What role does recording technology advancements play in furthering artistic vision? Use three examples of different albums and artists.

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Answer the following questions…… no cover page or reference page needed……

no super long answers needed

 

 

. What role does recording technology advancements play in furthering artistic vision? Use three examples of different albums and artists.

 

Album Oriented Radio (AOR) represents a major shift in strategy for rock music in general. In spite of this focus on “big album” sales, some of the most popular rock music of the 70’s comes during this time period, including albums like Rumours, Hotel California, and artists such as Queen, Rush, Heart, Bruce Springsteen, Bob Seeger, Boston, Foreigner, Kansas, ELO and Journey. What is your position on the involvement of corporations in art? Elaborate. Does it affect your opinion of these artists or music?

 

 

New Wave” becomes the “next big thing” from a music industry’s point of view. How does a musical style remain fresh and cutting-edge once it has become visible to the public at large? Use more recent styles as examples.

 

The English punk scene develops out of social upheaval. Groups such as The Sex Pistols, The Clash, The Jam, and Siouxsie and the Banshees all come from these circumstances. What distinguishes them from each other? What is their common thread? Is there an underground movement today that represents the current turmoil?

 

 

The three major technological advancements in music transmission have been radio, MTV, and the Internet. Compare and contrast all three with examples of the strengths and weaknesses of each.

 

 

The wide range of music created during the 1980’s shows both a revival of earlier styles and a move forward with new music. Considering bands/artists as diverse as R.E.M., The Smiths, U2, Squeeze, Cyndi Lauper, Bruce Springsteen, The Stray Cats, Hall and Oats, The Cure, and Genesis, is this era as significant to the development of rock music as the early 1970’s were? Why?

 

 

British metal and L.A. metal both enjoy success during the 1980’s.  How do they differ in approach?  Are there similarities?  Give examples of both styles for support.

 

CASE STUDY TRAINING THE SALES FORCE 

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Read the case study entitled Training the Sales Force. Assume the role of a training consultant who has been hired by the company to assess where this training initiative went wrong and how to move forward.

Write a 2000-word memo that answers the Questions and Flashback Questions located at the end the case study. properly cite any materials you paraphrase or directly quote using APA 6th Edition format.

CASE STUDY TRAINING THE SALES FORCE 

Sales at a large telecommunications company were down for the third quarter. Management reviewed several strategies to improve sales and concluded that one solution would be to improve training for the large, dispersed sales force. For the sake of expediency, the training department began using a needs analysis it had conducted several years before as a basis to develop enhanced training. Their plan was first to update the original needs analysis, and then to develop new training strategies on the basis of what they found. They also began investigating new training technologies as a possible way to reduce training delivery costs. However, management was so intent on doing something quickly that the training department was ultimately pressured into purchasing a generic, off-the-shelf training package from a local vendor. One of the features of the package that appealed to management was that the course could be delivered over the Web, saving the time and expense of having the sales force travel to the main office to receive the training. Hence, even though the package was costly to purchase, the company believed that it was a bargain compared to the expense of developing a new package in-house and delivering it in person to the sales force. Six months after the training had been delivered, sales were still declining. Management turned to the training department for answers. Because no measures of training performance had been collected, the training department had little information upon which to base its diagnosis. For lack of a better idea, members  of the training department began questioning the sales force to see if they could determine why the training was not working. Among other things, the sales people reported that the training was slow and boring, and that it did not teach them any new sales techniques. They also complained that without an instructor, it was impossible to get clarification on things they did not understand. Moreover, they reported that they believed that sales were off not because they needed training in basic sales techniques, but because so many new products were being introduced that they could not keep up. In fact, several of the sales people requested meetings with design engineers just so they could get updated product information. The training department took these findings back to management and requested that they be allowed to design a new training package, beginning with an updated needs analysis to determine the real training deficiencies. Source: E. Salas & J. A. Cannon-Bowers, “Design training systematically,” in E. A. Locke (Ed.), Handbook of principles of organizational behavior, Oxford, UK. Blackwell Publishers Ltd. 2000, pp. 57. Reprinted by permission of John Wiley & Sons, Inc. Case questions prepared by Alan Sak

QUESTIONS 

1. What were the objectives of the training program? Write a training objective for the program described in the case that contains the key elements and components of a training objective. How would your training objective have helped in the choice/design of a training program? How would it have helped trainees and managers?

2. Comment on the company’s decision to purchase a generic, off-the-shelf training package by a local vendor. What were the advantages and disadvantages? Do you think it was a good idea for the company to purchase the training rather than to have it designed in-house? Explain your answer.

3. Explain how the use of a request for proposal (RFP) might have changed the company’s decision to purchase the training program. Do you think the company would have purchased the same training program from the same vendor if they had created a detailed RFP? Explain your answer.

4. What effect did the use of the original needs analysis have on the con- tent of the training program and the decision to have it delivered over the Web? Do you think a new needs analysis should have been conducted? If so, what effect might it have had on the design of the training program?

5. Comment on the use of the Web as the main method of training. What are the advantages and disadvantages of this method of training? What other methods might have been more effective?

6. If you were to design the training program, describe what you would do differently in terms of (a) training objectives, (b) training content, (c) training methods, (d) active practice and conditions of practice, and (e) active learning. How would your training program be different from  the one described in the case? Would your program be more effective?

FLASHBACK QUESTIONS

 1. To what extent was the instructional systems design (ISD) model of training and development used at the telecommunications company? If it had been used to a greater extent, what would have been done differently? Comment on each step of the ISD model.

 2. Comment on how company management concluded that  one solution to the sales problem was to improve training. Do you think that improving training is the best solution to the sales problem? Explain your answer using Mager and Pipe’s performance analysis flowchart for determining solutions to performance problems (see Chapter 4, Figure 4.2 of
Saks, A., and Haccoun, R. (2015). Managing performance through training and development, 7th ed. Toronto: Nelson.External Tool  ). What are some other possible solutions for improving sales?

3. The training department has requested that they be allowed to design a new training program for the sales force, beginning with an updated needs analysis. Explain how they should conduct a new needs analysis. Refer to Figure 4.1 when answering this question.

4. If a new needs analysis is conducted, what will be learned from an organizational, task, and person analysis? How will this information help in the design of a new training program?

Narrative Reflection

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Narrative Reflection Guidelines

**PLEASE WATCH PROFESSOR’S VIDEO ATTACHED FOR FURTHER INSTRUCTIONS**

Students will write a reflection of their progression and development on each of the CBU University Student Outcomes (USO)  and submit supporting evidence (a previous assignment) from the courses completed during their undergraduate work for each reflection. The reflection will address the academic program as a whole and evaluate how the LBS degree requirements have helped them meet both the USO and contributed to their own personal and professional development. The USOs are listed in the document provided.

The following describes the expectations for each reflection assignment:

Completion of Reflection for Evidence of Learning

(250/350+/- words seems to be the average size of a reflective writing)

Step One: Add the Reflective Statement

A reflective writing has an introduction/thesis statement which should identify the USO being documented and the Critical Assignments being posted to address that specific USO.  This opening statement helps to clarify your intentions for the reader and becomes the guide to be used to evaluate your knowledge and understanding of this USO.

The purpose of your opening/thesis statement is to explain the relevance and significance of the assignment chosen *Down syndrome PPT* (in relationship to the USOs and your professional development) which you have posted in your portfolio as follows:

1. Relevance:  Explain the relevance of the Critical Assignment to the USO (Respecting diverse religious, cultural, philosophical, and aesthetic experiences and perspectives) by first identifying and repeating language from the USO being documented (Respecting diverse religious, cultural, philosophical, and aesthetic experiences and perspectives).

Example:

To demonstrate my understanding of __ (Respecting diverse religious, cultural, philosophical, and aesthetic experiences and perspectives)_____ and my ability to create learning opportunities that support __(Respecting diverse religious, cultural, philosophical, and aesthetic experiences and perspectives)_, I have included (name the artifact… i.e., Curriculum Unit/writing./project) *Down syndrome powerpoint).

2. Significance: Explain the significance of the powerpoint (aspects of the assignment as evidence of your development as a professional educator, both over all and in reference to a particular USO. Provide two or three areas of significant relevance to the USO you are documenting (Respecting diverse religious, cultural, philosophical, and aesthetic experiences and perspectives) which you can support with the evidence in your artifact.

Example:

“My (name or reference your critical assignment or selected artifact… ex. down syndrome ppt)…….” follow here with an explanation of how your assignment demonstrates your competence. Proceed to provide examples of your competence in the elements of the standard that you are addressing (Respecting diverse religious, cultural, philosophical, and aesthetic experiences and perspectives) by providing specific examples from within your assignment (Down syndrome ppt). Be very specific and intentional about your examples.

First, through the (choose something specific in the powerpoint) I can demonstrate my (use/knowledge of/ USO words that are relevant) (Respecting diverse religious, cultural, philosophical, and aesthetic experiences and perspectives). Continue with your reflective statement.

This artifact also demonstrates my ability to  ____(state specific section of standard) (Respecting diverse religious, cultural, philosophical, and aesthetic experiences and perspectives)________ which is necessary for ( state benefit…e x. ELD learners to succeed in learning___?? ) .

Another good example of (state specific part of USO) (Respecting diverse religious, cultural, philosophical, and aesthetic experiences and perspectives) appears within the (i.e., second Direct Instruction lesson plan) where students are asked to ______________. This type of activity brings students to (ex. develop higher order thinking skills) and _______________ etc.

Finally, ________(Add what is necessary to demonstrate your proficiency with this standard in the rest of the paragraph.)

3. Link to Theory:(Continue your reflection with a link to a theory/theology)

Explain the theoretical links that support your learning and professional practices through your artifacts. (Example: Mention the learning theory, assessment theory, student engagement in learning, curriculum theory, diversity beliefs, theological/world view positions that support your thinking/learning.) **See professor’s video for examples) Theoretical links can be woven through the paragraph or added at the end according to what works best for your text.

4. Professional Actions: (Conclude your reflection with application to your professional development.)

What will you do now that you have this information or deeper understanding/learning as *a future teacher*? Mention your next actions in this specific area of professional development. This section concludes your reflection.

Step Two: Self Analysis and Reflection Checklist…Simply ask yourself questions about your reflective statement to insure it is complete.

Does your reflection…????

· Discuss how the artifact(s) supports the USO or specific aspects of the USO standard?

· Establish relevance to the USO standard?

· Reveal what you know about the subject mater?

· Demonstrate integration of theory into practice?

· Reveal how the artifact demonstrates the notion that you (the teacher) can make meaningful learning opportunities for students?

· Does this section discuss the outcomes of the teacher’s implementation of the learning standard being documented?

· Connect to theory in a meaningful manner?

· Provide a view of how your learning will take you to the next step of your professional development?

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-Professor’s video explaining how to write narrative here……. here is the Week 2 Essential Video

-Down syndrome powerpoint to use as the “artifact” in reflection is attached.

-Grading Rubric for Reflection attached.

-University Student Outcomes (USO) explanation attached.

Review the Disciplinary Core Ideas from NGSS (physical sciences, life science, earth and space sciences, engineering, technology and applications of science) and choose a grade level and one Disciplinary Core Idea to identify key language and vocabulary.

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Proficiency in academic language in all content areas is key to learning and achievement. Science involves a variety of academic terms essential to understanding science concepts.

Part 1

Review the Disciplinary Core Ideas from NGSS (physical sciences, life science, earth and space sciences, engineering, technology and applications of science) and choose a grade level and one Disciplinary Core Idea to identify key language and vocabulary.

Using the “Vocabulary Strategies Chart”:

  1. Identify five key academic vocabulary terms.
  2. Describe the instructional strategy you would use to explicitly teach the terms.
  3. Describe two vocabulary development activities you would implement to allow students opportunities to practice and apply their knowledge of the terms.

Part 2:

Write a 500-750 word reflection about how you could revise your 5E Lesson Plan from Topic 3 to include academic vocabulary instruction and development, including possible ways to differentiate to meet the needs of ELL and students with exceptionalities.

Use at least two scholarly sources to support your reflection.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.