235 research outputs found
R.M. Simmons presentation, Rena Smart book review
No full textR.M. Simmons of the Gospel Music Workshop of America gives a presentation on the African influence in the African American religious experience. He explains how African slaves brought to America their concept of music (utilitarian concept of music). Simmons further discusses the fusion between the utilitarian concept and the Western concept of religion resulting in spirituals. He also describes hymn categories in early forms of formal African American worship experiences. Simmons takes questions from the audience among which is Dr. Riggins Earl Jr. Video concludes with a book review on Christian Theology and Ethics by Rena Smart.The Atlanta University Center Robert W. Woodruff Library acknowledges the generous support of the National Endowment for Humanities - Humanities Collections and Reference Resources Implementation Project Grant in supporting the processing and digitization of a number of its major archival collections as part of the project: Spreading the Word: Expanding Access to African American Religious Archival Collections at the Atlanta University Center Robert W. Woodruff Library.</em
Education in Eritrea: Developmental Challenges
No full textThe ongoing national reconstruction process of Eritrea is centered on educational reformation. The government of Eritrea placed educational policy on top priority for national development which demands the emergence of new class of trained youth blended with disciplined minds and skills instead of raw graduation. It had established about eight colleges at tertiary level within a short span of time to build human resource required for the present and future. In line with this, it laid down new policies and curricula suit to the immediate national scenario. This article analyzed the strengths and weaknesses of the educational policies, planning and the infrastructure requirements to meet the intended goal. It explored and analyzed Eritrean educational development and its key challenges. It also provided some useful insights for policy development. The data for the study were mainly collected from the reports of Ministry of Education and other colleges in Eritrea. The outcome of the educational reformation is expected to have a profound effect in the development of the country.Education, Eritrea, Human capital and Economic development, Economic growth, Gender inequality
Rena R. Arnold, circa 1953
No full textWritten on verso: Rena R. Arnold, 1918 9th St. NW, Washington, DC.The Atlanta University Center Robert W. Woodruff Library acknowledges the generosity of the Digital Public Library of America for supporting in part the digitization of this collection as part of the Black Women's Suffrage Digital Collection, a project made possible through funding from Pivotal Ventures, A Melinda Gates Company
Facilitating Lexical Acquisition in Beginner Learners of Italian through Popular Song
No full textThis study examines the effects of Song and Involvement Load on the acquisition and retention of lexical items by beginner learners of Italian. Lexical acquisition is investigated via an incidental learning experiment that is based on the premise that growth in L2 vocabulary results from rehearsal and repeated exposure to lexical items in a variety of contexts. More specifically, the study hypothesizes that Song contributes to subvocal rehearsal, a mechanism that facilitates the retention of phonological information. In addition, the study hypothesizes that Involvement Load, as posited by Laufer and Hulstijn (2001), contributes to retention through “elaborate processing”(Craik & Tulving, 1975) of lexical items.
In order to evaluate participants‟ lexical acquisition, an experiment with pretest/posttest design was carried out. Participants were divided into one of five groups consisting of a Control Group and four treatment groups. Treatment groups were exposed to a Song either in a sung condition or read as a poem (i.e. without music) while the Control Group completed only the pretest and posttests. Treatment groups also completed lexical tasks designed with either low or high levels of Involvement Load. The pretest and posttests (administered at four and eight weeks respectively after the pretest) were based on Paribakht and Wesche‟s (1996) Vocabulary
iii
Knowledge Scale. It was hypothesized that in the case of both short-term acquisition (four weeks after the pretest) and retention (eight weeks thereafter) (i) participants exposed to Song would obtain higher scores than participants only exposed to the lyrics; (ii) participants completing High Involvement tasks would score higher than participants completing Low Involvement tasks; and (iii) the effects of Song would be greater than the effects of Involvement Load on test scores.
Results indicated that at both posttests, participants exposed to Song obtained higher scores than participants only exposed to lyrics (p=0.004). Additionally, participants carrying out High Involvement tasks scored higher than participants carrying out Low Involvement tasks (p=0.017). However, a comparison of the strength of the effects of Song and Involvement Load on acquisition and retention of target items yielded inconclusive results (p=.383).
The validation of many of the hypotheses suggests that song and involvement load are effective in the acquisition and retention of L2 lexical items and should be implemented in the L2 curriculum.Ph
Facilitating Lexical Acquisition in Beginner Learners of Italian through Popular Song
No full textThis study examines the effects of Song and Involvement Load on the acquisition and retention of lexical items by beginner learners of Italian. Lexical acquisition is investigated via an incidental learning experiment that is based on the premise that growth in L2 vocabulary results from rehearsal and repeated exposure to lexical items in a variety of contexts. More specifically, the study hypothesizes that Song contributes to subvocal rehearsal, a mechanism that facilitates the retention of phonological information. In addition, the study hypothesizes that Involvement Load, as posited by Laufer and Hulstijn (2001), contributes to retention through “elaborate processing”(Craik & Tulving, 1975) of lexical items.
In order to evaluate participants‟ lexical acquisition, an experiment with pretest/posttest design was carried out. Participants were divided into one of five groups consisting of a Control Group and four treatment groups. Treatment groups were exposed to a Song either in a sung condition or read as a poem (i.e. without music) while the Control Group completed only the pretest and posttests. Treatment groups also completed lexical tasks designed with either low or high levels of Involvement Load. The pretest and posttests (administered at four and eight weeks respectively after the pretest) were based on Paribakht and Wesche‟s (1996) Vocabulary
iii
Knowledge Scale. It was hypothesized that in the case of both short-term acquisition (four weeks after the pretest) and retention (eight weeks thereafter) (i) participants exposed to Song would obtain higher scores than participants only exposed to the lyrics; (ii) participants completing High Involvement tasks would score higher than participants completing Low Involvement tasks; and (iii) the effects of Song would be greater than the effects of Involvement Load on test scores.
Results indicated that at both posttests, participants exposed to Song obtained higher scores than participants only exposed to lyrics (p=0.004). Additionally, participants carrying out High Involvement tasks scored higher than participants carrying out Low Involvement tasks (p=0.017). However, a comparison of the strength of the effects of Song and Involvement Load on acquisition and retention of target items yielded inconclusive results (p=.383).
The validation of many of the hypotheses suggests that song and involvement load are effective in the acquisition and retention of L2 lexical items and should be implemented in the L2 curriculum.Ph
Why are you sad, Papa, my darling?
No full textguitars; voiceCollected by Merlin Mitchell
Transcribed by Kyle Perrin
Reel 14
Item 2
Rena Trammell
Fayetteville, Ark.
January 11, 1950
There OCoOme A Time
Why are you sad, Papa, my darling?
Why are those tears falling tonight?
Why do you look at me so strangely?
Have , done right? Tell me I pray.
Oh, no, my child, you are an angel,
There's not a heart purer than thine,
That's why I fear some day you '11 leave me,
Just as your mother dear, there'll come a time.
There'll come a time same day,
when I have passed away,
You'll have no Papa to guide you
From day to day.
Let me know all, Papa, my darling,
Where is Mother dear? I pray of her,
Where did she go? Why did she leave us?
Why is her name never called here?
It seems I can feel her dear arms around me,
Feel her sweet lips pressed close to mine;
That's why I fear same day you'll leave me;
Just as your mother dear, there'll come a time.
There'll come a time some day,
When I have passed away,
You OhavOe no Papa to guide you
From day to day.
Think well of all I've said,
Honor the man you wed,
And always remember my story,
There'll came a time.
Mitch •• That's good. Now, Rena Trammell is going to sing a song called
There'll Come A Time. She learned it about twelve years ago
from a boy in Alabama. (This precedes the song)Funding for digitization provided by the Arkansas Humanities Council and the Happy Hollow Foundation
Melancholy
No full textGift of Dr. Mary Jane Esplen.E flat major [key]Moderato [tempo]Popular song. [form/genre]Two flower pots; portrait of Rena Santos. [illustration]Theron C. Bennett Co., New York. [dealer stamp]Publisher's advertisement on inside front cover and back cover. [note]Piano vocal [instrumentation
04 5. The Nurse\u27s Song (Benjamin Britten; A Charm of Lullabies op. 41) [05:00] (KUG KD 43, CD 1)
No full textStück: 5. The Nurse\u27s Song
Werk: A Charm of Lullabies op. 41
Komposition: Benjamin Britten (1913-1976)
Text: John Philip
Interpret*innen: Sylvia Rena ZIEGLER (Mezzo-soprano) / Friederike WIESNER (Piano)
Album: 8. Internationaler Wettbewerb "Franz Schubert und die Musik der Moderne" Graz - Austria, February 8-16, 2012 / Live Recordings (KUG KD 43, 2 CD, CD 1) © Kunstuniversität Graz
Format: mp
We went down to the river and I sit down by the spring,
No full textharmonicas; guitars; voiceColJected by Merlin Mitchell
Transcribed by Kyle Perrin
Reel 14
Item 1
Frank Trammell
Fayetteville, Ark.
January 11, 1950
One Morning in May
Mitch •• This is January 11. We're in Fayetteville, Arkansas. What's
your name, sir?
Frank •• This is Frank and Rena Trammell. Originally from west Texas.
We're out down here in the Ozarks and we just thought of an
old song that's been many, many years since anyone ever tried
to sing it, I su pose. It's been forty years since I've tried
it. So, here we go. We're going to see what she goes like.
Mitch •• What's the name of it?
Frank •• It 1s One Morning in May.
He went down to the river and I sit down by the spring,
To hear the wild nightingale, hear the nightingale sing,
We sat a fair couple, a couple away,
Nightingale, Nightingale, Nightingale sing.
There was a little lady, a lady so fair,
She said, We're a couple a-making away,
Where as to the (ribboo) and I sit down by the spring,
To hear the wild nightingale, nightingale sing.
One morning, one morning, one morning in May,
She said, We're a couple a-making away,
Where as to the (Ribboo) she asked me to play a tune more,
I resined my bow and I played a few more.
One morning, one morning, one morning in May,
She said, We're a fair couple a-making away.Funding for digitization provided by the Arkansas Humanities Council and the Happy Hollow Foundation
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