Describe the music that was performed on the concert.
Now that you’ve learned some musical terms, had a chance to listen to many styles of music, and examined some techniques composers have used to communicate ideas, it’s time for you to describe and critique an entire concert of music. Choose one of the following videos of a full-length concert:
Bobby McFerrin & Chick Corea New Trio – North Sea Jazz Festival 2002
Above & Beyond Acoustic – Full Concert Film Live from Porchester Hall (Official) – YouTube
Love and Happiness: An Obama Celebration – YouTube
Celebrating America hosted by Tom Hanks Biden-Harris Inauguration 2021 – YouTube
Dvořák: The Symphony No. 9 “From the New World” (Stunning Performance – Standing Ovations) – YouTube
After watching the entire concert write a 3-5 page concert critique following the criteria below. Be sure to use accurate musical terms to describe the music as much as possible.
CRITERIA:
Your concert critique should be 3-5 pages long, double-spaced. It should contain five paragraphs that describe the following aspects of the recorded concert you viewed this semester:
I. Who are the performers? Give the title of the concert and write something about the performers. Is it an orchestra? A choir? An ensemble? Solo artists? Why did you choose to view this particular performance? Tell as much as you know about the musicians that performed – are they professionals? Students? Teachers? How long have they been performing? Etc.
II. Describe the music that was performed on the concert. Use the musical characteristics that we have been learning in class. What genre is the music (opera aria? Jazz song? Standard tune? Solo instrument piece? Symphony?)
What style period was the music written in? What was the tempo, dynamics, texture, etc. Sometimes the music in a concert will be only one genre. Sometimes there will be several genres performed. Attach the program to your critique, and then refer to the titles in the program. For example: “Autumn Leaves” was performed by a small instrumental ensemble (guitar, bass, percussion). It is a standard contemporary tune. The tempo was a moderately slow ballad. It had a very mellow sound…
III. Tell how well you think the performers interpreted the music that was on the concert. Were the singers in tune? Did the piano player play musically and rhythmically? Do you think the performers communicated the music as it was meant to be communicated by the composer?
IV. Tell which pieces or part of the concert was most moving or enjoyable for you. If you didn’t enjoy the concert very much, tell why you didn’t enjoy it. What could have been better? Be as specific as you can when expressing your opinion of the performance – don’t just write generalities like “It was nice” or “it made me feel like dancing”. Tell why the music made you feel like dancing. Write about why you particularly enjoyed that part of the concert.
V. Conclude your critique by summing up the performance and telling us if you would go to hear these performers again – or would invite your friends or family to hear this performance/performers.
Analyze the Effect of Passive Voice In the paragraph below, taken from the Declaration of Independence
TRY THIS 11.7: Analyze the Effect of Passive Voice In the paragraph below, taken from the Declaration of Independence, please do the following:
— Circle the verb in each clause. Identify which clauses exhibit passive construction.
— Convert each sentence in passive voice to active voice.
— Explain how the meaning of the passive voice sentences change when rewritten in active voice.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.
Rosenwasser, David; Stephen, Jill. Writing Analytically with APA 7e Updates (p. 325). Cengage Learning. Kindle Edition.
What would you do differently if you could have started over?
Please write a paragraph regarding your recently completed research paper( powerpoint attached to GUIDE) . Address the following questions:
1-Were your intended outcomes accomplished in your scholarly paper?
(Remember sometimes research does not always go as planned.)
2-What would you do differently if you could have started over?
(Did you wish to change your methodology, or do you need to address your study limitations?)
– powerpoint attached to GUIDE
– 1 page
– NO PLAGIARISM
– 2-3 REFERENCES NO OLDER THAN 5 YEARS
Write a paper using the theories above and explain how you apply it or want to apply it in your own leadership.
Research each theory: Self-Regulation theory, Social Cognitive theory, Self-Management, Self-Determination theory, and Positive Psychology.
Write a paper using the theories above and explain how you apply it or want to apply it in your own leadership. Please provide specific examples of each.
NO PLAGIARISM!
Identify and write about three take aways from the teaching video with America Ferrera in regards to identity.
Discussion. Identity
Study Assignments:
Reading:
None
Viewing:
Watch the teaching video below
Teaching Video:URL
YouTube- My Identity is a Superpower – Not an Obstacle, America Ferrera
Discussion Forum:
Identify and write about three take aways from the teaching video with America Ferrera in regards to identity.
Select one person or event in 21st century nursing that had the greatest impact on evidence in professional nursing practice. Explain your choice and the impact on healthcare.
Week 7 Discussion: Impact in the 21st Century (Graded)
22 unread replies.22 replies.
Purpose:
The purpose of this discussion is for learners to consider one 21st century person or event significantly impacted nursing and healthcare.
Course Outcomes:
This discussion enables the student to meet the following course outcome:
CO3: Identify persons and events in nursing history impacting evidence-based practice from the 20th century and 21st century. (PO8)
Due Date
During the assigned week (Sunday the start of the assigned week through Sunday the end of the assigned week):
Posts in the discussion at least two times, and
Posts in the discussion on two different days
Points Possible
50 points
Directions
Discussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students:
Demonstrate understanding of concepts for the week
Integrate outside scholarly sources when required
Engage in meaningful dialogue with classmates and/or instructor
Express opinions clearly and logically, in a professional manner
Use the rubric on this page as you compose your answers.
Best Practices include:
Participation early in the week is encouraged to stimulate meaningful discussion among classmates and instructor.
Enter the discussion often during the week to read and learn from posts.
Select different classmates for your reply each week.
Discussion
Select one person or event in 21st century nursing that had the greatest impact on evidence in professional nursing practice. Explain your choice and the impact on healthcare.
Describe how your goals, objectives, and action plans will help you meet your social impact interests.
Post a cohesive response based on scenario provided. Be sure to discuss the following: “See attachment for detailed instructions and guidance:
· Post your goals, objectives, and action plans that you developed for your Portfolio of Visions.
· Describe how your goals, objectives, and action plans will help you meet your social impact interests.
· No Plagiarism
· See attachment of Sample “Portfolio of Vision” for guidance
- No plagiarism
- APA citing
Share an insight about what you learned from having read your colleagues’ postings and discuss how and why your colleague’s posting resonated with you professionally and personally.
Discussion 2: Key Life Area Goals, Objectives, and Action Plans
Assignment:
Respond to two of your colleagues’ postings that contain a perspective other than yours. Your response will typically be 2–3 paragraphs in length, as a general expectation.
Share an insight about what you learned from having read your colleagues’ postings and discuss how and why your colleague’s posting resonated with you professionally and personally. (Note: This may be a great opportunity to help you think about passions you share with your colleagues who could become part of your Walden network.)
Offer an example from your experience or observation that validates what your colleague discussed.
Offer specific suggestions that will help your colleague build upon his or her perceptions as a leader.
Offer further assessment from having read your colleague’s post that could impact a leader’s effectiveness.
Share how something your colleague discussed changed the way you consider your own leadership qualities.
No plagiarism
Discuss the strength and weakness of your inductive reasoning and the soundness and validity of your deductive reasoning.
Once you quote something or even reword something you did not originally write then you need to have it in a reference section at the end of the post (again in MLA format). Please refer to the following resources for help on MLA citation.
MLA Citation: http://sites.umgc.edu/library/libhow/mla_tutorial.cfm
MLA Citation Examples: http://sites.umgc.edu/library/libhow/mla_examples.cfm
DISCUSSION QUESTION CHOICE #1: Analyzing Published Arguments: Find an Op-Ed or opinion piece, political or otherwise, from a reputable online news outlet (not a blog, or discussion forum post) published in the last week and analyze its inductive and deductive reasoning and arguments. Identify premises and conclusions. Identify enthymemes. Identify strong/weak inductive or sound/valid deductive reasoning. Also, post any questions you might have on the self-assessment ungraded quiz questions.
DISCUSSION QUESTION CHOICE #2: Deductive and Inductive Reasoning in Everyday Life. Describe arguments and decisions that you have made, or regularly make in your everyday life (outside of work) that employ deductive and inductive reasoning. Write these arguments out so the premises and conclusions are clear. Discuss the strength and weakness of your inductive reasoning and the soundness and validity of your deductive reasoning. Also, post any questions you might have on the self-assessment ungraded quiz questions.
DISCUSSION QUESTION CHOICE #3: Deductive and Inductive Reasoning at Work. Describe arguments and decisions that you have made, or regularly make, at work that employ deductive and inductive reasoning. Write these arguments out so the premises and conclusions are clear. Discuss the strength and weakness of your inductive reasoning and the soundness and validity of your deductive reasoning. Also, post any questions you might have on the self-assessment ungraded quiz questions.
Supplemental Online Readings
(1) Groarke, Leo, “Informal Logic.” Stanford Encyclopedia of Philosophy. Plato.stanford.edu (2017)
An expansive article on the subject of arguments and informal logic in philosophy.
(2) IEP Staff, “Deductive and Inductive Arguments.” Internet Encyclopedia of Philosophy. iep.utm.edu (2020)
A basic overview of inductive and deductive arguments and their assessment.
(3) Hansen, Hans, “Fallacies.” Stanford Encyclopedia of Philosophy. Plato.stanford.edu (2020).
A thorough discussion of fallacies in informal logic.
Supplemental Online Audio/Video
(1) “How to Argue – Philosophical Reasoning: Crash Course Philosophy #2.” YouTube, uploaded by CrashCourse, Feb 16, 2016. [9:42] https://www.youtube.com/watch?v=NKEhdsnKKHs&t=5s&ab_channel=CrashCourse
A good introduction to the basic principles of philosophical argumentation
Describe information learned from historical sources that can be used to inform a current understanding of a historical issue.
Instructions: Historical Analysis
PRINT
Complete the Historical Analysis Worksheet, working through a five-step critical thinking process for analyzing and synthesizing the evidence you collected related to your topic.
Introduction
Note: The first three assessments in this course build on each other; therefore, it is essential that you complete them in the order presented.
In the first assessment, you located and analyzed primary and secondary sources about a historical event, issue, or movement. This second assessment focuses on evaluating and synthesizing the information you have collected from your sources. During this process, you will apply your critical thinking skills, which is an essential part of problem solving.
Historians use problem solving to better understand the past, but they also use it to understand key historical figures—from the suffragettes to members of the #MeToo movement and from the Knights of Labor to today’s labor and business leaders—continue to use it today to change the course of history. Using critical thinking to solve problems outside of this course could help you, for example, propose a solution to address nursing mothers’ rights at work, decide how to put a positive spin on an employment gap at a job interview, or even consider how skills you’ve learned in past Capella courses have impacted your current success. Understanding how to apply critical thinking to solve problems in any personal or professional situation you encounter will help you take control of your own life to achieve the future you want.
Note: The first three assessments in this course build on each other; therefore, it is essential that you complete them in the order presented.
Overview
Now that you’ve evaluated the credibility of your sources (Assessment 1), you are ready to use innovative thinking and problem solving to analyze the content of your sources. For this assessment, you will complete the Historical Analysis Worksheet [DOCX], using a critical thinking process to evaluate evidence as you explore the causes and long-term impacts related to your issue. Analyze how those in the past have successfully and unsuccessfully tackled the same issues while also considering how these same issues might now be addressed by your organization.
Preparation
Review the evidence you compiled and compared for Assessment 1, Evaluating Historical Sources. Then begin to formulate your explanation or main arguments about your chosen issue. Consider the historical context of the issue, its challenges, and the strategies and approaches people used to deal with those challenges.
Instructions
For this assessment, use the Historical Analysis Worksheet [DOCX] to complete the following steps. You will use this worksheet to further examine the sources you’ve collected for your topic (facing economic change or engaging civil rights).
Step 1: Identify questions that need to be answered to understand a historical event and its long-term impact.
Step 2: Describe information learned from historical sources that can be used to inform a current understanding of a historical issue.
Step 3: Explain similarities and differences in sources of historical information.
Step 4: Analyze the strengths and weaknesses of historical evidence, including the challenges of using such evidence to make an argument about a historical issue.
Step 5: Use critical thinking to relate past challenges and strategies to a current organizational issue.
Step 6: Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.
Additional Requirements
Your submission should meet the following requirements:
Written communication: Written communication should be free of errors that detract from the overall message.
Citations: Include a complete citation for each source. When you refer to evidence (in Step 2 of the worksheet), be sure to include in-text references to your sources. Review Evidence and APA for more information on how to cite your sources.
Number of references: Your assessment should include a reference page with at least four sources cited: two primary and two secondary sources, with up to two sources selected from the History Presentation Resource List [DOCX].
Font and font-size: Times New Roman, 12 point.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Determine the causes and long-term impacts of a historical event.
Identify questions that need to be answered to understand a historical event and its long-term impact.
Explain similarities and differences in sources of historical information.
Competency 3: Explain lessons learned from U.S. historical events and their potential influence on a current problem or situation.
Describe information learned from historical sources that can be used to inform a current understanding of a historical issue.
Analyze the strengths and weaknesses of historical evidence, including the challenges of using such evidence to make an argument about a historical issue.
Use critical thinking to relate past challenges and strategies to a current organizational issue.
Competency 4: Address assessment purpose in a well-organized manner, incorporating appropriate evidence and tone in grammatically sound sentences.
Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.
