Saturday, April 25, 2020
Music Unit 2 Text Essay Example
Music Unit 2 Text Essay Music Appreciation Text Questions Please complete the following questions. It is important that you use full sentences and present the questions and answers when you submit your work. Submit the work as a file attachment. This means you complete all work in a word processing document (e. g. , Microsoft Word) and attach the file using the dropbox tool. Use the Unit 2: Text Questions dropbox basket. The answers to the Review Critical Thinking questions are worth 10 points. Review Questions 1. What is popular music? 2. What theme does pop music typically use in the lyrics? Describe one pop song that uses this theme. Why is this theme such a popular one? 3. What is disco? What are the characteristics of this music? 4. What was the British Invasion? Which famous group was a part of this movement? What impact did the group have on pop music? 5. What is a boy band? What are some characteristics of a boy band? Critical Thinking Questions 1. Some of the music in the 1960s was used to protest social and political issues. Is music still used as a form of protest? Why or why not? 2. One of the changes in the music industry during the twentieth century was the increasing commercialization of music. Has music become too commercial? We will write a custom essay sample on Music Unit 2 Text specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Music Unit 2 Text specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Music Unit 2 Text specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Why or why not? Do you think that artists are creating music for money or for other reasons today? 3. How has technology impacted pop music? Describe at least three technological changes that impacted and shaped pop music today or in the past. 4. Pop music has often been seen as youth music. Why do you think pop music appeals to younger individuals? How has the industry promoted this idea? 5. What is one popular pop artist or group (from today or from the past)? Why does this person/group’s music fit into the pop genre? Why do you think the person/group was successful with their music?
Wednesday, March 18, 2020
Genetic Engineering Essays - Molecular Biology, Biotechnology
Genetic Engineering Essays - Molecular Biology, Biotechnology Genetic Engineering Genetic Engineering: A leap in to the future or a leap towards destruction? Introduction Science is a creature that continues to evolve at a much higher rate than the beings that gave it birth. The transformation time from tree-shrew, to ape, to human far exceeds the time from an analytical engine, to a calculator, to a computer. However, science, in the past, has always remained distant. It has allowed for advances in production, transportation, and even entertainment, but never in history has science be able to so deeply affect our lives as genetic engineering will undoubtedly do. With the birth of this new technology, scientific extremists and anti-technologists have risen in arms to block its budding future. Spreading fear by misinterpretation of facts, they promote their hidden agendas in the halls of the United States congress. They fear that it is unsafe; however, genetic engineering is a safe and powerful tool that will yield unprecedented results, specifically in the field of medicine. It will usher in a world where gene defects, bacterial disease, and even agin g are a thing of the past. By understanding genetic engineering and its history, discovering its possibilities, and answering the moral and safety questions it brings forth, the blanket of fear covering this remarkable technical miracle can be lifted. The first step to understanding genetic engineering and embracing its possibilities for society is to obtain a rough knowledge base of its history and method. The basis for altering the evolutionary process is dependant on the understanding of how individuals pass on characteristics to their offspring. Genetics achieved its first foothold on the secrets of nature's evolutionary process when an Austrian monk named Gregor Mendel developed the first laws of heredity. Using these laws, scientists studied the characteristics of organisms for most of the next one hundred years following Mendel's discovery. These early studies concluded that each organism has two sets of character determinants, or genes (Stableford 16). For instance, in regards to eye color, a child could receive one set of genes from his or her father that were encoded one blue, and the other brown. The same child could also receive two brown genes from his or her mother. The conclusion for this inheritance would be the ch ild has a three in four chance of having brown eyes, and a one in three chance of having blue eyes (Stableford 16). Genes are transmitted through chromosomes which reside in the nucleus of every living organism's cells. Each chromosome is made up of fine strands of deoxyribonucleic acids, or DNA. The information carried on the DNA determines the cells function within the organism. Sex cells are the only cells that contain a complete DNA map of the organism, therefore, the structure of a DNA molecule or combination of DNA molecules determines the shape, form, and function of the [organism's] offspring (Lewin 1). DNA discovery is attributed to the research of three scientists, Francis Crick, Maurice Wilkins, and James Dewey Watson in 1951. They were all later accredited with the Nobel Prize in physiology and medicine in 1962 (Lewin 1). The new science of genetic engineering aims to take a dramatic short cut in the slow process of evolution (Stableford 25). In essence, scientists aim to remove one gene from an organism's DNA, and place it into the DNA of another organism. This would create a new DNA strand, full of new encoded instructions; a strand that would have taken Mother Nature millions of years of natural selection to develop. Isolating and removing a desired gene from a DNA strand involves many different tools. DNA can be broken up by exposing it to ultra-highfrequency sound waves, but this is an extremely inaccurate way of isolating a desirable DNA section (Stableford 26). A more accurate way of DNA splicing is the use of restriction enzymes, which are produced by various species of bacteria (Clarke 1). The restriction enzymes cut the DNA strand at a particular location called a nucleotide base, which makes up a DNA molecule. Now that the desired portion of the DNA is cut out, it can be joined to anothe st rand of DNA by using enzymes called ligases. The final important step in the creation of a new DNA strand
Sunday, March 1, 2020
How to Use the French Preposition ÃÂ
How to Use the French Preposition Despite its diminutive size,  is a hugely important French preposition and one of the most important words in the French language. Its meanings and uses in French are many and varied, but at its most basic, generally means to, at or in. Compare  to de, meaning of or from, with which its often confused.  Contractions When  is followed by the definite articles le and les,  contracts with themas a single word. le  au (au magasin)   les aux (aux maisons) But  does not contract with la or l.   la  la ( la banque) l  l ( lhà ´pital) In addition,  is not contracted with le and les when they are direct objects. Common Uses of 1. Location or destination Jhabite Paris.  I live in Paris.Je vais Rome.  Im going to Rome.Je suis la banque.  Im at the bank. 2. Distance in time or space Jhabite 10 mà ¨tres de lui.  I live 10 meters from him.Il est 5 minutes de moi.  He is 5 minutes from me. 3. Point in time Nous arrivons 5h00.  We arrive at 5:00.Il est mort 92 ans.  He died at the age of 92. 4. Manner, style, or characteristic Il habite la franà §aise.  He lives in the French style.un enfant aux yeux bleus  blue-eyed child; child with blue eyesfait la main  made by handaller pied  to go on / by foot 5. Possession un ami moi  a friend of mineCe livre est Jean  This is Jeans book 6. Measurement acheter au kilo  to buy by the kilogrampayer la semaine  to pay by the week 7. Purpose or use une tasse thà ©Ã‚  teacup; cup for teaun sac dos  backpack; pack for the back 8. In the passive infinitive louer  for rentJe nai rien lire.  I have nothing to read.             9. With Certain Verbs, Phrases Followed by an Infinitive The French preposition is required after certain verbs and phrases when they are followed by an infinitive. The English translation may take an infinitive (to learn how to do something) or a gerund (to stop eating).   aider   to help to    samuser   to amuse oneself ___-ing   apprendre   to learn how to   sapprà ªter   to get ready to   arriver   to manage / succeed in ___-ing   sattendre   to expect to   sautoriser   to authorize / allow to   avoir   to have to / be obliged to   chercher   to attempt to   commencer   to begin to / ___-ing   consentir   to consent to   continuer   to continue to / ___-ing   dà ©cider (quelquun)   to persuade (someone) to   se dà ©cider   to make up ones mind to   encourager   to encourage to    sengager   to get around to   enseigner   to teach to   shabituer   to get used to   hà ©siter   to hesitate to   sintà ©resser   to be interested in   inviter (qu elquun)   to invite (someone) to   se mettre   to start, set about ___-ing   obliger   to oblige to   parvenir   to succeed in ___-ing   passer du temps    to spend time ___-ing   perdre du temps   to waste time ___-ing   persister   to persist in ___-ing   se plaire   to take pleasure in ___-ing    pousser (quelquun)   to urge/push (someone) to    se prà ©parer   to prepare oneself to    recommencer   to begin ___-ing again   rà ©flà ©chir   to consider ___-ing    renoncer   to give up ___-ing    rà ©sister   to resist ___-ing   rà ©ussir   to succeed in ___-ing   rà ªver   to dream of ___-ing   servir   to serve to   songer   to dream of ___-ing   tarder   to delay / be late in ___-ing    tenir   to hold (someone) to / insist on ___-ing   venir   to happen to 10. With Verbs That Need an Indirect Object The French preposition is required after many French verbs and phrases that need an indirect object, but there is often no equivalent preposition in English.      acheter   to buy from    arracher    to grab, tear away from   assister (la rà ©union)  to attend (the meeting)    conseiller   to advise    convenir (quelquun) / la situation  to please; to be suitable for someone / the situation   croire   to believe something   demander (quelque chose) (quelquun)  to ask someone (something)   dà ©fendre   to forbid    demander (quelquun)  to ask (someone) to    dà ©plaire   to displease; to be displeasing to   dà ©sobà ©ir   to disobey    dire   to say; to tell   donner un stylo (quelquun)  to give (someone) a pen   emprunter un livre (quelquun)  to borrow a book from (someone)   envoyer (qqch) (quelquun)  to send (something) to (someone)    à ªtre   to belong to   faire attention Â à ‚ to pay attention to   se fier (quelquun)  to trust (someone)   goà »ter (quelque chose)  to taste (something)   shabituer   to get used to   interdire (quelque chose) quelquun  to forbid someone (something)   sintà ©resser   to be interested in    jouer   to play (a game or sport)   manquer   to miss someone   mà ªler   to mingle with; to join in   nuire   to harm   obà ©ir   to obey   sopposer   to oppose   ordonner   to order   pardonner   to pardon; to forgive   parler   to talk to   penser   to think of / about   permettre   to permit   plaire   to please; to be pleasing to   profiter   to benefit; to be profitable to   promettre   to promise   rà ©flà ©chir   to consider; to reflect upon   rà ©pondre   to answer   rà ©sister   to resist   ressembler   to resemble    rà ©ussir lexamen to pass the test   serrer la main (quelquun)  to shake hands with someone   servir   to be used for / as   songe r   to dream; to think of   succà ©der   to succeed; to follow   survivre   to survive   tà ©là ©phoner   to call   voler (quelque chose) quelquun  to steal (something) from someone Notes Remember that plus an inanimate noun can be replaced by the adverbial pronoun y. For example, je my suis habituà ©Ã‚  I got used to it. plus a person can usually be replaced by an indirect object pronoun that is placed in front of the verb (e.g., Il me parle). However, a few verbs and expressions do not allow a preceding indirect object pronoun. Instead, they require that you keep the preposition after the verb and follow it with a stressed pronoun (e.g., Je pense toi). Additional Resources Passive infinitive: a grammatical structure in which something other than a verb needs to be followed by  infinitive.
Friday, February 14, 2020
Thief of the identity Article Example | Topics and Well Written Essays - 250 words
Thief of the identity - Article Example (Atkins). With effects such as long term loss of memory, one’s identity deteriorates since one cannot remember what surrounds their lives. (Sabbagh). Not being in cognizant with what is going on around is tantamount to loss of identity. In addition to this, the impacts of the disease on the physical appearance are outstandingly disturbing when one thinks about it. The disease eats up the radiance in one, by working up on the face, the skin and the whole body structure. (Atkins). One looks totally different from the way they used to before the disease comes in. It is by virtue of the loss of the original physical appearance that one is considered as having lost his or her identity to the disease. The disease is therefore tantamount to the thief that steals away one’s identity. To conclude, this disease is quite scary given its impacts and the fact that it cannot be treated. (Atkins). The fact that its cause is yet to be established is also much alarming. In this paper, the fact that the disease is a thief of identity has been looked at. This is through the impact of the disease to the brain and physical appearance. There are many other impacts of the disease that can be traced to loss of identity such as emotional swings. However, not all these could be covered given the scope of this
Saturday, February 1, 2020
Executive Leadership discussion Research Paper Example | Topics and Well Written Essays - 1000 words
Executive Leadership discussion - Research Paper Example A good plan can be implemented only by a person who has the knowledge, skills and leadership abilities (Ammons and Newell, 1989). A good leader is the driver for a business to reach the destination of success. Thus, executive leadership is what the business depends upon for success. All business organization will have multiple level of employees, and employees at higher levels make decisions while the employees at lower levels implement the decisions. The success of any organization is entirely dependant on the leadership qualities exhibited at the top level (Elliott, Clement & Lessem, 1994). If the organization has a good executive at the top, the management will be good. Good management transfers its effects to all levels of employees and this in turn improves output or production and the quality of the product. Rhonda Abrams (1991) believes that executive leadership is required for the effective growth of an organization. All managers in the organization should have leadership accountability and this accountability needs to be discharged by the leader for the overall growth of the organization. Executive leadership provides a practical approach for improving the decision making capacity of the managers at all levels. Decision making forms the basis of achievement of targets and overall development of the organization. The executive leaders have to take up the responsibility of building the organization. They make fundamental changes in the organization and implement them. They motivate the managers to accept the change in the best interest of the organization (Elliott, Clement & Lessem, 1994). According to Wyne R. Davis, these are a few requirements of an executive leader. An executive leader, who has the ability to carry out the above responsibilities, will make the organization successful in terms of business. The executive leaders are responsible to bring an overall positive change to the organization. They set the right goals and aims
Friday, January 24, 2020
Challenges Affecting International Students in Australia Essays
Challenges affecting international students in Australia 1.0 Challenges facing international students in Australia 1.1 Introduction The need for higher education has prompted many students to seek further studies in international colleges outside their countries and Australia has become an academic hub for international students who mostly come from developing nations in Asia and Africa. The students, once they secure a place in this schools, they are subjected to a new environment which comes with different challenges. International students in Australia have become an integral part of the society both social and economical. However the students face a myriad of challenges before fully adopting to the new learning culture. In this report, the focus is centered in the analysis of challenges facing the international students in Australia and strategies the institutions and students have resolved to use to address the problems. The case reviews the social as well as economic factors which affect these students in the processes of their academic pursuits. 1.2 Social Issues 1.2.1 Language Barrier: There are several social issues that affect the international students in Australia. The major social issue is basically language barrier. According to Sawir (2005), prior research indicates that many international students from Asia, studying in Australia, face serious learning difficulties and lack confidence in speaking and taking a proactive role in classrooms and surrounding environment. Language barrier creates communication barriers between the lecturers and some students especially from Asian countries and can lead to dismal academic performance while at the same time separating themselves from mainstream society. The... ...on to the students about the university and its environment, before enrolment. Offering part-time job placement and coordinating with surrounding firms to assist the students can be of great help to the society. 3.0 References Marginson, S, Deumert, A, Nyland, C, Gaby Ramia & Sawir, E, The Social and Economic Security of international students in Australia: Study of 202 student cases, Monash Institute for the Study of Global Movement, Monash University Morris, J, E, 2009, Approaches and strategies to foster a culture of academic honesty: how can we help students develop an understanding of good academic practice? Oxford, United Kingdom Higher Education Academy Sawir, E, 2005, Language difficulties of international students in Australia: The effects of prior learning experience, Australia, Education Faculty, Monash University
Thursday, January 16, 2020
Maxine Kumin Poetry Analysis
Maxine Kumin definitely has a very shocking way of portraying her poetry. It can easily be seen that she has a deep love for nature and animals. However, it goes to a much further distance than your average person. In the poem â€Å"Morning Swim†and â€Å"To Swim, to Believe†she describes swimming, as obviously mentioned in the title. In â€Å"Morning Swim†she describes becoming one with the body of water as she travels through it. In â€Å"To Swim, to Believe†she describes Jesus walking on the water, as described in the Bible. She states about how Peter had doubt about what Jesus told him to do, and thus as a result fell into the water.This poem demonstrates the importance of believing. â€Å"Heaven as Anus†is a very strong poem. It describes the multiple horrors and atrocities that animals face while they are facing testing and experiments. The poem really stabs at you and expresses its opinion with feeling. For example, â€Å"The whitewall labs fill up with the feces of fear. †(Kumin) â€Å"Requiem on I-89†describes the carcasses of animals being devoured on the road. She shirks in no details at all. The putrid, split carcasses strewn across the road are explained in vivid detail. For example, â€Å"lies on its side, bust open. †(Kumin) Kumin uses very interesting rhyme schemes.In â€Å"Morning Swim†it is pretty straightforward. Every line rhymes with the one following it. In â€Å"Heaven as Anus†I can really only see the first and third lines rhyming, as well as the last two lines rhyming. In â€Å"Requiem on I-89†I can see that no consecutive lines rhyme with each other. Donald Justice does a very good job of using imagery to portray events in his poems. In â€Å"First Death†he describes the death and wake of his grandmother. One quote that really affected me was â€Å"Powder mixed with a drying paste†as I remember the makeup that my late great-grandmoth er wore. In â€Å"Absences†he describes the emptiness of a snow-stricken day.This poem is rather gloomy in tone, as it describes his memories of playing a childhood piano. I really found that â€Å"Men at Forty†was a rather interesting, if somewhat humorous, poem. In it, he is describes how middle-aged men reminisce about certain things. For example, remembering teaching their sons how to tie their shoes. â€Å"The face of the boy as he practices tying. †He says â€Å"There are more fathers than sons themselves now,†alluding to the fact that at this point in the men’s lives (at least in this time period) their children are growing old enough to the point where they are beginning to move out.Donald Justice rhymes his poem â€Å"First Death†in a very simple matter. Every line rhymes with the subsequent line following it. This goes on for all of the forty-eight lines that it contains. I could honestly find no evidence of rhyme in his poem â€Å"Children Walking Home From School Through Good Neighborhood. †The same is the case of â€Å"Absences. †This reinforces the concept, that comes from previous readings as well, that rhyme is not needed at all to create great works of poetry.
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