You will be required to attend a concert of your choice and write an essay on your experience. In addition to relating your reactions to the performance(s), audience, and your impressions of the concert venue, include some relevant details about musical content. NOTE: You need not attend performances by “professional” or “first-tier” big-name artists; many kinds of civic orchestras, opera productions, recitals, or the musical activity at a local house of worship can offer opportunities for insightful musical criticism. The concert may not, however, fall too outside the scope of the content of this class; concerts of popular music, world music, jazz, or musicals are not acceptable for this assignment. If you aren’t sure if a concert meets the requirements of the report, just ask us in advance! In addition, you must write your paper on a concert you attended during this quarter.

Your paper should represent original thinking; you will draw on information presented in the online lesson material and in the assigned reading assignments, but you must relyprimarily on your own ideas rather than on any external, secondary source material. There will be no need to include a bibliography, discography, or footnotes, except if you are using quotations or ideas from a specific source. Again, the basic content should mainly reflect your own reactions and ideas.

Your essay should demonstrate good writing skills—please proofread for spelling, grammar, organization, and so on. The essay should be approximately three to four pages in length.

Your essay should be double-spaced, and in a normal, non-italic, black, 10– to 12-point font.

In your musical criticism, draw on your knowledge of musical stylistic elements, such as we have covered in class and that you have studied in the Kamien textbook and the listening assignments. For example, include descriptive details of, say, a singing style or vocal qualities and characteristics (for example, melismatic decorations, use of call and response, and so on), instrumentation, dynamic characteristics (for example, loud or soft volume levels). Mention any featured soloists (vocalist(s) or instrumentalist(s), and so on). Discuss the tempo of a given piece (slow, moderate, up-tempo, and so on) and mood or affect. You might also describe a general quality or character of sound (for example either a thick or sparse texture). You might inform the reader if the performance spotlighted any display of vocal or instrumental virtuosity. Use any of the musical terms we have thus far discussed or that you have discovered in the glossary of your textbook.

In reviewing the concert experience, per se, you may want to take note of the audience’s makeup and behavior. A report can include a word about audience reaction to both musical and visual events on the stage—responses to particular pieces, lighting effects, featured soloists or dancers, etc. You might also comment on the size, layout, and room acoustics of the venue; were you able to see and hear the performers clearly? Some contemporary musical performances depend on amplification and sound reinforcement provided by a sound or PA system; was the concert hampered or helped by the sound mix? Did you have any problems hearing any part of the program?

 

You don’t have to attend the concert obviously to write about it, just know your music terminology and listen to these songs on youtube. I am paying a large amount of cash since I need this done by 11:55PM 11/19 (Pacific time), but it should be fairly manageable because this is an intro music course at a university. Just write as much as you can about the below 6 songs, you can leave out the concert date as I can just fill that part in, and just make up the audience’s reaction to what you deem fit. I also have the song translations which I can text you, or you can look up online.

George Bizet (1838-1875)

Serenade

Chanson d’Avril

Le Martin

 

Franz Schubert (1797-1828)

Du bist die Ruh

Gretchen am Spinnrade

Ganymed

 

Interdependence, Conflict, and Negotiation

Write a three to five page paper in APA format on interdependence, the types of negotiation, and the nature of conflict in negotiation. Include concepts from the text or lectures and at least one additional outside source.

Types of negotiation:

1. Mutual adjustment (including concession making)

2. Value Claiming and Value Creation

I am using: Lewicki, R. J., Saunders, D. M., & Barry, B. (2011). Essentials of Negotiation (5th ed.). McGraw-Hill ISBN: 0073530360

 

In this project, you will determine what core courses that are required to complete your degree in Information Systems Management. You are trying to determine which classes will be offered and how much longer it will take you to complete your degree. Once you complete your pivot table and chart, you will now be able to visually see what courses are available and which semester offers the most courses that you will need to successfully graduate.

To complete the assignment, perform the following tasks:

1. Open this Excel workbook and save the worksheet as “FirstInital_LastName_PivotIPA04_.xlsx.”
2. Highlight the entire data set, and insert a pivot table.
   • For more information on how to create a pivot table, click here.
3. Create a new worksheet, and sort the pivot table as follows:
   • Move Student level to the Column level.
   • Move the Year will move to Values, changing your values to count instead of sum.
   • Move the Course to Row Label.
4. Insert a Column chart and expand your chart. Select Chart Layout 3, and also change your chart design style 2.
5. Add a title “Course Availability” for your table.
6. Save the worksheet as “Course Availability,” and save your document as “FirstInitial_LastName_PivotIPA04_solution.”
7. Return to the Data sheet, highlight all the data, and click on Insert a pivot chart.
   • For more information on how to create a pivot chart, click here.
8. Create a new worksheet, and sort the pivot chart as follows:
   • Filter the Year.
   • Move Courses to Axis Fields.
   • Move the Count of Student to Value.
9. Change your chart type to columns and choose a style from the design tab. Insert the name “Course Overview” as your title.
10. Adjust your new chart by expanding it from cells A22 to G48.
11. Rename the worksheet to “Course Overview.” Submit your Excel spreadsheet.

Reference

Microsoft. (n.d.). Create or delete a PivotTable or PivotChart report. Retrieved from http://office.microsoft.com/en-us/excel-help/create-or-delete-a-pivottable-or-pivotchart-report-HP010342375.aspx?CTT=1#_Toc254687657

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8-1 7  Una boda. ¿Qué acción estaba en progreso (imperfecto) cuando ocurrió la otra acción (pretérito)? Selecciona la forma correcta de cada verbo para completar la descripción de esta boda. 1. Todos los invitados (esperaban / esperaron) en la iglesia cuando el novio (entraba / entró). 2. Él (llegaba / llegó) tarde porque no (tenía / tuvo) la dirección de la iglesia. 3. Cuando la novia (entraba / entró), se veía que ella (estaba / estuvo) un poco nerviosa. 4. Al final de la ceremonia, la novia (miraba / miró) a su madre y (veía / vio) que su madre (estaba / estuvo) muy emocionada. 5. El fotógrafo (sacaba / sacó) tres fotos mientras los novios (salían / salieron) de la iglesia. 6. Los novios (estaban / estuvieron) exhaustos cuando los últimos invitados (se iban / se fueron) del banquete después de la boda. 7. Al día siguiente, (hacía / hizo) un tiempo estupendo cuando los novios (se iban / se fueron) de luna de miel (honeymoon). 8-1 9  En el pasado. Completa las siguientes oraciones con el imperfecto para describir la acción en progreso y el pretérito para hablar de la acción terminada. M od el o Cuando (yo) nací(nacer), mis padres ya tenían (tener) dos hijos. 1. Mi familia (estar) en Santa Fe cuando (yo) (nacer). 2. (Nosotros) (vivir) en San Diego cuando (yo) (empezar) la escuela primaria. 3. (Yo) (conocer) a mi mejor amigo cuando (yo) (estar) en la escuela secundaria. 4. (Yo) (tener) dieciséis años cuando (yo) (aprender) a conducir (to drive). 5. Cuando (yo) (graduarse) de la escuela secundaria, (yo) (querer) trabajar en un hospital. 8-36  Profesiones. Un amigo habla de su familia cuando era pequeño. Completa las oraciones con el nombre de una profesión. M od el o Me gustaban los videojuegos y quería crearlos (create them). Quería ser diseñador de software. 1. Mi padre ayudaba a los médicos en un hospital. Era . . . 2. Mi abuelo trabajaba con las personas sin techo (the homeless). Era . . . 3. Mi madre trabajaba con computadoras. Era . . . 4. Mi abuela enseñaba en una escuela primaria. Era . . . 5. A mi hermana le gustaba cantar y quería ser famosa. Soñaba con ser . . . 6. Mi tío ayudaba a personas enfermas en una ambulancia. Era . . 8-38  Comparaciones culturales. Lee las siguientes frases de hispanos famosos. ¿Sabes a qué se dedican o dedicaban? abogada beisbolista científico escritor escritora futbolista músico pintor pintora M od el o El colombiano Gabriel García Márquez dijo: “La vida no es la que uno vivió, sino (rather) la que uno recuerda, y cómo la recuerda para contarla”. Es escritor. 1. La mexicana Frida Kahlo dijo: “Pinto autorretratos (self-portraits) porque a menudo (often) estoy sola, porque soy la persona que mejor conozco”. Era . . . 2. El puertorriqueño Roberto Clemente dijo: “¿Porqué todos hablan de lo que pasó ayer? Todo lo que importa es el juego de mañana”. Era . . . 3. El argentino Diego Maradona dijo: “Jugar sin público es jugar adentro de un cementerio”. Es ex . . . 4. La chilena Isabel Allende dijo: “Un hombre hace lo que puede. Una mujer hace lo que un hombre no puede”. Es . . . 5. El mexicano Carlos Santana dijo: “Pienso en la música como en un menú. No puedo comer lo mismo todos los días”. Es . . . 6. El español Severo Ochoa dijo: “El amor es físíca y química”. Era . . . 7. La argentina Cristina Fernández de Kirchner dijo: “La memoria y la libertad deben ser ejercicios cotidianos (daily) de todos para evitar (to avoid) un nuevo holocausto y violaciones a los derechos (rights) humanos”. Es . . . 8. El español Pablo Picasso dijo: “A los doce años sabía dibujar (to draw) como Rafael, pero necesité toda una vida para aprender a pintar como un niño”. Era . .