Category: History

[Solved] See attached 3.

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– 2 years ago **files (1)** – ## discussionPICOT.doc **## discussionPICOT.doc** **MUST BE ORIGINAL WORK. Discussion AND response to a peer.** **Initial post** 1. **Cite all scholarly sources, reading(s) OR lessons in an in-text citation within the post and include a complete reference at the bottom…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## discussionPICOT.doc

**## discussionPICOT.doc**

**MUST BE ORIGINAL WORK. Discussion AND response to a peer.**

**Initial post**

1.
**Cite all scholarly sources, reading(s) OR lessons in an in-text citation within the post and include a complete reference at the bottom of the post.**

2.
**Use sources no more than five years old unless they are historical references.**

**My PICOT for this assignment is – In children 6-12 years of age (P), how does increased physical activity (I) compared to a sedentary lifestyle (C) affect BMI (O) within 6 months (T)?**

**Step 1:** Answer the discussion prompts below with explanation and detail.

**Paragraph one:** List your population, intervention, comparison, outcome, and time frame (PICOT) question from the Week 2 assignment. Describe the population or client you are advocating for. Why are they vulnerable to the identified nursing clinical practice problem?

**Paragraph two:** Identify the key stakeholders and explain why they are important to the change project. How do you plan to engage and communicate with the identified stakeholders throughout the change project?

**Paragraph three:** Describe who would authorize your change project and ensure ethical compliance. Explain any specific group, committee, or nurse leader that should be involved.

**References:** Provide complete references for all citations.

**ALSO, respond to this peers post and add 1 scholarly source**

**“ Paragraph one:** List your population, intervention, comparison, outcome, and time frame (PICOT) question from the Week 2 assignment. Describe the population or client you are advocating for. Why are they vulnerable to the identified nursing clinical practice problem?

In postpartum women (P), how does routine screening for postpartum depression using the Edinburgh Postnatal Depression Scale (I) compared to no routine screening (C) affect early diagnosis and treatment initiation (O) within six months postpartum (T)?

I currently work in the field of High risk prenatal care and I notice the lack of routine screening, postpartum depression (PPD) as it often goes undiagnosed. This issue is critical as it has had a detrimental impact on the development of the mother's well-being, and her attachment with her baby. However, early diagnosis and treatment options can be initiated by implementing routine screening using the Edinburgh Postnatal Depression Scale (EPDS). I see on a day to day basis what goes on during antepartum and Post partum and this matter is highly important.

**Paragraph two:** Identify the key stakeholders and explain why they are important to the change project. How do you plan to engage and communicate with the identified stakeholders throughout the change project?

The key stakeholders in this change of project would be the providers including nurses and the patient themselves. I plan to engage and communicate with the identified stakeholders throughout the change project by reinforcing and educating on how vital this is. Educating the nursing staff, doctors, midwives and hospital's would help to facilitate change in this situation . Women and midwives, in particular, voiced their dissatisfaction with the lack of time and resources available to guarantee proper, high-quality care before discharge. According to the opinions of the stakeholders that were included, there is a need for more involvement of dads and other family members as well as more attention to be paid to the emotional and social needs of women and families throughout the discharge planning process. (Harvey et al., 2023)

**Paragraph three:** Describe who would authorize your change project and ensure ethical compliance. Explain any specific group, committee, or nurse leader that should be involved.

Who would authorize my change project would have to be all who are involved in the patients care. As stated above; midwives, physicians and nurses . The existing qualitative research suggests that effective discharge planning will have a favorable impact if the highlighted service and system barriers are overcome. (Harvey et al., 2023) Post partum depression emerges as a serious concern, having ramifications that go beyond individual mental health to include mother-infant dynamics and society well-being. Untreated PPD may cause long-term mental health issues for the mother, reducing her quality of life and potentially straining familial connections. Recognizing and managing PPD is critical for the overall health of both moms and their infants. “

**## discussionPICOT.doc**

**MUST BE ORIGINAL WORK. Discussion AND response to a peer.**

**Initial post**

1.
**Cite all scholarly sources, reading(s) OR lessons in an in-text citation within the post and include a complete reference at the bottom of the post.**

2.
**Use sources no more than five years old unless they are historical references.**

**My PICOT for this assignment is – In children 6-12 years of age (P), how does increased physical activity (I) compared to a sedentary lifestyle (C) affect BMI (O) within 6 months (T)?**

**Step 1:** Answer the discussion prompts below with explanation and detail.

**Paragraph one:** List your population, intervention, comparison, outcome, and time frame (PICOT) question from the Week 2 assignment. Describe the population or client you are advocating for. Why are they vulnerable to the identified nursing clinical practice problem?

**Paragraph two:** Identify the key stakeholders and explain why they are important to the change project. How do you plan to engage and communicate with the identified stakeholders throughout the change project?

**Paragraph three:** Describe who would authorize your change project and ensure ethical compliance. Explain any specific group, committee, or nurse leader that should be involved.

**References:** Provide complete references for all citations.

**ALSO, respond to this peers post and add 1 scholarly source**

**“ Paragraph one:** List your population, intervention, comparison, outcome, and time frame (PICOT) question from the Week 2 assignment. Describe the population or client you are advocating for. Why are they vulnerable to the identified nursing clinical practice problem?

In postpartum women (P), how does routine screening for postpartum depression using the Edinburgh Postnatal Depression Scale (I) compared to no routine screening (C) affect early diagnosis and treatment initiation (O) within six months postpartum (T)?

I currently work in the field of High risk prenatal care and I notice the lack of routine screening, postpartum depression (PPD) as it often goes undiagnosed. This issue is critical as it has had a detrimental impact on the development of the mother's well-being, and her attachment with her baby. However, early diagnosis and treatment options can be initiated by implementing routine screening using the Edinburgh Postnatal Depression Scale (EPDS). I see on a day to day basis what goes on during antepartum and Post partum and this matter is highly important.

**Paragraph two:** Identify the key stakeholders and explain why they are important to the change project. How do you plan to engage and communicate with the identified stakeholders throughout the change project?

The key stakeholders in this change of project would be the providers including nurses and the patient themselves. I plan to engage and communicate with the identified stakeholders throughout the change project by reinforcing and educating on how vital this is. Educating the nursing staff, doctors, midwives and hospital's would help to facilitate change in this situation . Women and midwives, in particular, voiced their dissatisfaction with the lack of time and resources available to guarantee proper, high-quality care before discharge. According to the opinions of the stakeholders that were included, there is a need for more involvement of dads and other family members as well as more attention to be paid to the emotional and social needs of women and families throughout the discharge planning process. (Harvey et al., 2023)

**Paragraph three:** Describe who would authorize your change project and ensure ethical compliance. Explain any specific group, committee, or nurse leader that should be involved.

Who would authorize my change project would have to be all who are involved in the patients care. As stated above; midwives, physicians and nurses . The existing qualitative research suggests that effective discharge planning will have a favorable impact if the highlighted service and system barriers are overcome. (Harvey et al., 2023) Post partum depression emerges as a serious concern, having ramifications that go beyond individual mental health to include mother-infant dynamics and society well-being. Untreated PPD may cause long-term mental health issues for the mother, reducing her quality of life and potentially straining familial connections. Recognizing and managing PPD is critical for the overall health of both moms and their infants. “

November 5, 2026
[Solved] See attached 2.

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## discussion.doc **## discussion.doc** **Must be ORGINAL WORK. Initial post (2 PARAGRAPHS AND 2 SCHOLARLY SOURCES) and response (1 PARAPGRAH AND 1 SCHOLARLY SOURCE).** Book: [**Book: The struggle for democracy, 2018 elections and updates edition. (12th ed.)**](https://…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## discussion.doc

**## discussion.doc**

**Must be ORGINAL WORK. Initial post (2 PARAGRAPHS AND 2 SCHOLARLY SOURCES) and response (1 PARAPGRAH AND 1 SCHOLARLY SOURCE).**

Book:
[**Book: The struggle for democracy, 2018 elections and updates edition. (12th ed.)**](https://chamberlain.instructure.com/courses/169298/modules/items/24293158%22%20/o%20%22Book:%20The%20struggle%20for%20democracy,%202018%20elections%20and%20updates%20edition.%20(12th%20ed.))

**Initial Post Instructions**

· Option 1: What are the pros and cons of lobbyists as a tool for special interest groups? Should former members of Congress be allowed to become lobbyists? Explain your answer.

Be sure to make connections between your ideas and conclusions and the research, concepts, terms, and theory we are discussing this week.

**Response – Respond to this post:**

Option 1: What are the pros and cons of lobbyists as a tool for special interest groups? Should former members of Congress be allowed to become lobbyists? Explain your answer.

Lobbyists play an important role for special interest groups, offering both benefits and drawbacks. On the positive side, they bring expert knowledge to lawmakers, helping them understand complex issues and the effects of proposed laws. Lobbyists also ensure that different groups, even those with fewer resources, can have a voice in the political process. They help open lines of communication between lawmakers and interest groups, leading to better-informed decisions. Lobbyists advocate for policies that can lead to improvements in the economy or society (Ritchie & You, 2019). However, there are concerns about the negative effects of lobbying. Powerful groups can have more influence, leading to laws that benefit the wealthy or well-connected, often at the expense of the public. Additionally, lobbying can create an imbalance, as wealthier groups can afford professional lobbyists while smaller groups are left out. The "revolving door" problem, where former lawmakers become lobbyists, can also be an issue, as it may lead to conflicts of interest and favoritism. Lastly, the lack of transparency in lobbying can erode public trust in the political system.

I believe former members of Congress should be allowed to become lobbyists. They have a lot of knowledge and experience that can help them advocate for different causes or industries. Their understanding of how laws are made and the relationships they’ve built can make them effective in representing interests. Like anyone else, former lawmakers should have the right to pursue a career in lobbying once they leave office. While there are concerns about conflicts of interest, I think waiting periods could help address those issues. Overall, as long as there are rules in place to ensure fairness and transparency, I think former Congress members should be able to become lobbyists.

**## discussion.doc**

**Must be ORGINAL WORK. Initial post (2 PARAGRAPHS AND 2 SCHOLARLY SOURCES) and response (1 PARAPGRAH AND 1 SCHOLARLY SOURCE).**

Book:
[**Book: The struggle for democracy, 2018 elections and updates edition. (12th ed.)**](https://chamberlain.instructure.com/courses/169298/modules/items/24293158%22%20/o%20%22Book:%20The%20struggle%20for%20democracy,%202018%20elections%20and%20updates%20edition.%20(12th%20ed.))

**Initial Post Instructions**

· Option 1: What are the pros and cons of lobbyists as a tool for special interest groups? Should former members of Congress be allowed to become lobbyists? Explain your answer.

Be sure to make connections between your ideas and conclusions and the research, concepts, terms, and theory we are discussing this week.

**Response – Respond to this post:**

Option 1: What are the pros and cons of lobbyists as a tool for special interest groups? Should former members of Congress be allowed to become lobbyists? Explain your answer.

Lobbyists play an important role for special interest groups, offering both benefits and drawbacks. On the positive side, they bring expert knowledge to lawmakers, helping them understand complex issues and the effects of proposed laws. Lobbyists also ensure that different groups, even those with fewer resources, can have a voice in the political process. They help open lines of communication between lawmakers and interest groups, leading to better-informed decisions. Lobbyists advocate for policies that can lead to improvements in the economy or society (Ritchie & You, 2019). However, there are concerns about the negative effects of lobbying. Powerful groups can have more influence, leading to laws that benefit the wealthy or well-connected, often at the expense of the public. Additionally, lobbying can create an imbalance, as wealthier groups can afford professional lobbyists while smaller groups are left out. The "revolving door" problem, where former lawmakers become lobbyists, can also be an issue, as it may lead to conflicts of interest and favoritism. Lastly, the lack of transparency in lobbying can erode public trust in the political system.

I believe former members of Congress should be allowed to become lobbyists. They have a lot of knowledge and experience that can help them advocate for different causes or industries. Their understanding of how laws are made and the relationships they’ve built can make them effective in representing interests. Like anyone else, former lawmakers should have the right to pursue a career in lobbying once they leave office. While there are concerns about conflicts of interest, I think waiting periods could help address those issues. Overall, as long as there are rules in place to ensure fairness and transparency, I think former Congress members should be able to become lobbyists.

November 5, 2026
[Solved] help with hist assgn due in 48 hours

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[>American history homework help](https://www.sweetstudy.com/fields/history-american-history) attached – 2 years ago **files (1)** – ## historyassgnIandII.docx **## historyassgnIandII.docx** Assignment I- Louisiana Native Americas Chapter 1 discusses Native American civilizations and their cultural …

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Assignment Prompt & Instructions

[>American history homework help](https://www.sweetstudy.com/fields/history-american-history)

attached

– 2 years ago

**files (1)**

– ## historyassgnIandII.docx

**## historyassgnIandII.docx**

Assignment I- Louisiana Native Americas

Chapter 1 discusses Native American civilizations and their cultural achievements before the arrival of the Spanish. Read Section 1.1: The Americas pages 7–17.

Following the completion of your reading assignment prepare a
**300-word** paper
**comparing** the major Native civilizations identified in the textbook with Louisiana Native civilizations.

These online resources can be used for research on Louisiana Native groups:

[Louisiana History – Native Americans | Louisiana State MuseumsLinks to an external site.](https://louisianastatemuseum.org/louisiana-history-native-americans)

[Indigenous Tribes of New Orleans & Louisiana | ALALinks to an external site.](https://www.ala.org/aboutala/offices/nola-tribes)

[American Indians in Louisiana – Jean Lafitte National Historical Park and Preserve (U.S. National Park Service)Links to an external site.](https://www.nps.gov/jela/learn/historyculture/native-americans-in-louisiana.htm)

Here are some recommended topics you can compare and contrast between the civilizations:

• Cultural achievements (food, art, language, and communication)

• Geographic influence on culture

• Political, social, family and economic systems

• Religious and spiritual beliefs

Be mindful of proper grammar, sentence structure, and punctuation in your writing. Points will be deducted for frequent errors. Your work should reflect your own critical thinking and writing style. Please do not rely on AI assistance. Proofread carefully before submitting

Assignment II- Timeline for the Colonial Period

Create a timeline highlighting key events from the Colonial Period. It generally spans from the early 1600s to the mid-1700s, ending with the American Revolution (1775–1783). Chapters 3-6 will help guide you with this exercise.

Your timeline should include at least 5 significant events, presented in chronological order with accurate dates and a two-sentence explanation of their importance. Ensure your work is neatly organized, historically accurate, and grammatically correct. Points will be deducted for incorrect information, poor organization, or grammar mistakes.

**## historyassgnIandII.docx**

Assignment I- Louisiana Native Americas

Chapter 1 discusses Native American civilizations and their cultural achievements before the arrival of the Spanish. Read Section 1.1: The Americas pages 7–17.

Following the completion of your reading assignment prepare a
**300-word** paper
**comparing** the major Native civilizations identified in the textbook with Louisiana Native civilizations.

These online resources can be used for research on Louisiana Native groups:

[Louisiana History – Native Americans | Louisiana State MuseumsLinks to an external site.](https://louisianastatemuseum.org/louisiana-history-native-americans)

[Indigenous Tribes of New Orleans & Louisiana | ALALinks to an external site.](https://www.ala.org/aboutala/offices/nola-tribes)

[American Indians in Louisiana – Jean Lafitte National Historical Park and Preserve (U.S. National Park Service)Links to an external site.](https://www.nps.gov/jela/learn/historyculture/native-americans-in-louisiana.htm)

Here are some recommended topics you can compare and contrast between the civilizations:

• Cultural achievements (food, art, language, and communication)

• Geographic influence on culture

• Political, social, family and economic systems

• Religious and spiritual beliefs

Be mindful of proper grammar, sentence structure, and punctuation in your writing. Points will be deducted for frequent errors. Your work should reflect your own critical thinking and writing style. Please do not rely on AI assistance. Proofread carefully before submitting

Assignment II- Timeline for the Colonial Period

Create a timeline highlighting key events from the Colonial Period. It generally spans from the early 1600s to the mid-1700s, ending with the American Revolution (1775–1783). Chapters 3-6 will help guide you with this exercise.

Your timeline should include at least 5 significant events, presented in chronological order with accurate dates and a two-sentence explanation of their importance. Ensure your work is neatly organized, historically accurate, and grammatically correct. Points will be deducted for incorrect information, poor organization, or grammar mistakes.

November 5, 2026
[Solved] See attached1.

✓ Verified Academic Solution Available

Executive Solution Overview

[>American history homework help](https://www.sweetstudy.com/fields/history-american-history) – 2 years ago **files (1)** – ## MUSTBEORIGINALWORK.doc **## MUSTBEORIGINALWORK.doc** **MUST BE ORIGINAL WORK. 3 PAGES (NOT INCLUDING TITLE AND REF PAGES). APA FORMAT. References page (minimum sources: King…

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Assignment Prompt & Instructions

[>American history homework help](https://www.sweetstudy.com/fields/history-american-history)

– 2 years ago

**files (1)**

– ## MUSTBEORIGINALWORK.doc

**## MUSTBEORIGINALWORK.doc**

**MUST BE ORIGINAL WORK. 3 PAGES (NOT INCLUDING TITLE AND REF PAGES). APA FORMAT. References page (minimum sources: King’s and Garza’s speeches, and the course text).**

Book:
[**Book: The struggle for democracy, 2018 elections and updates edition. (12th ed.)**](https://chamberlain.instructure.com/courses/169298/modules/items/24293158%22%20/o%20%22Book:%20The%20struggle%20for%20democracy,%202018%20elections%20and%20updates%20edition.%20(12th%20ed.))

Read/review the following resources for this activity:

· Textbook: Chapter 7, 8

· Lesson 3

· Dr Martin Luther King's
[I Have a Dream Speech.Links to an external site.](https://www.youtube.com/watch?v=vP4iY1TtS3s%22%20t%20%22_blank)

·
[Alicia Garza of the Black Lives Matter movement Speech.Links to an external site.](https://www.youtube.com/watch?v=cniRNj6m0-A&feature=youtu.be%22%20t%20%22_blank)

Instructions

Social Movements are only as important as the person leading them. The person(s) leading a social movement must have charisma and be able to captivate an audience. Political scientists and historians are taught to analyze body language, especially during debates and speeches.

For this assignment, you will watch Dr Martin Luther King's
[I Have a DreamLinks to an external site.](https://www.youtube.com/watch?v=vP4iY1TtS3s%22%20t%20%22_blank) speech and a
[speech by Alicia Garza of the Black Lives Matter movementLinks to an external site.](https://www.youtube.com/watch?v=cniRNj6m0-A&feature=youtu.be%22%20t%20%22_blank) and answer questions listed below. Pay special attention to the following aspects in the two speeches.

· Importance of body language while delivering the speech.

· Gestures, cadence and delivery style.

Answer the following:

1. Provide a summary of the two speeches.

2. Compare Dr. King's leadership, charisma, power and passion to capture his audience to Alicia Garza's speech. What are the similarities, if any? What are the differences, if any?

3. How does the location of the speeches support their messaging? Dr. King's speech was held in a church and at the Lincoln Memorial, whereas today we have social networking and more avenues to relay messages. Does messaging make a difference?

4. Describe how the audience in Dr. King's speeches relate to the Alicia Garza's audience. Do you see a similarity or differences in the speeches and in the audience?

**## MUSTBEORIGINALWORK.doc**

**MUST BE ORIGINAL WORK. 3 PAGES (NOT INCLUDING TITLE AND REF PAGES). APA FORMAT. References page (minimum sources: King’s and Garza’s speeches, and the course text).**

Book:
[**Book: The struggle for democracy, 2018 elections and updates edition. (12th ed.)**](https://chamberlain.instructure.com/courses/169298/modules/items/24293158%22%20/o%20%22Book:%20The%20struggle%20for%20democracy,%202018%20elections%20and%20updates%20edition.%20(12th%20ed.))

Read/review the following resources for this activity:

· Textbook: Chapter 7, 8

· Lesson 3

· Dr Martin Luther King's
[I Have a Dream Speech.Links to an external site.](https://www.youtube.com/watch?v=vP4iY1TtS3s%22%20t%20%22_blank)

·
[Alicia Garza of the Black Lives Matter movement Speech.Links to an external site.](https://www.youtube.com/watch?v=cniRNj6m0-A&feature=youtu.be%22%20t%20%22_blank)

Instructions

Social Movements are only as important as the person leading them. The person(s) leading a social movement must have charisma and be able to captivate an audience. Political scientists and historians are taught to analyze body language, especially during debates and speeches.

For this assignment, you will watch Dr Martin Luther King's
[I Have a DreamLinks to an external site.](https://www.youtube.com/watch?v=vP4iY1TtS3s%22%20t%20%22_blank) speech and a
[speech by Alicia Garza of the Black Lives Matter movementLinks to an external site.](https://www.youtube.com/watch?v=cniRNj6m0-A&feature=youtu.be%22%20t%20%22_blank) and answer questions listed below. Pay special attention to the following aspects in the two speeches.

· Importance of body language while delivering the speech.

· Gestures, cadence and delivery style.

Answer the following:

1. Provide a summary of the two speeches.

2. Compare Dr. King's leadership, charisma, power and passion to capture his audience to Alicia Garza's speech. What are the similarities, if any? What are the differences, if any?

3. How does the location of the speeches support their messaging? Dr. King's speech was held in a church and at the Lincoln Memorial, whereas today we have social networking and more avenues to relay messages. Does messaging make a difference?

4. Describe how the audience in Dr. King's speeches relate to the Alicia Garza's audience. Do you see a similarity or differences in the speeches and in the audience?

November 5, 2026
[Solved] Prof Double R NEED ASAP

✓ Verified Academic Solution Available

Executive Solution Overview

## Overview Your local community has decided to create a statue to commemorate an event. As part of this statue, a time capsule will be included, the contents of which will be opened in 50 years. You have been asked, as the community expert on the historical event related to this statue, to create a…

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Assignment Prompt & Instructions

## Overview

Your local community has decided to create a statue to commemorate an event. As part of this statue, a time capsule will be included, the contents of which will be opened in 50 years. You have been asked, as the community expert on the historical event related to this statue, to create a document that will be included as part of the time capsule that includes information about the event being commemorated. The people opening this time capsule in 50 years will then be able to reflect on your insight into the event as you have described it.

In this assignment, you will propose a topic from below for your final project.

## Directions

Select a topic for the project. Refer to the [HIS 217 Project Resources](https://learn.snhu.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1862768&type=content&rcode=snhu-2928206) to choose a topic. You may choose a topic that is not on the list with instructor approval.

Specifically, you must address the following rubric criteria:

1. Describe the **chosen topic** and why it should be included in the time capsule.

1. What makes this topic stand out for inclusion in the time capsule?
2. Why would future generations be interested in this topic?
2. Explain how **interpretation** of the topic evolved over time.

1. How has the historical narrative changed for this topic?
3. Describe how the understanding of the historical evolution of the topic **influences** the interpretation and writing of history.

1. How have these elements impacted the historical narrative?

### **Topic choices:**

– The War on Drugs and Mass Incarceration (1980 to the present)
– U.S. History of Eugenics and Sterilization
– Discourses Governing Disability
– Discourses Surrounding Hispanic and Latinx Populations
– Deconstructing Anti-Immigrant Narratives
– Constructs of Gender and Sexuality
– Class and Labor History
– What Does a Terrorist Look Like?
– Anti-Asian Discourses

## What to Submit

Submit your proposal as a one page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Any sources should be cited according to APA style.

– 2 years ago

November 5, 2026
[Solved] help with history

✓ Verified Academic Solution Available

Executive Solution Overview

[>American history homework help](https://www.sweetstudy.com/fields/history-american-history) help with history – 2 years ago

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Assignment Prompt & Instructions

[>American history homework help](https://www.sweetstudy.com/fields/history-american-history)

help with history

– 2 years ago

November 5, 2026
[Solved] His 101

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In-depth study guidance and analytical solution covering His 101.

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] American History 3

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[>American history homework help](https://www.sweetstudy.com/fields/history-american-history) American History 3 – 2 years ago

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Assignment Prompt & Instructions

[>American history homework help](https://www.sweetstudy.com/fields/history-american-history)

American History 3

– 2 years ago

November 5, 2026
[Solved] Answer 6

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In-depth study guidance and analytical solution covering Answer 6.

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] History Listening Assignment

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The assignment is attached under Listening Assignement; the terminology is another pdf file. – 2 years ago **files (2)** – ## ListeningAssignment.pdf – ## Termsthroughweek7-1.pdf **## ListeningAssignment.pdf** Week 8 Assignment The Listening Terms: String Quartet Theme and Variations Pentatonic Scal…

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Assignment Prompt & Instructions

The assignment is attached under Listening Assignement; the terminology is another pdf file.

– 2 years ago

**files (2)**

– ## ListeningAssignment.pdf

– ## Termsthroughweek7-1.pdf

**## ListeningAssignment.pdf**

Week 8 Assignment The Listening

Terms:

String Quartet

Theme and Variations

Pentatonic Scale

Tremolo

Koto

Listening Part:

This is the playlist of 6 songs:

• Pick 4 (four) of the songs and write a descriptive paragraph about each
(4 total paragraphs- 1 for each song).

• use terms from our readings in Assignments/Discussions 1-7 to describe the
music you hear

Here is a review sheet of Terms from Ch 1-7 it’s attached separately.

**## Termsthroughweek7-1.pdf**

Terms Through Week 7

Basic Elements of Music

Melody- The tune of a song/piece. Single line of notes in succession

Dynamics- loud or soft- volume control!

Rhythm- the beat, the groove, the tempo, dividing time into units

Harmony- supports the melody. Chords, bass lines, etc.

Texture- Thickness and thinness of the music- “density” of the sound/music

Timbre- the “color” of the sound

Form- architecture of the music- how the song is pieced together

Word-Music Relationships- how the music reinforces the text and vice versa

Plainchant- Monks chanting- Gregorian chant- monophonic (single line of music)

Syllabic- one note of music per syllable of text

Melismatic- many notes per syllable

Free Rhythm- the absence of a regular time pulse

Metered Rhythm- like a heart beat- regulated pulses

Conjunct Motion- notes that are close together- smooth melodic contour

Disjunct Motion- bigger jumps in the melody

Vocables- word like things that aren’t really words- nonsense syllables that are sung

Terraced Melody- “staircase” like melody- either starts high and steps low, or vice versa

Musical Textures: Can have more than one happening in any given piece!

Monophonic- single melodic line. Think plainchant. Can be many voices singing or playing this
same melody

Polyphonic- More than one important melody at once- weaving in and out

Homophonic- singer accompanied by a band, melody accompanied by harmony

Heterophonic- slight variations in same melody

Triple meter- dividing time into 3 beat units (and multiples of)

Duple meter- dividing time into 2 beat units (and multiples of)

Cadence- a resting point in the music. Can be subtle or super obvious, happen in logical
musical spots.

Unison- voices playing/singing the same part at the same time

AAB Form- 1st part (A) is repeated (A) B is different or contrasting. Letters denote different
sections. Can be short or long sections

Shawm- weird oboe-like single reed instrument from Renaissance. Early instruments

Madrigal- Renaissance song- secular (non-religious)

Anthem- religious song in English
motet – Renaissance song, sacred (religious)
a capella- all voices, no instruments
imitative counterpoint- like a round- “row row row your boat”
call and response-

Ternary form- three part form

binary form- two part form
syncretism- combining of different cultures/religions

Opera- musical stage show (think Hamilton in Italian!)

Overture- short instrumental introduction at beginning of an opera, or act

Recitative- free rhythm, almost like spoken word, no “song like” melody, where the “dialog” or
musical speeches are happening.

Aria- beautiful songs- regular meter, defined and memorable melody, etc,

Basso Continuo- group of musicians that provide continuous harmonic support.

Ostinato- repeated pattern in music

Interlocking Rhythms- parts that go together in a beat or similar

Hocket- vocal technique where melody is split or passed around to different voices

Melodic Embellishment- making things fancy!!

Refrain- repeated melodic section in a song- the hook, the catchy part that has the same
words every time!

Concerto- piece for soloist and orchestra

Program Music- music that represents something else- Vivaldi’s “Seasons”

Fugue- Bach- technique of taking one theme (“subject”) and tossing it around to different
voices to create a piece of music.

Soloiost- one person/instrument featured

Ritornello- repeated orchestral part-

Modulation- keys changing in music. Create contrast in the music- going from major to minor,
dark to light keys. Creates interest and surprises the ear.

**## Termsthroughweek7-1.pdf**

Terms Through Week 7

Basic Elements of Music

Melody- The tune of a song/piece. Single line of notes in succession

Dynamics- loud or soft- volume control!

Rhythm- the beat, the groove, the tempo, dividing time into units

Harmony- supports the melody. Chords, bass lines, etc.

Texture- Thickness and thinness of the music- “density” of the sound/music

Timbre- the “color” of the sound

Form- architecture of the music- how the song is pieced together

Word-Music Relationships- how the music reinforces the text and vice versa

Plainchant- Monks chanting- Gregorian chant- monophonic (single line of music)

Syllabic- one note of music per syllable of text

Melismatic- many notes per syllable

Free Rhythm- the absence of a regular time pulse

Metered Rhythm- like a heart beat- regulated pulses

Conjunct Motion- notes that are close together- smooth melodic contour

Disjunct Motion- bigger jumps in the melody

Vocables- word like things that aren’t really words- nonsense syllables that are sung

Terraced Melody- “staircase” like melody- either starts high and steps low, or vice versa

Musical Textures: Can have more than one happening in any given piece!

Monophonic- single melodic line. Think plainchant. Can be many voices singing or playing this
same melody

Polyphonic- More than one important melody at once- weaving in and out

Homophonic- singer accompanied by a band, melody accompanied by harmony

Heterophonic- slight variations in same melody

Triple meter- dividing time into 3 beat units (and multiples of)

Duple meter- dividing time into 2 beat units (and multiples of)

Cadence- a resting point in the music. Can be subtle or super obvious, happen in logical
musical spots.

Unison- voices playing/singing the same part at the same time

AAB Form- 1st part (A) is repeated (A) B is different or contrasting. Letters denote different
sections. Can be short or long sections

Shawm- weird oboe-like single reed instrument from Renaissance. Early instruments

Madrigal- Renaissance song- secular (non-religious)

Anthem- religious song in English
motet – Renaissance song, sacred (religious)
a capella- all voices, no instruments
imitative counterpoint- like a round- “row row row your boat”
call and response-

Ternary form- three part form

binary form- two part form
syncretism- combining of different cultures/religions

Opera- musical stage show (think Hamilton in Italian!)

Overture- short instrumental introduction at beginning of an opera, or act

Recitative- free rhythm, almost like spoken word, no “song like” melody, where the “dialog” or
musical speeches are happening.

Aria- beautiful songs- regular meter, defined and memorable melody, etc,

Basso Continuo- group of musicians that provide continuous harmonic support.

Ostinato- repeated pattern in music

Interlocking Rhythms- parts that go together in a beat or similar

Hocket- vocal technique where melody is split or passed around to different voices

Melodic Embellishment- making things fancy!!

Refrain- repeated melodic section in a song- the hook, the catchy part that has the same
words every time!

Concerto- piece for soloist and orchestra

Program Music- music that represents something else- Vivaldi’s “Seasons”

Fugue- Bach- technique of taking one theme (“subject”) and tossing it around to different
voices to create a piece of music.

Soloiost- one person/instrument featured

Ritornello- repeated orchestral part-

Modulation- keys changing in music. Create contrast in the music- going from major to minor,
dark to light keys. Creates interest and surprises the ear.

**## ListeningAssignment.pdf**

Week 8 Assignment The Listening

Terms:

String Quartet

Theme and Variations

Pentatonic Scale

Tremolo

Koto

Listening Part:

This is the playlist of 6 songs:

• Pick 4 (four) of the songs and write a descriptive paragraph about each
(4 total paragraphs- 1 for each song).

• use terms from our readings in Assignments/Discussions 1-7 to describe the
music you hear

Here is a review sheet of Terms from Ch 1-7 it’s attached separately.

**## Termsthroughweek7-1.pdf**

Terms Through Week 7

Basic Elements of Music

Melody- The tune of a song/piece. Single line of notes in succession

Dynamics- loud or soft- volume control!

Rhythm- the beat, the groove, the tempo, dividing time into units

Harmony- supports the melody. Chords, bass lines, etc.

Texture- Thickness and thinness of the music- “density” of the sound/music

Timbre- the “color” of the sound

Form- architecture of the music- how the song is pieced together

Word-Music Relationships- how the music reinforces the text and vice versa

Plainchant- Monks chanting- Gregorian chant- monophonic (single line of music)

Syllabic- one note of music per syllable of text

Melismatic- many notes per syllable

Free Rhythm- the absence of a regular time pulse

Metered Rhythm- like a heart beat- regulated pulses

Conjunct Motion- notes that are close together- smooth melodic contour

Disjunct Motion- bigger jumps in the melody

Vocables- word like things that aren’t really words- nonsense syllables that are sung

Terraced Melody- “staircase” like melody- either starts high and steps low, or vice versa

Musical Textures: Can have more than one happening in any given piece!

Monophonic- single melodic line. Think plainchant. Can be many voices singing or playing this
same melody

Polyphonic- More than one important melody at once- weaving in and out

Homophonic- singer accompanied by a band, melody accompanied by harmony

Heterophonic- slight variations in same melody

Triple meter- dividing time into 3 beat units (and multiples of)

Duple meter- dividing time into 2 beat units (and multiples of)

Cadence- a resting point in the music. Can be subtle or super obvious, happen in logical
musical spots.

Unison- voices playing/singing the same part at the same time

AAB Form- 1st part (A) is repeated (A) B is different or contrasting. Letters denote different
sections. Can be short or long sections

Shawm- weird oboe-like single reed instrument from Renaissance. Early instruments

Madrigal- Renaissance song- secular (non-religious)

Anthem- religious song in English
motet – Renaissance song, sacred (religious)
a capella- all voices, no instruments
imitative counterpoint- like a round- “row row row your boat”
call and response-

Ternary form- three part form

binary form- two part form
syncretism- combining of different cultures/religions

Opera- musical stage show (think Hamilton in Italian!)

Overture- short instrumental introduction at beginning of an opera, or act

Recitative- free rhythm, almost like spoken word, no “song like” melody, where the “dialog” or
musical speeches are happening.

Aria- beautiful songs- regular meter, defined and memorable melody, etc,

Basso Continuo- group of musicians that provide continuous harmonic support.

Ostinato- repeated pattern in music

Interlocking Rhythms- parts that go together in a beat or similar

Hocket- vocal technique where melody is split or passed around to different voices

Melodic Embellishment- making things fancy!!

Refrain- repeated melodic section in a song- the hook, the catchy part that has the same
words every time!

Concerto- piece for soloist and orchestra

Program Music- music that represents something else- Vivaldi’s “Seasons”

Fugue- Bach- technique of taking one theme (“subject”) and tossing it around to different
voices to create a piece of music.

Soloiost- one person/instrument featured

Ritornello- repeated orchestral part-

Modulation- keys changing in music. Create contrast in the music- going from major to minor,
dark to light keys. Creates interest and surprises the ear.

**## ListeningAssignment.pdf**

Week 8 Assignment The Listening

Terms:

String Quartet

Theme and Variations

Pentatonic Scale

Tremolo

Koto

Listening Part:

This is the playlist of 6 songs:

• Pick 4 (four) of the songs and write a descriptive paragraph about each
(4 total paragraphs- 1 for each song).

• use terms from our readings in Assignments/Discussions 1-7 to describe the
music you hear

Here is a review sheet of Terms from Ch 1-7 it’s attached separately.

**## Termsthroughweek7-1.pdf**

Terms Through Week 7

Basic Elements of Music

Melody- The tune of a song/piece. Single line of notes in succession

Dynamics- loud or soft- volume control!

Rhythm- the beat, the groove, the tempo, dividing time into units

Harmony- supports the melody. Chords, bass lines, etc.

Texture- Thickness and thinness of the music- “density” of the sound/music

Timbre- the “color” of the sound

Form- architecture of the music- how the song is pieced together

Word-Music Relationships- how the music reinforces the text and vice versa

Plainchant- Monks chanting- Gregorian chant- monophonic (single line of music)

Syllabic- one note of music per syllable of text

Melismatic- many notes per syllable

Free Rhythm- the absence of a regular time pulse

Metered Rhythm- like a heart beat- regulated pulses

Conjunct Motion- notes that are close together- smooth melodic contour

Disjunct Motion- bigger jumps in the melody

Vocables- word like things that aren’t really words- nonsense syllables that are sung

Terraced Melody- “staircase” like melody- either starts high and steps low, or vice versa

Musical Textures: Can have more than one happening in any given piece!

Monophonic- single melodic line. Think plainchant. Can be many voices singing or playing this
same melody

Polyphonic- More than one important melody at once- weaving in and out

Homophonic- singer accompanied by a band, melody accompanied by harmony

Heterophonic- slight variations in same melody

Triple meter- dividing time into 3 beat units (and multiples of)

Duple meter- dividing time into 2 beat units (and multiples of)

Cadence- a resting point in the music. Can be subtle or super obvious, happen in logical
musical spots.

Unison- voices playing/singing the same part at the same time

AAB Form- 1st part (A) is repeated (A) B is different or contrasting. Letters denote different
sections. Can be short or long sections

Shawm- weird oboe-like single reed instrument from Renaissance. Early instruments

Madrigal- Renaissance song- secular (non-religious)

Anthem- religious song in English
motet – Renaissance song, sacred (religious)
a capella- all voices, no instruments
imitative counterpoint- like a round- “row row row your boat”
call and response-

Ternary form- three part form

binary form- two part form
syncretism- combining of different cultures/religions

Opera- musical stage show (think Hamilton in Italian!)

Overture- short instrumental introduction at beginning of an opera, or act

Recitative- free rhythm, almost like spoken word, no “song like” melody, where the “dialog” or
musical speeches are happening.

Aria- beautiful songs- regular meter, defined and memorable melody, etc,

Basso Continuo- group of musicians that provide continuous harmonic support.

Ostinato- repeated pattern in music

Interlocking Rhythms- parts that go together in a beat or similar

Hocket- vocal technique where melody is split or passed around to different voices

Melodic Embellishment- making things fancy!!

Refrain- repeated melodic section in a song- the hook, the catchy part that has the same
words every time!

Concerto- piece for soloist and orchestra

Program Music- music that represents something else- Vivaldi’s “Seasons”

Fugue- Bach- technique of taking one theme (“subject”) and tossing it around to different
voices to create a piece of music.

Soloiost- one person/instrument featured

Ritornello- repeated orchestral part-

Modulation- keys changing in music. Create contrast in the music- going from major to minor,
dark to light keys. Creates interest and surprises the ear.

November 5, 2026