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Engaging students in listening and speaking activities can include debates, discussions, presentations, and persuasive writing. All of these components are crucial to expanding students’ growth in communication skills. Part 1: Listening, Speaking and Writing Activities Use the “Listening, Speaking, and Writing Activities” template and “Class Profile” to complete this assignment. Using the same grade level you selected for your previous lesson plans or from your field experiences, select a state standard that focuses on listening, writing, and speaking skills to develop three listening, speaking, and writing activities. Below are examples of possible activities: Persuasive writing, speech writing, debates, class discussions, presentations on topics of student interest, persuasive advertisement, or advertisement campaign Your learning activities should be appropriate for students detailed within the “Class Profile” and include the following: Strategies that encourage students to apply personal opinions toward the interpretation of texts Various forms of communication (verbal, nonverbal, media, etc.) techniques to foster elementary students’ active inquiry, collaboration, and supportive interaction Accommodations related to assessment and testing conditions to meet diverse needs of students Part 2: Rationale In 250-500 words, rationalize your instructional choices explaining why the activities chosen are appropriate for all ”Class Profile” students and clearly focuses on creativity and student engagement. In addition, explain the elements of effective speaking. Additionally, discuss how verbal and nonverbal communication affects the persuasive aspect of having students advertise and/or present an idea. .

Education

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Information is used in various ways, including as a tool to gain support, influence behaviors and decisions, and alter one’s perspectives. When you encounter new information, does it sway your opinion? The source of the information, the way it is presented, and the people or issue (s) that benefit from public reaction to the information all play a role in determining quality information. As both a consumer and producer of information, it is important to consider the methods used to effectively and ethically communicate to a broad audience In this week’s Journal Assignment, you examine the effectiveness of your Group Project. To prepare for this Assignment: Review Walden University’s DEEP-C Model General Education Learning Outcomes “Expression” and “Perspective” in the Syllabus . Consider “Expression” and “Perspective” as they relate to your Group Project. Review your Topic Exploration and Analysis and Literature Review to ensure that your group’s publicity campaign is effective, has an ethical approach, and has a consistent message. General Education Learning Outcomes (The DEEP-C Model) Discovery : Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research. Evaluation: Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics. Expression: Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes. Perspective : Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture. Change : Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change. The Assignment: Writea 2- to 3- paragraph journal entry in which you address the following: Consider how nonverbal communication and the formatting of written communication (style, formatting, correct grammar, spelling, etc.) enhance or detract from the effectiveness and consistency of the work you produce. Reflect on ways the effectiveness of your Group Project’s publicity approach can vary according to audience and context. Think about the ways an ethical publicity approach could influence a broader audience. .

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Overview This Assessment is a Work Product in which you will design a set of learning experiences that could be implemented as part of an effective curriculum for preschool children (ages 3–4). Ideally, curriculum planning is a collaborative process. For this Work Product, you will interview a teacher to learn more about his or her curricular goals and find out how you can collaborate with one another to achieve those goals. You will also observe in the teacher’s classroom in order to learn more about the children in the setting. If you are currently working as an early childhood teacher, collaborate with a colleague in your setting to complete this Assessment. You will collaborate with a colleague or early childhood teacher to design three learning experiences that are appropriate for the children in the preschool classroom that you observed. (Implementation is not required, but it is important that you have a real setting in mind as you plan.) Your response to this Assessment should: 1. Reflect the criteria provided in the Rubric, which provides information on how the Assessment will be evaluated. 2. Adhere to the required assignment length. 3. Use the APA course paper template available here . All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Professional Skills: Collaboration and Written Communication is assessed in this Competency. You are strongly encouraged to use the Writing Checklist and to review the Rubric prior to submitting. This Assessment requires submission of one (1) document, with the learning experiences included as an Appendix. Save this file as EP002_firstinitial_lastname (for example, EP002_J_Smith). When you are ready to upload your completed Assessment, select Submit Attempt . Instructions Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively. Rubric Access the following to complete this Assessment: Interview Guide Learning Experience Plan Template Curriculum Planning Identify a preschool setting that provides educational programs for 3- and 4-year-olds. Arrange to visit and interview a teacher and to observe in his or her classroom for at least two hours. Use the “Interview Guide” document to inform your questions during your scheduled interview. Keeping in mind all you have learned about the context of the preschool program and the standards that inform its curriculum, plan three learning experiences around a central theme chosen in collaboration with the teacher you interview. Use the template provided in the “Learning Experience Plan Template” document. Taken .

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Week 4 (Nov 15 - Nov 21) Apply It! Activity Due Date Format Grading Percent How to Learn from Mistakes Day 3 Discussion 5 21st Century Learning Activity Day 7 Assignment 7 Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it. Learning Outcomes This week students will: 1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods. 2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students. Introduction In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future. Required Resources 1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin. · Chapter 5: Capacity Building for All Educators. 2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework · This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.” 3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach · Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success. .

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To help you explore ways of developing more powerful learning experiences for your students, I suggest some ideas for each of three components of active learning: Rich Learning Experience, In-Depth Reflective Dialogue, and Information and Ideas. Rich Learning Experiences. As you try to add an experiential component to the learning experience, look for “Rich Learning Experiences.” Certain learning experiences are “rich” because they allow students to acquire several kinds of significant learning simultaneously. What are some ways this can be done? The list below identifies in-class and out-of-class activities that promote multiple kinds of significant learning—all at the same time. In Class: • Debates • Role playing • Simulations • Dramatizations Outside of Class: • Service learning • Situational observations • Authentic projects Action: Identify some learning activities to add to your course that will give students a “Doing” or “Observing” Experience. What “Rich Learning Experiences” are appropriate for your course? In-Depth Reflective Dialogue. Another important ingredient of active learning is giving students time and encouragement to reflect on the meaning of their learning experience. There are various forms of reflective dialogue (See Table 3, next page). One can reflect with oneself (as in writing in a journal or diary) or with others (as in engaging in discussions with a teacher or others). Another key distinction is between substantive writing, in which one writes about a subject (e.g., a typical term paper), and reflective writing, in which one writes about one’s own learning. In reflective writing, students address a different set of questions, such as: What am I learning? What is the value of what I am learning? How am I learning? What else do I need to learn? Information and Ideas. In order to free up some class time for the experiential and reflective activities identified above, you will probably need to explore alternative ways of introducing students to the key information and ideas of the course, i.e., the content. This might involve having them do more reading before they come to class. Or it may mean creating a course-specific website where you put content-related material. Or you can direct students to go to selected websites that have good content related to the course. Action: Other than lectures, what ways can you identify to cause students to get their initial exposure to subject matter and ideas (preferably outside of class)? Step 5. Integration In this INITIAL DESIGN PHASE (Steps 1-4), you have created strong primary components for the design of your course. In order to complete this initial phase, you need to check how well these four components are aligned. Step 5 Worksheet gives a detailed explanation of how these four components can be integrated with each other. Step 5: Integrating Steps 1-4 1. Situational Factors • Assuming you have done a careful, thorough job of reviewing the situational factors, how wel ...

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Ensuring Proper Access Control in Cloud by Moen Zaf ar Submission dat e : 16- Apr- 2019 08:04 AM (UT C+0500) Submission ID: 1108935903 File name : Ensuring_pro per_access_co ntro l_in_clo ud.do cx (22.27 K) Word count : 164 3 Charact e r count : 8830 12% SIMILARIT Y INDEX 8% INT ERNET SOURCES 7% PUBLICAT IONS 11% ST UDENT PAPERS 1 2% 2 2% 3 2% 4 1% 5 1% 6 1% 7 1% 8 <1% 9 <1% Ensuring Proper Access Control in Cloud ORIGINALITY REPORT PRIMARY SOURCES Submitted to Regis University St udent Paper myassignmenthelp.com Int ernet Source myassignmenthelp.inf o Int ernet Source Submitted to Loughborough University St udent Paper Submitted to Laureate Higher Education Group St udent Paper Submitted to Whitireia Community Polytechnic St udent Paper Submitted to Victoria University St udent Paper www.scirp.org Int ernet Source www.rating.inf o Int ernet Source 10 <1% 11 <1% Exclude quo tes On Exclude biblio graphy On Exclude matches < 3 wo rds Submitted to Vaasan yliopisto St udent Paper I. Indu, P. M. Rubesh Anand. "Hybrid authentication and authorization model f or web based applications", 2016 International Conf erence on Wireless Communications, Signal Processing and Networking (WiSPNET), 2016 Publicat ion Ensuring Proper Access Control in Cloudby Moen ZafarEnsuring Proper Access Control in CloudORIGINALITY REPORTPRIMARY SOURCES The economics of sporTs This page intentionally left blank The economics of sporTs F i f t h E d i t i o n Michael A. Leeds Temple University Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Peter von Allmen Skidmore College The Pearson Series in Economics Abel/Bernanke/Croushore Macroeconomics* Bade/Parkin Foundations of Economics* Berck/Helfand The Economics of the Environment Bierman/Fernandez Game Theory with Economic Applications Blanchard Macroeconomics* Blau/Ferber/Winkler The Economics of Women, Men and Work Boardman/Greenberg/Vining/ Weimer Cost-Benefit Analysis Boyer Principles of Transportation Economics Branson Macroeconomic Theory and Policy Brock/Adams The Structure of American Industry Bruce Public Finance and the American Economy Carlton/Perloff Modern Industrial Organization Case/Fair/Oster Principles of Economics* Caves/Frankel/Jones World Trade and Payments: An Introduction Chapman Environmental Economics: Theory, Application, and Policy Cooter/Ulen Law & Economics Downs An Economic Theory of Democracy Ehrenberg/Smith Modern Labor Economics Farnham Economics for Managers Folland/Goodman/Stano The Economics of Health and Health Care Fort Sports Economics Froyen Macroeconomics Fusfeld The Age of the Economist Gerber International Economics* González-Rivera Forecasting for Economics and Business Gordon Macroeconomics* Greene E.

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Environmental Policies The National Park Service manages all the national parks in the U.S. The agency also is tasked with the management of the monument. According to the environmental policy, the main purpose of this body is to offer recreational activities for citizens and at the same time preserving the ecosystems (Dale, 2015). The BLM and the Forest Service, on the other hand, plays the role of extraction of resources like timbers. The U.S Forest service agency operates within the U.S Department of Agriculture administering the national grasslands and forests. The Bureau of Land Management operates under the United States Department of the Interior tasked with the distribution of public land. Unlike the forest service which has land all over the country, BLM land is only located in the western half of the country. Wild Horse and Burro Act are one of the agencies formed under federal land management to preserve the native plants. The act formed in 1971 had direct effects on the Bureau of land management since it limited the techniques of BLM eliminating wild horses or rather animals that could sustain oneself on the BLM lands but instead require their protection (Loomis, 2002). Initially, the BLM was of the idea that those animals be killed, but it had to change their direction and adopted a Horse program. The program used a more humane approach and responded to the growing population of the non-native species and the adverse effects they had on the native plants as well as the wildlife populations on BLM lands. The sole function of this agency was to protect the endangered species and ensure their continuity. The endangered species Act's roles revolve around conserving the threatened and endangered plants and the habitat they are found. The act has influenced the operations of the Wild Horse and Burro Act through funding it as well as foreseeing its operations so that it remains true to its mission of ensuring the continuation of the existence of species. References Dale, L. (2015). Environmental Policy (2nd ed.). San Diego, CA: Bridgepoint Education, Inc. Loomis, J. B. (2002). Integrated public lands management: principles and applications to national forests, parks, wildlife refuges, and BLM lands. Columbia University Press. Schwartz, E. R. (1977). Federal Land Policy and Management Act of 1976 as amended. .

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khanpaulita

Environmental Politics Take home Final Spring 2019 Instructions: Write a three pages (double spaced, size 10 or 12 font, 1” margin, and typed) paper that answers the questions below (no less than three pages). Include citations in the text and a bibliography/reference page). Please put your name on your exam, include a cover sheet (does not count as one of the three pages required), and number the pages. You may use any resources necessary to answer the questions, but need to document all sources Assignment: Discuss the ability of the United States to respond to, air pollution You must discuss the appropriate level of response (national, state, local, grassroots, etc.) and type and level of response (legislative, executive, judicial, grassroots awareness, incentives/coercion, etc.). .

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khanpaulita

Environmental Policy Report 1. Each paper should be about 3-4 pages double spaced (not including figures/maps or references). Your report should include the following sections: Introduction, History of the issue, Specifics of the problem, Solution s, and Conclusion, though these may vary slightly depending on your topic. 2. Choose a specific topic that fits within the scope of the class. Find an environmental problem or novel solution and discuss some of the policy actions that have been taken to aid or hinder it. You may research a specific law, executive order, or even court cases. Discuss obstacles faced by environmentalists, legislators, and industries. You can also discuss other potential avenues to move forward with the issue. You will likely find more data on topics within the United States system, but you may also pick an international or collaborative issue. 3. Some potential examples are: a. b. Pollution c. Soil Quality d. Climate Change e. Air Quality f. Renewable energy g. Green Power h. Rainwater harvesting i. Energy Conservation j. Recycling k. Water purification/ desalinization l. Waste management m. Ecosystem management n. Organic gardening o. Economics/ Global Development p. Forest management q. Wildlife (Plants and Animals) r. Endangered Species s. Public Health 4. Each report should include a minimum of 1 peer-reviewed journal articles for the report, although additional research is encouraged. 5. Science, Nature, Proceedings of the National Academy of Sciences (PNAS), Geophysical Research Letters, PLOS-One, etc. 6. Each report must contain a References/Works Cited section at the end of the report and have in-text citations. You may use any citation format (MLA, APA, etc.) as long as you are consistent throughout. 7. A 3-4 page (double spaced) report on your topic, due in hard copy in class on Wednesday, May 6h, 2019, Once you have an idea, you must chat with me about it briefly before proceeding, either during office hours or through email. .

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khanpaulita

Environmental Factors In this assignment, you will have a chance to discuss a topic that brings personality theory together with social psychology. Dealing with unhealthy groups like gangs or cults is an important issue in social psychology. However, you cannot fully address this issue if you do not first understand personality development and how one’s personality affects the choices that are made. Specifically, you will look at Skinner’s behavioral perspective on personality development and discuss how that theory can play a role in this issue of unhealthy groups. Bob is an adolescent who grew up in a gang-infested part of a large city. His parents provided little supervision while he was growing up and left Bob mostly on his own. He developed friendships with several kids in his neighborhood who were involved in gangs, and eventually joined a gang himself. Now crime and gang activities are a way of life for Bob. These have become his way to identify with his peer group and to support himself. It is relatively easy to see that Bob’s environment has played a large role in his current lifestyle. This coincides with Skinner’s concept of environment being the sole determinant of how personality develops. Skinner believed that if you change someone’s environment and the reinforcements in that environment, you can change their behavior. Use the Internet, Argosy University library resources, and your textbook to research Skinner’s concept of the environment and answer the following questions: If you were to create an environment for Bob to change his behavior from that of a gang member to a respectable and law-abiding citizen, what types of environmental changes and positive reinforcements would you suggest and why? What are some interventions that are used in the field currently? Are there any evidence-based programs that use these environmental and reinforcement interventions? Write your initial response in 2–3 paragraphs. Apply APA standards to citation of sources. By Saturday, March 22, 2014 .

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Environmental Factors and Health Promotion: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants The growth, development, and learned behaviors that occur during the first year of infancy have a direct effect on the individual throughout a lifetime. For this assignment, research an environmental factor that poses a threat to the health or safety of infants and develop a health promotion that can be presented to caregivers. Create a 10-12 slide PowerPoint health promotion, with speaker notes, that outlines a teaching plan. For the presentation of your PowerPoint, use Loom to create a voice over or a video. Include an additional slide for the Loom link at the beginning, and an additional slide for references at the end. Include the following in your presentation: Describe the selected environmental factor. Explain how the environmental factor you selected can potentially affect the health or safety of infants. Create a health promotion plan that can be presented to caregivers to address the environmental factor and improve the overall health and well-being of infants. Offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants. Offer examples, interventions, and suggestions from evidence-based research. At least three scholarly resources are required. Two of the three resources must be peer-reviewed and no more than 6 years old. Provide readers with two community resources, a national resource, and a Web-based resource. Include a brief description and contact information for each resource. In developing your PowerPoint, take into consideration the health care literacy level of your target audience, as well as the demographic of the caregiver/patient (socioeconomic level, language, culture, and any other relevant characteristic of the caregiver) for which the presentation is tailored Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style. Refer to the resource, "Loom," located in the Student Success Center, for additional guidance on recording your presentation. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. .

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1. Engaging students in listening and speaking activities can include debates, discussions, presentations, and persuasive writing. All of these components are crucial to expanding students’ growth in communication skills. Part 1: Listening, Speaking and Writing Activities Use the “Listening, Speaking, and Writing Activities” template and “Class Profile” to complete this assignment. Using the same grade level you selected for your previous lesson plans or from your field experiences, select a state standard that focuses on listening, writing, and speaking skills to develop three listening, speaking, and writing activities. Below are examples of possible activities: Persuasive writing, speech writing, debates, class discussions, presentations on topics of student interest, persuasive advertisement, or advertisement campaign Your learning activities should be appropriate for students detailed within the “Class Profile” and include the following: Strategies that encourage students to apply personal opinions toward the interpretation of texts Various forms of communication (verbal, nonverbal, media, etc.) techniques to foster elementary students’ active inquiry, collaboration, and supportive interaction Accommodations related to assessment and testing conditions to

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