JournalJournaling is an activity used by students and professi.docx
•Download as DOCX, PDF•
0 likes•0 views
Journal Journaling is an activity used by students and professionals alike for self-reflection. It has many personal and professional benefits including reducing stress and increasing learning (Alford, Malouff, & Osland, 2005; Liuolienë & Metiûnienë, 2009). You will be asked to journal about your thoughts, experiences, and/or insights. Please refer to the Journal Rubric under the Course Info tab for grading information. After studying global social justice, hopefully you have a deeper understanding of the challenges related to building a socially just global culture. The assignment : (600 words) Due by Sunday 2/18/18 Write a journal entry that includes the following: Explain how your personal ideology on global social justice has evolved since the beginning of the course. Support your Journal assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course. ...
Report
Share
Report
Share
Recommended
JournalJournaling is an activity used by students and profes.docx
Journal
Journaling is an activity used by students and professionals alike for self-reflection. It has many personal and professional benefits, including reducing stress and increasing learning (Alford, Malouff, & Osland, 2005; Liuolienë & Metiûnienë, 2009). You will be asked to journal about your thoughts, experiences, and/or insights. Please refer to the Journal Rubric under the Course Info tab for grading information.
Now that you have a sense of the origins of human rights and social justice, think about your own ideas of social justice. What is your personal definition of social justice?
The assignment
: (600 words)
Write a journal assignment that includes the following:
Provide your personal definition of social justice and give at least one example to illustrate it.
Support your Journal assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.
Submit
your assignment by Sunday 1-14-18
.
References:
Alford, W. K., Malouff, J. M., & Osland, K. S. (2005). Written emotional expression as a coping method in child protective services officers.
International
Journal of Stress Management.
12
(2), 177–187.
Liuolienë, A., & Metiûnienë, R. (2009). Student's learning through reflective journaling.
Santalka.
17
(4), 32–37.
...
JournalJournaling is an activity used by students and prof.docx
Journal
Journaling is an activity used by students and professionals alike for self-reflection. It has many personal and professional benefits, including reducing stress and increasing learning (Alford, Malouff, & Osland, 2005; Liuolienë & Metiûnienë, 2009). You will be asked to journal about your thoughts, experiences, and/or insights.
Around the globe, there are practices related to cultural dress, cuisine, religion, and gender roles that are different from your own. If you are unfamiliar with certain cultural practices or have little understanding of the origins of cultural practices, you might find it difficult to tolerate the practice.
The assignment
:
(300–600 words)
Write a journal entry that includes the following:
For this journal assignment, describe a cultural practice that challenges your limits of tolerance and explain why.
Support your Journal assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.
Submit
your assignment by Sunday 1/21/18.
References:
Alford, W. K., Malouff, J. M., & Osland, K. S. (2005). Written emotional expression as a coping method in child protective services officers.
International
Journal of Stress Management,
12
(2), 177–187.
Liuolienë, A., & Metiûnienë, R. (2009). Student's learning through reflective journaling.
Santalka,
17
(4), 32–37.
...
Why do poor countries have a predominance of infectious diseases.docx
Poor countries have a predominance of infectious diseases while wealthy countries have more lifestyle-related diseases due to differences in social and economic conditions. Global health inequalities exist due to lack of access to clean water, sanitation, nutrition, and medical care in poorer nations. Reflective writing can help address this issue by raising awareness and considering ways to improve health for all.
7806 eps1002l1
This document provides an introduction and overview for a course on making sense of educational research. It outlines the course modules, schedule, assessments, and resources for developing information literacy skills. Students are asked to introduce themselves, discuss their needs and goals for information literacy, and begin exploring resources and databases for educational research.
What is curriculum
This document provides an overview and introduction to Module 3 which covers curriculum and professional issues. The module will explore definitions of curriculum, consider its history and introduce curriculum theories. Students will complete assignments on curriculum evaluation and professional issues. They will learn about curriculum requirements, models, contexts, concepts, education policy and quality assurance. The purpose is to help students explain curriculum in their field and apply critical thinking to curriculum design and evaluation.
Syllabus [Gerontology (GTY-154 A) - Aging in American Society]
This document provides information about a course titled "Aging in American Society" including the instructor details, course description, goals, objectives, assignments, and grading criteria. The key points are:
- The course is an introductory social gerontology course that will provide an overview of aging from individual, social, and global perspectives.
- Students will learn about aging through multiple disciplinary lenses like biology, psychology, sociology, and public health.
- Major assignments include quizzes, an individual presentation on an aging topic, and a final paper on the presented topic.
- The course aims to help students understand aging concepts and articulate aging issues from an interdisciplinary approach.
Global Issues in the Liberal Arts Research Paper Proposal.docx
Global Issues in the Liberal Arts
Research Paper Proposal
Name: _____Shannon Gutierrez_____ Date: __1/11/18_______________
1. What is the general topic you want to learn and write about? The general topic must be
an objective examination of a topic related to one of the four breadth areas and it must
have a global perspective or be of global significance.
Economics of global warming is the general topic for my research paper.
2. Identify which breadth area(s) the topic is related to and explain how the topic is related
to this breadth area (s), or how you can use the perspectives of this particular breadth area
(s) to examine the topic of your research within its global context.
This topic will fall within the science/description and social civic breadth area of liberal
arts. First, Social/Civic because the climate affects the entire world and the >>>> policy
on global warming requires that countries develop relationships to accomplish an overall
objective. Many Activist believe that science has proven global warming to be a real
ecological concern yet many countries and individuals in society choose not to
acknowledge global warming as fact.
The Science/Description breadth area because as mentioned one must believe in the facts
and evidence provided on the topic. Global warming and the study of its effects requires
an understanding of nature and the structure. Technological advances may provide many
solutions to the challenge, however, few countries have the financial means or education
to implement such solutions.
3. What is the purpose of the study? Why have you chosen this particular general topic?
Do you intend to educate or illuminate a particular group about your topic? Do you
intend that this group or person will change it's/his/her thinking or take action because of
your study?
The purpose of this study is to have a deeper understanding of global politics and how the
United States decision to leave the Paris Agreement will financially impact third world
countries.
4. What is your research question? You are not conducting field research (i.e., survey data,
interviews, primary source data). Research in this context means investigating a topic in
depth using credible sources.
Your research question guides what sources you select and read in depth. This is a
specific, clear, concise question you have about the topic that is grounded in facts that
can be discovered in the literature. Remember that the question should be intellectually
challenging and not be one that can be answered with a simple “yes,” “no,” or “maybe.”
Review your question for its clarity and scope. Will the question point you to specific
information on your topic? Will you be able to find enough information on the topic? Is it
so broad that you will get hundreds or thousands of articles on the topic? Could you write
approximately 8-10 pages that illuminate what scholars are writing about ...
Unit 5PRINTMulticultural Issues in Educational Environment
Unit 5
PRINT
Multicultural Issues in Educational EnvironmentsINTRODUCTION
In the previous units, we focused on the topic of diversity and the different ways in which your learners are diverse. In the next several units, we will focus on multicultural issues and how they impact curriculum, instruction, and assessment.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u05s1] Unit 5 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u05s2] Unit 5 Study 2Develop Your Toolbox
Readings
Use the Internet to complete the following:
Majumder, K. (2015, February 20).
Six article types that journals publish: A guide for early career researchers [Blog post]
. Retrieved from http://www.editage.com/insights/6-article-types-that-journals-publish-a-guide-for-early-career-researchers
Purdue University. (n.d.).
Purdue OWL: Reference list: Basic rules
. Retrieved from https://owl.english.purdue.edu/owl/resource/560/05/
These rules are the same as those found in the APA manual; this site might be more convenient for you in some instances, as might be the Campus APA links that follow.
Campus Links
Take advantage of these Capella resources on scholarly research and APA style and format.
Find Scholarly and Peer-Reviewed Sources
.
Sources and Evidence
.
APA Citation – Citing a Book
.
APA Citation – Citing a Journal Article
.
APA Citation – Citing a Website
.
Multimedia
Click
Resource Toolbox
to investigate the Library Research section.
Take the library tour and read about evaluating sources, narrowing your topic, and forming a search strategy. These skills will be helpful to you throughout your degree program at Capella.
If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u05s3] Unit 5 Study 3Multiculturalism and Instructional Interventions
Readings
Use the Capell ...
Recommended
JournalJournaling is an activity used by students and profes.docx
Journal
Journaling is an activity used by students and professionals alike for self-reflection. It has many personal and professional benefits, including reducing stress and increasing learning (Alford, Malouff, & Osland, 2005; Liuolienë & Metiûnienë, 2009). You will be asked to journal about your thoughts, experiences, and/or insights. Please refer to the Journal Rubric under the Course Info tab for grading information.
Now that you have a sense of the origins of human rights and social justice, think about your own ideas of social justice. What is your personal definition of social justice?
The assignment
: (600 words)
Write a journal assignment that includes the following:
Provide your personal definition of social justice and give at least one example to illustrate it.
Support your Journal assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.
Submit
your assignment by Sunday 1-14-18
.
References:
Alford, W. K., Malouff, J. M., & Osland, K. S. (2005). Written emotional expression as a coping method in child protective services officers.
International
Journal of Stress Management.
12
(2), 177–187.
Liuolienë, A., & Metiûnienë, R. (2009). Student's learning through reflective journaling.
Santalka.
17
(4), 32–37.
...
JournalJournaling is an activity used by students and prof.docx
Journal
Journaling is an activity used by students and professionals alike for self-reflection. It has many personal and professional benefits, including reducing stress and increasing learning (Alford, Malouff, & Osland, 2005; Liuolienë & Metiûnienë, 2009). You will be asked to journal about your thoughts, experiences, and/or insights.
Around the globe, there are practices related to cultural dress, cuisine, religion, and gender roles that are different from your own. If you are unfamiliar with certain cultural practices or have little understanding of the origins of cultural practices, you might find it difficult to tolerate the practice.
The assignment
:
(300–600 words)
Write a journal entry that includes the following:
For this journal assignment, describe a cultural practice that challenges your limits of tolerance and explain why.
Support your Journal assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.
Submit
your assignment by Sunday 1/21/18.
References:
Alford, W. K., Malouff, J. M., & Osland, K. S. (2005). Written emotional expression as a coping method in child protective services officers.
International
Journal of Stress Management,
12
(2), 177–187.
Liuolienë, A., & Metiûnienë, R. (2009). Student's learning through reflective journaling.
Santalka,
17
(4), 32–37.
...
Why do poor countries have a predominance of infectious diseases.docx
Poor countries have a predominance of infectious diseases while wealthy countries have more lifestyle-related diseases due to differences in social and economic conditions. Global health inequalities exist due to lack of access to clean water, sanitation, nutrition, and medical care in poorer nations. Reflective writing can help address this issue by raising awareness and considering ways to improve health for all.
7806 eps1002l1
This document provides an introduction and overview for a course on making sense of educational research. It outlines the course modules, schedule, assessments, and resources for developing information literacy skills. Students are asked to introduce themselves, discuss their needs and goals for information literacy, and begin exploring resources and databases for educational research.
What is curriculum
This document provides an overview and introduction to Module 3 which covers curriculum and professional issues. The module will explore definitions of curriculum, consider its history and introduce curriculum theories. Students will complete assignments on curriculum evaluation and professional issues. They will learn about curriculum requirements, models, contexts, concepts, education policy and quality assurance. The purpose is to help students explain curriculum in their field and apply critical thinking to curriculum design and evaluation.
Syllabus [Gerontology (GTY-154 A) - Aging in American Society]
This document provides information about a course titled "Aging in American Society" including the instructor details, course description, goals, objectives, assignments, and grading criteria. The key points are:
- The course is an introductory social gerontology course that will provide an overview of aging from individual, social, and global perspectives.
- Students will learn about aging through multiple disciplinary lenses like biology, psychology, sociology, and public health.
- Major assignments include quizzes, an individual presentation on an aging topic, and a final paper on the presented topic.
- The course aims to help students understand aging concepts and articulate aging issues from an interdisciplinary approach.
Global Issues in the Liberal Arts Research Paper Proposal.docx
Global Issues in the Liberal Arts
Research Paper Proposal
Name: _____Shannon Gutierrez_____ Date: __1/11/18_______________
1. What is the general topic you want to learn and write about? The general topic must be
an objective examination of a topic related to one of the four breadth areas and it must
have a global perspective or be of global significance.
Economics of global warming is the general topic for my research paper.
2. Identify which breadth area(s) the topic is related to and explain how the topic is related
to this breadth area (s), or how you can use the perspectives of this particular breadth area
(s) to examine the topic of your research within its global context.
This topic will fall within the science/description and social civic breadth area of liberal
arts. First, Social/Civic because the climate affects the entire world and the >>>> policy
on global warming requires that countries develop relationships to accomplish an overall
objective. Many Activist believe that science has proven global warming to be a real
ecological concern yet many countries and individuals in society choose not to
acknowledge global warming as fact.
The Science/Description breadth area because as mentioned one must believe in the facts
and evidence provided on the topic. Global warming and the study of its effects requires
an understanding of nature and the structure. Technological advances may provide many
solutions to the challenge, however, few countries have the financial means or education
to implement such solutions.
3. What is the purpose of the study? Why have you chosen this particular general topic?
Do you intend to educate or illuminate a particular group about your topic? Do you
intend that this group or person will change it's/his/her thinking or take action because of
your study?
The purpose of this study is to have a deeper understanding of global politics and how the
United States decision to leave the Paris Agreement will financially impact third world
countries.
4. What is your research question? You are not conducting field research (i.e., survey data,
interviews, primary source data). Research in this context means investigating a topic in
depth using credible sources.
Your research question guides what sources you select and read in depth. This is a
specific, clear, concise question you have about the topic that is grounded in facts that
can be discovered in the literature. Remember that the question should be intellectually
challenging and not be one that can be answered with a simple “yes,” “no,” or “maybe.”
Review your question for its clarity and scope. Will the question point you to specific
information on your topic? Will you be able to find enough information on the topic? Is it
so broad that you will get hundreds or thousands of articles on the topic? Could you write
approximately 8-10 pages that illuminate what scholars are writing about ...
Unit 5PRINTMulticultural Issues in Educational Environment
Unit 5
PRINT
Multicultural Issues in Educational EnvironmentsINTRODUCTION
In the previous units, we focused on the topic of diversity and the different ways in which your learners are diverse. In the next several units, we will focus on multicultural issues and how they impact curriculum, instruction, and assessment.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u05s1] Unit 5 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u05s2] Unit 5 Study 2Develop Your Toolbox
Readings
Use the Internet to complete the following:
Majumder, K. (2015, February 20).
Six article types that journals publish: A guide for early career researchers [Blog post]
. Retrieved from http://www.editage.com/insights/6-article-types-that-journals-publish-a-guide-for-early-career-researchers
Purdue University. (n.d.).
Purdue OWL: Reference list: Basic rules
. Retrieved from https://owl.english.purdue.edu/owl/resource/560/05/
These rules are the same as those found in the APA manual; this site might be more convenient for you in some instances, as might be the Campus APA links that follow.
Campus Links
Take advantage of these Capella resources on scholarly research and APA style and format.
Find Scholarly and Peer-Reviewed Sources
.
Sources and Evidence
.
APA Citation – Citing a Book
.
APA Citation – Citing a Journal Article
.
APA Citation – Citing a Website
.
Multimedia
Click
Resource Toolbox
to investigate the Library Research section.
Take the library tour and read about evaluating sources, narrowing your topic, and forming a search strategy. These skills will be helpful to you throughout your degree program at Capella.
If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u05s3] Unit 5 Study 3Multiculturalism and Instructional Interventions
Readings
Use the Capell ...
Knowless self directed 3
This document discusses the history and impact of the International Self-Directed Learning Symposium over the past 25 years. It summarizes that:
- The International Self-Directed Learning Symposium was founded in 1986 and has provided an annual forum for presenting and discussing research on self-directed learning.
- The International Society for Self-Directed Learning grew out of the symposia and now sponsors both the symposia and the International Journal of Self-Directed Learning.
- Over the past 25 years, the symposia have helped disseminate research findings and foster discussion that has advanced the field of self-directed learning. Papers presented at the symposia have also been published
PRINTStrategies for Promoting Inclusiveness and Welcoming
PRINT
Strategies for Promoting Inclusiveness and Welcoming DiversityINTRODUCTION
As an educator, you are likely working with students who demonstrate more types of diversity than ever before. Therefore, you should develop a repertoire of strategies for making learning accessible to all students and ensuring that your learning environment promotes inclusiveness and welcomes diversity in all its forms. In this unit, you will focus on two main ideas: implementing strategies to promote inclusivity and value diversity, and using critical thinking skills to support your work as a learner and educator.
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u04s1] Unit 4 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u04s2] Unit 4 Study 2Develop Your Toolbox
Critical thinking skills help you in your own studies and development as well as in helping your colleagues and clients. The following Capella media will provide a framework for understanding critical thinking skills:
Click
Critical Thinking Model
to view the media piece. Use the guidelines and questions as helpful critical-thinking tools as you conduct your research in this and future courses.
Click
Resource Toolbox
to investigate the Critical Thinking section. There are many linked resources there for you to learn all about critical thinking in general, as well as how those skills can help you as a learner.
Click
Bloom's Taxonomy
to learn how to use the levels of Bloom's taxonomy to enhance the way you think about and approach your assignments.
If you find these resources particularly helpful, remember to add them to the list of resources you started in Unit 1.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Critical Thinking ModelBEGIN ACTIVITY
ICON
Transcript
Bloom's TaxonomyBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u04s3] Unit 4 Study 3Diversity and Inclusion Strategies
Readings
According to the 1995 UNESCO Declaration of Principles on Tolerance, "Tolerance is respect, acceptance, and appreciation of t ...
can you helpUnit 2PRINTCreating Goals for Professional
can you help
Unit 2
PRINT
Creating Goals for Professional ImprovementINTRODUCTION
In this unit, you will submit your first assignment. You may be nervous at the thought of submitting your first written graduate work! Use the resources you have. Give yourself plenty of time to revisit the assignment, revise it, and edit it. Ask your instructor for help if you need it.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u02s1] Unit 2 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u02s2] Unit 2 Study 2Develop Your Toolbox
Resource Toolbox
Click
Resource Toolbox
to return to the media piece. Explore the Writing section and focus on The Writing Center, Smarthinking, and Academic Integrity and Plagiarism resources.
If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.
As you prepare your weekly reflection entry, keep Brookfield’s Four Lenses in mind and make a meaningful connection to one or more of them in your entry. You will recall that those lenses are:
Practitioners' autobiographical experiences—that is, their own experiences as learners;
The eyes of the students or clients with whom they work;
Theories relevant to their professional roles; and
Their colleagues’ perceptions.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u02s3] Unit 2 Study 3Diversity and Goal Setting
Diversity
encompasses many different characteristics within individuals and in groups. Think about the diversity that can appear in your own professional setting; the following is a sampling of some of the diversity characteristics that may be represented:
Age.
Disability status.
Religion.
Ethnicity.
Socioeconomic status.
Sexual orientation.
National origin.
Gender identity.
It is impractical to cover all areas of diversity in all types of professional settings, so as you read the articles and watch the media pieces, think about how the main ide ...
nanopdf.com_modules1to3-clsu-open-university.pdf
This document provides an overview of the course Foundations of Education. It discusses the six foundations covered in the course: psychological, sociological, anthropological, historical, philosophical, and legal. For the psychological foundations module, it outlines key concepts around growth and development, including defining growth and development, the importance of understanding developmental stages, factors that influence development, and basic principles of development. Development follows a predictable sequence, rates vary between individuals, early development is critical, and development results from maturation and learning interacting with the environment.
CONTEMPORARY WORLD.pptx
The document outlines the vision, mission, and course objectives of Kolehiyo ng Pantukan. The vision is to provide knowledge, skills, values, and attitudes to enable personal development and professional leadership. The mission is to develop well-rounded individuals through quality education responsive to societal needs. The course objectives include distinguishing interpretations of globalization, describing global systems, analyzing drivers and issues, and developing a research paper on a globalization topic. Classroom rules are also provided focusing on timeliness, attire, preparation, and using school accounts for online classes. The document closes with a definition of globalization as intensified worldwide social relations linking distant localities.
Position-Paper.pptx Media& Information Sources
This document provides information about position papers, including their definition, purpose, and key elements. A position paper aims to convince the audience that an opinion is valid by investigating an issue thoroughly and collecting supporting facts. The introduction identifies the topic and position, while the body illustrates the central argument through evidence and addressing counterarguments. The conclusion restates the main points and provides a call to action. Position papers are used to present an issue and generate support. Manifestos similarly aim to advance a set of ideas or views, but are generally written on behalf of a group to inspire change through social critique and declaration.
TRAINING SOURCEBOOKweb2
This document provides an introduction to capacity building for local groups and associations. It discusses:
[1] Civil society is made up of groups that operate independently from government and business to promote social interests. Capacity building strengthens these groups so they can better achieve their goals and defend member interests.
[2] Social capital refers to bonds like trust between people that enable cooperation. Civil society groups rely on volunteers and social capital for support. Growing social capital fosters inclusion, participation and shared values.
[3] Capacity building develops human resource skills to strengthen groups and empower them to control their own development. It allows groups to better achieve their goals and become partners in development.
Wk 2 curriculum as contested
The document discusses how different ideas and ideologies shape curriculum in various ways. It provides two examples - one from a school in Australia and one from the United States in the 1950s - to illustrate how social and historical factors influence curriculum. The document also outlines three ways of knowing or interpreting the world (conventional, interpretive, reflective) and how these influence curriculum development and implementation.
International business environment course introduction spring 2017
This document outlines the course structure and content for an international business environment course worth 7.5 ECTS credits. The course aims to help students understand the challenges faced by organizations in an increasingly globalized world and analyze how cultural, political, and economic factors shape international business strategy. Key elements of the course include guest lectures, assignments involving presentations and written reports on international companies and market entry strategies, self-assessment, and a final exam. Students will analyze real-world case studies and develop skills in areas like report writing, presentations, and understanding international business environments and their effects on strategy.
Developing an ePortfolio
This document provides guidance on developing an electronic portfolio (ePortfolio) to showcase teaching performance. It discusses that a teaching portfolio is a collection of materials that document teaching performance, serving the same purpose for teaching as publications and honors do for research. An ePortfolio acts as a repository for multimedia artifacts to demonstrate skills, education, professional development, and benefits to selected audiences. It can be used for both developmental reflection and evaluation. The document recommends including statements of teaching philosophy, performance and effectiveness, planning and preparation, student assessment and learning, and professional development. It also provides questions to consider regarding purpose, audience, and types of evidence to include.
DISS_mod1_Introduction to Social Sciences with Natural Sciences and Humaniti...
The document provides background information on social sciences, natural sciences, and humanities. It discusses:
1. The emergence of social sciences from ancient philosophy and their development through major historical periods like the Age of Enlightenment and Industrial Revolution.
2. Key figures like Auguste Comte who coined the term "sociology" and thinkers like Marx who provided early theories in social sciences.
3. Definitions of social sciences as the study of human societies and relationships, natural sciences as the study of natural phenomena based on evidence, and examples of branches under natural sciences.
DISS_mod1_Introduction to Social Sciences with Natural Sciences and Humaniti...
fdlksa;ksfjldkjgkldjfdskjf dfjfjdjdjghdhf dhfhfhs hshdfhdssh shfdhfh sfhdhdj sjfdjgsddsh djdgjdjdjs sdhfsdhhsj sdjfsdhfsh sjfsdhdhds shshdshfsdh shdfhsdhfhds sdhfhsdhfh dhdfhsdfhsdhfhds shdf shfshfhsd sdshfsdkfkjdskfjdsjfkhfjkahakdfsjsdhjf sdjjhsdjfhsddjf sdjdhsdj sdjsdshsj djshjsdhf sjhsdjfhs dfjhsfjhdjsdhfjsdhfd sjdhfjsdhd sf sd jshjsdhs jshdj djhsdjh sjhdjhsd sjdhjdh sjhjdhjdhfjdhf sjdhfjshf ss f f jsdhfjsddhfjsdhfjsdhfjsdhfjsdhfsj
Lesson_1.docx
This document provides an overview of key concepts related to curriculum, including:
1. It defines curriculum as the lessons taught in a school or course, as well as the academic content.
2. It discusses different types of curriculum, such as the ideal curriculum, intended curriculum, implemented curriculum, and achieved curriculum.
3. It identifies three foundations that influence curriculum development: studies of learners and learning theory (psychology), studies of life (sociology and anthropology), and studies of knowledge (philosophy).
4. It outlines six different curriculum conceptions, including the academic rationalist conception, cognitive processes conception, and humanistic conception.
Edu 305 uop course,edu 305 uop materials,edu 305 uop homework
This document outlines several assignments for an education course focusing on child development and media influences:
1. Students are asked to study media targeted at early adolescents and identify a particular message to present findings on. This includes exploring influence on development, relevant theories, and ethical issues.
2. Additional assignments include expanding a middle school design, observing and interviewing a teacher, presenting an activity demonstrating a developmental theory, and designing preschool and elementary programs.
3. Other individual assignments address culture and development, prenatal/newborn development, key theories of development, and analyzing classroom observations.
The document provides details and requirements for assignments analyzing child development and teaching approaches from different perspectives.
Edu 305 uop tutorials,edu 305 uop assignments,edu 305 uop entire class
The document discusses assignments for an education course focusing on media influence and adolescent development:
1. Students will study media messages targeted at early adolescents and identify a particular theme to present on. This may include themes like beauty, fitness, aggression, sexuality or commitment.
2. For the presentation, students will discuss the influence of media messages on adolescent development, which developmental theories explain this influence, and potential ethical issues around media targeting adolescents.
3. Additional assignments include expanding a middle school design, observing and interviewing a teacher to discuss developmental theory, and creating an activity to demonstrate applying a developmental theory.
Edu 305 uop assignments,edu 305 uop entire class,edu 305 uop full class
This document outlines assignments for an education course focusing on media influence on adolescents. Students are asked to:
1) Conduct a study of media targeting early adolescents including commercials, magazines, movies and music.
2) Identify a particular media message theme such as beauty, fitness or aggression.
3) Present findings on the influence of these messages on adolescent development and potential ethical issues in media targeting adolescents. They are also asked to consider how to address negative influences in the classroom.
For the first part of your final project, the critical analysis por.docx
For the first part of your final project, the critical analysis portfolio, you will select an issue or event in diversity and critically analyze it through the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. By viewing the issue/event through these lenses, you will
gain insight into how the intersectional nature of diversity affects society, as well as both your own individual framework of perception and the choices, attitudes,
and behaviors of others in the world around you.
Prompt: First, review the module resources you have so far encountered, as well as your work in Module One. In addition, it is suggested that you visit the IDS
400 LibGuide for guidance on how to select a topic. Select one issue/event in diversity and write a paper that addresses how this issue/event fits into the
framework of diversity, and then addresses how each lens influences perceptions and attitudes toward the issue/event, diversity, and society. The paper should
outline each lens’s impact and framing of the issue/event. Be sure to provide a working thesis statement and clear definitions for your key terms.
Specifically, you must address the critical elements listed below.
I. Introduction: You will compile a series of critical analyses of a single issue/event in diversity through the four general education lenses: history,
humanities, natural and applied sciences, and social sciences.
A. Topic: Using the four lenses, explain how an issue/event within diversity has or has not influenced modern society.
II. Lens Connections: In this section of your assignment, you will describe the connections between your issue/event and each of the four general education
lenses.
A. What is the connection of your issue/event to the lens of history for determining its impact on various institutions? Utilize evidence from theory
and research to support your analysis.
B. What is the connection of your issue/event to the lens of the humanities for determining its impact on various institutions? Utilize evidence from
theory and research to support your analysis.
C. What is the connection of your issue/event to the lens of the natural sciences for determining its impact on various institutions? Utilize evidence
from theory and research to support your analysis.
D. What is the connection of your issue/event to the lens of the social sciences for determining its impact on various institutions? Utilize evidence
from theory and research to support your analysis.Be sure to begin the research process early and use evidence from your research to support your responses. Refer to course resources, the LibGuide for
this class, and any other pertinent resources to support your responses. Although at least two sources are required for each lens, note that you may use
the same source for more than one lens if applicable. Relevant current news sources may be used with instructor approva.
Importance of Becoming a Global CitizenPreparePrior.docx
Importance of Becoming a Global Citizen
Prepare
:
Prior to beginning work on this assignment, read the
A Model of Global Citizenship: Antecedents and Outcomes
article and watch the
Globalization at a Crossroads
(Links to an external site.)
video. Go to the Ashford University Library and locate one additional source on global citizenship that will help support your viewpoint, or you may choose one of the following articles found in the Week 1 Required Resources:
From Globalism to Globalization: The Politics of Resistance
Globalization, Globalism and Cosmopolitanism as an Educational Ideal
Transnationalism and Anti-Globalism
Reflect:
Please take some time to reflect on how the concept of global citizenship has shaped your identity and think about how being a global citizen has made you a better person in your community.
Write:
Use the
Week 1 Example Assignment Guide
when addressing the following prompts:
Describe and explain a clear distinction between “globalism” and “globalization” after viewing the video and reading the article.
Describe how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your personal, academic, and professional goals.
Explain why there has been disagreement between theorists about the definition of global citizenship and develop your own definition of global citizenship after reading the article by Reysen and Katzarska-Miller.
Choose two of the six outcomes of global citizenship from the article (i.e., intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world).
Explain why those two outcomes are the most important in becoming a global citizen compared to the others.
Describe at least two personal examples or events in your life that illustrate the development of global citizenship based on the two outcomes you chose.
Identify two specific general education courses.
Explain how each course influenced you to become a global citizen.
The Importance of Becoming a Global Citizen
Must be 750 words in length (not including title and references pages) and formatted according to APA style, as outlined in the Ashford Writing Center’s
APA Style resource. (Links to an external site.)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
For further assistance with the formatting and the title page, refer to
APA Formatting for Word 2013 (Links to an external site.)
.
Must utilize academic voice. See the
Academic Voice (Links to an external site.)
resource for additional guidance.
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
For assistance on writing
Introductions & Conclusions (Links to.
Session 1
This document provides an introduction to an online module on inclusive education. [1] It outlines the learning outcomes which focus on reflecting on inclusive policies, deploying teaching strategies to meet learning needs, and relating theory to practice. [2] To meet these outcomes, students will need to complete readings, gather evidence on inclusion from their school, and write a 3,000 word case study applying theory to practice. [3] The module discusses defining inclusion and considering different perspectives on inclusive values.
CURRICULUM DEVELOPMENT for thursday class (1).pptx
This document discusses the concepts, nature, and purposes of curriculum. It defines curriculum broadly as the entire educational environment, noting it is dynamic and encompasses more than simple definitions. The document then reviews the traditional and progressive views of curriculum, highlighting key theorists. It also examines the major foundations of curriculum, including philosophical, historical, psychological, and social foundations. It analyzes aspects of curriculum such as aims and objectives, subject matter, learning experiences, and evaluation approaches.
Major Benefits and Drivers of IoT.Background According to T.docx
Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
.
Major Assessment 2 The Educated Person” For educators to be ef.docx
Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes
6. Conclusion
7. References
.
More Related Content
Similar to JournalJournaling is an activity used by students and professi.docx
Knowless self directed 3
This document discusses the history and impact of the International Self-Directed Learning Symposium over the past 25 years. It summarizes that:
- The International Self-Directed Learning Symposium was founded in 1986 and has provided an annual forum for presenting and discussing research on self-directed learning.
- The International Society for Self-Directed Learning grew out of the symposia and now sponsors both the symposia and the International Journal of Self-Directed Learning.
- Over the past 25 years, the symposia have helped disseminate research findings and foster discussion that has advanced the field of self-directed learning. Papers presented at the symposia have also been published
PRINTStrategies for Promoting Inclusiveness and Welcoming
PRINT
Strategies for Promoting Inclusiveness and Welcoming DiversityINTRODUCTION
As an educator, you are likely working with students who demonstrate more types of diversity than ever before. Therefore, you should develop a repertoire of strategies for making learning accessible to all students and ensuring that your learning environment promotes inclusiveness and welcomes diversity in all its forms. In this unit, you will focus on two main ideas: implementing strategies to promote inclusivity and value diversity, and using critical thinking skills to support your work as a learner and educator.
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u04s1] Unit 4 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u04s2] Unit 4 Study 2Develop Your Toolbox
Critical thinking skills help you in your own studies and development as well as in helping your colleagues and clients. The following Capella media will provide a framework for understanding critical thinking skills:
Click
Critical Thinking Model
to view the media piece. Use the guidelines and questions as helpful critical-thinking tools as you conduct your research in this and future courses.
Click
Resource Toolbox
to investigate the Critical Thinking section. There are many linked resources there for you to learn all about critical thinking in general, as well as how those skills can help you as a learner.
Click
Bloom's Taxonomy
to learn how to use the levels of Bloom's taxonomy to enhance the way you think about and approach your assignments.
If you find these resources particularly helpful, remember to add them to the list of resources you started in Unit 1.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Critical Thinking ModelBEGIN ACTIVITY
ICON
Transcript
Bloom's TaxonomyBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u04s3] Unit 4 Study 3Diversity and Inclusion Strategies
Readings
According to the 1995 UNESCO Declaration of Principles on Tolerance, "Tolerance is respect, acceptance, and appreciation of t ...
can you helpUnit 2PRINTCreating Goals for Professional
can you help
Unit 2
PRINT
Creating Goals for Professional ImprovementINTRODUCTION
In this unit, you will submit your first assignment. You may be nervous at the thought of submitting your first written graduate work! Use the resources you have. Give yourself plenty of time to revisit the assignment, revise it, and edit it. Ask your instructor for help if you need it.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u02s1] Unit 2 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u02s2] Unit 2 Study 2Develop Your Toolbox
Resource Toolbox
Click
Resource Toolbox
to return to the media piece. Explore the Writing section and focus on The Writing Center, Smarthinking, and Academic Integrity and Plagiarism resources.
If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.
As you prepare your weekly reflection entry, keep Brookfield’s Four Lenses in mind and make a meaningful connection to one or more of them in your entry. You will recall that those lenses are:
Practitioners' autobiographical experiences—that is, their own experiences as learners;
The eyes of the students or clients with whom they work;
Theories relevant to their professional roles; and
Their colleagues’ perceptions.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u02s3] Unit 2 Study 3Diversity and Goal Setting
Diversity
encompasses many different characteristics within individuals and in groups. Think about the diversity that can appear in your own professional setting; the following is a sampling of some of the diversity characteristics that may be represented:
Age.
Disability status.
Religion.
Ethnicity.
Socioeconomic status.
Sexual orientation.
National origin.
Gender identity.
It is impractical to cover all areas of diversity in all types of professional settings, so as you read the articles and watch the media pieces, think about how the main ide ...
nanopdf.com_modules1to3-clsu-open-university.pdf
This document provides an overview of the course Foundations of Education. It discusses the six foundations covered in the course: psychological, sociological, anthropological, historical, philosophical, and legal. For the psychological foundations module, it outlines key concepts around growth and development, including defining growth and development, the importance of understanding developmental stages, factors that influence development, and basic principles of development. Development follows a predictable sequence, rates vary between individuals, early development is critical, and development results from maturation and learning interacting with the environment.
CONTEMPORARY WORLD.pptx
The document outlines the vision, mission, and course objectives of Kolehiyo ng Pantukan. The vision is to provide knowledge, skills, values, and attitudes to enable personal development and professional leadership. The mission is to develop well-rounded individuals through quality education responsive to societal needs. The course objectives include distinguishing interpretations of globalization, describing global systems, analyzing drivers and issues, and developing a research paper on a globalization topic. Classroom rules are also provided focusing on timeliness, attire, preparation, and using school accounts for online classes. The document closes with a definition of globalization as intensified worldwide social relations linking distant localities.
Position-Paper.pptx Media& Information Sources
This document provides information about position papers, including their definition, purpose, and key elements. A position paper aims to convince the audience that an opinion is valid by investigating an issue thoroughly and collecting supporting facts. The introduction identifies the topic and position, while the body illustrates the central argument through evidence and addressing counterarguments. The conclusion restates the main points and provides a call to action. Position papers are used to present an issue and generate support. Manifestos similarly aim to advance a set of ideas or views, but are generally written on behalf of a group to inspire change through social critique and declaration.
TRAINING SOURCEBOOKweb2
This document provides an introduction to capacity building for local groups and associations. It discusses:
[1] Civil society is made up of groups that operate independently from government and business to promote social interests. Capacity building strengthens these groups so they can better achieve their goals and defend member interests.
[2] Social capital refers to bonds like trust between people that enable cooperation. Civil society groups rely on volunteers and social capital for support. Growing social capital fosters inclusion, participation and shared values.
[3] Capacity building develops human resource skills to strengthen groups and empower them to control their own development. It allows groups to better achieve their goals and become partners in development.
Wk 2 curriculum as contested
The document discusses how different ideas and ideologies shape curriculum in various ways. It provides two examples - one from a school in Australia and one from the United States in the 1950s - to illustrate how social and historical factors influence curriculum. The document also outlines three ways of knowing or interpreting the world (conventional, interpretive, reflective) and how these influence curriculum development and implementation.
International business environment course introduction spring 2017
This document outlines the course structure and content for an international business environment course worth 7.5 ECTS credits. The course aims to help students understand the challenges faced by organizations in an increasingly globalized world and analyze how cultural, political, and economic factors shape international business strategy. Key elements of the course include guest lectures, assignments involving presentations and written reports on international companies and market entry strategies, self-assessment, and a final exam. Students will analyze real-world case studies and develop skills in areas like report writing, presentations, and understanding international business environments and their effects on strategy.
Developing an ePortfolio
This document provides guidance on developing an electronic portfolio (ePortfolio) to showcase teaching performance. It discusses that a teaching portfolio is a collection of materials that document teaching performance, serving the same purpose for teaching as publications and honors do for research. An ePortfolio acts as a repository for multimedia artifacts to demonstrate skills, education, professional development, and benefits to selected audiences. It can be used for both developmental reflection and evaluation. The document recommends including statements of teaching philosophy, performance and effectiveness, planning and preparation, student assessment and learning, and professional development. It also provides questions to consider regarding purpose, audience, and types of evidence to include.
DISS_mod1_Introduction to Social Sciences with Natural Sciences and Humaniti...
The document provides background information on social sciences, natural sciences, and humanities. It discusses:
1. The emergence of social sciences from ancient philosophy and their development through major historical periods like the Age of Enlightenment and Industrial Revolution.
2. Key figures like Auguste Comte who coined the term "sociology" and thinkers like Marx who provided early theories in social sciences.
3. Definitions of social sciences as the study of human societies and relationships, natural sciences as the study of natural phenomena based on evidence, and examples of branches under natural sciences.
DISS_mod1_Introduction to Social Sciences with Natural Sciences and Humaniti...
fdlksa;ksfjldkjgkldjfdskjf dfjfjdjdjghdhf dhfhfhs hshdfhdssh shfdhfh sfhdhdj sjfdjgsddsh djdgjdjdjs sdhfsdhhsj sdjfsdhfsh sjfsdhdhds shshdshfsdh shdfhsdhfhds sdhfhsdhfh dhdfhsdfhsdhfhds shdf shfshfhsd sdshfsdkfkjdskfjdsjfkhfjkahakdfsjsdhjf sdjjhsdjfhsddjf sdjdhsdj sdjsdshsj djshjsdhf sjhsdjfhs dfjhsfjhdjsdhfjsdhfd sjdhfjsdhd sf sd jshjsdhs jshdj djhsdjh sjhdjhsd sjdhjdh sjhjdhjdhfjdhf sjdhfjshf ss f f jsdhfjsddhfjsdhfjsdhfjsdhfjsdhfsj
Lesson_1.docx
This document provides an overview of key concepts related to curriculum, including:
1. It defines curriculum as the lessons taught in a school or course, as well as the academic content.
2. It discusses different types of curriculum, such as the ideal curriculum, intended curriculum, implemented curriculum, and achieved curriculum.
3. It identifies three foundations that influence curriculum development: studies of learners and learning theory (psychology), studies of life (sociology and anthropology), and studies of knowledge (philosophy).
4. It outlines six different curriculum conceptions, including the academic rationalist conception, cognitive processes conception, and humanistic conception.
Edu 305 uop course,edu 305 uop materials,edu 305 uop homework
This document outlines several assignments for an education course focusing on child development and media influences:
1. Students are asked to study media targeted at early adolescents and identify a particular message to present findings on. This includes exploring influence on development, relevant theories, and ethical issues.
2. Additional assignments include expanding a middle school design, observing and interviewing a teacher, presenting an activity demonstrating a developmental theory, and designing preschool and elementary programs.
3. Other individual assignments address culture and development, prenatal/newborn development, key theories of development, and analyzing classroom observations.
The document provides details and requirements for assignments analyzing child development and teaching approaches from different perspectives.
Edu 305 uop tutorials,edu 305 uop assignments,edu 305 uop entire class
The document discusses assignments for an education course focusing on media influence and adolescent development:
1. Students will study media messages targeted at early adolescents and identify a particular theme to present on. This may include themes like beauty, fitness, aggression, sexuality or commitment.
2. For the presentation, students will discuss the influence of media messages on adolescent development, which developmental theories explain this influence, and potential ethical issues around media targeting adolescents.
3. Additional assignments include expanding a middle school design, observing and interviewing a teacher to discuss developmental theory, and creating an activity to demonstrate applying a developmental theory.
Edu 305 uop assignments,edu 305 uop entire class,edu 305 uop full class
This document outlines assignments for an education course focusing on media influence on adolescents. Students are asked to:
1) Conduct a study of media targeting early adolescents including commercials, magazines, movies and music.
2) Identify a particular media message theme such as beauty, fitness or aggression.
3) Present findings on the influence of these messages on adolescent development and potential ethical issues in media targeting adolescents. They are also asked to consider how to address negative influences in the classroom.
For the first part of your final project, the critical analysis por.docx
For the first part of your final project, the critical analysis portfolio, you will select an issue or event in diversity and critically analyze it through the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. By viewing the issue/event through these lenses, you will
gain insight into how the intersectional nature of diversity affects society, as well as both your own individual framework of perception and the choices, attitudes,
and behaviors of others in the world around you.
Prompt: First, review the module resources you have so far encountered, as well as your work in Module One. In addition, it is suggested that you visit the IDS
400 LibGuide for guidance on how to select a topic. Select one issue/event in diversity and write a paper that addresses how this issue/event fits into the
framework of diversity, and then addresses how each lens influences perceptions and attitudes toward the issue/event, diversity, and society. The paper should
outline each lens’s impact and framing of the issue/event. Be sure to provide a working thesis statement and clear definitions for your key terms.
Specifically, you must address the critical elements listed below.
I. Introduction: You will compile a series of critical analyses of a single issue/event in diversity through the four general education lenses: history,
humanities, natural and applied sciences, and social sciences.
A. Topic: Using the four lenses, explain how an issue/event within diversity has or has not influenced modern society.
II. Lens Connections: In this section of your assignment, you will describe the connections between your issue/event and each of the four general education
lenses.
A. What is the connection of your issue/event to the lens of history for determining its impact on various institutions? Utilize evidence from theory
and research to support your analysis.
B. What is the connection of your issue/event to the lens of the humanities for determining its impact on various institutions? Utilize evidence from
theory and research to support your analysis.
C. What is the connection of your issue/event to the lens of the natural sciences for determining its impact on various institutions? Utilize evidence
from theory and research to support your analysis.
D. What is the connection of your issue/event to the lens of the social sciences for determining its impact on various institutions? Utilize evidence
from theory and research to support your analysis.Be sure to begin the research process early and use evidence from your research to support your responses. Refer to course resources, the LibGuide for
this class, and any other pertinent resources to support your responses. Although at least two sources are required for each lens, note that you may use
the same source for more than one lens if applicable. Relevant current news sources may be used with instructor approva.
Importance of Becoming a Global CitizenPreparePrior.docx
Importance of Becoming a Global Citizen
Prepare
:
Prior to beginning work on this assignment, read the
A Model of Global Citizenship: Antecedents and Outcomes
article and watch the
Globalization at a Crossroads
(Links to an external site.)
video. Go to the Ashford University Library and locate one additional source on global citizenship that will help support your viewpoint, or you may choose one of the following articles found in the Week 1 Required Resources:
From Globalism to Globalization: The Politics of Resistance
Globalization, Globalism and Cosmopolitanism as an Educational Ideal
Transnationalism and Anti-Globalism
Reflect:
Please take some time to reflect on how the concept of global citizenship has shaped your identity and think about how being a global citizen has made you a better person in your community.
Write:
Use the
Week 1 Example Assignment Guide
when addressing the following prompts:
Describe and explain a clear distinction between “globalism” and “globalization” after viewing the video and reading the article.
Describe how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your personal, academic, and professional goals.
Explain why there has been disagreement between theorists about the definition of global citizenship and develop your own definition of global citizenship after reading the article by Reysen and Katzarska-Miller.
Choose two of the six outcomes of global citizenship from the article (i.e., intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world).
Explain why those two outcomes are the most important in becoming a global citizen compared to the others.
Describe at least two personal examples or events in your life that illustrate the development of global citizenship based on the two outcomes you chose.
Identify two specific general education courses.
Explain how each course influenced you to become a global citizen.
The Importance of Becoming a Global Citizen
Must be 750 words in length (not including title and references pages) and formatted according to APA style, as outlined in the Ashford Writing Center’s
APA Style resource. (Links to an external site.)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
For further assistance with the formatting and the title page, refer to
APA Formatting for Word 2013 (Links to an external site.)
.
Must utilize academic voice. See the
Academic Voice (Links to an external site.)
resource for additional guidance.
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
For assistance on writing
Introductions & Conclusions (Links to.
Session 1
This document provides an introduction to an online module on inclusive education. [1] It outlines the learning outcomes which focus on reflecting on inclusive policies, deploying teaching strategies to meet learning needs, and relating theory to practice. [2] To meet these outcomes, students will need to complete readings, gather evidence on inclusion from their school, and write a 3,000 word case study applying theory to practice. [3] The module discusses defining inclusion and considering different perspectives on inclusive values.
CURRICULUM DEVELOPMENT for thursday class (1).pptx
This document discusses the concepts, nature, and purposes of curriculum. It defines curriculum broadly as the entire educational environment, noting it is dynamic and encompasses more than simple definitions. The document then reviews the traditional and progressive views of curriculum, highlighting key theorists. It also examines the major foundations of curriculum, including philosophical, historical, psychological, and social foundations. It analyzes aspects of curriculum such as aims and objectives, subject matter, learning experiences, and evaluation approaches.
Similar to JournalJournaling is an activity used by students and professi.docx (20)
PRINTStrategies for Promoting Inclusiveness and Welcoming
PRINTStrategies for Promoting Inclusiveness and Welcoming
can you helpUnit 2PRINTCreating Goals for Professional
can you helpUnit 2PRINTCreating Goals for Professional
International business environment course introduction spring 2017
International business environment course introduction spring 2017
DISS_mod1_Introduction to Social Sciences with Natural Sciences and Humaniti...
DISS_mod1_Introduction to Social Sciences with Natural Sciences and Humaniti...
DISS_mod1_Introduction to Social Sciences with Natural Sciences and Humaniti...
DISS_mod1_Introduction to Social Sciences with Natural Sciences and Humaniti...
Edu 305 uop course,edu 305 uop materials,edu 305 uop homework
Edu 305 uop course,edu 305 uop materials,edu 305 uop homework
Edu 305 uop tutorials,edu 305 uop assignments,edu 305 uop entire class
Edu 305 uop tutorials,edu 305 uop assignments,edu 305 uop entire class
Edu 305 uop assignments,edu 305 uop entire class,edu 305 uop full class
Edu 305 uop assignments,edu 305 uop entire class,edu 305 uop full class
For the first part of your final project, the critical analysis por.docx
For the first part of your final project, the critical analysis por.docx
Importance of Becoming a Global CitizenPreparePrior.docx
Importance of Becoming a Global CitizenPreparePrior.docx
CURRICULUM DEVELOPMENT for thursday class (1).pptx
CURRICULUM DEVELOPMENT for thursday class (1).pptx
More from jesssueann
Major Benefits and Drivers of IoT.Background According to T.docx
Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
.
Major Assessment 2 The Educated Person” For educators to be ef.docx
Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes
6. Conclusion
7. References
.
Major Assessment 4 Cultural Bias Investigation Most educators agree.docx
Major Assessment 4: Cultural Bias Investigation Most educators agree that major influences on the achievement of students are the activities and support materials; environment; and types of expectations, interactions, and behaviors to which they are exposed. Therefore, an understanding of bias and skill in discerning subtle and/or overt bias in curriculum, instruction, and assessment are extremely important. Conduct a cultural bias investigation to examine a particular textbook with which you are familiar. Your investigation will focus on identifying instructional and assessment practices that reflect cultural bias and inhibit learning. The investigation will include reflection on the impact of these practices on student learning. Procedure 1. Make sure you are familiar with the key authors and experts described in the chapters in this section. Review at least five research-based sources that clarify the research to expand your understanding of the influence of culture on teaching and learning and the presence of bias in curriculum, instruction, and assessment. 2. Select and analyze a textbook with which you are familiar. Use the Sadkers’ (Sadker & Zittleman, 2012) list of the seven prevalent forms of bias in the curriculum to conduct a critical analysis of the textbook. Look at such aspects as pictures, names of people, the relative marginalization or integration of groups of people throughout the text, examples used, and so on. Summarize and present your data in displays (charts, tables, etc.). 3. Include in a written report the following: Introduction (text selected; rationale for selection; description of the text and context in which it is used) Review of the research on the influence of culture in teaching and learning and bias in the curriculum Summary of your findings (data tables and appropriate narratives) Discussion of the findings, including: { resonance with the research on bias { your understanding of bias and the challenges it poses to teaching and learning { the implications of your findings for teaching and learning Relate your discussion of the findings to class discussions and readings of the philosophy of education and purposes of curriculum. Be sure to adhere to APA guidelines in writing the final paper. Use the following tables to display your data: SECTION IV ASSESSMENT SKILLS Table 2: Analysis of Four Chapters for Frequency of Mention of Each Search Category Whites/Caucasians (male/female) African Americans (male/female) Hispanics/Latinos/Latinas (male/female) Native Americans (male/female) Asian Americans (male/female) Disability and deaf culture Gay, lesbian, bisexual, and transgendered persons (male/female) Religious groups Language groups Other Example Table 2 Format: Textbook Chapter Analysis Search category 1 # mentions/ # pages 2 # mentions/ # pages 3 # mentions/ # pages 4 # mentions/ # pages Total # mentions/ # pages White males White females African Americans Hispanics/Latinos/Latinas Table 3.
Maintaining privacy and confidentiality always is also vital. Nurses.docx
Maintaining privacy and confidentiality always is also vital. Nurses handle information that if misplaced can expose patient’s unnecessarily and thus cause a breach in confidentiality. Such information can include drug use, sexual activity and history of mental illness (Masters, 2020). Conversations regarding patient care and condition must be private and involve only those in direct care. A violation of patient’s privacy can result in fines and employment termination
.
Main content15-2aHow Identity Theft OccursPerpetrators of iden.docx
Main content
15-2aHow Identity Theft Occurs
Perpetrators of identity theft follow a common pattern after they have stolen a victim’s identity. To help you understand this process, we have created the “identity theft cycle.” Although some fraudsters perpetrate their frauds in slightly different ways, most generally follow the stages in the cycle shown in Figure 15.1.
Stage 1. Discovery
1. Perpetrators gain information.
2. Perpetrators verify information.
Stage 2. Action
1. Perpetrators accumulate documentation.
2. Perpetrators conceive cover-up or concealment actions.
Stage 3. Trial
1. First dimensional actions—Small thefts to test the stolen information.
2. Second dimensional actions—Larger thefts, often involving personal interaction, without much chance of getting caught.
3. Third dimensional actions—Largest thefts committed after perpetrators have confidence that their schemes are working.
Figure 15.1The Identity Theft Cycle
Stage 1: Discovery
The discovery stage involves two phases: information gathering and information verification. This is the first step in the identity theft cycle because all other actions the perpetrator takes depend upon the accuracy and effectiveness of the discovery stage. A powerful discovery stage constitutes a solid foundation for the perpetrator to commit identity theft. The smarter the perpetrator, the better the discovery foundation will be.
During the gaining information phase, fraudsters do all they can to gather a victim’s information. Examples of discovery techniques include such information-gathering techniques as searching trash, searching someone’s home or computer, stealing mail, phishing, breaking into cars or homes, scanning credit card information, or using other means whereby a perpetrator gathers information about a victim.
During the information verification phase, a fraudster uses various means to verify the information already gathered. Examples include telephone scams, where perpetrators call the victim and act as a representative of a business to verify the information gathered (this is known as pretexting), and trash searches (when another means was used to gather the original information). Although some fraudsters may not initially go through the information verification process, they will eventually use information verification procedures at some point during the scam. The scams of perpetrators who don’t verify stolen information are usually shorter and easier to catch than scams of perpetrators who verify stolen information.
Step 2: Action
The action stage is the second phase of the identity theft cycle. It involves two activities: accumulating documentation and devising cover-up or concealment actions.
Accumulating documentation refers to the process perpetrators use to obtain needed tools to defraud the victim. For example, using the information already obtained, perpetrators may apply for a bogus credit card, fake check, or driver’s license in the victim’s name. Although the perpetra.
Macro Presentation – Australia Table of ContentOver.docx
Macro Presentation – Australia
Table of Content:
Overview
Nominal GDP & Real GDP
GDP/Capita
Inflation rate
Exports & Imports
Unemployment Rate & Labor force
labor force participation & composition of labor force
Money Supply
pie-chart (composition of the economy)
strengths and weaknesses of this economy
Overview:
sixth-largest country in the world.
Australia is a continent & an island
located in Oceania
Population: 25.2 million
Australia is one of the wealthiest Asia
the world’s 14th largest (economically)
Overview:
GDP :
$1.3 trillion
2.8% growth
2.6% 5-year compound annual growth
$52,373 per capita
Unemployment: 5.4%
Inflation (CPI): 2.0%
Characterized by: diverse services, technology sectors & low government debt
five key reasons for investing in Australia: Robust Economy, Dynamic Industries, Innovation and Skills, Global Ties and Strong Foundations & compares Australia’s credentials with other countries.
GDP:
Nominal GDP & Real GDP:
Nominal GDP:
1.434 trillion
Real GDP:
45439.30 $
GDP/Capita:
57,373.687
Inflation Rate:
Inflation Rate 2018 = 1.9%
Inflation Rate 2017 = 1.9%
Inflation Rate 2016 = 1.3%
Inflation Rate 2015 = 1.5%
Inflation Rate 2014 = 2.5%
Inflation Rate 2013 = 2.5%
Inflation Rates over 5 years
عمود12013201420152016201720182.52.51.51.31.91.9عمود2201320142015201620172018
Exports & Imports:
Exports:
Bituminous coal
iron ores and concentrates
Gold
Petroleum oils and oils obtained from bituminous
Copper ores and concentrates
The total value of exports: is US$ 252,776 million.
Imports:
Petroleum oïl
Automobiles with reciprocating piston engine di
Transmission apparatus
Diesel powered trucks
The total value of imports: is US$ 235,519 million
Exports & Imports (partners) :
Exports:
China
Japan
Korea
India
United sates
Imports:
China
United states
Japan
Germany
Thailand
Unemployment Rate & Labor force:
Unemployment Rate:
5.4%
Labor force:
79%
labor force participation & composition of labor force:
labor force participation:
77.558
composition of labor force:
Employed = 12658.6
Unemployed = 671.0
Labour force =
12658.6 + 671.0 = 13329.6
Nationals = 29.7 %
foreigners+ = 70.3 %
Money Supply:
M1 = 1189.19
M3 = 2231.55
pie-chart (composition of the economy):
70% of coal, 54% of iron, service industry 70%, Agriculture 12%
المبيعاتcoalironindustryagriculture70547012
strengths and weaknesses of this economy:
Weaknesses:
The quality of life in Australia is high & not permanent
The size of their investment
Most concentrated investments: coal, gas, iron mining
Solution
s & Suggestion:
To sustain a high quality of life long-term:
Many investments with added value ‘not from their priorities’ : (workforce for education, high teach sector in nanotechnology + solar energy & agricultural innovation) > should focus on
strengths and weaknesses of this economy:
Strength:
Mining is a strong investment in Australia
References:
https://www.h.
M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docx
This document is an assessment booklet for the unit BSBINN601 Lead and manage organisational change. It contains information on the assessment process, requirements, tasks and evidence to be collected to determine competency. The assessments will take place at the Australian School of Commerce campus and involve knowledge tests, project work and roleplays to demonstrate skills in leading and managing organizational change.
M4.3 Case StudyCase Study ExampleJennifer S. is an Army veter.docx
M4.3 Case Study
Case Study Example:
Jennifer S. is an Army veteran of Operation Freedom. Since returning home, Jennifer has suffered from recurrent headaches, ringing in her ears, difficulty focusing, and dizziness. In addition, soon after returning home, she began to experience moments of panic when in open spaces; flashbacks reliving the blast and the death of fellow soldiers; feelings of emotional numbness and depression; and being easily startled. She was placed on medical leave and diagnosed with Post Traumatic Stress Disorder (PTSD) and is currently being seen by a psychiatrist at the VA hospital. Her husband understands the concept of PTSD but is unprepared to handle his wife’s deteriorating condition.
Recently, Jennifer was seen at the local urgent care center for recurrent headaches, complaints of shortness of breath, and chest pain. Her husband informed the urgent care nurse that for the past four weeks his wife has been unable to care for the children, remains in bed, complaining of headaches, and is very ‘jumpy’.
The nurse assesses Jennifer knowing that returning veterans with PTSD and their families face an array of challenges, with implications for the veterans, their partners, and their children. The nurse considers referring them to: a social worker specializing in crisis intervention for veterans, a family counselor, the school nurse, a family health care practitioner.
Key elements of the nurse’s assessment are as follows:
Jennifer is 33 year-old woman who enlisted in Reserve Officers’ Training Corps (ROTC) in college, where she majored in Journalism. Upon graduation, she obtained a position in the Army as public affairs broadcast specialist. Her first assignment was at a base in upstate New York. Three years ago, she was relocated to the St. Louis, Missouri area. Jennifer has been married to her husband, Zane, for 14 years and they have two children ages six and ten. Cameron is ten years-old and entering middle school and Zeta is six years-old and in kindergarten. Zane works as a civil engineer in the St. Louis area. Both Jennifer and Zane come from large families who reside in the Boston area. Jennifer’s family is Portuguese and Zane's is Irish, they were both raised Catholic. While Jennifer was deployed, her mother moved in with Zane and the children to provide additional support and child care.
One year ago, Jennifer was deployed to Afghanistan on a six month assignment to report on the events of the war: she thought she had a ‘safe’ assignment. While working on a story in the field an Improvised Explosive Device (IED) exploded near her: two soldiers and four citizens were killed including one child. Although she was unhurt, she was unable to sleep after this event. Upon returning stateside, she began experiencing vivid nightmares, sleeplessness, survivor guilt, and depression. She was recently diagnosed with PTSD and is attempting to find a support group and counseling. Unfortunately, she has found that treatment for fe.
make a histogram out of this information Earthquake Frequency .docx
This document provides earthquake frequency data categorized by magnitude. Great earthquakes occur annually, major earthquakes occur 18 times annually, strong earthquakes occur 120 times annually, and moderate earthquakes occur 800 times annually.
Love Language Project FINAL PAPERLove Language Project Part .docx
Love Language Project FINAL PAPER
Love Language Project Part I
Objective:
To demonstrate the principles of love languages and effective use of interpersonal communication skills through “gifting” a close interpersonal relationship.
Assignment:
Please research the 5 Love Languages. Set a time when you can interview your selected person, at least ½ hour. Choose a quiet, comfortable environment where you will be able to listen effectively. The goal of your interview is to learn how your selected person most likes to receive expressions of affection.
You might begin by sharing the five love languages with them and asking some versions of the following questions:
1. Based on the descriptions in this section and this piece, which of the five love languages is most appealing to you to receive?
2. Can you share a story/example of a time when you received affection this way?
3. Which is the most challenging/uncomfortable love language for you to receive?
4. Can you share a story/example of a time when you received affection this way?
5. What changes do you think you could make in the way you receive affectionate messages in your close relationships?
Please describe the person that you chose to interview and your relationship with them. Then, post their responses to the questions
Love Language Project Part II
Write a personal reflection paper, at least 1.5 pages long, double spaced, typed, include the following:
1. What did you learn about your selected person and their preferred love languages from your interview? What was challenging about the interview? What surprised you?
2. How does their preferred love languages differ from yours? Did this make it difficult to plan your special event?
3. Comment on planning your Love Language Event. How did you come up with your ideas? What was easy and what was challenging?
4. Comment on implementing your Love Language Event. What was enjoyable? What was challenging? Did it go as you’d planned?
5. Comment on the Love Language Project in general. What did you learn? About the other person? About yourself?
6. How might what you learned during this Love Language Project affect your expressions of affection in other relationships?
.
Major Computer Science What are the core skills and knowledge y.docx
Major: Computer Science
What are the core skills and knowledge you hope to acquire by completing a degree in this major and how do you plan to apply these when you graduate?
Please provide any other information about yourself that you feel will help this college make an admission decision. This may include work, research, volunteer activities or other experiences pertaining to the degree program.
.
Major Crime in Your CommunityUse the Internet to search for .docx
Major Crime in Your Community
Use the Internet to search for a recent major crime in your community.
Write a report (narrative only) based on the account of the incident, using the outline process mentioned in chapter three of the course text.
You may simulate interviews and "fill in" any unknown information required to complete the report.
Be sure to include the characteristics of an effective police report covered in chapter three.
Instructions
This report must be at
least 2 pages
of written text.
· The entire paper must be your original work
· This report will use 1-inch margins, Times New Roman 12-point font, and double spacing.
· Cite your source – where do you get the information for your report?
.
Major Assignment - Learning NarrativeWrite a learning narr.docx
Major Assignment - Learning Narrative
Write a
learning narrative
that narrates a specific event from your life that helped you learn something new about yourself or others. Your narrative should focus on a specific event in a narrow timeframe, using vivid description, narration, detail, and dialogue to organize your memories and make the significance of what happened clear to an audience.
Assignment
A
narrative
is a specific type of essay that uses stories of particular moments to help audiences perceive, understand, and "appreciate the value of an idea" (
The Composition of Everyday Life
, Ch. 1, p. 19).
For this essay, you will write a
learning narrative
, a specific type of narrative that focuses on showing how a particular moment from your memory changed how you thought about yourself or others. The learning narrative requires you to organize your memories and decide which details best show an audience how the events from your past affected you. A learning narrative is broader than a "literacy narrative": while you can write about how language or education changed your life, you also can write about other things you learned through music, sports, business, or in any other relevant setting.
In order to write a strong, focused narrative, you will need to be attentive to the following expectations for the essay:
Find the significance:
Think of how your narrative connects your memories to feelings / concepts others have experienced
Tell a particular story:
Like Keller and Zimmer, choose a single moment or event that can reflect your process of learning
Choose relevant details:
Include only those details that contribute to the significance
Narrate and describe:
Add emotional weight and interest to your story by narrating events with dialogue, action, description, and sensory experiences
Caution
: Please keep in mind that writing in this class is public, and anything you write about yourself may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community. You should know that your teacher is required by the State of Texas
(Links to an external site.)
to report any suspected incidents of discrimination, harassment, Title IX sexual harassment, and sexual misconduct to the UNT Title IX coordinators. If you have any questions about anything personal that you might want to disclose, email your teacher first or consult with one of the resources listed on this page:
Information on Sexual Violence and Mandatory Reporting.
Format and Length
Format
: Typed, double-spaced, submitted as a word-processing document.
12 point,
serif font (Links to an external site.)
(i.e. Times New Roman; Garamond; Book Antiqua), 1-inch margins.
Length
: 750 - 1000 words (approx. 3-4 pages)
Objectives and Questions
These questions help to guide discussion and set up the objectives for this unit.
What is an experience? What are significant experience.
Looking to have this work done AGAIN. It was submitted several times.docx
This student had submitted an assignment multiple times but it did not meet the professor's requirements and they are looking for help correcting it based on the feedback provided. They are including their previous submission, the assignment instructions, and the professor's feedback on what is still missing.
Major Assessment 1 Develop a Platform of Beliefs The following .docx
Major Assessment 1: Develop a Platform of Beliefs
The following major assessment involves integrating your knowledge and skills around defining multicultural education and being a multicultural educator. You will write a platform of beliefs about teaching and learning. Your platform should be grounded in your growing understanding of teaching and learning, as well as the knowledge base about teaching and learning. You will also describe personal strengths and challenges as an educator in building an educational environment that reflects your beliefs. In assessing your own strengths and challenge areas, include an analysis of the findings from the assessment instruments and exercises that are included in the previous chapter. You may also access additional assessment instruments. Include in your platform the following sections: 1. Introduction 2. Your platform of beliefs about teaching and learning. Some essential questions that might be addressed in your platform are these: What do you believe is the purpose of education? What is the role of the teacher? What should be taught (the curriculum)? How do people learn? How do you view students as learners? Who controls the curriculum in schools? Whose knowledge is important to include? Are state standards and tests desirable? What is the impact of standardized testing on learning? How do issues of race, class, and gender influence what you do? What is your definition of effective teaching? Who and what have influenced your beliefs (e.g., people, experiences, readings)? What is the impact of your beliefs on teaching and learning for diverse students? Make specific and clear connections between your platform and course readings and discussions. 3. Personal strengths and challenges in advancing a school vision of learning; promoting the success of all students; responding to diverse student interests and needs; understanding and responding to social, economic, legal, and cultural contexts 4. Personal goals (knowledge, skills, dispositions) that you will be working on in the future 5. Conclusions
.
Macroeconomics PaperThere are currently three major political ap.docx
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf OR GOOGLE DOCS
font 12 double-space
1-inch margins
Bibliography need not be inclusive in writing size.
SOURCES
Agresti, James D. "National Debt." National Debt - Just Facts. N.p., 26 Apr. 2011. Web. 24 Apr. 2015.
"Americans for a Balanced Budget Amendment." Balanced Budget Amendment. N.p., n.d. Web. 01 May 2015.
"Bailout Timeline: Another Day, Another Bailout." ProPublica. N.p., n.d. Web. 26 Apr. 2015.
Bandow, Doug. "Federal Spending: Killing the Economy With Government Stimulus." Forbes. Forbes Magazine, 6 Aug. 2012. Web. 01 May 2015.
FROM UNIT 2 FOLDER
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf
font 12
double-spaced
1-inch margins
Bibliography need not be inclusive in writing size.
"Federal Spending, Budget, and Debt."
Solution
s.heritage.org. N.p., n.d. Web. 01 May 2015.
Lee, Bonnie. "Tax Breaks Every Small Business Needs to Know About." Smallbusiness.foxbusiness.com. N.p., 24 June 2013. Web. 01 May 2015.
Rifkin, Jesse. "Advocates See 2015 As Year Of The Balanced Budget Amendment." The Huffington Post. TheHuffingtonPost.com, 3 Feb. 2015. Web. 01 May 2015.
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade p.
M A T T D O N O V A NThings in the Form o f a Prayer in.docx
M A T T D O N O V A N
Things in the Form o f
a Prayer in the Form
o f a Wail
H e r e ’s t h e j o u r n e y i n m i n i a t u r e .Oscar Hammerstein, not long before stomach cancer kills him,
writes the song as a duet between Marie and the Mother Abbess, for a
scene in which the plucky nun is told she’s being booted from the con
vent since she privileges melody over God. Marie doesn’t want to serve
as governess for the Von Trapp clan, but she’s already shown her hand
by giving rapturous voice to a song that summons the bliss and solace
o f secular joys. She needs to go. Although the film version of The Sound
of Music will shift “My Favorite Things” to the thunderstorm scene in
which Marie offers up raindrops on roses and warm woolen mittens as
balm to the terrified kids, John Coltrane’s classic jazz cover much more
radically revamps the Broadway hit, transfiguring mere catchiness into
complex modalities. Yet if this were simply a one-off recording, there
wouldn’t be much to say: turning cornball consolation into jazz isn’t
news. Instead, Coltrane can’t relinquish it. Instead, even throughout all
his late music-as-prayer work, he never lets go of the show tune.
“We played it every night for five years,” drummer Elvin Jones re
membered. “We played it every night like there would be no tomorrow.
Like it would be the last time we played it.” His son, Ravi Coltrane,
calculates that his father’s band played “My Favorite Things” thousands
o f times as a regular fixture in the set: “They worked a lo t— forty-five
weeks a year, six nights a week, three sets, sometimes even four sets on
the weekend. You’re talking about getting the blade as sharp as can be.”
But of all the blades to w het— especially one bedecked with ponies
and kittens— why that song in particular?
M y f i r s t e n c o u n t e r with Coltrane’s late free jazz work came from
an unlikely source: the writings o f cult rock critic Lester Bangs. At the age
o f fourteen, I stumbled upon a copy of his collected writings— Psychotic
632
Reactions and Carburetor Dung— and proceeded to treat it as less an assem
blage o f essays and music reviews than a checklist of writers and albums I
was obliged to track down if I might ever break free from my Ohio sub
urbs. The Velvet Underground, William Burroughs, Iggy and the Stooges’
Metallic K.O. (a live album in which you can hear beer bottles shattering
against guitar strings), and even Baudelaire all first came tumbling my
way through the same careening chute of Bangs’s writing. His claim that
Van Morrison’s Astral Weeks was fueled by many lifetimes o f wisdom
lured me into transcribing the entirety o f the album’s lyrics in my algebra
notebook, and the visible bottom edge of an Undertones poster in his
author photograph led me, without having heard a note o f the band’s
music, to bike six miles to Spin More records in Kent on a quest to
cobble together their discography.
Sandwiched between articl.
M A R C H 2 0 1 5F O R W A R D ❚ E N G A G E D ❚ .docx
M A R C H 2 0 1 5
F O R W A R D ❚ E N G A G E D ❚ R E A D Y
A Cooperative Strategy for
21st Century Seapower
DRAFT/PRE-DECISIONAL - NOT FOR DISSEMINATION - 02 FEB
A COOPERATIVE STRATEGY FOR 21ST CENTURY SEAPOWER, MARCH 2015 [i]
America’s Sea Services—the U.S. Navy, Marine Corps, and Coast Guard—uniquely provide presence around the globe. During peacetime and times of conflict, across the full spectrum—from
supporting an ally with humanitarian assistance or disaster relief to
deterring or defeating an adversary in kinetic action—Sailors, Marines,
and Coast Guardsmen are deployed at sea and in far-flung posts to be
wherever we are needed, when we are needed. Coming from the sea, we
get there sooner, stay there longer, bring everything we need with us,
and we don’t have to ask anyone’s permission.
Our founders recognized the United States as a maritime nation and
the importance of maritime forces, including in our Constitution the re-
quirement that Congress “maintain a Navy.” In today’s dynamic security
environment, with multiple challenges from state and non-state actors
that are often fed by social disorder, political upheaval, and technological
advancements, that requirement is even more prescient.
The United States Navy, Marine Corps, and Coast Guard are our
Nation’s first line of defense, often far from our shores. As such, main-
taining America’s leadership role in the world requires our Nation’s Sea
Services to return to our maritime strategy on occasion and reassess
our approach to shifting relationships and global responsibilities. This
necessary review has affirmed our focus on providing presence around
the world in order to ensure stability, build on our relationships with allies
and partners, prevent wars, and provide our Nation’s leaders with options
in times of crisis. It has confirmed our continued commitment to main-
tain the combat power necessary to deter potential adversaries and to
fight and win when required.
Our responsibility to the American people dictates an efficient use of
our fiscal resources and an approach that adapts to the evolving security
environment. The adjustments made in this document do just that. Look-
ing at how we support our people, build the right platforms, power them
to achieve efficient global capability, and develop critical partnerships
will be central to its successful execution and to providing that unique
capability: presence.
PREFACE
[ii] Forward ✦ Engaged ✦ Ready
Seapower has been and will continue to be the critical foundation of
national power and prosperity and international prestige for the United
States of America. Our Sea Services will integrate with the rest of our
national efforts, and those of our friends and allies. This revision to A
Cooperative Strategy for 21st Century Seapower builds on the heritage
and complementary capabilities of the Navy-Marine Corps-Coast Guard
team to advan.
Lymphedema following breast cancer The importance of surgic.docx
Lymphedema following breast cancer: The importance of
surgical methods and obesity
Rebecca J. Tsai, PhDa,*, Leslie K. Dennis, PhDa,b, Charles F. Lynch, MD, PhDa, Linda G.
Snetselaar, RD, PhD, LDa, Gideon K.D. Zamba, PhDc, and Carol Scott-Conner, MD, PhD,
MBAd
aDepartment of Epidemiology, College of Public Health, University of Iowa, Iowa City, IA, USA.
bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona,
Tucson, AZ, USA.
cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA.
dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA.
Abstract
Background: Breast cancer-related arm lymphedema is a serious complication that can
adversely affect quality of life. Identifying risk factors that contribute to the development of
lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine
the association between the development of arm lymphedema and both treatment and personal
(e.g., obesity) risk factors.
Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010,
who met eligibility criteria, were asked to complete a short computer assisted telephone interview
about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was
characterized by a reported physician-diagnosis, a difference between arms in the circumference
(> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm
symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using
logistic regression.
Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated
by both axillary dissection and radiation therapy were more likely to have arm lymphedema than
treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors
along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity
level was not associated with lymphedema.
*Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway,
R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489.
Authorship contribution
All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript.
Competing interest
Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031.
All authors do not declare any conflict of interest.
All authors do not declare any conflict of interest.
HHS Public Access
Author manuscript
Front Womens Health. Author manuscript; available in PMC 2018 December 14.
Published in final edited form as:
Front Womens Health. 2018 June ; 3(2): .
A
u
th
o
r M
a
n
u
scrip
t
A
u
th
o
r M
a
n
u
scrip
t
A
u
th
o
r M
a
n
u
scrip
t
A
u
th
.
Lukas Nelson and his wife Anne and their three daughters had been li.docx
Lukas Nelson and his wife Anne and their three daughters had been living in their house for over five years when they decided it was time to make some modest improvements. One area they both agreed needed an upgrade was the bath tub. Their current house had one standard shower bathtub combination. Lukas was 6 feet four, and could barely squeeze into it. In fact, he had taken only one bath since they moved in. He and Anne both missed soaking in the older, deep bath tubs they enjoyed when they lived back East.
(Rest of case not shown due to length.)
What factors and forces contributed to scope creep in this case?
Is this an example of good or bad scope creep? Explain.
How could scope creep been better managed by the Nelson
.
More from jesssueann (20)
Major Benefits and Drivers of IoT.Background According to T.docx
Major Benefits and Drivers of IoT.Background According to T.docx
Major Assessment 2 The Educated Person” For educators to be ef.docx
Major Assessment 2 The Educated Person” For educators to be ef.docx
Major Assessment 4 Cultural Bias Investigation Most educators agree.docx
Major Assessment 4 Cultural Bias Investigation Most educators agree.docx
Maintaining privacy and confidentiality always is also vital. Nurses.docx
Maintaining privacy and confidentiality always is also vital. Nurses.docx
Main content15-2aHow Identity Theft OccursPerpetrators of iden.docx
Main content15-2aHow Identity Theft OccursPerpetrators of iden.docx
Macro Presentation – Australia Table of ContentOver.docx
Macro Presentation – Australia Table of ContentOver.docx
M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docx
M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docx
M4.3 Case StudyCase Study ExampleJennifer S. is an Army veter.docx
M4.3 Case StudyCase Study ExampleJennifer S. is an Army veter.docx
make a histogram out of this information Earthquake Frequency .docx
make a histogram out of this information Earthquake Frequency .docx
Love Language Project FINAL PAPERLove Language Project Part .docx
Love Language Project FINAL PAPERLove Language Project Part .docx
Major Computer Science What are the core skills and knowledge y.docx
Major Computer Science What are the core skills and knowledge y.docx
Major Crime in Your CommunityUse the Internet to search for .docx
Major Crime in Your CommunityUse the Internet to search for .docx
Major Assignment - Learning NarrativeWrite a learning narr.docx
Major Assignment - Learning NarrativeWrite a learning narr.docx
Looking to have this work done AGAIN. It was submitted several times.docx
Looking to have this work done AGAIN. It was submitted several times.docx
Major Assessment 1 Develop a Platform of Beliefs The following .docx
Major Assessment 1 Develop a Platform of Beliefs The following .docx
Macroeconomics PaperThere are currently three major political ap.docx
Macroeconomics PaperThere are currently three major political ap.docx
M A T T D O N O V A NThings in the Form o f a Prayer in.docx
M A T T D O N O V A NThings in the Form o f a Prayer in.docx
M A R C H 2 0 1 5F O R W A R D ❚ E N G A G E D ❚ .docx
M A R C H 2 0 1 5F O R W A R D ❚ E N G A G E D ❚ .docx
Lymphedema following breast cancer The importance of surgic.docx
Lymphedema following breast cancer The importance of surgic.docx
Lukas Nelson and his wife Anne and their three daughters had been li.docx
Lukas Nelson and his wife Anne and their three daughters had been li.docx
Recently uploaded
How to Download & Install Module From the Odoo App Store in Odoo 17
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Diversity Quiz Prelims by Quiz Club, IIT Kanpur
Prelims of Diversity Quiz, conducted by Quiz Club, IIT Kanpur in collaboration with Unmukt on 22 June 2024.
Creative Restart 2024: Mike Martin - Finding a way around “no”
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
220711130082 Srabanti Bag Internet Resources For Natural Science
Internet resources for natural science
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
Creation or Update of a Mandatory Field is Not Set in Odoo 17
In this slide we will discuss Creation or Updation of a mandatory field is not set in Odoo 17.
Recently uploaded (20)
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
Creative Restart 2024: Mike Martin - Finding a way around “no”
Creative Restart 2024: Mike Martin - Finding a way around “no”
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
220711130082 Srabanti Bag Internet Resources For Natural Science
220711130082 Srabanti Bag Internet Resources For Natural Science
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Creation or Update of a Mandatory Field is Not Set in Odoo 17
Creation or Update of a Mandatory Field is Not Set in Odoo 17
JournalJournaling is an activity used by students and professi.docx
- 1. Journal Journaling is an activity used by students and professionals alike for self-reflection. It has many personal and professional benefits including reducing stress and increasing learning (Alford, Malouff, & Osland, 2005; Liuolienë & Metiûnienë, 2009). You will be asked to journal about your thoughts, experiences, and/or insights. Please refer to the Journal Rubric under the Course Info tab for grading information. After studying global social justice, hopefully you have a deeper understanding of the challenges related to building a socially just global culture. The assignment : (600 words) Due by Sunday 2/18/18 Write a journal entry that includes the following: Explain how your personal ideology on global social justice has evolved since the beginning of the course. Support your Journal assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.