Positive effects of video games Essay Example for Free

Positive effects of video games Essay Now I am no expert in the mind, but in my research I have found that there is several ways that we can learn from playing video games. Video games have always been infamous for their anti-social aspect and the violence that is shown in them. They have been seen as negatively affecting the players in terms of lack of social skills, inefficiency, obesity and laziness. We lack the unbiased view thus miss on the positive effects of video games. The negativities brought in by video games are due to the unrestricted duration for which they are played. Video games are popular among the children and the youth of America. If there is no limit to the time for which a child is allowed to play a video game or no supervision on the way in which the game is being played, the not-so-positive effects of video games will start showing up. In the contrary case, video game players will start manifesting the positive effects of video games. Good video games incorporate good learning principles. Why? If no one could learn these games, no one would buy them. Players will not accept easy, dumbed down, or short games. Challenge and learning are a large part of what makes good video games motivating and entertaining. First of all a gamer can learn identity. No learning happens unless gamers make a commitment. Learning a new area, whether it be physics or medicine, requires the learner to take on a new identity: to make a commitment to see and value work and the world in the ways in which good physicists or doctors do. Good video games capture the player through identity. Players are either given a strongly formed and appealing character, such as Master Chief in the Halo series or they get to build a character from the ground up, as in Fallout 3. Either way, players become committed to the new virtual world in which they will live, learn, and act through their commitment to their new identity (Gee 4). When playing video games, gamers can learn how to interact. In fact, nothing happens until a player acts and makes decisions. Then the game reacts back, giving the player feedback and new problems. In a good game, words and actions are all placed in the context of an interactive relationship between the player and the world. (Gee 5). Players are producers, not just consumers. Even at the simplest level, players co-design games by the actions they take and the decisions they make. An open-ended game like Fallout 3 is, by the end, a different game for each player. In a massive-multi-player game like World of WarCraft thousands of people create different virtual careers through their own unique choices in a world they share with each other. Also many games come with versions of the software with which they are made and players can modify them. Such modifications range from building new skate parks in Tony Hawk or new scenarios in Age of Mythology to building whole new games. Players help â€Å"write† the worlds they live in. Players learn how to take risks and manage resources. Good video games lower the consequences of failure. If this happens then the players are encouraged to take risks, explore, and try new things. In fact, in a game, failure is a good thing. When facing a boss, the gamer uses initial failures as ways to find the boss’s pattern and look for a weakness. Also, especially with strategy games, player receive resources at given intervals and must save and spend them wisely to reach his ultimate goal. This involves abilities of resource management and testing. A player can learn to recognize the types of situations and react to them with determination. He can also learn to map the virtual world scenarios to those in the real world. Players can usually, in one way or another, customize a game to fit with their learning and playing styles. Games often have different difficulty levels and many good games allow players to solve problems in different ways. In a role-playing game, the distinctive attributes each player chooses for his or her character determines how the game will be played. Players can even try out new styles, thanks to the risk taking principle above. Research has shown that when learners are left free to roam in a complex problem space they tend to hit on creative solutions to complex problems. In good video games, the problems players face are ordered so that the earlier ones build a foundation so that later players can be presented with more, harder problems. It matters how the problems are organized, this is why games have levels. Good games offer players a set of challenging problems. Then, when the players have got it figured out the game throws a new type of problem at the players (sometimes this is called a â€Å"boss†), requiring them to rethink their now taken-for-granted mastery, learn something new, and integrate this new learning with their old mastery. In time, this new mastery is reinforcedA game can create an accomplished feeling by being pleasantly frustrating. Thanks to many of the above principles, good games stay within, but at the outer edge, of the player’s comfort level. That is, the game feels doable, but challenging. This is a highly motivating state for learners because it can feel rewarding beating the level or the boss that the player fails at a few times. Games encourage players to think about relationships, not isolated events, facts, and skills. In a game like Empire: Total War, for instance, players need to think of how each action taken might impact on their future actions and the actions of the other players playing against them as they each move their civilizations through the Ages. In a massive multi-player game like World of WarCraft, players must think of the consequences, good or bad, of their actions not only on all aspects of the game world, but on lots of other players as well. In our complex, global world, such system thinking is crucial for everyone. When players play a multi-player game like World of WarCraft, they often play in teams, in which each player has a different set of skills (say a Mage, a Warrior, or Druid). Players must each master their own specialty, since a Mage plays differently than a Warrior, but players learn to use each other’s strengths to minimize weaknesses. Furthermore, in such teams, people are allied by their commitment to a common goal, not primarily by their race, class, ethnicity, or gender. Players can play before they are experienced, supported by the design of the game, the help the game offers, and often, too, the support of other, more advanced players (in multi-player games, in chat rooms, or standing there in the living room). A very important positive effect of video games is the improvement of hand-eye coordination. A player has to watch on screen while simultaneously operating the joystick of the device in his hand to make moves. This requires the player to be alert and well coordinated. A study conducted by researchers at the University of Rochester found that people who play fast-paced action video games have improved visual and reaction skills when compared to those who dont play. According to the study, people who played such video games were able to better track objects appearing simultaneously, and processed fast-changing visual information more efficiently. To help ensure the validity of the study, researchers also looked at people who did not normally play video games, trained them to play, and then looked at the results. This group, too, showed improved visual capabilities. The games the non-players were trained on were Medal of Honor and Tetris. Those who played Medal of Honor scored better on the visual tests than those who did not. The findings indicate that video game training for people who require improved visual skills, such as soldiers or teenagers preparing to drive, would be successful. In a study conducted in 2004 by Butch Rosser, a surgeon of Laparoscopy, he studied the surgical skills of surgeons playing video games and surgeons who did not. It was astonishing to know from the results that surgeons playing video games were faster in action and made lesser mistakes during work than those who did not play video games. Children with problems with attention, lack of self-confidence, or who are picked on are often helped by the gaming experience. Video games have also been included in the therapy for children with such psychological problems. Children that see themselves as failures receive benefit from playing video games, because they can provide the player with a sense of participation success. In playing video games, a child gets a sense of participation, a sense of achievement, thus building his self-confidence. Children, after playing video games begin to feel excited about their lives, they start feeling positive and enthusiastic. This enables them to defeat their psychological disorders to a certain extent. And video games give children a chance to share their expertise and skills with their parents. This can give the child a boost of self-confidence when he gets to teach his parents something that he learned. Playing video games involves problem solving, planning, estimation and analysis of the moves or actions of both you and your opponent. This affects the player positively by developing in his problem-solving skills, analytical and estimation skills and quick decision-making. Video games give the means to channel one’s emotions in a positive way. Anger, hatred and such other negative feelings in a person’s mind get a chance to come forth by way of a game instead of real life. A player can shoot or beat up enemies with satisfying results that gets rid of anger that might have built up inside them.

Pride in Greenleaf and Spotted Horses :: Greenleaf Spotted Horses Essays

Pride in Greenleaf" and Spotted Horses Pride is a feeling that most people in the world have always shared. Pride can be a great thing to have, but when a person has too much pride, the situation becomes very different. Pride can cause a person to do things he would not do under normal circumstances, and it can cause a person unhappiness. Mrs. May in "Greenleaf" and Henry Armstid in "Spotted Horses" both have a sad type of pride that leads to untimely death and demise. In Henry's case, his pride is the direct cause of his injuries done by the horses, and Mrs. May's is somewhat more indirect. In "Greenleaf," Mrs. May thought that she was a blessing to the world. She thought that everything good that happened was her doing and that everything she did was good. At one point in the story she says, "I work and slave, I struggle and sweat to keep this place for them and as soon as I'm dead, they'll marry trash and bring it in here and ruin everything. They will marry trash and ruin everything I've done." Although she hates the dairy farm and her two sons do not live up to her standards, she still has a sense of pride about them causing her to be so preoccupied with what she has done for them. The bull, a prominent symbol for what Mrs. May cannot control, meanders throughout the story and clashes and conflicts with her pride. The two are intertwined: she constantly visualizes and hears the bull in the day and sleep. In one of her dreams she talks of being "aware that what ever it was had been eating as long as she had the place and had eaten everything from the beginning of her fence line up to the house and now was eating the house and calmly with the same steady rhythm would continue through the house, eating her and the boys, and then on, eating everything but the Greenleafs." The bull symbolizes what she cannot do in life, what she cannot control, and what she has not done, and it is what makes her take the last step before her death by bringing out her pride and causing her to try and take control over the unknown, over itself. She is then gored to death by the bull, and this proves the point that she should not have concerned her whole life with her pride and what she had done and what she could not ultimately control.

Assessing The Occupational Competence in the Work Enviroment Essay

C. In carrying out assessment of occupational competence, I would ask myself: How effective was my assessment and feedback? Was there anything I didn’t anticipate? How did I deal with it? What went well? What could I improve? If I had to change anything what would I do differently? I would ask the learner what they intend to do and how they are going to achieve it, get them to tell me what tools they are going to use to get the desired look and why they will be using them, also what products are going to be used (if any). Once they have finished the assessment I will ask them how they think it went and then give them my feedback. My feedback will start with a positive e.g. well done for keeping within the time scale. And then tell them if the assessment was achieved or not and if not how they  could work towards achieving it. I will finish with another positive and setting a new target with a new date. By keeping a reflective journal on my experiences and thoughts it would help me with my future development and give me useful practice in self-evaluation. D. To maintain the currency of own expertise and competence relevant to own role in assessing occupational competence, I will need to keep my knowledge and skills up to date in order for me to be an effective and credible assessor. I will need to maintain continuing professional development and I will have to keep up to date with relevant government legislations, awarding organisation regulations, policies and organisation procedures related to assessment and quality assurance. I will also need to keep up to date with new developments in vocational training and teaching. I will attend further training courses to keep my cpd up to date and keep a log of it. I will attend standardisation meetings to show that I am keeping my assessors qualification up to standard required by the governing bodies. OUTCOME 4 Be able to plan the assessment of occupational competence. B. To plan assessment of occupational competence based on the following methods: Observation of performance in the work environment – I would observe the learner by their performance making sure the criteria is covered. This would be done through one to one with the learner. I would make sure start and finish times were set and make sure the service provided is going to meet the standards requirements. Any documentation would have to be filled in, signed and dated and new targets would be set. Examining products of work – I would check that the work of the learner has been carried out in the correct and professional way and the end result has the desired look and finish. Questioning the learner – I would initially ask the learner what their plan of action is and how they are going to achieve it, if more criteria needed to be met I would ask more questions to give them the opportunity to try and meet the level required. Discussing with the learner – I would make sure the discussions were relevant to the outcomes and assessment criteria, I would discuss the units that need to be covered and how we could use one visit to cover more than one unit (holistic approach). I would also discuss the amount of time needed for the process and dates and times of visits. I would make it clear to the learner what I would expect from them for a competent assessment. Use of others (witness testimony) – As an assessor you would need to be a professional in hairdressing with x number of year’s experience. You would need to be familiar with the national standards and carrying out observations, you would document all that has been observed but could not enter into the candidates log book. Looking at learner statements – The learner would have documented extra evidence. This would be a write up on underpinning questions when a range has not quite been met. This could also be a write up on a hair style that was achieved, explaining how they went about getting the achieved look. Insufficient evidence – If a learner hands back their assignment but has not met the criteria covered, they would be told there was insufficient evidence to complete the assignment. They would be asked to add the required evidence making the assignment achievable. Recognising prior learning – This would be when a learner has completed a unit in another qualification within the set time of the national standards. I would check their certification for proof of this and get the learner to take the test of under pinning knowledge so they would not have to do the same unit again. I would be able to document this in the learners log book with a RPL form, the form would need to be signed and dated from the achieved date on the certificate. C. To plan the assessment of occupational competence to address learner needs and current achievements. In my assessment plan I would identify any specific need that the learner may have e.g. Dyslexia (I would check with the relevant department within the training establishment to see what help could be offered to the learner i.e. extra time given for assignments and written tests). I would then agree the level and extent of their current knowledge and skills. D. In assessment planning meetings wherever possible I will always try to take a holistic approach. If one unit is being taken I would identify how many outcomes and criteria might be met, I would do this by using the assessment methods of: Observation, Examination of products of work and questioning. As an assessor, work to holistic assessment principles will maximise opportunity and save time and cost. If I have arranged to be observed assessing competence, examining products of work and questioning, I could discuss with my assessor whether I could be observed carrying out an assessment planning meeting during the same visit. This could be a follow on planning meeting with a learner who is ready to go on to the next stage of their assessment. Bilingualism Dealing with Bilingualism would first have been established at the initial assessment; the learner’s first language is not English so as an assessor I would have to find the best way of communication. This could be in using an translator (electronically or a dictionary) There would have to be a certain amount of English vocabulary on the learner’s behalf to have been able to pass the testing that is initially done before acceptance of the course. Skills testing A skill testing is a practical observation of a set skill task that has been set by the assessor. The assessor will tell the learner what is required and give the learner a set time to get the task achieved. This can be used to check the learner’s capabilities. MAINTAIN LEGAL AND GOOD PRACTICE REQUIREMENTS WHEN ASSESSING VOCATIONAL SKILLS, KNOWLEDGE AND UNDERSTANDING UV30566 TRACEY HEARNE OUTCOME 4 To evaluate my own work in carrying out assessment of vocational skills, knowledge and understanding I would ask myself: Did the learner understand what needed to be done to meet the criteria? Was the feedback clear enough for the learner to understand? Were assessments marked and returned within the timescale? By asking myself these questions I can evaluate my own work with the evidence that I have recorded. D. Take part in continuing professional development to ensure current expertise and competence in assessing vocational skill, knowledge and understanding. In taking part of ‘cpd’ this is to keep my knowledge up to date, and to maintain new skills whilst assessing. I need to be able to prove how I have been doing this. I need to show certificates I have gained in courses I have attended. Keep a record of hours worked/shadowed. Made regular visits to relevant websites. (www.habia.org) Reading relevant publications (Hairdressers Journal (HJi). Keeping a log of all my attendance and participation in events and activities will be my record of ‘cpd’.

A Complete Guide to College Graduation Announcements

Sending out college graduation announcements might seem like a simple task,  but it can actually be more complicated than you might think. And of course, while youre trying to figure out the ins and outs of the announcements, you still have to focus on finishing your classes and planning for life after college. This guide will help you through planning, organizing, and sending your college graduation announcements. Invitations vs. Announcements Unlike high school graduation, not everyone is going to attend your college commencement ceremony or go to a party. Its very common for college graduates to skip the date and location information and use their announcements as just that, an announcement of academic achievement. If you do plan to send invitations for the actual ceremony, you should do so separately, and be sure to include all the pertinent details as well as a method for potential guests to R.S.V.P.—either online or via the mail. Seating for commencement is usually limited, so you will need to know who is coming and who is not. The Logistics Coordinating the logistics behind announcements can be a serious pain in the brain. With a little help, however, it can also be taken care of with a few quick steps. The Why: 8 Reasons to Send Graduation AnnouncementsThe Who: To Whom Should I Send My Graduation Announcements?The Where and How: Where to Get Graduation AnnouncementsThe When: When to Mail Your Graduation Announcements The What: The Announcements Themselves Wording announcements can seem so easy...that is until you actually sit down and try to write them. To get you started, peruse this variety of announcement styles you can use—or change a bit—to create your own, personalized graduation announcement. Just remember that no matter which type of announcement you send, the following information is vital: Your nameThe college or universityThe degree you earned (e.g., B.A. in Political Science)The commencement ceremony (or party) date and timeThe location of the ceremony or party Formal Announcements, Traditional Language Traditionally, a college graduation announcement uses formal language such as The President, Faculty, and Graduating Class... in the opening lines before giving the details in equally formal terms. Spelling out dates and avoiding abbreviations for degrees are just some of the features of formal announcements. Casual and Informal Announcements Maybe youre more of a casual graduate who wants to drop all formality and enjoy the celebration. If so, there are endless ways to begin your announcement and you can have as much fun as you like. Here are a few examples—just dont forget to include the details. Education, Dedication, Jubilation, Graduation!Call the neighbors around, Raise a glass of Chablis,[Tasha] has earned [her] college degree![Shes] Graduating! Announcements Mentioning Family or Friends Yet another approach to the announcement is to include the support of your family and friends. This is a nice way for the people who care about you most and helped you through school to acknowledge how proud they are of you. Announcements With a Religious Theme Whether youre graduating from a faith-based college or simply hope to acknowledge how your faith helped you in this great achievement, adding an inspirational verse is a fine idea. No matter which religion you follow, you should be able to find an appropriate inspirational verse or inscription that pertains to learning and knowledge to quote at the top of your announcement. Again, dont forget the details!

Male homoeroticism in Platos Symposium and the Greek...

Male homoeroticism in Platos Symposium and the Greek lyric poets: Complimentary or contradictory? Works Cited Missing Images of male homosocial and homoerotic relations pervade Athenian culture. From plays to poetry and jugs to the justice system one can find these relations represented pictorially and in words. But do all these images align with each other or are there irreconcilable differences between them? To look at this question we will take two small pieces of culture, a philosophical treatise, Platos Symposium and the lyric poetry of Theognis and Anacreon. Homoerotics are mentioned in several speeches in Platos Symposium but I will focus on those statements made by Phaedras and Pausanias. The reason for the use of these†¦show more content†¦(Theognis, 1267-1270) and again, ?Boy, you?re like those adrift in risks, / your mood now friendly to some, now others.? (Theognis, 1257-1258) Theognis speaks clearly of an erastes who?s virtuous behavior has been repaid with infidelity and ?slutting around.? The erastes feels betrayed and regretful that this boy he cares for appears headed for dangerous risks implying htta he expects honorable behavior. But this is not the end of Phaedras? praise for homoerotic relations. Phaedras continues on and speaks of the things that Love can inspire men to. Though he does not confine these benefits to homosocial interactions, he does specifically include them. After stating that older men are more prone to die than be humiliated in the sight of their eromenos, he goes on to say that, as for abandoning his boyfriend or not helping him when danger threatens ? well, possession by love would infuse even utter cowards with courage. ? Moreover, only lovers are prepared to sacrifice themselves ? and this goes for women as well as men.? (Phaedras, 179a) Phaedras claims, similarly to modern poets that love will drive one to the brink or even over the edge of death. It is hardly surprising, then, to find a similar image again in the poetry of Theognis, ?Boy, as long as your cheek is smooth, I?ll never / stop praising you, not even if I have to die.? (Theognis, 1327-1334) On the inclusion of women, however, Theognis disagrees with

Proportional Changes - 4637 Words

Infants Proportional changes * The infant’s posterior fontanel closes by 6 to 8 weeks of age. * The infant’s anterior fontanel closes by 12 to 18 months of age * Weight – Infants gain approximately 150 to 210 g (about 5 to 7 oz) per week the first 6 months of life. Birth weight is at least doubled by the age of 6 months, and tripled by the age of 12 months. * Height – Infants grow approximately 2.5 cm (1 in) per month the first 6 months of life. Growth occurs in spurts after the age of 6 months, and the birth length increases by 50% by the age of 12 months. * Head circumference – The circumference of infants’ heads increases approximately 1.5 cm (0.6 in) * per month for the first 6 months of life, and then†¦show more content†¦* Attachment is seen when infants begin to bond with their parents. This development is seen within the first month, but it actually begins before birth. The process is enhanced when infants and parents are in good hea lth, have positive feeding experiences, and receive adequate rest. * Separation-individuation occurs during the first year of life as infants first distinguish themselves and their primary caregiver as separate individuals, and then develop object permanence. * Separation anxiety begins around 4 to 8 months of age. Infants will protest when separated from parents, which can cause considerable anxiety for parents. * Stranger fear becomes evident between 6 and 8 months of age, when infants are less likely to accept strangers. * Reactive attachment disorder results from maladaptive or absent attachment between the * infant and primary caregiver, and continues through childhood and adulthood Sleep and Activity * Activity * Play should provide interpersonal contact and educational stimulation. * Infants have short attention spans and will not interact with other children during play (solitary play). * Rattles, teething toys, nesting toys * Playing pat-a-cake, playing with balls, reading a book * Mirrors * Brightly colored toys * Playing withShow MoreRelatedThe Main Alternative Electoral System1544 Words   |  7 Pagesjudgement of whether the Conservative party should advocate or oppose the respective system, in addition to ordering the preferences of the following systems. 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AS Music Baroque Ensemble Music free essay sample

Later composers n the Classical era preferred to use the Italian spelling of the word, rondo. Repetition in Baroque music was Important for composers and audiences, because composers of the Baroque era often wrote vast amounts of music as part of their employment, so were almost forced to adopt such time saving methods. Audiences of the Baroque era also were not able to fast forward, rewind or replay parts of music like we can today, so repetition allowed the audience to stay on track, and not lose the plot of the piece. 2.The binary form In Baroque music: describe the structure and comment on analogy as would occur In the different sections: A vast amount of Baroque pieces, especially ones based on dances, are in binary form, which is music where there are two distinctly separate sections, each usually repeated. The letters ABA are often used to describe binary form in music. The two sections might be similar in length, or the second might be longer than the first. In binary form, section A usually begins in the tonic key, and then ends In another key, often the dominant, or if the starting key Is minor, for Instance, section A might end In Its relative major.Section B, however, usually goes through keys not previously heard In the piece, and then ends In the tonic key. 3. Compare and contrast Baroque instrumental music with that of the Renaissance : Instrumental music was much more important and plentiful in the Baroque period than it had previously been, when the majority of music was vocal. The improved instrument technology helped, and allowed and encouraged composers to develop genuinely Instrumental ways of writing. Much of the Renaissance period music was written for voices only, and some Renaissance style USIA for Instruments Is very vocal In Its character. The more vocal styles of Renaissance music, contrasting with the instrumental music of the Baroque period is the main difference between the two. 4. In paragraphs of approximately 75 words summaries information on the following Baroque instrumental families: ; Strings Woodwind Brass Keyboard Strings: The first Violins, Violas and Cellos were made in Italy in the late 16th century. For some time, these instruments, called the Violin family, were used alongside instruments from the Viol family, but gradually overtook them in popularity.The Baroque bow was straight or arch shaped rather than inward curving as today, the bridge was marginally lower, and Its curve shallower, which In turn made multiple bridge, therefore put the strings at a lower tension, making the sound less powerful. Nodding: Recorders were heavily used throughout the Baroque period, the most commonly used type being f alto (treble). Recorders fell out of use after the Baroque period, coming back into use in the late 2 0th century. Baroque flutes were normally made out of wood, with finger holes and Just one key for a hard to reach bass note. TheNode flutes lacked some of the sound quality of modern metal ones; they could not reach such high notes, and were held sideways. Oboe players produced sound, the same as they still do to this day, by blowing between two reeds. The Baroque oboe developed from the Shawn, a more powerful, even harsh instrument, which was often played outdoors. In some Baroque pieces, oboes doubled (played the same parts as) violins, but they sometimes had solo roles. Brass: rumples in Baroque music were often connected with royal and military ceremonies, and were therefore regarded as a special instrument.They had no elves, so different notes were played by the musician using different lip pressures. Early brass instruments without valves are called natural. Trombones were largely favored in Venice in the early sasss, mainly in ceremonial music for performance in church. Baroque trombones were less powerful than modern ones, so could therefore be better combined with softer instruments. To distinguish modern from Baroque instruments, the latter are mainly known as sackbuts, or sackbuts. Horns are found in some later Baroque pieces, including Bachs Brandenburg concerto No. Inch includes a horn called corn ad acacia, (Italian for hunting horn). The corona ad acacia shared the rounded shape of the modern horn, but lacked valves and had a lighter, brighter sound, and was often used in high pitched sections of pieces. Keyboard: Harpsichords are keyboard instruments which have strings that are mechanically plucked when the keys are pressed. Harpsichords from the Baroque period vary in tone and construction from country to country. Clavichords are keyboard instruments that have strings which are hit by tangents when the keys, which have a seesaw like action, are pressed.In the Baroque period, Clavichords were used mainly in Germany. They had a quiet sound, which therefore made them inappropriate for use at big public concerts, but ideal for making music at home. Unlike Harpsichords, Clavichords were touch sensitive, and in this way, along with the hammer sound production, they were like modern pianos. Organs varied vastly in their size, construction and tone. German organs commonly had two or more manuals and pedals. English organs, on the other hand, normally had no pedals and rarely more Han one manual. . What is meant by reiteration? Reiteration form is the form that many late Baroque pieces, especially those from concertos, are in. The form is similar to Rounded, but more sophisticated. An opening passage is heard on two or more occasions throughout the piece, but not always necessarily in full, with other passages in between. These so called in between passages, sometimes a lot longer than the riotousness, are called episodes and are often for fewer instruments. A reiteration can also be an instrumental passage within vocal piece. 6.Describe briefly the structure off typical Baroque suite: There is no following dances, in this order: ; Allemande: usually moderate speed or fairly slow, in 4/4 time, with a short upbeat and plenty of gentle semiquaver movement. ; Accurate: quick or fairly quick, in 3/4 or 3/2 Serenade: slow triple time, usually 3/4, often with the second beat of the bar emphasizes. ; Segue; quick and lively, usually in a compound time such as 12/8 Explain how Baroque composers would expand on the dances that would appear in a suite. What changes would they bring into their music?Dances are generally in binary form, but composers sometimes extended their work in one of the following Nays: ; Two dances of the same kind (both binary) appear in the order first dance, second dance, first dance repeated, producing a kind of ternary (ABA) structure. ; Two versions of a single dance are given, the first plain, the second with much mor e ornamentation added. Some modern performers play the plain dance complete, with both sections repeated and then the double similarly. Baroque composers may have sometimes played either the plain dance or the double, not both.