The Rise of the Soloist documentary from MyMusicLab Term Paper

The Rise of the Soloist documentary from MyMusicLab - Term Paper Example Rarely in popular music does one see a group performing without highlighting the work of one performer. Most often, the vocalist drives the music, expressing himself through the lyrics and the sound. As well, one can see the break away of the drum, guitar, or bass soloist as they create an interlude between the verses. If one thinks about it, most music is now created from the advent of this rise in popularity of solo performers. The many pieces from the period reflect this shift, but the way in which most music is created in modern popularity has the soloist focus so that the emotional content is given to the audience through focus on one person. The instrumental background becomes secondary to the focus that the audience puts on the work of the soloist. After all, when Elvis hit the stage, who was cheering for the band? In many ways, this shift in focus could signify the single most significant change that influenced modern music. Creating expressive music through the use of the point of view of one individual is the core of the modern sound. While a soloist was not new, the idea of a freely emotional expression from a single person did seem to form during this time. Period. The use of the voice, or any other instrument, as a focal point that set the tone, mood, and tempo, slowing and speeding up as his or her interpretation allowed has allowed the audience to go on the journey that the soloist creates. This journey is a far more personal event with the freedoms that were discovered in the Baroque

Daughters of Liberty Research Paper Example | Topics and Well Written Essays - 1750 words

Daughters of Liberty - Research Paper Example Besides, the spreading of religion was another motivation behind colonization. On the other hand, the Native Americans have remained loyal to the British imperialists for â€Å"156 years after the settlement of Jamestown in 1607† supporting the English people fight many wars.1 However, many of the policies of the British Empire were so stringent and intolerable, which made the Americans to revolt against them. The most significant of the causes that triggered the revolution is the imposition of â€Å"new taxes and restrictions† by the English authorities on â€Å"colonial manufacturers and commerce.†2 Legalization of the Catholic Church, transplanting of the French with the Catholic Spaniards and their banning of American flatboats as well as the threat to close New Orleans Port, etc., also forced the Americans to embark on the path agitation. The American women, with their grit and selfless dedication, have played a major role in the revolt against British Imper ialism and helped the country in winning its freedom through their sacrifices. The spirit of freedom of the Americans makes them still remember with veneration the sacrifices of the men and women whose unrelenting determination and constant struggle have fetched them independence. These men and women have helped Americans to know the value of freedom and to transform the â€Å"bloodshed, division and violence† of the war and its ravages to â€Å"symbols of unity and cohesion.†3 Thus, the spirit of freedom that Americans celebrate today is the legacy of the men and women who have struggled and died for the American Independence. Women, though considered as lower in patriarchal societies, have always played a key role in the development of nations and evolving the history and cultures of countries. Similarly, in the Colonial America also women had a key role to play, not only in terms of tending to the families but also in the context of their involvement in national mov ements, culture, arts and literature. Mary Washington was one of the prominent women who made significant legacies to the cause of American Revolution. George Washington, her son and one of the most prominent leaders of America always emphasized that he â€Å"owed everything to his mother – in the education and habits of his early life.†4 Here, it becomes relevant that significant contribution from women towards any particular cause derives not merely from their participation in that event but through facilitating the grooming of the next generation to take up the mission and sustain its spirit in the future. Mary, who lost her husband early in life, had to fend for her children, with very limited economical sources. Despite this, she brought up her son, imbibing in him the right values and morals that enabled him to be the leader of such a nation and his ultimate elevation as its chief executive. Esther Reed is another woman who contributed immensely to the cause of A merican Revolution, despite her being a London born British national of French origin. During the Lexington and Bunker’s Hill episodes, she helped by channeling funds through her own agency for â€Å"relief of the sufferers in New England.†5 However, after she became a mother and her husband joined the revolutionary soldiers, her life endured many a turmoil. While her husband toiled in the â€Å"

Significance of chapter 5 in Frankenstien Essay Example for Free

Significance of chapter 5 in Frankenstien Essay Look at the significance of Chapter Five to the novel as a whole. Focus on the relevance and effect of writers use of language to describe setting, character and what it shows about social and historical influences. When Mary Shelley was writing Frankenstein, she was heavily influenced by events going on in society at the time. She was married to Percy Shelley, who also influenced her with his romantic poetry. Mary Shelley wrote the novel for many different reasons. One of the reasons was said to have been that she was playing a game to see who could write the scariest horror story; this is where she began writing the basics of Frankenstein. Chapter Five is a crucial moment in the novel because this is where Frankenstein brings the monster to life. The chapter opens with It was a dreary night of November. This is building up an atmosphere, and it shows that it is dark, gloomy and that potential events are ahead. Frankenstein is feeling very emotional at this time, when he says How can I describe my emotions at this catastrophe. This is because he thought that bringing the monster to life would be great, even though it turns out to be a big disappointment and too much for him to handle. Therefore he rejects the monster and abandons him. Consequently, this results in events such as; The monster feeling lonely and rejected, and ends up killing Elizabeth (Frankensteins future wife) because he wanted a companion for himself, and also to get revenge on his creator. In Chapter Five, you get to know understand the character of Dr Frankenstein much more. He is shown as many things, such as; Obsessive- I had worked hard for nearly two years, for the sole purpose of infusing life into an inanimate body, which means he had spent all his time trying, and being determined to create the monster. He also is shown as anxious- With an anxiety that almost amounted as agony, which shows that he his worried about what he had done. On the other hand he is shown as nai ve, when it says The beauty of the dream vanished, which means he finds it impossible to face up to what he has done and he doesnt take responsibility for his actions. This is a significant moment in Chapter Five because of the language used to describe the character. Mary Shelley uses language to develop an atmosphere in Chapter Five. She wrote things such as The rain pattered dismally against the panes, which shows that the setting is gloomy and using the word dismally means that it is also wet and miserable. She also said It was on a dreary night of November, (refers to the Gothic ideas in the novel) which shows that it isnt light outside- she uses this to show that it isnt a happy setting. The emphasis on her language describing the setting and atmosphere shows the importance of Chapter Five in the novel. In Chapter Five, one of the key themes linked to society in the 19th century is science. This is because people didnt know much about it and it was new to them. Frankenstein says, Two years for the sole purpose of infusing life into an inanimate body, which links to the industrial period, because he tried to do something that hadnt been done before. Another key theme used in the novel is nature, and that links to science, because Frankenstein is trying to break the boundaries of nature by trying to create life unnaturally. This makes Chapter Five significant because it shows the social and historical influences at the time. In conclusion, studying Chapter Five has given me a better understanding of the 19th Century life, and it has also given me a better understanding of why future events in the novel happen.

The Concept Of Teaching Practicum

The Concept Of Teaching Practicum Teaching practicum concerns preparation of teachers and its use has embraced all the learning experiences of student teachers in schools. The purpose of reviewing related literature is to explore ideas of teaching practicum. This review will discuss three main ideas, namely, overview of the concept of beliefs and teaching practicum, theoretical framework and related research studies. 2.1 The concept of teaching practicum Teaching practicum is almost universally accepted today as the climax of a teachers professional preparation in pre-service teacher education programs. According to the studies of Gower Walters (1983), the teaching practice programme is the major essential component in professional education. Teaching practicum is defined as those periods of continuous practice twelve weeks (depends on the particular teacher training college or university) in school constitute an obligatory part of the course in colleges or universities of education. This period of practical experience is also called by various term, clinical experience, student teaching, teaching practice as well as practicum. During the teaching practicum, student teacher conducts classroom lessons and performs the duties of a teacher in school. According to the Teacher Training Division Guidelines on practicum for pre-service teacher training (2005), teaching practicum provide opportunities for student teacher to practice theories in teaching and learning practices and to develop individual teaching and learning theories. The main aim of teaching practicum is to produce effective school teachers and not merely classroom teacher. Student teachers are also provided with opportunities for a variety of encounters with children in schools. This means that student teachers are not only know how to teach effectively in class but are also able to handle co-curricular activities as well. In short, teaching practicum programme is to equip future teachers with the essential experiences which can lead to the development of their professional competencies. Teaching practicum aims for student teachers to master and practice all the concepts, principles, skills and values in order to become a professional teacher. 2.2 What is belief ? According to Michaela Borg (2001), belief is a proposition which may consciously or unconsciously held, is evaluative in that it is accepted as true by the individual, and there imbued with emotive commitment; further, it serves as guide to thought and bahaviour. On the other hand, Fishbein and Ajzen (1975) define belief as information, factual, and nonfactual cognitions. Cognition is described as what someone knows or assumes to be true (Berkowitz, 1980, p. 275). No matter what is ones belief, the beliefs still play an important role in many aspects of teaching, as well as in life. It is because these beliefs help individuals make sense of the world, influencing how new information in perceived, and whether it is accepted or rejected. Nevertheless, beliefs differ from knowledge, although they are related to each other, in that beliefs do not always represent the truth. Beliefs are not only considered as discipline-dependent (Tsai, 2002), but beliefs also include understandings, assumptions, images or propositions that are felt to be true (Kagan, 1992 Richardson, 1996). 2.3 Theoretical framework 2.3.1 Teachers Beliefs Shulman (1986) claimed that a teacher needs to know about the subject matter, to know a variety of general instructional strategies, and to know about the specific strategies necessary for teaching particular subject matter. Most of us would also agree that the good teacher transforms curriculum goals and guidelines in such a way that a particular student is able to master and understand the related content. Dan Lortie states that ones personal predispositions are not only relevant but, in fact, stand at the core of becoming a teacher. Teachers belief is a term usually used to refer to teachers pedagogic beliefs, or those beliefs of relevance to an individual teaching. The areas most commonly explored are teachers beliefs about teaching, learning, and learners; subject matter; self as a teacher, or the role of a teacher (Calderhead, 1995). Besides that, teachers beliefs do play a central role in the process of teacher development. Those beliefs form part of the process of understanding how teachers conceptualize their work as a teacher. Tattos (1996, p. 155) important work on beliefs concluded lay cultural norms among enrollees are strongly ingrained and that most teacher education, as it is currently structured, is a weak intervention to alter particular views regarding the teaching and management of diverse learners. Another study shows that a persons belief system has pervasive effects in different spheres of activity- ideological, conceptual, perceptual, and esthetic (Rokeach, 1960, p. 288). In addition, Brown found that certain philosophical beliefs and educational beliefs were effective in predicting agreement-disagreement with experimentalism of classroom practice. Indications were that professed educational beliefs had a generalized effect on teaching behavior; specific fundamental beliefs were most powerful in influencing specific classroom behaviors (Brown Webb, 1968, p. 215). To support those beliefs, Clark and Peterson (1986) proposed that: The most resilient or core teachers beliefs are formed on the basis of teachers own schooling as young students while observing teachers who taught them. Subsequent teacher education appears not to disturb these early beliefs, not least, perhaps, because it rarely addresses them. If teachers actually try out a particular innovation which does not initially conform to their prior beliefs or principles and the innovation proves helpful or successful, then accommodation of an alternative belief or principle is more possible than in any other circumstance. For the notice teacher, classroom experience and day to day interaction with colleagues has the potential to influence particular relationships among beliefs and principles, and, over time, consolidate the individuals permutation of them. Nevertheless, it seems that greater experience does not lead to greater adaptability in our beliefs and, thereby, the abandonment of strongly held pedagogic principles. Quite the contrary in fact. The more experience we have, the more reliant on our core principles we have become and the less conscious we are doing so. Professional development which engages teachers in a direct exploration if their beliefs and principles may provide the opportunity for greater self-awareness through reflection and critical questioning as starting points for later adaptation. The teachers conceptualizations of, for example, language, learning, and teaching are situated within that persons wider belief system concerning such issues as human nature, culture, society, education and so on. Consequently, teachers belief about the importance of teaching have a great impact on their teaching practices (Salmon, 1988). The next section will look at teachers belief about teaching practicum. 2.3.2 Teachers belief about teaching practicum The term practicum is used generically to refer to the different types of school attachment; namely, school experience, teaching assistantship, teaching practice and so forth that pre-service students will be undergoing as part their initial teacher preparation programme. The school-based practicum is designed to enable student teachers to observe a teachers real work of work, and to apply and refine the knowledge and skills acquired through course-work in classroom teaching. Student teachers are to use the opportunities during the practicum to integrate education theory and practice and to widen their practical experiences. In the context of teaching practicum, a student teacher is expected to apply what they have learned theoretically. To maximize the utility of practicum, it is important that teacher trainers actively promote the effective learning during the practicum period. Effective learning should be concerned with the learning of organized wholes of knowledge. It is a process that involves developing the ability to identify the objectives one is seeking and, within a flexible framework, optimizing a programme to meet these objectives, in line with individual learning attributes. Effective learning also needs to achieve transference of knowledge from the artificiality of a training course, to practical application where the trainees adapts acquired knowledge to the perceived needs of a particular problem or situation (Robotham, 2003). Many researches claim that teaching practicum is a central element in most pre-service teacher education programmes. Many also debates about the assessment of the practice of student teachers often reflect ongoing philosophical debates about the nature of teacher education (Brown, 1996) and traditional barriers between teachers and academics (Groundwater-Smith, 1997). A set of written criteria used to assess the competence of pre-service secondary teacher education students during practicum. The dimensions of the assessment protocol did not appear to be based on any articulated theory of good teaching practice, and there were significant doubts about the extent to which the various groups of stakeholders had a shared understanding of the standards implied in the criteria. In education what we label as standards are socially constructed and frequently fuzzy (Sadler, 1987) and require the shared understanding of a construct in a community of practice (Wiliam, 1996). 2.4 Related Research Studies 2.4.1 Pre-service teachers beliefs about teaching practicum Prior to actual teaching experiences, pre-service teachers derive their initial views on teaching from at least two sources. Firstly, it comes from their personal experiences as students, consisting of their interactions with and exposures to various teachers throughout their school life, with such factors having a tendency to influence their reasons for career choice, as well as beliefs and practices on their professional lives (Ben-Petetz, 2003; Bramald, Hardman, Leat, 1995; Saban, 2003). Secondly, it results from pre-service teachers forming their conceptual repertoires as they undergo the formal training provided by teacher educational programs (Bermald, 1995; Dunkin, Precian, Nettle, 1994; Nettle, 1998), initially consisting of theoretical knowledge through foundation and methods courses, and eventually progressing or culminating into the application of such theories via the so-called practice teaching. Few studies have been done in pre-service teachers. The following assumptions are fundamental to a justification of practice as a part of the training of teachers: Teaching is behavior, and as behavior is subject to analysis, change, and improvement. Much of the habitual behavior which individuals have developed in other contexts is inappropriate for the teaching situation. Under present conditions, much teaching is conducted under conditions of stress. Teaching is an extremely complex kind of behavior, involving the full range of thought processes, communication and physical action. Teachers, through practice can learn to analyze, criticize and control their own teaching behavior. Practice has the dual purpose of training and the elimination of the unfit. Practice provides the experience which gives meaning to many other aspects of instruction in education (teaching). The beliefs of pre-service TESL teachers have may merit their own exploration. These beliefs may influence students in acquisition of knowledge, selection and definition of specific teaching tasks, and interpretation of knowledge, and interpretation of course content. Puchta (1999) asserts that beliefs are guiding principles of our students behavior and strong perceptual filtersà ¢Ã¢â€š ¬Ã‚ ¦ they act as if they were true. On the other hand, Dunkin (1994) claims that how student-teachers views on teaching may be influenced by formal teaching practicum programme. Kennedy (1996) hypothesizes that real and effective change in teachers practices can only occur through a change in their beliefsà ¢Ã¢â€š ¬Ã‚ ¦ the way teachers behave.

Product Layouts and Group Technologies Essay -- Operations Management

Product Layouts and Group Technologies In today’s world of operations management, layouts of manufacturing processes play a key role in achieving and maintaining long term goals. These layouts need to be well thought out and carefully planned for they can effect the cost or producing goods and delivering services for many years into the future. Layouts are dependent on the technology utilized and product type manufactured. There are four typical layouts: process layout, product layout, fixed position layout and combination layout. A combination layout is a layout that shares properties of two or more layouts. Such as a group technology layout that shares characteristics of a process layout and a product layout. They’re similar in that the cells are designed to perform a specific set of processes, and it is similar to product layout in that the cells are dedicated to a limited range of products. Each layout usually involves compromise and balancing of the process variables and it’s always debatable whether the perfect layout actually exists. â€Å"The purpose of layout planning is: to maximize the efficiency and profitability of a manufacturing operation to allow consistency and quality in products to be produced to allow flexibility and ease of adaptation for machinery and production personnel to products as required by the market†(Anonymous 2). Some characteristics of a good layout would be minimum material movement, workstations close together, easily adjustable to changing conditions and one plant floor so that everyone can see what’s going on. To define and explain, a product layout is a product-orientated layout that is appropriate for producing one standardized product in typically large volumes. Each unit being produced requires the same sequence of operations from beginning till end. During times when product demand is high enough and sustainable over a long period of time, it is usually cost effective to rearrange resources from a process layout to a product layout. In certain cases the equipment layouts are arranged so that the product in manufactured in a sequential and continuous arrangement. A good example would be an assembly line. Assembly lines can vary widely either they can be virtually 100 percent parts assembly by workers or by a transfer line where all the work being done is by machine. An assembly line is ... ...erformance. For example the decision to adopt a process layout which often groups workers according to skills may not be compatible with an operation requiring some persons of all skills to produce a variety of different products. For process and product layouts, the design begins with a statement of the goals and facility. Preliminary layouts are then designed to meet these goals. After initial designs have been developed, improved designs are sought through numerical analysis and discussion with the users. The development of a layout should involve everyone that it is effecting. Computer based models can be used for preliminary estimations to create some preliminary layouts using CAD or similar drawing software. The layouts then can be analyzed against the goals of the facility and improvement made if necessary. In summary while there are a lot of tools for good layout planning and each layout are dependent on the type of products and external variables impacting on the manufacturing process. A skilled layout planner working with manufacturing staff and management should work through objectives and options to determine the optimal solution for a given facility. Product Layouts and Group Technologies Essay -- Operations Management Product Layouts and Group Technologies In today’s world of operations management, layouts of manufacturing processes play a key role in achieving and maintaining long term goals. These layouts need to be well thought out and carefully planned for they can effect the cost or producing goods and delivering services for many years into the future. Layouts are dependent on the technology utilized and product type manufactured. There are four typical layouts: process layout, product layout, fixed position layout and combination layout. A combination layout is a layout that shares properties of two or more layouts. Such as a group technology layout that shares characteristics of a process layout and a product layout. They’re similar in that the cells are designed to perform a specific set of processes, and it is similar to product layout in that the cells are dedicated to a limited range of products. Each layout usually involves compromise and balancing of the process variables and it’s always debatable whether the perfect layout actually exists. â€Å"The purpose of layout planning is: to maximize the efficiency and profitability of a manufacturing operation to allow consistency and quality in products to be produced to allow flexibility and ease of adaptation for machinery and production personnel to products as required by the market†(Anonymous 2). Some characteristics of a good layout would be minimum material movement, workstations close together, easily adjustable to changing conditions and one plant floor so that everyone can see what’s going on. To define and explain, a product layout is a product-orientated layout that is appropriate for producing one standardized product in typically large volumes. Each unit being produced requires the same sequence of operations from beginning till end. During times when product demand is high enough and sustainable over a long period of time, it is usually cost effective to rearrange resources from a process layout to a product layout. In certain cases the equipment layouts are arranged so that the product in manufactured in a sequential and continuous arrangement. A good example would be an assembly line. Assembly lines can vary widely either they can be virtually 100 percent parts assembly by workers or by a transfer line where all the work being done is by machine. An assembly line is ... ...erformance. For example the decision to adopt a process layout which often groups workers according to skills may not be compatible with an operation requiring some persons of all skills to produce a variety of different products. For process and product layouts, the design begins with a statement of the goals and facility. Preliminary layouts are then designed to meet these goals. After initial designs have been developed, improved designs are sought through numerical analysis and discussion with the users. The development of a layout should involve everyone that it is effecting. Computer based models can be used for preliminary estimations to create some preliminary layouts using CAD or similar drawing software. The layouts then can be analyzed against the goals of the facility and improvement made if necessary. In summary while there are a lot of tools for good layout planning and each layout are dependent on the type of products and external variables impacting on the manufacturing process. A skilled layout planner working with manufacturing staff and management should work through objectives and options to determine the optimal solution for a given facility.

The Industrial Revolution and Great Britain Essay -- The Industrial Re

Since the advent of man, the human race has gone through many changes throughout history. One of the greatest and most crucial changes was the Industrial Revolution of Great Britain. Although the Industrial Revolution did have a few drawbacks, the positive outcomes of the Revolution far outweighed the negative effects. It pushed Great Britain fifty years ahead of other European countries and morphed the country into one of the strongest nations of its time. The Revolution improved the overall state of Great Britain mainly through the innovation and invention of new technologies, improvement in communication and transportation, and enhancing the lifestyles of the British commoner. During the time period of the Industrial Revolution, Great Britain saw rapid change. Many new inventions and innovations drastically improved both the economic state of Britain and the lives of the people. The introduction of better farming practices and inventions of new farming tools such as the wheat drill, which was a â€Å"sowing device that positioned and covered seeds in the soil† , made farming a lot more efficient and required less human labor. As a result people moved to cities in search of jobs, thus providing a large workforce for factories. During the industrial revolution â€Å"many people left their rural communities to work in towns and cities...working in a factory† . These factories became the powerhouses of the industrial revolution. â€Å"Never before had people been put to work in such a well-organized way† as they had been in factories. This new method of manufacturing goods exponentially increased the economy of Britain as new machines we re introduced. These new machineries enabled cheaper labor and mass production of goods at lower costs, a... ... Heath, 1983. Print. 3) "British Industrial Revolution." British Industrial Revolution. Web. 28 May 2012. . 4) "Canal History." Canal History. Web. 28 May 2012. . 5) "The Fabulous Story of the Postage Stamp." Arpin Philately. Web. 28 May 2012. . 6) "How the Steam Engine Changed the World." LiveScience.com. Web. 28 May 2012. 7) Mooney, Carla. The Industrial Revolution, White River Junction, Nomad Press, 2011. print 8)"The Open Door Web Site : History : The Industrial Revolution : The Development of Roads." The Open Door Web Site : History : The Industrial Revolution : The Development of Roads. Web. 28 May 2012. .

Iron Absorption From The Whole Diet: Comparison Of The Effect Of Two D :: essays research papers fc

Iron Absorption from the Whole Diet: Comparison of the Effect of Two Different Distributions of Daily Calcium Intake Hypothesis - If a woman distributes her daily intake of calcium by having less of it in her lunch and dinner meals and more in her breakfast and evening meals, then this would reduce the inhibitory effects calcium has on heme iron and nonheme iron absorption. Background Information - This experiment is one of many that addresses calcium’s inhibitory affects on iron absorption. In 1994, the Consensus Development Panel in Optimal Calcium Intake suggested an increase of the current Recommended Dietary Allowances of calcium(Whiting, p.77). This goal of this increase was to aid in the prevention of osteoporosis and other bone diseases. Unfortunately, this attempt at prevention could have an adverse affect on the human body’s ability to absorb iron.   Ã‚  Ã‚  Ã‚  Ã‚  Recent studies have shown that eating a normal daily allowance of calcium cuts iron absorption by as much as 50-60%(Hallberg et al. p.118). Other studies examine the affect of iron bioavailability on menstruating, pre- menopausal, and post-menopausal women(Rossander-Hulten et al and Gleerup et al). One of the fears of an increased amount of calcium intake is the increased possibility of anemia in women who are already susceptible to this condition. The iron inhibition by calcium is a classical example of how the correction of one nutritional problem can be the cause of another.   Ã‚  Ã‚  Ã‚  Ã‚  The physiological mechanism of this calcium-iron relationship remains a mystery, however there are two feasible theories. One states that calcium competes for an iron binding site on intestinal epithelial cells. It is believed calcium binds to the protein mobilferrin on the epithelial cells, which is the iron transport protein(Whiting, p.78). Another group of scientists theorizes that iron is able to be transported into the epithelial cells without problem, however the iron then has trouble getting into the blood stream. The presence of calcium inhibits iron’s ability to leave the epithelial layer.   Ã‚  Ã‚  Ã‚  Ã‚  Another very interesting theory is not on the microscopic level but in the evolutionary plane. Eaton et al. state that one possibility for this phenomenon could lie in the Homo sapiens genetic ancestry. As little as 200 years ago humans had almost double the amount of calcium intake as they do in the present, because humans evolved in a high-calcium nutritional environment. With the decrease in calcium, there has also been a large decrease in physical activity(Eaton et al.). The inhibitory effect of calcium on iron absorption could be related to the low intakes of iron and calcium in conjunction with the present low-energy lifestyle(Glerrup et al. p. 103). Terms - Extrinsic radioisotopic iron tracer - Radioisotopes of iron (59Fe and 55Fe)