University of Utah Acceptance Rate, SAT/ACT Scores, GPA

The University of Utah is public research university with an acceptance rate of 67%. Located in Salt Lake City, the University of Utah, which offers over 100 undergraduate majors, is the flagship university in the state. For its strength in the liberal arts and sciences, the University of Utah was awarded a chapter of  Phi Beta Kappa. On the athletic front, the Utah Utes compete in the NCAA Division I  Pac 12 Conference. Considering applying to University of Utah? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, University of Utah had an acceptance rate of 67%. This means that for every 100 students who applied, 67 students were admitted, making U of Us admissions process somewhat competitive. Admissions Statistics Number of Applicants 23,096 Percent Admitted 67% Percent Admitted Who Enrolled (Yield) 28% SAT Scores and Requirements The University of Utah requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 25% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 570 670 Math 560 680 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of U of Us admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to University of Utah scored between 570 and 670, while 25% scored below 570 and 25% scored above 670. On the math section, 50% of admitted students scored between 560 and 680, while 25% scored below 560 and 25% scored above 680. Applicants with a composite SAT score of 1350 or higher will be particularly competitive for University of Utah. Requirements University of Utah does not require the SAT writing section or SAT Subject tests. Note that U of U does not superscore SAT results; your highest composite SAT score will be considered. ACT Scores and Requirements The University of Utah requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 83% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 22 30 Math 22 28 Composite 22 29 This admissions data tells us that most of University of Utahs admitted students fall within the top 37% nationally on the ACT. The middle 50% of students admitted to U of U received a composite ACT score between 22 and 29, while 25% scored above 29 and 25% scored below 22. Requirements Note that University of Utah does not superscore ACT results; your highest composite ACT score will be considered. U of U does not require the ACT writing section. GPA In 2018, the middle 50% of University of Utahs incoming class had high school GPAs between 3.42 to 3.92. 25% had a GPA above 3.92, and 25% had a GPA below 3.42. These results suggest that most successful applicants to the University of Utah have primarily A and B grades. Self-Reported GPA/SAT/ACT Graph University of Utah Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to University of Utah. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances The University of Utah, which accepts over two-thirds of applicants, has a somewhat selective admissions process. If your test scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. However, U of U also has a holistic admissions process which considers the  rigor of your high school courses, grade trends, and academic awards. University of Utah also consider your level of commitment to  extracurricular activities including volunteer work, athletics, family responsibilities, and work experience. University of Utah does not require personal statements or letters of recommendation. In the graph above, the blue and green dots represent accepted students. The majority of successful applicants had B or higher grade point averages, SAT scores of about 1000 or higher, and ACT composite scores of 20 or above. Many admitted students have grades in the A range. If You Like the University of Utah, You May Also Like These Schools Brigham Young University - ProvoUniversity of ArizonaBoise State UniversityUniversity of OregonArizona State UniversityOregon State UniversityColorado State University All admissions data has been sourced from the National Center for Education Statistics and University of Utah Undergraduate Admissions Office.

What Criteria Could You Differentiate Among Multiple...

Questions 1. How would you differentiate among multiple discriminant analysis, regression analysis, logistic regression analysis, and analysis of variance? The main difference is in the number of independent and dependent variables and the way in which these variables are measured. Note the following definitions: In Multiple discriminant analysis (MDA), the predictor or independent variables are metric and the single criterion or dependent variable is non metric . In Regression Analysis , both the multiple independent variables and the single dependent variable are metric. In Analysis of Variance (ANOVA) , the single independent variable is non metric and the multiple dependent variables are metric. 2. What criteria could you use in†¦show more content†¦The result is an upward bias in statistical significance that must be identified during the analysis and interpretation. 4. How would you determine the optimum cutting score? For equal group sizes, the optimum cutting score is defined by ZA + ZB ZCE = ---------- N ZCE is the critical cutting score value for equal size groups, ZA is the centroid for group A and ZB is the centroid for Group B and N is the total sample size. For unequal group sizes, the optimum cutting score is defined by NAZA + NBZB ZCU = ------------ NA + NB ZCU = is the critical cutting score value for unequal size groups, NA is the sample size for group A and NB is the sample size for Group B 5. How would you determine whether the classification accuracy of the discriminant function is sufficiently high relative to chance classification? There has to be some chance criterion that should be established. This is generally a fairly straight-forward function of the classifications that is used in the model and of the sample size. The authors then suggest the criterion that the classification accuracy or the hit ratio must be at least twenty five percent greater than by chance. Other test can be to use a test of proportions to examine for the significance between the obtained hit-ratio proportion and the chance criterion proportion . 6. How does a two-group discriminant analysis differ from a three-groupShow MoreRelatedMarketing and Positioning Eureka Facts3041 Words   |  13 Pagespreferences are found, or when the organization chooses to proactively build a stronghold by creating value preferences among a set of consumers. Segmentation as a process consists of segment identification, segment selection and the creation of marketing mixes for target segments. 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What Is the Difference Between Sodium and Salt

Technically salt can be any ionic compound formed by reacting an acid and a base, but most of the time the word is used to refer to table salt, which is sodium chloride or NaCl. So, you know salt contains sodium, but the two chemicals arent the same thing. Sodium Sodium is a chemical element. It is very reactive, so it isnt found free in nature. In fact, it undergoes spontaneous combustion in water, so while sodium is essential for human nutrition, you wouldnt want to eat pure sodium. When you ingest salt, the sodium, and the chlorine ions in sodium chloride separate from each other, making the sodium available for your body to use. Sodium in the Body Sodium is used to transmit nerve impulses and is found in every cell of your body. The balance between sodium and other ions regulates the pressure of cells and is related to your blood pressure, too. Amount Of Sodium in Salt Since sodium levels are so critical to so many chemical reactions in your body, the amount of sodium you eat or drink has important implications for your health. If you are trying to regulate or limit your intake of sodium, you need to realize the quantity of salt you eat is related to the amount of sodium  but is not the same. This is because salt contains both sodium and chlorine, so when salt dissociates into its ions, the mass is divided (not equally) between sodium and chlorine ions. The reason salt isnt just half sodium and half chlorine is because a sodium ion and a chlorine ion dont weight the same amount. Sample Salt and Sodium Calculation For example, here is how to calculate the amount of sodium in 3 grams (g) of salt. You will notice 3 grams of salt does not contain 3 grams of sodium, nor is half the mass of salt from sodium, so 3 grams of salt does not contain 1.5 grams of sodium: Na: 22.99 grams/moleCl: 35.45 grams/mole1 mole of NaCl 23 35.5 g 58.5 grams per moleSodium is 23/58.5 x 100% 39.3% of salt is sodium Then the amount of sodium in 3 grams of salt 39.3% x 3 1.179 g or about 1200 mg An easy way to calculate the amount of sodium in salt is to realize 39.3% of the amount of salt comes from sodium. Just multiply 0.393 times the mass of the salt and you will have the mass of sodium. Top Dietary Sources of Sodium While table salt is an obvious source of sodium, the CDC reports 40% of dietary sodium comes from 10 foods. The list may be surprising because many of these foods dont taste particularly salty: BreadCured meats (e.g., cold cuts, bacon)PizzaPoultrySoupSandwichesCheesePasta (usually cooked with salted water)Meat dishesSnack foods

Effects Of Smoking On Tobacco Industry On Health Care

Introduction SB 151/AB-8 seeks to decrease tobacco addiction in California by severely limiting youth access to tobacco products by increasing the age of sale for tobacco products to 21 years old. Adolescent brains are more prone to tobacco addiction and by the age of 21, if a person is a non-smoker, they are less likely to become a smoker. This bill is an extension to current legislature, the STAKE Act, which prohibits sale of tobacco products to persons under age of 18 years old. There have been proven negative health effects due to smoking and have contributed to the increase in health care costs due to smoking-related-illnesses. What happened to the legislation? On December 4, 2014 in California, Healdsburg passes first Tobacco 21 Ordinance in the state. 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Standardized Tests Have Been Criticized Education Essay Free Essays

string(112) " concentrate on how good English is applied across the course of study instead than the content country itself\." In California, appraisal of ELLs regularly occurs in order to guarantee that ongoing educational patterns are run intoing the pupils ‘ demands. Both province and local testing are of import because they non merely supply answerability, but besides show student accomplishment. When assessment portfolios are included, schools can place and run into the demands of a diverse pupil population that includes ELLs ( O’Malley A ; Pierce, 1996 ) . We will write a custom essay sample on Standardized Tests Have Been Criticized Education Essay or any similar topic only for you Order Now The intent of the portfolio plan must be good established prior to its execution because the portfolio ‘s intent will find what type of work should be included. For illustration, if portfolios are to be used merely for schoolroom appraisal, they may so concentrate in merely one country of linguistic communication development, such as vocabulary. If, nevertheless, the portfolios are meant to demo an ELL ‘s growing in both English and the capable affair countries, so the portfolio should include illustrations of how good an Ell can utilize English in these countries instead than the content itself. For illustration, stuff gathered should demo how good an ELL has learned the scientific discipline vocabulary and semantics needed to understand scientific discipline books, non how good the pupil can execute a specific experiment ( Gomez, 1999 ) . Both the instructor and the pupils should make up one’s mind what types of stuff to include in the portfolio. Including the ELL pupil in the decision-making procedure will offer more of a â€Å" buy-in † by the pupil. Furthermore, this will do the whole procedure more student-centered, which will motivate the pupil to take more duty for his or her acquisition. Reading – the appraisal of reading includes a broad assortment of constituents. Both the instructor and the pupil will desire a assortment of pieces of pupil work included. The instructor may desire to include: 1. ) Runing records 2. ) Reading stock lists, and 3. ) Similar steps utilizing ELL text. Cloze exercisings may besides be included that focal point on vocabulary and grammar. Cloze exercisings are particularly of import because they can show how good a pupil can foretell the following word when reading analogues degrees of proficiency ( Gomez, 1999 ) . A pupil might desire to take reading logs, book studies, and reading responses. Both the instructor and the pupil may desire to include storytelling that includes testing. Students must to the full understand that the instructor will be looking for betterment and higher reading proficiency to happen, and this must be apparent in the portfolio from the beginning to the terminal of the appraisal. The usage of rubrics and checklists will help both the pupil and the instructor. The pupil will profit when he or she understands the standards needed to carry through a undertaking, while the instructor will be able to supply more consistent scaling within the schoolroom. Writing – Of all the linguistic communication conventions combined, composing is likely one of the easiest to document in a portfolio scene. All types of authorship, including those that demonstrate grade degree proficiency, can be included in an appraisal portfolio. Furthermore, criterions established through published province models can include non merely drawings and simple linguistic communication exercisings for the early primary classs but besides diaries, essays, and more advanced research documents at the junior and senior high school degrees. Portfolios can be used to demo pupils ‘ growing in composing as their vocabulary matures. In add-on, many civilizations use different methods and signifiers of logic while supplying information and depicting things or state of affairss. This is easy recognized in a pupil ‘s authorship. This is particularly true for ELLs who are literate in their L1. Portfolios can besides measure an ELL ‘s proficiency and apprehension of composing conventions when grammar exercisings, spelling trials, and self-made lexicons are included ( Gomez, 1999 ) . In order to show growing, instructors must include composing samples from the beginning, in-between, and terminal of the term or school twelvemonth. Again, rubrics and checklists should be included to help both the pupil and the instructor. As mentioned earlier, both rubrics and checklists will do outlooks clear for the pupil, while leting the instructor to measure and rate more systematically within the overall schoolroom environment. Talking – Speaking is seldom included in portfolios because many instructors find it hard to recite speech production qualities. In add-on, many might reason that merely qualitative informations, instead than quantitative informations can be gathered to measure address. However, it is still possible to acknowledge growing in talking accomplishments if the instructor has identified speaking/speech ends. The instructor can measure a pupil ‘s address during either a study or presentation given before the category while pupils are working in braces or in a concerted acquisition environment. Again, both rubrics and checklists should be used by the instructor in order to show speech production accomplishments and growing. Listening – For the same grounds as speech production, many instructors exclude listening as an assessable constituent within a portfolio. However, with more easiness than is required for speech production, a instructor can measure hearing accomplishments through more assorted agencies. For illustration, pupils can be called upon to react to an unwritten presentation or narrative. Here pupils would compose the response after holding carefully listened to either a narrative or presentation. In this scenario, a â€Å" whole linguistic communication † attack would be employed to depict the cardinal points heard and understood from a presentation or narrative. Transcripts of treatments between other pupils could besides be included in a pupil ‘s portfolio. The Content Areas – Aside from the inclusion of the linguistic communication humanistic disciplines, instructors can besides profit by including work from the content countries. Teachers can take two attacks for the appraisal and the inclusion of the content countries in a portfolio. First, instructors may be concerned that their ELL pupils are able to use their linguistic communication accomplishments in the content countries. If this were the instance, so instructors should include illustrations that show how good any ELL pupil can utilize English in these countries. Here, instructors would concentrate on how good English is applied across the course of study instead than the content country itself. You read "Standardized Tests Have Been Criticized Education Essay" in category "Essay examples" While many instructors have played down the inclusion of listening accomplishments within a linguistic communication arts portfolio, they would, on the other manus, be concerned their ELL pupils are able to understand unwritten instructions and accounts of math in English. To further this attack, an ELL instructor should teach his or her ELL pupils to take notes during a math instructor ‘s unwritten presentation/explanation of a math job. These notes would be gathered in intervals over clip from the beginning to the terminal of the term or school twelvemonth. On the other manus, and particularly in the upper classs, instructors may desire to concentrate on how good their Ell pupils are able to get the hang constructs in scientific discipline, math, and societal surveies. Rating and appraisal of a portfolio can be much easier in the content countries because there is frequently merely one correct reply in the scientific disciplines and math. Although multiple-choice inquiries often appear on a societal surveies test, frequently a richer apprehension of the topic ‘s content will be required, and consequently, must be displayed in either a short reply or paragraph length response. In this scenario, an ELL pupil will be required to non merely map good in English, but besides get competence in the content countries. Again, this divide between linguistic communication proficiency and capable affair competence narrows as ELL pupils matriculate toward the upper classs. In a math portfolio, pupils can include day-to-day work and undertakings separated over clip. Ideally, day-to-day work should besides demo how word jobs have enhanced problem-solving accomplishments. It is of import that self-assessment be included in a math portfolio. In a scientific discipline portfolio, an ELL pupil should include illustrations of his or her experiments, studies, and undertakings. A image accompanied with a brief account can be substituted whenever a undertaking or experiment is either excessively cumbrous or two lengthy for inclusion in a portfolio. Self-assessment should be used to demo the pupil how they have experienced growing and gained cognition in scientific discipline. Daily work separated overtime should be gathered that demonstrates how cognition has been obtained through a scientific discipline text edition. In a societal surveies portfolio, ELL pupils could follow the same format as they would for both a math and scientific discipline portfolio. They would, nevertheless, supply more written responses to information gathered from text and related articles. Reports and undertakings could besides be included in a societal surveies portfolio. Keep in head, nevertheless, that it is of import that the work be separated into intervals spaced over clip, from the beginning to the terminal of the term or school twelvemonth. By making this, an ELL instructor could break measure his or her pupils ‘ advancement in both the content countries every bit good as in English. As can be seen in a linguistic communication arts portfolio, the usage of rubrics and checklists are every bit of import for usage with content country portfolios. Whether or non an ELL pupil is schooled in a home room ELL category or a â€Å" pull-out † environment, it is still the duty of the ELL instructor to â€Å" shepherd † his or her pupils in both the linguistic communication humanistic disciplines and the content countries. For this ground, it ‘s imperative that ELL instructors retain an unfastened duologue and co-ordinate frequently with the content country instructors. Guidelines for utilizing portfolios. 1. ) Determine the goals- ELL instructors and other module members must make up one’s mind what types of information demands appraisal. Consequently, the instructors must acknowledge how the information can be provided. 2. ) Design the portfolio – Ell instructors and other module must make up one’s mind what types of merchandises to be included in the portfolio. 3. ) Establish marking and rating standards – Both rubrics and checklists must be developed that support the criterions of public presentation, every bit good as promote acquisition and growing. 4. ) Establish and identify undertakings that support criterions and course of study – The ELL instructor and other module must aline assessment undertakings to their province ‘s model for content criterions. 5. ) Establish explicit standards that is student-centered – All stuff within a portfolio must incorporate pupil work that allows for self-assessment and self-reflection. 6. ) Elevate the importance of the portfolio – Students must acknowledge that portfolios represent the incarnation of their surveies. Portfolios should be contained in an attractive, yet lasting folder/binder. Portfolios should be housed in one distinguishable country of the schoolroom, surrounded by attractive, yet formal trim. 7. ) The assemblage and inclusion of stuff – The ELL instructor must denominate certain plants for inclusion in the portfolio. One must maintain in head that stuff should be included in intervals get downing from the beginning to the terminal of the term or school twelvemonth. 8. ) Self-assessment – Students should be able to reflect upon their work in order to place what they have learned, every bit good as what needs redress. Self-assessment should happen upon the completion of a undertaking, every bit good as in intervals in order to uncover growing. 9. ) Parental engagement – Parents must be kept good informed of portfolio assignments. In add-on, parents need to hold full entree to the portfolios contents, every bit good as to the progress/growth that each portfolio shows. Leting the pupils to take their portfolios place could be hazardous due to possible loss and/or harm. For this ground, the instructor must denominate certain yearss within the term or school twelvemonth for parents to physically see their kid ‘s portfolio. An surrogate means for portfolio reappraisal must happen when a parent ‘s agenda conflicts with a category visit. 10. ) Portfolios benefits toward larning and growing – A. ) A tabular array of contents must be included for organisational intents. B. ) A description of pupil advancement as it relates to each assignment ‘s standards, rubrics, and checklists, and this should happen throughout the term or school twelvemonth, marked at regular intervals that reflect the pupils ‘ ongoing phases of learning/growth. ( O’Malley A ; Pierce, 1996 ; Gomez, 1999 ) Classroom clip and infinite for portfolios Teachers must acknowledge that portfolios follow pupils work, non frailty versa. That is, one should non schedule portfolio work every hebdomad on of any peculiar twenty-four hours. This is obvious for a figure of grounds. First, portfolios are intended to demo growing of larning over a longer period of clip ( term to term, or get downing to stop of school twelvemonth ) . Second, by adding material hebdomadal, both the instructor and the pupil will happen it hard to foreground growing. Third, frequently, blocks of instructions can widen over clip. If a peculiar twenty-four hours has been designated for portfolio work, both the instructor and the pupils might happen themselves halfway through a undertaking, therefore doing it hard to include that undertaking or separate a breakage point. On the other manus, the portfolio would go meaningless if the stuff were gathered indiscriminately. If the portfolios are meant to expose work from merely one category, so both the instructor and the pupils can hold more leeway make up one’s minding how to divide and include pupil work. In this type of scenario, adding stuff to the portfolio monthly or quarterly would let growing to be observed. Aside from ongoing trials, monthly and/or quarterly inclusions would show how a pupil is bettering his or her grammatics, vocabulary, and eloquence. A instructor will hold to set his or her instruction calendar in order to conform to external timelines if the school or territory has mandated portfolios ( Gomez, 1999 ) . As mentioned earlier, portfolios should be housed in a peculiar country of the schoolroom, surrounded by attractive, yet formal trim. Attention should be made to curtail entree to portfolios. Students will break appreciate and work more responsibly when importance has been added to the portfolios. The location and design of the portfolio ‘s place should include an facet of formality. Therefore, promoting the portfolio ‘s importance in the eyes of the pupil. Parental engagement with portfolios Parental support and engagement is equivalent to any pupil ‘s acquisition. In respects to parents, all excessively frequently they are left unaware of the portfolios purpose, contents, ends, and ways for supplying appraisal. For this ground, it is imperative that the parents be included in the portfolio procedure ( Hill A ; Ruptic, 1994 ) . Schools or instructors should denominate peculiar darks within a seven-day timeframe for informal presentations. Merely one dark would be necessary to go to, yet schools could break suit the parents ‘ agenda when offering a presentation on assorted darks within the hebdomad. The presentation should focus on on the intent and ends of the portfolio. Teachers can besides include the advantages, projected results, format, and features of a portfolio. By making this, parents will be better informed of the portfolios intent and procedure. By including parents, pupils will be better able to show the positive effects of their schooling. Parents will besides develop a deeper apprehension of how linguistic communication proficiency and capable affair competency develop over clip through assorted agencies of direction and stuff. Furthermore, parents will appreciate how their kids have developed, and will be more willing to back up a instructor ‘s agencies for direction and appraisal ( Tierney, Carter, A ; Desai, 1991 ) . Student appraisal of personal portfolios One of the chief advantages of assessment Portfolios is that it promotes student self-evaluation, critical thought, and contemplation. Students, whether general or ELL understand their capablenesss, every bit good as what challenges them. Sadly, all excessively frequently, they are left out in the development of processs and patterns for the appraisal of their acquisition. Often, the patterns and processs that are employed to rate their acquisition rely straight on prescribed information or blink of an eye callback. Seldom do they rate what pupils understand about themselves and their acquisition. Seldom are pupils able to reflect on their acquisition and growing, and rarely are pupils called upon to utilize what they know by showing that growing and apprehension ( AMLE, 1999 ) . Leting pupils to take an active portion in the planning, preparation, and appraisal of the portfolio changes all of the above. Through pupil appraisal, pupils will hold the chance to link and do sense of their work and their acquisition. Students must be able to utilize their accomplishments and cognition, while showing their apprehension of issues and thoughts ( AMLE, 1999 ) . In a pupil led portfolio conference, both the instructor and the parents should sit-back and let the pupil to explicate their acquisition and how the stuff that has been included demonstrates their growing. Both instructors and parents can inquire inquiries, and of class offer counsel to the portfolios organisation, they would, nevertheless, want the pupil to presume full duty and ownership for the portfolio and its contents. Checklists, which will be described subsequently, offer yet another manner for pupils to pull off non merely their acquisition but besides their inclusion of stuff into a portfolio. How to cite Standardized Tests Have Been Criticized Education Essay, Essay examples

Summary Assignment free essay sample

Discuss the political events and sociological factors that made the Classical Period such a time of violent upheaval. (1 point) The years 1750 to 1820 were characterized by the Seven Years’ War, the American and French Revolutions, and the Napoleonic Wars. These political events coupled with the drastic social change proven by the shift of power from the aristocracy and church to the middle class, as well as the increase in social mobility. Every accepted idea was being put into question and reevaluated. 4. Write a paragraph that includes the characteristics of music in the Classical Period music.(4 points) Classical Period music was characterized by variety and contrast of mood, which means that a piece will fluctuate in theme as well as within a single theme. This change may occur steadily or abruptly, but the classical composer is always in control. Variety is achieved through a flexible rhythm, including unexpected pauses, syncopations, and a frequent movement from long to short notes. Classical music has a usually homophonic texture; however, it can easily shift textures, whether it is smooth or sudden. Classical melodies are tuneful and easy to remember. Their themes tend to have a folk or popular flavor, whether borrowed or original. Their structure is usually two phrases of equal length, making the melody balanced and symmetrical. The second phrase begins like first, but ends conclusively. Rather than shifting dynamics abruptly, composers made use of crescendo and decrescendo. The piano replaced the harpsichord in order to accomplish the gradual dynamic change; a pianist could play loudly or softly by varying their finger pressure on the keys. The basso continuo was gradually abandoned because music written for amateurs didn’t require improvisation. The music was written for amateurs because composers wanted more control rather than trusting the improviser. 5. What were the new developments in the classical orchestra? (1 point) There were four groupings: Strings (1st violins, 2d violins, violas, cellos, double basses), Woodwinds (2 flutes, 2 oboes, 2 clarinets, 2 bassoons), Brass (2 French horns, 2 trumpets), and Percussion (2 timpani). A Classical Orchestra has a larger number of musicians. Classical composers exploited the individual tone colors of orchestral instruments. A classical piece has greater variety—and more rapid changes—of tone color. A theme might begin in the full orchestra, shift to the strings, and then continue in the woodwinds. The strings were the most important; first violins had the melody, along with clarinet melodic solos, while the lower strings accompanied. The brass filled out the harmony, but did not play the main melody. Timpani were used for rhythmic bite and emphasis. 6. Name and describe each of the movements in the standard four-movement pattern in classical forms? (2 points) Fast movement: The opening movement is usually in sonata form and stresses an exciting development of short motives. It is vigorous and dramatic. Slow movement: The second movement, not usually in the tonic key, is either in sonata form, A B A form, or theme-and –variations form. It is lyrical and slow. Dance-related movement: The third movement is usually a minuet and trio, which may be in a moderate of fairly quick tempo. It varies in character from a courtly dance to a peasant romp or a vigorous piece that is hardly dancelike. Fast movement: The fourth movement, either in sonata or sonata-rondo form, is fast, lively, and brilliant, but somewhat lighter in mood than the opening movement. It can also be more triumphant and heroic in character and sometimes meant as the climax of the whole symphony. 7. Describe the intellectual climate of the â€Å"age of enlightenment. † (1 point) The â€Å"age of enlightenment† intellectuals believed in progress, holding that reason, not custom or tradition was the best guide for human conduct. Their attacks on the privileges of the aristocracy and clergy reflected the outlook of the middle class, which was struggling for its rights. 8. Discuss in detail several meanings attached to the term classical. (1 point) The term classical may  refer to Greek or Roman Antiquity, or it may be used for any supreme accomplishment of lasting appeal. It can also mean any type of music that isn’t jazz, rock, folk, or mainstream music. Music historians use the term classical from art history. 9. Describe the characteristic formal plans and content usually found in a classical symphony. (1 point) A typical sequence is (1) a vig orous, dramatic fast movement; (2) a lyrical slow movement; (3) a dancelike movement (minuet or scherzo); and (4) a brilliant or heroic fast movement. The opening movement is usually in sonata form and stresses an exciting development of short motives. The second movement, not usually in the tonic key, is either in sonata form, A B A form, or theme-and –variations form. The third movement is usually a minuet and trio, which may be in a moderate of fairly quick tempo. It varies in character from a courtly dance to a peasant romp or a vigorous piece that is hardly dancelike. The fourth movement, either in sonata or sonata-rondo form, is fast, lively, and brilliant, but somewhat lighter in mood than the opening movement. It can also be more triumphant and heroic in character and sometimes meant as the climax of the whole symphony.  10. Define the roles of soloist and orchestra in a classical concerto. (1 point) The soloist is very much the star, and all of his or her musical talents are needed in this challenging dialogue. Between the soloist and orchestra, theres interplay of melodic lines and a spirit of give-and-take. One moment the soloist plays the melody while the orchestra accompanies. Then the woodwinds may unfold the main theme against rippling arpeggios (broken chords) played by the soloist. 11. Define the nature and function of the cadenza in a classical concerto. MM(1 point) The cadenza is an unaccompanied section of virtuoso display for the soloist in a concerto, usually appearing near the end of the first movement and sometimes in the last movement. In the classical era, the soloist, who was often the composer, generally improvised the cadenzas. 12. Compare and contrast the first movements of a classical concerto and symphony. (1 point) The first movement in both a classical symphony and concerto are in sonata form, but classical symphony does not have two expositions or a soloist. 13. Describe in detail each of the following new forms in Classical music: (. 5 each) A. Sonata form (include exposition, development, recapitulation, and coda) – Form of a single movement. The opening fast movement of a classical symphony, sonata, or string quartet is usually in sonata form. This form is also used in slow movements and in fast concluding movements: Exposition – First section of a sonata-form movement, which sets up a strong conflict between the tonic key; and between the first theme (or group of themes) and the second theme (or group of themes). Development – Second section of a sonata-form movement, in which themes from the exposition are developed and the music moves through several different keys. Recapitulation – Third section of a sonata-form movement, in which the first theme, bridge, second theme, and concluding section are presented more or less as they were in the exposition, with one crucial difference: all the principal material is now in the tonic key. Coda – In a sonata-form movement, a concluding section following the recapitulation and rounding off the movement by repeating themes or developing them further. B. Minuet and trio – Compositional form – derived from a dance – in three parts: minuet (A), trio (B), minuet (A). Often used as the third movement of the classical symphonies, string quartets, and other works, it is in triple meter and usually in a moderate tempo. C. Rondo Compositional form featuring a main theme (A) that returns several times in alternation with other themes, such as A B A C A and A B A C A B A. Rondo is often the form of the last movement in classical symphonies, string quartets, and sonatas. D. Theme and variations Form in which a basic musical idea (the theme) is repeated over and over and is changed each time in melody, rhythm, harmony, dynamics, or tone color. Used either as an independent piece or as one movement of a larger work. 14. Write a definition for each of the following terms: (. 5 points each) A. Serenade – Instrumental composition, light in mood, usually meant for evening entertainment. B. Chamber music – Music using a small group of musicians, with one player to a part. C. String quartet – Composition for two violins, a viola, and a cello; usually consisting of four movements. (Also, the four instrumentalists. ) D. Da capo – From the beginning; an indication usually meaning that the opening section of a piece is to be repeated after the middle section.

American Government from British Colonies to Revolution Essay Sample free essay sample

While the settlers were treated by Great Britain as minor kids or as topics to be governed. the really new sets of settlements were doing their ain constitutions in the kingdom of self-determination. Colonial self-government ranged on a expansive graduated table from things such as town meetings and councils. to public assemblies and tribunals. From these assemblies. great leaders and political heads hosted ideas and brought together a kind of ordinance for what early America was to look like in its hereafter. This procedure. of class. took clip and went through a great sum of alterations from the first colonists to the Revolutionary period. New colonial authorities represented an extension of English authorities. Courts enforced the common jurisprudence of England. The General Assembly was elected by electors. and by 1750 most free work forces could vote. In New England. the towns had town meetings where all free work forces had a voice. Some diplomatic personal businesss were handled by London. as were some trading policies. The settlements handled their ain personal businesss with the Native Americans. but Britain ( seemingly ) handled foreign wars with France and Spain. Councils as a whole would sit as the Supreme Court for the settlement. Like the British House of Lords. the council’s blessing was required for new Torahs. which normally originated in the Assembly. The council could be viewed as uninterrupted. unlike the Assembly. which would typically run into for a new session each twelvemonth to cover with revenue enhancements. budgets. and new demands. Like the Assembly. most Council places were unpaid. and members pursued a figure of professions. While attorneies were outstanding throughout the settlements. merchandisers were of import in the northern settlements. while plantation owners were more involved in the South. Each settlement had a charter. or written understanding between the settlement and the male monarch of England or Parliament. Charters of royal settlements allowed direct regulation by the male monarch. A colonial legislative assembly was elected by belongings keeping males. But governors were appointed by the male monarch and had about complete authorization — in theory. The legislative assemblies controlled the wage of the governor and frequently used this influence to maintain the governors in line with colonial wants. The Pilgrims fateful ( or non ) set downing in Plymouth. and pulling up of the Mayflower Compact. was a big measure toward self-determination in Massachusetts and the remainder of the settlements. This being said. colonial towns and small towns were practically self-governed from the start. sing their female parent state was separate from them by a big ocean. There were widespread belongings demands. Some settlements required a elector to have a certain sum of land or land of a specified value. Others required personal belongings of a certain value. or payment of a certain sum of revenue enhancements. America’s huge sum of land offered great inducement to go and settle at that place. Apprenticed retainers were besides a big portion of life and land in the early British settlements. Settlers could vote for legislators. but legislatures tended to go through few Torahs. Their greatest power was their power to revenue enhancement. Governors needed colonial politicians to supply financess for their enterprises. authorities disposal. and their wages. Get downing in the mid-1760s. settlers began demanding rights against revenue enhancement. ( â€Å"Taxation without representation† ) Although the revenue enhancements were no where nigh excessively expensive or boisterous to pay for. the people populating in America believed the rule of such a thing was incorrect. With more revenue enhancement Acts of the Apostless came more rebellion from American settlers. The Sons of Liberty was established and held boycotts against British goods. widespread protests and public violences lead to the Boston Massacre over the Townshed Act. the Boston Tea Party took topographic point. and eventually the First Continental Congress met in Philadelphia in 1774 after the Coercive Act went into affect. The First Continental Congress brought together delegates from each settlement ( besides Georgia ) and discussed the following class of action. Settlers believed the King and Parliament had no right to pass any portion of the settlements. With the aid of John Adams. Congress passed a declaration of grudges and resolutenesss that wholly condemned Britain’s actions since 1763. The delegates besides came up humor a Continental Association to boycott all British goods and to halt all British exports. The passionate words of Thomas Paine. Samuel Adams. Patrick Henry. and finally John Adams and Thomas Jefferson sparked rebellion and revolution in the Black Marias of settlers. These authors and work forces of stature convinced the future American people that they had every right to go and independent state free from all British regulation. In 1776 the meeting of the Second Continental Congress took topographic point. and delegates approved the Declaration of Independence. the event that marks the birth of the United States. Thomas Jefferson. a delegate from Virginia. drafted the papers chiefly as a list of grudges against the male monarch. His most of import words. every adult male has the rights to life. autonomy. and the chase of felicity. clearly shaped the philosophical footing of the new authorities.