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The principles of unity and variety apply to all music, regardless of compositional style or historical period.
Now that you are familiar with the concepts in the first section of the course (Basic Musical Concepts), and you have seen how they work on different pieces of music, try your hand, mouse, and ears at how they operate in a music selection that you may not have heard yet: “Manha de Carnaval” by Sigman and Bonfa.

Assignment #3 Audio:

 

Your analysis should include:
• The number of different musical ideas in the piece (for example, can we say that there are two ideas A and B? Or is there only one?)
• The timings (start and stop times) of the different sections of the piece. (Hint: Listen for changes in musical ideas and timbre, for example, points when different instruments come in or give way to others.)
• 00:00 ——- 00:00
• How unity and variety are exemplified in those sections through the use of:
1. Dynamics
2. Timbre
3. Pitch
• Although there are sections that feature one instrument over others, whether you think this is a piece for a solo performer or for an ensemble.
• 00:00 ——- 03:25
• A list of the characteristics of the musical style closest to the one this piece exemplifies. (Hint: Look at the last lecture in the first section of the course)
• Whether you think this piece serves (or could serve) a specific purpose.
• Whether or not it has any specific connotation(s) for you.
00:00 —- 02:19

Task Description
Each of the competencies covered in the text includes the five steps of the ALAPA model: Assessment, Learning, Analysis, Practice & Application.
The assessment in this course requires access to the textbook.
For on-campus students only:
• Before attending classes you are expected to the complete the ‘Assessment’ & ‘Learning’ components of the week’s competencies from the textbook.
• You will need to complete the ‘Assessment’ & ‘Learning’ components in readiness for ‘Analysis’, ‘Practice’ and/or ‘Application’ activities conducted in class.
• Bring your textbook, and completed ‘Assessment’ activities to class with you. If you have purchased the ebook and have a portable device that you’d like to bring to class, please do .
• Many of the activities below require attendance at class to complete, and some you will work on while in class.
• If you miss a class or plan to miss classes, contact the course coordinator (and your lead lecturer and tutor, where applicable) via email within 7 days of the missed class.
For FLEX students only:
• Work through the ALAPA steps for each competency.
• You are expected to collaborate with other students on the course Moodle forums to complete any ‘group’ tasks.
• For some tasks, it is suitable also/alternatively to collaborate with other people such as family, friends or colleagues.
What do I submit for Assessment Task 2?
Submit components 1 to 6. The word count for components 1 to 5 of Assessment Task 1 is between 2000 and 2500 words. Component 6 is not included in the word count.
1. A copy of a professionally presented reply email (100-150 words) that you have sent to the course coordinator (with a CC to your lead lecturer and tutor, where applicable). This email should demonstrate that you have completed Integration and the Road to Mastery | Application – Your Strategy for Mastery (page 328-329), and reveal your learning from completing that activity. Please note that the email will be assessed upon submission of this Assessment Task, not on receipt of the email.
2. At least two of the following activities (use the ‘Learning’ section from each competency to inform your responses). You can include more than two activities if you wish, but for the entire document (components 1 to 6), do not exceed the upper word count limit of 2500 words or fail to meet the lower limit of 2000 words).
• Module 3, Competency 1 | Developing and Communicating a Vision | Analysis – Doug Fecher, Wright Patt Credit Union (page 179-180)
• Module 3, Competency 2 | Setting Goals and Objectives | Practice – Creating an Implementation Plan (page 193-194)
• Module 3, Competency 3 | Motivating Self and Others | Analysis – From Motivated to Demotivated in 60 Seconds (page 206-207)
• Module 3, Competency 4 | Designing and Organizing | Practice – USPS: Prescribe a Possible Future (page 226)
• Module 3, Competency 5 | Managing Execution and Driving for Results | Analysis – Execution and Results in a Crisis situation (page 235-236)
3. At least two of the following activities (use the ‘Learning’ section from each competency to inform your responses). You can include more than two activities if you wish, but for the entire document (components 1 to 6), do not exceed the upper word count limit of 2500 words or fail to meet the lower limit of 2000 words).
• Module 4, Competency 1 | Using Power and Influence Ethically and Effectively | Application – Building Your Power Base by Changing Your Influence Strategy (page 256)
• Module 4, Competency 2 | Championing and Selling New Ideas | Analysis – Applying Communication Tools to Evaluate a Presentation (page 268-269) [evaluate one of the videos provided on Moodle for this course]
• Module 4, Competency 3 | Fueling and Fostering Innovation | Application 2 – New Approaches to the Same Old Problem (page 283)
• Module 4, Competency 4 | Negotiating Agreement and Commitment | Analysis – Your Effectiveness as a Negotiator (page 290-291)
• Module 4, Competency 5 | Implementing and Sustaining Change | Analysis – Reorganizing the Legal Division (page 305 – 307)
4. One ‘perfect paragraph’ (50-100 words) about a management topic from weeks 7-12, following the format shown. A minimum of 5 citations are required in this paragraph: you must cite the textbook, at least three journal articles provided through the course Moodle site in weeks 7-12, and at least one other peer-reviewed journal articles acquired through the CQUniversity library DiscoverIt search engine. Follow correct referencing, and include a reference list. The paragraph should be 4 sentences long, and follow this format.
• Topic sentence
• Evidence/elaboration of ideas/analysis/exemplification/persuasion/analysis of counter-argument/example
• Evidence/elaboration of ideas/analysis/exemplification/persuasion/analysis of counter-argument/exampe
• Conclusion
5. A self-evaluation (100-150 words) of your assessment item, answering the following questions:
• What are the strengths of your assessment item?
• How could your assessment item be improved?
• What comments do you think the marker will make about your assessment item?
• How would you score your assessment item, based on the criteria?
6. Competing Values Competency Questionnaire – redo this task near to the submission date (this is not included in your word count, but must be submitted).

Assessment Criteria
High Distinction
Demonstrates imagination, originality or flair, based on proficiency; work is interesting or surprisingly exciting, challenging, well read or scholarly. Distinction
Demonstrates awareness and understanding of deeper and less obvious aspects, such as ability to identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas. Credit
Demonstrates ability to use and apply fundamental concepts and skills, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight. Pass
Demonstrates the criteria, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the criteria. Fail
Fails to demonstrate the criteria.
Demonstrate an understanding of basic concepts, principles and theories of management and how they have evolved.
Explain the four basic management functions of planning, organising, leading and controlling and how they should be implemented.
Discuss how external environmental factors can impact on managerial and organisational processes and priorities.
Identify and explain contemporary management challenges.
Demonstrate intellectual nurturing through analysis, problem solving, critical thinking, cross cultural competence, ethical practice, research skills, skill in communication, information literacy and information technology & completing a comprehensive, compelling and convincing self evaluation.

This is the first time in history that four generations (Boomers to the Millenials) are in the workplace at the same time.
Based on at least the two attached readings—use any credible, peer-reviewed sources on the Web or —write a paper (format is your choice) in

response to this question:
Question: What do you as a member of your generation, find most challenging in the workplace setting in dealing with the other three generations?

List at least four “challenges”/difficulties for each of the other generations and discuss how you personally deal with the challenges you face.

Give actual examples/anecdotes. As your section is purely military students, explain as well how being in the military helps, or complicates the

ways you cope in the workplace. Discuss any success or failures in the course of your learning to cope, or if your challenges are on-going, discuss

what other techniques/strategies you are using to enable you to at least co-exist in the workplace. Discuss as well, the “myths” , good or bad,

about your generation, and how you dispel them when “accused”.

Please watch the video: Are You A Good Listener?

Answer the following questions:

Why do you think there are so many texts on how to speak, but not on how to listen?
What does the narrator mean when he describes certain friendships as merely a form of “socialized egoism”?
What does it mean to listen with a “productive, friendly suspicion”?
Why do you think the narrator claims that a good listener separates disagreement from criticism?
What are some tools good listeners use when engaging in a conversation? Examples can include specific phrases, types of questions or approaches

to listening.

YouTube: Link below:

Write a 250-word (minimum) response to each writing prompt below. You must meet the minimum word count for each response to get full credit.
Use only the assigned readings unless otherwise instructed.
Your responses must include quotes from each text used to get full credit. Be sure to quote, cite, and reference from the text(s) using appropriate APA format. For assistance with APA citations, review the “APA Format” link (go to “Start Here” and then “Course Resources”).
Put all writing assignments in ONE Microsoft Word document, and identify your work by using your last name in the file name (example: LastnameWeek1.docx). Upload it by clicking on the “W4 Writing Assignments” link below and upload the file as an attachment.

1. In “Cathedral,” how would you describe the relationship between the narrator and his wife? Do you think their relationship will change after this experience? What do you feel is the significance of the Robert’s lack of vision?

2. Look at Alice Walker’s “Everyday Use” and explain how the quilts in the story symbolize the family’s heritage. How do Dee and Maggie view the significance of the family’s heritage, and how is that represented by the quilts in the story?

Times New Roman,12pt font.

Material to be reviewed: ( sources)
– Textbook (J. Henslin) Chapter 3 (Socialization)
– 1. Article: Joachim Vogt Isaksen: “The Looking Glass Self: How Our Self-image is
Shaped by Society”,
in: Popular Social Science, May 27th, 2013,
http://www.popularsocialscience.com/2013/05/27/the-looking-glass-self-how-our-self-image-isshaped-by-society

– 2. Article: Mario Scott: “My Looking-Glass Self”, in: represent – The Voice of Youth in
Care, 2016.
https://www.representmag.org/issues/FCYU116/My_LookingGlass_Self.html?story_id=FCYU-2014-04-05

Questions:
1. Please explain Charles Horton Cooley’s concept of the “Looking-Glass Self”. (See 1st
article and textbook Chapter 3 “Socialization”)
2. Do you agree with his theory? Do you see any limitations of his theory?
3. Based on the second article, please analyze how Mario Scott applied the concept of
the Looking-Glass Self to his socialization and development. From a macro-level
perspective, what additional social factors should have been taken into consideration in
the analysis of his development?
4. How can the concept “Looking-Glass Self” be applied to your socialization? (Please
include examples.)

Evaluation Criteria
– Instructions followed
– Structure
– Depth of Critical Analysis
– Ideas and Examples supporting your Analysis

Your critical response essay must discuss both readings. See below for the list of topics and their
respective due dates.
The core question you should answer is: What do these texts contribute to your understanding of 5
religious experience?
In your essay you may wish to consider the following prompts:
What kinds, types or forms of religious experience are addressed in the readings?
Do the two assigned readings agree, contradict or engage with each other?
What sorts of insights emerge from the authors’ approach (i.e. their methodology) to studying
religion?
Does the theme (e.g. prayer, sacrifice etc.) or subject matter (e.g. Islam, Buddhism etc.) add
something new or different to your understanding of religious experience?

Teaching value-sensitive subjects

Instructional Strategies
Guidelines&Scoring Rubric
Purpose
The purpose of this assignment is to provide an opportunity for learners to: (a) demonstrate knowledge related to a self-selected instructional method topic, (b) present the topic to peers while demonstrating appropriate instructional methodology, (c) share beneficial instructional techniques or methods with peers and (d) provide a self-critique of the presentation.

Course Outcomes
Through this assignment, the student will demonstrate the ability to:
(CO#2) Explore instructional strategies reflective of education theory and evidence-based practice. (PO1)
(CO#3) Use effective verbal, written, and electronic communication and informational technologies for educational environments. (PO3)
(CO#5) Evaluate instructional strategies that foster learner development in the cognitive, psychomotor, and affective domains. (PO 1, 4)

Due Date: Sunday 11:59 p.m. MT at the end of Week 6
Total Points Possible: 325
REQUIREMENTS:
This is a two-part assignment: The first part of the assignment is a presentation on an instructional method/issue related to nursing education. The presentation will be shared with classmates via PowerPoint Show. You can access the directions on creating aPowerPoint Show in Course Resources. Please practice using this presentation tool before working on the assignment.The second part of the assignment is a written paper critiquing your presentation technique.
PART I – THE PRESENTATION
1. The presentation is to include:
o a brief introduction of the speaker,the selected topic, and the target audience. The target audience is to be nurse educators in either an academic setting or a clinical setting. The target audience can also be your classmates in this course.
o a comprehensive description/explanation of the topic,description of how the topic applies in either a nursing academic setting or clinical health setting
o discussion on the benefits and potential disadvantages or difficulties of the topic
o summary of the presentation topic
2. Seven to ten scholarly references are required for the presentation. Textbooks may not be used as references. The references are to be included in the final page of the critique paper.
3. The topic must be presented as an oral presentation with a PowerPointShow included; review Course Resources for resources to guide the audio recording of the presentation.
4. You will upload your PowerPoint Show and the Critique Paper to the Dropbox in W6 for instructor assessment.
5. The presentation recording will also beattached in the W7 threaded discussion for classmates to review during Week 7 of the course.

Part II – THE CRITIQUE
A scholarly written critique of the student’s own presentation will be developed by the student.
1. The critique will include
a. a self-assessment of the presentation:
• Was there a brief introduction of the speaker, the selected topic, and the target audience
• Was the purpose of the presentation clear?
• Was the topic appropriate for audience?
• Was application of the topic in either a nursing academic setting or health setting clearly stated?
• Were the main points of the presentation clear?
• Was the body of the presentation clearly organized?
• Were sources used and appropriately cited?
• Was the topic well explained?
• Were the benefits and potential disadvantages clearly identified
• Did the speaker summarize the presentation?
• Did the speaker include a strong close?
• Did the visual aids add to speech?
• Were the visual aids easy to read and not crowded with words?
• Was the appearance of the presentation professional?

 

b. a self-assessment of the delivery skills:
a. The speaker presented the content in a clear and easy to understand manner.
b. The speaker varied the pace of the presentation, using pauses to aid the understandability of the topic.
c. The speaker used language appropriate for the audience
d. The speaker had an easy transition between sections of the presentation
e. The speaker was easy to hear and sounded conversational
f. If the speaker used humor, it was appropriate for the target audience
g. The speaker avoided jargon if necessary
h. Vocal fillers (“um,” “uh,” “like”) were under control
i. The speaker made the presentation interesting to the audience

Instructional Methods Topics:

From the topic list noted below, select a topic of interest. If a learner would like to self-identify a topic, it must be approved by the course instructor. Students are to identify the selected topic in the Week 3 discussion thread marked Instructional Method Topic Selection. Students are not to choose a topic already selected by another student.

The following topics, from which a student may select, are provided only to assist the learner and not to limit topic selection:

• Retention of learning
• Resolving grade disputes
• Teaching value-sensitive subjects
• Uncivil behaviors demonstrated by learners
• Problem-based learning
• Reflective practice by learners
• Clinical preceptors
• Misbehavior by a peer faculty member
• Learners who have a visual, auditory, or other physical disability
• Using humor in the classroom environment
• Developmental characteristics and readiness to learn (i.e. children, adolescents, adults)
• Advantages/Disadvantages related to using standardized tests to determine learner’s graduation from a nursing program
• Advantages/Disadvantages related to using teacher-made exams within web-based courses
• Learner’s with limited skills in mathematics
• Learner’s with limited skills in reading comprehension
• Substance-impaired learners
• Maintaining records of students’ performance
• Working with students who are older than the faculty member
• Maintaining academic honesty in a classroom setting
• Making clinical assignments for learners
• Teaching in a non-academic setting (i.e. community, home health)
• Health status and readiness to learn
• Resolving concerns related to large class size (i.e. 75+ learners)
• Advantages/Disadvantages related to using concept maps vs. nursing care plans
• Flipping the classroom
• Students with English as a second language
• Engaging Millennial Learners

The Presentation and Critique = 325 points
Category Points % Description
Content – Presentation 15 5% Introduction ofspeaker presentation

Content – Presentation 40 12% Comprehensive description/explanation of topic is provided

Content – Presentation 40 12% Specific application of the topic to learners in either a nursing academic setting or health setting is described

Content – Presentation 40 12% Benefits to learners and potential disadvantages or difficulties of the topic are discussed

Content – Presentation 40 12% Summarizes the information presented
Content- Critique 50 15% The critique will includea self-assessment of the presentation:
• Was there a brief introduction of the speaker, the selected topic, and the target audience
• Was the purpose of the presentation clear?
• Was the topic appropriate for audience?
• Was application of the topic in either a nursing academic setting or health setting clearly stated?
• Were the main points of the presentation clear?
• Was the body of the presentation clearly organized?
• Were sources used and appropriately cited?
• Was the topic well explained?
• Were the benefits and potential disadvantages clearly identified
• Did the speaker summarize the presentation?
• Did the speaker include a strong close?
• Did the visual aids add to speech?
• Were the visual aids easy to read and not crowded with words?
• Was the appearance of the presentation professional?
Content –Critique Speaker 50 15% The critique will include a self-assessment of the delivery skills:
• The speaker presented the content in a clear and easy to understand manner.
• The speaker varied the pace of the presentation, using pauses to aid the understandability of the topic.
• The speaker used language appropriate for the audience
• The speaker had an easy transition between sections of the presentation
• The speaker was easy to hear and sounded conversational
• If the speaker used humor, it was appropriate for the target audience
• The speaker avoided jargon if necessary
• Vocal fillers (“um,” “uh,” “like”) were under control
• The speaker made the presentation interesting to the audience
APA format 15 5% Consistent with APA 6th edition format.
Scholarship 20 6% References include a minimum of 7-10 scholarly resources, excluding textbooks.
Grammar 15 5% Rules of grammar and word usage are consistent with formal presentation.
Total 325 100% A quality assignment will meet or exceed all of the above requirements.

GRADING RUBRIC
Assignment Criteria Exceptional
(100%)
Outstanding or highest level of performance Exceeds
(88%)
Very good or high level of performance Meets
(80%)
Competent or satisfactory level of performance Needs Improvement
(38%)
Poor or failing level of performance Developing
(0)
Unsatisfactory level of performance
Content – Possible points = 275

Presentation provides a brief introduction to the speaker, the topic/issue, and the target audience
15 Points 13 Points 12 Points 6 Points 0 Points
Overview of topic/ issue is thoroughly described in presentation. Lacks occasional important element or specificity in presentation. Multiple instances of inaccuracies. Introduction is vague and lacks clarity. Introduction is not present.
Presentation provides a comprehensive description/explanation of topic
40 Points 35 Points 32 Points 15 Points 0 Points
Provides a detailed review of the topic/issue in presentation. Review of the topic/issue lacks occasional important elements or specificity in the presentation. Review of the topic/issue has multiple instances of inaccuracies. Review of the topic/issue is vague and lacks clarity. Explanation of the topic is not present.
Presentation provides specific application of the topic in either a nursing academic setting or healthcare setting.
40 Points 35 Points 32 Points 15 Points 0 Points
Application of topic is thoroughly discussed in presentation. Application of topic lacks occasional important elements or specificity in presentation. Application of topic has multiple instances of inaccuracies. Application of topic is vague and lacks clarity. Application of topic is not present.
Presentation describes benefits and potential disadvantages or difficulties of the topic.
40 Points 35 Points 32 Points 15 Points 0 Points
Benefits and potential disadvantages are thoroughly discussed in presentation. Benefits and potential disadvantages lack occasional important elements or specificity in presentation. Benefits and potential disadvantages have multiple instances of inaccuracies. Benefits and potential disadvantages are vague and lack clarity. Benefits and potential disadvantages are not identified

Presentation summarizes the information presented. 40 Points 35 Points 32 Points 15 Points 0 Points
Summary accurately and comprehensively reviews the information presented Summary lacksoccasional important elements or specificity. Summary has multiple instances of inaccuracies. Summary is vague and lacks clarity. No summary is presented.
The critique will include a self-assessment of the presentation:
• Was there a brief introduction of the speaker, the selected topic, and the target audience
• Was the purpose of the presentation clear?
• Was the topic appropriate for audience?
• Was application of the topic in either a nursing academic setting or health setting clearly stated?
• Were the main points of the presentation clear?
• Was the body of the presentation clearly organized?
• Were sources used and appropriately cited? 25 Points 22 Points 20 Points 10 Points 0 Points
The critique includes a thorough self-assessment of all seven items. The critique includes a self-assessment of 5 -6 items. The critique includes a self-assessment of 3-4 items OR the critique is only vaguely described in the paper. The critique includes a self-assessment of 1-2 items OR the critique is only vaguely described in the paper The critique does not includes a self-assessment of the presentation.
The critique will include a self-assessment of the presentation:
• Was the topic well explained?
• Were the benefits and potential disadvantages clearly identified
• Did the speaker summarize the presentation?
• Did the speaker include a strong close?
• Did the visual aids add to speech?
• Were the visual aids easy to read and not crowded with words?
• Was the appearance of the presentation professional? 25 Points 22 Points 20 Points 10 Points 0 Points
The critique includes a thorough self-assessment of all seven items. The critique includes a self-assessment of 5 -6 items. The critique includes a self-assessment of 3-4 items OR the critique is only vaguely described in the paper. The critique includes a self-assessment of 1-2 items OR the critique is only vaguely described in the paper The critique does not includes a self-assessment of the presentation.
The critique will include a self-assessment of the delivery skills:
• The speaker presented the content in a clear and easy to understand manner.
• The speaker varied the pace of the presentation, using pauses to aid the understandability of the topic.
• The speaker used language appropriate for the audience
• The speaker had an easy transition between sections of the presentation
• The speaker was easy to hear and sounded conversational. 25 Points 22 Points 20 Points 10 Points 0 Points
The self-assessment of the delivery skills thoroughly discusses all 5 items The self-assessment of the delivery skills thoroughly discusses only 4 items The self-assessment of the delivery skills thoroughly discusses only 3 items The self-assessment of the delivery skillsdiscusses only 1 or 2 of the items or the discussion is vague for all items. The self-assessment of the delivery skillsis not present.
The critique will include a self-assessment of the delivery skills:
• If the speaker used humor, it was appropriate for the target audience.
• The speaker avoided jargon if necessary
• Vocal fillers (“um,” “uh,” “like”) were under control
• The speaker made the presentation interesting to the audience
25 Points 22 Points 20 Points 10 Points 0 Points
The self-assessment of the delivery skills thoroughly discusses all 4 items The self-assessment of the delivery skills thoroughly discusses only 3 items The self-assessment of the delivery skills discusses only 2 items The self-assessment of thedelivery skillsdiscusses only 1 item or the discussion is vague for all items. The self-assessment of the delivery skillsis not present.
Format – Possible points =50
APA Format 15 points 13 points 12 points 6 points 0 points
There are no APA format errors in the presentation and paper. There are 1-2 APA format errors in the presentation and paper. There are 3-4 APA format errors in thepresentation and paper. There are 5 APA format errors in the presentation and paper. There are 6 or more APA format errors in the presentation and paper.
References include a minimum of 7-10 scholarly references excluding textbooks. 20 Points 17 Points 16 Points 8 Points 0 Points
Presentation contains 7-10 scholarly references Presentation contains 6 scholarly references. Presentation contains 5 scholarly references. Presentation contains 4 scholarly references. Presentation contains 3 or less scholarly references.
Rules of grammar, spelling, word usage, and punctuation are consistent with formal written work. 15 Points 13 Points 12 Points 6 Points 0 Points
Rules of grammar, spelling, word usage, and punctuation are consistent with formal written work. Rules of grammar, spelling, word usage and punctuation are consistent with formal presentations, with1-2 exceptions. Rules of grammar, spelling, word usage and punctuation are not followed, with 3-4 errors. Rules of grammar, spelling, word usage and punctuation are not followed, with 5 errors. Rules of grammar, spelling, word usage and punctuation are not followed, with 6 or more errors.
Total Points ___ of 325 points

Ship Managment
WHY DO WE NEED IACS?

 

For the Unit I Project Topic, you will write a paper of at least two (2) pages explaining to your professor what you plan to research for your research project paper. Be sure to choose a topic that pertains to a leadership or organizational behavior issue.
TOPIC: Organizational Team dysfunction: Lack of team cohesion

You are required to use at least two resources to support your ideas.