report plan revision
Please revise assignment to meet posted requirements
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SLP2,SLP3,SLP4,SLP5
SLP2-5 SEEN BELOW. BUSSLP2, BUSSLP3, BUSSLP4, BUSSLP5
BUSSLP2
In Module 2, you will continue with the scenario and simulation you began in the Module 1 SLP.
REQUIRED READING
SCENARIO CONTINUATION:
SLP2 – It’s New Year’s day, 2016. You just had a great New Year’s Eve celebration. You have finished
analyzing the performance of Clipboard Tablet Co. in a great report that you turned in a few days early to
Sally Smothers. Now you are ready to charge ahead into the future.
As you turn on the TV and try to open your eyes, you notice something strange. The TV commentator is
saying something about New Year’s Day, 2012. You are now wide awake and listen more carefully. Yes,
she said 2012. But that can’t be. You look around and everything looks different. Yes, it’s true; it’s New
Year’s Day, 2012. Time has rewound – a Time Warp, like the guy in the movie “It’s Groundhog Day.â€
You realize that you get to make the decisions for Clipboard Tablet Co. starting with 2012. Perhaps you
can do better than Joe Schmoe.
You decide to determine the prices and R&D allocations and whether to discontinue any products over
the next four years: 2012 – 2015. At the beginning of each year, you will determine your pricing, your
R&D allocations, and if you want to discontinue any products. You make your decisions and time
advances to the end of that year. You look at the results and see what happened. You keep track of your
decisions and make notes about your reasoning and analysis of the data. You collect and keep the data
for later analysis.
You run the Marketing of Clipboard Tablet Co. through the end of 2015. It is now 12/31/2015, New Year’s
Eve. What is your total Score? Did you do better than Joe Schmoe?
You decide to organize your notes about your decisions, your analysis, and your reasoning into a report,
which you think will help you move ahead into 2016 (finally!!, you get to move ahead into 2016 – weren’t
you at this point in time once before??)
ASSIGNMENT
Run the Clipboard Tablet Co. simulation with your strategy, making decisions year by year for prices and
R&D allocations.
http://forio.com/simulate/jelson/tabletÂdevelopmentÂsimÂ1/simulation/
Please turn in a 4 to 6 page paper, not including cover and reference page, in which you:
Write a report that shows your decisions and the results. Discuss why you did better or worse than Joe
Schmoe.
KEYS TO THE ASSIGNMENT
The key aspects of this assignment that should be covered and taken into account in preparing your
paper include:
As you run the simulation keep track of your decisions and keep track of the results  both
financial and marketing. You can copy and paste the results into Excel or into a Word document.
You can also record the information that you get from the Advisor who discusses the market and
compares Clipboard Tablet Co. products to the competition. Make note of the Final Total Score.
You should include your Final Total Score, some tables and/or graphs showing some of the
results. Be sure to explain the differences clearly and using good logic.
Remember that the key here is ANALYSIS.
Time Line Summary:
SLP1
2015: 12/15 hired. 12/30 turned in first report to Sally a few days early. 12/31 – celebrated
SLP2
Time Warp begins: 1/1/2016 WARPS INTO 1/1/2012
You freak out, and then realize you have to make decisions for 2012 – 2015.
1/2/2012 input decisions for 2012
1/2/2013 input decisions for 2013
1/2/2014 input decisions for 2014
1/2/2015 input decisions for 2015
12/31/2015 – you have gone through all four years, and you write your report to summarize how
you did. You are hoping that you will wake up tomorrow and it will be 2016.
ASSIGNMENT EXPECTATIONS
Your paper will be evaluated on the following seven (7) points:
Precision  Does the paper address the question(s) or task(s)?
Breadth  Is the full breadth of the subject, i.e., all the keys to the assignment, addressed?
Depth  Does the paper address all elements of the topic in sufficient depth? Does it include and
apply the background readings and other background resources? Are they included as
references?
Application  Are the concepts of the module appropriately applied to the subject organization?
Organization  Is the paper organized in a coherent and systematic manner? Are headings
included in all papers greater than 2 pages?
Clarity  Is the writing clear and the concepts articulated properly? Are paraphrasing and
synthesis of concepts the primary means of response to the questions, or are thoughts conveyed
through excessive use of quotations?
Referencing (citations and references) Â Does the paper use citations and quotation marks where
appropriate? Are all references listed in the bibliography used and referred to via citation?
TIPS AND SUGGESTIONS
Please note the following tips or suggestions:
Include a cover page and reference page, in addition to the 4 Â6 pages of analysis described
above.
Include headings for all papers greater than 2 pages (basically all papers), but do not use
headings as “space fillers.”
Cite AND reference all sources that you use in your work, including those that you do not quote
but paraphrase. This means include citations and quotation marks for direct quotes of more than
5 words, and citations for that information which you have “borrowed” or paraphrased from other
sources.
BUSSLP3
BACKGROUND
In Module 3, you will continue with the scenario and simulation you worked on in the Module 1 and
Module 2 SLPs.
REQUIRED READING
SCENARIO CONTINUATION:
It’s New Year’s Day, 2016. You just had a great New Year’s Eve celebration; you finished analyzing the
performance of Clipboard Tablet Company and are ready to charge ahead into the future. As you turn on
the TV and try to open your eyes, you notice something strange (again). The TV commentator is saying
something about New Year’s Day, 2012. You have a sinking feeling, and sure enough, it’s back to
1/1/2012. You realize that you are in Time Warp 2.
This time you decide to do your decision making differently. You are going to use a technique that you
became familiar with last year, CVP analysis. And you are going to decide all of your decisions at once.
No feeling your way through it this time. You are going to make all of your decisions now, for the next four
years and just cruise through it this time.
You analyze the results of your first set of decisions that you made in Time Warp 1, from 2012 to 2015.
You have the data, you kept it all. But now you are going to use CVP analysis to help you determine your
new strategy. And you have a tool to use, the CVP Calculator.
You analyze the results using CVP and develop your complete four year strategy. You decide to make
notes about your analysis and your reasoning process; just in case you have to do this again (You are
praying that you can finally move ahead this time when you get to 2016.)
You finish your report that shows your strategy that you are going to use these next four years during
Time Warp 2. And stop and take a big breath before you move ahead into 2012.
(In other words – don’t run the simulation, yet. Just turn in this report.)
ASSIGNMENT
Please turn in a 4 to 6 page paper, not including cover and reference page, in which, after again
reviewing and analyzing the results that you got in SLP2 (Time Warp 1 decisions), you develop a revised
strategy and make a case for this new strategy using analysis and relevant theories.
KEYS TO THE ASSIGNMENT
The key aspects of this assignment that should be covered and taken into account in preparing your
paper include:
The revised strategy consists of the Prices, R&D Allocation %, and any product discontinuations
for the X5, X6, and X7 tablets for each of the four years: 2012, 2013, 2014, and 2015.
You must present a rational justification for this strategy. In other words, you must Make a Case
for your proposed strategy using financial analysis and relevant theories.
Use the CVP Calculator and review the PowerPoint that explains CVP and provides some
examples.
You need to CRUNCH some numbers (CVP Analysis) to help you determine your prices and
R&D allocations.
Make sure your proposed changes in strategy are firmly based in this analysis of financial and
market data and sound business principles.
Present your analysis professionally making strategic use of tables, charts and graphs.
TIME LINE SUMMARY
SLP1
2015: 12/15 hired. 12/30 turned in first report to Sally a few days early. 12/31 – celebrated
SLP2
Time Warp 1 begins: 1/1/2016 WARPS INTO 1/1/2012
You freak out, and then realize you have to make decisions for 2012 – 2015, which you do.
12/31/2015 – you have gone through all four years, and you write your report to summarize how
you did. You are hoping that you will wake up tomorrow and it will be 2016.
SLP3
Time Warp 2 begins: 1/1/2016 WARPS INTO 1/1/2012 (Again)
Now its 1/1/2012: you decide to use CVP analysis and develop a four year plan for your strategy.
You analyze the results of your first decisions in Time Warp 1 and make notes. You use the CVP
Calculator to help you develop your strategy and you make more notes explaining your logic and
your analysis. Then you take a short breather before you start in again tomorrow.
ASSIGNMENT EXPECTATIONS
Your paper will be evaluated on the following seven (7) points:
Precision  Does the paper address the question(s) or task(s)?
Breadth  Is the full breadth of the subject, i.e., all the keys to the assignment, addressed?
Depth  Does the paper address all elements of the topic in sufficient depth? Does it include and
apply the background readings and other background resources? Are they included as
references?
Application  Are the concepts of the module appropriately applied to the subject organization?
Organization  Is the paper organized in a coherent and systematic manner? Are headings
included in all papers greater than 2 pages?
Clarity  Is the writing clear and the concepts articulated properly? Are paraphrasing and
synthesis of concepts the primary means of response to the questions, or are thoughts conveyed
through excessive use of quotations?
Referencing (citations and references) Â Does the paper use citations and quotation marks where
appropriate? Are all references listed in the bibliography used and referred to via citation?
Include a cover page and reference page, in addition to the 4 Â6 pages of analysis described
above.
Include headings for all papers greater than 2 pages (basically all papers), but do not use
headings as “space fillers.”
Cite AND reference all sources that you use in your work, including those that you do not quote
but paraphrase. This means include citations and quotation marks for direct quotes of more than
5 words, and citations for that information which you have “borrowed” or paraphrased from other
sources.
BUSSLP4
BACKGROUND
In Module 4, you will continue with the scenario and simulation you worked on in the Module 1, Module 2,
and Module 3 SLPs.
REQUIRED READING
SCENARIO CONTINUATION:
It is now 1/2/2012 (again), still at the beginning of Time Warp 2. You have just completed your revised
strategy using CVP analysis, and you are ready to charge ahead. You implement your decisions for 2012
and time flows by quickly. You see the results at the end of the year and you collect these results to use
later. Again, you implement your decisions that you have already made for 2013 and collect the results at
the end of the year. You do the same for 2014 and 2015, hoping this time that you can finally move ahead
into 2016.
It is now New Year’s Eve, 2015, what you hope is the end of Time Warp 2 and more than that, what you
hope is the end of the time warps altogether. You have the results of your decisions. How did you do?
What was your final score? You are ready to celebrate. You want to celebrate hard and forget this crazy
time warp stuff. Will it finally be 2016 when you wake up?
It’s New Year’s day, 2016. You just had a great New Year’s Eve celebration, you finished another four
years of moving Clipboard Tablet Company through 2012 – 2015, and are ready to charge ahead into the
future. As you turn on the TV and try to open your eyes, you notice something strange (again?). The TV
commentator is saying something about New Year’s Day, 2012. You have a sinking feeling, and sure
enough, it’s back to 1/1/2012. You groan and curse. When will this time warp end? You are now in Time
Warp 3.
Maybe you need to keep improving Clipboard Tablet’s performance so that you can finally move ahead.
You vow to do better this time. And you think your best approach is to develop your four year strategy like
you did the last time.
You analyze the results of your last set of decisions from 2012 to 2015. You have the data, you kept it all.
And you are going to use CVP analysis again to help you determine your new strategy. And you have a
tool to use, the CVP Calculator. You are going to get better at it.
You analyze the results from Time Warp 2 using CVP and develop your complete four year strategy. You
decide to make notes about your analysis and your reasoning process, just in case you have to do this
again (You are praying that you can finally move ahead this time when you get to 2016.)
You finish your report that shows the strategy that you are going to use these next four years, Time Warp
3. And you stop and take a big breath before you move ahead into 2012. (In other words – don’t run this
strategy in the simulation, yet. Just turn in this report.)
ASSIGNMENT
Run the simulation with the Strategy that you developed in SLP3 for Time Warp2.
http://forio.com/simulate/jelson/tabletÂdevelopmentÂsimÂ1/simulation/
Review and analyze these results (Time Warp 2 decisions) and develop a revised strategy for Time Warp
3. Make a case for this new strategy using analysis and relevant theories.
Please turn in a 4 to 6 page paper, not including cover and reference page.
KEYS TO THE ASSIGNMENT
The key aspects of this assignment that should be covered and taken into account in preparing your
paper include:
The revised strategy consists of the Prices, R&D Allocation %, and any product discontinuations
for the X5, X6, and X7 tablets for each of the four years: 2012, 2013, 2014, and 2015.
You must present a rational justification for this strategy. In other words, you must Make a Case
for your proposed strategy using financial analysis and relevant theories.
Use the CVP Calculator and review the PowerPoint that explains CVP and provides some
examples.
You need to CRUNCH some numbers (CVP Analysis) to help you determine your prices and
R&D allocations.
Make sure your proposed changes in strategy are firmly based in this analysis of financial and
market data and sound business principles.Your goal is to practice using CVP and get better
at it.
Present your analysis professionally making strategic use of tables, charts and graphs.
TIME LINE SUMMARY
SLP1
2015: 12/15 hired. 12/30 turned in first report to Sally a few days early. 12/31 – celebrated
SLP2
Time Warp 1 begins: 1/1/2016 WARPS INTO 1/1/2012
You freak out, and then realize you have to make decisions for 2012 – 2015, which you do.
12/31/2015 – you have gone through all four years, and you write your report to summarize how
you did. You are hoping that you will wake up tomorrow and it will be 2016.
SLP3
Time Warp 2 begins: 1/1/2016 WARPS INTO 1/1/2012 (Again)
Now its 1/1/2012: you decide to use&n
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excel file
make one excel of nba team players’ datas of last two seasons.(including name, game played, ppg, pts,fgm/g, fg%, 3fgm/g…fga/g 3fga/g 3fg% ftm/g fta/g ft% pps.etc )from foxnba.com
pick top 5 players who score most in a team.which means 30 teams in the nba, each team pick 5 players, and do 2 seasons. = 30*5*2=300 observations.
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Take an online quiz for me. Philosophy…
Hi, I have an online quiz due today at 11pm. its a 45 min quiz and usually 30-35 questions. You cant take it for me since you cannot log in as me. However, i can start the quiz and ask you each question and have you answer through chat since that is the fastest way to do it. the material that it will be over is this:
-OVERVIEW OF ETHICS
FROM PLATO, Republic
-ETHICAL RELATIVISM VERSUS OBJECTIVISM
FROM HERODOTUS, The Histories
FROM RUTH BENEDICT, Anthropology and the Abnormal
FROM JAMES RACHELS, The Challenge of Cultural Relativism
-ETHICAL EGOISM
FROM W. SOMERSET MAUGHAM, Of Human Bondage
FROM AYN RAND, The Virtue of Selfishness
-UTILITARIANISM
FROM JEREMY BENTHAM, An Introduction to the Principles of Morals and Legislation
FROM JOHN STUART MILL, Utilitarianism
FROM ALASTAIR NORCROSS, Comparing Harms: Headaches and Human Lives
-KANTIAN ETHICS
FROM IMMANUEL KANT, Foundations of the Metaphysics of Morals
– VIRTUE ETHICS
FROM ARISTOTLE, Nicomachean Ethics
FROM CONFUCIUS, The Analects
FROM JANET SMITH, Moral Character and Abortion
-RETHINKING THE WESTERN TRADITION: FEMINIST ETHICS
FROM MARILYN FRIEDMAN, Liberating Care
-ETHICAL THEORIES AND PRACTICAL MORAL PROBLEMS
Does anybody know all of this material that can help me take the quiz? My down payment will be 5 dollars, and depending on the grade is what else i will pay. It is graded immediately. Hope to hear from someone soon!
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HR Homework – Due 10/9 – MW
thanks
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ESL SPECIALIST ONLYTo focus on five verbs that would be appropriate and fun for children. The other thing you need to do for this lesson plan to pass is to demonstrate that you can use some of the things you lea
Comment:
Sorry but the goal here is not to teach “can” and “can’t” but to focus on five verbs that would be appropriate and fun for children. The other thing you need to do for this lesson plan to pass is to demonstrate that you can use some of the things you learned in the module to teach children. The type of lesson you have above might be OK for adults, but not so much fun for kids.
I can give you one more chance with this. Take your time.
Below
Pre-plan
Level, age: elementary, 8 years old
Lesson length: 50 minutes
Aim: six new action verbs
Target language: new verbs run, jump, sing, sit, and sleep.
Assumed knowledge: the beginners’ are expected to have knowledge of other action verbs, either related with the new words or not.
Can use some essential sentences structures such as: wants to, he/she ….he can and I … he/she cannot or he/she does not…
Expected problems: the beginners’ might struggle to acquire all the new verbs.
There is high possibility that students might have forgotten or i f hey remember have to struggle to remember all the previous thought verbs as well as sentence structures.
Solutions: repetition is essential throughout the lesson with students given a chance to repeat the phrase
• Prepare activity for example a game focusing on the previously thought vocabulary
• Revision of previously written homework from the previous lesson is essential
Preparation and Aids: pictures of people carrying out some activities as well as the handout for assignment
Lesson plan
THIS IS MINE AND IT DIDN”T PASS
Stage 1 Activity:
• Start lesson with game; play bingo with the previously nouns and verbs
• Revise assignment from the previous lesson
Interaction: T-S Time: 5 minutes
Stage 2 Activity:
• Use flash cards to provoke activities; read, sing, run, play, write
• Put pictures on board
Interaction: S-T: 5minutes
Stage 3 Activity:
• Present sentences using ‘I can’t ……try sing and provoke I can’t sing, sleep and prove ‘I can sleep’. In case the sentences cannot be provoked, feed them to the class. Before the end of the lesson, the sentences should be repeated several times.
Stage 4 Activity;
• Drill individually. More focus is put on the pronoun can and can’t.
• I can sleep….
• I can’t sleep.
The negative form of these words has different pronunciations thus helps students to differentiate the two words while pronouncing them.
Interaction: T-S-T Time: 5 minutes
Stage 5 activity:
Provoke the question form, and put more emphasis on the short answers. Highlight the different ways to pronounce the word can
Example :
“Can you sleep?â€
“Yes, I can.â€
“No, I can’t.â€
The word can is weak in ‘can you sleep?’ since it is not stressed. It is however strong in ‘yes, I can.
Interaction: S-T& T Time: 4 minutes
Stage 6 activity: start the control of questions and answers around the class….
Interaction: T-S-S Time: 6 minutes
Stage 7 activity
Write up goal language on the board and examine any doubts.
Interaction: T-S Time: 8 minutes
Stage 8 activity:
instruct students to write down the unusual things they are capable. You can help them if they don’t know.
Interactions: S Time 6 minutes
Stage 9 activity:
Here is where miling activity is carried. Students should be given time to ask many questions on their fellow classmates and take note
Interaction S-S Time: 14 minutes
Stage 10 activity:
Set worksheet with gap-fill exercise for homework.
Interaction: T-S: Time 2 minutes
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2 Discussions
For government/ politics class
Text: Levin-Waldman, O. M. (2012). American government. San Diego, CA: Bridgepoint Education, Inc.
Discussions
- Party Platforms and Winning Elections
Political parties mobilize voters to win elections and implement policy goals. Parties use their stated policy goals (i.e., their platforms) as a way to mobilize voter support. Generally, in order to be successful in a two-party system, parties must have policy goals across a broad range of issue areas to appeal to a broad range of voters.Before writing your initial post, review the assigned resources (attached).
For this discussion, you will identify one issue area that you want investigate. Use the assigned resources required for this discussion to gather information about the goals and proposals, in that issue area, of three political parties – the Democratic and Republican parties and a third party.
In your initial post of at least 200-250 words, summarize each of the three parties’ policy goals in your issue area. Compare and contrast the parties’ goals in that area. Evaluate each party’s goals from two perspectives:
- Your own political philosophy, values or ideology.
- How effective each party’s goals are likely to be in mobilizing voters to support the party’s candidates on the national level. In making your assessment from this perspective, consider what influence the factors which underlie the two-party system have on each party’s ability to use its policy proposals to generate voter support.
Justify your conclusions with facts and persuasive reasoning.Fully respond to all parts of the question. Write in your own words. Support your position with APA citations to two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
By Day 7, respond to at least two of your classmates’ initial posts. Your peer responses each must be at least 75 words. They must demonstrate critical thinking (e.g., ask a relevant question about your peer’s post while explaining why your question is significant, or state a perspective that contrasts with your peer’s while explaining or justifying your position).
- Voting and Turnout
The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). While during the last decade many initiatives have been undertaken to increase voter participation, concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities.Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud.
Before writing your initial post, review the assigned resources (attached).
In your initial post of at least 200-250 words, summarize recent developments in several states enacting voter ID laws. Explain the pros and cons on both sides of the debate about these laws. Share your own experience with the relative difficulty or ease of voting in your locale. Draw your own conclusion about the debate over voter ID laws. Finally, share your perspective about whether voting in the U.S. should be made easier or harder. Justify your conclusions with facts and persuasive reasoning.
Fully respond to all parts of the question. Write in your own words. Support your position with APA citations to two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
By Day 7, respond to at least two of your classmates’ initial posts. Your peer responses each must be at least 75 words. They must demonstrate critical thinking (e.g., ask a relevant question about your peer’s post while explaining why your question is significant, or state a perspective that contrasts with your peer’s while explaining or justifying your position).
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Discussion 9
Directions: A mutation is a change in the genetic material (DNA). Sometimes a mutation will affect the expression of a gene in terms of the protein that is produced and sometimes it will not. For example, when you look at the mutation that causes Sickle Cell Anemia, you find a change in one nucleotide only. (As a reminder, your genetic material (DNA) is made of a long chain of nucleotides. A gene is a segment of DNA that encodes a specific protein or RNA.)
In the case of Sickle Cell Anemia, the change in one nucleotide in the entire nucleotide sequence, leads to a change in one amino acid produced through protein synthesis. This change, or mutation, causes a change in the protein produced (hemoglobin). Not only does this affect the protein produced, but it also affects the shape of the red blood cell (RBC) that holds the hemoglobin, and ultimately the overall function of this cell type in a negative way. You may remember from your earlier reading that red blood cells are disk-shaped cells packed with hemoglobin. Hemoglobin is a protein that will hold on to and carry oxygen to nourish the cells of your body as RBCs travel through your cardiovascular system. What may seem like a small change, mutation, in this gene has a profound effect on the function of the cell and the health of the individual that contains this mutation.
Identify one genetic disorder that is caused by a mutation. In your initial post, please include:
- the name of the genetic disorder
- describe the effects of the disorder
- identify the type of mutation that causes this disorder
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Humanities Paper
Assignment : Cultural Activity Report
As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity†that fits well with our course and then report on your experience. Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 112 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 111. For instance, one might go to the same museum as done for HUM 111, but this HUM 112 report will focus on entirely different works and displays.
- Visit a museum or gallery exhibition or attend a theater, dance, or musical performance before the end of Week 5. The activity (museum or performance) should have content that fits our course well. Have fun doing this.
- Write a two to three (2-3) page report (500-750 words) that describes your experience.
-
- Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
- Provide specific information and a description of at least two (2) pieces.
- Provide a summary of the event and describe your overall reaction after attending the event.
- Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.
Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town / state or zip code) for a good activity in your general area.
Visiting a Museum
- It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
- If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
- Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 112 class and book. Since HUM 112 covers from 1600 AD to the present, it makes more sense to focus on items from this time frame. In general, museums with fine arts work better than history museums.
- Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity.
- Make notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
- The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two or three (2 or 3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums have benches where you can sit and study a particular piece.
- If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?
Attending a Performance
- Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement.
- Try to do a quality performance that fits the class subject matter well. Sorry—but this is not for pop music or rock music, rap, country music, gospel music, comedy routines, your kid’s dance recital, your international friend’s wedding, high school plays, renaissance fairs, etc. Instead, think of college level or professional recitals, string quartets, symphony orchestras, opera, jazz, some stage dramas, etc.
- Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity.
- Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up†a bit.
- Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
- Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off.
- Most long musical performances have at least one (1) intermission. If the lights start blinking, it is the sign that the performance is about to begin.
- Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.
Note: If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend†online. The “virtual†event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and manageable for students, and you will often see students from other universities there on similar course projects. If you are facing financial hardship, keep in mind that many museums have a free day each week and performance discounts are often available for students and veterans, among others. Feel free to ask your instructor to help with finding low-cost options. If you believe that you have a legitimate reason for attending a “virtual†activity, you must contact the instructor no later than Week 5 for your request to be considered.
Your assignment must follow these formatting requirements:
- Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the Additional Resources section of their Student Center within their course shell for reference)
- Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
- Explain the importance of situating a society’s cultural and artistic expressions within a historical context.
- Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
- Use technology and information resources to research issues in the study of world cultures.
- Write clearly and concisely about world cultures
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