24 August 2015

Music Reflection Paper

Reflection Paper

One of the course objectives is “a greater appreciation for music and musicianship.” Your assignment is to reflect upon what you have learned about music over the semester, and examine how that knowledge has helped you gain a greater appreciation for music and musicianship. Feel free to relate it to the music you personally enjoy. Has your understanding of that music increased? Write a typed paper of about 500 words, reflecting on these and other related questions.

24 August 2015,
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Music Reflection Paper Reflection Paper One of the course objectives is “a greater appreciation for music and musicianship.” Your assignment is to reflect upon […]


24 August 2015

You must choose one of the following contemporary films for the film analysis. Being Mary Jane Beasts of the Southern Wild The Big Lebowski District 9 Friday Night Lights The King's Speech Office Space Something New

You must choose one of the following contemporary films for the film analysis. Being Mary Jane Beasts of the Southern Wild The Big Lebowski District 9 Friday Night Lights The King's Speech Office Space Something New


Each of these films demonstrates one or more of the major concepts discussed in this unit, including the source and role of conflict in the human quest for meaningful interpersonal relationships. If you have seen one or more of these films, you are encouraged to choose one you have already seen because communication concepts demonstrated in each film are often easier to see after multiple viewings of a film. Link as many concepts from this unit as you can to scenes from the film you choose.

Give your essay the following header:

[Your name]
eCore COMM 1100
[Date]
[Film title]

When your essay is complete, submit it to your instructor as an attachment to this Assignment.

Post it to discussions for your classmates to read under the topic “Unit 4, Film Analysis Paper”.

Grading Criteria:

The film analysis must have a clear introduction, body and conclusion. The introduction should contain an attention getter; a statement of topic, e.g., “This analysis is about The Waterboy.”; a statement of purpose, e.g., to inform, to persuade or to entertain; a thesis that makes a judgment about the value of the film for what it teaches us about communication; a preview of your main ideas; and list the key concepts (see below) you will be identifying in the body of the paper.

The body of the paper should be paragraphed to reflect your main ideas. Your main ideas and supporting ideas should be chosen and organized to demonstrate your understanding of at least 10 key concepts from this unit. Link the key concepts to scenes from the film and bold the term the first time you use it in the body of the paper.

Key Concepts: self concept, The Johari Window, self esteem, reflected appraisal, self fulfilling prophecy, Maslow's Hierarchy of Needs, identity needs, identity management strategies, conflict, mixed emotions, counterfeit emotions, facilitative and debilitative emotions, perception, perceptual constructs, stereotypes, first impressions, stages of relationship development, social exchange theory, communication climate, nonlistening.

The conclusion of the paper should summarize your main ideas about the film and close the paper.

You must turn in this assignment by the due date indicated in the course calendar. As always, proper English should be used; spelling, grammar, and punctuation will be checked. Reference the book and the course material.
24 August 2015,
 0

You must choose one of the following contemporary films for the film analysis. Being Mary Jane Beasts of the Southern Wild The Big Lebowski […]


24 August 2015

Using Tuckman's Stages of Group Development (p. 274), describe a time when you joined a group for work, sports, or school

Prepare a written responses to one (1) writing prompt below. Your written response should demonstrate how you gained further insight about an Organizational Behavior concept while applying the concept to your personal life experience. Your written response should:

• be formatted as a one-page, single-spaced, 12-pt font document, with 1-inch margins,
• include an introductory paragraph and concluding paragraph,
• contain logical and useful organization of ideas,
• display correct grammar, mechanics, and punctuation, which includes the use of complete (not fragmented) sentences,
• contain adequate tie-in to the text,
• adequately answer the writing prompt, and
• include student’s name as a header in the top right corner.

Prompt 1: Using Tuckman's Stages of Group Development (p. 274), describe a time when you joined a group for work, sports, or school. Did your group follow these stages of group development? Now that you know about Tuckman's stages, does this information help you better understand the process your group went through?
Prompt 2: Using the models for decision-making in Chapter 12 as a guide, identify a time when you used a particular model to make an important decision. Did you accidentally (or purposefully) used a decision-making bias? Were you satisfied with the outcome of your decision?
Prompt 3: Identify at least 4 reasons why people purposefully avoid conflict (p.370), then tell me if you are a person who avoids conflict or not. Use at least one real life example to elaborate.

24 August 2015,
 0

Using Tuckman's Stages of Group Development (p. 274), describe a time when you joined a group for work, sports, or school Prepare a written […]


24 August 2015

Black Freedom Struggle

Black Freedom Struggle


Traditional interpretations of the Civil Rights Movement have placed great emphasis on the inspiring and dramatic outburst of Black protest and civil disobedience fwollowing the 1954 Supreme Court ruling of Brown v. Board of Education. Along with the individual resistance of Rosa Parks (sparking the famed 1955 Montgomery Bus Boycott), this historical moment is often characterized as the birth of the Civil Rights Movement. The standard description of this powerful Movement then usually highlights the importance of a philosophy of nonviolence, the oratorical abilities of and dynamic leadership of Martin Luther King, Jr. (as well as other clergymen), the goal of civil rights legislation, and finally—in order to achieve those goals—the ultimate power of mass mobilizations (such as the 1963 March on Washington).
• Drawing upon lectures, films, and—most importantly—Charles Payne’s I’ve Got the Light of Freedom, compose an essay that challenges this familiar interpretation when forced to consider the work and experience of the Student Nonviolent Coordinating Committee (SNCC) in Mississippi and the deep organizing tradition that they encountered and built upon.

• Most notably, what were the specific organizational and philosophical roots of this organizing tradition? How did they specifically understand and engage in organizing local people? How did SNCC and the local people they organized come to differ from their more traditional peer organizations (like the NAACP or King’s SCLC)? How was leadership redefined? What was their ultimate goal? (Provide concrete examples as you discuss these different elements.)
24 August 2015,
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Black Freedom Struggle Black Freedom Struggle Traditional interpretations of the Civil Rights Movement have placed great emphasis on the inspiring and dramatic outburst of […]


24 August 2015

What are the more plausible explanations for the variation in timing, scale, duration and lethality of the political unrest in the Middle East that flowed from the so-called ‘Arab Awakening’

Central Question: What are the more plausible explanations for the variation in timing, scale, duration and lethality of the political unrest in the Middle East that flowed from the so-called ‘Arab Awakening’?
I offer two hypotheses as the basis for your brief to be written this week. Follow the instructions in the discussion guide I posted for last week’s lecture (pg. 14-16). H1 is a typical neorealist explanation. H2 leans towards a more constructivist explanation. Take the time to understand how you would “know it if you saw it” for each of the hypotheses. You need to have empirically-based tests to evaluate the relevance of the evidence you seek.
There is no ‘right answer’. I want you to evaluate BOTH hypotheses thoroughly. I want to see you thoughtfully evaluate BOTH hypotheses. Avoid the temptation to try to persuade me that one is better than the other. You are looking for which one has the LEAST AMOUNT OF EVIDENCE AGAINST IT. That is a very different standard  than ‘this hypothesis is correct because I biased the evidence in favor of it.’ You are dispassionate analysts not op-ed writers.

H1 – The ‘Arab Awakening’ is Driven by Long-Standing Material Factors: The notion of a ‘third wave of democracy’ sweeping through the region due to the enduring appeal of democracy is a fiction. The countries in the MENA are fundamentally different in too many ways (politically, culturally, etc.) such that the transfer of ideas/norms as profound as democracy (especially a Western notion) via ‘demonstration effects’[1]is not possible. The variation in timing, scale, duration and lethality of the political unrest in the Middle East is best explained by material factors that are largely peculiar to the state in which it is occurring (e.g., poverty, unemployment, overpopulation, long-standing power struggles between political rivals) or material factors in the international system that are accounted for in neorealist theories (e.g., anarchy, balance of power).
H2: The Arab Awakening is a Function of the Spread of Ideas AND Political Openings – There has been a strong desire in the masses across the region to move beyond the “ruling bargain”[2]that autocrats had made with the masses since the end of the colonial era. There is a widely-held belief across the region that the ‘old ways are no longer acceptable’ and that there is a need for a fundamental change in the governing model.  The variation in timing, scale, duration and lethality of the political unrest in the Middle East can largely be explained the exclusion from power of a key portion of society by the state, the spread of the ideas that democracy is a viable approach to government AND political openings (i.e., that the state is unredeemable[3]and vulnerable to attack).




[1] That is, the success of the success of a rebellion/uprising in one state leads to the attempts to imitate that success in another. For example, the success of rebellion in Tunisia leads to rebellion in Libya and Egypt and so on.
[2] Democracy and pluralism have not emerged broadly in the Middle East due largely to the ability of authoritarian governments to sustain a ‘ruling bargain’ with the masses that exchanges state jobs, subsidies and a modicum of social order in return for political acquiescence.
[3] That is, perceived unwillingness of the state to compromise regarding credible access to power.

24 August 2015,
 0

What are the more plausible explanations for the variation in timing, scale, duration and lethality of the political unrest in the Middle East that […]


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