Four-hand vs. Two-hand Pianos Compositions

Four-hand vs. Two-hand Pianos Compositions Free Online Research Papers Chamber Music LiteratureTerm Paper: Piano Ensembles Pianos are usually used as a solo instrument or accompanying other instruments. However, composers have written numerous compositions for two or more pianos in addition to four-hand piano compositions. In addition, a few composers have written some substantial works about pianos collaborating with other instruments. Representative compositions include: Mozart’s two-piano and three-piano concertos, Bartok’s Concerto for Two Pianos, Percussion and Orchestra and the sonata for two pianos and percussion. I would like to specifically focus on the differences between the four-hand piano and the two pianos compositions. When two pianists sit on a bench and share one keyboard, we call it piano-four-hand (piano duettists). When two pianists sit on different benches and perform on two different grand pianos, we call them â€Å"duo pianists†. When numerous pianos are used together to perform by different pianists, we call them â€Å"piano ensembles†. For example: the Ten-Piano Ensemble. I think that the compositions for the four hands have more limitations to develop both for the performers and composers. Because two pianists are sharing one keyboard, one is limit ed to play on either the high register or the low register of the piano. For the part written for the high register of the piano, we call it â€Å"Primo†. â€Å"Secondo† is the part written for the lower register of the piano. The pianist playing the primo part is usually in charge of the main melodies and the secondo part is usually in charge of the basic bass-line harmonies to give the listeners a clear sense of the harmonies. Physically, it is more difficult to play four-hand than playing the two pianos in my opinion. First of all, two pianists need to sit closely although not necessarily on the same bench. Secondly, they need to share one keyboard which is usually designed for just one pianist. As a result, it is easy for their hands and bodies to be touched by the other pianist and it easily causes discomforts. Compositions for two pianos offer more opportunities for exploring the quality of the pianos and the two pianists share the responsibilities equally. Because the pianists do not share one keyboard, there is no register limitation for the composers for each pianist. It allows them to be able to write more virtuosic passages because of the register. Thus, the textures are more complex and the sounds are fuller and have much variety. The difficulties for the composers are how to write balanced parts for each pianist. Compared to four-hands, piano duos are also visually more effective. The pianists are facing one to each other and the pianos are placed across each other. Performers can only see the other through their eyes. It will be more difficult to collaborate the other in this way. From the Baroque period, there have been many composers writing fantastic works for numerous pianos. Bach, Mozart, Beethoven, Schubert, Mendelssohn, Poulenc, Chopin, Schumann, Brahms, Debussy, and Ravel all wrote duos or concertos for two (or more) keyboards and orchestra or composed duo piano arrangements of other works. In the twenty centuries, the representative composers are Saint-Saà «ns, Debussy, Rachmaninoff, Stravinsky, and Milhaud.Playing four-hand or two pianos requires high level of collaboration and similarities in personalities and musical ideas; as a result, four-hand or two pianos are usually successfully performed by sisters, brothers, close friends and lovers. Below are a few famous Two-piano duos: Robert Gaby Casadesus (husband, and wife); Argerich with friends: Stephen Kovacevich, and Nelson Freire; Sisters: the Pekinel sisters.The two main comp ositions I am going to focus on and make comparison are Mozart’s Variations in G major for four hand, k. 501 and Mozart’s Sonata in D Major for Two Pianos, k. 448. Mozart’s theme and variations in G major is a small-scale composition which contains only one theme, five variations and one fugue. This piece is said to originally written for two pianos. Generally speaking, the primo part takes charge throughout the whole composition. In the theme, First Variation, Second Variation, Third Variations, the primo part is in charge of the main melodies and the secondo part is basically accompanying the primo part. However, in the Fourth, Fifth Variation and the Fugue, the primo and secondo parts are playing more equal roles. The Fourth Variation and the fugue are the only parts in the composition that are in minor and they portrait a contrast mood than the rest. The Fifth variation is full of virtuosic passages and is humorous and witty. The musical ideas and structure of this composition expand gradually as the piece goes on. It reaches the highlight in the fugue . Mozart’s D major sonata was written in 1781 for a performance by Mozart and J. v. Auernhammer. It is a predominantly antiphonal type of writing for two pianos. The atmosphere is full of energy and spirits. Compared to the theme and variations, k. 501, it has more substantial sonority. There are also more contrast thematic ideas in movements. Unlike the theme and variations which the primo part basically takes the charge, in this sonata, each piano plays more equal roles. Because there is no register limitation, more virtuosic passages are written in both pianos: for example: the scales and arpeggios are all over the place. For me, it sounds even like a Mozart piano concerto arranged for two pianos, except there is no cadenza in the first or third movement. The first movement is in a grand sonata form. The beginning of it is like an orchestra tutti. It is full of majesty and brilliance. The second piano starts the second theme which displays a different character-cute and humo rous. The second movement, at first, the second piano is just playing the role of accompanying the first piano. Latter, the first and second pianos have sweet dialogues. The third movement is full of wit and humor. The first piano and second piano collaborate and alternate to sing out the main melodies. Research Papers on Four-hand vs. Two-hand Pianos CompositionsHonest Iagos Truth through DeceptionThe Hockey GameWhere Wild and West MeetQuebec and CanadaBionic Assembly System: A New Concept of SelfDefinition of Export QuotasHip-Hop is ArtMarketing of Lifeboy Soap A Unilever ProductOpen Architechture a white paperThe Project Managment Office System

Units of Analysis as Related to Sociology

Units of Analysis as Related to Sociology Units of analysis are the objects of study within a research project. In sociology, the most common units of analysis are individuals, groups, social interactions, organizations and institutions, and social and cultural artifacts. In many cases, a research project can require multiple units of analysis. Overview Identifying your units of analysis is an important part of the research process. Once you have identified a research question, you will have to select your units of analysis as part of the process of deciding on a research method and how you will operationalize that method. Lets review the most common units of analysis and why a researcher might choose to study them. Individuals Individuals are the most common units of analysis within sociological research. This is the case because the core problem of sociology is understanding the relationships between individuals and society, so we routinely turn to studies composed of individual people in order to refine our understanding of the ties that bind individuals together into a society. Taken together, information about individuals and their personal experiences can reveal patterns and trends that are common to a society or particular groups within it, and can provide insight into social problems and their solutions. For example, researchers at the University of California-San Francisco found through interviews with individual women who have had abortions that the vast majority of women do not ever regret the choice to terminate the pregnancy. Their findings prove that a common right-wing argument against access to abortionthat women will suffer undue emotional distress and regret if they have an abortionis base d on myth rather than fact. Groups Sociologists are keenly interested in social ties and relationships, which means that they often study groups of people, be they large or small. Groups can be anything from romantic couples to families, to people who fall into particular racial or gender categories, to friend groups, to whole generations of people (think Millennials and all the attention they get from social scientists). By studying groups sociologists can reveal how social structure and forces affect whole categories of people on the basis of race, class, or gender, for example. Sociologists have done this in pursuit of understanding a wide range of social phenomena and problems, like for example this study that proved that living in a racist place leads to Black people having worse health outcomes than white people; or this study that examined the gender gap across different nations to find out which are better or worse at advancing and protecting the rights of women and girls. Organizations Organizations differ from groups in that they are considered more formal and, well, organized ways of collecting people together around specific goals and norms. Organizations take many forms, including corporations, religious congregations and whole systems like the Catholic Church, judicial systems, police departments, and social movements, for example. Social scientists who study organizations might be interested in, for example, how corporations like Apple, Amazon, and Walmart impact various aspects of social and economic life, like how we shop and what we shop for, and what work conditions have become normal and/or problematic within the U.S. labor market. Sociologists who study organizations might also be interested in comparing different examples of similar organizations to reveal the nuanced ways in which they operate, and the values and norms that shape those operations. Cultural Artifacts Sociologists know that we can learn a lot about our society and ourselves by studying the things that we create, which is why many of us cultural artifacts. Cultural artifacts are all the things that are created by humans, including the built environment, furniture, technological devices, clothing, art and music, advertising and languagethe list is truly endless. Sociologists who study cultural artifacts might be interested in understanding what a new trend in clothing, art, or music reveals about the contemporary values and norms of the society that produces it and those who consume it, or they might be interested in understanding how advertising might impact norms and behavior, especially in terms of gender and sexuality, which has long been fertile ground for social science research. Social Interactions Social interactions also take a wide variety of forms and can include anything from making eye contact with strangers in public, purchasing items in a store, conversations, engaging in activities together, to formalized interactions like weddings and divorces, hearings, or court cases. Sociologists who study social interactions might be interested in understanding how larger social structures and forces shape how we behave and interact on a daily basis, or how they shape traditions like Black Friday shopping or weddings. They might also be interested in understanding how social order is maintained. Research has shown that this is done in part by intentionally ignoring each other in crowded public spaces.

Belbin's Team Roles Inventory Essay Example | Topics and Well Written Essays - 1500 words

Belbin's Team Roles Inventory - Essay Example The deliberate combination ensures smooth running of affairs with little hiccups on the way. Ostensibly, this is to enhance efficiency coupled with specialization and division of labor. According to Belbin’s definition of what a team is (1993), he gave an insightful opinion about what a team is in this sense; he said that a team is not just a collection of individuals that are given specific job titles in an organization. Instead, he defined it as a deliberate conglomeration of persons who best understand one another in the sense that they work in tandem in areas they are best proficient in with the sole aim of achieving a specific objective. With regard to these, a team is fragmented into simpler units of individuals who are charged with different responsibilities and all these coalesce at a point to further a single interest. In his journal ‘understanding groups at work’, Alcorn (1989) stressed the need of applying the Belbin model in work place. He argues that in putting it in practice, the management of an organization is able to come to terms with its employees strengths and weaknesses and use these in strengthening the performance of the organization by utilizing the strengths of the persons and ignoring their weaknesses. I.e. duties will be assigned to the most appropriate person who will execute them skillfully and with little efforts. Application of this model is also aimed at not bringing confusion and multiple assignment of duties to the employees as these may result into absconding of duties. The information accrued from the Belbin’s model can be extensively used in a work place to help undertake to some duties that are equally helpful. It helps identify and nurture a highly skilled and work-oriented persons to keep in the work place, it enhances a sense of belonging and an attitude of can do to the employees in the work place. Not enough, Belbin’s model also inculcate high-level trust and understanding that brings about coherency in the work place besides instituting a productive and efficient working relationship. Lastly, it can also help in recruitment of employees such that only the best are engaged (Hayes, 1997). In relation to the fact that in an organization group work is necessary, the groups are composed of the different people who work hand in hand to achieve a specified objective. All the members of the group are assigned specific duties that they can best perform in and these are called team roles, Benders and Hootegem (2000) defines team roles as the tendency to demonstrate and manifest proper conduct that are ethical and rational to fellow team members in pursuit of the certain benchmarks in the organization. It also warns that the aim of teamwork is not to gauge personality but to establish the correct behavior that can be tolerant others in a work place. Though the number of team roles might be different from one organization to the next, Belnin in his perception proposed the e xistence of nine different team roles. Of all the team roles, each had a peculiar role to play given on grounds that it is his/her best performing area. This is according to the evaluation of the strengths and weaknesses- the strengths prevail upon weaknesses. The nine team roles advanced by Belbin Belbin advanced nine possible team roles that are necessary in teamwork, these roles are all-important and are peculiar, and each seems to be the driving force of the other. All are

Humanitarian intervention Case Study Example | Topics and Well Written Essays - 2250 words

Humanitarian intervention - Case Study Example These abstract definitions, which are often social constructs, become even more problematic when viewed through the lens of legitimate ethical concerns. Does a foreign power have the right to intervene and restore order when the disruption of food supplies results in the starvation of massive numbers of children' Does a world military power have the moral obligation to inflict democracy on a people that are oppressed economically, politically, and socially and do not have the benefit of free elections and choice' These questions have come before the international bodies such as the United Nations (UN) and the North Atlantic Treaty Organization (NATO) in recent years as the Palestinian oppression, the atrocities in Kosovo, and the genocide in Darfur beg for resolution and are met with impasse and impotence on the world stage. Humanitarian relief and armed intervention is an issue too complex to be limited by preset rules and needs to be assessed on a case-by-case basis with morality a nd ethics as the only relevant veto powers available. The problems that are presented by international bodies in pursuing an armed humanitarian intervention are very clearly evident in the conflict that arose in Kosovo in 1998-1999. International law presented several obstacles to any unilateral or multi-lateral actions without the near unanimous consent of the United Nations. Article 2(4) of the UN Charter explicitly prohibits military intervention into the internal affairs of any state, and that prohibition extends regardless of ideology (democratic or dictatorial), morality of the ruling government, or intervention for humanitarian purposes (Henkin, 1999, p.824). According to UN rules, certain ruling members have a veto power and in the case of Kosovo, Russia and China were willing to block any unanimous consensus on military intervention. Due to post Cold War animosities, "geography and politics rendered unanimity by the permanent members in support of military action (especially in the Balkans) highly unlikely" (Henkin, 1999, p.82 5). The United Kingdom, with support of the US, moved forward without the approval of the UN, opting instead to invoke the collective approval of NATO as a legitimate international body that took precedence over the UN based on regional concerns and authority. Legal scholars generally agree that the NATO action in Kosovo was in violation of international law, though it can be justified through ethical and moral reasoning. While there is some debate on the ultimate effectiveness of the campaign and the amount of suffering alleviated, the focus should remain on the intent of the action. There is no doubt that there were political pressures that moved the impetus to provide humanitarian relief. The NATO action in Kosovo was taken to provide humanitarian relief, avert further catastrophe, prevent the destabilization of key parts of Europe, and to maintain the legitimacy of NATO (Wedgwood, 1999, p.829). Taken one at a time these goals may be insufficient, but their collective weight makes the action more acceptable. However, the fact that this was a Caucasian country and a Euro-centric action cannot be overlooked. Would this action have been initiated if the population were a black African nation' According to Coady (2002, p.26), "responses to exterminations need close examination lest they do contain elements of mere prejudice,

The Gaza Strip Essay Example for Free

The Gaza Strip Essay The Gaza Strip is a territory on the Eastern Coast of the Mediterranean Sea, which borders Egypt on the southwest and borders Israel on the north and east. The population size of the Gaza strip is 1.7 billion people. The population in the Gaza Strip is predominately Muslim. Around the year 1949 the Gaza Strip was controlled by Egypt. In the six day war in 1967 Israel took control of the Gaza strip. Later on in 2005 Israel withdrew from the Gaza Strip. Since 2007 Hamas controls the Gaza Strip. Even though neither Palestine nor Israel had control of the Gaza Strip, this territory has always had a fight for power. In 1948 the Gaza Strip was an all-Palestine government which was established by the Arab league in September of 1948. In 1967 Palestine had no longer had any control over the Gaza Strip. The Israel-Egypt Armistice Agreement of 24 February 1949 separated Egypt and Israeli forces. This boundary is still the present day boundary between Israel and the Gaza Strip. Both sides did declare that the boundary was not an international boundary. The Palestine government was ended because it was accused of being more faà §ade for Egyptian control with independent funding or influence. Through the years Israel and Palestine had both had many conflicts with each other over control of the land. Even though there is a lot of constant conflict in the Gaza Strip, it has the seventh highest population growth in the world. The yearly growth of the Gaza Strip is 3.2%.

Power and Privilege Displayed in A Woman on a Roof Essay -- Doris Less

Power and Privilege Displayed in A Woman on a Roof  Ã‚        Ã‚  Ã‚   In Doris Lessing’s "A Woman on a Roof," three workmen react differently towards a woman sunbathing on a roof. The men are Harry, who is in his mid-40s, Stanley, who is newly married, and Tom, who is 17. They are engaged in a jovial banter when they spot a woman about fifty yards from where they are standing. She’s on her back, face down on a brown blanket. Stanley is first to comment, "She’s stark naked." Harry agrees, "Looks like it," while Tom cranes his neck so he can see more and replies, "She thinks no one can see." Stanley whistles, but the woman does not look up. She sits, smoking a cigarette (856). This seems to be one of Lessing’s most critically neglected stories. In fact, there are only a few written criticisms about it, and most of these focus on the different reactions of the three workmen. However, the woman, who is not named in the story, is also a very intriguing and interesting character. While many readers see her as an innocent – the sunbather who only wants to be left alone – there is evidence to show that she uses her sexuality through nonverbal communication to show power and privilege. Sociological perspectives suggest that nonverbal communication is of particular importance to women because their socialization to docility and passivity makes them likely targets for social control. Sexuality (masculinity or femininity) is not biologically determined but is part of social learning. In "Womanspeak and Manspeak," Nancy Henley, Mykol Hamilton, and Barrie Thorne have argued that while women’s general bodily demeanor must be restrained and restricted, and that their femininity is gauged by how little (personal) space they take up. In contra... ... Henslin, James. " On Becoming Male." Down to Earth Sociology. Ed. James Henslin. New York: The Free Press, 1991. 126-148. Lessing, Doris. "A Woman on a Roof." The Harper Anthology of Fiction. Ed. Sylvan Barnet. New York: Harper Collins, 1991. 856-862. Works Consulted Allen, Orphia Jane. " Structure and Motif in Doris Lessing’s A Man and Two Women." Short Story Criticism. Ed. Thomas Votteler.NY: Gale Research Inc., 1986. 199. Fitzgerald, Edward. " Retreat From Home." Short Story Criticism. Ed. Thomas Votteler. New York: Gale Research Inc., 1986. 186. Hardin, Nancy. "Doris Lessing and the Sufi Way." Short Story Criticism. Ed. Carolyn Riley. New York: Gale Research Inc., 1976. 123. Zak, Michele. "The Grass Is Singing: A Little Novel about the Emotions." Short Story Criticism. Ed. Thomas Votteler. New York: Gale Research Inc., 1986. 206.   

Technology and Civilization: Course Description

Key themes that will be surveyed in this course Include a) technology, culture, race and gender, b) religion and technology, c) the relationship between science and technology, d) the management of technology, and e) how users shape new technologies. Further Information about natural science courses can be found at www. Ants. York. Ca. Class Format: The class is scheduled to meet on Tuesdays and Thursdays from 4-5:pm. Classes will begin with a lecture followed by a discussion period of class readings.You will then be asked to fill out Work's Attending Physician's Statement and submit it before you are allowed to write the exam at an alternate date and time. Depending on your situation, you may also be asked to fill out a Deferred Standing Form as well. Further information about missed exams and the required forms can be found at: www. Registrar. York. Ca/exams/deferred/ If you miss an exam for a non-medical emergency, please contact your course director via email within 48 hours and outline your situation. If your explanation is accepted, you will be asked to provide further documentation.After examining your documentation, the course director will decide whether to grant or deny you permission to write your exam. Students with physical, learning or psychiatric disabilities who require reasonable accommodations in teaching style or evaluation methods should discuss this with the Course Director early in the term so that appropriate arrangements can be made. Course Website: The course website is: http://model. York. Ca Once you go this website, you must enter in your Passport York User ID and Password n order to access courses.The course is listed under the Faculty of Science. Will be posted on the course website. Although these notes are extensive, it is still imperative that you come to class. This is because our in-class lectures will highlight what material is most important to know. This will allow you to focus your attention on what you really need to know to do well on exams. Also, don't forget that attendance is worth 8% of your mark. is a student-run academic support service designed to help York University undergraduate students excel in their Natural Science courses.Their team of dedicated tutors will clarify course material and offer general guidance on assignments, enabling you to complete them independently with a higher degree of success.

Great Gatsby Review Paper

Great Gatsby Review————————————————- CERTIFICATE OF AUTHORSHIP COMP 1500: College Writing Farquhar College of Arts and Sciences Division of Humanities Submitted by: Assignment Number: 1 Assignment Title: The Great Gatsby Review Date: March 16, 2013 CERTIFICATE OF AUTHORSHIP: I certify that I am the author of this paper and that any assistance I received in its preparation is fully acknowledged and disclosed in the paper. I have also cited any sources from which I used data, ideas, or words, either quoted directly or paraphrased.I also certify that this paper was prepared by me specifically for this course. Student’s Signature: The Great Gatsby I’m known to be a very picky reader. I judge titles, the size of font, and the cover illustration. With all this in mind, I thought I would hate the Great Gatsby by F. Scott Fitzgerald. On the contrary, this book was a p age turner, and I constantly found myself at the edge of my seat biting my nails in anticipation. The descriptions in this book helps you imagine and greet the characters so vividly.Fitzgerald shows  an excellent understanding of lives that contain the great American Dream of being a millionaire and being happily married, yet are corrupted by greed. The more you read into the novel, the more you get pulled into a twisted love story. In the beginning of the novel, I was a little lost. I couldn’t understand who goes to an extravagant mansion party without knowing who the host is, or why nobody tried to find out. Luckily, our narrator, Nick, goes searching for this host.A drunken man wearing owl glasses stumbles upon Nick and begins observing the novels on the large bookcase. To his surprise, all the novels are real and not a facade to make the host look intelligent. When I discussed this with my teacher, she said this may be a foreshadowing that resident of this wealthy commu nity use wealth to cover up their wrongdoings and moral decay. What is the host, Gatsby, hiding if he wasn’t getting credit for any of his parties? This mystery pulled me into the book and that’s when I began to love it.We soon meet the rich and romantic Gatsby and who seems like he has his whole life together. He’s well respected for being in the army, rich and handsome. Despite all the magic, it’s a cruel facade. Behind the glitter lies a sad story with gloom and intensity. The Great Gatsby shows his desire into harsh, vivid light. He is a character who is so perfectly and tragically characterized, as he forgot his honest past as Jay Gatsby, and lost Daisy, his true love, who perfectly plays her part as innocent malevolence.If that’s not enough, Gatsby must also compete with Tom, Daisy’s husband, who slyly watches while he boasts of his physique and wealth. The two struggle to play their position in this twisted love triangle, which harms countless victims. Among the disorder, seems to be the only one with true knowledge of what is right, but doesn’t stop the chaos. The relationship is a massacre where no one truly wins. All in all, The Great Gatsby is about deception and the American Dream.Fitzgerald blurs our view with reality of the harsh world, yet slyly lets us see clearly enough to see Nick’s view on the chaos. Because Gatsby represents the truth of the American Dream, Fitzgerald shows that it will only lead to the decay of innocence and trouble, as Gatsby did during his transition from an honest, to corrupt man. Fitzgerald delicately handles this complex scheme in a way I have never seen replicated in authors today. I enjoy the book because once you think you know what’s going to happen, Fitzgerald slyly flips the script perfectly.

Partnership for a Tobacco-free Maine Essays

Partnership for a Tobacco-free Maine Essays Partnership for a Tobacco-free Maine Paper Partnership for a Tobacco-free Maine Paper Approximately 438,000 people in the United States die each year due to the use of tobacco or exposure to the harmful chemicals that tobacco produces.   (Industry Update, 2008)   In Aroostook county Maine, educators joined with the Partnership for a Tobacco-free Maine and launched is tobacco prevention program in schools. A united effort between the Partnership for a Tobacco-free Maine, the Bureau of Health and the Department of Health and Human Services began.   The multilevel program assigns various areas of responsibility to school and district administrators and faculty. A coordinator is appointed and the necessary committees and teams are formed. The responsibilities are then defined and divvied out. Proper training is also provided.   The schools then begin collaborating with students, families, the community, community organizations, health care programs and providers to begin campaigning for a tobacco-free environment. The program addresses several areas of risk that tobacco use and second hand smoke exposes us to.   Some of those risks are a lower quality of life, a shortened life expectancy, an increased risk of developing chronic diseases such as asthma, bronchitis and emphysema.   Tobacco use and exposure to secondhand smoke also increases our risk of developing serious illnesses such as cancer. The Partnership for a Tobacco-free Maine was established in1997 with a portion of the funding coming from the doubled cigarette tax.   The Centers for Disease Control and Prevention developed a tobacco control program with the goals of tobacco prevention, to motivate tobacco users to quit smoking, to prevent non-smokers from having to breathe second-hand smoke, and to identify and end unfair differences between smokers and non-smokers. It would take the cumulative efforts of community, businesses, schools, families, and kids to make it successful. The role of a health educator is multifaceted.   The program was implemented by training health educators to fulfill seven areas of responsibility. It’s their responsibility to assess the individual and community need for health education, to plan strategies for education and to deliver interventions and preventive programs.   It’s also the educator’s responsibility to work as liaison between the different organizations and strengthen the spirit of cooperation in order to reach a common goal. The health educator must act a resource person, accessing and gathering information from various sources.   The health educator is responsible for encouraging the need for change and inspiring others to be involved.  Ã‚   Planning, implementing and administering the overall program are also the duties of the health educator. So far the success of the Partnership for a Tobacco-free Maine has been made progress.   The number of students who have tried smoking and are committed smokers has declined since 2001. (Maine Youth Tobacco Survey, 2004)   Despite the progress, the numbers show that one in five students are smokers and that’s one smoker too many.   There’s still a great deal of work to be done. Communities: Holding the Key to Tobacco Prevention. (2008). Retrieved September 26, 2008, from Partnership for a Tobacco-Free Maine: tobaccofreemaine.org/channels/communities/#building Coordinating School Health Programs. (2000). Retrieved September 27, 2008, from Maine.gov: mainecshp.com/guidelines.html Healthy People 2010: Substance Abuse. (2000). Retrieved February 20, 2008, from U.S. Department of Health and Human Services.: healthypeople.gov/Document/HTML/Volume2/27Tobacco.htm#_Toc489766215 Industry Update. (2008). Retrieved September 26, 2008, from Partnership for a Tobacco-Free Maine: tobaccofreemaine.org/explore_facts/index.php Maine Youth Tobacco Survey. (2004). Retrieved September 27, 2008, from Healthy Maine Partnerships: tobaccofreemaine.org/PDFs/2004_MYTS-MYDAUS_Report_Final.pdf .

Why Top Marketers Are 397% More Successful With Ben Sailer

Why Top Marketers Are 397% More Successful With Ben Sailer What separates the best managed and most successful marketing teams from the rest? How are they leaving you in the dust? What are the strongest predictors for success? Today, my guest is Ben Sailer, content marketing lead at . We talk about our 2019 State of Marketing Strategy Report. surveyed more than 3,000 marketers to find out what they’re doing to be successful. Inception and process behind State of Marketing Strategy Report Why do original research? Why put in so much time, effort, and energy? Generate your own data, instead of borrowing statistics How do you stack up? Sense of doing ok, but room for improvement to crush it 5 Marketing Insights about Top Marketers: Being Organized: They’re confident about their organizational skills; 397%   more likely to report being successful Setting Goals: They know which goals drive success; 376% more likely to report being successful Documenting Strategy: It needs to be nimble and actionable, not detailed and lengthy; 313% more likely to report being successful Planning Projects: Be clear about what needs to be done, by who, and why; 356% more likely to report being successful Using Agile Methodology: Marketers implement it to manage projects and processes; 252% more likely to report being successful Links: 2019 State of Marketing Strategy Report AMP 127: The Case For Agile Marketing: What 400+ Marketers Reveal As Top Benefits And Barriers With Andrea Fryrear From AgileSherpas If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes: â€Å"If you actually have your own original insight, that’s a lot more powerful.† â€Å"The insights we were able to extract from our datawere really corroborated. Some assumptions we hadwere a little bit more surprising.† â€Å"If you are a marketer who is cognizant of goals, you’re thoughtful about setting them, and if you work in that sort of mode, it makes sense that you’re also organized.† â€Å"If a goal is your destination, your documented strategy in whatever shape or form that takes is your roadmap to get there.†

Euthanasia in the United States Essay Example | Topics and Well Written Essays - 1500 words

Euthanasia in the United States - Essay Example It is vital that the health professionals understand the cultural, legal, and ethical climate that may allow, forbid, or dictate the use of what is commonly called euthanasia. For the purposes of this discussion, euthanasia is in context with patients that are terminally ill, have a poor prognosis, a very limited life span, in palliative care, and are suffering due to a low quality of life or intense pain. While euthanasia is a generic term often used by the public, it requires further definition. Voluntary euthanasia is done at the patient's request, while non-voluntary is committed when the patient may be incompetent to make the decision or in a comatose state and the decision is made by a surrogate (Cohen et al. 1099). Withholding treatment that could sustain life is a form of euthanasia, and may come at the request of a patient, a surrogate, a physician, or a medical review board (Cohen et al 1099). Terminal sedation is, "the practice of sedating a terminally ill competent patient to the point of unconsciousness, then allowing the patient to die of her disease, starvation, or dehydration" (Braddock and Tonelli). Physician assisted suicide (PSA) is the prescribing of a lethal dose of drugs with the knowledge that the patient intends to commit suicide (Cohen et al. 1099). Each form of euthanasia carries its own legal ramifications and is governed by its own set of ethical considerations. While Belgium and the Netherlands in the European Union have enacted laws that permit euthanasia in a well-regulated setting, in the United States it is generally forbidden. From a legal standpoint, voluntary euthanasia (suicide) is allowed in only four states due to "neither statutory nor common law prohibitions against suicide" (Darr Part II 33-34). Non-voluntary euthanasia is outlawed in all fifty states and would fall under the statutes that prohibit murder (Cohen et al. 1099). While these forms of euthanasia are against the law in most US jurisdictions, other forms may be permitted in special situations. Physician assisted suicide (PAS) is a topic that has gained wider discussion in recent years as medical treatments may prolong a person's life, but are unable to add to the quality of life. PAS came to the public's attention when Dr. Kervorkian admitted to assisting suicide in as many as 130 separate cases (Darr Part II 32). According to Darr Part II, "All his assisted suicides occurred in Michigan, which initially had no law banning it" (31). Michigan subsequently passed a law, but Dr Kervorkian continued the practice. He was eventually sentenced for murder and after exhausting his appeals the US Supreme Court denied his writ for certiorari in 2002 (Darr Part II 32). However, these actions opened the door for states to create legislation that would permit PAS. Currently only Oregon has a law that permits PAS. In Texas, PAS is governed under section 22.08 of the state penal code that states if, "the actor's conduct causes suicide or attempted suicide that results in serious bodily in jury" it is considered a jail felony (Chapter 22). The argument over PAS has been, and continues to be, controversial. Kervorkian's argument was predicated upon Roe v. Wade on the basis of individual autonomy and the right

Can food education reduce the obesity levels in schools Dissertation

Can food education reduce the obesity levels in schools - Dissertation Example Aims and Objectives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..10 IV. Research Questions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 V. Research Methodology and Design†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...12 Chapter Two/Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦15 I. Definition of Obesity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.15 II. Causes of Obesity in Children†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...16 III. Health Risk Factors Associated with Childhood Obesity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.21 IV. Food Education in Schools as a Method for Reducing Obesity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦24 Chapter Three/The UK’s Strategies for Reducing Obesity in Schools†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.29 Chapter Four/Findings and Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.............37 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..40 Chapter One Introduction Childhood obesity has doubled in developed countries over the past twenty of so years. The prevalence and growth of childhood obesity and its attending problems have caused health care professionals to characterize childhood obesity as a â€Å"public health disaster waiting to happen,† a â€Å"massive tsunami† and â€Å"a health time-bomb† (Waters, Seidell and Sweinburn 2010, 3). Although the UK’s childhood obesity levels are not unique, they have reached unprecedented levels and remain a major concern for policy-makers and health officials. All indications are therefore that the UK as elsewhere, have not yet found a method for reducing or reversing childhood obesity (Great Britain National... This essay "Can food education reduce the obesity levels in schools?" outlines the importance of food education in school in order to prevent the level of obesity among children of shool age. Childhood obesity has doubled in developed countries over the past twenty of so years. The prevalence and growth of childhood obesity and its attending problems have caused health care professionals to characterize childhood obesity as a â€Å"public health disaster waiting to happen,† a â€Å"massive tsunami† and â€Å"a health time-bomb† (Waters, Seidell and Sweinburn 2010, 3). Although the UK’s childhood obesity levels are not unique, they have reached unprecedented levels and remain a major concern for policy-makers and health officials. All indications are therefore that the UK as elsewhere, have not yet found a method for reducing or reversing childhood obesity (Great Britain National Audit Office 2006, 9). In 2004, obesity was identified by the UK government as a major policy concern and targets were established for reducing childhood obesity by the year 2010. In 2006, the National Institute for Health and Clinical Excellence (NICE) publicized guidelines for preventing, identifying, assessing and managing obesity and overweight in both children and adults. The guidelines makes recommendations for the NHS, local authorities (LAs), the public and community partners that can be carried out in schools, the work environment, personally and within community projects (Aiken, Arai and Roberts 2008, 1).