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Reflective Journal: Ethics and Diversity Overview During your course of study in the M.Ed. program you have examined issues relating to ethics in the educational setting and the importance of promoting diversity. In this journal, you will reflect on these Master's of Education program learning outcomes: Ethics: Examine major legal, social, and ethical issues affecting education in diverse learning environments. Diversity: Promote differentiated learning and multi-ethnic, multicultural, and global awareness and appreciation in instructional methods, program curricula, and assessment practices. Requirements: Write a 1–2 page paper in which you: Reflect upon what you have learned throughout your coursework related to ethical issues in education, and discuss the fundamental manner in which your ideas, values, beliefs, practices, etc. have or have not changed as a result. Examine how your coursework in the M.Ed. program and your work experience have helped you to grow in the areas of ethics and diversity and how you have used or will use these competencies in your current or future position. Attach one to three pieces of your chosen previous assignments as artifacts to demonstrate your competencies in the areas of ethics and diversity. Identify the ID and title (for example: EDU599 – Education Capstone) of the courses for which you had produced the assignments. If you do not have an artifact, attach the descriptions of your chosen previous assignments (This will become your artifact submission). Artifacts do not count as part of the one to two page length requirement. .

Education

competencies in your current or future position.
Attach one to three pieces of your chosen previous
assignments as artifacts to demonstrate your competencies in
the areas of ethics and diversity. Identify the ID and title (for
example: EDU599 – Education Capstone) of the courses for
which you had produced the assignments.
If you do not have an artifact, attach the descriptions of your
chosen previous assignments (This will become your artifact
submission). Artifacts do not count as part of the one to two
page length requirement.

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For this Assignment you articulate how you will use research to improve the lives of students with exceptionalities. To prepare: · Read, review, and reflect on your work in this course and your work in all of the courses that you have taken to date. By now, you should have a general idea of a topic in the field of special education that interests you—a topic or gap in practice about which you may wish to conduct a research study. · Consider the course Learning Resources and those listed for this module. Reflect on your examination of research methodologies and how each can be applied specifically within the field of special education. · Ask yourself: What would I like to contribute to the field as a leader in special education? Then, identify a specific problem focusing on a gap in practice in the field of special education related to improving the lives of students with exceptionalities. In selecting your problem, consider the relationship between the identified problem of practice and social change. Develop a 3–5 page paper utilizing the following section headings: 1. Problem Statement a. Provide a 1- to 2-paragraph statement that is the result of a review of current literature and practice that contains the following information: i. A logical argument for the need to address an identified gap in special education practice. Make sure to clarify why you believe that this is problem of practice in SPED. ii. Preliminary evidence that provides justification that this problem is meaningful. Provide a minimum of 3–5 key citations that support the relevance and currency of the problem. These references need not all be from peer reviewed journals but should be from reputable sources, such as national agency databases or scholarly books, and should ideally be from the past 5 years. 2. Significance a. Provide 1 or 2 paragraphs informed by the topic outlined in the problem statement that describe the following: i. How this study will contribute to filling the gap in SPED practice identified in the problem statement: What original contribution will this study make? ii. How this research will support professional practice or allow practical application: Answer the “So what?” question. 3. Questions a. List the question or a series of related questions that are informed by the purpose, which will lead to the development of what needs to be done to research the identified gap in practice. A research question informs the research design by providing a foundation for i. generation of hypotheses in quantitative studies, ii. questions necessary to build the design structure for qualitative studies, and a iii. process by which different methods will work together in mixed-methods studies. 4. Nature of the Study a. Using one of the following terms as a subheading, provide a concise paragraph that discusses the approach that will be used to address the research question(s) and how this approach aligns with the problem statement. i. Th.

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Appendix A Educational Leadership Goals and Learning Outcomes Appendix A Doctoral Program Goals and Learning Outcomes The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society. Program Learning Outcomes Doctor of Education Degree (EdD) graduates will be able to: 1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge) 1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research) 1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving) 1. Make informed decisions based on ethical and legal principles. (Ethics) 1. Formulate scholarly arguments supported by academic resources. (Communication) Educational Leadership Goals and Learning Outcomes The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills. The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world. Goals EDL goals are to enable candidates to: 1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning. 2. Develop abilities for research in the field of K-12 educational leadership. 3. Develop and apply technology as both an administrative and instructional tool. 4. Broaden their professional background as it relates to the: 1. establishment and implementation of a vision; 1. assessment and improvement of the school and district culture; 1. refinement of both internal and external communi.

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Journal: Positive Social Change—An Evolving Perspective As explored in the first week of this course, there is not one single definition for terms like social responsibility and social change. They are complex concepts determined by multiple factors. You may now recognize some of the key contributing factors that lead to social responsibility in action. Has your initial understanding of social responsibility and social change evolved through your work in this course? In this last Journal Assignment, you reflect on how this course influences your overall understanding and approach to positive social change. To prepare for this Assignment: Review Walden University’s General Education Learning Outcome: “Change” in the Syllabus . Consider how the General Education DEEP-C model contributed to your ability to discover and evaluate ideas from different perspectives, and is instrumental in your progress toward achieving personal goals and effecting positive social change. General Education Learning Outcomes (The DEEP-C Model) Discovery : Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research. Evaluation: Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics. Expression: Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes. Perspective : Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture. Change : Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change. Revisit definitions of social responsibility shared in the Week 1 Discussion in light of all the information you have considered throughout this course. Read Chapters 11 and 12 in the Loeb (2010) course text. Reflect on the exercise in collective action represented by the Group Project. Think about the benefits collective action offers for accomplishing the goals of the Group Project. The Assignment: Writea 3- to 4-paragraph journal entry in which you briefly analyze the value of collective action in working toward social change. Describe how your perspective has evolved or changed through this course and how you believe it will continue to evolve after the course. How has this experience influenced your ability to create positive social change beyond the term of this course? .

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Intervention Plan Overview Counseling is rooted in theory, ordered, short-term, and focused on personal, social, educational, and career concerns (Henderson & Thompson, 2016). Theory not only provides a framework for counseling, it offers perspectives and explanations on behaviors. Effective school counselors work with students to identify a problem and use theory to determine goals and identify behaviors that must be changed to meet those goals. Student cumulative files including counseling interventions, academic, attendance, and any discipline records are often reviewed prior to creating an intervention plan (Knapp & Jongsma, Jr., 2012). Successful intervention plans are tailored to each student’s strengths, areas for development, stressors, developmental level, culture, and peer and family networks. References Henderson, D. A., & Thompson, C. L. (2016). Counseling children (9th ed.). Boston, MA: Cengage. Knapp, S. E., & Jongsma, A. E. (2012). The school counseling and school social work treatment planner (2nd ed.). Hoboken, NJ: Wiley. Instructions For this assignment, you will develop an intervention plan for the student you selected from the Blooming Park: Sarah Quinton - 15 Sarah Quinton is a new student at Sylvia Plath High School. She is painfully shy and struggles with depression, and never participates in class. Sarah came from a less affluent school and feels overwhelmed by her new wealthier school and peers. Her family has struggled with homelessness and housing insecurity, and they are not certain whether they will be able to stay in their new apartment for the entire school year. Although she is a bright student, she is considering dropping out. Your intervention plan should include three parts: Presenting Problem. Counseling Plan (theories, special needs, diversity). Ethical and Legal Considerations. Use the required template ATTACHED to address the following: Section 1, Presenting Problem. Identification of the presenting problem. Describe the problem the student is experiencing that leads to the need for counseling. Explanation of how background characteristics, current school performance, and family and social involvement contribute to the presenting problem. Section 2, Counseling Plan. Theories . Describe two counseling theories that you could use with the selected student and discuss the theoretical concept and techniques. Discuss how to implement these theories in counseling with the student. Identify two goals, one for each theory, and discuss the outcomes for each goal by applying the theories with the student and justify (with supporting evidence) why the selected theoretical approach is effective in meeting the identified goals. Special Needs . Identify and explain the special need to be addressed. Provide enough information about the special need, supported by research, to inform the reader. Discuss how you will handle the special need that your student has broug ...

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Social and Cultural Foundations of Counseling Key Performance Indicator (KPI) Faculty systematically assesses each student’s progress by examining a combination of knowledge and skills. Key performance indicators are course tasks, activities, or assignments selected by faculty to assess student learning in core content areas of the counseling curriculum. Key Performance Indicators are measured multiple times and at different points in time during the student’s master’s program. This course has been identified as partially fulfilling one of the eight core content areas of the counseling curriculum, Social and Cultural Diversity. The following content area objectives are addressed within this course via the designated Key Performance Indicator task described below. 3. Understand the ways in which advocacy and legislative policies, barriers, programs, and practices can be developed, adapted, and modified to identify and eliminate barriers, prejudices, and processes of intentional and unintentional oppression and discrimination. 5. Explore attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities that are designed to foster understanding of self and culturally diverse clients. 6. Describe individual, couple, family, group, school, and community strategies for working with and advocating for diverse populations, including multicultural competencies. Course Objective CACREP Standard* 3. 2. F. 1. e.; 2. F. 2. h. 5. 2. F. 2. d. 6. CMHC 5. C. 2. j Relevant Accreditation Standards Met by KPI: * Clinical Mental Health Counseling Concentration only Students will demonstrate competency via successful completion of the following key performance indicator required task: Ethnographic Interview Paper. This task will be further described below in the Description of Assignments. Key Performance Indicator Assignment: Ethnographic Interview Paper PYCL 632 Required KPI Assignment: Ethnographic Interview Paper (20 points) For the ethnographic interview students are asked to interview a person who is culturally different from you (e.g., age, race/ethnic background, socioeconomic and/or occupational status, ability, etc.). The interview will be conducted in a specific format. Students are to prepare a set of questions that would fall under the broad content areas stated below prior to meeting with the interviewee. During the interview, keep notes that will be useful in writing the final 7 to 10-page paper about the interviewing experience. The paper must be written in APA style and format (i.e., title page, abstract, etc.)? and have at least 3 scholarly sources (no older than 10 years) to support your writing. Scholarly sources are journals and books, no websites or brochures. The following broad content areas must be addressed during the interview. In writing your paper, please organize it using these broad content areas as major headings and using your interview .

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My degree is an EDD in Performance Improvement Leadership Assignment Overview In the assignment this week, you will write a paper (7–10 pages), including a literature review, that examines ethical behavior, diversity, and civil discourse in the context of your particular focus and specialization. What You Need to Know Ethical Reasoning Morris (2016) tells us: In fall 2016, more than twenty million students enrolled across more than four million colleges and universities in the U.S. One in four students were members of a minority group, and approximately one million were international students. These students interacted with approximately four million administrators and faculty and staff members in a diversity of settings. Most of these students will easily transition into a life of academics and social interactions. For others, insults, aggressions, and lack of inclusion are a reality; and these experiences will shape their interactions and perceptions . . . on the challenges facing the nation and world and considering the role that post-secondary education plays in improving civil discourse nationally and creating safe spaces for dialogue and personal growth. (p. 361) Morris (2016) goes on to argue: First, [we must] identify resources to support conversations around civil discourse, social justice, and inclusion. Could we individually and collectively in every department, college, and administrative unit resolve to make a difference—to role-model and ask our students to be kind, show compassion, be inclusive and fair, and extend a hand of friendship? Maybe our academic words, like social justice, just do not resonate. Perhaps people forget that words have power and can cause long-lasting pain or can provide encouragement. While we may study and advocate for equity, perhaps we should say that this campus and my class will discuss challenging topics; but we will be characterized by the following values: to listen, to reflect, to show compassion, to think critically, and to care about this community of learners. I know: it sounds like Robert Fulghum’s All I Really Need to Know I Learned in Kindergarten (1988). However, sometimes simple guidelines work best. (p. 361) Use your Critical Thinking text to quickly review the following: Chapter 14, "Develop As an Ethical Reasoner," pages 345–365. If you did not complete the Blooming Park: Ethics, Diversity, and Personnel Selection simulation last week, complete it now to begin work on the interviews relevant to your organization: P–12 education, higher education, business or corporate, or military. This activity will give you the opportunity to grapple with the ethical questions that frequently arise in professional contexts, which will be the focus of your assignment this week. Diversity and Multiculturalism Diversity in all organization settings can take many forms. We may consider differences across many criteria, including the following: Ethnicity. Ethnic identity. Gend.

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Rejepov 1 Rejepov 2 81022 9/11/2018Technology and its impact on our environment 2018 was one of the hottest years of the century. And most people claim that the use of modern technology is the reason for such climate change. However, the government spends millions and millions of money on scientists who are researching on eco-friendly technology and source of energy. James Gustave Speth, then-President of the World Resources Institute, in 1992 wrote an article suggesting a national strategy to combine the goals of a healthy environment and a strong economy. He suggests that we can reduce pollution by recycling waste. This process makes products more affordable for people to buy and use. A year after year the eco-friendly technology is becoming more affordable for people. More people are installing solar panels on the roofs of their houses which helps to reduce the use of eco-harmful sources of energy. Scientists calculated that by the end of the XXI century everyone will be using eco-friendly tech products which will reduce the harm to the environment to zero. Technology requires energy. In the early XX century, the coal was the main source of energy. Years after the coal was changed with oil. In the 1950s scientists started using a nuclear power as a main source of energy. However, none of them are eco-friendly. They deal inevitable damage to our environment, damaging the air we breathe, the atmosphere that protects us from Sun and soil where we plant our vegetables and fruits. The changes scientists started paying attention to the damage we are dealing with the environment in the 1990s. That was the time when scientists started researching on alternative sources of energy. Marine energy, hydroelectric, wind, geothermal and solar power are first renewable and alternative sources of energy. China is one of the first countries to start using renewable energy. In 2004, “The New York Times” published an article which states that the government of China declared by 2010 10 percent of the whole of China’s power will be generated through renewable sources. Indeed, in 2018 China’s 12 percent of power is generated through renewable sources of energy and China is not going to stop on this. Now they are planning to increase that number from 10 percent to 20 by the year 2030. With renewable sources of energy comes the eco-friendly technologies. Some of the tech companies are working on so-called “greenhouses”. This houses are entirely eco-friendly and do not require energy that is harmful to the environment. The price of these houses starts at 75000$ which makes it affordable for people. Also, solar and wind farms are being built which will help to reduce the use of energy sources such as nuclear power. Tech products are more eco-friendly then they were before. For example, phones these days come with Lithium-ion batteries which lasts for years and requires less electricity. Gas powered cars are now being replaced by electric cars which do not produce.

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REL/134 v6 Religion Analysis REL/134 v6 Page 2 of 2Religion Analysis Select one Eastern religion (e.g., Hinduism, Buddhism, Confucianism) and one traditional Western religion (e.g., Judaism, Christianity, Islam) to research and compare in this assignment. Alternative Religion Enter text. Western Religion Enter text. Complete Parts 1 and 2 below.Part 1: Similarities and Differences In the table below, list at least two similarities and two differences between the religions you selected. Some categories to consider include holy days, symbols, rituals, core beliefs, ethics, and the role of women. Similarities Differences Enter text. Enter text.Part 2: Analysis Write a 350- to 525-word analysis of the similarities and differences between the two religions you selected. Discuss how the faiths are practiced and how they are perceived by those outside of the faiths in terms of the similarities and differences you noted. Analysis Enter text. Include references formatted according to APA guidelines. You may find helpful resources for formatting citations in the Center for Writing Excellence in the University Library. References Enter text. Copyright© 2018 by University of Phoenix. All rights reserved. Copyright© 2018 by University of Phoenix. All rights reserved. Creating an Ethically Strong Organization CATHERINE BAILEY AND AMANDA SHANTZ Ensuring that all employees clearly understand appropriate ways to address daily ethical issues can prevent your company from spiraling into corporate scandal. When German car manufacturer Volkswagen was caught cheating on its diesel emissions testing regime a few years ago, the subsequent scandal launched numerous lawsuits, cost billions of dollars in fines, and severely harmed the company’s reputation. The actions — and inaction — of dozens of employees at all levels, across divisions and countries, contributed to this disaster, including the software engineers who designed the cheating device, the workers who installed it, the managers who approved the fitting and testing, and the members of the senior leadership team who either orchestrated the scam or simply turned a blind eye. 1 Of course, VW isn’t an isolated example. Consider the costly lapses in judgment at Wells Fargo, 2 for instance, and at Samsung Electronics. 3 Why do such scandals continue, despite the clear moral and financial imperatives for ethical action? And — perhaps more important — what can be done to change matters? Although some argue that people are innately inclined to behave unethically out of self-interest, 4 our research reveals that organizational ethics matter significantly to most employees and managers, and that people want to work for employers whose values and principles are aligned with their own. This suggests that ethical employers are likely to attract and retain ethical employees. 5 What’s more, research has shown a link between ethical leadership and task performance, organizational citizen.

REL134 v6Religion AnalysisREL134 v6Page 2 of 2Religion Ana.docx

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Reflective Essay- Nursing profession Directions:Imagine or be sure to ask your nurse to be specific and provide examples and stories. 300 words per questions below: Reminder: Respond to the following questions below. 1. Why did you choose nursing as a profession? 1. What was nursing school like for him or her? Ask them: 1. How they managed and balanced work, family and life and the difficulties. 1. The level of commitment to school required to be successful (hrs. required for studying, social life, workload) 1. What their clinical and lab experiences were like. 1. How they prepared for examinations and the NCLEX. 1. Describe their top three patient memories and why they are memorable. 1. What does the phrase “Nurse-Life” mean to this nurse? 1. What is the hardest thing about being a nurse? 1. Reflect and discuss what your thoughts are about the interview. Did the interview change your perspective on nursing, on nursing school or life? Analyses of Social Issues and Public Policy, Vol. 11, No. 1, 2011, pp. 300--313 This paper is part of an ASAP special collection on Social Psychology and Contemporary Immigration Policy Economic Dynamics and Changes in Attitudes Toward Undocumented Mexican Immigrants in Arizona Priscila Diaz,∗ Delia S. Saenz, and Virginia S.Y. Kwan Arizona State University Mexican immigration to the United States comprises an important social issue in contemporary public policy debate, particularly given the recent passage of Arizona’s Senate Bill 1070 (SB 1070). The current study investigated how individuals’ sentiments toward undocumented Mexican immigrants shifted between 2006 and 2009 in Arizona, and also examined economic concomitants to these shifts. Participants included 3,195 culturally diverse students attending a state university in Arizona. They reported their attitudes toward undocumented Mex- ican immigrants regarding housing, employment, values, social welfare, citizen- ship, health care, and education issues. Results show less-positive attitudes as each year progressed among European and Latino Americans, as well as other ethnic minorities. Further, anti-undocumented immigrant sentiment increased as unemployment increased and gross domestic product real growth rate decreased. Ethnic differences emerged in the relative negativity toward undocumented immigrants such that European Americans were less positive towards undocumented Mexican immigrants than Latinos over 4 years. These findings suggest that economic dynamics may beget anti-immigrant sentiment, leading to contentious legislation, such as Arizona’s recent immigration law. “America has constantly drawn strength and spirit from wave after wave of immigrants. . .They have proved to be the most restless, the most adventurous, the most innovative, the most industrious of people.” – Bill Clinton, 42nd U.S. President Nearly all U.S. citizens have roots in other countries from which they, their parents, or one of their ancestors from 300 ye.

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REL/133 v8 Hinduism, Jainism, and Sikhism REL/133 v8 Page 2 of 4 Religion Comparison Part 1: Hinduism Overview Hinduism has no founder, but an integration of different beliefs. Its development was influenced by the nomadic Aryan Indo-European races that occupied Northern India. The religions originated from Russia and Central Asia as they attacked the Harappans residing in the area. Veda is the oldest scripture in Hindu that means wisdom and knowledge. It has hymns, prayers and ritual texts introduced during in the ancient times. The secret teachings in Hindu are known as the Upanishads, and it includes the mystical concepts of man and the universe. Hinduism has a term known as Ramayan and is one of the significant Indian tales. Puranas is a vital source used to understand Hinduism, and it includes the legends, gods, and demons. A common feature between Hinduism and other religions is that most of its festivals fall in two classes (Doniger, 2010). There are those who celebrate saints and others celebrating notable scriptural events. Om is a symbol in Hinduism and used in meditation. The swastika is another symbol associated with a negative connotation in other parts across the world while in Hinduism, it is a sign of luck and fortune. Part 2: Compare and Contrast Two Religions Religion 1 Hinduism Religion 2 Jainism Similarities Differences Points of origin Jainism and Hinduism came from India. Moreover, they are all knows as the traditional faiths of the Indians. The existence of Atma The two religions accept the reality of Atma, also known as the soul. They believe in the immortality of the soul. In the contexts of both religions, the physical body can die, but the spirit that inhabits it lives on and leads to reincarnation. The ideas of Moska, Karma, and Reincarnation Jainism and Hinduism both believe in Karma. Karma can refer to the good or bad. They also believe in reincarnation, the idea of life after death (Babb, 2015). Both religions also believe in moska, the liberation from the cycle of life and death. However, the meaning of these concepts is different in each religion. Temples and Idols The religious activities in both religions are similar. They both have temples and conduct idol worshiping. They also have times when they fast as a way of worship and purification of the soul. The concept of Karma In Hindu, Karma is an essence of transgression to atone for blessings to get in the next life. Jains consider Karma a kind of activity that attaches to the soul in each life. While Hindus try to do the right thing to atone for the spiritual debt, Jains follow actions intended to clean the soul of a polluting nature. The idea of Moksha Hindus believe that Moksha and liberation take place where the soul meets the universal soul and results to eternal life in Vishnu’s territory. The Jains considers moksha an activity-less and tranquil that is said to take place in Siddhabhumi. Animal Sacrifices Jainism do not engage in ani.

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REL 2300 Walters Short Writing Assignment #1 Please answer the following question with in a one-page essay. What is your opinion of the influence of religion in American society? Format Your response must include these elements: Topic Sentence: Give a direct and precise answer to the question. State clearly your position on the question so there is no doubt in the readers’ mind where you stand. Definition: Explain how you are using the main terms included in the topic sentence. Context: Explain where the example to be used comes from and the circumstances surrounding its relevance. Example(s) Cite a specific example. Interpretation: In the case of a quotation taken from the text, interpret it fully. In the case of a painting describe it completely. Relationship: Explain the relationship between the example and the position you have taken on the subject. Grading Rubric II n dn d ii c ac a tt oo rr ss LL ee vv ee ll ss o f o f AA c hc h ii ee vv ee mm e n te n t BB ee gg ii n nn n ii n gn g (( 0 )0 ) DD ee vv e le l o po p ii n gn g (( 1 )1 ) CC oo mm pp e te t e n te n t (( 33 )) AA c c oc c o mm pp l i sl i s h e dh e d (( 55 )) Meaning and Development: ideas, examples, reasons and evidence, point of view Inappropriate No viable point of view; little or no evidence; weak critical thinking; providing insufficient reasons or other support Appropriate Develops a point of view; demonstrating some critical thinking; may have some inadequate examples, reasons and other evidence of support Effective Develops a point of view and demonstrates competent critical thinking; enough supporting detail to accomplish the purpose of the question Insightful Ideas are fresh, mature and extensively developed; insightfully develops a point of view and demonstrates outstanding critical thinking Conventions: grammar. punctuation, spelling, paragraphing, format Distracting Errors interfere with writer’s ability to consistently communicate purpose; pervasive mechanical errors obscure meaning; inappropriate format Fundamental Errors interfere with writer’s ability to communicate purpose; contains an accumulation of errors; some weakness in format Controlled Occasional errors do not interfere with writer’s ability to communicate purpose; generally appropriate format Polished Control of conventions contribute to the writer’s ability to communicate purpose; free of most mechanical errors; appropriate format .

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REL101(WI): World Religions Reflection Paper #2 The Problem of Evil The most formidable challenge a believer in God must face is known as “the problem of evil.” This problem, which goes back to ancient times yet is no less distressing today, asks about the relationship between belief in God and the existence of evil in the world. If God is truly good and cares for us, why do bad things continually happen to good people? How can there be so much unmerited evil and suffering in the world if an all-powerful and all-loving creator governs the universe? Like many other faiths, Judaism has had to confront such questions head on. While much of Jewish history is full of pain and suffering, nothing has tested the Jewish faith like the mass slaughter of Jews during the Holocaust (or Shoah). Given God’s covenantal promise of a blessed existence and God’s declaration that the Jews are his “chosen people,” many wonder today how they can possibly square the extermination of 6 million such people with belief in a deity who is said to be both compassionate and just. For this second Reflection Paper, you are asked to weigh in on this conflicted debate. Before you begin to write, consider the discussion of Judaism in class, read carefully the article “The Problem of Evil” posted under “Course Materials” on Blackboard, and research at least two other articles of your choice that address this topic. Then, in your paper, expand this difficult issue to all of the Western religions and offer your best insights on the ongoing attempt to make sense of the problem of evil. If you are a believer, how do you reconcile your belief in an all-powerful, all-loving God and the immense evil that surrounds us? Which of the many solutions to the problem of evil (officially known a “theodicy”), do you find convincing? If you are not committed to a religious belief, what is your opinion about the problem of evil? Is this problem great enough to lead one to atheism, as many have argued? Is one of the counterarguments presented in this discussion particularly powerful? The Problem of Evil Introduction: The Great Problem We live in a world in shadow. It’s a fact, noted by every religion and belief system throughout history, that suffering plagues the human condition. Some of us experience far more pain than others, but it’s something we must all face during our lives. Possibly even worse than the existence of suffering is the randomness with which it strikes—often in the lives of people who have done nothing to deserve it—and our too-frequent powerlessness to help the afflicted innocent. The great and terrible fact of suffering has been humanity’s constant companion. Our history as a species is a long, slow climb up from the darkness, punctuated by much faltering, backsliding, and frustration. For thousands of years of human history, every day was a struggle to stay alive. Plagues and epidemics swept continents like wildfire. Natural disasters led to the collapse of great empires..

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REL 212 WEEK 7 DQ Week 7 Discussion The roots of Christianity and the growth of this religion. Please respond to the following: Main discussion questions for the week: We have seen/suggested that Zoroastrianism influenced Judaism. Jesus was a Jew and used the Jewish scripture when he taught. Some even say that Christianity is a sect of Judaism (see Rabbi Norman Solomon, Judaism: A Very Short Introduction). Yet, most Christians claim that their religion is unique. · Did Zoroastrianism and/or Judaism provide the basis for Christianity or not? · Pick a side and defend it with three (3) reasons. Explain each reason. In our chapter we have seen numerous splits in Christianity: In the Book of Acts; the division between Roman Catholicism and the Eastern Orthodox Church, the Protestant Reformation, and on and on. Modern Christianity is sometimes characterized by the split between followers who believe in the literal interpretation of the Bible and those who believe in a figurative interpretation. · How can one Bible, especially one New Testament, be used to justify so many divisions? · Is one of these divisions/denomination the "right" denominations? Why? Be sure to respond to at least one (1) (BELOW) other student. Samantha Anglin RE: Week 7 Discussion Collapse Top of Form Total views: 13 (Your views: 1) Hi Class! I believe that Zoroastrianism/Judaism provided a basis to Christianity. Since Zoroastrianism did exsist before Christianity, I think this is a major reason why Christianity came about. I will use the example of Hinduism and Buddhism, Buddhism originated mainly from Hinduism (since Hinduism is one of the oldesst realigions) because some people wanted to take some of the philosophies from Hinduism and create their own set of beliefs. Christianity has some of the same basics as Judaism and Zoroastrianism, but they created new philosophies and values to fit the kind of religion that they wanted. Like the religion, there was a basis that was used to start the religion. It was influenced by many factors including religion and culture so there is going to be one bible that started it all. I think that they all use the Bible as the center stone that each new division expands and revolves on. I think that every single sect can believe that their denomination is the 'right' one, but ultimately the only right one would be the one to start it all.But they are all revolving around the same basis, so it really depends on your morals and values as to which one is the 'right' one. Bottom of Form Bottom of Form 9e0c20ee-3de9-4 false PUBLISHED Running head: CASE STUDY TEMPLATE 7 CASE STUDY TEMPLATE: Case Study # Background Summary Statement of the Problem Implications and Alternative Solution s Description of Alternative Pros Cons Explanation of each alternative in detail Methods for Determining .

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Rehabilitation Program Design rehabilitation program for A left-handed college baseball pitcher is in need of a rehabilitation program following Tommy John surgery. · Use other outside sources in creating your program. · Your program should include reasoning for your exercises, progressions, phases, etc. · This paper should be spaced and formatted per APA guidelines, 6th edition. Format to think about when writing your rehabilitation program. 1. Elbow rehabilitation program. a. Is the program relevant to the injury, gender, age, and sport? Yes or No ? b. If no, what is not relevant? c. If yes, are the exercises clearly described? d. If no, what is unclear or understated? e. Are the exercises under the best stages of care? Yes or No ? f. If no, where should they be moved to? g. Are benchmarks created to know when progression of the exercises and phases is necessary? Yes or No? h. What needs to be done to improve these items? 2. Communication a. Put yourself in the role of the athlete. Are the exercises easy to understand or seem too complicated? Yes or No? b. If no, what is missing, unclear or over/understated? Where does the communication break down and/or which exercise(s) and/or phase(s) is/are problematic and why? Additional feedback/comments: 3. Program planning considerations a. Did the writer take healing timelines and tissues injured into consideration when creating the program? Yes or No? · If no, what information is missing? b. Did the writer: · explain why s/he chose this/these exercises? Yes or No? · address why s/he believes the exercises will be useful in addressing the issues identified in the scenario? Yes or No? i. If yes, did the writer accurately apply the exercises to the scenario? Yes or No? ii. If yes, what clues in the program tell you that the exercises were applied accurately to the rehab phases? iii. If no, what direction would you give the writer to strengthen this program? DUE THURSDAY FEBRUARY 27, 2020 Students will be required to develop and write their own approximately 500 word response(2 pgs.) 1. Involving stakeholders in the planning process is extremely important and this includes the citizens if the whole community concept is to be applied. Just looking at your community's plan and website for emergency management, does it appear that the community has been involved in the process, why or why not? In order to complete this assignment you must watch both videos linked provide below and Read all the attached files. 4 files are attached Answer must be related to the material provided: Video: https://youtu.be/Ui-eBiMBkXY https://youtu.be/__VD-cBC2vI Community Resources & Preparedness The National Preparedness System outlines an organized process for the whole community to move forward with their preparedness activities and achieve the National Preparedness Goal. The National Preparedness System integrates efforts across the five preparedness mission areas—Prevention, Protection, Mitig.

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1. Reflective Journal: Ethics and Diversity Overview During your course of study in the M.Ed. program you have examined issues relating to ethics in the educational setting and the importance of promoting diversity. In this journal, you will reflect on these Master's of Education program learning outcomes: Ethics: Examine major legal, social, and ethical issues affecting education in diverse learning environments. Diversity: Promote differentiated learning and multi-ethnic, multicultural, and global awareness and appreciation in instructional methods, program curricula, and assessment practices. Requirements: Write a 1–2 page paper in which you: Reflect upon what you have learned throughout your coursework related to ethical issues in education, and discuss the fundamental manner in which your ideas, values, beliefs, practices, etc. have or have not changed as a result. Examine how your coursework in the M.Ed. program and your work experience have helped you to grow in the areas of ethics and diversity and how you have used or will use these

2. competencies in your current or future position. Attach one to three pieces of your chosen previous assignments as artifacts to demonstrate your competencies in the areas of ethics and diversity. Identify the ID and title (for example: EDU599 – Education Capstone) of the courses for which you had produced the assignments. If you do not have an artifact, attach the descriptions of your chosen previous assignments (This will become your artifact submission). Artifacts do not count as part of the one to two page length requirement.

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