosophers Thomas Hobbes and John Locke disagreed on the understanding of political authority, with Locke taking what is commonly called the “liberal” view. Choose a side (be brave perhaps; take a side you actually disagree with). Using the writings of each given in our class text or at the Websites below, make your case for the side you chose and against the other side. Identify one (1) modern situation in the world where these issues are significant.
"Classical Music; Early Abolitionist Art and Literature"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (for a symphony) by Haydn or Mozart, either at the Websites below or in this week's Music Folder. Identify the work that you have chosen, and describe the way in which the composition expresses the specific qualities of the Classical music style. Use the key terms from the textbook that are related to that particular music style, and explain what you like or admire about the work. Compare it to a specific modern musical work for which you might use the term "classic" or "classical".
Explain whether you think an autobiographical or fictional account by a slave (such as Phillis Wheatley and Olaudah Equiano) is more persuasive than a biographical or fictional account ...
Recommended
Write an essay about the cultural impact of popular music on society.docx
Write an essay about the cultural impact of popular music on society, and how it reflects the social issues of its time of production.
Select a popular song from the era of your choice (1950's - 2000's), and discuss its cultural impact.
Analyze the meaning of the lyrics, and discuss how this song represents an element of popular culture/ American society.
The main focus of your essay should be regarding symbolism, and the symbolic nature of the song you have chosen.
Give some background into the musician or musical group you have chosen.
Then, discuss some of the social and political issues present in American and, if relevant, international culture that were going on at the time of the song's release.
This paper should be 2-3 pages, in APA style, utilizing the college's library resources. A minimum of one scholarly article should be included in your essay.
...
Write an essay about the cultural impact of popular music on soc
Write an essay about the cultural impact of popular music on society, and how it reflects the social issues of its time of production.
Select a popular song from the era of your choice (1950's - 2000's), and discuss its cultural impact.
Analyze the meaning of the lyrics, and discuss how this song represents an element of popular culture/ American society.
The main focus of your essay should be regarding symbolism, and the symbolic nature of the song you have chosen.
Give some background into the musician or musical group you have chosen.
Then, discuss some of the social and political issues present in American and, if relevant, international culture that were going on at the time of the song's release.
This paper should be 2-3 pages, in APA style, utilizing the college's library resources. A minimum of one scholarly article should be included in your essay.
...
Analysis of cultural impact of song music.50Defines symboli.docx
Analysis of cultural impact of song/ music.
50
Defines symbolism, and the symbolic nature of the song chosen.
30
Demonstrates knowledge of some of the social and political issues present in American and, if relevant, international culture that were going on at the time of the song's release.
20
Total
100%

Write an essay about the cultural impact of popular music on society, and how it reflects the social issues of its time of production.
Select a popular song from the era of your choice (1950's - 2000's), and discuss its cultural impact.
Analyze the meaning of the lyrics, and discuss how this song represents an element of popular culture/ American society.
The main focus of your essay should be regarding symbolism, and the symbolic nature of the song you have chosen.
Give some background into the musician or musical group you have chosen.
Then, discuss some of the social and political issues present in American and, if relevant, international culture that were going on at the time of the song's release.
This paper should be 2 pages, in APA style,
.
questions 1 This week, we look at several examples of early.docx
questions 1: This week, we look at several examples of early modernist* art such as post-impressionism*, cubism*, fauvism*, futurism*, and expressionism*. Let's discuss the relationships between these aesthetic categories and the sociopolitical* climate of the period, always (as we did for Rubens) describing and analyzing specific examples of these categories, as well as (as we did last week for romanticism to impressionism) questioning whether such categories express the wishes of the artists involved and/or if such terms have stuck with critics and scholars.
How did the sociopolitical climate of the time period, including especially the First World War, influence artists? As always, your posts need to meet multiple rubrics to get quality-points (one rubric means one point, up to four). Comparison with present-day examples are always welcome as added ornament, but the meat and potatoes of your point-getting posts will need to focus on the years between 1904 and 1939 (just before WWII).
Which artistic and philosophical sub-cultures (circles of friends, enemies, and patrons) were among the most influential in this period, and which works caused the most adoration and debate, then and now?
question 2:As it's Black History Month (when is white history month? Every other one?) and you may have seen that African-American singing was my Ph.D. topic and scholarly primary-area within music history, I'd like to invite everyone to consider the particular presence of continued "race" inequities in early-20th-century arts and politics over the globe (as we discussed slaves in Greece and the portrayal of lower classes in the realist strain within romanticism). In the U.S. what used to be referred to as "the black problem" has been particularly thorny.
Through most of the 19th century, by far the most-popular multimedia performance-form (music, dance, jokes, costumes) in the U.S. (with some popularity in England and elsewhere) was blackface minstrelsy, where both white and some black performers (mostly male) "blacked up" using burnt-cork and oil over their faces, while exaggerating and reddening their lips, wearing white gloves, etc., a disgusting but fascinating deep strain at the root of American popular culture.
But this thread is about roughly 1890-1939; what are some ways that African-Americans began to develop their own subcultures both in the South (where the vast majority of African-Americans lived in earlier, slave years) but also growing in the North (particularly business and industrial centers). What are some artistic, political, and philosophical sub-cultures (circles of friends, enemies, and patrons) under cultivation in these years, and what are some leading products of these circles? (For instance, were the patrons of most black art also black, and how did differences of class and ethnicity tend to affect the terms of this patronage?)
As always, be specific and avoid clichés, triteness, and hyperbole/exaggeration. Consider also the emergen ...
Baroque Style Please respond to one (1) of the following, u
Baroque Style"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition that demonstrates the qualities of the Baroque musical style. It may be from the Websites below or from this week’s Music Folder. Identify your choice, and describe it by relating key terms from the textbook to your selection. Explain what you like or admire about the work. Compare it to a modern soundtrack or song that evokes a similar mood.
Select two (2) Baroque style paintings from the Websites below that no other student has selected. Identify each as to artist, date, and title or description. From the summaries of the Baroque style’s features in our class text, identify specific key aspects of each painting that fit the Baroque style. Explain why you selected each and what you like or dislike about it. Compare this style to a modern film, type of film, or to a modern situation.
"The Arts and Royalty; Philosophers Debate Politics"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
In this week’s readings, a dispute in the French royal court is described about whether Poussin or Rubens was the better painter. Take a painting by each, either from our book or a Website below, and compare them and explain which you prefer. There is another conflict between the playwright Moliere and a well-born Parisian; Louis XIV stepped in. Explain how Louis XIV used the various arts and his motives for doing so. Identify one (1) example of a modern political leader approaching the arts this way.
The philosophers Thomas Hobbes and John Locke disagreed on the understanding of political authority, with Locke taking what is commonly called the “liberal” view. Choose a side (be brave perhaps; take a side you actually disagree with). Using the writings of each given in our class text or at the Websites below, make your case for the side you chose and against the other side. Identify one (1) modern situation in the world where these issues are significant.
"Classical Music; Early Abolitionist Art and Literature"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (for a symphony) by Haydn or Mozart, either at the Websites below or in this week's Music Folder. Identify the work that you have chosen, and describe the way in which the composition expresses the specific qualities of the Classical music style. Use the key terms from the textbook that are related to that particular music style, and explain what you like or admire about the work. Compare it to a specific modern musical work for which you might use the term "classic" or "classical".
Explain whether you think an autobiographical or fictional account by a slave (such as Phillis Wheatley and Olaudah Equiano) is more persuasive than a biographical or fictional account ...
Write a five-page analysis on the evolution and impact of American.docx
Write a five-page analysis on the evolution and impact of American pop culture.
This assessment allows you to demonstrate your understanding of how culture shapes and is shaped by politics and society.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 5: Examine the evolution of pop culture and its influence on American life.
. Examine the cultural impact of the 1960's peace movement.
. Examine how media and pop culture influence one another.
. Compare cultures of different eras.
. Analyze the impact of technology on pop culture.
. Analyze music's effect on pop culture.
· Competency 6: Communicate effectively in a variety of formats.
· Popular Culture in the 1950s and early 1960s
· Popular culture came to America in a big way together with television, low-cost housing, and numerous appliances in the 1950s. It was the era of federal loans, nuclear bomb paranoia, and last but not least, rock and roll. Teenagers in the 1950s and early 1960s rejected or at least questioned the sameness of their parents' values. Segregation by race diminished. Folk music claimed credit for setting the stage for real reforms in society. It claimed center stage briefly, as there was an upheaval in traditional values. Members of the baby boom—those born between 1946 and 1964—were growing up in time to enjoy these changes.
Instructions:
Write a five-page analysis on the evolution and impact of popular culture. Be sure to address the following in your analysis:
· Analyze the impacts that the 1960's peace movement and cultural icons (such as Bob Dylan, the Beatles, and so on) had on one another.
· Consider one of the decades after 1950 and discuss the major influences media and pop culture had on one another.
· Compare today's pop culture with that of the 1960's.
· Analyze how technology has shaped pop culture in America. Cite specific examples.
· Analyze the impact of music on popular culture. You may pick a particular era or type of music to discuss.Additional Requirements
· Written communication: Written communication is free of errors that detract from the overall message.
· APA formatting: Resources and citations are formatted according to APA (6th edition) style and formatting.
· Number of resources: Minimum of one peer-reviewed resource.
· Length of paper: Five typed, double-spaced pages.
· Font and font size: Times New Roman. 12 point.
Please plagiarism free, this work will be submitted to turnitin
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.
Write 3000 minimum words that tell a story of America history .docx
Write 3000 minimum words that tell a story of America history and African-American music:
1. This study includes but is not limited to cultural, social, religious, economic, political
subjects. Your choice.
2. Your paper should include at least seven (7) eras of American history in the story you
tell
3. You should notate 50 items we studied including at least 40 musical artists, plus civil
figures that we studied (like poets, activist, artistic entrepreneurs, etc.), or entertainment
venues
4. Please underline and bold each of the 50 different items. If you write an artist's name
two or more times in the paper, only bold and underline the first time.
5. You can concentrate on any particular story that is of interest to you.
6. Arbitrary titles are subjects like; "shoemaking in the early 1800's," "women's
rights in the early 1900's," "slavery practices in New Jersey," "' dandy' stereotype-inspired
fashion," "history of banjo or trumpet or piano making in America," "Crime and entertainment,"
"U.S. Presidents and their visions of equality," "economic trends in America and its effect on
fairness and civil equality," "Parties and party music 1800-1900," "Funeral practices in America:
a history," "Wedding practices in America: a history."
7. I can go on and on with titles. Find an area that interests YOU but continue to relate
it to African-American music and the African-American experience.
8. Your study can date up to 1955 - nothing more modern than in 1955.
9. I am interested to see that you have absorbed the survey of [some aspects of]
America's dynamic history and the integrated role of African-American culture and music
makers, which is why you must include seven eras in your narrative.
10. I will be evaluating the level to which you: researched your subject matter and
researched the integration of your story and its contemporary relatedness to African -American
presence in American culture.
11. The format is APA, 12 point, Times New Roman font, double-spaced.
12. The reference page (separate) at the end will include ten (10) references at least
five (5) references (increased from the three (3) that I said in class) will be allowed from your
textbook.
ARTISTS TO MENTION IN PAPER *MUST*
Castles and dance team
James reece europe
Louis armstrong- cornet/trumpet
Jelly roll morton- piano
James weldon johnson- writer
Langston hughes- poet
Countee cullen- writer
Zora neal hurston- writer
WEB Dubois & Marcus Garvey- philosopher activist
Duke ellington and louis armstrong- duke played the piano and armstrong played the
trumpet
King oliver- started a band in chicago
Paul whiteman- king of jazz, white men.
Booker T. Washington- an activist
Bill bonjego robinson- a dancer
Bix beiderbeck- played the trumpet
Earl hines- pianist
Benny Goodman- clarinet
Artie Shaw- clarinet
Ethel Waters-
Bessie Waters-
Everyday I hav.
Write 3000 minimum words that tell a story of America history .docx
Write 3000 minimum words that tell a story of America history and African-American music:
1. This study includes but is not limited to cultural, social, religious, economic, political
subjects. Your choice.
2. Your paper should include at least seven (7) eras of American history in the story you
tell
3. You should notate 50 items we studied including at least 40 musical artists, plus civil
figures that we studied (like poets, activist, artistic entrepreneurs, etc.), or entertainment
venues
4. Please underline and bold each of the 50 different items. If you write an artist's name
two or more times in the paper, only bold and underline the first time.
5. You can concentrate on any particular story that is of interest to you.
6. Arbitrary titles are subjects like; "shoemaking in the early 1800's," "women's
rights in the early 1900's," "slavery practices in New Jersey," "' dandy' stereotype-inspired
fashion," "history of banjo or trumpet or piano making in America," "Crime and entertainment,"
"U.S. Presidents and their visions of equality," "economic trends in America and its effect on
fairness and civil equality," "Parties and party music 1800-1900," "Funeral practices in America:
a history," "Wedding practices in America: a history."
7. I can go on and on with titles. Find an area that interests YOU but continue to relate
it to African-American music and the African-American experience.
8. Your study can date up to 1955 - nothing more modern than in 1955.
9. I am interested to see that you have absorbed the survey of [some aspects of]
America's dynamic history and the integrated role of African-American culture and music
makers, which is why you must include seven eras in your narrative.
10. I will be evaluating the level to which you: researched your subject matter and
researched the integration of your story and its contemporary relatedness to African -American
presence in American culture.
11. The format is APA, 12 point, Times New Roman font, double-spaced.
12. The reference page (separate) at the end will include ten (10) references at least
five (5) references (increased from the three (3) that I said in class) will be allowed from your
textbook.
ARTISTS TO MENTION IN PAPER *MUST*
Castles and dance team
James reece europe
Louis armstrong- cornet/trumpet
Jelly roll morton- piano
James weldon johnson- writer
Langston hughes- poet
Countee cullen- writer
Zora neal hurston- writer
WEB Dubois & Marcus Garvey- philosopher activist
Duke ellington and louis armstrong- duke played the piano and armstrong played the
trumpet
King oliver- started a band in chicago
Paul whiteman- king of jazz, white men.
Booker T. Washington- an activist
Bill bonjego robinson- a dancer
Bix beiderbeck- played the trumpet
Earl hines- pianist
Benny Goodman- clarinet
Artie Shaw- clarinet
Ethel Waters-
Bessie Waters-
Everyday I hav ...
Select 2 of the following prompts and write an essay of approximatel.docx
Select 2 of the following prompts and write an essay of approximately 1000 words (3-4 pages, double-spaced, Times New Roman 12 font) in response to each of the prompts. Cite quotations and sources where appropriate.You may use your textbook but, 8you are strongly encouraged to use scholarly resources as well (Remember, Wikipedia is NOT a scholarly resource.). Each essay is worth 15 points. Spelling, grammar and appropriate citation count!
1. The “blues” have greatly influenced American music in virtually every genre. Describe that influence, citing major works, performers, or composers, and how that influence continues to the present day.
2. We have listened to several works in class that have significantly addressed the social-cultural-political events and trends of the time. Why are the arts, and music in particular, so important in discussing these often controversial issues? What is the role of music in American society as a voice for social change?
3. Funding for the arts, and especially for music, in American public school systems has been on a decline for many years. This is a trend not seen in most countries in the developed world. In your opinion, how has that decline of funding affected the average American student’s education?
4. In this class, we have listened to music written and/or performed by several often-underrepresented communities (African-Americans, Jewish, women, LGBTQ+, Hispanic Americans, etc.). Choose one such community and trace their influence through the history of American music up to and including the present day. Cite important figures and works
...
Discussion topic # 1 After engaging in your own independent researc.docx
Discussion topic # 1: After engaging in your own independent research online, post the names of three artists (not writers or musicians, but rather, visual artists such as painters, sculptors, and so forth) that you think were the most influential during the 1960s. For each of the artists that you discuss, please post a URL that we can link up to to take a look at their work. Then, offer a brief commentary about why each of them is particularly influential.
Discussion topic #2: Popular culture (music, books, visual art, and clothing) during the 1960s has been labeled “psychedelic.” After engaging in your own independent research, (and posting any relevant URLs that you think we should examine!) explain which type of popular culture seemed to be the most influential in the psychedelic movement. For example, did psychedelic popular culture first originate with music, books, or the styles of clothing? Please justify your response.
No word count just make sure that the answers are through.
.
A National Anthem Patriotic Symbol Or Democratic Action
Custom Writing Service
http://StudyHub.vip/A-National-Anthem--Patriotic-Symbol-Or- 👈
SPAN 1203Only Assignment (10)DEALINE Nov 232015 @1159.docx
SPAN 1203 Only Assignment (10%)
DEALINE: Nov 23/2015 @11:59PM.
Objective:
To give students the opportunity to widen their knowledge about the Spanish Speaking World in terms of the geographical, demographical, socio-cultural, and economical aspects and to be aware of all the richness that we can find in its natural and human resources.
To help students to realize that in this continent (America) that we share, there are millions of people, although with a different language, traditions, customs, etc. we have a variety of aspects in common and so much to learn from.
It is important to keep in mind that our relationship with Spain, and the Latin American Countries, does not stop at an economic level, but it includes also a great deal of cultural aspects. We can see the clear influence in the field of music, art, literature, sports, etc.
The contribution from the Spanish world to North American life is countless.
Format:
Print in Times New Roman #12, 1.5 space with a margin of 1" at each border.
Content:
Part I. (MUST BE WRITTEN IN SPANISH)
A– List the names of ALL Spanish Speaking Countries in the world.
B—From the previous list select the Mexico and the Central American countries, and…
C– Name each country’s Capital City
D– Add two of the most Important Cities in each country
E– Mention the Nationality (i.e. colombiano, cubano, salvadoreño, etc.)
F– Population (per country)
G– Area in Km².
H– Naming two of the major Exports (products) from each country to N.A. and the World. (i.e. coffee, bananas, oranges, flowers, meat, petroleum, electricity, etc.)
Part II.(MUST BE COMPLETED IN SPANISH)
– Choose TWO of the countries listed above and name three (3) famous people for each country and their contributions to their countries and to the world, in the field of: politics, history, sciences, medicine, arts, literature, sports, music. Then write two lines describing why they are considered as “un orgullo hispano” (a Hispanic pride)
Part III.
– Choose ONE country, then write a brief essay (en INGLES) consisting of 250-300 words about several topics including: Independence day, economy, education system, currency, per capita income(PCI), family relations and traditions, current form of government and political party in power. Any social discontent at this moment. You may also add a short description of the wonders and beauty of the nature of this part of the world, perhaps you would like to add a few words to invite people of the world to visit this particular country that you have done your research on.
Imagine that you visit this country and met a person on the plain, at the airport, at a restaurant, in the hotel, on the beach, a natural park, etc. and write about your experience consisting on a brief dialogue (150 words aprox.).
This project MUST BE completed in groups of THREE students, not individual works will be accepted, with the exception of very special circumstances.
Evaluation: Format: 20%
.
Homework Assignment 4 Guidelines1. Write the paper in Microsoft Wo.docx
Homework Assignment 4 Guidelines
1. Write the paper in Microsoft Word or in a comparable program saved as a Word document.
2. The text should be in 12 point CG Times, Times Roman, or New Times Roman.
3. Single spacing is fine but skip a line between questions.
4. Use a spell checker!
5. Include the corresponding question before each answer in your document.
6. Use Chicago or Turabian style citations to inform me of exactly where you found the information to answer the questions. The citation formatting does not need to be perfect, but do your best. For citation guides please see http://hub.miracosta.edu/library/ResearchGuides/Chicago.pdf
7. The title of the assignment in the Bb Section Folder is a hyperlink that opens the Assignment Submission window. Click to open. Upload your file. Copy the text of your assignment into the Assignment Materials text box on the assignment upload page. Make sure the formatting is cool by previewing before you submit.
8. Submit the assignment before the deadline.
Part A) A Reaction to Racism in American Literature, Art, and Music In the latter part of the 19th century, "Realism" became the dominant feature in American literature and influenced the Progressive Era writers of the early 20th century. In the years immediately following World War I, a number of American authors of the realist school began to explore race relations. Dramatists such as Eugene O'Neill and Paul Green wrote plays based on African American themes. O'Neill's The Emperor Jones (1920) and All God's Chillun Got Wings (1924) were immensely popular. Green won the Pulitzer Prize for In Abraham's Bosom, a play performed by a predominately African American cast in a period when few African American artists were able to find work outside vaudeville or minstrel shows. At the same time, a number of African American writers came to prominence writing novels and poetry based on their experiences as African Americans. This literary movement, originally centered in Harlem, New York, became known as the "Harlem Renaissance" (1920s-1930s). It was the outgrowth of a number of factors including the Great Migration to northern cities and the growing anger over both overt and covert racism. Authors, musicians, and painters gathered in Harlem and in other large urban areas throughout the North and developed a distinctly African American cultural movement cognizant of the political, economic, and social issues of prejudice and discrimination that were part of the Black experience in America. Historians have described the Harlem Renaissance as a period in which the African American writer ". . . had achieved a degree and kind of articulation that make it possible for him to transform his feelings into a variety of literary forms. Despite his intense feelings of hate and hurt, he possessed sufficient restraint and objectivity to use his materials artistically, but no less effectively." (John Hope Franklin, From Slavery to Freedom: A History of African Americans, .
Write a 1,050- to 1,400-word paper on American art before and afte.docx
Write
a 1,050- to 1,400-word paper on American art before and after World War II.
Include
an examination of the artwork of three artists total. Select two artists who worked during the Great Depression and one Abstract Expressionist artist.
Include
discussion of the following in your paper:
At least one example of art from each artist with a description of the subject and style of the work.
An examination of the purpose of artwork created during the Great Depression. Were your examples used as tools for social reform? What other types of messaging was present in works from the 1930s?
A description of how Abstract Expressionism emerged in post-World War II America and how it differed from the art work of the 1930s.
A description of the style of your Abstract Expressionist artist and why he or she was interested in this style of abstraction; was there a "meaning" to their work?
Format
your paper according to appropriate course level APA guidelines.
Submit
your assignment to the Assignment Files tab.
.
Write a 1,050- to 1,400-word paper on American art before and af.docx
Write
a 1,050- to 1,400-word paper on American art before and after World War II.
Include
an examination of the artwork of three artists total. Select two artists who worked during the Great Depression and one Abstract Expressionist artist.
Include
discussion of the following in your paper:
At least one example of art from each artist with a description of the subject and style of the work.
An examination of the purpose of artwork created during the Great Depression. Were your examples used as tools for social reform? What other types of messaging was present in works from the 1930s?
A description of how Abstract Expressionism emerged in post-World War II America and how it differed from the art work of the 1930s.
A description of the style of your Abstract Expressionist artist and why he or she was interested in this style of abstraction; was there a "meaning" to their work?
Format
your paper according to appropriate course level APA guidelines.
Submit
your assignment to the Assignment Files tab.
...
Write a 1,050- to 1,400-word paper on American art before and afte.docx
Write
a 1,050- to 1,400-word paper on American art before and after World War II.
Include
an examination of the artwork of three artists total. Select two artists who worked during the Great Depression and one Abstract Expressionist artist.
Include
discussion of the following in your paper:
At least one example of art from each artist with a description of the subject and style of the work.
An examination of the purpose of artwork created during the Great Depression. Were your examples used as tools for social reform? What other types of messaging was present in works from the 1930s?
A description of how Abstract Expressionism emerged in post-World War II America and how it differed from the art work of the 1930s.
A description of the style of your Abstract Expressionist artist and why he or she was interested in this style of abstraction; was there a "meaning" to their work?
Format
your paper according to appropriate course level APA guidelines.
Submit
your assignment to the Assignment Files tab.
.
the views and opinions within culture began evolving during the 60s .docx
the views and opinions within culture began evolving during the 60s and 70s. Taking this into consideration, choose an individual subject, title, or artist from the list of eligible media genres below. Next, assess the role that your topic played as a response to the cultural evolution surrounding the Cold War, Vietnam, and reform in the United States. Finally, synthesize the outcome of the topic you choose in regards to role it played on leisure and culture within the United States then, and how your selected message or artist is viewed today. Choose an individual subject, title, or artist from the list of eligible media genres below:
·
Songs (which might include a selection from): o Anti-War/Protest o “Pop-Music” o Motown
·
Reform minded publications
·
Controversial movies/television shows The final product should be a 500 word minimum essay which identifies your topic, selection, and medium. In addition, a minimum of two (2) reputable sources must be used, cited, and referenced in APA format–only one of which can be an assigned book (text or source). Appropriate selections can include music, poetry, literature, cinema, television, theatre, articles (from a distinguished publication), or other major media which highlight the original subject.
.
Beethoven; Art and Protest in the 1800s Please respond to one .docx
"Beethoven; Art and Protest in the 1800s"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.
Explore:
Beethoven
Chapter 27 (pp. 907-914), Beethoven, qualities of the Romantic style in music (classical style was on pp. 826-832); review Week 4 “Music Folder”
The Beethoven-Haus Website at
http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en
(
Note:
Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.)
Beethoven's
Eroica
at
http://www.youtube.com/watch?v=9XL2ha18i5w
and
http://www.youtube.com/watch?v=8RFG5rGVL1s
Art Reacting to the Industrial Revolution
Chapter 28 ( 920-944), art and literature in Industrial Revolution
The Museum of Fine Art in Ghent, Belgium (MSK Gent) – Romantic and Realist Art of the 1800s at
http://www.mskgent.be/en/collection/1820-romanticism-and-realism/romanticism-and-realism
New York's Metropolitan Museum of Art – French Realist Art of the 1800s at
http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm
.
Beethoven; Art and Protest in the 1800s Please respond to one .docx
"Beethoven; Art and Protest in the 1800s"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.
Explore:
Beethoven
Chapter 27 (pp. 907-914), Beethoven, qualities of the Romantic style in music (classical style was on pp. 826-832); review Week 4 “Music Folder”
The Beethoven-Haus Website at
http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en
(
Note:
Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.)
Beethoven's
Eroica
at
https://www.youtube.com/watch?v=drxcjTbDsts
Art Reacting to the Industrial Revolution
Chapter 28 ( 920-944), art and literature in Industrial Revolution
The Museum of Fine Art in Ghent, Belgium (MSK Gent) – Romantic and Realist Art of the 1800s at
http://www.mskgent.be/en/collection/1820-romanticism-and-realism/romanticism-and-realism
New York's Metropolitan Museum of Art – French Realist Art of the 1800s at
http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm
...
Beethoven; Art and Protest in the 1800s Please respond to one .docx
"Beethoven; Art and Protest in the 1800s"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.
Explore:
Beethoven
Chapter 27 (pp. 907-914), Beethoven, qualities of the Romantic style in music (classical style was on pp. 826-832); review Week 4 “Music Folder”
The Beethoven-Haus Website at
http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en
(
Note:
Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.)
Beethoven's
Eroica
at
http://www.youtube.com/watch?v=9XL2ha18i5w
and
http://www.youtube.com/watch?v=8RFG5rGVL1s
Art Reacting to the Industrial Revolution
Chapter 28 ( 920-944), art and literature in Industrial Revolution
The Museum of Fine Art in Ghent, Belgium (MSK Gent) – Romantic and Realist Art of the 1800s at
http://www.mskgent.be/en/collection/1820-romanticism-and-realism/romanticism-and-realism
New York's Metropolitan Museum of Art – French Realist Art of the 1800s at
http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm
.
Running head SUBVERSIVE MESSAGING .docx
Running head: SUBVERSIVE MESSAGING 1
SUBVERSIVE MESSAGING 2
Seeking a research proposal with a topic, description, question to be addressed and thesis on something similar to on the very rough fragmented subject below. Feel free to edit it into something that makes sense.
The Essence of Subversive Messaging In Music
POLITICAL RESEARCH PAPER –
This scholarly research paper begins with this excellent intro that was well received and graded A. It is the Five page Proposal – Political Science, written on the topic of “ subversive messaging”, featured in various types of music a powerful artistic forums. Music connects expressions as the universal language encompassing and conveying emotional messages of passionate emotions of love, loss, rejection, anchored in its quality of subversive messaging and sexual imaging communicated verbally and non-verbal, dialog in jazz, country western, rap, pop, classical, soul, of all genres and the emotions embedded deep within sounds (lyrics & instrumentals) over conversation about unrequited love, domestic relationships, political and social differences that unite us as a society. The advent of sexual escapades in association to music as the communication tool. USE THIS WORK AS THE FOUNDATION, EXPANDING ON IT TO MEET THE ASSIGNMENT REQUIREMANTS. NOTE: The completed assignment MUST NOT NEED OR REQUIRE A FINAL EDIT! RESULTs OF PROOF READ, done by me, MUST BE error free and EXCELLENT! Seeking high-level scholarly , competent, relevant content for a research 25 + page document that includes, components of and including competent and relevant content, an annotated bibliography, literature review and citations page, all of which will evolve and continue around the content and references in this document. May use references listed and also, if possible, Please include and document uses of scholarly resources, journals, references, such as Galileo, jstore, ebsco, etc, as a part of your research trajectory?
Instructions; Final draft, extending on this content, to evolve into a 25 + page Scholarly Research Paper, that will proof read for the mechanics of the SCHOLOARY documents, organization, continuity and transition created and EDITED into a completed FINAL DRAFT document, Plagiarism Free (verified) totaling minimum 25 pages , 8 pages of which are presented here, graded (A) prototype proposal, including excellent references, of what the research topic encompassing subversive, political messaging of music, and films, subversive messaging in music, connecting social and cultural alternative communication methods bonding socially. The class, COUNTER POLITICS IN POP CULTURE Political Science, Textbook 1. MUSIC & POLITICS, By John Street, Textbook 2. “Projecting Politics, Political Messages in American Film” ...
Cultural Media Perspective As you have learned from this unit, the.docx
Cultural Media Perspective
As you have learned from this unit, the views and opinions within culture began evolving during the 60s and 70s. Taking this into consideration, choose an individual subject, title, or artist from the list of eligible media genres below. Next, assess the role that your topic played as a response to the cultural evolution surrounding the Cold War, Vietnam, and reform in the United States. Finally, synthesize the outcome of the topic you choose in regards to role it played on leisure and culture within the United States then, and how your selected message or artist is viewed today.
Choose an individual subject, title, or artist from the list of eligible media genres below:
·
Songs (which might include a selection from):
o
Anti-War/Protest
o
"Pop-Music"
o
Motown
·
Reform minded publications
·
Controversial movies/television shows
The final product should be a 500 word minimum essay which identifies your topic, selection, and medium. In addition, a minimum of two (2) reputable sources must be used, cited, and referenced in APA format–only one of which can be an assigned book (text or source). Appropriate selections can include music, poetry, literature, cinema, television, theatre, articles (from a distinguished publication), or other major media which highlight the original subject.
.
© 2006 Thomson-Wadsworth© 2006 Thomson-Wadsworth.docx
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
1) Professional
2) Supervisory
3) Skilled workers
4) Unskilled workers
Not mutually exclusive
1)Professional staff
Professionals - Individuals who have extensive formal education in a field and have acquired the knowledge and skills to make independent judgments and to function in that field with minimum supervision.
Entry Level - A beginning position in a profession.
ex: an entry-level dietitian
© 2006 Thomson-Wadsworth
Basic skills in Food Service Systems, General Nutrition. Able to work as a generalist dietitian.
© 2006 Thomson-Wadsworth
*
Professional staff
Specialization - The process of acquiring in-depth knowledge and skills in a narrow area of a profession.
Managers well honed in mgt skills will have some “practice skills” lost.
Generally, professionals are assumed to prefer participative management.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
A management style that encourages participation or consensus management; may be very effective when dealing with professional staff.Autocratic management style may create discontent among professional employees.
2) Supervisory personnel
Supervisors - Individuals with authority to oversee and direct the work of subordinates as well as having responsibility for their own work.
Often a supervisor is a frontline manager.
The level of authority of each supervisor should be sufficient to allow for the fulfillment of the assigned task.
Should be allowed to perform a new task several times before being given full responsibility and supported during transitional period.
On-the job training is essential for supervisor.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
3) Skilled Workers
Individuals who have special training or skills to perform a specific job.
ex: cooks, secretaries, exterminators
Usually do not need micromanagement.
Micromanagement - The act of providing intensive supervision to subordinates by constantly checking and verifying their progress.
Learns skills through on-the-job training or participating in technical skill training in a formalized setting.
Adept at “how to” of the task but no knowledge base to address “why” of the job
Does not require a degree nor credentialing.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
4) Unskilled Workers
Employees who bring no marketable skills to the job and are trained in the workplace to perform the required tasks.
ex: receptionists, cashiers, foodservice workers
Not always appropriate to use participative management (view their role as being followers, not leaders).
Can contribute to the management process by providing information and ideas without participating in the DM process.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
DM process – Data Mining
*
1)Full-time
Full-Time Employee - An individual who is designated to work a certain number of hours a week that is considered “full time” by the employer (typically 4.
§ 6.01 IntroductionBackground checks are an important component .docx
§ 6.01 Introduction
Background checks are an important component of an effective compliance program under the United States Sentencing Guidelines Manual, § 8B2.1(b)(3) (2011). If the personnel involved in promulgating the compliance program are known as people of integrity then the compliance program will be perceived as the result of a sincere effort to create a culture of ethics within the corporation.
Since the integrity of the senior management, compliance officer, and the compliance office personnel is critical to the effectiveness of the compliance program, enhanced background checks need to be conducted on all personnel who are involved in the conduct and dissemination of the compliance program.
__________
Timing:
These background checks should be conducted at the time of employment, promotion, salary increase or change of position to a compliance related function.
__________
Typically, conducting background checks on certain prospective employees can be an important part of the employee selection process for any company.
__________
Timing:
Background checks may also be advisable for employees considered for promotion or transfer into managerial or sensitive positions, or those positions which involve unsupervised employee contact with customers.
__________
__________
Strategic Point:
This practice should be reinforced throughout the company in hiring all employees since every employee is involved in promoting and participating in the compliance program.
__________
§ 6.02 Steps Involved in the Background Check Process
__________Trap:Strategic Point:
While seemingly straightforward, the steps required to conduct a legal background check are full of traps for the unwary. As a matter of federal law (and the law of many states), the process involves the following steps:
· 1.Obtain written consent for a background check from the applicant or employee;
· 2.Obtain and analyze the results of the background check;
· 3.Provide a copy of the background check to the applicant (if the results are relevant to the selection process) along with a written statement of rights and request a response;
· 4.Provide the applicant with an opportunity to respond with written comments to the background check results;
· 5.Consider the applicant’s written comments and the background check results in making a final determination as to whether the applicant will be hired, promoted, or transferred, and;
· 6.Provide the applicant with written notice (if the background check results are relevant to the selection process) of the fact that the background check results played a part in the selection process and that the applicant was not selected as a result.
__________
__________Warning:
These steps are more than just a set of best practices, they are designed to help an employer fully comply with the requirements of the Fair Credit Reporting Act. Failing to follow one or more of these steps when using background checks for employment decisions can leave a c.
More Related Content
Similar to Write an essay about the cultural impact of popular music on society.docx
Write a five-page analysis on the evolution and impact of American.docx
Write a five-page analysis on the evolution and impact of American pop culture.
This assessment allows you to demonstrate your understanding of how culture shapes and is shaped by politics and society.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 5: Examine the evolution of pop culture and its influence on American life.
. Examine the cultural impact of the 1960's peace movement.
. Examine how media and pop culture influence one another.
. Compare cultures of different eras.
. Analyze the impact of technology on pop culture.
. Analyze music's effect on pop culture.
· Competency 6: Communicate effectively in a variety of formats.
· Popular Culture in the 1950s and early 1960s
· Popular culture came to America in a big way together with television, low-cost housing, and numerous appliances in the 1950s. It was the era of federal loans, nuclear bomb paranoia, and last but not least, rock and roll. Teenagers in the 1950s and early 1960s rejected or at least questioned the sameness of their parents' values. Segregation by race diminished. Folk music claimed credit for setting the stage for real reforms in society. It claimed center stage briefly, as there was an upheaval in traditional values. Members of the baby boom—those born between 1946 and 1964—were growing up in time to enjoy these changes.
Instructions:
Write a five-page analysis on the evolution and impact of popular culture. Be sure to address the following in your analysis:
· Analyze the impacts that the 1960's peace movement and cultural icons (such as Bob Dylan, the Beatles, and so on) had on one another.
· Consider one of the decades after 1950 and discuss the major influences media and pop culture had on one another.
· Compare today's pop culture with that of the 1960's.
· Analyze how technology has shaped pop culture in America. Cite specific examples.
· Analyze the impact of music on popular culture. You may pick a particular era or type of music to discuss.Additional Requirements
· Written communication: Written communication is free of errors that detract from the overall message.
· APA formatting: Resources and citations are formatted according to APA (6th edition) style and formatting.
· Number of resources: Minimum of one peer-reviewed resource.
· Length of paper: Five typed, double-spaced pages.
· Font and font size: Times New Roman. 12 point.
Please plagiarism free, this work will be submitted to turnitin
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Write 3000 minimum words that tell a story of America history .docx
Write 3000 minimum words that tell a story of America history and African-American music:
1. This study includes but is not limited to cultural, social, religious, economic, political
subjects. Your choice.
2. Your paper should include at least seven (7) eras of American history in the story you
tell
3. You should notate 50 items we studied including at least 40 musical artists, plus civil
figures that we studied (like poets, activist, artistic entrepreneurs, etc.), or entertainment
venues
4. Please underline and bold each of the 50 different items. If you write an artist's name
two or more times in the paper, only bold and underline the first time.
5. You can concentrate on any particular story that is of interest to you.
6. Arbitrary titles are subjects like; "shoemaking in the early 1800's," "women's
rights in the early 1900's," "slavery practices in New Jersey," "' dandy' stereotype-inspired
fashion," "history of banjo or trumpet or piano making in America," "Crime and entertainment,"
"U.S. Presidents and their visions of equality," "economic trends in America and its effect on
fairness and civil equality," "Parties and party music 1800-1900," "Funeral practices in America:
a history," "Wedding practices in America: a history."
7. I can go on and on with titles. Find an area that interests YOU but continue to relate
it to African-American music and the African-American experience.
8. Your study can date up to 1955 - nothing more modern than in 1955.
9. I am interested to see that you have absorbed the survey of [some aspects of]
America's dynamic history and the integrated role of African-American culture and music
makers, which is why you must include seven eras in your narrative.
10. I will be evaluating the level to which you: researched your subject matter and
researched the integration of your story and its contemporary relatedness to African -American
presence in American culture.
11. The format is APA, 12 point, Times New Roman font, double-spaced.
12. The reference page (separate) at the end will include ten (10) references at least
five (5) references (increased from the three (3) that I said in class) will be allowed from your
textbook.
ARTISTS TO MENTION IN PAPER *MUST*
Castles and dance team
James reece europe
Louis armstrong- cornet/trumpet
Jelly roll morton- piano
James weldon johnson- writer
Langston hughes- poet
Countee cullen- writer
Zora neal hurston- writer
WEB Dubois & Marcus Garvey- philosopher activist
Duke ellington and louis armstrong- duke played the piano and armstrong played the
trumpet
King oliver- started a band in chicago
Paul whiteman- king of jazz, white men.
Booker T. Washington- an activist
Bill bonjego robinson- a dancer
Bix beiderbeck- played the trumpet
Earl hines- pianist
Benny Goodman- clarinet
Artie Shaw- clarinet
Ethel Waters-
Bessie Waters-
Everyday I hav.
Write 3000 minimum words that tell a story of America history .docx
Write 3000 minimum words that tell a story of America history and African-American music:
1. This study includes but is not limited to cultural, social, religious, economic, political
subjects. Your choice.
2. Your paper should include at least seven (7) eras of American history in the story you
tell
3. You should notate 50 items we studied including at least 40 musical artists, plus civil
figures that we studied (like poets, activist, artistic entrepreneurs, etc.), or entertainment
venues
4. Please underline and bold each of the 50 different items. If you write an artist's name
two or more times in the paper, only bold and underline the first time.
5. You can concentrate on any particular story that is of interest to you.
6. Arbitrary titles are subjects like; "shoemaking in the early 1800's," "women's
rights in the early 1900's," "slavery practices in New Jersey," "' dandy' stereotype-inspired
fashion," "history of banjo or trumpet or piano making in America," "Crime and entertainment,"
"U.S. Presidents and their visions of equality," "economic trends in America and its effect on
fairness and civil equality," "Parties and party music 1800-1900," "Funeral practices in America:
a history," "Wedding practices in America: a history."
7. I can go on and on with titles. Find an area that interests YOU but continue to relate
it to African-American music and the African-American experience.
8. Your study can date up to 1955 - nothing more modern than in 1955.
9. I am interested to see that you have absorbed the survey of [some aspects of]
America's dynamic history and the integrated role of African-American culture and music
makers, which is why you must include seven eras in your narrative.
10. I will be evaluating the level to which you: researched your subject matter and
researched the integration of your story and its contemporary relatedness to African -American
presence in American culture.
11. The format is APA, 12 point, Times New Roman font, double-spaced.
12. The reference page (separate) at the end will include ten (10) references at least
five (5) references (increased from the three (3) that I said in class) will be allowed from your
textbook.
ARTISTS TO MENTION IN PAPER *MUST*
Castles and dance team
James reece europe
Louis armstrong- cornet/trumpet
Jelly roll morton- piano
James weldon johnson- writer
Langston hughes- poet
Countee cullen- writer
Zora neal hurston- writer
WEB Dubois & Marcus Garvey- philosopher activist
Duke ellington and louis armstrong- duke played the piano and armstrong played the
trumpet
King oliver- started a band in chicago
Paul whiteman- king of jazz, white men.
Booker T. Washington- an activist
Bill bonjego robinson- a dancer
Bix beiderbeck- played the trumpet
Earl hines- pianist
Benny Goodman- clarinet
Artie Shaw- clarinet
Ethel Waters-
Bessie Waters-
Everyday I hav ...
Select 2 of the following prompts and write an essay of approximatel.docx
Select 2 of the following prompts and write an essay of approximately 1000 words (3-4 pages, double-spaced, Times New Roman 12 font) in response to each of the prompts. Cite quotations and sources where appropriate.You may use your textbook but, 8you are strongly encouraged to use scholarly resources as well (Remember, Wikipedia is NOT a scholarly resource.). Each essay is worth 15 points. Spelling, grammar and appropriate citation count!
1. The “blues” have greatly influenced American music in virtually every genre. Describe that influence, citing major works, performers, or composers, and how that influence continues to the present day.
2. We have listened to several works in class that have significantly addressed the social-cultural-political events and trends of the time. Why are the arts, and music in particular, so important in discussing these often controversial issues? What is the role of music in American society as a voice for social change?
3. Funding for the arts, and especially for music, in American public school systems has been on a decline for many years. This is a trend not seen in most countries in the developed world. In your opinion, how has that decline of funding affected the average American student’s education?
4. In this class, we have listened to music written and/or performed by several often-underrepresented communities (African-Americans, Jewish, women, LGBTQ+, Hispanic Americans, etc.). Choose one such community and trace their influence through the history of American music up to and including the present day. Cite important figures and works
...
Discussion topic # 1 After engaging in your own independent researc.docx
Discussion topic # 1: After engaging in your own independent research online, post the names of three artists (not writers or musicians, but rather, visual artists such as painters, sculptors, and so forth) that you think were the most influential during the 1960s. For each of the artists that you discuss, please post a URL that we can link up to to take a look at their work. Then, offer a brief commentary about why each of them is particularly influential.
Discussion topic #2: Popular culture (music, books, visual art, and clothing) during the 1960s has been labeled “psychedelic.” After engaging in your own independent research, (and posting any relevant URLs that you think we should examine!) explain which type of popular culture seemed to be the most influential in the psychedelic movement. For example, did psychedelic popular culture first originate with music, books, or the styles of clothing? Please justify your response.
No word count just make sure that the answers are through.
.
A National Anthem Patriotic Symbol Or Democratic Action
Custom Writing Service
http://StudyHub.vip/A-National-Anthem--Patriotic-Symbol-Or- 👈
SPAN 1203Only Assignment (10)DEALINE Nov 232015 @1159.docx
SPAN 1203 Only Assignment (10%)
DEALINE: Nov 23/2015 @11:59PM.
Objective:
To give students the opportunity to widen their knowledge about the Spanish Speaking World in terms of the geographical, demographical, socio-cultural, and economical aspects and to be aware of all the richness that we can find in its natural and human resources.
To help students to realize that in this continent (America) that we share, there are millions of people, although with a different language, traditions, customs, etc. we have a variety of aspects in common and so much to learn from.
It is important to keep in mind that our relationship with Spain, and the Latin American Countries, does not stop at an economic level, but it includes also a great deal of cultural aspects. We can see the clear influence in the field of music, art, literature, sports, etc.
The contribution from the Spanish world to North American life is countless.
Format:
Print in Times New Roman #12, 1.5 space with a margin of 1" at each border.
Content:
Part I. (MUST BE WRITTEN IN SPANISH)
A– List the names of ALL Spanish Speaking Countries in the world.
B—From the previous list select the Mexico and the Central American countries, and…
C– Name each country’s Capital City
D– Add two of the most Important Cities in each country
E– Mention the Nationality (i.e. colombiano, cubano, salvadoreño, etc.)
F– Population (per country)
G– Area in Km².
H– Naming two of the major Exports (products) from each country to N.A. and the World. (i.e. coffee, bananas, oranges, flowers, meat, petroleum, electricity, etc.)
Part II.(MUST BE COMPLETED IN SPANISH)
– Choose TWO of the countries listed above and name three (3) famous people for each country and their contributions to their countries and to the world, in the field of: politics, history, sciences, medicine, arts, literature, sports, music. Then write two lines describing why they are considered as “un orgullo hispano” (a Hispanic pride)
Part III.
– Choose ONE country, then write a brief essay (en INGLES) consisting of 250-300 words about several topics including: Independence day, economy, education system, currency, per capita income(PCI), family relations and traditions, current form of government and political party in power. Any social discontent at this moment. You may also add a short description of the wonders and beauty of the nature of this part of the world, perhaps you would like to add a few words to invite people of the world to visit this particular country that you have done your research on.
Imagine that you visit this country and met a person on the plain, at the airport, at a restaurant, in the hotel, on the beach, a natural park, etc. and write about your experience consisting on a brief dialogue (150 words aprox.).
This project MUST BE completed in groups of THREE students, not individual works will be accepted, with the exception of very special circumstances.
Evaluation: Format: 20%
.
Homework Assignment 4 Guidelines1. Write the paper in Microsoft Wo.docx
Homework Assignment 4 Guidelines
1. Write the paper in Microsoft Word or in a comparable program saved as a Word document.
2. The text should be in 12 point CG Times, Times Roman, or New Times Roman.
3. Single spacing is fine but skip a line between questions.
4. Use a spell checker!
5. Include the corresponding question before each answer in your document.
6. Use Chicago or Turabian style citations to inform me of exactly where you found the information to answer the questions. The citation formatting does not need to be perfect, but do your best. For citation guides please see http://hub.miracosta.edu/library/ResearchGuides/Chicago.pdf
7. The title of the assignment in the Bb Section Folder is a hyperlink that opens the Assignment Submission window. Click to open. Upload your file. Copy the text of your assignment into the Assignment Materials text box on the assignment upload page. Make sure the formatting is cool by previewing before you submit.
8. Submit the assignment before the deadline.
Part A) A Reaction to Racism in American Literature, Art, and Music In the latter part of the 19th century, "Realism" became the dominant feature in American literature and influenced the Progressive Era writers of the early 20th century. In the years immediately following World War I, a number of American authors of the realist school began to explore race relations. Dramatists such as Eugene O'Neill and Paul Green wrote plays based on African American themes. O'Neill's The Emperor Jones (1920) and All God's Chillun Got Wings (1924) were immensely popular. Green won the Pulitzer Prize for In Abraham's Bosom, a play performed by a predominately African American cast in a period when few African American artists were able to find work outside vaudeville or minstrel shows. At the same time, a number of African American writers came to prominence writing novels and poetry based on their experiences as African Americans. This literary movement, originally centered in Harlem, New York, became known as the "Harlem Renaissance" (1920s-1930s). It was the outgrowth of a number of factors including the Great Migration to northern cities and the growing anger over both overt and covert racism. Authors, musicians, and painters gathered in Harlem and in other large urban areas throughout the North and developed a distinctly African American cultural movement cognizant of the political, economic, and social issues of prejudice and discrimination that were part of the Black experience in America. Historians have described the Harlem Renaissance as a period in which the African American writer ". . . had achieved a degree and kind of articulation that make it possible for him to transform his feelings into a variety of literary forms. Despite his intense feelings of hate and hurt, he possessed sufficient restraint and objectivity to use his materials artistically, but no less effectively." (John Hope Franklin, From Slavery to Freedom: A History of African Americans, .
Write a 1,050- to 1,400-word paper on American art before and afte.docx
Write
a 1,050- to 1,400-word paper on American art before and after World War II.
Include
an examination of the artwork of three artists total. Select two artists who worked during the Great Depression and one Abstract Expressionist artist.
Include
discussion of the following in your paper:
At least one example of art from each artist with a description of the subject and style of the work.
An examination of the purpose of artwork created during the Great Depression. Were your examples used as tools for social reform? What other types of messaging was present in works from the 1930s?
A description of how Abstract Expressionism emerged in post-World War II America and how it differed from the art work of the 1930s.
A description of the style of your Abstract Expressionist artist and why he or she was interested in this style of abstraction; was there a "meaning" to their work?
Format
your paper according to appropriate course level APA guidelines.
Submit
your assignment to the Assignment Files tab.
.
Write a 1,050- to 1,400-word paper on American art before and af.docx
Write
a 1,050- to 1,400-word paper on American art before and after World War II.
Include
an examination of the artwork of three artists total. Select two artists who worked during the Great Depression and one Abstract Expressionist artist.
Include
discussion of the following in your paper:
At least one example of art from each artist with a description of the subject and style of the work.
An examination of the purpose of artwork created during the Great Depression. Were your examples used as tools for social reform? What other types of messaging was present in works from the 1930s?
A description of how Abstract Expressionism emerged in post-World War II America and how it differed from the art work of the 1930s.
A description of the style of your Abstract Expressionist artist and why he or she was interested in this style of abstraction; was there a "meaning" to their work?
Format
your paper according to appropriate course level APA guidelines.
Submit
your assignment to the Assignment Files tab.
...
Write a 1,050- to 1,400-word paper on American art before and afte.docx
Write
a 1,050- to 1,400-word paper on American art before and after World War II.
Include
an examination of the artwork of three artists total. Select two artists who worked during the Great Depression and one Abstract Expressionist artist.
Include
discussion of the following in your paper:
At least one example of art from each artist with a description of the subject and style of the work.
An examination of the purpose of artwork created during the Great Depression. Were your examples used as tools for social reform? What other types of messaging was present in works from the 1930s?
A description of how Abstract Expressionism emerged in post-World War II America and how it differed from the art work of the 1930s.
A description of the style of your Abstract Expressionist artist and why he or she was interested in this style of abstraction; was there a "meaning" to their work?
Format
your paper according to appropriate course level APA guidelines.
Submit
your assignment to the Assignment Files tab.
.
the views and opinions within culture began evolving during the 60s .docx
the views and opinions within culture began evolving during the 60s and 70s. Taking this into consideration, choose an individual subject, title, or artist from the list of eligible media genres below. Next, assess the role that your topic played as a response to the cultural evolution surrounding the Cold War, Vietnam, and reform in the United States. Finally, synthesize the outcome of the topic you choose in regards to role it played on leisure and culture within the United States then, and how your selected message or artist is viewed today. Choose an individual subject, title, or artist from the list of eligible media genres below:
·
Songs (which might include a selection from): o Anti-War/Protest o “Pop-Music” o Motown
·
Reform minded publications
·
Controversial movies/television shows The final product should be a 500 word minimum essay which identifies your topic, selection, and medium. In addition, a minimum of two (2) reputable sources must be used, cited, and referenced in APA format–only one of which can be an assigned book (text or source). Appropriate selections can include music, poetry, literature, cinema, television, theatre, articles (from a distinguished publication), or other major media which highlight the original subject.
.
Beethoven; Art and Protest in the 1800s Please respond to one .docx
"Beethoven; Art and Protest in the 1800s"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.
Explore:
Beethoven
Chapter 27 (pp. 907-914), Beethoven, qualities of the Romantic style in music (classical style was on pp. 826-832); review Week 4 “Music Folder”
The Beethoven-Haus Website at
http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en
(
Note:
Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.)
Beethoven's
Eroica
at
http://www.youtube.com/watch?v=9XL2ha18i5w
and
http://www.youtube.com/watch?v=8RFG5rGVL1s
Art Reacting to the Industrial Revolution
Chapter 28 ( 920-944), art and literature in Industrial Revolution
The Museum of Fine Art in Ghent, Belgium (MSK Gent) – Romantic and Realist Art of the 1800s at
http://www.mskgent.be/en/collection/1820-romanticism-and-realism/romanticism-and-realism
New York's Metropolitan Museum of Art – French Realist Art of the 1800s at
http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm
.
Beethoven; Art and Protest in the 1800s Please respond to one .docx
"Beethoven; Art and Protest in the 1800s"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.
Explore:
Beethoven
Chapter 27 (pp. 907-914), Beethoven, qualities of the Romantic style in music (classical style was on pp. 826-832); review Week 4 “Music Folder”
The Beethoven-Haus Website at
http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en
(
Note:
Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.)
Beethoven's
Eroica
at
https://www.youtube.com/watch?v=drxcjTbDsts
Art Reacting to the Industrial Revolution
Chapter 28 ( 920-944), art and literature in Industrial Revolution
The Museum of Fine Art in Ghent, Belgium (MSK Gent) – Romantic and Realist Art of the 1800s at
http://www.mskgent.be/en/collection/1820-romanticism-and-realism/romanticism-and-realism
New York's Metropolitan Museum of Art – French Realist Art of the 1800s at
http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm
...
Beethoven; Art and Protest in the 1800s Please respond to one .docx
"Beethoven; Art and Protest in the 1800s"
Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
Listen to one (1) composition (i.e., for a symphony) by Beethoven, a transitional figure between classical and romantic music. Identify the composition that you listened to, and determine whether you would characterize the chosen composition as either the Classical or Romantic style of music. Explain the key features that lead you to your conclusion. Identify one (1) modern musician who you believe was great at one type of music yet pioneered another.
Select one (1) example of a literary work or a work of visual art from the 1800s—either Romantic or Realist in style—that responds in some way to the Industrial Revolution. Identify the work and the artist or writer, describe its features and style, and explain the manner in which it responds to the Industrial Revolution. Identify one (1) specific literary or artistic work of our day that effectively protests a social injustice.
Explore:
Beethoven
Chapter 27 (pp. 907-914), Beethoven, qualities of the Romantic style in music (classical style was on pp. 826-832); review Week 4 “Music Folder”
The Beethoven-Haus Website at
http://www.beethoven-haus-bonn.de/sixcms/detail.php?template=portal_en
(
Note:
Click on Digital Archives > Works by Ludwig von Beethoven; then find one [1] of his symphonies and listen to a clip.)
Beethoven's
Eroica
at
http://www.youtube.com/watch?v=9XL2ha18i5w
and
http://www.youtube.com/watch?v=8RFG5rGVL1s
Art Reacting to the Industrial Revolution
Chapter 28 ( 920-944), art and literature in Industrial Revolution
The Museum of Fine Art in Ghent, Belgium (MSK Gent) – Romantic and Realist Art of the 1800s at
http://www.mskgent.be/en/collection/1820-romanticism-and-realism/romanticism-and-realism
New York's Metropolitan Museum of Art – French Realist Art of the 1800s at
http://www.metmuseum.org/toah/hd/rlsm/hd_rlsm.htm
.
Running head SUBVERSIVE MESSAGING .docx
Running head: SUBVERSIVE MESSAGING 1
SUBVERSIVE MESSAGING 2
Seeking a research proposal with a topic, description, question to be addressed and thesis on something similar to on the very rough fragmented subject below. Feel free to edit it into something that makes sense.
The Essence of Subversive Messaging In Music
POLITICAL RESEARCH PAPER –
This scholarly research paper begins with this excellent intro that was well received and graded A. It is the Five page Proposal – Political Science, written on the topic of “ subversive messaging”, featured in various types of music a powerful artistic forums. Music connects expressions as the universal language encompassing and conveying emotional messages of passionate emotions of love, loss, rejection, anchored in its quality of subversive messaging and sexual imaging communicated verbally and non-verbal, dialog in jazz, country western, rap, pop, classical, soul, of all genres and the emotions embedded deep within sounds (lyrics & instrumentals) over conversation about unrequited love, domestic relationships, political and social differences that unite us as a society. The advent of sexual escapades in association to music as the communication tool. USE THIS WORK AS THE FOUNDATION, EXPANDING ON IT TO MEET THE ASSIGNMENT REQUIREMANTS. NOTE: The completed assignment MUST NOT NEED OR REQUIRE A FINAL EDIT! RESULTs OF PROOF READ, done by me, MUST BE error free and EXCELLENT! Seeking high-level scholarly , competent, relevant content for a research 25 + page document that includes, components of and including competent and relevant content, an annotated bibliography, literature review and citations page, all of which will evolve and continue around the content and references in this document. May use references listed and also, if possible, Please include and document uses of scholarly resources, journals, references, such as Galileo, jstore, ebsco, etc, as a part of your research trajectory?
Instructions; Final draft, extending on this content, to evolve into a 25 + page Scholarly Research Paper, that will proof read for the mechanics of the SCHOLOARY documents, organization, continuity and transition created and EDITED into a completed FINAL DRAFT document, Plagiarism Free (verified) totaling minimum 25 pages , 8 pages of which are presented here, graded (A) prototype proposal, including excellent references, of what the research topic encompassing subversive, political messaging of music, and films, subversive messaging in music, connecting social and cultural alternative communication methods bonding socially. The class, COUNTER POLITICS IN POP CULTURE Political Science, Textbook 1. MUSIC & POLITICS, By John Street, Textbook 2. “Projecting Politics, Political Messages in American Film” ...
Cultural Media Perspective As you have learned from this unit, the.docx
Cultural Media Perspective
As you have learned from this unit, the views and opinions within culture began evolving during the 60s and 70s. Taking this into consideration, choose an individual subject, title, or artist from the list of eligible media genres below. Next, assess the role that your topic played as a response to the cultural evolution surrounding the Cold War, Vietnam, and reform in the United States. Finally, synthesize the outcome of the topic you choose in regards to role it played on leisure and culture within the United States then, and how your selected message or artist is viewed today.
Choose an individual subject, title, or artist from the list of eligible media genres below:
·
Songs (which might include a selection from):
o
Anti-War/Protest
o
"Pop-Music"
o
Motown
·
Reform minded publications
·
Controversial movies/television shows
The final product should be a 500 word minimum essay which identifies your topic, selection, and medium. In addition, a minimum of two (2) reputable sources must be used, cited, and referenced in APA format–only one of which can be an assigned book (text or source). Appropriate selections can include music, poetry, literature, cinema, television, theatre, articles (from a distinguished publication), or other major media which highlight the original subject.
.
Similar to Write an essay about the cultural impact of popular music on society.docx (20)
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Select 2 of the following prompts and write an essay of approximatel.docx
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Discussion topic # 1 After engaging in your own independent researc.docx
Discussion topic # 1 After engaging in your own independent researc.docx
A National Anthem Patriotic Symbol Or Democratic Action
A National Anthem Patriotic Symbol Or Democratic Action
SPAN 1203Only Assignment (10)DEALINE Nov 232015 @1159.docx
SPAN 1203Only Assignment (10)DEALINE Nov 232015 @1159.docx
Homework Assignment 4 Guidelines1. Write the paper in Microsoft Wo.docx
Homework Assignment 4 Guidelines1. Write the paper in Microsoft Wo.docx
Write a 1,050- to 1,400-word paper on American art before and afte.docx
Write a 1,050- to 1,400-word paper on American art before and afte.docx
Write a 1,050- to 1,400-word paper on American art before and af.docx
Write a 1,050- to 1,400-word paper on American art before and af.docx
Write a 1,050- to 1,400-word paper on American art before and afte.docx
Write a 1,050- to 1,400-word paper on American art before and afte.docx
the views and opinions within culture began evolving during the 60s .docx
the views and opinions within culture began evolving during the 60s .docx
Beethoven; Art and Protest in the 1800s Please respond to one .docx
Beethoven; Art and Protest in the 1800s Please respond to one .docx
Beethoven; Art and Protest in the 1800s Please respond to one .docx
Beethoven; Art and Protest in the 1800s Please respond to one .docx
Beethoven; Art and Protest in the 1800s Please respond to one .docx
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Cultural Media Perspective As you have learned from this unit, the.docx
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More from harrisonhoward80223
© 2006 Thomson-Wadsworth© 2006 Thomson-Wadsworth.docx
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
1) Professional
2) Supervisory
3) Skilled workers
4) Unskilled workers
Not mutually exclusive
1)Professional staff
Professionals - Individuals who have extensive formal education in a field and have acquired the knowledge and skills to make independent judgments and to function in that field with minimum supervision.
Entry Level - A beginning position in a profession.
ex: an entry-level dietitian
© 2006 Thomson-Wadsworth
Basic skills in Food Service Systems, General Nutrition. Able to work as a generalist dietitian.
© 2006 Thomson-Wadsworth
*
Professional staff
Specialization - The process of acquiring in-depth knowledge and skills in a narrow area of a profession.
Managers well honed in mgt skills will have some “practice skills” lost.
Generally, professionals are assumed to prefer participative management.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
A management style that encourages participation or consensus management; may be very effective when dealing with professional staff.Autocratic management style may create discontent among professional employees.
2) Supervisory personnel
Supervisors - Individuals with authority to oversee and direct the work of subordinates as well as having responsibility for their own work.
Often a supervisor is a frontline manager.
The level of authority of each supervisor should be sufficient to allow for the fulfillment of the assigned task.
Should be allowed to perform a new task several times before being given full responsibility and supported during transitional period.
On-the job training is essential for supervisor.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
3) Skilled Workers
Individuals who have special training or skills to perform a specific job.
ex: cooks, secretaries, exterminators
Usually do not need micromanagement.
Micromanagement - The act of providing intensive supervision to subordinates by constantly checking and verifying their progress.
Learns skills through on-the-job training or participating in technical skill training in a formalized setting.
Adept at “how to” of the task but no knowledge base to address “why” of the job
Does not require a degree nor credentialing.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
4) Unskilled Workers
Employees who bring no marketable skills to the job and are trained in the workplace to perform the required tasks.
ex: receptionists, cashiers, foodservice workers
Not always appropriate to use participative management (view their role as being followers, not leaders).
Can contribute to the management process by providing information and ideas without participating in the DM process.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
DM process – Data Mining
*
1)Full-time
Full-Time Employee - An individual who is designated to work a certain number of hours a week that is considered “full time” by the employer (typically 4.
§ 6.01 IntroductionBackground checks are an important component .docx
§ 6.01 Introduction
Background checks are an important component of an effective compliance program under the United States Sentencing Guidelines Manual, § 8B2.1(b)(3) (2011). If the personnel involved in promulgating the compliance program are known as people of integrity then the compliance program will be perceived as the result of a sincere effort to create a culture of ethics within the corporation.
Since the integrity of the senior management, compliance officer, and the compliance office personnel is critical to the effectiveness of the compliance program, enhanced background checks need to be conducted on all personnel who are involved in the conduct and dissemination of the compliance program.
__________
Timing:
These background checks should be conducted at the time of employment, promotion, salary increase or change of position to a compliance related function.
__________
Typically, conducting background checks on certain prospective employees can be an important part of the employee selection process for any company.
__________
Timing:
Background checks may also be advisable for employees considered for promotion or transfer into managerial or sensitive positions, or those positions which involve unsupervised employee contact with customers.
__________
__________
Strategic Point:
This practice should be reinforced throughout the company in hiring all employees since every employee is involved in promoting and participating in the compliance program.
__________
§ 6.02 Steps Involved in the Background Check Process
__________Trap:Strategic Point:
While seemingly straightforward, the steps required to conduct a legal background check are full of traps for the unwary. As a matter of federal law (and the law of many states), the process involves the following steps:
· 1.Obtain written consent for a background check from the applicant or employee;
· 2.Obtain and analyze the results of the background check;
· 3.Provide a copy of the background check to the applicant (if the results are relevant to the selection process) along with a written statement of rights and request a response;
· 4.Provide the applicant with an opportunity to respond with written comments to the background check results;
· 5.Consider the applicant’s written comments and the background check results in making a final determination as to whether the applicant will be hired, promoted, or transferred, and;
· 6.Provide the applicant with written notice (if the background check results are relevant to the selection process) of the fact that the background check results played a part in the selection process and that the applicant was not selected as a result.
__________
__________Warning:
These steps are more than just a set of best practices, they are designed to help an employer fully comply with the requirements of the Fair Credit Reporting Act. Failing to follow one or more of these steps when using background checks for employment decisions can leave a c.
© Dr. Curtis Odom. All Rights Reserved. [.docx
©
Dr.
Curtis
Odom.
All
Rights
Reserved.
[email protected]
ORGB3201
Final
Exam
Cast
Study
Questions
–
MediSys
Corporation
I. Your
Role:
You
are
a
new
Organizational
Behavior
Consultant
who
has
been
hired
by
this
client
to
improve
in
house
relationships
and
productivity.
II. In
answering
the
questions
below,
you
will
show
how
skilled
you
are
in
observing,
analyzing
and
suggesting
workplace
improvements.
Focus
not
only
on
the
what
for
each
question,
but
also
on
the
why
for
each
aspect
of
your
diagnosis,
and
on
the
how
for
each
step
of
your
action
plan.
Good
Luck!
III. Diagnosis:
1. How
well
is
the
IntensCare
team
performing?
2. How
much
teamwork
do
you
think
there
was
prior
to
the
formal
introduction
of
teams?
3. What
forces
are
affecting
the
IntensCare
team's
behavior,
culture,
and
outcome?
4. What
is
at
stake
here
for
the
company?
5. How
would
you
assess
the
situation
at
MediSys
in
terms
of
meeting
its
initial
goals
for
teams?
6. How
would
you
assess
the
situation
at
MediSys
in
terms
of
achieving
its
competitive
goals?
7. Are
people
doing
all
they
can
to
work
together?
Why
or
why
not?
8. How
do
team
members
from
different
functions
coordinate
their
efforts?
IV. Action
Planning:
9. If
you
were
Merz,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
you
take
action?
10. If
you
were
OBrien,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
you
take
action?
11. If
you
were
Fogel,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
you
take
action?
12. If
you
were
Mukerjee,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
yo.
© 2013 The McGraw-Hill Companies, Inc. All rights reserved. .docx
© 2013 The McGraw-Hill Companies, Inc. All rights reserved.
Chapter
Twelve
12-2
Learning
Objec5ves
LO.1 Compare and contrast the rational model of
decision making, Simon’s normative model,
and the garbage can model.
LO.2 Discuss eight decision-making biases.
LO.3 Discuss the thrust of evidence-based decision
making and its implementation principles.
LO.4 Explain the model of decision-making styles.
LO.5 Explain the model of intuition and the ethical
decision tree.
12-3
Learning
Objec5ves
(cont.)
LO.6 Summarize the pros and cons of involving
groups in the decision-making process.
LO.7 Contrast brainstorming, the nominal group
technique, the Delphi technique, and
computer-aided decision making.
LO.8 Describe the stages of the creative process.
LO.9 Discuss the practical recommendations for
increasing creativity.
12-4
Models
of
Decision
Making
! Decision making
9 iden5fying
and
choosing
alterna5ve
solu5ons
that
lead
to
a
desired
state
of
affairs
12-5
Models
of
Decision
Making
! The Rational Model
9 proposes that managers use a rational four-
step approach to decision making.
12-6
The
Ra5onal
Model
! Identify the Problem or Opportunity
9 Problem – exists when the actual situation and
the desired situation differ
9 Opportunity - represents a situation in which
there are possibilities to do things that lead to
results that exceed goals and expectations
! Generate Alternative
Solution
s
9 For routine decisions alternatives are readily
available through decision rules
12-7
Ra5onal
Model
! Evaluate Alternatives and Select a
.
© 2013 Laureate Education, Inc. 1 Adolescence” Program .docx
© 2013 Laureate Education, Inc. 1
“Adolescence”
Program Transcript
Instructions:
Post by Day 3 the identity of your adolescent client. Summarize the
developmental crises he or she is facing. Then, explain at least two risk-taking
behaviors in which the adolescent is involved and at least one protective factor
that might be influencing his or her level of functioning. Finally, explain the impact
of these behaviors on the adolescent and his or her family. Justify your response
with references to this week’s Learning Resources and the current literature. Be
specific.
Respond by Day 5 to at least two of your colleagues using one or more of the
following approaches:
Select a colleague who was assigned a different client than you. Offer and
support at least two counseling strategies he or she might use to establish a
trusting relationship with his or her adolescent client. Support your response with
authentic observations/experiences and the current literature.
Select a colleague who was assigned the same client as you. Expand on his or
her posting by describing how you might integrate the parents/caretakers into the
adolescent’s treatment plan while also maintaining a trusting relationship with the
adolescent.
Select a colleague who was assigned the same or different client family from
you. Offer and support at least two strategies he or she might use to encourage
healthy risk-taking behaviors with their adolescent client.
[Martinez Family]
General Background:
The Martinez family consists of Miguel, Jeannette, Gabby, Tommy, and Christina
(the adopted daughter of Jeannette’s cousin).
The family’s ethnicity is Hispanic, and both Miguel and Jeannette come from very
large extended families—many of whom live in the area.
They are Seventh-Day Adventists who are very involved in their church; they
both hold leadership positions in the church and attend services multiple times
each week.
Presenting Issues:
© 2013 Laureate Education, Inc. 2
Jeannette has brought Gabby (now 16) in to see you.
You meet with mother and daughter together, but Gabby does not speak.
Jeannette is angry and yelling at Gabby, despite your requests for her to please
calm down, take a deep breath, and speak more calmly.
Jeannette tells you that her daughter is a “slut.” She has found out that Gabby
has been having sex, which “goes against everything [they] taught her.”
Jeannette adds that Gabby now cannot get married in their church because she
is “damaged goods.” She states that she is horrified by her daughter’s behavior
and ashamed of her.
When you speak with Gabby alone, Gabby begins to cry, telling you that she
loves her boyfriend very much and doesn’t believe that having sex with him is
wrong. She tells you that the only thing that makes her sad is that her parents
“hate” her now, and she’s afraid that she’s “disappointed God.”
Gabby does admit to having lost her virginity at 14 under circumst.
© 2013 Laureate Education, Inc. 1 Young Adulthood” Prog.docx
© 2013 Laureate Education, Inc. 1
“Young Adulthood”
Program Transcript
Instructions:
Post by Day 4 a description of the client’s developmental level. Explain how you
might develop rapport with the client and promote engagement in the counseling
process. Briefly describe the counseling approach you might use with this client,
based on the theoretical model you have selected. Justify your response with
references to this week’s Learning Resources and the current literature. Be
specific.
Respond by Day 7 to at least two of your colleagues using one or more of the
following approaches:
Select a colleague who was assigned a different client than you. Validate his or
her perspective or propose an alternative perspective to at least one aspect of
his or her posting (developmental level, rapport and engagement, or treatment).
Support your response with specific references to the client family presented in
the case study and to the current literature.
Select a colleague who was assigned the same client as you. Contrast your
posts. Support your response by explaining how you might combine strengths
from each of your posts to provide a better analysis of or treatment for the client.
[Week 8: Martinez Family]
General Background:
The Martinez family consists of Miguel, Jeannette, Gabby, Tommy, and Christina
(the adopted daughter of Jeannette’s cousin).
The family’s ethnicity is Hispanic, and both Miguel and Jeannette come from very
large extended families—many of whom live in the area.
They are Seventh-Day Adventists who are very involved in their church; they
both hold leadership positions in the church and attend services multiple times
each week.
Presenting Issues:
Gabby is now 19 years old and has come to see you. She is still living in her
parents’ home, which she says is “generally ok as long as [she does] what they
tell [her] to.”
Although she graduated from high school with fairly good grades, Gabby did not
go to college. She said that she wasn’t sure at the time what she wanted to do,
and her father told her “not to waste [his] money.”
© 2013 Laureate Education, Inc. 2
Since then, Gabby has had a series of low-paying jobs, from which she is usually
fired for missing too much work. She says that if she found a job she liked, she’d
probably take it more seriously, but so far that hasn’t happened.
Gabby also shares that she is getting a lot of pressure from her parents to “find a
husband and settle down,” although Gabby thinks she is too young for this.
Gabby is feeling anxious and lost and is looking to you for guidance.
[Reeves Family]
General Background:
The Reeves family consists of Lucas, John, Justin, and Emme. Lucas’ wife,
Anne, left him and the children shortly after Emme was born.
The family is Caucasian and of mixed European ethnic descent.
Their faith is Protestant, although Lucas notes that they do not attend church
regularly.
Lucas also sh.
© 2013 Laureate Education, Inc. 1 NURS 6441 Indivi.docx
© 2013 Laureate Education, Inc. 1
NURS 6441
Individual Project Overview
Project Overview and Timeline
The Individual Project Assignments in this course are designed to provide you with a
practical understanding of project management activities in a health care organization.
In each of these three Assignments you have the option of interviewing an individual
who has managed real-life projects about selected aspects related to project
management, or you may choose to write a scholarly paper in which you draw insights
from published articles describing organizations’ experiences in health care information
technology projects. Either of these experiences will help you develop a first-hand
understanding of project management challenges and strategies within one or more
organizations.
The Individual Project Assignments are woven throughout the course and aligned with
course content. For each experience, the completion of a written Assignment aligned to
one of the following experiences is required:
Interview: Interview an individual with project management experience in an
organization of your choosing about one or more designated topics.
OR
Scholarly Paper: Examine a minimum of three organizations that have published
descriptions about a health care information technology project.
Tips and Guidelines
Interview
As you conduct an interview, note your observations, thoughts, and insights regarding
the individual’s roles and functions and how they are carried out. For each individual
interview, address the questions provided in the Topics and Questions section (in Week
2, Week 5, and Week 7) of this document. Keep in mind, though, that responses to the
questions represent the minimum amount of information required in the paper. You are
encouraged to explore the questions fully with thought-provoking follow-up questions.
Your paper should include the individual’s responses to your questions, and—after
some reflection—your analysis of the interviewee’s responses. Write the first draft of
your paper immediately following the interview so all of the information is fresh in your
mind. As you write, reflect upon the topics covered in this course, and synthesize your
knowledge of those topics with what you discussed during the interview.
© 2013 Laureate Education, Inc. 2
Try to match your Assignment setting to your professional goals. Consider interviewing
someone in your own organization or in an organization where you might want to work
as a nurse informaticist after you graduate.
If you are unable to complete the Individual Project Assignments with a project manager
in a health care organization, search for an individual who has managed a project,
preferably a technology project, in another type of setting. If you are unable to find an
interviewee, you must complete the scholarly paper option.
Scholarly Paper
To prepare for this Assignment option, you will need to find articles or ot.
© 2013 Laureate Education, Inc. 1 NURS 6441 Work .docx
© 2013 Laureate Education, Inc. 1
NURS 6441
Work Breakdown Structure (WBS) Formats
Imagine that you are a project manager tasked with the implementation of a hospital’s
new electronic health record (EHR) system. The system components are broken down
into four major deliverables and a series of granular deliverables that correspond to
each major one. For the Week 6 Discussion, explore the three work breakdown
structure formats below to see how the EHR implementation can be represented
through a WBS.
Tabular WBS:
Level 1 Level 2 Level 3 Start
Date
End
Date
Owner
1
Electronic
Health
Record
(EHR)
1.1 Patient
Information
Management
(PIM)
Module
1.1.1 Admission,
Discharge, and
Transfer Module
6/28/14 8/30/15 PIM
Team
1.1.2 Registration
Module
1.1.3 Master
Patient Index
1.1.4 Patient
Scheduling Module
1.2 Clinical
Information
System
(CIS)
1.2.1 Clinical Alert
System
2/22/15 9/22/15 CIS Team
1.2.2 Clinical Rules
Engine
1.2.3 Consult
Tracking Module
1.2.4 Order
Management
System
1.2.5 Results
Reporting System
1.2.6 Computerized
Provider Order
Entry Module
1.2.7 Patient
Intake/Output
Module
1.3
Laboratory
Module
1.3.1 Anatomic
Pathology
Reporting Module
8/31/14 10/29/14 Lab Team
1.3.2 Microbiology
Reporting Module
1.3.3 Chemistry
Reporting Module
1.4 1.4.1 Adverse 10/30/14 11/6/14 Pharmacy
© 2013 Laureate Education, Inc. 2
Level 1 Level 2 Level 3 Start
Date
End
Date
Owner
Pharmacy
Module
Reaction Tracking
System
Team
1.4.2 Electronic
Medication
Administration
Record
1.4.3 Bar Code
Medication
Administration
1.4.4 Pharmacy
Inpatient/Outpatient
Information System
Hierarchal WBS:
Level WBS Code Element Name
1 1 Electronic Health Record
2 1.1 Patient Information Management Module
3 1.1.1 Admission, Discharge, and Transfer Module
3 1.1.2 Registration Module
3 1.1.3 Master Patient Index
3 1.1.4 Patient Scheduling Module
2 1.2 Clinical Information System
3 1.2.1 Clinical Alert System
3 1.2.2 Clinical Rules Engine
3 1.2.3 Consult Tracking Module
3 1.2.4 Order Management System
3 1.2.5 Results Reporting System
3 1.2.6 Computerized Provider Order Entry Module
3 1.2.7 Patient Intake/Output Module
2 1.3 Laboratory Module
3 1.3.1 Anatomic Pathology Reporting Module
3 1.3.2 Microbiology Reporting Module
3 1.3.3 Chemistry Reporting Module
2 1.4 Pharmacy Module
2 1.4.1 Adverse Reaction Tracking System
2 1.4.2 Electronic Medication Administration Record
2 1.4.3 Bar Code Medication Administration
2 1.4.4 Pharmacy Inpatient/Outpatient Information System
© 2013 Laureate Education, Inc. 3
1. Electronic Health
Record
1.1 Patient
Information
Management
Module
1.1.1 Admission,
Discharge, and
Transfer Module
1.1.2 Registration
Module
1.1.3 Master Patient
Index
1.1.4 Patient
Scheduling Module
1.2 Clinical
Information System
1.2.1 Clini.
© 2013 Laureate Education, Inc. 1 Comprehensive Write-u.docx
© 2013 Laureate Education, Inc. 1
Comprehensive Write-up Guide
Week 2 Assignment: Comprehensive Patient Assessment
When completing practicum requirements in clinical settings, you and your Preceptor
might complete several patient assessments in the course of a day or even just a few
hours. This schedule does not always allow for a thorough discussion or reflection on
every patient you have seen. As a future advanced practice nurse, it is important that
you take the time to reflect on a comprehensive patient assessment that includes
everything from patient medical history to evaluations and follow-up care. For this
Assignment, you begin to plan and write a comprehensive assessment paper that
focuses on one female patient from your current practicum setting.
To complete:
Write an 8- to 10-page comprehensive paper that addresses the following:
1. General patient information
a. Age
b. Race/ethnicity
c. Partner status
2. Current health status
a. Chief concern/complaint and history of present illness (include a complete
symptom analysis of chief complaint(s) utilizing OLDCART for a sick/problem
focused visit)
b. Last menstrual period or year of menopause
c. DES exposure (if born between 1948 and 1971)
d. Sexual activity status
e. Barrier prevention
f. Sexual preference
g. Satisfaction with sexual relations
3. Contraception method (if any)
4. Patient history
a. Past medical history
• Major medical events (including pediatric events)
• Psychological and mental health
• Surgeries and/or hospitalizations if pertinent
• Medications, including prescriptions, over-the-counter medications, home
and herbal remedies, calcium, and vitamin supplements
• Allergies, including drug, food, and environment
© 2013 Laureate Education, Inc. 2
• Health maintenance/screenings, including results of patient’s last Pap and
mammogram as appropriate, as well as previous vaccinations (HPV,
MMR, hepatitis B, last dT, and pneumovax/influenza as appropriate)
b. Family medical history
c. Gynecologic history
• Nullipara vs. multipara
• History of sexually transmitted infections and sexually transmitted
diseases
• Menarche and menstrual patterns
• Menopause or peri-menopausal symptoms (if applicable)
d. Obstetric history
• Gravida and parity status (TPAL)
• Pregnancy history, including history of preterm or low birth weight, other
pregnancy complications, history of sexually transmitted diseases, and
any pertinent negatives
e. Personal social history (as appropriate to the current problem)
• Cultural background
• Education and economic condition
• Abuse history including assault and forced sex (past and current)
• Occupational health patterns
• Environment
• Current health habits and/or risk factors
• Substance use (must include for every patient)
• Tobacco including frequency and longevity
• Alcohol including results of CAGE unless patient has never used
• Recre.
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.Mc.docx
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Friendship, Intimacy, and
Singlehood
Chapter 9
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-2
Friendship, Love, and
Commitment
Friendship is the foundation for love and
commitment
Love reflects the positive factors that draw
people together
Commitment reflects the stable factors that
help maintain relationships for better or worse
These three things are in all relationships to
some degree. It is the degree that defines
relationships
All Closely linked
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-3
Fabric of Friendship
Enjoyment
Acceptance
Trust
Respect
Mutual Assistance
Confiding
Understanding
Spontaneity
Degrees of each… Davis and Todd, 1985
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-4
Love versus Friendship
Fascination
Exclusiveness
Sexual desire
Depth of caring
Potential for enjoyment
Potential for conflict, distress, criticism
Love Has Greater
Than Friendship
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-5
Sternberg’s Love Triangle
Argues three dimensions found in love
Presence or absence of these
dimensions determine type of love
Dimensions:
Commitment—cognitive aspect
Passion—motivational aspect
Intimacy—emotional aspect
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-6
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-7
The Love Triangle:
Commitment
A person’s attachment to another
Process develops over time
Represents desire to be faithful
Can be expressed by moving to a more
advanced stage of a relationship
This part of love is present in long-term
relationships and is responsible for
people staying together through difficulty
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-8
The Love Triangle:
Intimacy
The bonding and emotional closeness or
connectedness
Involves:
sharing feelings
self disclosure
emotional support
Increases as the closeness grows
Gains greater depth as a relationship matures
Is defined differently throughout:
Illness example
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-9
The Love Triangle:
Passion
Develops quickly
Romantic feelings, desires, and arousal
Often involves touching, kissing, and being
affectionate
Passion is wonderful but it can fade quickly
Passion does not give people the sticking
power for raising children
Passion does not get you through illness,
death, or other crises
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-10
Sternberg’s Eight Types of Love
Non-love
Nothing there: “Meh.”
Liking
Intimacy only
Infatuation
Passion only
Empty love
Commitment only
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-11
Sternberg’s Eight Ty.
© 2011 The McGraw-Hill Companies, Inc. All rights reserved..docx
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
Police in America
Chapter Seven
Patrol: The Backbone of Policing
The Central Role of PatrolMajority of police officers assigned to patrolGatekeepers of the CJ System and therefore most important decision makersExperience on patrol formative part of police officer’s careerLeast desirable assignment
The Functions of Patrol
To deter crime
To enhance feelings of public safety
To make officers available for service
The Organization and Delivery of PatrolFactors affecting the delivery of patrol services
Number of sworn officers
Police-population ratio
Assignment to Patrol
Distribution of Patrol Officers
One versus two officer cars
Work styles of officers“Hot Spots”
An area that receives a disproportionate number of calls for police service/ has a high crime rate Types of Patrol:
- Foot patrolAutomobile patrol
- One officer versus two officer cars Staffing Patrol Beats
- On any given night, no officer is available for many patrol beats
- Police patrol is very expensive
Styles of PatrolIndividual Styles
Officer-initiated activity
Includes stopping, questioning, frisking suspicious citizens, stopping vehicles, writing traffic tickets, etc.
Amount varies between departmentsSupervisor Styles
Also affect an officer’s level of activity
Organizational Styles
James Q. Wilson identified three distinct organizational styles.
The watchman style emphasizes peace-keeping without aggressive law enforcement and few controls over rank-and-file officers.
The legalistic style emphasizes aggressive crime-fighting an attempts to control officer behavior through a rule-bound, “by the book” administrative approach.
The service style emphasizes responsiveness to community expectations and is generally found in suburban police departments where there is relatively little crime.
Patrol SupervisionThe Role of Sergeant: Patrol supervision is usually accomplished by the sergeant on duty. The principle of span of control holds that a supervisor can effectively manage only a limited number of people. The recommended span of control is one sergeant for about every eight officers.
The Communications Center
The Nerve Center of Policing
911 Communications center
Citizen-dominated
Reactive
Incident-based
911 Systems
Processing Calls for Service
Operator-Citizen Interactions
911 Systems
Introduced by AT&T Company in 1968
911 systems contributed to increase in calls for service
To handle this increase, departments assign priorities to incoming calls based on seriousness of problem
Police able to more efficiently manage delayed responses to non-emergency calls
Processing Calls for ServiceCommunication center operators
Obtain information from caller and makes decision about appropriate response
Exercise tremendous discretion
Only ½ of all calls to 911 result in a dispatch
Operators ask questions of callers
Operators assess situation
Operators decide how many and which officers to dispat.
© 2010 by The Johns Hopkins University PressConflicting Va.docx
© 2010 by The Johns Hopkins University Press
Conflicting Values
and Disparate
Epistemologies:
The Ethical Necessity
of Engagement
Mohammed Abouelleil Rashed
Keywords: communication, harm, psychiatry, lan-
guage
I
am delighted for the occasion to respond
to Verhagen’s insightful commentary and
Gupta’s important critique of my paper. In the
process, I hope to further clarify my thesis and the
proposal that stems from it. I start by attending to
Verhagen’s commentary, because in many ways we
are in substantial agreement and, if anything, his
observations help to further elucidate many of the
ideas I propose. After that I turn to Gupta, who
disagrees with me on several important points.
Verhagen’s four levels of analysis of psychiatric
knowledge bring in to focus the fault lines, or
the points in psychiatric practice and theory that
require critical attention if we are not to inadver-
tently bring harm upon patients. It is already at
the junction of the first level (experience of the
patient as incorporated in to a narrative) and the
second level (the clinician’s formulation of the
story), as Verhagen observes, that there is a risk
of losing the uniqueness of the patient’s story, and
with it the values she attaches to her experiences
and current predicament. Diagnostic devices like
‘criterion B’ and ‘cultural congruence’ may have
been introduced to safe guard against patholo-
gizing normality, but as I have demonstrated
throughout section 3 of my paper, that cannot be
guaranteed, and these devices may in fact be part
of the problem.
The problems between the second and third
levels of analysis really start at the second level
when the story is reformulated in to a ‘case’ with
a specific ‘diagnosis.’ Once that is done, clinicians
inevitably appeal to the known explanations for
the diagnosed disorder, whether psychological or
biological. The problem here is that other pos-
sible explanatory frameworks, such as spiritual/
religious, are eliminated as possibilities, partly
because the patient’s story has been redescribed
in the language of disorder thereby losing the
essential characteristics that make it her story.
Redescribing the patient’s experiences hampers
further attempts at meaning seeking (which in-
cludes a search for explanation), especially if that
occurs in a coercive context (I address this again
in my response to Gupta). Finally, it is the fourth
level where the epistemological foundation for
psychiatry stands. The psychiatric commitment to
a positivist/empiricist approach to experience and
214 ■ PPP / Vol. 17, No. 3 / September 2010
belief feeds in to the other two levels; it limits the
availability of alternative explanatory models in
the third and the legitimacy of subjective narrative
in the second.
I am in agreement with Verhagen that psychia-
trists “need to understand how they are related to
their knowledge,” and they also need to be aware
what could go wrong at t.
© 2009 • Journal of Sport Administration & Supervision • Vol. .docx
© 2009 • Journal of Sport Administration & Supervision • Vol. 1, No. 1, April 200952
Examining the Effectiveness of Athlete Celebrity
endorser characteristics and Product Brand
type: the endorser Sexpertise continuum
Christina S. Simmers, Datha Damron-Martinez, & Diana L. Haytko
ABStrAct
This research furthers the theoretical perspectives that athlete endorsers are brands unto
themselves, and that athlete-endorser effectiveness is determined by congruent pairings of the
athlete-endorser brand and the product brand by introducing the Endorser Sexpertise Continuum.
This model categorizes athlete celebrity endorsers on the Endorser Sexpertise Continuum with
anchor points referred to as “acquirable expertise” and “likeability.” As in successful brand
alliances, this model suggests the types of products/brands the athlete celebrities would be most
successful in endorsing, depending on their positioning on the continuum.
Simmers, C. S., Damron-Martinez, D., & Haytko, D. L. (2009). Examining the effectiveness of athlete celebrity endorser
characteristics and product brand type: The Endorser Sexpertise Continuum. Journal of Sport Administration & Supervision 1(1),
52-64. doi:10.3883/v1i1_simmers; published online April, 2009.
introduction
Forbes reported that the 10 richest male and
female athletes made a combined $600 million
in salary, prize money and endorsements,
including men’s professional golfer Tiger
Woods who alone earned nearly $100 million
in sponsorships in 2008 (Badenhausen, 2008;
Thomaselli, 2008). Interestingly, many top
athlete endorsers make considerably more
money as endorsers than as athletes in their
chosen sport. For example from June 2007 to
June 2008, female professional golfer Michelle
Wie earned $12 million in endorsement money
but only $39,000 in prize money. Similarly,
former professional basketball player Michael
Jordan made $45 million in endorsements,
despite not having participated in his sport
for many years (Badenhausen, 2008). Some
athletes endorse a multitude of products (e.g.,
National Football League quarterback Peyton
Manning, Woods, and female racecar driver
Danica Patrick), while others limit themselves
keyWordS:
Sport marketing, brand
management, celebrity
endorser, sponsorship, product
endorsement, celebrity
athlete, athlete spokesperson,
source credibility, source
attractiveness
Dr. Christina S. Simmers is
an assistant professor of marketing
at Missouri State University in
Springfield, Missouri. She holds
an MBA from Nicholls State
University and a PhD in marketing
from Louisiana State University.
Her research interests include
advertising issues, consumer
information processing, consumer
behavior and brand alliances.
Dr. Datha Damron-Martinez
is an assistant professor of
marketing at Truman State
University in Kirksville, Missouri.
She holds an MBA, an MA in
Economics, and a PhD in Business
Administration/Marketing from
New Mexico State .
© 2009 John Wiley and Sons AustraliaDistribution (place).docx
© 2009 John Wiley and Sons Australia
Distribution (place)
Week 8
Part 2
\assap dawgs
*
© 2009 John Wiley and Sons Australia
Vertical Marketing System
(VMS)
A channel of distribution in which there is formal cooperation among members at the manufacturing, wholesaling, and retailing levels
A marketing channel in which all stages occur under a single management structure.
e.g.15 independently owned restaurants enter into an agreement with a produce wholesaler, the total costs go down for everyone thanks to bulk ordering and shipping
© 2009 John Wiley and Sons Australia
Vertical Marketing System
(VMS) Firestone manufactures tires and owns the service centers that sell the tires to customers.
Australia Post owns post boxes situated on street corners, post offices that sell envelopes, stamps, boxes and other goods as well as accept mail, a fleet of delivery vans and bikes, storage and sorting facilities and so on.
© 2009 John Wiley and Sons Australia
VMS - FranchisingFranchises are also a type of VMS in which individual retail outlets are contractually obliged to cooperate closely with the franchisor.
Franchising is a type of business where the right to sell products or rights to use the main elements of a business model are licensed by one party to another.
© 2009 John Wiley and Sons Australia
VMS - Franchising
In franchising the franchiser:
licenses the right to use its business model or to sell its products
provides services such as advertising, business know-how and supplier networks
stipulates standards and rules by which the franchise business must operate
© 2009 John Wiley and Sons Australia
VMS - Franchising
In franchising the franchiser:
sometimes promises exclusive rights to a particular geographic area
e.g. 7-11 video
http://franchise.7eleven.com.au/benefits.html
© 2009 John Wiley and Sons Australia
VMS - Franchising
In franchising the franchisee:
pays the franchiser a fee and/or percentage of sales receipts (e.g. 7-11, $400K-$1m(Inititial) + 50% Gross Sale)
supplies labour and capital
operates the business in accordance with the conditions of the franchise agreement.
© 2009 John Wiley and Sons Australia
VMS - Franchising
Franchising offers franchisers a way to expand relatively rapidly, keep some control of the distribution of their products, and to share risk;
It offers franchisees a way to start a business without needing to formulate an idea, systems or raise a profile and, statistically, gives them a much higher rate of business success (50 per cent compared to 10 per cent for new independent businesses)
© 2009 John Wiley and Sons Australia
VMS - Franchising
In Australia, retail franchises operate in the following ways:
a producer licenses distributors to sell its products to retailers: Coca-Cola licenses bottlers to make up its drinks then sell the finished beverage to retail stores.
© 2009 John Wiley and Sons Australia
VMS - Franchising
In Australia, retail franchis.
© 2003 Applied Scholastics International. All Rights Reser.docx
© 2003 Applied Scholastics International. All Rights Reserved.
Grateful acknowledgement is made to L. Ron Hubbard
Library for permission to reproduce selections from
the copyrighted works of L. Ron Hubbard.
Applied Scholastics provides education services and materials
based on the works of L. Ron Hubbard. Applied Scholastics
and the Applied Scholastics logo and the Effective Education
Publishing Symbol are trademarks and service marks owned
by Association for Better Living and Education International
and are used with its permission.
Printed in the United States of America.
1
It has been discovered that there are three definite barriers
which can block a person’s ability to study and thus his ability to
be educated. These barriers actually produce physical and
mental reactions.
If one knows and understands what these barriers are and
how to handle them, his ability to study and learn will be greatly
increased.
INTRODUCTION
2
Education in the absence of the mass in which the technology
will be involved is very hard on the student.
In this context “mass” refers to the actual physical objects of
a subject; the things of life; as opposed to significance.1
Absence of mass actually makes a student feel squashed,
THE FIRST BARRIER:
ABSENCE OF MASS
1. significance: any thought, decision, concept, idea, purpose or meaning connected with
something, as opposed to its mass.
sort of spinny,
3
makes him feel bent,
4
sort of dead,
bored,
2. physiological: having to do with living things and the ways their parts and organs work.
5
exasperated.
If he is studying how to do something with the mass absent,
this will be the result.
Photographs help and motion pictures would do pretty
good, as they are a sort of promise or hope of the mass, but the
printed page and the spoken word are not a substitute for a
tractor if he’s studying about tractors.
You have to understand this data in its purity—and that is
that educating a person in a mass that they don’t have and which
isn’t available produces physiological2 reactions.
6
It’s just a fact.
You’re trying to teach this fellow all about tractors and
you’re not giving him any tractors. Well, he’s going to wind up
with a face that feels squashed, with headaches and with his
stomach feeling funny. He’s going to feel dizzy from time to
time and very often his eyes are going to hurt.
You could therefore expect the greatest incidence of suicide
or illness in that field of education most devoted to studying
absent masses.
7
This one of studying the something without its mass ever
being around produces the most distinctly recognizable
reactions.
If a child felt sick in the field of study and it were traced back
to this one, the positive remedy would be to supply the mass—
the object or a reasonable substitute—and it would clear it up.
8
There is another series of physiological reactions that exist
which is based on the fact of too steep a study gradient.
By “gradient” we .
© 2005 Chris Thompson and Katarina Weslien PAJ 82 (2006), pp. .docx
© 2005 Chris Thompson and Katarina Weslien PAJ 82 (2006), pp. 29–50. � 29
PURE RAW
Performance, Pedagogy, and
(Re)presentation
Marina Abramovic; interviewed by
Chris Thompson and Katarina Weslien
M
arina Abramovic ; has been pushing the limits of performance for over
three decades. From 1965–70 she studied at the Academy of Fine Arts in
Belgrade, and soon after that at the Academy of Fine Arts in Zagreb,
where she later taught. In 1970 she began working with sound environments, film,
video, and performance. Five years later she met the artist Ulay (Uwe Laysiepen) in
Amsterdam, with whom she worked until 1988. Together they devised perfor-
mances that centered on the limits of human endurance, consciousness, and
perception. Working independently since then, she has exhibited, performed, and
taught internationally, establishing a body of work whose combination of extremity
and intimacy is singular in the history of performance. In 1996 she completed two
important theatre pieces, Biography and Delusional, and the following year her
controversial performance Balkan Baroque won the International Venice Biennale
Award. She received the Niedersächsicher Kunstpreis as well as the New York Dance
and Performance Award for her recent performance/exhibition The House with the
Ocean View at the Sean Kelly Gallery. For her November 2005 exhibition at the
Guggenheim Museum in New York, Marina Abramovic ;: Seven Easy Pieces, she will
re-perform seminal works by Vito Acconci, Joseph Beuys, VALIE EXPORT, Bruce
Nauman, Gina Pane, as well as her own Lips of Thomas, and premiere a new
performance. This interview is based on three conversations with the artist, the first
of which took place in October, 2004 (Amsterdam), and the other two in April,
2005 (New York), around the time of her participation in the “(Re)presenting
Performance” symposium at the Guggenheim Museum.1
�
THE IDEA OF THE COLLECTIVE
THOMPSON: In reading the transcripts from the catalogue for the 1990 “Art
Meets Science and Spirituality in a Changing Economy conference,”2 I was struck
by your notion that that there could be some blend of Buddhism and communism.
Is this an idea you have continued to develop over the past decade?
30 � PAJ 82
ABRAMOVIC:: It’s really not developed or thought about; I come from communist
country, so communism is something that was very close to me. I know the idealism
of communism in the beginning, and I know the failure of communism in the end,
and I know all the problems, and why it could not succeed. It was a very interesting
concept in Burma; at one point, it was a communist government and a very strong
Buddhist country, so in the government there were Buddhist monks. Again it didn’t
work. So all these concepts don’t work because the mentality and the consciousness
of people are not raised to the level that could make it work. The solution is really
that we have to have a completely different relation to the materialistic world, and
not to be attached to.
© 2002, The Ripple Effect 1 permission granted to use for.docx
© 2002, The Ripple Effect 1 permission granted to use for educational purposes,
for more information, visit www.the-ripple-effect.org provided credit is given.
Religious Views & Domestic Violence
Christine Hagion Rzepka
Founder & Director, The Ripple Effect
By conservative estimates, a million
Christian women in America are abused by
their husbands (Ingram, 1985), but this is
grossly underestimated (Pagelow &
Johnson, 1988). A survey done in 1993 by
the North American Council for Muslim
Women found that domestic violence
occurred in 10% of the Muslim population
(Alkhateeb, 1999). However, this study
assessed only physical abuse: if verbal and
psychological abuse were added, this
percentage would be greatly increased. One
study in Denver found that 4% of the
victims of domestic violence served in that
community were Jewish (Walker, 1997).
Clearly, the religious community is not
immune from the existence of domestic
violence—and, in some cases, may actually
encourage it through teachings and
traditional beliefs about the roles of men and
women.
While the society struggles to accept
the reality of violence in the family, many
within the religious community, as well as
members of the “clergy… refuse to believe
that abuse exists within their congregations”
(Bussert, 1986, p. 2). This denial further
compounds the sense of isolation and shame
that many victims of domestic violence
endure. Pagelow & Johnson (1988) write:
“Silence within the religious community has
served to keep the lid on the simmering pain
that not only immobilizes victims but
encourages the behavior of the perpetrators”
(p. 9).
Davidson (1978) claims that male-
oriented church doctrines and teachings “about
a woman’s place, duty and nature have added
to the problem (p. 207). This is true not only
of the Judaic and Christian traditions, but of
virtually all religions. According to Gardner
(1977): “All religions preach subordination of
women not just to God, but to men, as an
article of faith…. Moreover, Judeo/Christian
theological writings are explicitly
misogynous.”
ministers are often
the ‘counselors of choice’
for many victims
Christianity & Domestic Violence
In one study on wife abuse, several
wives were abused by their husbands, who
were ministers (Pagelow, 1984). Another
study of 350 battered women found that
28% had sought counsel from the clergy
(Pagelow, 1981b, pp. 277-300). In this
study, the top responses the women received
were a) a reminder of their wifely duty and
instructions to forgive and forget, b) referral
to another resource to limit church
involvement, and c) impractical advice
based on religious doctrine that was not only
insensitive to their needs, but at times,
dangerous. Some were reminded of their
vows “for better or worse,” and were
exhorted pray more. “One, scolded by her
minister for ‘betraying’ her husband by
revealing what had occurred in the privacy
of t.
© 2005 Society for the Study of Addiction doi10.1111j.1360-.docx
© 2005 Society for the Study of Addiction doi:10.1111/j.1360-0443.2005.01171.x
Addiction,
100
, 1040 – 1050
Blackwell Science, Ltd
Oxford, UK
ADDAddiction
0965-2140© 2005 Society for the Study of Addiction
100
Original Article
Commentary
Commentary
Commentaries
WHEN POPULARITY OUTSTRIPS THE
EVIDENCE: COMMENT ON WEST (2005)
Robert West (2005) has taken the bold step of asserting
that the Transtheoretical Model (TTM) is so flawed that it
should be discarded. Whether one agrees with West’s
conclusion or not, his editorial should stimulate long-
overdue debate about the TTM.
A sharp divide of opinion about the TTM has surfaced
in recent years. On one side the model enjoys substantial
popularity in the form of a voluminous research litera-
ture and a large following among clinicians. On the other
side there is discontent among many scholars (e.g. Sutton
2001) who have closely scrutinized the scientific rigor of
the model. There can be no questioning the popular suc-
cess of the TTM: it is established fact. But the scientific
merit of the model can be questioned, and West has fur-
thered the debate with his provocative editorial. Consis-
tent with West, this commentary will focus on smoking
as the model addiction because smoking has been the pri-
mary focus of the TTM.
The TTM became popular because it brought atten-
tion to the intuitive notion that some smokers are more
ready to quit than others. For this, the originators of the
TTM deserve credit, though as West and others (e.g.
Bandura 1998) have pointed out, the observation that
some smokers are riper for change than others is a con-
firmation of the obvious. As a scientific model, however,
the TTM got off to an inauspicious start. The lynchpin of
the TTM is, of course, the stages of change. Thus it would
seem essential to take great care in formulating how the
stages were to be conceptualized and measured. However,
there has never been a peer-reviewed account of the
developmental research that led to the creation of the
stages of change algorithm. In fact, it is not clear that any
systematic developmental research took place at all, and
the consequences of this omission plague the model to the
present time. Instead, the authors of the TTM essentially
decreed that readiness to quit smoking should be mea-
sured using the stages of change. For the most part, the
addictions research community then adopted the stages
of change, with few questions asked.
There would be little consequence to the omission of
developmental data on the stages of change if the stages
had subsequently been proved to be valid and effective.
However, as West (2005) and others (e.g. Etter & Sutton
2002) point out, this is not the case. The stage of change
algorithm is a magpie collection of questionnaire items
that do not cohere particularly well. Two of the question-
naire items rely on arbitrary timeframes and binary yes-
no response options. One need not be an expert.
¡A Presentar en Español!Prepare To prepare for this activit.docx
¡A Presentar en Español!
Prepare: To prepare for this activity, review the vocabulary and grammar explanations from Capítulo 4. Continue to practice conjugating verbs in the present tense, to ask and answer questions, and to familiarize yourself with the vocabulary by completing several of the assigned practice activities in MySpanishLab.
Reflect: What makes your city unique? What kinds of things do you and your friends enjoy doing on the weekends? Can you convey what you think will happen in the future? When was the last time that you wrote a postcard? What picture would make a perfect postcard for your city or town?
Write: Choose one of the following activities to use for your initial response.
· Activity #1: In Capítulo 4 of your primary text, explore activity 4-20 Qué Será, Será… (p. 148). Use the ir + a + infinitive construction to predict the future for yourself, your friends, your family, famous people, and so forth.
Write five predictions of what will occur in the future for five different subjects (e.g., your children, the president of the United States, you, etc.). Consult page 148 for a model.
· Activity #2: In Capítulo 4 of your primary text, explore activity 4-38 Una Tarjeta Postal (A Postcard) (p. 159). Write a postcard highlighting different things in your city or town. See if you can convince your classmates to visit!
Use the following questions to organize your ideas. Write at least five complete sentences. Consult the model on page 159 of your primary text if needed.
· ¿Qué lugares hay en tu pueblo o ciudad?
· ¿Por qué son importantes o interesantes?
· Normalmente, ¿qué haces allí?
· ¿Adónde vas los fines de semana?
· ¿Qué te gusta de tu pueblo o de tu ciudad?
· Activity #3: In Capítulo 4 of your primary text, explore activity 4-22 En Tu Opinión (p. 150). Complete the following sentences about volunteer work. Be sure to follow up with additional details to give the reader a clear description of your opinion. Refer to the model on page 150.
· Yo (no) soy un/a consejero/a perfecto/a porque…
· Dos trabajos voluntarios que me gustan son …
· Hay muchas residencias de ancianos en los Estados Unidos porque…
· Yo apoyo al candidato __________ porque . . .
· Cuando repartes comidas, puedes . . .
Respond to Peers: Read through your classmates’ posts. Choose two different posts, and ask one question to each classmate, in Spanish, to elicit more information (Due by Day 5). Also, respond to one of the questions posed by your classmates in response to your initial post (Due by Day 5).
Note: You will have a minimum of four posts, in Spanish, in this forum:
· Your initial post (Due by Day 3)
· A question posed to classmate 1 (Due by Day 5)
· A question posed to classmate 2 (Due by Day 5)
· An answer to a question posed by a classmate in response to your initial post (Due by Day 7)
Tips for success:
· Post your initial response by Day 3. If you post late, you may not have a question from a classmate to respond to in order to fu.
You are the Human Resource Director for a 500-.docx
You are the Human Resource Director for a 500-bed hospital. You have learned that the American Professionals Union is attempting to unionize your 1,000 registered nurses. The CEO has asked you to draft a plan—either supporting the nurses in their efforts OR attempting to remain union-free. Draft solid arguments—either pro or con—for presentation and recommendation to the CEO.
Your paper should be a well-organized paper of six to eight pages in length (in addition to a title page identifying your name and the course number), clearly articulated, and to the point. Your paper must reflect APA style and contain at least three references other than the textbook, which may include Internet sources, professional journal articles,
Carrell, M. R., & Heavrin, C. (2010).
Labor relations and collective bargaining: Cases, practice, and law
(9th ed.). Upper Saddle River, NJ: Prentice Hall.
.
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