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A Report About The New York Philharmonic Concert Performance

 
Antonin Dvorak’s “New World Symphony”
0:33 (Links to an external site.)Links to an external site.   – I. Adagio – Alegro molto
10:10 (Links to an external site.)Links to an external site.  – II. Largo
22:22 (Links to an external site.)   – III. Scherzo (molto vivace)
30:03 (Links to an external site.)  IV. Allegro con fuoco
 
Include the following:
1) Concert performer(s) and program content, including title and composer as performed in sequence (10%)
(2) Details of the performance venue, including venue, arrangement of musicians and instruments, descriptions of instruments,and audience responses (20%)
(3) Musical elements for each of the four movements (listed below) following the “Guide to Writing a Concert Report” – use time marks (00:00) as a reference in the narrative (70%)
1) Concert performer(s) and program content, including title and composer as performed in sequence (10%)
(2) Details of the performance venue, including venue, arrangement of musicians and instruments, descriptions of instruments,and audience responses (20%)
(3) Musical elements for each of the four movements (listed below) following the “Guide to Writing a Concert Report” – use time marks (00:00) as a reference in the narrative (70%)

  • Show that you’ve learned something in this course. Use your newly developed musical vocabulary. Don’t say, for example, “The instruments moved the melody around.” Rather, say specifically, “The violins convincingly effected a modulation of the theme through different keys from 0:45-1:24.” (Which keys doesn’t matter; you’d have to have perfect pitch to know that, and only 1 person in 10,000 has perfect pitch.)
  • Use correct vocabulary. Please don’t call an overture or a set of instrumental variations a “song.” This will drive your instructor berserk. It is a piece, composition, work, oeuvre, symphonic movement, and so on. Unless there is a text and your piece is sung, it is not a song.

800 word count minimum

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principles of universal design for learning (UDL)

Two Part Assignment—

This assignment is another opportunity to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. In this assignment, you develop a lesson plan that incorporates UDL and effectively leverages educational technologies in the classroom. Specifically, using the Cast UDL Lesson Builder (2011) website (see instructions below on how to access this website), you will create a lesson in either English/language arts (ELA) or mathematics that includes the components listed in the content expectations, below. Prior instructor approval is required for those seeking to develop a lesson pertaining to another subject area. Regardless of subject, your lesson should align with specific grade level standards.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.
There are two parts to this assignment: Part I is an actual instructional plan and Part II is a final summary.
To prepare for Part I, you must first log onto the CAST UDL Lesson Builder (2011) website ( http://lessonbuilder.cast.org/ ). Username Nini911 Password: Abcd1234 . Next, click on “Create, Save & Edit My Own UDL Lesson Plans” and begin constructing single lesson for a specific grade level focusing on either reading/language arts or math only. Each respective portion of the plan is inserted by selecting “Edit” and are detailed below in the Part I Content Expectations. For more information on each part of the lesson plan, click on the “More Information” button located in the lesson plan builder.
Note: Not all parts of the lesson plan will be used. Read the Content Instructions below to ensure you complete each component that is required.
Content Instructions
· Lesson Overview (1 point): Include the title, author, subject, grade level(s), and duration of the lesson. (Lesson should be 30 to 90 minutes long, depending on your population.)
· Lesson Description for the Day (0.5 point): Include a brief description of the essential learning to be experienced by students and practiced during the lesson. Include the approximate duration of the lesson (30 to 90 minutes total).
· State Standard/s (1 point): Include the state grade-level standard this lesson aligns with. Include the whole standard rather than just its label (see Instructor Guidance for an example). You may use a standard from the Common Core State Standards or your own state standards.
· Lesson Goals (1 point): Also known as the lesson objectives. Construct one to two content-specific objectives for lesson. The objectives should be written in student terms and contain a single, observable, and measurable verb indicating the skill in students will be assessed for during instruction.
· Teaching Methods:
· Describe the anticipatory set (1 point)
· Address how you will introduce and model new knowledge (1 point)
· Describe the guided practice (1 point)
· Describe the independent practice (1 point)
· Wrap-Up (Closing) (1 point): Explain how you will close the lesson and in what manner students will debrief from the learning experience.
· Assessment (1.5 points): Describe what you will assess during the lesson (formative assessment) as described in either or both the guided practice and/or independent practice stages of the lesson.
· Save your instructional plan as a doc. file and upload it along with Part II to the classroom for evaluation.
Written Communication Instructions
· Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
Part Two – Analysis/Summary Content Instructions
· Reflection (3 points): In a separate two-to-three page Word document, include a reflection in which you address the following questions:
· How does your lesson serve as motivation for learners?
· How does your lesson stimulate critical thinking in your students?
· How does the lesson model a non-threatening environment providing differentiated learning opportunities without isolating students?
Written Communication Instructions
· Length Requirement (0.5 point): Two to three pages not including the title and references pages.
· Syntax and Mechanics (0.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
· Source Requirement (0.5 points): Utilize at least two scholarly resources and the Edyburn (2013) textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.
· APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.
PLEASE USE THESE RESOURCES
Association for Career and Technical Education. (n.d.). What is CTE? (Links to an external site.)Links to an external site. Retrieved from http://www.acteonline.org/general.aspx?id=120#.VQsKho7F98o
· This section of the ACTE website shows how career and technical education prepares youth and adults for a wide range of high-wage, high-skill, high-demand careers. This website is a required resource for the Week Five Assignment. Accessibility Statement does not exist. Privacy Policy (Links to an external site.)Links to an external site.
Common Core State Standards Initiative. (n.d.). Standards in Your State (Links to an external site.)Links to an external site.. Retrieved from http://www.corestandards.org/standards-in-your-state/
· This link will help you as you design your own instructional (lesson) plan for the assignment in Week Five. Accessibility Statement does not exist. Privacy Policy does not exist.
CAST UDL Lessor Builder. (n.d). Explore model UDL lesson plans (Links to an external site.)Links to an external site.. Retrieved from http://lessonbuilder.cast.org/explore.php
· This section of the UDL Lesson Builder website shows customized UDL lessons that are aligned to standards and tailored to include principles and practical applications of Universal Design for Learning. This website is a required resource for the Week Five Assignment. Accessibility Statement (Links to an external site.)Links to an external site. Privacy Policy (Links to an external site.)Links to an external site.
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Designing with Technologies

“Designing with Technologies”  Please respond to the following:
· Create your own visual depiction of the ASSURE model using Word, MS Paint, or a similar tool. Next, create and post a video that includes your ASSURE image and provide an explanation as to why you recommend the ASSURE model. Your video should not be longer than two (2) minutes.
· Use the Internet to research computer-aided design (CAD) programs. Next, identify the context in which an instructor would use a CAD program to help create an understanding certain concepts.
 

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Team Performance, Productivity and Rewording Teamwork

 
Team Performance, Productivity and Rewording Teamwork
Module 2 focuses on performance, productivity, and rewarding teamwork. Based on your understanding, discuss the following.
Discuss how to access team productivity:
What conditions need to be in place for teams to excel and why?
Suggestion ways to design teamwork so that threats to performance is minimized
As a manager, how would you reward teamwork?
 
specific Instructions:
Post your original discussion no later than Feb 5, at 11:00 AM EST. Read and respond to your classmates’ posts. See class posting/discussion requirements.
Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.
Read a selection of your colleagues’ postings.
Between Feb 3 and Feb 11, respond to at least 3 your colleagues’ postings in one or more of the following ways:
• Ask a probing question, substantiated with additional background information, evidence or research.
• Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
• Validate an idea with your own experience and additional research.
• Offer and support an alternative perspective using readings from the classroom or from your own research in the Campbellsville University Library.
• Make suggestions based on additional evidence drawn from readings or after synthesizing multiple postings.
• Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
**need turnitin report**

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Plants in the Modern World -BIOL 200

BIOL 200 Plants in the Modern World

Biology 200; Poulson Plants in the Modern World Writing Assignment Your assignment is to write a paper that is thoughtful, well-researched and well written paper in which you explore a botanical concept or process and review, analyze, and discuss how this concept or process relates to humans and real-world issues. Acceptable topics include sociological or economical aspects of botany (e.g. “How a plant pathogen enabled the Irish potato famine”) or a particular plant (e.g. “Palm trees, eco-tourism and the endangerment of orangutan habitat) or a plant product (e.g. “Wood, how it grows, and how paper changed literacy across the world) or a how a scientific method applied to agriculture has changed first-world agriculture (genetic engineering, for example). Other reasonable topics include global issues facing humanity such as deforestation or global climate change. Remember that your goal is to discuss how the process you choose connects to or has an effect on humans and/or real world issues. Choose a topic that interests you. Check with me before writing your paper to ensure that the topic you have chosen is satisfactory. You must write your paper yourself after reading background material that relates to the topic. You might also want to refer to sources to back up your conclusions or arguments. You MUST include at least four references that are peer-reviewed. References should be cited at the end of the paper. You may use the internet and sources on the internet that are peer-reviewed, but as you know, there is a lot on the internet that is simply someone’s opinion should not be used as reference material. We will complete a laboratory exercise on “Evaluating Your Sources” that will help you find useful sources. Please check with me if you need help in determining the credibility of your sources or in finding good sources. The library staff are also a great resource available to you. Your paper should be written and you references cited using any accepted scientific format. The easiest way to accomplish this is to use the instructions provided by Mark Plonsky at the University of Wisconsin Stevens Point (http://www.uwsp.edu/psych/mp/APA/apa4b.htm). You do not need to have the sections “Introduction, Methods, etc.” in your paper but you should use the citation and general writing style that is described in the Plonsky document. MLA is not a scientific format. APA and many other styles are. Your paper should be at least 1500 words. In addition to writing a paper, you will give a 5-7 minute presentation to the class in which you present your paper. The purpose of these presentations is to share your knowledge with the rest of the class. The presentation can be using powerpoint, presenting a poster, strictly verbal or anything that suits your needs. Points are awarded for your presentation and for showing respect for others during their presentations. In order to ensure that your paper is thoughtful, well-researched and well written you will be required to turn in several drafts of your paper. After each draft, your paper should be modified, based on feedback, prior to each submission to the instructor. I strongly suggest that you visit the CWU writing center (one or more times; more information at http://www.cwu.edu/learning- commons/university-writing-center) and use all resources available to you (such as having room mates and friends proof-read your paper) before turning in your work. Your paper submissions (all drafts) must be made through Canvas using Turnitin. This software will ensure that your writing is truly your own. You will be given many opportunities for discussion of your topic in class and feedback from the instructor throughout the quarter. If you have questions, ask.
Rubric for Plants in the Modern World Writing Assignment Poulson
Masterful (7-8 points)
Skilled (6-7 points)
Able (4-5 points)
Developing (2-3 points)
Novice (0-1 points)
Presentation of topic throughout paper
Topic presented in a creative, thoughtful way that incorporates student’s thinking
Topic presented in a creative, thoughtful way that somewhat incorporates student’s thinking
Topic presented in a creative, thoughtful way but does not incorporate student’s thinking
Topic presented in a somewhat creative, thoughtful way but does not incorporate student’s thinking
Topic not presented in a creative, thoughtful way and does not incorporates student’s thinking
Review of concept and background
Paper discusses a botanical concept or process and reviews the subject, giving a solid general background
Paper discusses a botanical concept or process and reviews the subject, but gives a weak background
Paper discusses a botanical concept or process but does not review the subject and gives a weak background
Paper partially discusses a botanical concept or process but shows weak understanding of the concept
Paper does not discuss a botanical concept or process nor does it review the subject or give a general background
Discussion of how concept relates to real- world issues
Paper analyzes, and discusses how the concept or process relates to humans and real- world issues
Paper analyzes, and discusses how the concept or process relates to humans but not real-world issues
Paper somewhat analyzes, and discusses how the concept or process relates to humans and real-world issues
Paper weakly analyzes, and discusses how the concept or process relates to humans and real-world issues
Paper does not analyze or discuss how the concept or process relates to humans and real- world issues
Length requirement
Paper meets page length requirement. Writing should be concise.
Paper meets page length requirement but writing is somewhat concise.
Paper nearly meets page length requirement but writing is not concise.
Paper does not meets page length requirement, writing is somewhat concise.
Paper does not meets page length requirement or writing is not at all concise.
Original work Note that knowingly submitting a paper with plagiarism is grounds for disciplinary action
Paper is student’s original work
Paper is student’s work but references are partially omitted
Paper is student’s work but references are omitted
Most of paper is student’s work small sections are plagiarized via “cut and paste” errors
Most of paper is student’s work significant sections are plagiarized via “cut and paste” errors
Conclusions made and synthesis of ideas
Writing draws reasonable conclusions based on synthesis of ideas and information
Writing draws somewhat reasonable conclusions based on synthesis of ideas and information
Writing draws somewhat reasonable conclusions but they are weakly based on synthesis of ideas and information
Writing draws few reasonable conclusions and weakly synthesizes ideas and information
Writing fails to draw reasonable conclusions based on synthesis of ideas and information
Sentence and paragraph structure
Ideas expressed in clear coherent and balanced sentences and paragraphs
Ideas expressed in clear but not and balanced sentences and paragraphs
Ideas expressed in somewhat clear and balanced sentences and paragraphs
Ideas expressed poorly with lack of clear coherent and balanced sentences and paragraphs
Ideas not expressed. Lack of clear coherent and balanced sentences and paragraphs
Use of reference materials
At least four appropriate, peer- reviewed reference materials used
At least three appropriate, peer- reviewed reference materials used
At least two appropriate, peer- reviewed reference materials used
At least one appropriate, peer- reviewed reference materials used
Appropriate, peer- reviewed reference materials not used
Citation Cited reference material properly (in text and in references section)
Reference material mostly cited properly (in text and in references section)
Reference material somewhat cited properly (in text and in references section)
Reference material somewhat not cited properly (in text and in references section)
References not cited or missing references section
Mechanics Proper grammar, spelling and sentence structure used
Grammar, spelling and sentence structure with 1 mistake
Grammar, spelling and sentence structure with 2-3 mistakes
Grammar, spelling and sentence structure used with 4 mistakes
Grammar, spelling and sentence structure with more than 4 mistakes
Total points
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National Security

HW Question: What insights can Realism offer about China’s peaceful/not peaceful rise?  In other words, what might Realism (any of its various strands) predict may happen between U.S.-China relations over the next 25 years? 
▪Do you agree with your prediction?
▪Are there any other additional factors that you think will significantly influence future U.S.-China relations?
Due date: Sunday night (4 Feb @ 11:59PM)
No more than one page (goes for any HW assignment)
Link to video we watched in class: https://www.youtube.com/watch?v=GvkYl7M-QGA

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STUDЕNTS АРРLIСАTIОN РОRTАL SYSTЕM

The School of Engineering accepts student applications from different parts of the world. Currently, there is no means for applicants to get updates on the progress of their application processing. You have been asked to design a web-based application processing tracking system which will allow applicants to be able to log into the system and see what is happening with their applications.
The designed system should allow an applicant to register, select a course, complete an application form, upload documents and submit the application. Applicants who have already submitted application forms should be able to log into the online application portal, view their complete application processing history from submission. This should include which University admissions team or individual that has taken any action or made a decision in connection with the application right up to the current status of the application. For all members of staff who process applications, the system must provide a field for authorised staff to enter status information (one which can be seen by the applicant when s/he logs in and one which can only be viewed by authorised staff). Each eligible member of staff should be able to e-mail an applicant from the designed interface without having to open a separate e-mail client. The system must be able to produce a list of applicants grouped by course, level, application status, year in which the applicant wants to start studies, etc.
In this coursework you are required to design the system, which can be implemented later on. You will assume that your role is to design the system providing all necessary specification that will guide a programmer to write the code. Additional information is provided in Section 2.3.
For all information and requirements see the attachments files