How did the experiences of people on various war fronts differ?

How did the experiences of people on various war fronts differ?

The post has three assignments

1:How did the experiences of people on various war fronts differ?

Using PEEL structure
Point: Summary of point
Evidence: Facts and quotes – use the evidence file and other resources
Explanation: How is this point relevant to the key question?
Link: How does this link to the key question?

Sample introduction 1
World War One was fought across various fronts in Europe, Africa and the Middle East. The experiences of different people on these fronts varied. Often they faced challenges with the terrain and the environment with some soldiers battling in extreme heat and others in muddy, wet trenches. The tactics and type of warfare used by different armies also varied and as such they had a different experience with some fighting on land, some at sea and others in the air. Finally, life within the trenches can also be contrasted for many soldiers depending on where they were located with hygiene, health and access to medical support.

Sample introduction 2
It is clear that during World War One many people had a variety of different experiences depending on their location and their role in the war. The Chinese labourers worked mostly on the Western Front, assisting with building trenches and several other roles. In Gallipoli, Australian and New Zealand soldiers faced difficult conditions as they arrived on the Peninsula and had to climb up steep cliff faces. Finally, Indian Army officers were engaged in battle against the German Empire in Africa. Each of these groups had a different experience of war.

2:Foundations of Education

Quiz login: hidden, available for the assigned writer only
Quiz password: hidden, available for the assigned writer only
Order Description

go to www.liberty.edu and on the top right corner log in with the information I provided. then go the the tab on the right side that says “Blackboard” then go to the course titled “EDUC 604 Foundations of Education”. Go to COurse Content then “Module/Week 1”.. then “Assignments” then “Faith, Freedom & Public Schools Quiz 1”.. BEFORE Beginning the quiz feel free to read the course material by going to “Reading and Study” instead of “assignments” and it will show you websites and videos of all the resources for this module that will help you with the test. The only thing you will not have is the textbook, but if you feel you need some of that too maybe I can take pictures of some of the pages to see if that will help you

3:Arpeggione Assignment

the first movement of Schubert, Arpeggione Sonata, D. 821 (1824)
I. Make a complete form diagram of the piece. On the diagram be sure to include the macro divisions into Exposition, Development, Recapitulation, etc., and also the more micro divisions into themes (i.e., P, TR, S, etc.). In addition to themes, your diagram should also include keys and major authentic cadences, even for the development section. Do not forget measure numbers!
Please also turn in a copy of the first page of the score with Roman numerals beneath all the chords from m. 1-10.
The following questions are to be taken as prompts for your prose essay, which can be structured any way you choose. The essay should be between three and four pages in length. You will not be able to address all of these, but try to address as many as you can—you will choose what’s relevant to your paper.
Exposition:
• Mention the chromaticism that appears in mm. 6-10 (you will have completed a harmonic analysis of these measures!).
• Is there anything unusual about the P-zone?
• Where is TR, and to what key does it modulate? (Bonus: where is the MC?)
• What harmonic strategy undergirds the presentation of the S theme?
• How many times does the listener hear S?
• Where are there evaded cadences? What effect does that have on your hearing of the piece? (Bonus: describe why the PAC at m. 53 does not have the closural effect that the first PAC in S-space usually does.) How, exactly, does Schubert evaded the rest of the cadences? Where does closure of S-space actually occur?
Development:
• What keys are articulated in the development, and how are those keys related to the main tonality of A minor?
• What themes are treated in the development? With what thematic modules does it open? What theme is treated in mm. 87 forward?
• What are the harmonies in mm. 81-2?
• What progression occurs in mm. 91-4?
• What chord occurs in mm. 95? Does it resolve as it “should”?
• What chord occurs in m. 109? Does it resolve as it “should”?
• Where does RT begin and end? Is any part of it worthy of comment?
Recapitulation:
• Does the recapitulation begin exactly as the exposition did? What’s changed?
• Some tonal alterations are made between mm. 140 and 148. What are they? Bonus: Can you suggest a reason why?
• Are any other alterations made in the recap?
• Where is the final cadence of the recapitulation? What follows it? What material is this section based on? How, exactly, is this material altered from its original presentation? Does its tonality suggest any interpretive insight in terms of its status as “final comment?”

Education