Oscar Hammerstein II †Lyricist, Writer, Producer, Director Essay Example for Free

Oscar Hammerstein II – Lyricist, Writer, Producer, Director Essay Oscar Hammerstein II was born July 12, 1895 in New York, New York. He died August 23, 1960 in Doylestown, Pennsylvania of stomach cancer. His given name was Oscar Greeley Clendenning Hammerstein. When he entered the theatre profession, he dropped his middle names and adopted the â€Å"II† from the grandfather for which he was named. His grandfather was a theatre builder and opera company producer. By titling himself â€Å"II† he capitalized on his grandfather’s success; the name recognition alone was a career builder. Hammerstein was always interested in the theatre. His father, although a theatrical producer himself, did not want his son to go into the â€Å"family business†. He made him promise â€Å"never to do anything as foolish as to consider making the theatre your livelihood. Become a lawyer. You’d be great at it and it’s also one of the more secure professions I know of.† â€Å"Getting to Know Him – Biography of Oscar Hammerstein II† Hugh Fordin As per his father’s wish, Hammerstein entered Columbia University as an English major. He was an honor student and was involved in many extra-curricular activities; one of which was the Varsity Show. This was where Hammerstein met Larry Hart and the man with whom he would later collaborate, Richard Rodgers. At the time of the initial meeting, Rodgers was only a fourteen year old boy whose older brother Morty was a member of Hammerstein’s fraternity. Although his father had passed away, Hammerstein felt compelled to honor his father’s wishes and entered Columbia law school. He finished his Bachelor’s degree during his first year of law school. During his second year of law school, Hammerstein was so disenchanted with the law he asked his uncle Arthur, a successful producer of musical comedies, for a job. He was hired as an assistant stage manager. After witnessing his nephew’s theatrical ability, Uncle Arthur hired him as a permanent member of the staff. Soon after having been hired by his uncle, he began an apprenticeship with Otto Harbach. What began as an apprenticeship turned into a twenty year collaboration and produced Hammerstein’s first Broadway success Always You. Over the course of his career Hammerstein would collaborate with many different composers notably, Jerome Kern, Vincent Youmans, Rudolf Friml and Sigmund Romberg. Hammerstein’s most successful collaboration would be with the man he had met during his varsity show days at Columbia University, Richard Rodgers. The collaboration with Richard Rodgers began in the early 1940’s with their adaptation of the play Green Grow the Lilacs. This became Oklahoma! and changed Broadway forever. Oklahoma! revolutionized the Broadway theater by integrating the music and book. Previously only Show Boat and Pal Joey, respectively a Hammerstein and a Rodgers production, had used songs to further the story along. Oklahoma! not only used the songs as an integral part of the story but it also incorporated American ballet. The opening was different – only one person on stage with an offstage voice singing as the curtain opened. The female chorus didn’t appear until 45 minutes into the play. The â€Å"chorus† girls where covered in period dress. There were no â€Å"star vehicle† numbers. No song in this musical play was written to become a popular hit. Oklahoma! changed the American musical theatre and gave Hammerstein, who had been battling a career slump, a new burst of energy for the most successful period of his career.

Critical Approaches to Literature Should Not be Required of English Majors :: Argumentative Persuasive Argument Essays

Critical Approaches to Literature Should Not be Required of English Majors In the controversy that surrounds the issue of requiring English majors to take Critical Approaches to Literature, it is not important whether the course is academically justifiable, but whether requiring English majors to take it is justifiable. By thinking about this issue in this way, I have concluded that Critical Approaches to Literature should not be required of English majors. The main reason for including Critical Approaches to Literature as a required course for English majors is to incorporate a sense of multi-culturalism and feminism into the English major. I would be the first to agree that writers such as Toni Morrison, Langston Hughes, Beth Bryant, and Sherman Alexie should be required reading for all English majors at some point in their education because these authors and their works do bring a dimension of multi-cultural appreciation and feminist understanding to the student's literary background. However, the Critical Approaches to Literature class that I attended did not teach me to appreciate the literature of other cultures; instead, it taught me how to analyze Western Literature as if I were a sociologist or psychologist. In this class, I began to feel that there was a hidden agenda imbedded within the course's objectives. This agenda was to destroy the literature, which I am familiar with, of the culture I have grown up in, and to force me to appreciate the literature of other cultures along the way. It did not work. By saying, "It did not work," I do not mean that I have no appreciation for the literature of cultures other than my own. What I do mean is that if I had not already possessed an appreciation for Multi-cultural and Women's Literature, Critical Approaches to Literature would not have conveyed this appreciation to me. I firmly believe that the poetry of Maurice Kenny is some of the most powerful poetry that I have ever read, and Duan Niatum's love-poem "Round Dance" is comparable to the best poetry that Western Literature has to offer. These are authors I know and love not because I have taken Critical Approaches to Literature, but because I have read these authors' works in a Native American Literature course. This is one reason why Critical Approaches to Literature should not be

The Forgotten Group Member

Case Study 7: The Forgotten Group Member Developed by Franklin Ramsoomair, Wilfred Laurier University The group is in storming stage right now. Every member of the group is in tension. Unannounced meeting shows that they are forming cliques. They could have easily informed every member of the group to discuss the project. Christine, the leader of the group could have managed the team in a better way. Group in this stage need more communication, training, supervision, and controlling. But she did not provide any of it. Knowing the stages of group development was also an issue within Christine’s team. The team never went through the forming stage. They never got to know one another. Clear expectations were not set amongst the group. Frankly, Christine probably wasn’t a good pick for the team lead because of the ongoing distractions she was experiencing with her grades in school. That was more important to her, not the team’s success. Janet or Steve would have been a better choice for the team’s leader. Basically, this group never got passed the storming stage. Christine never took the time to evaluate the situation. She just preceded status quo. The group is facing many problems. The main problem is, Christine is not an effective leader for the group. She didn’t assign work to the team or we can say the team never went through the forming stage. They never got to know each other. Even Christine did not know her team very well and did not take any steps to improve it. No clear work was assigned to the team members, no meeting were set in advance. Christine failed to cater to everyone’s need within the group which was evident because necessary steps weren’t taken to ensure Mike would be able to join the team for meetings. Christine failed to pack them in. Had she paired Mike up with Janet whose more reliable and always over achieve when it comes to the group Mike would not have felt excluded from the group. She could have even paired Mike with Steve who’s more businesslike being that he ensures that things are on point and according to plan for the teams meetings. She failed to promote creativity and definitely lacked communication within the group. With the latest technology, other means of communication should have been used as a resource. She could have suggested or used video conferencing, teleconference, or simply resulted to a simple email or chat to delegate tasks for the group’s project which ties into the constant communication with the group. Communication can make or break any relationship, especially in the workplace. The failed communication was evident when members didn’t know the team was meeting. Everyone should have been informed of all upcoming meetings well in advance so they would have been prepared to be in attendance and effectively contribute to the team’s project during the meetings. This could have promoted creativity, innovation, and initiative amongst all group members which would have resulted in group motivation. Christine did more managing tasks and not leading the group. A good leader would do things somewhat differently when compared to a manager. I'd prefer a leader when picking someone to build a team for this task based on my thread earlier. I personally think that leaders have more motivational traits versus managers. I have been in both shoes. To summarize the difference between Christine’s traits versus that of an effective leader I have provided a useful table that will help summarize the differences and really drive home what it takes to be an effective leader. Upon reviewing the characteristics below of a leader versus a manager by subject matter you will get a clearer picture. This is a very useful table that I came across while researching this topic for our class discussion threads. Based on this information, managers tend to have more demotivating traits while leaders have more motivating traits. I would rather have a leader! The Forgotten Group Member Case Study 7: The Forgotten Group Member Developed by Franklin Ramsoomair, Wilfred Laurier University The group is in storming stage right now. Every member of the group is in tension. Unannounced meeting shows that they are forming cliques. They could have easily informed every member of the group to discuss the project. Christine, the leader of the group could have managed the team in a better way. Group in this stage need more communication, training, supervision, and controlling. But she did not provide any of it. Knowing the stages of group development was also an issue within Christine’s team. The team never went through the forming stage. They never got to know one another. Clear expectations were not set amongst the group. Frankly, Christine probably wasn’t a good pick for the team lead because of the ongoing distractions she was experiencing with her grades in school. That was more important to her, not the team’s success. Janet or Steve would have been a better choice for the team’s leader. Basically, this group never got passed the storming stage. Christine never took the time to evaluate the situation. She just preceded status quo. The group is facing many problems. The main problem is, Christine is not an effective leader for the group. She didn’t assign work to the team or we can say the team never went through the forming stage. They never got to know each other. Even Christine did not know her team very well and did not take any steps to improve it. No clear work was assigned to the team members, no meeting were set in advance. Christine failed to cater to everyone’s need within the group which was evident because necessary steps weren’t taken to ensure Mike would be able to join the team for meetings. Christine failed to pack them in. Had she paired Mike up with Janet whose more reliable and always over achieve when it comes to the group Mike would not have felt excluded from the group. She could have even paired Mike with Steve who’s more businesslike being that he ensures that things are on point and according to plan for the teams meetings. She failed to promote creativity and definitely lacked communication within the group. With the latest technology, other means of communication should have been used as a resource. She could have suggested or used video conferencing, teleconference, or simply resulted to a simple email or chat to delegate tasks for the group’s project which ties into the constant communication with the group. Communication can make or break any relationship, especially in the workplace. The failed communication was evident when members didn’t know the team was meeting. Everyone should have been informed of all upcoming meetings well in advance so they would have been prepared to be in attendance and effectively contribute to the team’s project during the meetings. This could have promoted creativity, innovation, and initiative amongst all group members which would have resulted in group motivation. Christine did more managing tasks and not leading the group. A good leader would do things somewhat differently when compared to a manager. I'd prefer a leader when picking someone to build a team for this task based on my thread earlier. I personally think that leaders have more motivational traits versus managers. I have been in both shoes. To summarize the difference between Christine’s traits versus that of an effective leader I have provided a useful table that will help summarize the differences and really drive home what it takes to be an effective leader. Upon reviewing the characteristics below of a leader versus a manager by subject matter you will get a clearer picture. This is a very useful table that I came across while researching this topic for our class discussion threads. Based on this information, managers tend to have more demotivating traits while leaders have more motivating traits. I would rather have a leader!

Evidence and Examples of the Four Learning Outcomes

ENG 3010 is an intermediate writing course that prepares students for reading, research, and writing. Students develop writing skills in their own discipline or professional communities by analyzing texts, evidence and writing conventions (Bell, 2014). Four course learning objectives provide a foundation in which by the end of the semester a final research paper is produced with a narrowed definitive focus on a particular subject. Each writing assignment is designed to develop a particular area of growth, how specific communities shape texts and functions, how writing and research creates knowledge, and how to analyzing a particular topic in your field of discipline or profession while producing a sustained research paper. I have six artifacts that establish my progression in reading, writing, and researching. My Summary Assignment, Interview and Ethnography Assignment, Group Report In-Class Presentation, Group Report, Post on Conferences, Proposal Feedback, Writers Memo1, and In-Cla ss Writing: Argument for Research that demonstrate that I have successfully achieved the objectives of the four Learning Outcomes set-forth in this class. Learning Outcome One states that students by the end of the class will learn how to â€Å"produce writing that demonstrates their ability to identify, describe, and analyze various occasions for writing, genres, conventions, and audiences in their discipline or profession from a rhetorical perspective† (Bell, 2014). Prior to the â€Å"GroupShow MoreRelatedEssay about U2 Assessment687 Words   |  3 PagesAssessment document has 9 pages and is made up of 4 Parts. Name: Carly Watson Part 1: The extent of diversity This section will help you to evidence Learning Outcome 1:.Understand the extent of diversity within a community. Learning objective Place in Assessment 1.1 Describe the extent of diversity that exists within a community Question 1 Page 1 1.2 Give examples of physical diversity within a community Question 2 Page 3 1. Describe the extent of diversity that exists within your community. You shouldRead MoreThe Planning Process Used For The Backward Design1324 Words   |  6 Pagesalignment that proposes a complete alignment of; the learning outcomes, the assessment tasks, and the teaching and learning experiences (Readman Allen, 2013, p. 15). UbD and constructive alignment are both grounded in the belief that learners construct their own understandings and knowledge of the outcomes, and show their learning through application. The central focus during the development of Stage 1 was to determine the desired learning outcomes for the unit. The mentor teacher advised the unitRead MoreAssessment Is The Process Of Gathering Information And Evidence For Assess A Learner1258 Words   |  6 Pages Assessment is the process of gathering information and evidence to assess a learner. Assessors will work with the learner to identify gaps in learning, knowledge and skills and provide learning objectives with feedback to enhance their knowledge base, skills and progression. Assessment comes in differing forms and can be used either singularly or in conjunction with another to provide this information. Assessments will gather information and a judgment can be formulated in regards a learnersRead MoreBeyond Cost Justification : Evaluation Frameworks1247 Words   |  5 Pageshighlight the various evaluation frameworks in the corporate environment used to evaluate employee development needs and organization training needs. With the growing demand for distance education, many businesses and institutions are investing in learning technologies that meet the demand for distance initiatives. Most of their evaluation process is to justify costs for their programs. Although there are fr ameworks designed to access and evaluate training, Keen and Berge’s assert that there is anRead MoreEquaity and Diversity Level 2 Unit 21641 Words   |  7 Pagesextent of diversity This section will help you to evidence Learning Outcome 1:.Understand the extent of diversity within a community. |Learning objective |Place in Assessment | |1.1 Describe the extent of diversity that exists within a community |Question 1, Page 1 | |1.2 Give examples of physical diversity within a community Read MoreBusiness Envrionment Assignment Essay1166 Words   |  5 PagesEnvironment Assignment Introduction The assignment is aimed at providing you with an understanding of different organisations, the influence of stakeholders and the relationship between businesses and the local, national and global environments. Learning outcomes On successful completion of this assignment you will be able to: 1 Understand the organisational purposes of businesses 2 Understand the nature of the national environment in which businesses operate 3 Understand the behaviour of organisationsRead MoreAeneid Reflection1408 Words   |  6 Pageslearned a lot since last year’s seminar class. My growth in Seminar 2 can be shown through a learning outcome from each of the five goal categories: shared inquiry, critical thinking, seminar specific learning outcome, instructor specific learning outcome, and written and oral communicatio n. Out of these five goal categories, I have improved the most in shared inquiry, more specifically, in the learning outcome: â€Å"Pursue new and enriched understandings of the texts through sustained collaborative inquiryRead MoreFocused Clincal Research Questions in the Field of Nursing Essay904 Words   |  4 Pagesprofessional literature, previous research, and current nursing theories are a few examples of sources where research questions can be identified (Adams, 2012). The purpose of this paper is to explain the connection between research and evidence-based practice, discuss how focused clinical questions are developed, and identify the key components of the PICO model as it relates to a research article. Discussion Research and Evidence-Based Practice Research is a systematic process that ultimately leads toRead MoreThe Institute Of Medicine Recommends Simulation As A Method Of Teaching Interventions1491 Words   |  6 Pagesinterventions in high risk situations. Simulation can improve outcomes in four areas: laboratory, patient care, patient outcomes, and reduced healthcare costs. It also increases the amount of knowledge that a person retains and increases self-confidence in the healthcare worker. -Simulation allows individuals to â€Å"learn, practice, and repeat procedures as often as necessary in order to correct mistakes, fine-tune their sills and optimize clinical outcomes† (Patow, 2005). This results in improved skills withoutRead MoreLeisure Education : Purpose Of Leisure873 Words   |  4 Pagesopportunity to understand the purpose of leisure to help improve their life by staying positive. 2. Give four examples of leisure education activities for a group of clients that are older adults. Some of the explain of leisure education activities for older adult that can help them improve their physical and mentally are: walking, swimming and other exercise, fishing, gardening, arts and drama groups. Learning new skills such as computing, languages, arts and crafts and cooking. 3. What is the purpose of