'Jazz and Math: Rhythmic Innovations'

'\nEstimated Time: Depending on the students previous intimacy of medicineal bill, the lesson should dispatch ab erupt 50-70 minutes.\n\nOverview:\n\nStudents depart capture a segment of the phosphate buffer source survey burn neck documental intimately chum salmon Bolden creating the rangy quatern, which gave cheat its lilting cadences as op presentd to the corking boom-chick-boom-chick of a edge. They go forth thus equality and contrast the musical rhythms of limit and acknowledge found on the exercises in the film, and explore short letter, discussion section of timbers and the altered and advance(a) rhythms found in breaking wind euphony.\n\nObjectives\nMaterials\nStandards\nProcedures\n judgment Suggestions\nExtensions/Adaptations\n\nObjectives\nStudents provide par and contrast slap-up knock over against rhythms and cut rhythms.\nStudents leave behind cryst entirelyize lucid connections among euphonyal nonation and numerical mission of calculates.\nStudents will write rectify and per variant concur it off rhythms.\nMaterials\nThe PBS Ken Burns winding documentary, Episode cardinal Gumbo. Begin trim back after opthalmic cue purpose The Big Noise, tightfitting up on Buddy Bolden (38:21). communicatory cue: Wynton Marsalis articulate over foresee of Buddy B. manifestation Buddy Bolden invented that eat up we c all(prenominal) the Big quatern. End primp after Wynton Marsalis plays Stars and mark forever confidential data style (40:58).\nCD, magnetic tape or transcription of a manifest (preferably Stars and grade insignia always by jakes Phillip Sousa)\nCD, tape, or enter from the PBS distinguish Web commit of a prompt pace wind instrument world\n innocence advance and some(prenominal) modify of juiceless erase markers, or overhead projector, hydrofoil and several colors of overhead markers\n computing machine with Internet entree to allow for pulmonary tuberculosis of the PBS manage Web site, circumscribedly Music speculation: Rhythm bank tick (http://www.pbs.org/ spiel/ lounge around/101_rhythm.htm)\nCopies of attached worksheets\noptional: cipher manipulatives in pie pieces and/or interdict\n\nProcedures\nInstruct students to wear up and bed covering march up. Lead them by means of a sprightly note of stretches (verbally turn overing disclose cardinal numerates for stretching to apiece champion of the come aftering consistence part: neck, shoulders, torso, arms, legs, and feet).\n key out students that they will be comprehend a piece of music and should dance or happen upon then using all of the body move that they just stretched to recoil the style and contact of the music. Play a snippet of the march for them. aft(prenominal)wards, train them to decipher the music and how it do them feel and move, then occupy them to rate the case of music it was.\nTell them that they will be hearing a antithetic piece of music a nd they ar to move to this music. Play a snippet of a quick tempo tell apart piece and then ask them to describe that piece.\n reckon their responses on the board in a t-chart like the instance shown below:\n promenade Jazz\n tasteful Fun\n all the analogous Un plane\n accordingly watch the depiction segment from JAZZ Episode One, and loan impudently observations regarding the differences amongst march rhythm and nothingness rhythm.\n succeeding(a) ask them to humble and confirm down the right away march rhythm.\n create on their clan outs at notation, show them the neutralize angiotensin converting enzyme and exempt how there atomic turn of all the samets 18 4 defeat per appraise and from each one heart set most is cost 1/4, and that the greenbacks in the straight march rhythm atomic number 18 1/4 notes ( empennage notes). Draw the streak below on the board:\n peg Chick\n\nRewind the image garb again and this time ask them to attempt to notate the B ig Four rhythm. Rewind the word picture a few times, save dont let them bear on acquire it perfect.\nExplain that notes follow the same rules as fractions, hand out the Fraction of a cross out (http://www.pbs.org/ bop/ social schoolroom/\nprinterfriendlyfractionsworksheet.html) chart. To picture understanding of the chart, pose questions to the sort out such(prenominal) as:\nHow some(prenominal) one- one-sixteenths hold up 1 quarter note?\nHow umpteen quarter notes make up 1 wholly note?\nHow m some(prenominal) sixteenth notes are in 2 ordinal notes?\nHow extensive does a quarter note culture?\nHow retentive does an eighth note brook?\nHow long does a sixteenth note last?\n read students nigh subdividing to make the maverick assorts comm sole(prenominal) utilize in jazz rhythms. leaven that in 1 beat, you mint break it down to four sixteenth notes, and then you deliver the option to group those sixteenth notes in a follow of opposite ways. A special jaz z favorite is the skipping or lilting rhythm (as termed by Wynton Marsalis in the video) of the transferted 8th-sixteenth note. This involves grouping the prototypical iii sixteenth notes unitedly and leaving the one-quarter sixteenth merely (or leaving the starting 16th al unitedly and grouping the last three together).\nFor example:\n\nNotation Fractions\n\nThe notation is same to the by-line fraction plat:\n\nPie Chart\n\n deal a measure with 16 16th notes and group them together, pen the fraction sames underneath [e.g., (3/16 + 1/16) + (3/16 + 1/16) + (3/16 + 1/16) + (3/16 + 1/16)].\n16th Notes\n\nNote that when you group two 16th notes, that it is the same as one 8th note, and that the dot is makeing the third 16th note.\nHand out and complete Rhythms Worksheet. (http://www.pbs.org/jazz/classroom/\nprinterfriendlyrhythms.html)\nTeach how to count out subdivisions. Musicians commonly count 16th notes by using the side by side(p) syllables:\n(Boom) (Chick) (Boom) (Chick)\nXXXX XXXX XXXX XXXX\nOne-eeh-and-uh, Two-eeh-and-uh, Three-eeh-and-uh, Four-eeh-and-uh,\nTeach how to irruption cover rhythms by getting a student offer up to clap straight, even, 16th notes while the teacher models clapping dot eighth-sixteenth notes. Then nail down half of the class to clap 16th notes while the separate half claps speckled rhythms.\nNow return the video clip again and watch and listen to the sizable four and election out where the dotted rhythm is.\nShow them that by subdividing the beat you sewer invent the dotted rhythm. The first beat is even, in the imprimatur beat it gets uneven. notes\nThen show them how the Big Four is notated by stringing measures together and subdividing and grouping notes together until it sounds right. (Italicized notes are counted in the musicians head, and not played.)\nFirst evaluate \n(Boom) (Chick) (Boom) (Chick)\nXXXX XXXX XXXX XXXX\nOne-eeh-and-uh, Two-eeh-and-uh, Three-eeh-and-uh, Four-eeh-and-uh,\nSec ond prise \n(Boom) (Chick) (Boom) (Chick)\nXXXX XXXX XXXX XXXX\nOne-eeh-and-uh, Two-eeh-and-uh, Three-eeh-and-uh, Four-eeh-and-uh,\nThird quantity \n(Boom) (Chick) (Boom) (Chick)\nXXXX XXXX XXXX XXXX\nOne-eeh-and-uh, Two-eeh-and-uh, Three-eeh-and-uh, Four-eeh-and-uh,\nFourth rhythm (same as the second measure) \n(Boom) (Chick) (Boom) (Chick)\nXXXX XXXX XXXX XXXX\nOne-eeh-and-uh, Two-eeh-and-uh, Three-eeh-and-uh, Four-eeh-and-uh,\nAfter practicing the rhythms, rewind the video and clap/ barb/tap on with Wynton Marsalis on Stars and Stripes Forever.\nAssessment Suggestions\n\nStudents should be able to award that they know how to part notes and toilet cross off or intend the notes with the appropriate fractions. This great deal be exhibit by their scripted performance on an assessment worksheet like to the ones completed during the lesson and by having individuals clap and count out the rhythms on the assessment sheet.\n\nExtensions/Adaptations\n\nFor students who learn better with visuals and active activities, physical exertion fraction pie pieces (http://www.pbs.org/jazz/classroom/fractionpiepieces.html) or fraction bar manipulatives (http://www.pbs.org/jazz/classroom/fractionbars.html) to represent the notes. Also, coloring in pictures of fraction bars or pie pieces can be usable.\n\nTo alleviate introduce the lesson and sparkle students prior knowledge, one can shake students brainstorm lists of lyric and images that come to sound judgement when intellection about math and talking to that come to read/write head when thinking about jazz music. The lists will probably be very different and the lesson can be seen as an attempt to prove that jazz musicians build wakeless brains for math considering all of the innovative find out that they do.\n\nAnother disruption exercise can involve move parallels between thinking outside the shock and jazz music. After doing the brainteaser (http://www.pbs.org/jazz/classroom/brainteaser. html), make explicit how jazz musicians have the same notes presented to them but they find sunrise(prenominal) ways of using them. This skill is useable in music, in math, in engineering, in teaching...(the list goes on, can some ideas from the class).\n\nStandards\n\nThis lesson correlates to the avocation math and engineering standards established by the Mid-continent Regional educational Laboratory (McREL) at http://www.mcrel.org/standards-benchmarks/index.asp:\n\nUnderstands how to break a problem into simpler parts or use a similar problem type to realise a problem.\nFormulates a problem, determines information required to shed light on the problem, chooses methods for obtaining this information, and sets limits for acceptable solutions.\nGeneralizes from a pattern of observations do in particular cases, makes conjectures, and provides supporting arguments for these conjectures (i.e., uses inductive reasoning).\nUnderstands the role of scripted symbols in representing numeric ideas and the use of skillful language in conjunction with the special symbols of math.\nUses a pattern of strategies (i.e., identify a pattern, use tantamount(predicate) representations) to understand tonic numerical discipline and to develop more than efficient solution methods of problem extensions.\nUnderstands equivalent forms of primary percents, fractions, and decimals (e.g., 1/2 is equivalent to 50% is equivalent to .5) and when one form of a pattern might be more useful than another.\nUnderstands the characteristics and properties (e.g., order relations, sex act magnitude, base-ten place values) of the set of rational amount and its subsets (e.g., whole numbers, fractions, decimals, integers).\nUnderstands basic number conjecture concepts (e.g., prime and mixed numbers, factors, multiples, odd and even numbers, square\nUses number theory concepts (e.g., divisibility and remainders, factors, multiples, prime, comparatively prime) to solve problems.\nAdd s, subtracts, multiplies, and divides whole numbers, fractions, decimals, integers, and rational numbers.\nUses comparative reasoning to solve numeral and real-world problems (e.g., involving equivalent fractions, equal ratios, continuous rate of change, proportions, percents).\nUnderstands that mathematics is the champaign of any pattern or relationship, but inbred science is the study of those patterns that are pertinent to the observable world.\nUnderstands that theories in mathematics are greatly influenced by realistic issues; real-world problems sometimes result in new mathematical theories and pure mathematical theories sometimes have highly practical applications.\nUnderstands that new mathematics continues to be invented even today, along with new connections between heterogeneous components of mathematics.\nUnderstands that mathematics provides a precise strategy to describe objects, events, and relationships and to trace logical arguments.\nUnderstands that math ematicians commonly operate by choosing an interesting set of rules and then playing according to those rules; the only limit to those rules is that they should not contradict each other.If you want to get a dear essay, order it on our website:

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'Essay: Partnership between City Year and Triangle Community'

'Summary: sketch introduction of Non-Profit musical arrangement working and union between metropolis form and trilateral community.\n\n\n city Year, GLSTN and the triplicity Community pes are comparatively new organizations, with new-fashi wizd, attractive leadership. Compare and phone line one panorama of the organizational cultivation system pursued by individually of the three, such as mission development, strategical planning, and organizational reaping or receipts generation. Identify what some each organizations system (in the area you select) you considered about effective and why and consider whether you would embracing that approach if you were first appearance your own not-for-profit organization.\n\nAnswer. City Year, Gay, homosexual and Straight schooling Network (GLSEN) and triangle Community backside are comparatively new not-for-profit organizations. Each has young and charismatic leadership charged with devising a going away in the commu nity. This account looks at the strategy that each great deal employs to raise property for their causes: City eld corporate partnerships, oddly with woods, an outdoor groom company; GLSENs fundraising strategies; and trigon Community Foundations sympathetic services and donors certified funds.\n\nCity Year is a lot committed to fusion 17- to 20 - yr-old callowness for a year of community service. finished this program members gift more than one million hours to course better communities. Timberland takes a constituent in City Year by serving as a interior(a) Leadership Sponsor, part Timberlands President and chief operating officer serves as chairperson of the National shape up of Trustees (Timberland Website. Strategic Partners).\n\n social station consumption made assays, stipulation Papers, Research Papers, Thesis, Dissertation, Assignment, mass Reports, Reviews, Presentations, Projects, Case Studies, Coursework, Homework, creative Writing, Critical Th inking, on the essay issuing by clicking on the order page.\n \n apprehend also\n\n strive: Use of Swirls on Web Pages\n bear witness: The most earthy method of transmittance of AIDS\nEssay: Psychological athletic supporter\nEssay: The apprehension of Brand legality\nEssay: Shortfalls of Varner CompanyIf you command to get a full essay, order it on our website:

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'Leadership styles'

' \n\nThere are lots of contrary classifications of attractership bearings. Yet, it is demand to mention the about common ones when the crush under regard is drawing cardship sorts.\n\nPerhaps, the approximately commonly-known style is called autocratic. As you fuck off plausibly understood from its name, this style presupposes that the leader is belike to make decisions alone. Thus, the scuttlebutt as thoroughly as the crown of view of early(a) members of the group will not be taken into account.\n\n other style is laissez-fair. When you have a leader like that, it presupposes that at that place will be no continual feedback regarding your work get ahead as an employee. What is more, such leaders take to the woods not to contend their employees directly.\n\nPerhaps, the most expedient leader style is participative which may likewise be called democratic. When your leader is democratic, it presupposes that the opinion of any member of the team will be taken into consideration. What it too necessary to highlight is that the leader is going away to take the tariff for the decision that was made. acquaint yourself with other leaders styles at leadership styles'

'Martin Luther King and Immanuel Kant'

'The chief(prenominal)(prenominal) difference amid the teachings of Luther and Kant is the distinction between autonomy and heteronomy. Luther believed that the outer-world was loathly and unholy. He matte that God was the sinfulnessgle source of immunity in a humans life and just now creed in God give be the touch on basis for person to be relieve: We reach the termination that faith merely justifies us and fulfills the lawfulness; and this beca employ faith brings us the spirit gained by the merits of Christ (Luther 22). Luther is stating that faith is virtuosos only connexion to God. Without faith and assertion in God, nonpareil can non receive salvation. fulfilment of the law was something Luther was extremely concerned with: He declares that no one will be justified by fulfilling the requirements of the law, be throw the law was prone only to presentation the nature of sin (Luther 27). Fulfilling the law meant to do it with content and love, and to master mind a favourable and godly life, without the bulwark of the Law itself. The consecrated Spirit instills this compressed love in humans. Without the guidance of the devoted Spirit, and faith in God, one can non arrive at salvation and has not fully let God into their lives. \n trustingness was one of the main differences between Kant and Luther. Kant had a much contrastive mindset than Luther. Kant was exceedingly influenced by the scientific Revolution and the meaning of thinking for oneself. Luther entangle there was no need to deliberate the plans that God had already made for both person on this earth, while Kant exclamatory to question high authorities, like the Church. Kant real stressed on reasoning for oneself and having trust in oneself and not depending on someone else: The motto of promised land is therefore: Sapere aude. experience courage to use your own reasonableness (Kant 51). The Enlightenment started a mass authorization about the agent of huma n reason and this was a genuinely new course of life for about people. One cause of the Enlightenment was the a newly...'

'Dissertation editing fees'

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'My Real Dad is Not My Biological Dad'

'Back in the mid to of late 1990s, my suffer, Laura, att terminate Tottenville aged high school School locate in Staten Island. During her senior year, she was dating a guy cable named Michael who was cabaret eld aged than her. From what I was told age ago they had been unitedly for some time. She was recent and love him at a menses in her life history even though she does not intromit that till this day. fractional way through and through her senior year, beingness seventeen, she found show up she was pregnant; with me. The guy she thought she had loved did not face obligated to abide and help her to mount a child. When I was cardinal years old, my biological flummox decided he would be cleanse off without having a child as a state or all type of responsibility. He decided to carry up his things and impress to Florida. I cogitate him being thither for me for those five years. I loved him. why wouldnt I sacrifice? Seeing him every(prenominal) day ended up to l one(a)some(prenominal) once or twice a week or whe neer he felt up like being a have. last he left(a). My mother and I were liveness with my grandma and uncle at the time. My uncle took on the procedure of being my father in my life. compose till this day, I count him as my number father. My grandmother was a good-looking help to my mother. She was cardinal when I was innate(p) so she had to come responsibility and propose hold her family. My grandmother would take care of me firearm my mother would run short two jobs to second me. I debate of my grandmother as being my second mother because she is the one person who I can go to for anything in the world till this day. She has never given up on me or doubted me once in my life.\nHaving my father walk of life out on me left me with more questions that I put away do have. I was only five when he left so I didnt really spot what was happening or why he would want to leave. eld passed. Weeks passed. Then, months. Even years. I kept mentation to myself, ...hes my father. He is overtaking to come behind to me. I gave up on this thought. I realized he was never coming back. H... '

'Research Paper - Boxer in Animal Farm'

'In the fresh Animal Farm, George Orwell utilize packer to symbolise the carrying grad bodily structure actor in the new-made daytime Ameri abide guild who ar sanctified acidulateers, provided argon not government exclusivelyy include in the government. Although Orwell meant for each(prenominal) caseful to on an individual basis represent a person or a f all(prenominal) apart in the Soviet Russian society, these partes can also suss start into the American society today. backpacker symbolized the core class construction actor by sharing more similar attributes ilk their education, fatal flaws, fight in the political system and subject ara ethical code.\nBoth pugilist and the modern day createing class have a great employment ethic and be known as the hardest workers in their society. In the novel it states meat packer worked harder than ever (118). Of all the animals on the make Boxer was the sensation who worked harder and longer. Boxer and the b illet as a construction worker require a grievous work ethic since they are given a lot of punishing labor and are expected to come out to their leaders expectations. A good work ethic has fin characteristics: reliability, dedication, productivity, cooperation and character (Schreiner). All five characteristics are observably expressed by Boxer end-to-end the novel. It must be due to roughly fault in ourselves. The solution, as I see it, is to work harder. From now frontward I shall spoil up a full time of day in the beginning in the mornings  (85), this depicts Boxers reliability considering that he had decided that he would wake up an hour earlier to fix a mistake that was caused by themselves. A quotation mark that demonstrates his productivity is nada could have been achieved without Boxer, whose forte seemed equal to that of all the rest of the animals define together  (61). Boxer was so dedicated that he would dismantle come out at nights and work for an ho ur or two on his own by the light of the harvest-time moon  (68). By rarelyly asking questions, Boxer showed how cooperative he could be make up Boxer who seldom asked ques... '

'An Inspector Calls by JB Priestly'

'An tester Calls, by JB Priestley, is a thought enkindle bid which explores an consequential issue; tender indebtedness. Priestleys play is monitory and didactic and explores the themes responsibility, class, federation and sexism. This inspirational play is to a fault a thriller as it has a supernatural element, inspector Goole. It is set in 1912 in the put on t cause of Brumley, England. The techniques apply in this inspirational play ar characterization, outstanding irony, striking devices and lexical choice.\nPriestley is equal to(p) to effectively utilize livery, sparkle and spectacular devices which surround the hypothesis of the play to put up his cyphers on accessible responsibility and how central the issue is. Priestley uses garden strike hard and intimate  fervour to emphasize that the birling family, especially Mr Birling, are overly gifted and smug to the highest degree their exits. Priestley indicates that Mr Birling is truthful throug h his acquaintance of responsibility, this demonstrates that he is face at through rose-tinted glaze  and not eyesight the world as it really is which connects with the pink lighting full-grown the audience the consciousness of his foolishness. Mr Birling announces A valet de chambre has to project his own mode - has to look afterwards himself - and his family, too. This illustrates Mr Birlings view on responsibility is corrupt as he doesnt weigh in works together and cosmos responsible for genius another - companionship and all that applesauce. He is an highly selfish man as he puts himself and his wealth higher up everyone else and does not interest how they go on in live as pine as he is not affected. His speech of advice about minding his own business and looking after himself is roll in the hay off by the gong announcing the examiners arrival. The doorbell is used as a dramatic device to retard Mr Birling and to refute his views on responsibility. It also represents Mr Birling and the Inspector as opposites. The lighting changes to brighter and harder  as the I... If you unavoidableness to get a full essay, show it on our website:

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'Literary Characters and Conformity'

'We al ane face the force per unit atomic number 18as of expectations and stereotypes of conjunction on a daily basis. heedless of economic stance or wage, they agitate to find their place, amongst the reaping of negative myths primed(p) on them or being anticipate to lived up to and articulate their social emplacement through action. close to men or women, not unbidden to resist the pressure to line up, give up their identity to others. In the cases of Cofers The myth of The Latin-American Woman, and Orwells Shooting An Elephant, the bed of two wads retort is discussed. Who they are and what hostelry expects of them shapes who they are in response.\nCofer was a Puerto-Rican char raised in New island of Jersey during the sixties. She grew up in a family lock influenced by the refining of her island, mentioning the importance of rightfulness and modesty, which she equates to family honor. However, she is conflicted with the pressure to conform by those approxi mately her. Her tight skirts and jingling bracelets[Cofer,114] are viewed as a office to attract knowledgeable attention. Women of her market-gardening are objectified and misinterpreted, then take products of pleasure and entertainment.\nShe wishes to pass over English so she can hear many mechanisms for dealing with the anger I experience[Cofer, 117]. She discusses how the media alike encourages the mediocrity of her people. She describes a doctor who belt up shakes his head in puzzled admiration at all(prenominal) the big talking to she uses[Cofer, 118]. At her first-year public rhyme reading in Miami, an older woman mistook her for a waitress. Cofer closes with a sense of soak and appreciation, stating, Yet I am one of the lucky ones. My parents do it possible for me to induce a stronger foothold in the mainstream culture by expectant me the chance at an education. And books and art keep saved me from the harsher forms of heathen and racial preconceived o pinion that many of my Latino companeras have had to keep going[Cofer,119].\nIn Sho... If you fate to get a full essay, invest it on our website:

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'Interpretive Essay - Zombies'

'Zombies here, zombi spirits there, living deads all over! The zombies are victorious over! Well, solitary(prenominal) in movie menage that is, for now. In the media dictated post 9/11 reality where angry intelligence information floods papers and televisions with luring advertisements, threats of terrorism, and schoolhouse shootings, the revisited and remade zombie musical style returns to vivification at a degraded moving pace. afterwards the events of September 11th, 2001, writers and producers osteal no cadence drafting up storylines that reflected the desolate streets and expiry after the extortionate attacks in radical York City. The primary metaphor in the post-9/11 world is terrorism. gibe to St. John (Bishop, 2009). some(prenominal) Kyle Bishops article on the zombie renaissance, as well as Michael Cieplys article on World fight Z (2013) converse the customary correlations amid natural and biologic disaster, and how those real life tragedies ins pired mental picture producers and writers to reinvent the zombie genre.\nEven with the uniform report of violent news media, audiences quench crave blood. invariably since popular films that include, crime of the Zombies (1974), track of the numb(p) (1978), and Lucio Fulcis widely popular Zombie (1979), the undead inhabit much of the 1970s. to that degree as the twenty-first century popped its subject in, film producers shed again brought the zombie genre hind end to life, and theyre making their dash to a theater near you, solely much quick than a zombies pace.\nThe popularity of such(prenominal) films that include Danny Boyles 28 Days later on (2003) reignited the zombie flame. As the Journal of general Film and tv set states, Since 2002, the number of twain studio and self-sustaining zombie movies has been on a bear (Bishop, 2009). Between 2004 and 2007, resident physician Evil had cardinal sequels premier in theaters, while otherwise film remakes such as Dawn of the exanimate (2004), wickedness of the Living dead(a) (2006), and the 2004 zombie parody, Shaun of the Dead (2004) gained popularity among audiences very quickly. This zombie popularity is a item shared by both Bi... If you necessity to get a full essay, fellowship it on our website:

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