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University of Hawaii, Manoa - BLAW - 200
Identification of goods Title vs. risk of loss + insurable interest Contract terms FOB FAS CIF Terms: Destination contact Document of title Fungible goods Good faith purchases Identification Shipment contract Insurable interest
University of Hawaii, Manoa - BLAW - 200
Gifts Testamentary Intestate Gift intervivos Gift causa mortis 3 requirements for the 4 gifts to be binding 1. Donative intent 2. Delivery 3. Acceptance Terms: Abandoned property Bailee Bailment Bailer Chattel Fixture Gift Misland property Real property
University of Hawaii, Manoa - BLAW - 200
Concurrent ownership forms 1. Tenants in common 2. Joint tenants 3. Tenancy by the entirely Ownership interests: Fee simple absolute L ife estate Concurrent issues Types of property Mislaid property Lost property Abandoned property Stolen property Borrowe
University of Hawaii, Manoa - BLAW - 200
T he Sources of Law 1. Constitutions 2. Statutes 3. Treaties 4. Case Law/Precedent/Stare Decisis (same meanings) 5. Executive Orders 6. Administration Rules and Regulations 7. Contracts 8. Ini tiative 9. Referendum 10. Common law 11. Equity 12.Hawaiian cu
University of Hawaii, Manoa - BLAW - 200
Basic differences in the traditional forms of ADR Negotiation Mediation arbitration Jurisdiction Personal jurisdiction Property jurisdiction Subject matter jurisdiction Original jurisdiction Appellate jurisdiction Federal jurisdiction Exclusive jurisdicti
University of Hawaii, Manoa - BLAW - 200
Remedies at law: Compensatory/actual/incidental damages Consequential/special damages Punitive/exemplary damages Nominal damages Liquidation damages Restitution Terms: Consequential damages Incidental damages Liquidated damages Mitigation of damages Nomin
Temple - ENG - 0902
MLA CITATION In-text quotation and citation: 1. Names of texts: Use quotation marks for essay names, e.g. Robert Rays The Thematic Paradigm. Use italics for books, movies, TV shows, e.g. Mark Hertsgaards The Eagles Shadow. 2. Citation info on texts and pa
Temple - ENG - 0902
Hints1.Focus: This means you have only a single argument and subject. Depending upon the nature of each essay assignment, you will have to exercise varying degrees of your own judgement in deciding what an appropriate subject is. Most assignments will gi
Temple - ENG - 0902
English 0902 Paper 1Answer one of the following questions in an essay of at least 4 pages (1000 words). You may, if you wish, create your own topic instead, as long as it has some connection to the focus for this course, i.e. representations of the Other
Temple - ENG - 0902
English 0902 Paper 2Answer one of the following questions in an essay of at least 5 pages (1250 words). You may instead use one of the questions for Paper 1, as long as it is not on the text you wrote on for Paper 1. If you wish, create your own topic in
Temple - ENG - 0902
English 0902 Paper 3Answer one of the following questions in an essay of at least 6 pages (1500 words). You may instead use a question from Papers 1 or 2. If you wish, you may create your own topic instead, as long as it has some connection to the focus
Temple - ENG - 0902
English 0902: 001 Honors Literature/Reading/Writing Spring 2010 SyllabusInstructor: Shiladitya Sen Office: Anderson Hall 1151 Office hours: MWF 9:00-10:00 & by appointment Email: shilsen@temple.edu Class time: MW 1:00-2:40 Class Location: Tuttleman 305B
Temple - LATIN AMER - 0968
WorldCultureinLiteratureandFilm BookreportonAMayanLife Includethefollowinginformation: 1. Author,title,publisherandyearofpublicationandgenre. 2. Briefintroductiontocharacters,settingandplotline. 3. WhataspectsofMayanlifehaveyoulearnedfromthisbook?Describe
Temple - LATIN AMER - 0968
Spanish 0968 Presentation dates/namesSept 29-Oct 1 Week 5Topics 20 th century politics. Repression and corruption 20th century politics. Repression/corruption 20th century politics. Repression/ corruption 20th century politics. Repression/corruption 20t
Temple - LATIN AMER - 0968
Spanish0968Presentation dates/namesOct15&20TopicsIndigenousmovements Indigenousmovements Indigenousmovements Indigenousmovements Indigenousmovements Indigenousmovements Womeninsociety Womeninsociety Womeninsociety Womeninsociety Womeninsociety Migratio
Temple - LATIN AMER - 0968
SP0968WorldSocietiesinLiteratureandFilm:LatinAmerica Prof.HanaMuzikaKahn Formatofexam: 2essayquestions:choiceof2of4essayquestionsontopicslistedbelow(50ptseach) Topicstoreviewforessayquestions: Immigration WomeninSociety Violence,poverty,drugs Testimonio F
Temple - LATIN AMER - 0968
Spanish0968WorldSocietyinLiteratureandFilm Filmreport Reports(typed)willbehandedinonthesecondThursdayofeachunit(i.e.theweekafterthe filmviewing),doublespaced,12pages,andshouldincludethefollowing: A. Basicinformation: 1. Title,director,yearandcountryofprod
Temple - LATIN AMER - 0968
WorldCultureinLiteratureandFilm TopicFinalpaperYourtopicwillfocusonanissuewehavecoveredinthiscourse,forexample,Injusticeunderamilitarydictatorship inLatinAmericaorThepreservationofMayantraditionsorCausesofimmigrationfromLatinAmericaoroneof manyotherissu
Temple - LATIN AMER - 0968
World Culture in Literature and Film Final paper presentation information and scheduleYouwillgiveabrief(5minute)classpresentationonyourpaper,explainingyourthesis,whyyouchosethistopic,your mainideasandyourconclusions.Youmayusenotes,andyoumayreadyourthesis
Temple - LATIN AMER - 0968
Gonzlez, Gaspar Pedro A Mayan Life Rancho Palos Verdes: Yax Te Foundation: 1995Readings: summary and comments to lead class discussion . Groups of 3 for each theme: sign names belowClass discussion date Pages Thurs 10/8 6-31Themes Birth ceremoniesSoph
Temple - LATIN AMER - 0968
TempleUniversity DepartmentofSpanishandPortuguese Fall2009SPA0968 Schedule: Finalexam: Instructor: Office: Email:WorldSocietythroughLiteratureandFilm(LatinAmerica)CRN092627 11:0012:20 RitterHall(RH)104 TuesdayDec1510:3012:30 HanaMuzikaKahn,Ph.D. 447Ande
Temple - LATIN AMER - 0968
Spanish0968Midsemesterexam:outlineA.Identify6ofthefollowingexplainbrieflywhattheyareknownfor:(24pts) (namesfromfilms/booksandhistoricalbackgroundtothesematerials) B.People/places(27pts) B.1.Whichcountriesappearinthefollowingfilms?(9pts): B.2.Nameindigen
Temple - LATIN AMER - 0968
Sp 0968 schedule Oct 20 end of semesterOct 20-22 Week 8 Tues Oct 20:I ndigenous MovementsComplete A M ayan Life discussions; 2 presentations on Indigenous topics.Thurs Oct 22: M id- semester exam (multiple choice and short paragraph question/answers o
Temple - MUSIC ED - 2665
Beginning Instrumental Rehearsal Observation FormName:T eachers Signature:How often does the ensemble meet? Describe the physical learning environment.Describe how the teacher begins the rehearsal. How does the teacher get students attention?Does the
Temple - MUSIC ED - 2665
Moving with Continuous flow in Stationary Self Space Whether you select movement initiated by one body part, or two (a duet), three (a trio), four (a quartet) or more body parts simultaneously, the following checklist should help you as you practice provi
Temple - MUSIC ED - 2665
Directions for formatting video for Quicktime 1. Turn dv video player on 2. Put the tape into the player attached to the computer. 3. Rewind your video tape to the beginning, or cue the tape to the desired scene. 4. Click to open on iMovieHD. 5. Click Cre
Temple - MUSIC ED - 2665
3Early Childhood M usic Class - Observation Form 22 11Name:L ist and describe the musical behaviors of the t eachers.T eache rs Signatu re:L ist and describe the musical behaviors of the children .List and describe the musical behaviors of the paren
Temple - MUSIC ED - 2665
Eclectic Lesson Plan Evaluation Form Metric/Tonal Variety (10 pts) Activity Variety (10 pts) Appropriate, meaningful, and well-written objectives/rationale (10 pts) Appropriate sequencing of activities within plan regard to pacing (10 pts) Clearly written
Temple - MUSIC ED - 2665
MLD Fall 2009 Eclectic Lesson PlanSam, Sam the Butcher Man (Lydian/duple) Objectives: 1. Students will be able to move to the macrobeat of the song.2. Students will be able to echo patterns on a neutral syllable (aural/oral). 3. Students will be able to
Temple - MUSIC ED - 2665
E lementa ry General M usic Class - Observation FormName:Children L ist and describe the m usical behaviors of the children.Teache rs Signatu re:List and describe the social behaviors of the children.Teacher List and describe the m usical behaviors o
Temple - MUSIC ED - 2665
Date:Name: Choose one song in each required tonality from the Musicianship book. For each song, be prepared to 1. obtain pitch reference. 2. sing the appropriate sequence of tones. 3. sing the appropriate orienting patterns 4. sing the song from memory.
Temple - MUSIC ED - 2665
Date:Name: Choose one song in major tonality and one song in minor tonality.For each song, be prepared to 1. obtain pitch reference. 2. sing the sequence of tones using solfege 3. sing the orienting patterns using solfege Sequence of tones for song in
Temple - MUSIC ED - 2665
Eclectic Lesson Plan AnalysisConceptandSkills: placeanasterisksnexttoconceptsandskills emphasized Rhythm Melody Singing Listening Form Harmony Moving CreatingWhatnewconceptsandskillscouldyouincludenext lesson?Howcouldyouintegratethoseconceptsandskills?
Temple - MUSIC ED - 2665
EXAMPLES OF THE SEQUENCE OF TONES IN C MAJOR, D MAJOR, AND F MAJOR. The sequence of tones begins on the fifth scale degree and ends on the tonic: 5, 6, 5, 4, 3, 2, 7, 1.EXAMPLES OF THE SEQUENCE OF TONES IN G minor, D minor, AND F minor. The sequence of t
Temple - MUSIC ED - 2665
Evaluation of Rhythm Pattern Interaction Duple Verbal Association Name_ Evaluator_ The teacher _ establishes meter correctly Duple _ continues to familiar patterns without interrupting the meter _ maintains consistent tempo throughout pattern instruction
Temple - MUSIC ED - 2665
Evaluation of Tonal Pattern Interaction Aural/Oral Major Tonality Name_ Evaluator_ The teacher _ refrains from unnecessary talking _ establishes tonality correctly _ maintains tonality throughout pattern instruction _ maintains keyality throughout pattern
Temple - MUSIC ED - 2665
Evaluation of Tonal Pattern Interaction Verbal Association Major Tonality Name_ Evaluator_ The teacher _ refrains from unnecessary talking _ establishes tonality correctly (tonal syllables Movable DO) _ maintains tonality throughout pattern instruction _
Temple - MUSIC ED - 2665
INFANTS and TODDLERS Pennsylvania Learning Standards for Early ChildhoodTable of Contents Introduction.6 Uses for the Early Learning Standards.7 Infant and Toddler Learning: Essential Points to Consider.8 The Early Learning Standards for Infants and Todd
Temple - MUSIC ED - 2665
Alison Reynolds 2003 Rote Song Instruction1WHOLE-PART-WHOLE Example at the Aural/Oral Level: 1. Listen to my song silently. Move like I move. T sings song while moving heels to Macrobeats and students follow directions. T observes student movement. 2. L
Temple - MUSIC ED - 2665
JH/SHPerformingEnsembleObservationForm Gradelevel:_ Ensembletype:_ Howoftendoestheensemblemeet? Name: TeachersSignature: Describethephysicallearningenvironment.(Forchoral,howarestudentsarranged?Sitting? Standing?Byvoicepart?)Describehowtheteacherbegi
Temple - MUSIC ED - 2665
Name:_ Approach:_ Date:_ Evaluator:_+ (2) Consistently performed criteria: Evidently understood task - (1) Inconsistently performed criteria: Evidently understood, however 0 Skill Description Either inconsistently performed criteria without understanding
Temple - MUSIC ED - 2665
TITLETeaching Approach: Teacher Name: ConceptandSkills:placeanasterisksnexttoconceptsandskillsemphasizedRhythm Singing Form Moving ToneColorMelody Listening Harmony Creating PlayingInstrumentsMaterials/Equipment:NationalMusicStandard(s):placeanaste
Temple - MUSIC ED - 2665
ARTSEDGE: The National Standards for Arts Education1/15/09 5:40 PMGRADES 5 - 8 CONTENT AND ACHIEVEMENT STANDARDSExcept as noted, the standards in this section describe the cumulative skills and knowledge expected of all students upon exiting grade 8. S
Temple - MUSIC ED - 2665
ARTSEDGE Glossary1/15/09 5:42 PMDance Music Theatre Visual ArtsDANCEAB - A two - part compositional form with an A theme and a B theme; the binary form consists of two distinct, self - contained sections that share either a character or quality (such
Temple - MUSIC ED - 2665
ARTSEDGE: The National Standards for Arts Education1/15/09 5:40 PMGRADES K - 4 CONTENT AND ACHIEVEMENT STANDARDSThe standards in this section describe the cumulative skills and knowledge expected of all students upon exiting grade 4. Students in the ea
Temple - MUSIC ED - 2665
October 2009M on Tue Wed1ThuF ri2 Peer Teaching: Kodaly Talk about observation requirementsSat3 Toddler 9:30-10:15 Preschool 10:30-11:15 Infant 10:30-11:15 TUCC 5th Floor1515 Market St. 10 Toddler 9:30-10:15 Preschool 10:30-11:15 Infant 10:30-11:15
Temple - MUSIC ED - 2665
Name:_ Approach:_ Date:_ Evaluator:_+ (2) Consistently performed criteria: Evidently understood task - (1) Inconsistently performed criteria: Evidently understood, however 0 Skill Description Either inconsistently performed criteria without understanding
Temple - MUSIC ED - 2665
Academic Standards for the Arts and HumanitiesPennsylvania Department of Education22 Pa. Code, Chapter 4, Appendix D (#006-276) Final Form-Annex A July 18, 2002Academic Standards for the Arts and Humanities XXV. TABLE OF CONTENTSIntroduction. XXVI.TH
Temple - MUSIC ED - 2665
Listening Library: Suggestions for Developing Tonal and Rhythm Skills Three strategies for developing tonal and rhythm skills 1. Listen to the patterns and echo the patterns. 2. Listen to patterns performed using a neutral syllable and associate the sylla
Temple - MUSIC ED - 2665
Methodology/ApproachPresentationRubric Exemplary Preparation Content (individual) 20 points Student demonstrates a clear mastery of information. Student demonstrates full knowledge, and thorough understanding of the approach, and is able to answer all cla
Temple - MUSIC ED - 2665
Preparatory Sequences for Songs and ChantsThe preparatory sequence (prep sequence) is an efficient way for you to establish the tonic, the meter, the starting pitch for the song, and give quick directions before performing a song or chant (Waddle, 1989).
Temple - MUSIC ED - 2665
Orff Schulwerk Two-Week Certification Workshops 2010http:/www.aosa.org/approvedcourses.phpSORTED ALPHABETICALLYInstitution Location Levels DatesAnderson University Appalachian State University Carnegie Mellon University George Mason University Souther
Temple - MUSIC ED - 2665
TEMPLEUNIVERSITY BOYERCOLLEGEOFMUSICANDDANCE MusicEducation2665:MusicLearningandDevelopment Fall2009 MWF:11:0011:50a.m. Presser128 ProfessorJillA.Reese PhDCandidateinMusicEducation Office:Presser14(basementofPresser) 2158736638(emergenciesonly) OfficeHour
Temple - MUSIC ED - 2665
Required Folder Materials 11/30 Musical Skills Pattern interaction assessment Rhythm Aural/Oral Tonal Aural/Oral Rhythm Verbal Association Tonal Verbal Association Rote Song procedure documents Rote Song procedure assessment Song demonstration evaluations
Temple - MUSIC ED - 2665
Click to edit Master subtitle styleResearch in Music Acquisition:Jill Reese Music Learning and Development Fall 20094/10/11How do we become & musical? When Interaction between genes andenvironmentnature and nurture(Plomin & Bergeman, 1991; Gordon, 2
Temple - MUSIC ED - 2665
Evaluation of Rhythm Pattern Interaction Duple Name_ Evaluator_ The teacher _ uses language clearly and concisely _ refrains from unnecessary talking _ establishes meter correctly Duple _ continues to familiar patterns without interrupting the meter _ mai
Temple - MUSIC ED - 2665
PREPARING FOR ROTE SONG PEER TEACHING ASSIGNMENT Here are things you consider as you practice for this assignment (and prepare for extern teaching this semester): What do you need to prepare when planning to model singing for children? What do you need to
Temple - MUSIC ED - 2665
Teachers Name: _ Whole Part Whole Rote Song InstructionEvaluators Initials: _Delivery of InstructionsCircle the number of the step for which you delivered instructions incorrectly. 1 2 3 4 5 6 7Musical ChecklistThe number(s) in the blank(s) below rep
Temple - MUSIC ED - 2665
Notes from folders on September 16, 2009 Infant preference of consonance and dissonance? Infants prefer consonant intervals to dissonant intervals. Researchers think that preference might have to do with an innate preference for intervals with simple rati
Temple - MUSIC ED - 2665
MLDFall2009 TechnologyintheClassroom NameofWebsite#1: Websiteaddress: Descriptionofwebsite#1:Howcouldthiswebsitebeincorporated intoalessonplan?Whatagegroupwouldbenefitmostfrom useofthiswebsite?NameofWebsite#2 Websiteaddress: Descriptionofwebsite#2Howc
Temple - MUSIC STUD - 1711
RULES FOR SPECIES COUNTERPOINT 1:1Considerations for Melodic Writing 1. Melodies must be singable and fall within an acceptable vocal range. 2. Stepwise motion and skips should predominate. A leap or two is acceptable. 3. Treat leaps with care. A leap sh