Surveying the Unit 3, 4, and 5 listening lists in this course, choose songs from 2-3 artists or groups (don’t use the Temptations, sorry!) ranging from television’s earliest days in the mid-1950s who embody the “cuteness” factor to their audiences. Find a video for each of those (it doesn’t have to be exactly the same recording, just the same song), and then find music videos (not on our listening lists) of 1-3 other artists in the 21st century whose cuteness goes into overload.
If you follow those directions carefully, your post will refer to anywhere from 3-5 videos (it’s ok just to choose 3! Short and sweet… ), with at least two of them being songs from our course listening lists (even if the recordings aren’t exactly the same), and at least one being from another recent artist of your own choosing.
Then analyze at least one moment in each video both image and sound and use it to attempt to define what makes that artist, or that moment, unbearably adorbs to the audience who crushed on that particular artist or group. “One moment” can be a line of lyrics, which you put into context, it can be a dance move that combines really well with an intoxicating beat, or it can be a facial expression between two beautiful notes of a melody. (The moment can be anything, really … BUT even if you think it’s just a visual thing, describe the sound as well using terms from our course.)
2.W.C. Handy’s Memphis Blues Band, St. Louis Blues (1923),
3.Chuck Berry’s -Too Much Monkey Business (1957)
n choosing the recordings, attempt to address the question of how the meaning or value of improvisation has changed from one ‘historical moment’ (represented by a single act of improvisation) to the next? For example, how did solos in various “blues” styles evolve from the time of Bessie Smith and Ma Rainey, to the blues of the 1940s and 50s? Or what kinds of guitar or piano solos seemed to be important to audiences in different genres and time periods of rock (be sure to specify your categories carefully, e.g. comparing British rock to garage rock, early 80s hair metal to late 80s hair metal, etc.
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Surveying the Unit 3, 4, and 5 listening lists in this course, choose songs from 2-3 artists or groups (don’t use the Temptations, sorry!) ó ranging from television’s earliest days in the mid-1950s ó who embody the “cuteness” factor to their audiences. Find a video for each of those (it doesn’t have to be exactly the same recording, just the same song), and then find music videos (not on our listening lists) of 1-3 other artists in the 21st century whose cuteness goes into overload.
If you follow those directions carefully, your post will refer to anywhere from 3-5 videos (it’s ok just to choose 3! Short and sweet… ), with at least two of them being songs from our course listening lists (even if the recordings aren’t exactly the same), and at least one being from another recent artist of your own choosing.
Then analyze at least one moment in each video both image and sound and use it to attempt to define what makes that artist, or that moment, unbearably adorbs to the audience who crushed on that particular artist or group. “One moment” can be a line of lyrics, which you put into context, it can be a dance move that combines really well with an intoxicating beat, or it can be a facial expression between two beautiful notes of a melody. (The moment can be anything, really … BUT even if you think it’s just a visual thing, describe the sound as well using terms from our course.)
Up to 15 points of extra credit is available three points for each of the cuteness that you analyze. However, in order to earn any credit, you must not only use terms in the course to describe in detail the sound of what’s happening in the video (while you, the viewer, freak out from wanting to kidnap them, consensually of course, and make them and their perfect face eat breakfast with you for the rest of eternity) … but you must also attempt to use that moment to help you make the sense of the galactic vortex of lovability that the artist seems, at that moment, to have accessed.
Submissions should be somewhere between 150 to 750 words, depending on how many examples you have chosen.
Section 2
1.En Vogue, My Lovin’ (1992)
2.ìWhich Wrong is Right?î By Swing Out Sister
3.Jay-Z, Izzo (H.O.V.A.) (2001)
4.Dr.Dre, Still (ft. Snoop Dogg) (1999)
5.AC/DC ñ Highway to Hell
Surveying the Unit 3, 4, and 5 listening lists in this course, choose songs from 2-3 artists whose work you perceive to be popular today in other words, artists who, despite being from previous generations, have enjoyed a large following on social media, long beyond their days in the spotlight. Find the chosen songs on a music server like Spotify (or Pandora, or LastFM, Apple Music, Amazon Music, etc.) then check who “shows up” as suggestions/recommendations on your music device, after you listen to that choice. (You may also see who shows up on the Pandora radio station, or YouTube playlist.)
If you follow the directions above, you will have chosen from 3-5 recordings … with at least two of them being songs from our course listening lists, and at least one being from another recent artist or artists of your own choosing, who a music service “connected” to your first choices.
Then, describe each of these songs analytically and comparatively. Choose a focus such as the musical interpretation of lyrics, arrangement or accompaniment style, improvisation, rhythm, or melodic form. Make sure you describe at least one detail in each song, and preferably two. The connection between the songs is usually obvious. But how are the different? Do the differences reflect different value systems discussed in one of the readings? A different relationship to the material conditions of history?
Up to 15 points of extra credit is available points for each of the songs that you analyze. However, in order to earn any credit, you must not only use terms in the course to describe in detail what you hear, but you must draw connections to the learning of the course in order to make distinctions between the songs that are associated with one another. Perhaps consider it an opportunity to “critique” the service pointing out that the connections between the songs are superficial and conceal much deeper differences. Or explain why the connections between the songs are powerful or unexpected.
Submissions should be somewhere between 150 to 750 words, depending on how many examples you have chosen.
Section 3
My musics are:
1.St. James Infirmary Louis Armstrong
2.Etta James, Dance With Me Henry (1955),
3.”No Sleep Till Brooklyn” Beastie Boys
4.Stairway to Heaven (1971), by Led Zeppelin
5.Chuck Berry’s -too Much Monkey Business (1957)
Surveying all the listening lists in this course, choose 2-5 recordings that in some way seem to involve improvisation, or spontaneous composition conventional examples are in the “solos” of instrumentalists, e.g. a saxophone solo in a “swing” recording from the late 1930s, or a fiddle solo in a “country music” interpretation of an Anglo-American folk song, or a guitar solo in a hit by a “hair metal” band; however they can also involve apparently spontaneous speech, singing, or scatting, or an example in which a musician’s appears to be valued for its spontaneous reflection of an in-the-present state of mind.
In choosing the recordings, attempt to address the question of how the meaning or value of improvisation has changed from one ‘historical moment’ (represented by a single act of improvisation) to the next? For example, how did solos in various “blues” styles evolve from the time of Bessie Smith and Ma Rainey, to the blues of the 1940s and 50s? Or what kinds of guitar or piano solos seemed to be important to audiences in different genres and time periods of rock (be sure to specify your categories carefully, e.g. comparing British rock to garage rock, early 80s hair metal to late 80s hair metal, etc.
For each example chosen from the listening lists, you may choose one example not on the listening lists ó as long as you carefully cite the example (artist, song title, date of original recording) and include a link to a free online version. (If you’re analyzing 4-5 solos total, up to two of them may be from off the listening lists; if you analyze 2 or 3, one may be off the listening lists.)
Up to 15 points of extra credit is available points for each solo that you describe. However, in order to earn any credit, you must not only use terms in the course to describe the sound of each solo, in detail, but also attempt to address one of the questions above, using all of the chosen solos to support your point.
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You are to write an essay of 5 typed pages which identifies why the subject is important and discusses his/her life and work briefly. It should include quotes, and follow the essay form. (5 or more sources; thesis tells importance; discuss music you listened to.) For this assignment you will need to choose a musician/composer, research him/her, listen to the music of the individual, and put it all together in an essay. In terms of the music that you listen to, it is important to be familiar with several pieces/songs/albums of the subject. Try to listen to several points in their careers. The music you listen to and write about must be listed on your work cited page. You can quote from “liner notes”. I want you to place the piece/song in the context of the career of the subject and also write a paragraph that gives your own feelings about the music. In this section only can you use the “I” pronoun. On every assignment I will give you what the main idea should be– so in music it is why the composer or player is important.
Essay writing guidelines for comp II.
The following are guidelines you are to follow in the construction of these essays. Your ability to construct essays successfully will have a bearing on your grade. I will not only be looking at your ideas. In order for you to get a good grade in this class you will have to do the THREE FORMS successfully (essay, quote, work cited forms). You should construct your essays exactly as to the rules which follow.
Here are some errors that occur regularly….that I am hoping you will not make!
Do not plagiarize. If you copy and paste from the web the ‘originality report’ will tell me what you took and where it came from. If you do not notate/quote it correctly, you will receive an F for the paper. Please be aware of this.
How to use the web without getting an F? You can quote the passage correctly–see form below, or you can read the info, put it in your notes in your own words, then rewrite it–again in your own words. That way, the information will be in the paper but the words will be yours. You do not need to cite historical info, but if you take someone’s idea from a source, you need to cite it at the end of that section. But again, if you use their words without quotes, you are plagiarizing…..which is unacceptable. To quote a passage successfully from the web, see the Quote section below.
Please do your works cited page as instructed below. It may be different than what you find elsewhere, especially on websites. The only correct way to do the works cited, as far as this course is concerned, is stated below.
Read the assignment pages carefully….if you pick something not on the lists there, you need to clear it with me. (On the history paper you need to narrow the topic as much as possible. ‘The civil war’ as a topic is too broad and is unacceptable. A battle from that war is ok. Get the idea?) (On some papers–art/music–you will write biographical paragraphs. All body paragraphs must begin with a topic sentence–a sentence that identifies the point of the paragraph clearly and links back to the thesis. You can do this on bio paragraphs by included the overall subject, such as music or art…..that will create a link to thesis. So for instance: Pablo Picasso was born in Spain. …is not a good topic sentence. But—Pable Picasso was born in Spain and from the beginning was surrounded by art that would later influence him. ….is a good one. See the difference?
Always begin your paper with an interesting title—it may contain the subject, but it needs to be more—-do not use Film Paper as a title!
Introduction: This is the first paragraph of your essay. It is best to begin your essay with a sentence (or sentences) that get the interest of the reader without identifying clearly the subject you are writing on. This section is called the “Hook.” After you get the reader’s interest then identify the subject and give some general information about it. This should be about three or more sentences in length. Finally, the last sentence of this paragraph should be your thesis. The thesis is important because it spells out the main idea of your essay. All the body paragraphs which follow hinge on this sentence because those paragraphs will attempt to prove the thesis. The first paragraph, like all following paragraphs, is usually five or more sentences long.
Body Paragraphs: The body of the essay is made up of paragraphs which represent proofs which convince the reader that the thesis is correct. The first sentence of each body paragraph should spell out clearly the point that is to be covered in the paragraph (this point, in turn, should help prove the thesis). This sentence is called the Topic Sentence. (Note: Even biographical paragraphs need to begin with a topic sentence. To do this, add the overall concept word–such as music or art–into the first sentence of the paragraph discussing the bio material–such as, Johnny Cash was born in Arkansas and from the beginning was surrounded by music that would influence his biggest hits.) After clearly identifying the point, the rest of the paragraph goes into detail proving and illustrating the point. (Here is where your quotes will be placed.) THESE PAPERS ARE NOT PLOT SUMMARIES. DO NOT SIMPLY RETELL WHAT HAPPENS IN THE FILM, NOVEL etc.. Use the plot to illustrate your ideas. At the end of the body paragraph (you will have several of these each covering points you want to make), you should round off the point and give the reader a feeling that this point is complete and another is to follow. You will then be ready to begin the next body paragraph.
Note: When you are writing on a famous person, do not just use their first name…unless you know him/her personally!
Conclusion: The last paragraph of your essay is the conclusion. No new information will be found in this paragraph. (Note: If you are discussing an individual and want to cover his/her death, do not do so in the conclusion. Cover that information in the body section.) The first sentence should restate the thesis/main idea. The next part will review the main points that you have made in the paper. The last section should leave the reader with an interesting thought, question, quote etc.
IMPORTANT SENTENCES: last of intro, first of body paragraphs, first of conclusion
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Using the article by Fitzpatrick and Meulemans (2011), prepare a written analysis that addresses the following:
Determine the general strengths and weaknesses of quasi-experimental designs. Based on your findings, identify the strengths and weaknesses of this particular study.
Explain when a quasi-experimental design is most useful within an educational setting, and then summarize whether this is an appropriate use of a quasi-experimental design in this study. Explain why, and if it is not, recommend a more accurate research design.
Identify and explain the types of problems quasi-experimental designs could best address. Discuss if this study’s problem is best addressed by a quasi-experimental design.
Review the research question being asked in this study, and then provide a sample research question corresponding to a different hypothetical quasi-experimental design.
Support your assignment with at least this scholarly resource. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.
Length: 5 pages, not including title and reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.
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Winnie Siulolovao Dunn’s article “Fresh Off the Books”
Winnie Siulolovao Dunn’s article “Fresh Off the Books”
Read Winnie Siulolovao Dunn’s article “Fresh Off the Books”.
What do you consider to be Dunn’s main argument in this article?
Explain how the word ‘real’ is important to Dunn’s argument.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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Offender sadistic behavior characteristics associated with various criminal behaviors and criminal offender personalities
1. Describe and discuss offender sadistic behavior characteristics associated with various criminal behaviors and criminal offender personalities. In addition, list and discuss the characteristics of an auto-erotic fatality versus a suicide and how an auto-erotic fatality may be mistakenly identified as a suicide.
201 week 8
Part I: Please review the newspapers or the internet to find a recent news story that raises a legal issue or issues that have been discussed in our readings over the past 8 weeks. Please post the link to the news story to your post. Do you believe that the news story accurately describes the legal issue or issues raised in the story from what you learned in this class?
204 week 8
Please research in Nexis Uni, Summon or online, an article or news story regarding a recent challenge American courts are facing. Your article may be concerning local, state or federal courts. Please note that difficult/controversial cases or legal issues the courts are deciding are not considered modern challenges, as this exactly what the judiciary is meant to do. As we read in our textbook this week, modern challenges your article can discuss include lack of funding, lack of employees, lack of resources, overwhelming dockets, etc.
Please make sure you summarize your article for the class and then answer the following questions:
1. Why are the Courts facing the challenges discussed in the article?
2. What challenges will Courts face in the future?
3. What can be done to resolve these challenges?
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Our knowledge and impressions of the U.S. Courts system have been greatly affected by the knowledge we have received from news outlets, media articles, television and word of mouth from our peers. In many instances we have received information that frivolous cases are regularly being filed in the courts. During Week 7 we will examine challenges modern courts are facing. One of the challenges we will read about in our text is the overburdening of court dockets. This can be caused by a lack of funding, lack of resources, lack of employees and/or judges, as well as the filing of frivolous cases. However, not all cases filed in the courts are frivolous. These modern challenges can also influence the publicís access to justice to seek remedy for wrongs encountered in many aspects of our lives. In further examination of these issues, we will watch the award winning documentary, Hot Coffee. It is a documentary about the McDonald’s coffee case, access to justice, tort reform and judicial elections. You may watch the movie for free here: https://tubitv.com/movies/310498/hot_coffee (Transcript for those in need of CC available here).
You may also find the movie for free, to rent or purchase on various web sources, such as on Amazon Prime, iTunes, Hulu, Vudu, Netflix, Youtube, GooglePlay, HBOGo, etc. Like many movies, it rotates around on various streaming services, so be sure to check any you may have. Then, after watching the movie you will write a 3-4 page paper in which you must answer all of the below questions supported by further research.
First, briefly summarize the movie. What were your thoughts on the movie?
What is tort reform? Do you agree or disagree with tort reform? Does your home state have any types of tort reform enacted?
What are some of the challenges a Plaintiff faces in filing a civil action for damages against a large corporation?
What are the pros and cons of judicial elections? Are the judges in your home state appointed or elected? How does one become a state judge in your home state?
You should conduct research and use academic sources to support your statements. Research should come from academic sources such as case law, statutes and law review articles in Nexis Uni, articles in the APUS Library (Summon), news paper articles, federal/state government websites, court websites, and academic studies containing statistics. You may also do research at your local library, museums or conduct interviews of those in the field of courts. Non-academic websites, such as Wikipedia or advertising blogs, such as Findlaw, may not be used.
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The purpose of this assignment is to complete the FASB Codification Assignment. Complete Items 1-4.
Item 1
Access the glossary (Master Glossary) to answer the following
What is a change in accounting estimate?
How is a change in accounting principle distinguished from a change in accounting estimate affected by a change in accounting principle?î
Item 2
What guidance does the codification provide concerning the format of accounting disclosures?
Item 3
In light of the full disclosure principle, investors and creditors need to know the balances for assets, liabilities, and equity as well as the accounting policies adopted by management to measure the items reported in the balance sheet.
Instructions: Go to http://aaahq.org/asclogin.cfm to log in and prepare responses to the following. Provide codification references for your responses.
Identify the literature that addresses the disclosure of accounting policies.
How are accounting policies defined in the literature?
What are the three scenarios that would result in detailed disclosure of the accounting methods used?
Item 4
Your client is in the planning phase for a major plant expansion, which will involve the construction of a new warehouse. The assistant controller does not believe that interest cost can be included in the cost of the warehouse because it is a financing expense. Others on the planning team believe that some interest cost can be included in the cost of the warehouse, but no one could identify the specific authoritative guidance for this issue. Your supervisor asks you to research this issue.
Instructions: Go to http://aaahq.org/asclogin.cfm to log in and prepare responses to the following. Provide codification references for your responses.
Is it permissible to capitalize interest into the cost of assets? Provide authoritative support for your answer.
Discuss which assets qualify for interest capitalization.
Is there a limit to the amount of interest that may be capitalized in a period?
If interest capitalization is allowed, what disclosures are required?
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Stanley Fish on Interpretive Communities Give a thoughtful reading–including a careful rereading–to the excerpt in the file below. Does it consist of selections from Is There a Text in This Class? By Stanley Fish.
Stanley Fish on Interpretive Communities
The reading is longer (~25 pages) and rather more complex. Give yourself plenty of time to read and digest it. You DO NOT have to write an essay. Instead, answer the following question in a few sentences each:
How does Fish understand interpretation to be the result of expectations and assumptions produced by the communities of which we are a part? Use his theory to explain the reaction of his religious poetry class to the list of authors’ names left over on the board from a previous class.
What does Fish mean by his understanding that there is no “real” or “correct” interpretation inherent within a word, phrase, or poem? How does he justify or prove this assertion?
According to Fish, does this process of constructed interpretation mean that any interpretation whatsoever (of a poem, for example) is possible and valid?
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Faith Response Paper: Students are required to complete a brief response paper relevant to how their faith, beliefs, and Christian worldview interact with the theories of victimology. This assignment is worth a total of 100 points. Because this is an upper- division writing intensive course, special attention will be paid to clarity of writing organization, correct grammar and spelling, appropriate use of formatting, and professional presentation.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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