Results for "Developed"

Ch6-Developed:Traffic Congestion

NURS 201: Final Exam Review (I made a mistake but CAM is more prevalent in DEVELOPING COUNTRIES, not DEVELOPED)

Missouri Compromise (1820) An agreement that admitted Missouri as a slave state and Maine as a free state, maintaining the balance of power in Congress. It also prohibited slavery north of the 36°30' latitude line in the Louisiana Territory. Manifest Destiny The 19th-century belief that the expansion of the U.S. across the North American continent was justified and inevitable. Compromise of 1850 A package of five laws designed to defuse tensions between free and slave states, including the Fugitive Slave Act and the admission of California as a free state. Harriet Beecher Stowe Author of 'Uncle Tom's Cabin,' a novel that depicted the horrors of slavery and increased support for abolition in the North. Uncle Tom's Cabin (1852) Influential anti-slavery novel that shaped public opinion and intensified sectional conflict. Kansas-Nebraska Act (1854) Allowed territories to decide on slavery by popular sovereignty, leading to violent conflict known as 'Bleeding Kansas.' Dred Scott v. Sandford (1857) Supreme Court decision stating that slaves were property, not citizens, and Congress had no power to ban slavery in the territories. John Brown's Raid (1859) Failed attempt to start a slave rebellion by seizing a federal arsenal at Harpers Ferry, further polarizing North and South. Tenth Amendment Part of the Bill of Rights; states that powers not delegated to the federal government are reserved to the states or the people. Anaconda Plan Union military strategy during the Civil War to blockade Southern ports and capture the Mississippi River to suffocate the Confederacy. Emancipation Proclamation (1863) Issued by President Lincoln; declared all slaves in Confederate states to be free. Battle of Gettysburg (1863) Turning point in the Civil War; Union victory that halted Confederate General Robert E. Lee's invasion of the North. Gettysburg Address (1863) Short speech by Lincoln emphasizing national unity, liberty, and democracy. A Century of Dishonor (1881) Book by Helen Hunt Jackson exposing the mistreatment of Native Americans by the U.S. government. 13th Amendment (1865) Abolished slavery in the United States. 14th Amendment (1868) Granted citizenship to all born in the U.S. and guaranteed equal protection under the law. 15th Amendment (1870) Gave African American men the right to vote. Scalawags Southern whites who supported Reconstruction and the Republican Party. Carpetbaggers Northerners who moved South during Reconstruction to seek economic or political opportunities. Sharecropping A system where freedmen and poor whites farmed land owned by others in exchange for a share of the crops, often leading to debt peonage. Compromise of 1877 Ended Reconstruction; Rutherford B. Hayes became president in exchange for removal of federal troops from the South. Jim Crow Laws State and local laws enforcing racial segregation in the South. Plessy v. Ferguson (1896) Supreme Court decision that upheld racial segregation under the 'separate but equal' doctrine. The Dawes Act (1887) Aimed to assimilate Native Americans by dividing tribal land into individual plots. Battle of Wounded Knee (1890) Last major armed conflict between U.S. troops and Native Americans; marked the end of the Indian Wars. Sitting Bull Lakota leader who resisted U.S. government policies and was killed shortly before the Wounded Knee Massacre. Transcontinental Railroad (1869) Railroad connecting the east and west coasts, promoting expansion and economic growth. Homestead Act (1862) Gave 160 acres of free land to settlers willing to live and work on it for five years. The Grange Organization of farmers to advocate for their interests and fight against unfair railroad practices. Farmers' Alliance Group that sought to improve conditions for farmers through cooperatives and political advocacy. Populist Party Political party formed to represent the interests of farmers and laborers, advocating for bimetallism and regulation of big business. Wabash v. Illinois (1886) Supreme Court case that limited states' rights to regulate interstate commerce, leading to federal regulation. Election of 1896 William McKinley defeated William Jennings Bryan; marked the end of the Populist movement. Cross of Gold Speech Speech by Bryan advocating for bimetallism and criticizing the gold standard. Buffalo Soldiers African American soldiers who served in the western U.S. after the Civil War. Morrill Land Grant Act (1862) Provided land for states to build agricultural and technical colleges. Time Zones Developed Standardized to aid train schedules and commerce as railroads expanded. Social Darwinism Belief that only the fittest survive in business and society; used to justify inequality. Gospel of Wealth Essay by Andrew Carnegie promoting philanthropy by the rich to improve society. Captains of Industry Positive term for wealthy business leaders who contributed to economic growth. Robber Barons Negative term for wealthy industrialists who exploited workers and resources. Great Railroad Strike (1877) First major nationwide labor strike, protesting wage cuts and poor working conditions. Knights of Labor Early labor union that included all workers and advocated for broad social reforms. Pullman Strike (1894) National railroad strike that ended after federal troops intervened. Old Immigration Immigrants from Northern and Western Europe before 1880. New Immigration Immigrants from Southern and Eastern Europe after 1880. Ellis Island Main immigration processing station in New York Harbor. Angel Island Immigration station on the West Coast, primarily for Asian immigrants. Nativism Anti-immigrant sentiment favoring native-born Americans. Chinese Exclusion Act (1882) First major law restricting immigration based on nationality. Gentlemen's Agreement (1907) Informal agreement to limit Japanese immigration. Triangle Shirtwaist Factory Fire (1911) Tragic factory fire that led to improved labor safety laws. Jane Addams Founder of Hull House and pioneer of the settlement house movement. Patronage The practice of giving government jobs to political supporters. Boss Tweed Leader of Tammany Hall political machine; known for corruption. Pendleton Act (1883) Law that reformed the civil service system to curb patronage. Sherman Antitrust Act (1890) First federal law to regulate monopolies and promote competition. Interstate Commerce Commission First federal agency to regulate business practices, especially railroads. W.E.B. Du Bois Civil rights activist who demanded immediate equality and co-founded the NAACP. Booker T. Washington Prominent Black leader who promoted vocational education and gradual equality. Ida B. Wells Journalist and anti-lynching activist who fought for civil rights and free speech. National Woman Suffrage Association Group that fought for women's right to vote. 19th Amendment (1920) Gave women the right to vote in national elections. White Man's Burden Idea that it was the duty of Western nations to civilize non-Western peoples. Spanish-American War (1898) U.S. defeated Spain, gaining territories like the Philippines, Guam, and Puerto Rico. Big Stick Diplomacy Roosevelt's foreign policy emphasizing military strength and negotiation. Open Door Policy U.S. policy promoting equal trade access in China. Roosevelt Corollary Addition to the Monroe Doctrine asserting U.S. right to intervene in Latin America. Panama Canal U.S.-built waterway connecting the Atlantic and Pacific Oceans, completed in 1914. Flappers Young women of the 1920s who embraced new fashions and attitudes. Great Depression (1929) Severe economic downturn marked by bank failures, unemployment, and poverty. Dust Bowl Environmental disaster during the 1930s that forced many farmers to migrate west. New Deal FDR's programs to combat the Great Depression through relief, recovery, and reform. Social Security Act (1935) Provided financial assistance to the elderly, disabled, and unemployed. FDIC / SEC Agencies created to insure bank deposits and regulate the stock market. Pearl Harbor (1941) Surprise attack by Japan that led the U.S. into World War II. D-Day (1944) Allied invasion of Normandy, a turning point in World War II. Atomic Bomb / Manhattan Project Secret program that developed nuclear weapons used on Japan to end WWII. Containment / Truman Doctrine U.S. policy to stop the spread of communism after WWII. Civil Rights Act (1964) Landmark law prohibiting discrimination based on race, color, religion, sex, or national origin.

The real Professor(s) Higgins: Section 1–a professor of Phonetics: Henry Sweet, phonetician: The whole point of his “Current shorthand” is that it can express every sound in the language perfectly, vowels as consonants, and that your hand has to make no stroke except for the easy and current ones with which you write m, n, l, p and q, scribbling them at whatever angle comes easiest to you, his unfortunate determination to make this remarkable and quite legible script serve also as a Shorthand reduced it in his own practice to the most inscrutable of cryptograms. HIS TRUE OBJECTIVE WAS the provision of a full, accurate. Legible script for ur noble but ill-dressed language; but he was led past by his contempt for the popular Pitman system of Shorthand, which he called the Pytfall system. —> the triumph of Pitman was because of business organisation: cheap textbooks and exercise books were available in this and school where experienced teachers coached you up to the necessary sufficient. Sweet couldn’t organise his market in that fashion—> he was angry at Oxford for the failure of it to do justice to his eminence. Such people as phoneticians are among the most important people in England right now. Pygmalion (1938-12) shows the figure of a Phoenician, a linguist who studies languages scientifically and whose existence is usually confined to the knowledge of very few people belonging to the field, emerged publicly for the first time. Section 2.2– The Philological Society Established in 1830 it is the oldest learned society in Great Britain devoted to the scholarly study of language and languages. It had a particular interest in historical comparative linguistics and maintains its traditional interest in the structure, development and varieties of Modern English. The society experiences a period of heightened success in the 1860’s-70s with phoneticians suc as Alexander John Ellis and Henry Sweet — through the years it continued to attract known scholars like Bopp and Grimm. The greatest achievement to date is what has since remained the foremost authoritative dictionary of the English language: Oxford English Dictionary, whose first official dictionary was Augustus Henry Murray. Daniel Jones: played a key role in the development and Institutionalisation of the study of phonetic in England. In 1907 he secured a part-time lectureship in phonetics at University College in London —> his reputation soon expanded and in 1911 he was named Britain’s first Professor of Phonetics. He produced an extremely large number of publications and transcripts which offered meticulous descriptions of English phonetics ì, especially directed at second language learners, and explanations of other languages such as Cornish, Sindhi and Ga. Besides, he published analyses of French, Spanish, Italian, Russian and Cantonese. He identified and systemised the eight Cardinal vowels. He was also interested in the improvement of orthography. He was more concerned about practical matters, he developed a new concept of phoneme, considering phonemes as families of sounds, each appropriate to a specific phonetic context. He also distinguished prosodic features from phonemes and coined the terms chroneme and toneme to denote differences in length and pitch. he invested time in scientific descriptions of his analyses by means of photos of his own lip movements, X-rays of his tongue positions, oscillograms. He recorded his voice, and in 1956 he recorded his pronunciation of the Cardinal Vowels on gramophone records (Thomas 2011). The next paragraphs will illustrate some of these descriptions concerning Cardinal Vowels in detail, and one of Daniel Jones's major works, the English Pronouncing Dictionary (1917), which both students and teachers, native and non-native speakers of English, still use nowadays (almost 100 years later!) as a major reference for the pronunciation of the English language. One of the main aims characterizing his works was to provide the learner with a scientific study of the English speech sounds and their distribution in connected speech. It is, indeed, with this idea in mind that he identified and systematized the eight Cardinal Vowels as a technique for characterizing the vowel inventories of language (i.e. of all languages), and illustrated the speech sounds of English to give foreigners the scientific information needed in order to learn educated Southern English, in an appreciably lighter fashion ones 1922: Il. The general idea behind the concept of Cardinal Vowels is that they demarcate the articulatory vowel space that speakers have at their disposal; consequently, such vowels can be regarded as reference points for the phonetic description and transcription of any language. For this purpose, and with the firm conviction that these vowel sounds can only be learnt from a teacher who knows how to make them or from a gramophone record or tape record, Daniel Jones recorded his pronunciation of the Cardinal Vowels on gramophone records'". The following extract describes their use as presented by Daniels Jones himself in the booklet which accompanied his two-record set in 1956: + ++ Section 4–playing Mr. Higgins: Praat (Dutch for talk) is a freeware program for the analysis and reconstruction of acoustic speech signals. Student could use it for: Recording themselves in order to compare their English to other’s Explore varieties of English Become more familiar with the language features studied theoretically during linguistic courses. 4.1.1–The Praat windows: A variety of windows will open, it is better to explore the main windows before starting to use the actual Spectrogram. Praat objects windows: is used to open, create and save files, as well as, to open the various editors and queries which will be needed to work with sound files. Praat picture windows: used to create and display publication-quality images. Praat editor windows: mostly used when examining a sound file, the spectrogram on the bottom, and selections and measurements can be taken by using the cursor. Praat info windows: will pop up with the specific result when a query is made either in the editor window or the objects window. TO KNOW: Pitch: quality of a sound governed by the rate of vibrations producing it; the degree or highness or lowness of a tone. The intensity of a sound wave: is measured in decibels and represents the power and loudness of the wave. A dormant (called f1, f2, f3, f4 —> voice) is a concentration of acoustic energy around a particular frequency in the speech wave, it emphasises the harmonic, with higher amplitudes of a speech sound. —> f0 is the lowest frequency of a complex sound and is equal to the Pitch of one’s voice. F1 and F2 are important for vowels, while using dormant patterns, acoustic phonetics makes it possible to define specific vowels and differentiate them from one another. F1 describes the height of the tongue when the vowel is being produced, whereas f2 reflects the place of the tongue and the rounding of the lips —> will be further apart for front vowels and closer together for back vowels. Pulses: are single vibrations or short bursts of sound which produce variations in air pressure —> occur in pulse-like manner, pushing the air out of the mouth or nose and displacing air with pulse. —> can be represented as a waveform. 4.1.2—Recording, opening, and saving sounds: To record sounds using Praat, a microphone, sound card, or external ADC (Analog-Digital Conversion) box will have to be plugged in to a computer before starting Praat, and then: Objects → New → Record Mono (at this stage the Sound recorder window will pop up, see Figure 32). The Sound recorder window Through the Sound recorder window it will be possible to choose the sampling frequency (the default, 44100 Hz, is fine for most purposes), the microphone or other sound source, and whether to record a mono or stereo sound. In order to record and then to stop the recording, Record and Stop will have to be pressed respectively, being careful that the sound level ar stays within the green range to avoid clipping"?. Once a recordinglas been made, it will have to be named and saved, It will then show up in the Praat objects window where it's ready for editing. Praat can only record one minute long chunks, to record longer sounds, the buffer size in Praat → Preferences → Sound Recording Preferences will have to be changed, otherwise another software program to record the session can be used and then the sounds can be imported into Praat for analysis and manipulation. If there is no need to record a sound because one has already been recorded lin aif, wav or flac format®, there are two ways to open it in Praat: on Mac OS X, the supported files can be dragged onto the Praat icon in the dock, otherwise: Objects → Open → Read trom File... as it works for other operating systems. Once the files have been uploaded, they will appear in the Objects window for further use. To save a file, given that files are never saved by default by Praat, the file in the Objects window will have to be selected, then: Objects → Save → Save as file. 4.1.3–Measuring waveforms and spectrograms: Once a sound has been recorded and/or opened in Editor window via Objects → View & Edit, the Waveform of the sound will be represented as in Figure 25 above and, if the sound is sufficiently short, a broadband Spectrogram showing the spectral energy of the sound over time, will be displayed. In addition, a series of red dots (representing the Formants), blue lines (representing the speaker's Pitch), and a yellow line (representing the Intensity) might also be present. These can be enabled and disabled in the Editor → View → Show Analyses menu. The cursor will spawn two dotted lines by clicking within the Editor window. A vertical bar will show the time within the sound where it has been clicked (labeled at the top in seconds) and, by clicking within the Spectrogram, a horizontal bar will show the frequency at the cursor (labeled on the left in red). If the Pitch or Intensity tracks are displayed where the cursor is placed, values at the time the cursor represent will be given on the left side of the editor window. In addition, portions of the sound can be selected by clicking and dragging them (or by using the Select menu). The time of the start and finish of the selection will be displayed in red, and the duration of the selection (in seconds) will be displayed in the top of the bar. The three gray bars at the bottom of the editor window can be used to play a sound in the editor window. The bottom-most bai (Total Duration) will play the entire sound. The middle bar (Visible Part) will play only the visible portion of the sound. The different sections of the top bar (split by the cursor or selection), when clicked, will play the corresponding pieces of the visible portions of the sound file. Hitting < tab> also plays the visible portion of the file. To view some analyses and to get a closer look at the data, the five buttons in the bottom left corner of the window will have to be selected: all shows the entire file, in and out zoom in and out, sel zooms to make the current selection fill the window, and bak zooms back to the previous zoom level. When dealing with long sound files, in order to view analyses like the spectrogram and formants, zooming in will have to be selected to show only a pre-defined amount of time. The Group setting in the bottom right corner of the window will ensure that if two sounds are open in Editor windows at once, they will share the same zoom characteristics. This is best used to compare two versions of the same file, say, an original versus one with an acoustic modification made. 4.1.4– Viewing Pitch via a Narrowband Spectrogram: The most reliable way of getting a sense of the Pitch through the course of the word in Praat is by examining a narrowband Spectrogram 2 with a reduced visible range 0 - 400 Hz for speech). This can be done by editing the Spectrogram settings as described here: To make changes to the spectrogram settings, Editor → Spectrum → Spectrogram Settings will have to be selected. This will pull up the Spectrogram settings window where there are two very important settings: the window length and view range. Window length (given in seconds) controls how large of a chunk of the sound Praat will examine when trying to find the frequencies present at a given moment in the signal. Looking at a larger window of the sound will give more accurate information about the frequencies present, but will also reduce the accuracy of the temporal information given. Varying the window length enables one to choose between Broadband and Narrowband spectrograms. View range controls how much of the spectrum is visible. For speech, one is likely be interested in the range from 0 to 5000 or 6000 Hz, but if examining fricatives, it might be interesting to look as high as 15,000 Hz. For music, instead, one may focus on the area from 100 to 2000 Hz. If the sound files have a relatively small or large dynamic range (the difference in volume between the loudest and quietest parts), or if the spectrograms seems too light or too dark, the dynamic range setting can be adjusted here, but 50 dB is usually safe. The contours of the harmonics will accurately represent the Pitch contours of the voice during the word, and doing this will offer a sense of the contour before using the Pich tracker for more precise measurement. Praat also has the ability to provide a Pitch track in the Editor window: Editor → Pich → Show Pitch will select it in the Editor window. At this point, a blue line will be placed on top of the Spectrogram representing the Pitch (see Figure 33). Once the Pitch track is placed, the cursor can be used to check the Pitch at any given point in the word by placing it and checking the middle blue number on the right side of the window. The cursor can also be placed at a given point in the file and Editor → Pitch → Get Pitch. Running Editor → Pitch → Get Pitch when a chunk of the sound is collected will return the average pitch during that selection

Developed vs. Developing Countries; More or Less? (UNIT 1)

How has the Catholic Church attitude to same-sex relationships developed and changed?

Module 3 - How one Religious belief, teaching, ritual or practise developed overtime

Developing, emerging and developed economies (Theme 3)

How China developed after cold war

• Maritime Empires: Powerful European states like Spain, Portugal, England, France, and the Netherlands that expanded overseas via naval power and colonization. • Caravel: A small, fast ship developed by the Portuguese, great for long voyages and exploration. • Astrolabe: A tool used by sailors to navigate by the stars. • Magnetic Compass: A navigation tool that always points north, improving ocean travel. • Columbian Exchange: The transfer of crops, animals, people, and diseases between the Old World (Europe, Asia, Africa) and the New World (Americas). • Triangular Trade: A system where Europe sent goods to Africa, Africa sent enslaved people to the Americas, and the Americas sent raw materials to Europe. • Middle Passage: The brutal, deadly journey of enslaved Africans across the Atlantic Ocean. • Joint-Stock Company: Businesses where investors shared profits and losses, making colonization less risky (e.g., British East India Co.). • Mercantilism: Economic system focused on building national wealth by controlling trade and colonies. • Encomienda System: Spanish labor system using Native Americans for work on plantations and in mines. • Hacienda System: Large Spanish estates that produced crops using coerced labor. • Syncretism: The blending of religions or cultures (ex: Vodun, Sikhism). • Diaspora: People leaving or being forced from their homeland and forming new communities. • Resistance Movements: Uprisings by native peoples or enslaved populations against colonial powers. Q&A: Q: What technological innovations made transoceanic travel possible? A: Caravel ships, the compass, the astrolabe, and new sailing techniques like lateen sails. Q: What were the effects of the Columbian Exchange? A: Population collapse in the Americas (due to disease), new crops in Europe (like potatoes), and new animals in the Americas (like horses). Highlights: • European empires shifted from land-based to sea-based power. • Global trade expanded. • African slave trade intensified. Conclusion: Unit 4 was all about new global connections—especially across the Atlantic and Pacific. Technology and trade built powerful empires and changed life everywhere, especially for indigenous peoples and Africans

Unit 1: The Global Tapestry (c. 1200–c. 1450) ⭐️ Theme: Civilizations across Afro-Eurasia developed complex societies, political systems, belief syst

Module 9: Developed Democracies

Evaluate the extent to which the United States developed a national identity between the years 1800 and 1855

4.5: Maritime Empires Maintained & Developed 1450-1750 t

1.1.2 How are coastal landforms developed?

Japan- CASE STUDY

Hurricane Katrina- CASE STUDY

2.a how are glacial landforms developed? - spec

Loie Fuller: The Art of Illusion * Known for her innovative use of fabric, light, and color to create captivating visual illusions in performance. * Her work emphasized the image created rather than the physicality of the dancer's body, marking a shift in performance art. * Patented several costume and set designs, including the iconic Serpentine dress and the glass floor for Fire Dance, showcasing her ingenuity. * Premiered notable works such as The Serpentine (1889) and Fire Dance (1895), which were pivotal in her career. * Succeeded in creating an aesthetic transformation, emphasizing individual interpretation of visual experiences. Isadora Duncan: The Mother of Modern Dance * An eccentric figure who rejected traditional ballet, favoring movement inspired by emotion and nature's rhythms. * While she did not create a new dance technique, she introduced a new motivation for movement, rooted in nostalgia for Ancient Greece. * Her philosophy emphasized that motion should be driven by emotion and expressed through the entire body, leading to a more natural form of dance. * Duncan's choreography was improvisational, focusing on feeling over form, and drew inspiration from her childhood innocence. * Her performances in St. Petersburg (beginning in 1904) inspired contemporaries like Fokine and Nijinsky, influencing the broader dance community. * Left a legacy of natural, emotional dancing, characterized by bare feet and flowing costumes, as seen in works like Ballspiel (1906) and Five Brahms Waltzes. The Denishawn School and Its Legacy Ruth St. Denis and Ted Shawn: Pioneers of Dance * Ruth St. Denis was captivated by exotic and oriental themes, famously inspired by an Egyptian cigarette poster featuring the goddess Isis. * Her dance Radha was a significant work that launched her career, showcasing her understanding of spectacle and audience engagement. * Ted Shawn played a crucial role in introducing men to professional dance, emphasizing powerful and athletic movement. * He founded an all-male dance company, Ted Shawn and His Male Dancers, and was a driving force behind the Denishawn School. * Shawn established Jacob’s Pillow, a significant dance venue in Massachusetts, which remains influential today. * Their collaboration and individual contributions helped shape the landscape of American dance. The Denishawn School: A Foundation for Modern Dance * Established in Los Angeles in 1915, Denishawn was the first dance school in the U.S. to produce a professional company. * The curriculum included a variety of styles, with a typical day comprising stretching, ballet, Oriental dance, and yoga meditation. * The school closed in 1919, but the Denishawn Company continued to tour, becoming the first U.S. company to perform in the Orient in 1925. * The school created a lineage of dancers, including Martha Graham and Doris Humphrey, who would further develop modern dance. * Denishawn's approach combined various techniques, allowing for a diverse exploration of movement and expression. * The legacy of Denishawn is evident in the evolution of modern dance and its emphasis on personal expression. The Big Four: Shaping Modern Dance Doris Humphrey: The Architect of Dance * Studied at Denishawn from 1917 to 1928, where she formed a creative partnership with Charles Weidman. * Known for her movement theory of 'fall and recovery,' which emphasizes the dynamics of balance and gravity in dance. * Established the Humphrey-Weidman Company in 1928, focusing on structure and technique in choreography. * Authored The Art of Making Dances, which codified choreographic design and emphasized ensemble work over solo performance. * Her choreography often explored themes of human experience and emotion, as seen in works like Water Study (1928). * Left a significant impact on modern dance through her innovative techniques and teachings. Martha Graham: The Psychological Pioneer * Studied at Denishawn from 1916 to 1923, where she developed her unique style of modern dance. * Her first concert as an independent artist in 1926 marked the beginning of the 'Heroic Age' of modern dance. * Graham's choreography often drew from psychoanalysis, focusing on the inner emotional landscape and reinterpreting patriarchal narratives. * Developed the Graham Technique, centered on contraction and release, which became the first codified modern dance technique. * Her company is recognized as the first truly modern dance company, celebrating its centennial milestone. * Graham's legacy includes a profound influence on the perception of dance as a serious art form. Ausdruckstanz and Its Influencers Rudolf Laban and Mary Wigman: Movement Innovators * Ausdruckstanz, or 'expressive dance,' emerged as a response to the cultural movements of the early 20th century, paralleling American modern dance. * Rudolf Laban, a movement scientist, developed a system of movement training and Labanotation for dance notation. * Laban's Movement Choirs allowed for structured improvisation, making dance accessible to all, regardless of training. * Mary Wigman, Laban's student, became a leading figure in German dance, known for her harsh and grotesque style. * Wigman's work often explored apocalyptic themes and the validity of all movement, including the ugly. * The rise of Nazism interrupted the development of Ausdruckstanz, impacting both Laban and Wigman's careers. Hanya Holm: Bridging Cultures in Dance * A student of Mary Wigman, Holm opened the Wigman School in NYC, later renamed the Hanya Holm School of Dance. * Known for her teaching talent, she blended American objectivity with German subjectivity in her methods. * Holm's approach produced highly skilled dancers, emphasizing detailed movement and expression. * Her influence extended through her students and the techniques she developed, contributing to the evolution of modern dance. * Holm's legacy is marked by her ability to adapt and innovate within the dance community. Key Influential Choreographers José Limón * Notable works include The Moor’s Pavane (1949), There is a Time (1956), and Missa Brevis (1958). * Developed the Limón Technique, which emphasizes movement through positions rather than the positions themselves. * Integrates breath (inspired by Doris Humphrey) and gesture (inspired by Charles Weidman) into dance. * Core principles include breath, fall and recovery, succession, and opposition, promoting a holistic approach to movement. * Describes the body as an orchestra, highlighting the importance of coordination and expression in dance. Lester Horton * Born in Indianapolis and moved to Los Angeles in 1928, where he became influenced by Native American cultures. * Inspired to pursue dance after witnessing a Denishawn performance, leading to the creation of the Horton Technique. * Established the first interracial dance company and the Lester Horton Dance Theater, which was the first venue dedicated to modern dance. * Horton Technique focuses on body actions viewed artistically, emphasizing anatomy and conditioning in exercises. * Known for the 17 Fortifications, which include movements like flat backs and lunges, producing versatile and articulate dancers. Katherine Dunham * A pioneer in integrating Black dance traditions into modern dance, she is recognized as the first dance anthropologist. * Conducted research in the West Indies, studying dance as a cultural expression, supported by fellowships from the University of Chicago. * Founded the Katherine Dunham Dance Company and the Dunham School for Arts and Research in 1945. * Major contributions include paving the way for Black dancers and establishing dance anthropology as a field of study. * Developed the Dunham Technique, which combines ballet and modern dance with Afro-Caribbean movements, often accompanied by jazz or polyrhythmic percussion. Modern Dance Techniques Horton Technique * Focuses on the body and its basic actions, viewed through an artistic lens, with a strong emphasis on anatomy and conditioning. * Inspired by 'primitive' cultures, it incorporates movements that reflect these influences. * Training includes foundational movements such as flat backs, lateral T, and lunges, aimed at creating dancers who are 'long and strong'. * The technique promotes versatility and fluidity in movement, allowing for detailed expression. * The Horton class at Butler University exemplifies the application of this technique in a structured learning environment. Limón Technique * Emphasizes movement through positions rather than static positions, focusing on the flow of movement. * Integrates breath and gesture, creating a dynamic interplay between the two. * Built on principles of fall and recovery, succession, and opposition, which are essential for expressive movement. * The concept of the 'body as an orchestra' highlights the importance of coordination and musicality in dance. * Instruction in this technique encourages dancers to explore their physicality and expressiveness. Dunham Technique * Combines principles of ballet and modern dance with a focus on torso isolations and Afro-Caribbean movements. * Musical accompaniment typically features jazz or polyrhythmic percussion, enhancing the cultural fusion in the dance. * The technique showcases a blend of American dance and Black dance heritage, enriching the modern dance landscape. * Dunham's work emphasizes the importance of cultural context in dance, reflecting her anthropological background. * The technique has influenced many dancers and choreographers, expanding the scope of modern dance. Postmodern Dance Movement A Postmodern America * Emerged in 1945, following WWII, characterized by skepticism and socio-political unrest. * Youth culture began to rebel against the traditional values of their parents, leading to significant cultural shifts. * Key events of the 1960s, such as the Women's and Civil Rights Movements, shaped the artistic landscape. * The assassinations of prominent figures like JFK, MLK, and Malcolm X, along with the Vietnam War and Cuban Missile Crisis, influenced the themes in postmodern art. * This period marked a departure from traditional narratives in dance, paving the way for new forms of expression. Merce Cunningham * Regarded as a revolutionary figure in the arts, comparable to Picasso and Stravinsky, he danced with Martha Graham from 1939 to 1945. * Challenged the necessity of meaning in dance, often at odds with the groundedness of Graham's technique. * Founded the Merce Cunningham Dance Company in 1953, which continued until 2011, following his wishes for a legacy tour. * His technique blends ballet and modern styles, emphasizing verticality and clarity of form. * Cunningham's choreography often utilized chance methods, allowing for equality among movements and ideas. Paul Taylor * Danced with Graham, Cunningham, and Balanchine, becoming a significant figure in modern dance. * His choreography reflects a unique blend of influences, resulting in a distinctive style that remains relevant today. * Taylor's work is characterized by openness to movement possibilities, creating a varied body of work. * While he did not codify a specific technique, his signature style incorporates balletic ideas with a more connected performance feel. * His choreography often features a two-dimensional aesthetic and specific movement shapes, such as the Taylor V. The Judson Dance Theater and Grand Union Characteristics of Postmodern Dance * Rejects the boundaries between high and low art, promoting a more inclusive artistic dialogue. * Emphasizes process over product, focusing on the exploration of ideas rather than traditional narratives. * Disregards the boundaries between different art mediums, allowing for a fusion of styles and expressions. * The Judson Dance Theater served as a public performance space for experimental movement artists, fostering innovation in dance. * Grand Union furthered these ideals, creating a collaborative environment for diverse artistic expressions. Overview of Postmodern Dance Key Characteristics of Postmodern Dance * Emphasizes process over product, valuing the journey of creation rather than the final performance. * Rejects formalism and traditional labels, allowing for a broader interpretation of what dance can be. * Embraces the ephemeral nature of dance, recognizing that each performance is unique and transient. Historical Context and Key Figures * The dominant period of postmodern dance was from 1962 to 1964, with significant performances starting on July 6, 1962. * Key artists include Yvonne Rainer, Steve Paxton, and Trisha Brown, who were instrumental in shaping the movement. The Grand Union Collective * Formed from a project initiated by Yvonne Rainer, emphasizing collaboration and close working relationships among members. * Operated from 1970 to 1976, with performances that were entirely improvised, showcasing the spontaneity of the art form. * Members included prominent figures like Rainer, Paxton, and Brown, who contributed to the collective's innovative approach. Influential Artists and Their Contributions Yvonne Rainer * Rainer is considered the most significant figure of the Judson Dance Theater era, known for her shift from traditional techniques to more accessible forms of dance. * Her 'No Manifesto' articulated the principles of postmodern dance, advocating for a rejection of conventional aesthetics. * 'Trio A' (1966) is her most famous work, characterized by its minimalist approach and focus on movement rather than narrative. Steve Paxton and Contact Improvisation * Paxton founded Contact Improvisation (CI) in 1972, which emphasizes a shared experience between dancers, alternating roles of giving and receiving weight. * CI encourages uninhibited movement and connection, allowing for personal expression and exploration. * The lack of codification in CI promotes diverse teaching methodologies, making it adaptable to various styles. Trisha Brown * Brown is a leading figure in postmodern dance, known for her innovative use of improvisation as a choreographic tool. * Her technique focuses on gravity, exploring how to release into it and its effects on the body. * 'Set and Reset' (1983) is a hallmark of her work, showcasing collaboration with artists like Robert Rauschenberg and Laurie Anderson. The Evolution of Dance Styles The Balanchine Legacy * George Balanchine's neoclassicism transformed ballet, making it more athletic and less courtly, influenced by modern and jazz dance. * His work laid the foundation for the New York City Ballet (NYCB) and inspired emerging choreographers like William Forsythe. * Arthur Mitchell, the first African American ballet star at NYCB, founded the Dance Theatre of Harlem, integrating African American traditions into ballet. Twyla Tharp's Innovations * Tharp emerged from the postmodern movement, merging its ideas with ballet to expand the boundaries of both forms. * Founded Twyla Tharp Dance in 1965, focusing on space, time, and pedestrian movement. * Her work emphasizes creativity and improvisation, showcasing a blend of various dance styles. Contemporary Dance Practices Contemporary Training Techniques Technique Name Description Countertechnique Investigates principles of dynamic balance. Gaga Improvisational, rooted in descriptive imagery. Flying Low Focuses on using the body’s natural spiralic energy. Release Technique Centers on breath and fluidity through the joints. FoCo Technique Merges concepts from Chinese classical and modern. Somatic Practices Prioritizes feeling and sensing over visual cues. Commentary Through Choreography * Dance serves as a vessel for social commentary, addressing various social, political, and global issues. * The universal language of the body allows for a performance platform that transcends cultural barriers. * Choreographers often engage in deep research to elevate their work beyond mere entertainment, creating pieces that are literal, abstract, or metaphorical. Social Justice in Dance Bill T. Jones and His Impact * Bill T. Jones is a prominent choreographer known for using dance as a vehicle for social change, particularly during the AIDS epidemic. * His work often incorporates elements of performance art, including spoken word and multimedia. * Founded the Bill T. Jones/Arnie Zane Dance Company in 1982, which continues to thrive today. Notable Works by Bill T. Jones * 'D-Man in the Waters' (1989) addresses the aftermath of personal loss and the AIDS crisis. * 'Last Supper at Uncle Tom’s Cabin/The Promised Land' (1990) explores themes of suffering and faith. * 'Still/Here' (1994) emerged from workshops with terminally ill individuals, gaining notoriety for its poignant exploration of mortality. * His recent work, 'Deep Blue Sea' (2021), reflects on social justice issues during the COVID-19 pandemic and the Black Lives Matter movement. Undergraduate Study in Dance Degree Types and Focus Areas * Bachelor of Fine Arts (BFA): Emphasizes performance and choreography, preparing students for careers in dance performance and creative roles. * Bachelor of Arts (BA): Balances performance with a broader liberal arts education, allowing for a more diverse academic experience. * Bachelor of Science (BS): Focuses on scientific and quantitative studies, often including courses in dance sciences like kinesiology and movement therapies. Core Coursework in BFA Programs * Dance Technique: Varies by program, covering various styles and foundational skills. * Choreography: Includes practical experience in creating dance pieces, often with a focus on Dance for Camera. * Dance Pedagogy: Prepares students for teaching dance, covering methods and educational theories. * Anatomy and Kinesiology: Essential for understanding the physical body in relation to dance, enhancing performance and injury prevention. Additional Opportunities in Undergraduate Programs * Performance Opportunities: Students can perform in works by faculty, guest artists, and peers, gaining practical experience. * Masterclasses and Guest Lectures: Exposure to industry professionals enhances learning and networking. * Internships: Provide real-world experience and professional connections in the dance field. Graduate and Doctoral Study in Dance Types of Graduate Degrees * Master of Fine Arts (MFA): A terminal degree focusing on performance and creative research, essential for advanced artistic careers. * Master of Arts (MA): Often a stepping stone to Ph.D. work, focusing on liberal arts research or non-performance areas like Movement Therapy. * Ph.D. in Dance: Terminal degree for those pursuing research in educational, historical, or anthropological aspects of dance. Importance of Terminal Degrees * Terminal degrees are crucial for teaching positions in higher education, ensuring educators have advanced knowledge and skills. * They provide a pathway for specialized research, contributing to the academic field of dance. Transferable Skills from Dance Training Key Skills Developed * Time Management: Balancing rigorous training schedules with academic responsibilities. * Teamwork and Collaboration: Essential for group performances and choreographic projects. * Creative Thinking: Developing innovative solutions in choreography and performance. * Leadership: Opportunities to lead projects or direct performances enhance leadership skills. Career Opportunities in Dance Diverse Career Paths * Performance: Opportunities as company dancers or freelance artists in concert and commercial settings. * Choreography: Roles as resident choreographers or freelance artists, including dance filmmaking. * Teaching: Positions in private studios, public schools, and higher education, including curriculum development. Complementary Fields * Physical Therapy and Exercise Science: Important for injury prevention and rehabilitation for dancers. * Technical Theater: Involves stage management, costume design, and lighting design, supporting dance productions. * Nutrition and Dietetics: Essential for maintaining health and performance levels in dancers. Challenges in the Dance Industry Key Challenges Faced * Funding: Securing financial support for training and performances remains a significant hurdle. * Societal Perception: The relevance of artists is often questioned, impacting funding and support. * Job Stability: Economic factors and the nature of the industry can lead to instability in careers. The Evolution of Dance Categories Traditional Definitions * Concert Dance: Focuses on artistic expression in formal settings, traditionally dominated by ballet and modern styles. * Commercial Dance: Aimed at mainstream audiences, includes hip hop, street dance, and Broadway, requiring different training focuses. Blurring the Lines Between Categories * The rise of versatile training in the 1980s and 1990s has led to a blending of concert and commercial styles. * Shows like So You Think You Can Dance have increased exposure for dancers, allowing them to cross between genres. Dance as Sport Athleticism in Dance * Professional dance requires physical attributes similar to those in traditional sports, including strength, endurance, and flexibility. * Cross-training is essential for dancers to enhance their physical skills and performance capabilities. Dance Competitions * Competitions are organized regionally and nationally, with categories based on age, level, and genre. * Scoring systems evaluate technique, performance, and choreography, with awards given for various achievements. Pros and Cons of Dance Competitions Advantages of Dance Competitions * Dance competitions elevate the visibility of dance as a sport, engaging both dancers and audiences in a competitive atmosphere. * They provide young dancers with valuable experiences in handling rejection and understanding the subjective nature of performance evaluation. * Competitions encourage versatile training, which can serve as a launchpad for professional careers, emphasizing the importance of time management, personal responsibility, and teamwork. * Many competitions offer scholarship opportunities and conventions, enhancing training, networking, and exposure for participants. Challenges and Criticisms of Dance Competitions * Technical training may be compromised in competitive studios, focusing more on choreography and tricks rather than foundational skills. * The emphasis on sports elements can overshadow the artistic aspects of dance, influencing teaching practices in studios. * Choreography may lack individuality as dancers often follow trends that are more likely to win competitions. * Issues of hypersexuality in young dancers and the appropriateness of choreography/music are prevalent during competition seasons

Chapter 15 - Entering Developed & Emerging Markets