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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.) How unity and variety are exemplified in those sections through the use of: Dynamics Timbre 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 . 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. .

Education

Dynamics
Timbre
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
.
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.

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The Assignments list contains the details of the course listening assignments. There are four separate listening assignments of equal value (10%) and each assignment contains five compositions, some of which have more than one movement . You are required to listen to the recordings and write approximately one paragraph on each composition (but not each movement). Therefore, you should submit a five-paragraph document for each assignment through the Canvas assignment page. Many assignment dropboxes will remain available after their posted due dates. Previously, some dropboxes would disappear after a deadline had passed, but now most will be accessible through the end of the term. All student submissions will continue to be date-stamped. Therefore, if you submit an assignment after its published deadline, the tutor-marker will decide whether late penalties will be assessed, based on the grading policies established in your course or by the course supervisor. In composing your paragraphs, please make sure you: Describe what you hear and your impressions of the music. Use the terminology that you have learned in class. The wrong way: “It sounds weird.” The right way: “It sounds weird because the melody, when there is one, uses very large leaps with short phrases. There is no constant pulse, and the rhythm is hard to perceive. Each …” I am not interested in background information that you might find via Google. Do not include filler information, such as the composer’s birth and death dates, his/her teachers, etc. However, please do include some historical perspective from your notes that are relevant to the work, specifically how this work may reflect the composer’s style (or the general style represented by the composer). Please, avoid comparisons to subjective experiences (“It sounds like a chase scene in a movie,” or “It makes me feel like I’m lying in a boat, watching the stars….”). Your descriptions should be based upon what you hear, not how it makes you feel! Also, avoid a blow-by-blow description of the music , such as, “It starts with a solo flute, and then the harp comes in with an arpeggio, then the rest of the orchestra comes in. It gets loud, and then quieter, and then the flute plays another solo....” Instead, try to sum up what you hear . For example: “There are solo passages, often in the flute, which alternate with full orchestra. Sometimes the orchestra echoes the solo, other times it seems to answer it with different material....” Again, try to generalize about what you hear, and about the composer’s style. Below are some general descriptions you should consider ( don’t try to describe all of them!): Texture Monophonic? Polyphonic? Homophonic? Is the texture consistent, or does it change often? Timbre Which instruments are playing? Are they playing in unusual ways? Is the combination of instruments unusual? Melody Length of phrases, type of motion, step vs. leaps, e ...

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First Essay: Opera and Oratorio Compare and contrast oratorio and opera. Your opinion is valuable. Please expand on what you have read here and elsewhere. Paraphrase the comparison and refer to the listening examples to help make your point. Remember, this lesson extends into the Viennese and Romantic periods. In your answer, consider whether the later operas follow the traditions of the early opera by Monteverdi. Second Essay: Sonata Allegro Form After reading the lectures for this lesson on the Viennese and the Romantic periods and completing the Listening Workshop, describe the sonata-allegro form. Where in a multi-movement work is this form most often used? What musical form preceded this form, and is the sonata-allegro form still being used today? This form is often considered dramatic and rewarding. In what way is this so and why? Please expand on what you read in the student guide, on the Internet, or in other sources. Refer to the listening examples to help make your point. Third Essay: Choose three 20th century selections and compare Wozzeck, Excerpt from Act III, by Berg Ritual Melodies by Harvey Sextet by Reich General William Booth Enters Into Heaven by Ives Pavanne by Gabriel Fauré, arr. Ogerman (Bill Evans) Concerto Grosso 1985 by Zwilich The Young Person's Guide to the Orchestra by Britten Choose three of these seven listening selections above and compare their compositional techniques. Why do they sound so different from each other and yet are still from the same time period? Of the three you discuss, which do you like the most? Why? Fourth Essay: The Concerto The meaning of the term concerto has changed at least three times in the history of music. What are the major elements of the concerto? Is there always a soloist? Is there a traditional musical form? Refer to the listening examples in the Special Focus (Concertos) to support your conclusions. Fifth Essay: String Quartets Briefly describe the development of the string quartet. How would you relate this chamber ensemble to modern performing groups such as the jazz quartet? Or to a rock ensemble? What are some of the similarities and differences? Refer to the listening examples in the Special Focus to support your conclusions. Sixth Essay: World Music Why do you think that the world's musics can impact cultures so differently? Listen to the examples of traditional musical sounds from different cultures and try to identify a common similarity. While it is easy to point out what is different, you should compare them to find shared elements. Remember that the music may serve different functions; that is, performance or to accompany a social or spiritual event. .

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Music 150 Music Score Rubric Criteria Full Credit Half Credit No Credit Melody: 1 point Portray the melody your selected minute of music Your score demonstrates a solid understanding of melody and depicts it in a clear/interesting/ creative way You demonstrate partial understanding of melody, or you depict it in a lazy or unclear way You neglect to depict melody at all Rhythm: 1 point Portray the rhythm of your selected minute of music Your score demonstrates a solid understanding of rhythm and depicts it in a clear/interesting/ creative way You demonstrate some understanding of rhythm, or you depict it in a lazy or unclear way You neglect to depict rhythm at all Texture: 1 point Portray the texture of your selected minute of music Your score demonstrates a solid understanding of what texture means and depicts the texture of your selected minute of music in a cool/clear way You sort of demonstrate texture, or do so in a lazy way You don’t deal with texture at all Color: 1 point Use at least two colors to indicate something about the music You use color in a cool or helpful way to symbolize certain chosen aspects of the music, and it’s clear what the colors indicate You use only one color, or it’s unclear what the colors are meant to indicate No color or totally unclear Craftsmanship: 5 points Your score demonstrates careful work and planning; includes time stamps; describes entire minute of selected song; and is beautiful/compelling/ creative/ or interesting Your notation is coherent and legible You use time stamps so we can tell where we are in the song when we try to follow your score You notate the entire minute of the song Your score is cool in some way Your score is legible but lacks coherence And/or no time stamps And/or you neglect to notate the entire minute And/or your score displays a certain thoughtlessness or laziness or lack of effort Your score is illegible or incoherent No time stamp Impossible to follow or incomplete Lazy (e.g. just ballpoint pen squiggles on a ripped out piece of notebook paper, come on get real) Essay: Perception: 2 points Identify what you hear in your selected minute in terms of melody, texture, rhythm, etc. Full description, clear Patchy description, or unclear/ vague No real description of specific musical elements Essay: Response: 2 points Describe how what you hear in the music relates to your notation Clear and thoughtful relationship between music and notation Relationship between music and notation is unclear or only partially clear You make no real attempt to describe the relationship between the music and your notation Essay: Mechanics: 2 points Essay is well organized, has clear structure, few or no grammar/ punctuation/spelling mistakes Essay is somewhat disorganized; some grammar etc. mistakes Essay is incoherent; many mistakes Graphic Transcrip ...

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Write a short essay on a musical work or works of your choosing. Imagine you are writing about the music for a reader who is familiar with the basic musical concepts and terminology you have learned in this class, but does not know the music of the artist you are writing about. You may choose to discuss more than one work, but limit your discussion to a few meaningful examples. For instance, you might compare and contrast two songs from a single album, two songs from different albums made at different times in an artist's career, or an original and a cover by a different artist. Address at least three of the following prompts in your response: 1. Describe your personal reaction to the music. How does it make you feel? Does it evoke any particular associations or memories for you? Do you feel the artist/composer intended to incite a particular emotional reaction with the music? How much do you experience that emotion yourself? 2. Describe the elements of the music and their interaction. Is it in a major or minor key? Can you identify its meter? Can you describe its texture (is it monophonic , melody-and accompaniment , polyphonic , or some combination of these)? 3. Can you identify the instrumentation? Are there any unusual instrumental choices or sound sources? 4. Does the work exhibit a recognizable musical form that we have talked about? 5. Is the music characteristic of a particular musical style? Does it show evidence of influence from, or reaction to, a particular style? 6. Does the music have a text? If so, how are music and text related? How does the music reinforce the meaning of the words? 7. Do you know other music by this artist? Does your knowledge of the artist's other work influence how you perceive this particular work? 8. Does the music seem to evoke something outside itself? For example, does it follow a storyline, or evoke a particular image or idea? You will need include recording of the music you write about, either in the form of a Youtube or other online link or as an mp3. .

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Writing A Concert Report  Instructors in introductory music courses often require students to write one or more concert reports during a semester. Here are some guidelines for the preparation of such an assignment: first, a few suggestions on working with your own notes; second, points to consider for the content of your report; third, some information about usages or conventions in writing about music; and finally, an example of a concert report. Transforming Your Notes into a Report You should plan to expand your notes into a complete report very soon after the concert--the same evening or during the next day or so. It is often helpful to begin with an outline and then to write a rough draft. (If your instructor hands out a printed form for concert reports, that will serve as the outline.) Next, polish and edit your draft to produce the final version. Remember to check your grammar and the spellings of names (especially foreign names) and musical terms. Below are recommendations for the actual content of your report--what to write. Following that, there is a section on vocabulary and usages, or conventions, involved in referring to musical works--that is, how to write about music. What to Write: The Content of a Report The Concert as a Whole You should begin your report with a brief description of the concert attended, including the name and type of the performing group or soloists, the place, the date and time, and the music you heard. You will also want to note whether the performers were attempting a historically "authentic" program. For example, in music by Johann Sebastian Bach, was a harpsichord (rather than a piano) used? For a symphony by Haydn or Mozart, was the size of the orchestra reduced? Did the performers use old instruments, or reconstructions of old instruments? Then, you may want to describe your general reaction to the concert. Did you enjoy it? Did this event make you feel like going to other concerts in the near future? Following this introduction, the paper might focus on the pieces you enjoyed most and your reaction to the performances. Individual Compositions In discussing individual compositions, you will probably want to cover some of the following points: · Musical styles. How did the composition correspond to what you have learned about the stylistic period in which it was composed--baroque, classical, etc.? Your appreciation of a work is often enhanced when you recognize its musical style. · Musical genres and forms. What was the genre of the piece--symphony, concerto, tone poem, string quartet, étude, etc.? What musical forms were employed--theme and variations, sonata form, ABA, etc.? If you are reporting on an opera, you might note arias, recitatives, ensembles, choruses, etc. · Program music. Was the composition program music--that is, was it inspired by a text, story, or place? If so, how did the music reflect the program? · Emotions, images, and ideas. Did the composition evoke in you speci.

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Be sure to listen to all of the pieces first, then answer the questions and re-listen as needed! After you have completed the required reading and listened to each piece as identified, please complete the following questions. Please keep in mind that the aim of these questions is not necessarily a right or wrong answer (you are NEVER graded on your opinion), but how well you present your ideas, demonstrate your understanding of the material, and support your reasoning. 1. Two of the concepts discussed in your text include rhythm and meter. Rhythms and meters are placed in groups (or a feeling of) of 2’s or 3’s, often referred to as duple or triple. After listening to “Cantecul Miresei,” how would you identify the meter? Is it duple, triple, or it is a combination of both? Explain your answer and how you arrived at your decision. (Hint: Listen to the piece several times and try clapping with the beat.”) 2. Tempo, the speed at which the music is performed, is an important aspect in all forms and genres of music. Whether or not we understand the words, or if words are completely absent, tempo can give us a feeling of the overall mood or emotion of a piece of music. Tempo can also change and is not a static function in the music of any culture. For each piece in this assignment, identify the tempo (slow, moderate, fast, furious, et cetera). In addition, describe the mood of each piece and how this might be different if the tempo were different. Give examples from your listening to help explain your answers. 3. Understanding the concept of harmony can be both complicated and frustrating. However, in the most simple of definitions, harmony is simply the part of music that adds to (or rounds) out the melody, which many would say makes music more interesting to listen and relate to. Choose one of the pieces from the list above and describe the harmony using terms discussed and defined in the text. Is the pitch tendency of the piece (not a specific voice or instrument) high or low? Is it “chant-like,” a cappella, or accompanied? If it is accompanied, is the accompaniment chordal, and if so does it use chord progressions or merely one chord? Does it sound like the harmony was written down or simply improvised? Be sure to explain your answer and offer examples from the piece you have selected. 4. Timbre and the study of acoustics is possibly one of the most interesting elements of music. Every voice, instrument, and sound made has a distinct, unique quality that either makes it attractive to our ears or unbearable. However, it is also important to remember that while an instrument or voice (ex. a screechy soprano or an accordion) may not sound good to us on their own, when paired with other instruments or voices may sound absolutely wonderful. Choose one of the pieces from this assignment and describe the timbre of the piece. How would you describe the sound? Is it airy, woody, tin-like, open, closed, high, low, etc.? Does the timbre change at all? If s ...

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The Progressive u 17 Toward the end of the oral argument in a pivotal labor case before the U.S. Supreme Court last February, Justice Sonia Sotomayor made a comment that cut to the heart of the matter. “You’re basically arguing, do away with unions,” Sotomayor said. The case, Janus v. American Feder- ation of State, County, and Municipal Employees, Council 31, concerns the right of public-employee unions to collect fees from nonunion workers. The plaintiff, Mark Janus, is an Illinois state public employee who refuses to join AFSCME, which acts as the bargaining agent for rank-and-file employees in his department, and objects to having “fair-share” fees deducted from his monthly paychecks. Sotomayor’s remark was directed to Janus’s attorney William Messenger. It echoed the concerns of progressive activists across the country, who say the case poses an existential threat to public-sector unions, which rely on fair- share fees from nonmembers to defray the costs of collective bargaining and contract administration. Messenger, a staff lawyer for the National Right to Work Legal Defense Foundation and member of the conservative Federalist Society, hemmed a bit at the justice’s bluntness, but he stuck to the central position he had advanced in his argument and briefs: that the case was about the First Amendment. He insisted that Americans have not only an affirmative right to speak but also Bill Blum is a Los Angeles lawyer and a former state of California administrative law judge who writes at Truthdig.com. The Supremes v. Unions Rulings Expose High Court’s Anti-Worker Bias By Bill Blum GW EN KE RA VA L https://www.supremecourt.gov/oral_arguments/argument_transcripts/2017/16-1466_gebh.pdf https://assets.documentcloud.org/documents/4594026/Transcript-page.pdf http://www.scotusblog.com/case-files/cases/janus-v-american-federation-state-county-municipal-employees-council-31/ http://www.scotusblog.com/case-files/cases/janus-v-american-federation-state-county-municipal-employees-council-31/ http://www.scotusblog.com/case-files/cases/janus-v-american-federation-state-county-municipal-employees-council-31/ https://fedsoc.org/contributors/william-messenger-1 https://www.sourcewatch.org/index.php/National_Right_to_Work_Legal_Defense_Foundation https://www.sourcewatch.org/index.php/National_Right_to_Work_Legal_Defense_Foundation http://www.scotusblog.com/case-files/cases/janus-v-american-federation-state-county-municipal-employees-council-31/ 18 u August / September 2018 a passive right not to be compelled to speak. And making nonunion public employees pay fees to a union, he and others contend, amounts to compelled speech. In late June, the Supreme Court ac- cepted this reasoning and sided with Janus, ruling 5-4 that public-employee unions may not collect fair-share fees. Without these revenues, many unions believe their coffers will dry up, and their membership rolls will shrivel. .

The Progressive u 17 Toward the end of the oral argum.docx

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The project involves the following five parts: Introduction (what is the hypothesis you want to test; what is the population data you have in mind) Data collection (what your sample data is and from where you collect them; on what basis you are convinced the sample is random) Data summary and visualization (the basic summary statistics of your data and a visualization of the main feature of the data) Hypothesis-testing (a statistical statement of the hypothesis you want to test and the test statistics that you have computed) Conclusion (what you can conclude concerning your hypothesis based on your test statistics) You can choose your favorite statistical software to conduct the project. Write a two-page memo of the data project detailing the above four parts and submit the data file along with the memo. The Topics can be political, economic ( better ), social issues, etc. Here I attached some examples. .

The project involves the following five partsIntroduction.docx

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The programming Language is c++. I need a program that will initiali.docx

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The program reads data from two files, itemsList-0x.txt and inventoryList-0x.txt . File extensions on Linux may be arbitrary–i.e., these files could have been named with .dat as the extensions. The first file, itemsList-0x.txt , lists all possible items. Each line represents one item in the form id name . Example 1: Sample itemsList-0x.txt 0 Air 1 HP Potion 2 MP Potion 5 Iron Ore 3 Bow Tie 4 Dirt 6 Diamond Ore 7 Iron Ingot 8 Diamond 9 Diamond Block The second file, inventoryList-0x.txt , lists each individual inventory–or storage chest–followed by a list of items. Example 2: Sample inventoryList-0x.txt # 5 - 1 10 - 2 5 - 3 2 # 6 - 4 3 - 5 27 - 6 44 - 7 55 - 8 1 - 9 4 - 4 3 # 2 - 2 5 - 9 4 - 8 1 - 5 2 - 10 5 Each line preceded by # denotes the start of a new inventory. Each line preceded by - denotes an item. The program creates a new inventory each time a # is encountered. When a - is encountered, a stack of items, ItemStack, is created. The ItemStack is placed in the Inventory based on the following rules: If the Inventory is empty, store the ItemStack, and return true . If the Inventory is not empty, examine the Inventory. If a matching ItemStack is found, merge the two ItemStacks and return true . If no matching ItemStack is found, store the new ItemStack and return true . If the Inventory is full, return false . Through the magic of abstraction, this is not one function, but four (4) functions in total. Yes, it does seem unnecessary at first. However, each function does one thing and only one thing. This is an exercise in understanding the thought process behind abstraction, interfaces, and the S / O in S.O.L.I.D (with some C++ code) in a multi-ADT program. Most of your time will be spent on understanding the abstractions (and interfaces) as opposed to spamming cobblestone blocks… I mean C++ code. 3.2 Output The output consists of three reports written to standard output, one after the other. A report listing items that were stored or discarded. A report listing all valid items. Finally, a detailed report is printed. listing data for each inventory: Maximum Capacity–i.e., total slots. Utilized Capacity–i.e., occupied slots Listing of all items. If the program is run with the provided input files, the following output should be generated… Example 3: Sample Output Processing Log: Stored (10) HP Potion Stored ( 5) MP Potion Stored ( 2) Bow Tie Stored ( 3) Dirt Stored (27) Iron Ore Stored (44) Diamond Ore Stored (55) Iron Ingot Stored ( 1) Diamond Stored ( 4) Diamond Block Stored ( 3) Dirt Stored ( 5) MP Potion Stored ( 4) Diamond Block Discarded ( 1) Diamond Discarded ( 2) Iron Ore Item List: 0 Air 1 HP Potion 2 MP Potion 3 Bow Tie 4 Dirt 5 Iron Ore 6 Diamond Ore 7 Iron Ingot 8 Diamond 9 Diamond Block Storage Summary: -Used 3 of 5 slots (10) HP Potion ( 5) MP Potion ( 2) Bow Tie -Used 6 of 6 slots ( 6) Dirt.

The program reads data from two files, itemsList-0x.txt and .docx

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The project is a video presentation of a PowerPoint. I will need not.docx

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The purpose of this 5 page paper is to write about any compound, formed by two or more elements. Guide lines: Ø A title, your name, date and paper number Ø A short paragraph explaining your selection Ø Abstract Ø Introduction Ø Description of topic complete with data, illustrations and graphs if necessary (NOTE: While you can insert as many graphs, tables and images as you’d like, only the typed words will count toward the required 5 pages ) Ø Conclusion Ø References (use ACS format) Thank you .

The purpose of this 5 page paper is to write about any compound, for.docx

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The purpose of these assignment is to allow students the opportunity to demonstrate understanding of concepts and to reflect on the completed assessments in relation to self. Please use the Assignment Link to submit these assignments as file uploads. Cultural Competency Reflection: 2-3 Pages Basic understanding of concepts Importance and application Your perception of your level of cultural competence .

The purpose of these assignment is to allow students the opp.docx

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The Progressive Era Triangle Shirtwaist Factory Fire Shirtwaists Factory Work Horror Press Accounts Anger Union Response Progressivism • Influential reform movement – mid 1890s-end of WWI • Many impulses – both liberal and conservative; Republican and Democrat • Desired to soften the harsh impact of industrialization, urbanization and immigration • Began in the cities among the middle classes • First nationwide reform movement General Middle Class Unease • America now a world power with an empire • Most productive industrial nation • Dramatic economic and demographic changes • Social Problems Specific Developments • Depression of the 1890s • Emergence of both Populist and Socialist parties • Numerous strikes and the rise of some small, but violent, unions • Arrogance of large corporations • The assassination of President McKinley by an anarchist Reforms • Relied on the new social sciences • Moralistic and optimistic • Need to reform society and institutions for “social efficiency” • But no single motive behind reforms Social Gospel • Humanitarian reformers • A means to translate faith into action • “ministers of reform” and “reforms of the heart” • Social justice impulses Jane Addams and Hull House Self-Interest • Middle class feared possible class warfare or the rise of socialism • Believed that reform to institutions and society needed • Worried about widening gap between the few “haves” and the many “have-nots” • Also feared the rising immigrant tide as a “menace” to democracy Sense of Vulnerability • Individuals no longer exercised control over their own destinies • The powerful corporation, “vested interests,” “malefactors of great wealth” held the people hostage • Reforms needed to protect/extend individual rights in the modern industrial era Muckrackers • Articulated the general fears • Gave focus to anxieties • Laid bare the “shameful facts” • Raised public awareness of specific issues upon which to focus reform Women’s Activism • General Federation of Women’s Clubs – united white middle class women’s clubs in 1890 • National Association of Colored Women – organized black middle class women’s clubs in 1896 • Issues: suffrage, libraries, schools, parks, hospitals, sanitation, juvenile courts, public health, pure foods and drugs, etc. Types of Reform • Four broad categories – To make the government more efficient, honest and responsive to the popular will – More stringent regulation of business to protect consumers, workers and small businesses – Efforts to improve the quality of life in the cities – Use of the coercive power of government to impose middle class standards on personal behavior and morality Moral “Reforms” • Prohibition, anti-gambling, close dance halls • Mandatory sterilization of sex offenders, certain criminals and mentally deficient persons • “Americanizing” immigrants Grass-.

The Progressive EraTriangle Shirtwaist Factory Fire.docx

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The purpose of the strategic plan is to allow the selected healthcare organization to understand their current strategic position, where they want to be in the future, and how they will achieve those goals. For this strategic plan, you will select an existing healthcare organization local to your community to conduct a strategic plan analysis on. The strategic plan should project 3 year’s worth of planning. Additionally, students should focus on identifying a target market (consumer or business in South Florida) whose needs are not currently being met, not being met satisfactorily or even recognized. Students also should think about competitive offerings, and how their offering will be communicated and delivered. The solution must be actionable or realistic. The strategic plan will be completed in 3 phases, which will all culminate to create the final strategic plan. Please see course calendar in syllabus for the due dates of each phase. Phase 1 (10 points): Cover page, introduction, M,V,V,G The purpose of the strategic plan is to allow the selected healthcare organization to understand their current strategic position, where they want to be in the future, and how they will achieve those goals. For this strategic plan, you will select an exis ting healthcare organization local to your community to conduct a strategic plan analysis on. The strategic plan should project 3 year’s worth of planning. Additionally, students should focus on identifying a target market (consumer or business in South F lorida) whose needs are not currently being met, not being met satisfactorily or even recognized. Students also should think about competitive offerings, and how their offering will be communicated and delivered. The solution must be actionable or realisti c. The strategic plan will be completed in 3 phases, which will all culminate to create the final strategic plan. Please see course calendar in syllabus for the due dates of each phase. Phase 1 (10 points): Cover page, introduction, M,V,V,G The purpose of the strategic plan is to allow the selected healthcare organization to understand their current strategic position, where they want to be in the future, and how they will achieve those goals. For this strategic plan, you will select an existing healthcare organization local to your community to conduct a strategic plan analysis on. The strategic plan should project 3 year’s worth of planning. Additionally, students should focus on identifying a target market (consumer or business in South Florida) whose needs are not currently being met, not being met satisfactorily or even recognized. Students also should think about competitive offerings, and how their offering will be communicated and delivered. The solution must be actionable or realistic. The strategic plan will be completed in 3 phases, which will all culminate to create the final strategic plan. Please see course calendar in syllabus for the d.

The purpose of the strategic plan is to allow the selected healthc.docx

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The purpose of the Final Paper is to apply critical insight to discern fact from fiction with regard to a topical area of your choice. ***Please note that this assignment is a continuation of the work you began during the Week 3 Assignment. You will expand upon the topic you selected earlier, taking into consideration your instructor’s feedback and incorporating additional insight gained through your research and analysis of the issue.*** The goal of this paper is to review the available evidence for a commonly held belief and provide a conclusion regarding the merit of this claim by describing concepts in core psychological domains and examining variations in psychological functioning. To complete this activity, Write an introduction paragraph for your topic. (You must continue with your selected topic identified in Week 3, unless you have received permission from your instructor otherwise.) For assistance with a thesis for your introduction paragraph, visit University of Arizona Global Campus Writing Center’s Introductions & Conclusions (Links to an external site.) and Thesis Generator (Links to an external site.) . Develop supporting Body Paragraphs (Links to an external site.) that apply a professional psychological perspective to a commonly held belief about why people think or act as they do. Consider both perspectives. Use headings as necessary to organize your work. (Use your sources identified in your Week 3 annotated bibliography, your course content, as well as any additional scholarly resources that support your argument. Visit APA Style Elements (Links to an external site.) for help with headings, and the University of Arizona Global Campus Library to obtain additional scholarly articles as necessary to fully inform your thinking and address gaps in your knowledge of the topic. Refer to the Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table for additional guidance.). Apply psychological theory and research to a commonly held belief. Employ examples to fully illustrate your analysis. Examine potential implications of diversity. Discern any relevant ethical issues. Relate potential applications of this insight to various careers. Write a conclusion paragraph that summarizes your findings and whether or not the commonly held belief you have chosen to explore is supported by psychological research and theory. Review Introductions & Conclusions (Links to an external site.) for more. The Fact or Fiction? Final Paper Must be five double-spaced pages in length at minimum (not including title and references pages) and formatted according to APA Style as outlined in the University of Arizona Global Campus Writing Center’s APA Style (Links to an external site.) resource. Must include a separate title page with the following: A header Title of paper Student’s name Course name and number Instructor’s name Date submitted For .

The purpose of the Final Paper is to apply critical insight to disce.docx

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The purpose of the Feasibility Analysis is to gain insights into the viability of a business idea and to make sure that you are on the right track. Two basic questions need to be answered with the analysis: 1) Is there sufficient demand for the product or service? 2) Can the product or service be provided on a profitable basis; or if the product or service is aimed at creating social good, can it be offered on a sustainable basis? .

The purpose of the Feasibility Analysis is to gain insights into the.docx

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The purpose of the Final Paper is for you to examine the issues related to corrections as well as the best strategies and options designed to meet the goals of corrections. Your paper should include the following: An explanation of the history of the corrections system and varying approaches to corrections by era. A complete description of the participants of the corrections system and their roles. A detailed analysis of the impediments, or issues, faced by corrections administrations when running a prison. A complete description of the rights of prisoners, and the administration of required services by prison officials. A detailed description of alternative forms of corrections, including methods of rehabilitation and reintroduction to society. A comprehensive list of alternative strategies to incarceration with an assessment, both pro and con, showing their worth as related to traditional, incarceration strategies. The paper must be eight to ten pages in length...DOUBLE SPACED... (excluding title and reference pages) and formatted according to APA style. You must use at least five scholarly resources...NO PLAGIARISM OR YOU WILL BE REPORTED... Cite your sources within the text of your paper and on the reference page. .

The purpose of the Final Paper is for you to examine the issues rela.docx

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