History Of Western Music :: essays research papers

Most of the early music that we have today still in print is primarily sacred music. This music, for the most part, is in the form of sections of the Mass, such as the Gloria, Kyrie and Agnus Dei. Most people of the Middle Ages were poor peasants who worked all day for meager wages and had no idle time lounging the way the upper classes did. Therefore, there are few extant secular compositions of music from this era. The rise of a new middle class, however, gave financial freedom for some people to spend time and money on entertainment in the form of music and dance. Thus, the rise of the middle classes also gave way to the rise in composition and performance of secular music, which became the music of choice for composers of that day. Many of the songs we have today of the Middle Ages were in Latin, and are by anonymous composers. Many were written by wandering people, many of them men and churchmen without permanent residences of their own. Men who could not obtain a position in the Church and had to drop out were called goliards. These goliards wandered around the land, composing and performing for people. Their music was mostly comprised of the "’eat, drink, and be merry’ type, appropriate to the wanton kind of life the goliards lived" (Stolba, 99). Carl Orff, the composer of the Carmina Burana, used the poems found in the largest surviving records of Latin secular music that we have today. The Codex latinus 4660 was held in the Benedictine monastery at Benediktbeurn. Many of the songs speak of love, many of them lascivious. Others speak of drinking, satires of the religious life and even liturgical plays. A few of them are even written in the vernacular of the region in that time (Stolb a, 99). Following the history of the era in literature, many authors were fascinated by the courtly tradition, chivalry and a higher love. Therefore, we have today musical compositions that speak of many of the same ideas. French composers wrote songs in the vernacular called chansons de geste . These songs spoke of the heroic acts performed by knights for their ladies in the name of love. The French have a national epic called the Chanson de Roland which related the life and death of Charlemagne’s nephew and his endeavor to rid France of the Basques.

Mona Lisa’s Smile: Single-sex Education for Girls Essay -- Movies Femi

Mona Lisa’s Smile: Single-sex Education for Girls â€Å"Men Are from Mars - Women Are from Venus,† it is the title of a bestseller book, which tells us how different boys and girls are. Single-sex education was introduced because of the huge differences, and it once flourished in the United States. Since the 1970s, however, it began to be regarded with a degree of suspicion. Many girls’ schools closed or amalgamated and the trend towards co-education continued to spread. Until nowadays, the debate between single-sex education and coeducation still carries on. Single-sex education benefits girls especially, by offering equally rigorous academic opportunities, and helping them cultivate leadership and greater confidence; yet it also creates over-confidence and social problems. Thus a real solution is to offer â€Å"single-sex classrooms at coed schools†, which combines the advantages of both single-sex education and coeducation. The huge differences between boys and girls provide the foundation of single-sex education, and especially for girls, whose potential is not fully nurtured in an elitist male education system. Among a great number of gender differences, girls differ most distinctively from boys in brain and learning style. Many studies demonstrate sex differences in the structure of the brain. According to researchers at Johns Hopkins, â€Å"the higher association cortex, the part of the brain thought to be responsible for our most complex boystal operations, is markedly asymmetric in boys but not in girls; and in boys, the area is larger on the left, whereas to the extent that there was asymmetry in the brain, girls' association cortex is larger on the right.† ( qtd. in NASSPE 3) . In another study, L. S. Allen and R. A. Gorsk... ...g environment. Meanwhile, they could socialize with guy friends at coed schools, which will prepare them for later entering into society much better than had they not interacted with boys at girls’ schools. Admittedly, this â€Å"single-sex classrooms at coed schools† education is not perfect, but it makes the most of both single-sex education and coeducation. It might be the future of single-sex education. Works Cited Gu, Tong. Telephone interview. 1 December 2004. Grà ¶n, Georg et al. â€Å"Brain activation during human navigation: gender-different neural networks as substrate of performance.† Nature neuroscience. April 2000, 3(4):404-408. National Association for Single Sex Public Education (NASSPE). Brain Differences. January 2002. . The National Coalition of Girls’ Schools (NCGS). Benefits of Attending. December 2004. < http://www.ncgs.org/type0.php?pid=16>.

Grade 12 Bio – Enzyme Lab

Enzyme Lab Purpose: To compare the action of the enzyme catalase, to a non-protein catalyst under different conditions. Observations: | |Observations |Rate of Reaction |Interpretations | |A |Sand |- Sand piled up at the bottom of |0 |- There is no reaction between sand and| | | |the test tube and no bubbles | |hydrogen peroxide, because sand does | | | |arose | |not contain any catalysts or enzymes to| | | | | |break down hydrogen peroxide | | |MnO2 |- Reaction occurred right away, |5 |- MnO2 acts like a catalyst which | | | |bubbles rose almost to the top of| |breaks down H2O2 into water and oxygen | | | |the tube | |gas with a lower activation energy | |B |Liver |- Reaction occurred right away, |4 |- Liver contains large amounts of the | | | |and big, white bubbles rose the | |enzyme catalase, which break down H2O2. | | | |top of the test tube | |This made the reaction occur quickly | | | | | |and form bubbles. | | |Potato |- Very little bubbles appeared |2 |- The reaction was very moderate and | | | |from the reaction, and did not | |did ot occur quickly because potato | | | |rise very high in the tube or | |does not have a lot of the enzyme | | | |occur quickly | |catalase | |C |Used liver + Fresh liver |- Some bubbles formed and the |3 |- The reaction should have had a higher| | | |reaction was moderate | |rate of reaction, because the enzymes | | | | | |in the used liver are still active and | | | | | |can be used in the reaction again. The | | | | | |fresh liver can also perform this | | | | | |reaction with its catalase enzyme. Due | | | | | |to an error or impurity of equipment, | | | | | |the reaction was not as strong. | |Used liver + H2O2 |- Reaction occurred quickly and a|4 |- The enzyme in the liver is still | | | |lot of big bubbles formed and | |active and can be used over again, | | | |rose to the top of the test tube | |because enzymes never get used up | |D |Crushed Liver |-Reaction happened immediately, |5 |- Liver contains a large amount of | | | |and a lot of bubbling occurred | |catalase enzyme, which breaks down H2O2| | | |for a while with large, white | |very quickly. Since the liver is | | | |bubbles, and rose to the top of | |crushed, this reaction occurred even | | | |the test tube | |faster because there is a larger | | | | | |surface area of the liver for the H2O2 | | | | | |to react with. | |Crushed Potato |- Very few bubbles that were |3 |- Since the potato is crushed, there is| | | |small formed and they did not | |more surface area for the H2O2 to react| | | |rise very high in the test tube | |with, but potato does not contain any | | | | | |enzymes to break down H2O2, so this | | | | | |reaction was moderate and did not occur| | | | | |quickly. |E |Boiled Liver | – No bubbles rose to the top of |1 |- No reaction and bubbles formed, | | | |the test tube, and a light, white| |because the boiling of the liver caused| | | |cover formed on top of the liver | |denaturing of the proteins, and | | | |with very little, small bubbles | |denatured catalase proteins can not | | | | | |function | | |Liver at 37( C |- Reaction occurred quickly and |5 |- This reaction occurred and formed | | | |large, white bubbles formed and | |large bubbles that rose to the top | | | |elevated up the test tube | |because the liver is 37( C, which is | | | | | |normal human body temperature.Catalase| | | | | |operates and breaks down H2O2 best at | | | | | |this temperature. | | |Liver at 0( C |- No bubbles formed or rose to |0 |- No reaction occurred when the liver | | | |the top of the test tube. No | |was at 0(C because this condition is | | | |reaction occurred. | |too cold for the catalase enzymes to | | | | | |function.Enzyme activity slows down at| | | | | |any temperature below 37( C, and it is | | | | | |the slowest at 0 degrees. Almost no | | | | | |enzyme activity occurs. | Questions: 1. The differences in the rates were mainly because of the different temperatures of the liver, the different p article sizes of the liver and potato, and the product used with H2O2 in the reaction. The reactions that had the fastest rates had liver as the product used in the reaction with hydrogen peroxide.Also, reactions that had liver at normal body temperature (37( C), and had a larger particle size for larger surface area had fast rates of reaction. 2. H2O2 breaks down when other catalysts that can be oxidized by it are present. Because H2O2 is an unstable molecule, some inorganic substances like MnO2 can be oxidized by it, and they release oxygen gas in the reaction. 3. Temperature affects the rate of enzyme action very much. At low temperatures, the enzyme activity is very slow, because the molecules have low kinetic energy and fewer collisions occur between them. This is proven in part E of the lab, where there was no reaction and enzyme activity when the liver was 0( C.At high temperatures, the enzyme activity increases because the molecules have higher kinetic energy and more collis ions occur. However, the maximum temperature the enzyme will stay active until is about 40( C. After the temperature reaches higher than 40( C, the protein enzyme will start to denature and slow down. Particle size also affects the rate of enzyme action. Smaller particles allow the rate of enzyme activity to be very high, because there is a larger surface area for the enzyme to react with and break down. This is proven in part D of the lab, where there was a very fast and active reaction with crushed liver and hydrogen peroxide. The large surface area of the crushed liver allows more space for the enzymes to work on and break down hydrogen peroxide. 4.No, the results would not be different if dog liver was used for this investigation. This is because the catalase enzyme will stay active as the temperature increases, up to about 40( C. If the liver is higher than 40 degrees, the enzyme will denature and not work. Since dog liver is exactly 40( C, the results will be the same, because the enzyme will work at a temperature of 40( C, but not any higher. In conclusion, this lab helped consolidate the understanding of how enzymes work, and how temperature and particle size affects the rate of enzyme activity. This activity was an interactive way to see how the enzymes actually function, through liver and potato. ———————– SBI 4U0-B

Businesses and organizations Essay

â€Å"Businesses and organizations use various types of information systems to support the many processes needed to carry out their business functions. Each of these information systems has a particular purpose or focus, and each has a life of its own. This â€Å"life of its own† concept is called the systems development life cycle or SDLC, and it includes the entire process of planning, building, deploying, using, updating, and maintaining an information system. The development of a new information system involves several different, but related activities. These activities, or phases, usually include planning, analysis, design, implementation, and maintenance/support. In other words, SDLC is a conceptual model that guides project management in information system development.†(Wikibooks) The life cycle starts with preliminary investigation which all the available information needed for the system elements and allocation of the requirements to the software are gathered. Next is the analysis of the requirements. This involves the analyst understanding the functions of the software which is required for the system based off the gathered information. Then is the system design in which the analyst designs and finalizes the best suited design for the system. The difficult step of system coding or development comes next which is where the analyst translates the design and programs into code for the computer. After the previous steps next are the testing phase where the system is testing to see if it works as intended or not. Then is implementation where the system is given to the customer and feedback is returned to insure the program works as intended. And finally system maintenance is the last step, here the analyst insures the system remains working within the proper bounds and functions appropriately and fixes any problems. I think this relates to database development in a number of ways. One is how it starts, gathering information and finding the intent of the system. Next you must plan out how to set up the database, by determining the vital information. Then comes the minor details. You set up your database fill in some test information insure it works properly and make needed adjustments. Finally you implement your database design where in it works properly you merely maintain and fix any errors. 2. Look up â€Å"Requirement Analysis† on the web. What kinds of topic headin g do you find? I found headlines like â€Å"Business Requirement Analysis†,  Ã¢â‚¬Å"Software Requirement Analysis† and â€Å"Five common errors in requirements analysis (and how to avoid them)† References Wikibooks – Systems Analysis and Design/Introduction- Open book for an open world http://en.wikibooks.org/wiki/Systems_Analysis_and_Design/Introduction

Achieve Universal Primary Education Essay

My Millennium Development Goal (MDG) is about achieving Primary education in less developed countries. The goal is to have all children, boys and girls, complete a full course of primary schooling by the year of 2015. This means that everyone can get into school and get a full education so they can read, write and learn. It will help them to be more independent and give them the opportunity to get a job in the future. Primary education is the basis for high-quality skills development in numeracy and literacy, which are critical for skills development in scientific and technological education. Through giving additional aids to the countries that need it and by helping them pay their depths the amounts of children who are getting education is rising. By giving more education to kids, some countries are starting to have problems with reaching the full amount of teachers they need. For primary education to move towards its potential, however, a minimum threshold of five or six years of schooling is needed. This potential would be boosted if primary school completion were followed by secondary education. Almost 12 years ago, thanks to this Millennium Development Goal, an extra 34 million Children have been able to get their primary education. This is a very important goal for the world so the economy of poorer countries can reach a higher level. If there would be more jobs, and the poverty would go down, there would not be as many problems with food, money and education in these developing regions. Enrolment in primary education has continued to rise, reaching 89 per cent in the developing world. But the pace of progress is insuficient to ensure that, by 2015, all girls and boys complete a full course of primary schooling. To achieve the goal by the target date, all children at the official entry age for primary school would have had to be attending classes by 2009 or so, depending on the duration of the primary level and how well schools retain pupils to the end of the cycle. Many African countries are on track to achieve this goal. Some have made progress on net enrolment, with most countries reaching 90 per cent. The aggregate net primary school enrolment for Africa rose from 64 per cent in 2000 to 84 per cent in 2009. Most African countries have made. However, countries such as Djibouti and Eritrea still have very low net enrolment. If this Goal could be reached the countries could start developing a lot faster and try to reach the level that many countries, such as many countries in Europe have already done. I think the goal can be completed with enough support of the other countries. My MDG should be sorted first because education is crucial element for human development. It decides what are children going to do on their future depending on their capacity. Achieving Universal Primary Education is also imporant to make women as powerful as men. Achieve Universal Primary Education Essay Developing countries have made impressive advances toward universal primary education. Enrolment in primary education has continued to rise, reaching 90 percent in the developing world in 2011—an increase from 83 percent in 2000. Most of this progress, however, was made before 2004. Global numbers of out-of-school children are dropping too slowly and too unevenly for the target to be reached by 2015. Persistent gaps and challenges that need to be addressed include increasing the number of girls who go to school, reaching the most marginalized, and ensuring quality education in fragile states. The children who fall within these categories account for almost half of all out-of-school children. Between 2008 and 2010 the number of primary-school-age children in sub-Saharan Africa who did not attend school climbed from 29 million to 31 million. The gender gap in the out-of-school population has narrowed, but it is still wide: worldwide, an estimated 35 million primary-school-age girls are not enrolled. Nevertheless, several countries that were the furthest behind are on track to reach gender parity by 2015. nrolment in primary education in developing regions reached 90 per cent in 2010, up from 82 per cent in 1999, which means more kids than ever are attending primary school. In 2011, 57 million children of primary school age were out of school. Even as countries with the toughest challenges have made large strides, progress on primary school enrollment has slowed. One in ten children of primary school age was still out of school in 2012. Gender gaps in youth literacy rates are also narrowing. Globally, 781 million adults and 126 million youth (aged 15 to 24) worldwide lack basic reading and writing skills, and more than 60 per cent of them are women.

Research Essay Example | Topics and Well Written Essays - 1250 words - 9

Research - Essay Example Gaming is considered to be a voluntary activity, which is intrinsically motivating and involves some kind of activity that helps in building some specific skills and qualities in an individual. Such attributes are considered similar to those which are present in modern educational theories, considering learning as a rewarding and self-motivating activity. Playing computer games is not always considered to be the opposite of work; as leisure, and is also considered to be a mode of learning which is universally acceptable. There is no doubt about the fact that the advent of computer supporting superior graphics has initiated an explosion in the world of gaming software. This billion dollar industry annually produces different types of games providing a source of adventure to its users. While playing these games the players become immersed in this virtual world which includes stunning graphics and they soon become addicted to the story-line, videos and sound of these games. However there are several consequences and questions associated with this form of entertainment which affect the motivation ability and cognitive functions, thereby taking the player to a virtual world. There are several games that increase the intrinsic motivation of the players by stimulating curiosity. This is considered to be the effect of challenges and characte ristics of fantasy present in the game. The form of learning that appears to be fun to the learner is considered to be more effective. It has been argued by various researchers that games benefit the learning ability and educational practices of learners and therefore there is a need of combining the fun element with different aspects of system design and instruction design that includes interactive, learning and motivational components. It has been found that three elements; curiosity, fantasy and challenge contribute to the fun present in computer games. A close

Intrigue at the Immune Synapse Assignment Example | Topics and Well Written Essays - 500 words

Intrigue at the Immune Synapse - Assignment Example This also allows the persistence of infectious organisms inside cells, leading to chronic infections. The development of high-resolution microscopy techniques and computer enhancement of previously used imaging methods to create three-dimensional images has allowed visualization and observation of immune synapses. 5. The author states, ‘virtually all the surface (cytoplasmic membrane) proteins involved in immune cells’ recognition of disease (pathogens) have been identified and named.† If this is true, then why is the immune synapse such a profound discovery? Although the proteins involved have been identified and named, their roles and how they bring about communication between immune cells has not been entirely discovered. These discoveries, including that on the immune synapse, can be made by observing or ‘just watching’ the cells and proteins at work. The team of Charles A. Janeway, Jr., at Yale University performed the following experiment in 1988: they fitted T cells tightly into the pores of a membrane, which was then immersed in a solution. A stimulant to activate T cells was added to the solution on only 1 side of the membrane. They then detected proteins secreted by activated T cells in the solution containing the stimulant, but the proteins were absent in the stimulant-free solution on the other side of the membrane. This experiment demonstrated the ability of immune cells to secrete proteins after activation specifically in the direction of the stimulant. The neuronal and immune synapses are similar as they both involve communication and signal transduction between two cells through the interaction and activity of specific proteins. Neuronal and immune synapses also seem to share some common proteins, such as the Agrin protein and the Neuropilin-1 receptor. The synapse structure of both cell types forms a bull’s-eye pattern. However, they have differences too. Neuronal