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Describe some identifying features of the baroque period, use examples from Corelli's Trio Sonata in D, Op. 3 No. 2: Movement IV to justify your answer

Correli's Trio Sonata is a classic example of a baroque work written in 1689. This is demonstrated firstly by the use of melodic ornamentation. An important feature of baroque music, baroque art was driven by embellishment. For example the use of written out turns, seen instantly from bar 1, which is used in imitation through all three parts. Another typifying feature is the used of terraced dynamics, seen in the last 12 bars of the work. All three parts start forte and in the last three bars drop to piano. Furthermore the use of tessitura is another clear example of baroque period. Instruments usually had a smaller range than was used from the classical period onwards. As seen in this work, the range of the violins in a little over an octave, reaching no higher that a D (third position) on the E string. Some other features that reinforce the character of baroque much but not solely exclusive is the use of: functional diatonic harmony, a compound time gigue (traditional baroque style), and the use of little vibrato in performance.
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How do I plan an English literature essay in 10 minutes?

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Why do you think Roosevel wanted artists and photographers to be employed under the New Deal?

Roosevelt would have had many reasons for employing artists and photographers under the New Deal. Firstly, by employing people like this, Roosevelt would win over another group in society to support his reforms. Also, this was another step towards solving the problem of unemployment. Furthermore, by giving artist and photographers these jobs, Roosevelt simultaneously helped to project images of the situation the previous government had left the country in(the Great Depression), and how, under his government, these problems were being fixed.
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I have a presentation to give in class next week on my Shakespeare set text, Julius Caesar. I'm very nervous about it and need some help with the structure and content, as well as a few tips on delivery.

Structure- Similar to an essay -Intro -Main body -Conclusion or Say what you are going to say Say it, then Say what you have said Use signposting language to signal to your audience where you are going (and to remind yourself!) Possible themes for your content, which may benefit from being explained in the context of modern life, could be; -Power -Jealousy -Politics -Conspiracy -Friendship/loyalty
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How would you revise facts and statistics for an A-Level History Exam?

For memorising facts I always personally find it easiest to use flashcards, and then link the facts to important themes that might come up in your exams. For example, if you were studying for edexcel, and had to revise the facts for Stalin's various five year plans from 1928-1941, then I would start by looking at a series of past questions and identifying what ideas or themes that I would use. For instance, "Agricultural Policy Successes" or "Machinery Production". I would then write this theme on the back of a flashcard and on the opposite side I would write out around 6 facts that I find to be easy to analyse and explain in my answers, regarding the theme. I would do this for a number of themes across each section, and create around 5-10 cards per subject. After creating these cards, I would test myself by looking at a theme, and attempting to recall as many facts as I could until I had memorised all of the relevant facts. Of course this revision method is particularly effective for visual learners, but it could be made effective for audio and kinesthetic learners. For audio learners it is a matter of someone else testing them and reading out the cards, the student would then respond aloud and by recalling as many facts as possible out loud this should help them to memorise the facts. For a kinesthetic learner, the flashcards could have an action written on them to signify a particular event and the student would then act this out. Or, as kinesthetic learners learn by doing physical activities it could be throwing a ball after saying one side of the flashcard. Having caught the ball the student would then throw it back once it had been answered. This revision method should be adaptable and helpful for all kinds of learners, and it certainly helped me.
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To What Extent Is Conservatism Merely the Ideology of Human Imperfection?

Conservatism is most certainly the ideology which is most pessimistic about human nature and human perfectibility. Even in more positive expressions of Conservatism such as 20th Century Neo-Conservatism, it is still incontrovertible that the ideology rests upon an underlying assumption about people that is most easily interpreted as negative. However, one can clearly see that they are often negative about different aspects of the human psyche. It would be shortsighted to merely agree that conservatives deem humans as flawed for the same reasons and upon analysis, it is evident that they all deem people 'imperfect' and it is only that there is some degree of 'imperfection' that is agreed upon. Therefore one cannot say that Conservatism is 'merely the ideology of human imperfection' as it is far more nuanced than that. If one takes into direct contrast the Burkean and Thatcherite or Reaganite Conservative philosophy it becomes clear that the negative assumptions of human nature exist but under different understandings. This is the most apt example as they contain the most contrasting assumptions. Burkean Conservatism treats people as creatures who require strict order and authority to function within a society and require a strong grounding in history. Burke himself writes that "nothing turns out to be so oppressive... as feeble government" and further comments that without a knowledge of history you are "destined to repeat it." This emphasis on history is corroborated by GK Chesterton's concept of "democracy of the dead" and the need to tie in history to the present. What is evident is thus an understanding that humans must be ordered by authority and history. This is deeply different from the imperfections espoused by Neo-Conservatism under Reagan and Thatcher. For them, while aspects of order still exist with strong drug controls, this is far more understated and their concern is with human self-interest and this concern leads them to be more concerned with individual freedom than societal order. Thatcher for instance states that "Free enterprise has creative... urges of man.. in a way which benefits all members of society." Ronald Reagan supports this and directly contrasts Burke's view on government saying "The nine most terrifying words in the English Language are: 'I'm from government and I'm here to help'". Therefore, it is clear that, while a strain of human imperfection runs through conservative thought, to say that it merely sees humans as flawed is problematic as there is extensive disagreement on what this imperfection is and the statement therefore lacks understanding of the nuances within the philosophy.
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How do I translate the following? 'It is shocking that vulnerable adolescents are punished so severely.'

First we need to tackle the difference between 'Il est' vs. 'C'est'. Although not a huge grammatical error if chosen incorrectly, it looks impressive to examiners when a student can differentiate between the two. Since 'it is shocking that' is a subordinate clause (does not make sense on it's own, needs to be attached to a main clause), we would use 'il est' (this is a rule which can be learnt). Therefore, the first part would be: 'il est choquant que'. To translate 'vulnerable adults are', we do not use the indicative form of the present tense, instead we need the subjunctive. The subjunctive is a mood (not a tense) used to express doubt, possibility, judgement and emotion. Sometimes, there are set expressions which take the subjunctive such as 'il faut que' and 'je doute que' (these, again, can be learnt). Since judgement is being expressed i.e. 'it is shocking', this means that it is not a matter of certainty and cannot be taken as a definite fact, therefore the subjunctive is used. We conjugate the third person plural of être as 'soient'. Thus, the translation would be 'Il est choquant que les adolescents vulnérables soient punis (remember agreement!) si sévèrement.'
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How does increasing the temperature increase the rate of a reaction?

In order for a reaction to take place molecules must collide with enough energy, which is known as the activation energy. Therefore when you heat a reaction mixture the heat energy is converted into the kinetic energy of the molecules. This means the molecules move around faster so there are more frequent collisions, so the rate of the reaction increases. It also means that more molecules have enough energy for the reaction to take place, which is the activation energy, so there are more successful collisions, which increases the rate of the reaction.
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