MUSIC

THE NINETEENTH CENTURY, PART 1:

1.In 2001, the President of Turkmenistan banned
A.rock music.
B.ballet and opera.
C.jazz.
D.all music.

2.The composer utilized the minor mode in Symphonie fantastique to represent
A.gloom and ferocity.
B.solemnity and brilliance.
C.earthiness.
D.joy and love.

3.Franz Schubert was known for having written
A.100 violin concertos.
B.four operas.
C.144 lieder.
D.11 symphonies.

4.Beethoven’s greatest psychological challenge as a composer was
A.coping with his worsening deafness.
B.his resistance to finishing works he had started.
C.the unrealistic expectations of his patrons.
D.overcoming his own perfectionism.

5.A poem that tells a story is called a
A.stanza.
B.limerick.
C.chorale.
D.ballad.

6.Berlioz insisted that a _______ be distributed to his audiences to provide an overview of the dramatic structure of his work.
A.transcript
B.musical score
C.program
D.libretto

7.Influenced by Dvorák, _______ is credited as the first American woman to have written a symphony.
A.Clara Wieck Schumann
B.Louise Farrenc
C.Fanny Mendelssohn Hensel
D.Amy Marcy Cheney Beach

8.Which of the following was not one of the obstacles Fanny Hensel had to overcome to succeed as a composer?
A.Social attitudes prevented women from undertaking careers in music.
B.Agoraphobia kept her from traveling and performing.
C.Her father discouraged her from pursuing music as a vocation.
D.Her brother was a famous composer and performer.

9.”Erlkönig” is a song that presents a drama using a pianist and one singer, who
A.dramatizes the story with animated acting and dancing.
B.portrays a narrator and three characters.
C.chants a brief, humorous version of Goethe’s poem.
D.leads the audience in harmonizing on the popular verses.

10. _______ was called the “Valkyrie of the Piano.”
A.Teresa Carreno
B.Fanny Mendelssohn Hensel
C.Robert Schumann
D.Clara Wieck Schumann

11.The piano became a popular instrument for middle-class families when
A.mass production became possible.
B.the Civil War ended.
C.Dvorák composed The American.
D.the Transcontinental Railroad was completed.

12.Which of the following works helped to redefine the symphony as a genre?
A.Beethoven’s Sixth Symphony
B.Beethoven’s Ninth Symphony
C.Beethoven’s Fifth Symphony
D.Symphonie Fantastique

13.In his Fifth Symphony, Beethoven
A.limits the harmony of the string section.
B.contrasts the wind instruments with the string instruments.
C.utilizes the percussion section in a whole new way.
D.introduces the short-LONG-short-LONG rhythm.

14.The message in Clara Schumann’s “Forward!” is to motivate people
A.to work hard for what they need for their families.
B.to be humble and submissive as a way to get into heaven.
C.for a defense of the monarchy.
D.for a revolution to unite Germany.

15.Which composer called himself a tone poet—a poet who creates with music rather than words?
A.Schubert
B.Chopin
C.Beethoven
D.Schumann
 
16.Symphonie fantastique, which depicts an artist’s execution by guillotine, was written by the nineteenth century composer
A.Clara Wieck Schumann.
B.Giacchino Rossini.
C.Hector Berlioz.
D.Caspar David Friedrich.

17.Prolonged exposure to volume greater than _______ is considered dangerous.
A.40 decibels
B.80 decibels
C.50 decibels
D.70 decibels
 
18.In the overture to A Midsummer Night’s Dream, the kingdom of the fairies, led by Oberon and Titania, is represented by the
A.strings.
B.piccolo.
C.triangle.
D.flute.

19.Clara Wieck Schumann’s “Forward!” was written for a/an
A.brass band.
B.full orchestra.
C.madrigal choir.
D.a capella chorus.

20.A piano trio is made up of
A.a piano, violin and viola.
B.a piano, violin, and cello.
C.a piano, organ, and pianoforte.
D.three pianos.
 

THE NINETEENTH CENTURY, PART 2:

1.The various melodies heard in Dvorák’s “String Quartet in F Major” have a/an _______ quality.
A.Bach-like
B.folk-like
C.operetta
D.jazz-like
 
2.Ravi Shankar is known for his mastery of the 18-stringed lute called the
A.sitar.
B.ragar.
C.jhala tar.
D.table.

3.The American composer and pianist who was known for his patriotism and showmanship was
A.William Grant Still.
B.Joseph Haydn.
C.Richard Wagner.
D.Louis Moreau Gottschalk.

4.The styles of singing in Wagner and Verdi operas differ. Jane says that the style of singing in a Verdi opera is virtuosic and elaborate. Lynn says that the style of singing in a Wagner opera is more syllabic. Who is correct in describing the different styles of singing?
A.Both Jane and Lynn are correct.
B.Neither Jane nor Lynn are correct.
C.Only Lynn is correct.
D.Only Jane is correct.

5.The most important role of music for soldiers during the Civil War was to
A.boost morale when a battle went badly.
B.entertain them in the evenings.
C.convey orders during drills and battles.
D.comfort and inspire them.

6.Which of the following composers helped the United States establish its own musical sound by drawing on cultural idioms?
A.Dvorák
B.Brahms
C.Verdi
D.Wagner

7.There are striking similarities in theme, characters, and events between Wagner’s Ring of the Nibelungs and
A.Musashi’s The Book of Five Rings.
B.Lawson’s The Inside Ring.
C.Tolkien’s Lord of the Rings.
D.Koji Suzuki’s Ring Trilogy.

8.In Brahms’ Symphony no. 4 in E Minor, the composer derived much of the form and theme from the
A.Classical era.
B.Baroque era.
C.music of the middle ages.
D.music of the Renaissance.
 
9.To show his intense national pride, _______ wrote a large number of mazurkas.
A.Shankar
B.Dvorák
C.Verdi
D.Chopin

10._______ exemplifies the best elements of nineteenth-century Italian opera.
A.Pagliacci
B.La Traviata
C.La Boheme
D.Rigoletto

11.The _______ measures musical time using a pendulum.
A.timbrephone.
B.lyre.
C.intermezzo.
D.metronome.
 
12.In response to the outbreak of the Civil War, which composer wrote a solo piano piece that incorporated the “Star Spangled Banner,” “Hail Columbia,” and “Yankee Doodle” into the work?
A.Gottschalk
B.Dvorák
C.Mendelssohn
D.Brahms

13.According to Wagner, the _______ of the opera was that drama served as a means to an end—virtuosic singing.
A.Leitmotif
B.strategy
C.beauty
D.error
 
14.A single pair of notes played repeatedly in succession is known as a/an
A.sotto voce.
B.a capella.
C.hee haw.
D.drone bass.

15.In Verdi’s La Traviata, Violetta sings _______ when unsure of herself.
A.in a lower key
B.an aria
C.a virtuoso
D.in recitative

16.During the nineteenth century, harmony became
A.a large-scale structural element.
B.more discordant.
C.more chromatic.
D.highly important in program music.

17.The first American-born piano virtuoso to achieve international fame was
A.Wagner.
B.Schumann.
C.Dvorák
D.Gottschalk.

18.Which opera was written to celebrate the opening of the Suez Canal?
A.Il Trovatore
B.Requiem
C.Rigoletto
D.Aida
 
19.Wagner drew on _______ for his opera The Ring of the Nibelungs.
A.Roman mythology
B.Greek mythology
C.religious dogma
D.northern European mythology

20.Why was Richard Wagner considered the most progressive composer of his day?
A.He introduced the libretto to the opera.
B.He combined choral music and orchestral music.
C.He advanced the harmonic idiom of music into new exciting realms.
D.He used the tala pulses in his orchestrations.

THE TWENTIETH CENTURY, PART 1:

1.Ragtime composers often made use of
A.serialism.
B.inversion.
C.syncopation.
D.counterpoint.
 
2._______ is a singing technique that’s part speech and part song.
A.Sprechstimme
B.Erlkönig
C.Walkurie
D.Klangfarben

3.Which of the following composers sought to obtain a nonpercussive sound from the piano in his compositions?
A.Ellington
B.Glass
C.Ives
D.Debussy

4.The composer who wrote longer, classical pieces, as well as big-band tunes was
A.Duke Ellington.
B.Aaron Copland.
C.Arnold Schoenberg.
D.Charlie Parker.

5.The _______ were interested in the hypnotic quality of the repeated melodic fragments and interlocked patterns created by the gamelan.
A.neo-classicists
B.impressionists
C.expressionists
D.minimalists
 
6.The most common pattern of verses in blues songs is the
A.12-bar pattern.
B.28-note pattern.
C.6-bar pattern
D.8-note pattern.

7.Music that doesn’t center on a particular key is referred to as
A.intoned.
B.nontonal.
C.atonal.
D.untoned.

8.The _______ style is an attempt to revive the approach used by composers in the latter half of the eighteenth century.
A.Post-Modern
B.Pre-Romantic
C.New Baroque
D.Neo-Classical

9._______ used themes from popular songs and hymns in his orchestral works.
A.Duke Ellington
B.Igor Stravinsky
C.Scott Joplin
D.Charles Ives

10._______ notes are produced by lowering the third, fifth, or seventh steps of major scales.
A.Low
B.Falsetto
C.Blue
D.Minor
 
11.Which of the following styles of music was not influential on the development of jazz?
A.Dixieland
B.Ragtime
C.Raga
D.Blues

12.A short musical motif that repeats at successively higher or lower pitches is called a
A.groove.
B.succession.
C.sequence.
D.progression.

13.Jody says that atonal harmony establishes a harmonic center of gravity. Sean says that atonal harmony doesn’t have a harmonic center of gravity. Who is correct?
A.Both Jody and Sean are correct.
B.Neither Jody nor Sean is correct.
C.Only Jody is correct.
D.Only Sean is correct.

14.Which of the following is not an outstanding feature of music in the twentieth century?
A.Experimentation
B.Globalization
C.General atonality
D.Rapid change

15._______ music is written in two or more chords played simultaneously.
A.Polyrhythmic
B.Polychoral
C.Polyphonic
D.Polytonal

16.According to legend, how did Robert Johnson acquire his skill on the blues guitar?
A.He sold his soul to the devil one midnight.
B.The ghost of Ma Rainey appeared to him and showed him how to play.
C.After a high fever due to measles, he picked up his father’s guitar and played it.
D.Son House convinced him he had magic fingers.

17.Bebop is a style of
A.jazz.
B.pop.
C.ragtime.
D.fusion.

18.Standard Song Form for popular hits of the 1920s and 1930s was
A.AABB.
B.ABBA.
C.AABA.
D.ABA.

19.In The Unanswered Question, the strings are played
A.in unresolved dissonance.
B.in constant competition with the brass.
C.as if they’re playing a slow hymn.
D.fast and loud for shock value.

20.The smallest distance between two adjacent notes on a piano is a
A.half step.
B.quarter note.
C.whole note.
D.whole step.

THE TWENTIETH CENTURY, PART 2:

1.The type of music that blended the musical styles of jump blues and honky-tonk was
A.Motown.
B.rock ‘n’ roll.
C.hip hop.
D.jazz.

2.One way Aaron Copland achieved a distinctly American sound in “Hoe-Down” was by including
A.folk tunes.
B.blue notes.
C.Native American chants.
D.Gullah music.
 
3.Agnes de Mille choreographed Aaron Copland’s Rodeo to blend
A.square dance with Irish jig.
B.jazz and ballet.
C.ballet with tap.
D.ballet with square dance.

4.The progression of four basic chords that was used in many popular songs of the 1950s and 1960s is referred to as _______ chord progression.
A.bebop
B.pop
C.vamp
D.doo-wop

5.Which song crossed racial boundaries by achieving success on both the R&B and pop charts?
A.”School Day”
B.”Fight the Power”
C.”My Ding-a-Ling”
D.”Please Mr. Postman”

6.The first African American to have a major opera performed by a major American opera company was
A.Scott Joplin.
B.Robert Johnson.
C.Langston Hughes.
D.William Grant Still.

7.A repeated melodic and rhythmic figure in the lower register of the piano is typical of the Afro-Cuban dance music known as
A.mambo.
B.reggae.
C.guaguanco.
D.salsa.

8.The musical movement that started in the mid-1960s on the West Coast was the _______ movement.
A.folk
B.progressive
C.rock
D.psychedelic

9.Which one of the following composers is best known for promoting aleatory music?
A.Béla Bartók
B.Richard Strauss
C.Franz Wozzek
D.John Cage

10.Public Enemy’s recording “Fight the Power” has a basic pulse of
A.60 beats per minute.
B.106 beats per minute.
C.86 beats per minute.
D.120 beats per minute.

11.Chuck Berry’s unique guitar sound was created mainly by his
A.flourishes and variations written into his songs.
B.Gibson guitar and his amplifier.
C.creative tuning methods.
D.producer, who overdubbed the sound.

12.The _______ is a xylophone-like instrument with tubular resonators under each bar.
A.suspended cymbal
B.timbales
C.marimba
D.conga
 
13.Notes that begin a phrase before a downbeat are known as pick-up notes or a/an
A.shuffle groove.
B.duck walk.
C.call and response.
D.anacrusis.
 
14.A modern-day retelling of Shakespeare’s Romeo and Juliet is carried out in the musical
A.West Side Story.
B.H.M.S. Pinafore.
C.The Mikado.
D.My Fair Lady.

15.The rhetorical energy and political tone of Public Enemy’s “Fight the Power” is first established by
A.the group’s dense beats and musical graffiti.
B.a sample of a speech by Dr. Martin Luther King.
C.the pulsing beat of the snare drum.
D.manipulating sounds in creative ways.

16.The musician who ushered in the twentieth-century era of virtuosic rock guitar playing was
A.Jimi Hendrix.
B.Chuck Berry.
C.Chet Atkins.
D.Brian Wilson.

17.Einstein on a Beach was a unique opera because it
A.was written in Chinese.
B.was exclusively recitative.
C.had a single violinist.
D.had no plot and very little singing.
 
18.Which of the following composers wrote the music for West Side Story?
A.Leonard Bernstein
B.George M. Cohan
C.Jerome Kern
D.Cole Porter

19.A musical style that combines traditional and modern elements is called
A.postmodernism.
B.exhibitionism.
C.modernism.
D.minimalism.

20.Tamra says that the difference between an opera and a musical is that the opera includes more spoken word than singing. Eduardo says that the musical contains singing with some spoken dialog. Who is correct in citing the difference?
A.Neither Tamra nor Eduardo
B.Eduardo
C.Both Tamra and Eduardo
D.Tamra

States’ Rights vs. National Security

Unit 4 Item 3: States’ Rights vs. National Security

Terrorist attacks in the European Union, have highlighted the effects of non-secure borders that have allowed terrorists to cross borders without security checks and attack civilian targets. This has raised questions about the viability of the European Union and its lack of security to protect civilians.

The United States adopted a policy to secure its borders while also securing inter-state travel with the Department of Homeland Security’s Real ID program, passed in 2005, but yet to be fully implemented. Americans expect to travel by air within the nation’s borders safe and secure. In December 2016, TSA announced that it would enforce the REAL ID program. As a result, states whose driver’s license ID’s are not compliant by 2018, will not be accepted at TSA Security airports.

Readings

  • Read “In 2018, SC Driver’s License won’t be enough” by Hugh (see Course Materials Unit 4)
  • Look at “No Passport, No military ID? You could soon be grounded.” In The State newspaper
  • Research the New York Times map “State by State Compliance Status
  • Visit DHS for background on “Real ID Enforcement” and related topics
  •  
  • Assignment 3: Write a 500-word essay and cite references in APA style. Use the outline below as topics to guide the development of your essay from both the references listed and from your research.
  • 1. Background: Select a European country that has been the subject of a recent terrorist attack. Briefly describe the attack. Identify and describe the security breaches, reported through open sources that made the attack possible.
  • 2. Select a state for study that is out of compliance, and describe its rationale for non-compliance. Include a brief overview of the DHS REAL ID program.
  • 3. Summarize the arguments for a universal ID system and those against a universal ID system. Take a position and draw conclusions for or against the need for a universal identification system on the basis of either national security or states’ rights. Use facts from your reading and reference those facts to support conclusions. Cite your references in proper American Psychological Association format.

Did you ever ask yourself how those high buildings and luxury hos maintain their perfect look?

Things To Consider Prior To Choosing A Window Cleaning Contrtor April 6 David West Jersey Online , 2013 | Author: Agatha Loranger | Posted in Business

Did you ever ask yourself how those high buildings and luxury hos maintain their perfect look? The answer to this question is very simple. Owners of these establints prefer to hire professional window cleaners. These experts clean both the interior and exterior part of the buildings. Most of them work for huge building services agencies. Their main job is to wa window glasses with the use of brues, detergents and sponges. Then, they need to dry the glass using cloths and squeegees. They also need to buff the glass to have a inny appearance.

 

If you will notice, their tasks are very delicate. Since they are cleaning the glasses of high buildings, they need to use ladders and other equipnt. These workers must be able to work at heights and be convenient in bending. They ould also have a good sense of balance and manual agility. To work as window cleaner, you need be at least 18 years of age and above. There are also no educational requirents for this job. If you want to get this position David West Youth Jersey , you can find it through yellow pages and other sources. Before an applicant is qualified to bee a window cleaner, they need to undergo several trainings. Knowledge of safety and health issue is also an essential aspect of getting this work.

 

Businessn having high and large pany buildings know extly the real importance of this window cleaner. Instead of appointing their employees to clean the glass window, they prefer to depend on professional cleaners to prevent serious aidents. With their knowledge and skills, they know the ext procedures and strategies in cleaning window glasses. Getting their wide services provide best results. Therefore, these experts can make your glasses free from any dirt. They also avoid liability, so you don’t need to worry if undesired situations may happen. Since they have insurance David West Women Jersey , it is not your obligation if damages or injuries happen during their work.

 

With the rising number of large and high buildings, most pany owners are looking for excellent window cleaners. Like other businessn, you have to know several details about these experts. Take note that various panies with similar services are not an obstruction in finding your desired agency. Just check their experiences to find the right one. Before dealing with any glass service pany, aurate research is a must. Simply know the bkground of your needed agency and examine their number of crews, availability of devices and length in services. For easy and fast searching, take ti asking references from your friends David West Swingman Jersey , relatives and other professionals.

 

To find an ideal window glass cleaner, getting free estimates is needed. This service quotes can help you in paring their services charges. It would also be easy for you to understand the ext device they are using while maintaining the features of your windows. As soon as you hire these experts, it would be fast and easy for you to protect the specifications of your building glasses. Expect that it will be freed from any dirt and thus, the whole building will be more stunning and elegant.

 

Have you ever asked yourself when do you need to go with a glass cleaning contrtor? This website that covers this specific issue in depth will be a useful source of information for your needs. So you can check out their website today and let them help you find the right information out there.

 

M2 Reflection Journal

This will be a guided reflection.  Please include responses to (all of) the following questions in your journal:

  • What stereotypes did you find represented your own views in reading Powell?
  • How do these stereotypes influence your perception of diversity?
  • How has this perception been formed?
  • What are some examples to reinforce your response?
  • Choose one of the diversity issues and challenges we have studied in Module 1 and describe your experience in relationship to the topic you have chosen.

Please be sure to reference the readings in your response.

Students are asked to submit their responses in a four-to-six page reflection journal, double spaced, 12-point font, in an .RTF or Word file names with their last name, assignment number (i.e. SPECTOR_M2A1) by the due date.

The following information is attached with the Reflective Journal Template, located under the Course Information Tab. I am including it here again so that you don’t miss it. 

 

You will use the Reflective Journal template provided here (the template is called DiversityRJ2.rtf– you need to click to start). However, before reviewing the template, there are some important technical reminders:

 

  • The document is a .rtf file. It will open in Microsoft, Word Perfect and Macintosh environments.

 

  • Save the file using your last name and first initial and the phrase journal DiversityRJ2. E.g. the saved filename will be Smithb DiversityRJ2.rtf  or if you want, it can also be saved as .doc or .docx.

 

  • Please do not save as a PDF because I should be able to provide comments in the assignment itself, and send it back. 

 

  • You will be using the same file for the entire course. Make sure you know where it is on your laptop/computer.

 

  • You will have to upload the file into course assignment drop boxes AFTER each assignment is completed. Please remember to click “submit assignment” to fully submit it. Otherwise it stays as “Draft.”

 

  • I will insert comments on the right column and return the updated file to you.

 

  • Once you receive the file with your instructor’s comments you MUST save the file again so you have that copy and use it again for the next module journal entry.

 

  • The document is designed to enlarge as you write. As the template instructions indicate, the length of each entry is your choice unless otherwise indicated by your Instructor.

 

  • Please START writing your assignment “after” the table – see the example on the Template; not inside the “table” where the questions are or where my comments should be. This should give students MORE space to write and to include charts, graphs, images, where applicable.

 

SOME TIPS:

 

Have some fun with your Reflective Journal. Be creative. Be uninhibited with your personal reflections on the topics assigned. In the modules without Reflective Journal assignments you are encouraged to add your own reflection topics.

 

  • As you write your journal entries ask yourself “how” and “why”. These thought questions will aid in your reflection and continue to help you think more deeply about a topic from this Diversity course.
  • Important: Reflect in your journal based on the readings (books, articles, etc.) and how you plan to apply the ideas in your future experiences.
  • You should also link your reflections to your past or current experiences.
  • Think of your journal entry as a full one page response to the question as opposed to just one paragraph.
  • Be sure to write in complete sentences, too. Writing quality counts! 
  • And don’t forget the APA citation format for all your citations and references. Must have references of the sources where you got the information!

PROFESSOR RYAN – CURRENT EVENTS

American Government

Current Events Assignment/ Fall 2013

 

You will work on a series of current assignments that will focus on American Government in relation to the course.  This journal will require you to read, summarize, and react to current events that are the focus of articles written in the resources listed below.All articles used for this assignment must contain themes or issues relate to the topics we cover in each of the five units.  These units are:

 

·         Political Philosophy & Foundations of American Government

·         Political Ideology (Liberal, Moderate, Conservative)

·         Political Parties and Elections

·         Civil Liberties

·         Constitution (Branches of government/State Government)

 You will be required to complete one current event article per week.

 

There will be due dates throughout the semester.  On each due date you will be required to have completed summaries/reactions to the articles.  You must use feature articles from the following sources:

USA Today (hard copy or online)

Time Magazine (hard copy or online)

The New York Times (hard copy or online)

Newsweek Magazine (hard copy or online)

The Chicago Tribune (hard copy or online)

The Chicago Sun Times (hard copy or online)

The Washington Post (hard copy or online)

 

Articles must have been published between Aug. 2013 and Dec. 2013.  There will be 15 articles due; each article is worth 10 points, for an overall value of 150 points.  All work should be done on the forms I provide and must be hand written.  Don’t copy or plagiarize.  If you do, the provider and the copier will receive a zero for the complete set of five articles.  Use your own words and thoughts in your analysis.  You must do one article per week.

 

The Due dates are:

                                    G Day                                                 B Day

                                    September 13, 2013                            September 12, 2013

                                    October 24, 2013                                October 25, 2013

                                    December 5, 2013                               December 6, 2013

 

Failure to adhere to any of the following request will result in a zero for the assignment:

1.      All work is to be completed on the forms that I provide for you. 

2.      All of your work must be hand written. 

3.      No typed articles will be accepted. 

4.      Please do not submit the article itself. 

5.      Complete all of the sections on the form.  You must do one article for each week.

 

You should also be prepared to discuss these articles in class.

 

Any questions should be directed toward Mr. Prangen

MUSIC

 

THE NINETEENTH CENTURY, PART 1:

1.In 2001, the President of Turkmenistan banned
A.rock music.
B.ballet and opera.
C.jazz.
D.all music.

2.The composer utilized the minor mode in Symphonie fantastique to represent
A.gloom and ferocity.
B.solemnity and brilliance.
C.earthiness.
D.joy and love.

3.Franz Schubert was known for having written
A.100 violin concertos.
B.four operas.
C.144 lieder.
D.11 symphonies.

4.Beethoven’s greatest psychological challenge as a composer was
A.coping with his worsening deafness.
B.his resistance to finishing works he had started.
C.the unrealistic expectations of his patrons.
D.overcoming his own perfectionism.

5.A poem that tells a story is called a
A.stanza.
B.limerick.
C.chorale.
D.ballad.

6.Berlioz insisted that a _______ be distributed to his audiences to provide an overview of the dramatic structure of his work.
A.transcript
B.musical score
C.program
D.libretto

7.Influenced by Dvorák, _______ is credited as the first American woman to have written a symphony.
A.Clara Wieck Schumann
B.Louise Farrenc
C.Fanny Mendelssohn Hensel
D.Amy Marcy Cheney Beach

8.Which of the following was not one of the obstacles Fanny Hensel had to overcome to succeed as a composer?
A.Social attitudes prevented women from undertaking careers in music.
B.Agoraphobia kept her from traveling and performing.
C.Her father discouraged her from pursuing music as a vocation.
D.Her brother was a famous composer and performer.

9.”Erlkönig” is a song that presents a drama using a pianist and one singer, who
A.dramatizes the story with animated acting and dancing.
B.portrays a narrator and three characters.
C.chants a brief, humorous version of Goethe’s poem.
D.leads the audience in harmonizing on the popular verses.

10. _______ was called the “Valkyrie of the Piano.”
A.Teresa Carreno
B.Fanny Mendelssohn Hensel
C.Robert Schumann
D.Clara Wieck Schumann

11.The piano became a popular instrument for middle-class families when
A.mass production became possible.
B.the Civil War ended.
C.Dvorák composed The American.
D.the Transcontinental Railroad was completed.

12.Which of the following works helped to redefine the symphony as a genre?
A.Beethoven’s Sixth Symphony
B.Beethoven’s Ninth Symphony
C.Beethoven’s Fifth Symphony
D.Symphonie Fantastique

13.In his Fifth Symphony, Beethoven
A.limits the harmony of the string section.
B.contrasts the wind instruments with the string instruments.
C.utilizes the percussion section in a whole new way.
D.introduces the short-LONG-short-LONG rhythm.

14.The message in Clara Schumann’s “Forward!” is to motivate people
A.to work hard for what they need for their families.
B.to be humble and submissive as a way to get into heaven.
C.for a defense of the monarchy.
D.for a revolution to unite Germany.

15.Which composer called himself a tone poet—a poet who creates with music rather than words?
A.Schubert
B.Chopin
C.Beethoven
D.Schumann

16.Symphonie fantastique, which depicts an artist’s execution by guillotine, was written by the nineteenth century composer
A.Clara Wieck Schumann.
B.Giacchino Rossini.
C.Hector Berlioz.
D.Caspar David Friedrich.

17.Prolonged exposure to volume greater than _______ is considered dangerous.
A.40 decibels
B.80 decibels
C.50 decibels
D.70 decibels

18.In the overture to A Midsummer Night’s Dream, the kingdom of the fairies, led by Oberon and Titania, is represented by the
A.strings.
B.piccolo.
C.triangle.
D.flute.

19.Clara Wieck Schumann’s “Forward!” was written for a/an
A.brass band.
B.full orchestra.
C.madrigal choir.
D.a capella chorus.

20.A piano trio is made up of
A.a piano, violin and viola.
B.a piano, violin, and cello.
C.a piano, organ, and pianoforte.
D.three pianos.

THE NINETEENTH CENTURY, PART 2:

1.The various melodies heard in Dvorák’s “String Quartet in F Major” have a/an _______ quality.
A.Bach-like
B.folk-like
C.operetta
D.jazz-like

2.Ravi Shankar is known for his mastery of the 18-stringed lute called the
A.sitar.
B.ragar.
C.jhala tar.
D.table.

3.The American composer and pianist who was known for his patriotism and showmanship was
A.William Grant Still.
B.Joseph Haydn.
C.Richard Wagner.
D.Louis Moreau Gottschalk.

4.The styles of singing in Wagner and Verdi operas differ. Jane says that the style of singing in a Verdi opera is virtuosic and elaborate. Lynn says that the style of singing in a Wagner opera is more syllabic. Who is correct in describing the different styles of singing?
A.Both Jane and Lynn are correct.
B.Neither Jane nor Lynn are correct.
C.Only Lynn is correct.
D.Only Jane is correct.

5.The most important role of music for soldiers during the Civil War was to
A.boost morale when a battle went badly.
B.entertain them in the evenings.
C.convey orders during drills and battles.
D.comfort and inspire them.

6.Which of the following composers helped the United States establish its own musical sound by drawing on cultural idioms?
A.Dvorák
B.Brahms
C.Verdi
D.Wagner

7.There are striking similarities in theme, characters, and events between Wagner’s Ring of the Nibelungs and
A.Musashi’s The Book of Five Rings.
B.Lawson’s The Inside Ring.
C.Tolkien’s Lord of the Rings.
D.Koji Suzuki’s Ring Trilogy.

8.In Brahms’ Symphony no. 4 in E Minor, the composer derived much of the form and theme from the
A.Classical era.
B.Baroque era.
C.music of the middle ages.
D.music of the Renaissance.

9.To show his intense national pride, _______ wrote a large number of mazurkas.
A.Shankar
B.Dvorák
C.Verdi
D.Chopin

10._______ exemplifies the best elements of nineteenth-century Italian opera.
A.Pagliacci
B.La Traviata
C.La Boheme
D.Rigoletto

11.The _______ measures musical time using a pendulum.
A.timbrephone.
B.lyre.
C.intermezzo.
D.metronome.

12.In response to the outbreak of the Civil War, which composer wrote a solo piano piece that incorporated the “Star Spangled Banner,” “Hail Columbia,” and “Yankee Doodle” into the work?
A.Gottschalk
B.Dvorák
C.Mendelssohn
D.Brahms

13.According to Wagner, the _______ of the opera was that drama served as a means to an end—virtuosic singing.
A.Leitmotif
B.strategy
C.beauty
D.error

14.A single pair of notes played repeatedly in succession is known as a/an
A.sotto voce.
B.a capella.
C.hee haw.
D.drone bass.

15.In Verdi’s La Traviata, Violetta sings _______ when unsure of herself.
A.in a lower key
B.an aria
C.a virtuoso
D.in recitative

16.During the nineteenth century, harmony became
A.a large-scale structural element.
B.more discordant.
C.more chromatic.
D.highly important in program music.

17.The first American-born piano virtuoso to achieve international fame was
A.Wagner.
B.Schumann.
C.Dvorák
D.Gottschalk.

18.Which opera was written to celebrate the opening of the Suez Canal?
A.Il Trovatore
B.Requiem
C.Rigoletto
D.Aida

19.Wagner drew on _______ for his opera The Ring of the Nibelungs.
A.Roman mythology
B.Greek mythology
C.religious dogma
D.northern European mythology

20.Why was Richard Wagner considered the most progressive composer of his day?
A.He introduced the libretto to the opera.
B.He combined choral music and orchestral music.
C.He advanced the harmonic idiom of music into new exciting realms.
D.He used the tala pulses in his orchestrations.

THE TWENTIETH CENTURY, PART 1:

1.Ragtime composers often made use of
A.serialism.
B.inversion.
C.syncopation.
D.counterpoint.

2._______ is a singing technique that’s part speech and part song.
A.Sprechstimme
B.Erlkönig
C.Walkurie
D.Klangfarben

3.Which of the following composers sought to obtain a nonpercussive sound from the piano in his compositions?
A.Ellington
B.Glass
C.Ives
D.Debussy

4.The composer who wrote longer, classical pieces, as well as big-band tunes was
A.Duke Ellington.
B.Aaron Copland.
C.Arnold Schoenberg.
D.Charlie Parker.

5.The _______ were interested in the hypnotic quality of the repeated melodic fragments and interlocked patterns created by the gamelan.
A.neo-classicists
B.impressionists
C.expressionists
D.minimalists

6.The most common pattern of verses in blues songs is the
A.12-bar pattern.
B.28-note pattern.
C.6-bar pattern
D.8-note pattern.

7.Music that doesn’t center on a particular key is referred to as
A.intoned.
B.nontonal.
C.atonal.
D.untoned.

8.The _______ style is an attempt to revive the approach used by composers in the latter half of the eighteenth century.
A.Post-Modern
B.Pre-Romantic
C.New Baroque
D.Neo-Classical

9._______ used themes from popular songs and hymns in his orchestral works.
A.Duke Ellington
B.Igor Stravinsky
C.Scott Joplin
D.Charles Ives

10._______ notes are produced by lowering the third, fifth, or seventh steps of major scales.
A.Low
B.Falsetto
C.Blue
D.Minor

11.Which of the following styles of music was not influential on the development of jazz?
A.Dixieland
B.Ragtime
C.Raga
D.Blues

12.A short musical motif that repeats at successively higher or lower pitches is called a
A.groove.
B.succession.
C.sequence.
D.progression.

13.Jody says that atonal harmony establishes a harmonic center of gravity. Sean says that atonal harmony doesn’t have a harmonic center of gravity. Who is correct?
A.Both Jody and Sean are correct.
B.Neither Jody nor Sean is correct.
C.Only Jody is correct.
D.Only Sean is correct.

14.Which of the following is not an outstanding feature of music in the twentieth century?
A.Experimentation
B.Globalization
C.General atonality
D.Rapid change

15._______ music is written in two or more chords played simultaneously.
A.Polyrhythmic
B.Polychoral
C.Polyphonic
D.Polytonal

16.According to legend, how did Robert Johnson acquire his skill on the blues guitar?
A.He sold his soul to the devil one midnight.
B.The ghost of Ma Rainey appeared to him and showed him how to play.
C.After a high fever due to measles, he picked up his father’s guitar and played it.
D.Son House convinced him he had magic fingers.

17.Bebop is a style of
A.jazz.
B.pop.
C.ragtime.
D.fusion.

18.Standard Song Form for popular hits of the 1920s and 1930s was
A.AABB.
B.ABBA.
C.AABA.
D.ABA.

19.In The Unanswered Question, the strings are played
A.in unresolved dissonance.
B.in constant competition with the brass.
C.as if they’re playing a slow hymn.
D.fast and loud for shock value.

20.The smallest distance between two adjacent notes on a piano is a
A.half step.
B.quarter note.
C.whole note.
D.whole step.

THE TWENTIETH CENTURY, PART 2:

1.The type of music that blended the musical styles of jump blues and honky-tonk was
A.Motown.
B.rock ‘n’ roll.
C.hip hop.
D.jazz.

2.One way Aaron Copland achieved a distinctly American sound in “Hoe-Down” was by including
A.folk tunes.
B.blue notes.
C.Native American chants.
D.Gullah music.

3.Agnes de Mille choreographed Aaron Copland’s Rodeo to blend
A.square dance with Irish jig.
B.jazz and ballet.
C.ballet with tap.
D.ballet with square dance.

4.The progression of four basic chords that was used in many popular songs of the 1950s and 1960s is referred to as _______ chord progression.
A.bebop
B.pop
C.vamp
D.doo-wop

5.Which song crossed racial boundaries by achieving success on both the R&B and pop charts?
A.”School Day”
B.”Fight the Power”
C.”My Ding-a-Ling”
D.”Please Mr. Postman”

6.The first African American to have a major opera performed by a major American opera company was
A.Scott Joplin.
B.Robert Johnson.
C.Langston Hughes.
D.William Grant Still.

7.A repeated melodic and rhythmic figure in the lower register of the piano is typical of the Afro-Cuban dance music known as
A.mambo.
B.reggae.
C.guaguanco.
D.salsa.

8.The musical movement that started in the mid-1960s on the West Coast was the _______ movement.
A.folk
B.progressive
C.rock
D.psychedelic

9.Which one of the following composers is best known for promoting aleatory music?
A.Béla Bartók
B.Richard Strauss
C.Franz Wozzek
D.John Cage

10.Public Enemy’s recording “Fight the Power” has a basic pulse of
A.60 beats per minute.
B.106 beats per minute.
C.86 beats per minute.
D.120 beats per minute.

11.Chuck Berry’s unique guitar sound was created mainly by his
A.flourishes and variations written into his songs.
B.Gibson guitar and his amplifier.
C.creative tuning methods.
D.producer, who overdubbed the sound.

12.The _______ is a xylophone-like instrument with tubular resonators under each bar.
A.suspended cymbal
B.timbales
C.marimba
D.conga

13.Notes that begin a phrase before a downbeat are known as pick-up notes or a/an
A.shuffle groove.
B.duck walk.
C.call and response.
D.anacrusis.

14.A modern-day retelling of Shakespeare’s Romeo and Juliet is carried out in the musical
A.West Side Story.
B.H.M.S. Pinafore.
C.The Mikado.
D.My Fair Lady.

15.The rhetorical energy and political tone of Public Enemy’s “Fight the Power” is first established by
A.the group’s dense beats and musical graffiti.
B.a sample of a speech by Dr. Martin Luther King.
C.the pulsing beat of the snare drum.
D.manipulating sounds in creative ways.

16.The musician who ushered in the twentieth-century era of virtuosic rock guitar playing was
A.Jimi Hendrix.
B.Chuck Berry.
C.Chet Atkins.
D.Brian Wilson.

17.Einstein on a Beach was a unique opera because it
A.was written in Chinese.
B.was exclusively recitative.
C.had a single violinist.
D.had no plot and very little singing.

18.Which of the following composers wrote the music for West Side Story?
A.Leonard Bernstein
B.George M. Cohan
C.Jerome Kern
D.Cole Porter

19.A musical style that combines traditional and modern elements is called
A.postmodernism.
B.exhibitionism.
C.modernism.
D.minimalism.

20.Tamra says that the difference between an opera and a musical is that the opera includes more spoken word than singing. Eduardo says that the musical contains singing with some spoken dialog. Who is correct in citing the difference?
A.Neither Tamra nor Eduardo
B.Eduardo
C.Both Tamra and Eduardo
D.Tamra

The1920s American History

Background: When World War I ended in 1918, Americans welcomed what they hoped would be a return to normalcy. The decades that followed, however, are ones which would rarely be described as normal in comparison to what came before or after. After World War I ended and through the 1920s, a struggle ensued within the American nation regarding how best to define the nation’s essential character, as groups like the revived Ku Klux Klan fought a rearguard action to define nationhood solely in terms of white skin and Protestant religion against secularists, Catholics, flappers, “New Negroes,” and others who challenged the traditional order. Immediately thereafter, the New Deal implemented in response to the Great Depression revolutionized the role of the federal government in lives of the American people, in ways that many Americans believed violated the basic tenets of the Constitution—and others believed were not radical enough. Taken together, the decades from 1920 to 1940 may have transformed the American nation more than any other comparable time period.

Required sources:

Primary sources:

Recommended sources:

  • The Twenties in the Films on Demand database.
  • Proletarians of the North: A History of Mexican Industrial Workers in Detroit and the Midwest, 1917-1933.

Pick an event from World War I through the 1920s and a corresponding primary source* that you can use in your Final Paper. Use the Credibility: Critical Thinking video and the Library of Congress primary source analysis tool to help you as you think about the primary source. Explain in at least 250 words

  • Why you think the event was important and how it relates to your Final Paper topic.
  • What the primary source you chose tells you about this topic.
  • What it does not tell you.

*Note: Remember that a primary source is an artifact or document created at the time of an event or by someone who personally witnessed the event. You may choose a primary source from this list or you may find one on your own. Please view the Ashford Writing Center’s material on primary sources.

Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. Your references and citations must be formatted according to APA style

History 1

After the Civil War, the United States became a much more industrialized society. Between 1865 and 1920, industrialization improved American life in many ways. However, industrialization also created problems forAmerican society. Consider events that took place after the Civil War and discuss ways that industrialization affected the U.S. between 1865 and 1920.

For the first part of this assignment you will createa thesis statement. A thesis statement is usually a single sentence somewhere in your first paragraph that presents your main idea to the reader. The body of the essay organizes the material you gather andpresent in support of your main idea. Keep in mind that a thesis is an interpretation of a question or subject, not the subject itself. (Note: Please consult Stanford University’s Website with tips on how to construct a proper thesis; the websitecan be found at: http://www.stanford.edu/~steener/handouts/thesis.htm

For the next part of this assignmentyou will create an outline of the main points you want to address in this paper. This outline will serve as the basis for your Assignment 1.2 Final Draft. (Note: Please use the Purdue Owl Website to assist you with this assignment;this website can be accessed at: https://owl.english.purdue.edu/engagement/2/2/55/

Part 1:
1. Write a thesis statement that is one to two (1-2) sentences long in which you:

  1. State you opinion on how industrialization after the Civil War influenced U.S. society, economy, and politics. Justify your response.

Part 2:
2. Write a one to two (1-2) page outline in which you:

  1. Determine three (3) major aspects of industrialization during 1865 and 1920 that influenced U.S. society, economy, and politics. (Consider issues such as geography, entrepreneurship, legislative representation, etc.)
  1. List five (5) specific groups that were affected by industrialization. Provide two (2) examples for each group describing how the group was affected. (Consider issues such as race, ethnicity, gender, child labor, etc.)
  2. List five (5) ways that industrialization affected the life of the average working American during this period.
  3. Use at least three (3) quality references. Note: Wikipedia and other Websites do not quality as academic resources.

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.

The specific course learning outcomes associated with this assignment are:

  • Identifyand discuss the different ways that the Civil War, Reconstruction, and Industrialization after the Civil War have shaped America’s history.
  • Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
  • Recognize the major turning points in American history since the Civil War.
  • Use technology and information resources to research issues in contemporary U.S. history.
  • Write clearly and concisely about contemporary U.S. history using proper writing mechanics.

Week 3 Discussion 1

Resources: When responding to these questions, draw material from ONE of the following videos:

  1. Hogan, H. (Writer). (2003).  The great depression.  [Television series episode]. In R. Hawksworth (Executive producer), America in the 20th Century. New York, NY: Films for the Humanities & Sciences. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=36219&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
  2. Hogan, H. (Writer). (2003).  The roaring twenties [Television series episode]. In R. Hawksworth (Executive producer), America in the 20th Century. New York, NY: Films for the Humanities & Sciences. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=36218&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
  3. Stone, R. (Writer & Director). (2009).  The civilian conservation corps [Television series episode]. In M. Samels (Executive producer), The 1930s. Boston, MA: WGBH Educational Foundation. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=44081&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=

Also, draw from the material in AT LEAST TWO of the following primary sources:

  1. Bliven, B. (1925, Sept. 9). Flapper Jane. Retrieved from http://www.colorado.edu/AmStudies/lewis/1025/flapperjane.pdf
  2. Forquignon. (1932).  Bonus army marches on Washington, DC 1932 [Video]. Retrieved from http://www.youtube.com/watch?v=dWvCCxOUsM8&feature=youtu.be
  3. Hartt, R. L. (1921, Jan. 15).  “The new Negro”: “When he’s hit, he hits back!”. Independent. Retrieved from http://historymatters.gmu.edu/d/5127 
  4. Long, H. (1934, Feb. 23).  Share our wealth speech. Retrieved from http://www.hueylong.com/programs/share-our-wealth-speech.php
  5. Marshall, C. C. (1927, April).  An open letter to the honorable Alfred E. SmithAtlantic Monthly, 139, 540-544, 548-549. Retrieved from http://historymatters.gmu.edu/d/5074 
  6. Martin, T. T. (1923).  Hell and high schoolsAtlantic Monthly, 139, 540-544, 548-549. Retrieved from http://historymatters.gmu.edu/d/5074 
  7. McDougald, E. J. (1925). The double task of Negro womanhood.In A. Locke (Ed.), The New Negro: An Interpretation. Retrieved from http://historymatters.gmu.edu/d/5126  
  8. Roosevelt, F. D. (1933, May 7).  Address of the President delivered by radio from the White House. Retrieved from http://www.mhric.org/fdr/chat2.html 
  9. Shafter, L. H. (1938). I’d rather not be on relief. Retrieved from http://memory.loc.gov/cgi-bin/query/r?ammem/todd:@field(DOCID+st045) 
  10. The New Deal Network. (2003).  TVA: Electricity for all.  [Interactive Exhibit]. Retrieved from http://newdeal.feri.org/tva/index.htm

Instructions: Review the major social and economic developments in American society during the 1920s and 1930s. Please post a substantive discussion post of at least 200 words that compares and contrasts the decades of the 1920’s with the 1930s using the following questions as the basis of your analysis: 

 

  • How did American society change in the two decades after the First World War? 
  • How did the federal government change in response to those changes? 
  • How did the American people respond to the changing role of the federal government? 
  • How did the New Deal change over time and what alternatives were offered to it? 
  • Which groups benefited or suffered most from these changes? 
  • Should this period be regarded as having represented a revolutionary moment in American history?

Along with the general discussion, address developments across these two decades related to AT LEAST ONE of the following groups: 

  • Evangelical Protestants 
  • Farmers 
  • African Americans 
  • Women 
  • Business owners 
  • The middle class

MUST BE APA FORMAT AND DON’T FORGET TO CITE SOURCES! THANKS. 

English 124 Synthesis Analysis Essay 4 Prompt free answer

This is a research essay and it is a minimum of 9 pages long, it will be checked for plagiarism by turnitin,com. i will be providing the prompt and essay instruction as long as criteria. i will need a good citation, work cited page and outline please.

 

English 124 Synthesis Analysis Essay 4 Prompt

For your first paper you will be required to write an essay at least nine pages long using in depth research to craft a persuasive argument. Choose a topic to research to gain a clear understanding of its history, and how the topic has changed over time. Use your outside evidence drawn from articles, news reports, internet sources, documentaries, interview, etc. to education your readers about the subject. Your main objective for this essay is to explain how your range of evidence works to prove a specific point about your subject. How can you interpret and analyze the logical, ethical, and emotional evidence you have to make readers agree with your thesis? How do you want readers to think, discuss, or act differently regarding your topic?

Your essay needs to be clear and unified under your thesis. Make sure to include specific evidence from your outside sources you read, to show how and why your sources support your thesis. Use your own original ideas about your topic in conjunction with your outside evidence to support your thesis. Make sure to review the section in your textbook on proper MLA citation for any quotes or paraphrases you use from your outside source.

A second copy of your final draft must be uploaded and run through the Turnitin program set up within the course blackboard page. If a student doesn’t submit their essay through the system, their essay will not be graded until the professor can first check the turnitin reports. The Turnitin copy must be uploaded the SAME DAY as the final draft is due; otherwise the whole essay will be considered late, and lose points.

Grading Criteria

Successful papers will have:

  1. A developed introductory paragraph, with a clear thesis. Explain what your topic is, and what you will try and prove about your topic. Why is it important to accept your argument? (70 points)
  2. Well-supported, unified body paragraphs with specific examples that reinforce your thesis. Express your original ideas and insight you’ve gained about your topic, to show how and why readers should be persuaded by your argument. (80 points)
  3. Smoothly integrated quotes from at least three outside sources. At least two of your sources must be print sources (articles or books that originated in print form.)

(50 points)

  1. A conclusion that summarizes your main point, and offers a final thought about the value of your argument. What should readers do with the information you’ve given them?

(30 points)

  1. Your paper will also be thoroughly edited for sentence-level errors. If you have any questions on sentence structure or grammar, visit the Writing Center, or see me in my office. (20 points)

Total points: 250

Is there need to revise the zero-tolerance policies used in schools?

            The zero tolerance polices that are applied in almost every school within the United States as a whole can basically be defined as preset, nondiscretionary, disciplinary consequences for certain actions. Although it can be argued that policies for that nature have been in use for a relatively long time, reviewing the greater evolution of such harsh disciplinary measures greatly assists in comprehending the prevalence disciplinary issues in schools. It should be known that disciplinary issues in the learning institutions do not simply exist in what can be considered as a vacuum, but actually form part of the continuously evolving sociological landscape (Skiba 29).  In spite of the continued emergence of multiple violence cases with learning institutions, the learning institution’s administrators in collaboration with the state policymakers still consider it as wise to continue putting into use the zero tolerance policies as a result of a number of infractions. All the same, various parties have made known their doubts about the effectiveness of the said policies. Multiple research studies have been undertaken that indicate that harsh punishments have multiple negative repercussions that at the very end act as an obstacle to the affected children’s ability to realize success.  Typically, the learners that are send on suspension or expelled from schools in the execution of the zero tolerance policies not only lose educational opportunities but also get subjected in substantial psychological torture. Besides, in some worse scenarios, they find themselves been handed over to criminal justice institutions because of trivial infractions that occurred within school.  Given that it is outright that the zero tolerance policies have proved to be highly ineffective, it will be of great essence to reevaluate them.    

            It is a fact that the high number of reported cases of violence within schools have contributed to the making of school discipline to be part of the mostly debated issues within various public platforms.  Despite the spirited efforts made in putting into use the zero tolerance procedures  by the involved parties, no notable contribution such policies have made in the improvement of safety in the schools or even in realization of better student behavior. It is the time that parents/guardians, educations together the policy makers reconsidered the essence of having zero tolerance policies while their effectiveness in the realization of the intended objectives remains to be highly suspect.

Furthermore, the various stakeholders are full aware of the long-term repercussions of denying masses of children the chance to complete their studies as a result of depending on unfair, as well as, ineffective policies. For purposes of justifying the essence of reevaluating the policies under review, it is necessary to reveal the way they impact negatively on the education programs (American Psychological Association Zero Tolerance Task Force 853).

            Without doubt, one of the cons of sending students on suspension or expelling them from the learning institutions is that they end up missing important class work, which upon combing with the typical natural alienation thoughts, seems to increase the chances of the victim to prematurely stop his or her studies. Moreover, psychologists argue that the said policies affect the development of the school going children in a negative manner due to the fact that they make children to be subjected to severe punishment, while offering limited positive options, if any, for instruction or even rehabilitation (Teske 88).

On top of that, although schools should operate on strict policies, there is formidable evidence that some learners will definitely get disconnected thereby losing their way.  Furthermore, a greater percentage of those students that are send on suspension or even expulsion are naturally, low-earning, at-risk juveniles, thus it can be argued that denying them the chance to proceed with education acts as in impediment to their realization of a better life that is enjoyed by those that successfully complete their education.     

            Moreover, research indicates that the policies under review contribute in the alienation of children, as well as, the exacerbation of misbehavior, particularly affecting the vulnerable poor learners whose chances of being failures in school are high, and who should in the real sense be accorded extra support and counseling. In most cases, the failure in addition to the alienation feelings make the excluded learners to join gangs that indulge in criminal activities in the desperate attempt to overcome their unemployment woes (Skiba 30). It has been established that upon dropping out of the schools (as a result of constantly been severely punished),  the young individuals propensity to indulge in alcohol use, as well as, drug abuse and law breaking is considerably high.

Additionally, the inconsiderate punishments in most cases intensify the children’s adversarial feelings towards the adults besides making them lose the motivation to learn. Due to the fear created within the learners through the zero tolerance punishments, they end up hesitating to confide in not only teachers but also in counselors or their guardians because they develop the perception that the adults will definitely punish them before according them the much needed assistance. Putting into consideration that the exclusionary punishments basically amplify the aforementioned conflict, the suspended or the expelled young learners in most cases resort to exhibit deviant behaviors. Therefore, due to the negative psychological impact with such policies, the involved parties should rethink the essence of continuing to have them implemented within the learning institutions while they tend to bring more harm than good.

            In the meantime, groups of the likes of the Justice Police Institute propose that one of the most notable negativities associated with the said policies turns out to be the criminalization of juveniles on the basis of behaviors that in the previous times could be handled by the school management. The greatly publicized school shootings have also made most of the schools to advocate for the forwarding of all the offense cases, no matter their weight, to the law enforcers (American Psychological Association Zero Tolerance Task Force 855).  Moreover, although the Free Schools Act that was introduced as early as in 1994 requires the learners found to be in possession of guns or any other dangerous weapons be handed over to the law enforcement personnel; most of the referrals happen to be petty fighting incidents that do not put the school safety at risk, as it is mostly presented within the public media.

            Although by forwarding the cases the teachers together with the school management may be demonstrating their commitment in averting violence in schools, their rush to involve the enforcement personnel, puts into question the responsibility of the educators, as well as, schools’ management in the discipline of the learners. When it occurs that the school administrations are quick to forward the learners’ misconduct cases to the law enforcers,  the learners cultivate the perception that there is definitely a predetermined prejudice against them. In that perspective, such turnoff events should push both the adult, as well as, the youthful leaders to advocate for the reassessment of the said zero tolerance policies as there exists “no substantial evidence for the proposition that treating children in such a manner affects positively their behaviors or even futures” (American Psychological Association Zero Tolerance Task Force 856).

            More so, the most fundamental intervention effectiveness rule dictates that, for nay procedure to be classified as effect, its implementation should result to the actualization of the set intention. For instance, interventions such as conflict resolution advocate for the subjecting of not only the staff but also the learners to a high level training.  It is predictable that the failure to conduct training of that nature will most likely result to the proposed procedure turning out to be highly ineffective.  The available research reports about the use of suspensions or expulsions as punitive measures in learning institutions indicate high inconsistency rates.   The suspension, as well as, expulsion rates are highly variable across schools as it is the case across school districts. Although a presumption can be made that, as a considerably serious punishment, the using of suspension is reserved for the relatively serious offenses, on the contrary, in respect to the available data,  the outside-school suspension is applied even in relatively minor offenses such as insubordination or using abusive language. Amazingly, it occurs that simply a small number of suspensions are given in response to offenses that pose great threat to the safety or security of the other learners, as well as, the school in general.

            Furthermore, in most cases it is presumed that expulsion, as well as, suspensions are typically directly responses to students’  misbehavior, therefore the learner’s likelihood to be expelled or send on suspension highly depends to the unique characteristics of that particular school (Teske 92). Besides, the school climate, as well as, governance system and demographics together with the educators’ attitude dictate the discipline levels within a certain school. It does not come as a surprise that the schools under the leadership of principals who adhere strictly to the zero tolerance principles have the great number of suspensions in addition to high expulsion rates.

 In other words, it outright that a high inconsistency rate exists within the reliance on suspensions, as well as, suspensions as disciplinary measures. Moreover, the mode of its application is highly dependent on the school attributes instead of the student behavior. In that regard,  it can be assumed that the failure to exhibit uniformity in application within a wide range of institutions puts the effectiveness of the zero tolerance policies into question.

            Based on the various issues raised about the effectiveness of such policies, it is outright that they have to be reevaluated so that a all-inclusive preventative discipline model can be developed and thus “bring to an end the reliance on broken-window policies” (Smith, Christina and Helen 433). In the course of the recent years, it has been established that the all-inclusive preventive discipline model has the potential of offering lasting solution to the dealing of disciplinary issues at schools thereby contributing to the realization of peaceful learning environments. The approach is basically based on focusing on behavior planning, as well as, mental health thereby simultaneously concentrating on three intervention levels. In the first place, it should be noted that school-wide preventive measures, for instance, conflict resolution, guardian involvement or ideal classroom behavior management can contribute towards the establishment of a violence-free environment.

Secondly, the school administration has to review the prevalence of the violence threats and consequently offer the necessary support to the learners that are identified to be susceptible to violent behaviors through the use of interventions like mentoring, anger management screening, in addition to teaching pro-social skills. The other option is that schools should be encouraged to develop plans, as well as, procedures that can adequately address the  violent together with the disruptive behaviors once they emerge within the shortest time possible. Plans together with procedures of that nature should include school-wide discipline action plans, as well as, cross-system collaboration, between the judicial juvenile system and the school management in particular.

            Basically, the preventive school disciplining models tend to make the proposal that addressing of the disruption problems within schools requires multiple measures not just a single one.  Most importantly, the development of safe, as well as, orderly learning environments within schools calls for intensive long-term planning (Smith, Christina and Helen 440). On top of that, it requires a wide variety of well-thought out strategies in addition to partnerships between the schools, families, communities, the juvenile justice system, as well as, the learners themselves. The effective components that have been proposed within the comprehensive program which ascertain safety within schools include:

§  School-wide Behavioral Plans & Improved Classroom Management:- this involves the establishment of behavior support teams and commissioning of positive behavior intervention programs, as well as, supports. It is also necessary to establish  effective communication channels in order to avert school disruptions.  Besides, by teaching the appropriate behaviors within the classrooms, the issue of minor misbehavior exacerbating to school crisis is mitigated (Mitchell 123).

§  Effective and Continuous Collaboration:- minimization of the cases forwarded to the juvenile justice system, as well as, school-based arrests calls for the collaboration of the school management with not only the law enforcers but also the juvenile justice system for the purposes of developing alternative measures such as restorative justice. Such measures ensure that the schools are safe while minimizing the risk of the learner being forwarded to law enforcers (Losen 54).    

§  Social Emotional:- it is important to put into use the social instructional approaches as they help in developing non-violent climates within schools as learners are introduced to alternative procedures of resolving disputes other than using violence.

§  Early Screening for Mental Issues:- learners that exhibit anti-social behaviors or emotional disorders should be screened at the earliest time possible so that they can be offered the  necessary support.  Failure to deal with such behavioral problems in a timely manner makes them to become quite violent.

§  Parent/Community Involvement:- School managements together with the juvenile justice system have come to realize that it is unfair to simply blame the parents for the discipline problems exhibited by the children. On the contrary, the parents’, as well as, the community’s insights should be sought while in the process of development behavior intervention strategies.

As a matter of conclusion, during the 19th C, the dunce cap typically functioned as the predominant symbol of the wide belief that failing to learn was an eventuality no one would actually remediate.  In the course of time, it has come to be established that with improved teaching in addition to perseverance, all students can successfully learn. People have also come to realize that is no longer economical to simply expel the learners that are found to have violated  the set school regulations (Cornell and Matthew 12). This is mostly due to the aspect that exclusions of that nature do have disproportionate effect on the victims. The costs incurred by the state in catering for the prison population’s needs is getting out of hand yet they can be minimized by bring the school-drop out rates at control. The school-drop out rates can be reduced by reevaluating the highly ineffective zero tolerance policies and making use of other comprehensive policies as earlier outlined.  


Works Cited

American Psychological Association Zero Tolerance Task Force. “Are zero tolerance policies effective in the schools? An evidentiary review and recommenda­tions”. American Psychologist, 63.9 (2008): 852-862.

Cornell, Dewey G., and Matthew J. Mayer. “Why do school order and safety matter?.” Educational Researcher 39.1 (2010): 7-15.

Losen, Daniel. “Discipline policies, successful schools, and racial justice.” (2011).

Mitchell, S. David. “Zero Tolerance Policies: Criminalizing Childhood and Disenfranchising the Next Generation of Citizens.” Available at SSRN (2014).

Skiba, Russell J. “The Failure of Zero Tolerance.” Reclaiming Children and Youth 22.4 (2014): 27-33

Smith, Peter K., Christina Salmivalli, and Helen Cowie. “Effectiveness of school-based programs to reduce bullying: a commentary.” Journal of Experimental Criminology 8.4 (2012): 433-441.

Teske, Steven C. “A Study of Zero Tolerance Policies in Schools: A MultiIntegrated Systems Approach to Improve Outcomes for Adolescents.” Journal of Child and Adolescent Psychiatric Nursing 24.2 (2011): 88-97.