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Student PowerPoint Presentation Chapter 11 Objectives: The presentation project has more than a few objectives. It involves students to spread over impressions from It changes options for reproductive choices, It can separate roles of genetic mother and gestational mother, the social mother may be different from either of the above. The progression to recognize and analysis circumstances Decision points have also multiplied, Many steps can be completed in the lab which, allows different decision points about having a baby, We are not prepared to deal with all of the changes conceptually, emotionally or ethically. In accumulation, the student will be able to categorize a variety of individual’s rights by allied health professionals. Format and Guidelines: The student will produce a Power Point Presentation from Chapter 11 of the Textbook (Choose your desire topic form these chapters). The Presentation should have a minimum of 12 slides, including Title Page, Introduction, Conclusion, and References. The student must use other textbooks, research papers, and articles as references (minimum 3). .

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Student PowerPoint Presentation: Chapter 10 & 11 Objectives: The presentation assignment has several goals. It requires students to apply concepts from Developing Self, others and Organizational strategies for employee development. The process of Motivation for improvement will allow students to practice close the Goal-Setting Theory, a skill they will be using as Healthcare Administrator. In addition, presenters learn as they teach others and contribute multiple critical perspectives to class discussion. Format and Guidelines: The student will create a Power Point Presentation from Chapter 10 and 11 of the Textbook or Article related to Week 4 (Choose your desire topic form these chapters). The Power Point Presentation should have a minimum of 12 slides, including Title Page, Introduction, Conclusion, and References. The student must use other textbooks, research papers, and articles as references (minimum 3). Due date: Sunday, February 02, 2020 at 11:30PM. EACH PAPER SHOULD INCLUDE THE FOLLOWING: 1. Title Page: Topic Name, Student Name, Affiliation. 2. Introduction: Provide a brief synopsis of the meaning (not a description) of the topic you choose, in your own words 3. Content Body: Information and graphics or Diagram to explain, describe and clarify the Topic you choose. 4. Conclusion: Briefly summarize your thoughts & conclusion to your critique of the articles and Chapter you read. 5. References: The student must use other textbooks, research papers, and articles as references (minimum 3). ASSIGNMENT DUE DATE: The assignment is to be electronically posted no later than noon on Saturday, February 1st, 2020. .

Student PowerPoint Presentation Chapter 10 & 11Objectives Th.docx

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Teachers need practical and and quick-to-implement strategies to teach self-management to children. Many people are familiar with self-management through Walter Mischel's Marshmallow test. (Some people call it self-control or self-regulation.) Self-management is a key enabler for all learning (for children and adults!) whether for academic subjects, other content areas, or skills like playing a musical instrument. Self-management allows students to follow through on plans to complete assignments, study for tests, and manage their emotions to stay focused in class. This presentation is one small piece of a growth mindset toolkit for educators (and parents) developed by Transforming Education. For more information, please visit: http://transformingeducation.org/growth-mindset-toolkit/

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Who is able to do a powerpoint for this final project? Professional Development Experience Being an effective early childhood professional requires more than a passion for teaching or ability to work well with children. In the first five years of life, the most critical skills are formed by creating synaptic connections that are key to cognitive, social, physical, and emotional development. Because of their developmental stage, the environment you provide as an early educator will set the foundation for each child’s K- 12 learning experience and beyond. However, as an early childhood professional, you will not work in isolation. Other professionals contribute to service provided to this population, including speech and language pathologists, occupational therapists, school psychologists, and educational advocates. Therefore, it is essential that as an early childhood professional you are able to communicate effectively with other professionals. Scenario: The principal from a local school district was impressed with the proposal you wrote for him about the role families and communities play in promoting optimal cognitive development. Based on your proposal, they have offered you a spot as a key presenter at a district-wide professional development workshop for teachers, where you will share your knowledge regarding cognitive development. All of these ideas will come together as you design your Professional Development Experience project. Before starting your Final Project, you are encouraged to view the Week Five Instructor Guidance for additional information, resources, and support, including a deeper look at the professionals you will work with in the field. Additionally, review the Grading Rubric for this assignment to understand how you will be evaluated and contact your instructor using the “Ask Your Instructor” tab before the due date with questions. In order to develop this comprehensive workshop for the targeted professional development population, the principal has given you specific talking points that must be addressed. You will use these talking points to guide your creation of a presentation using PowerPoint or Google Slides. In the slide notes section, please make sure to support the information you have shared on each slide. Finally, make sure to include a title and reference slide for your presentation. The Professional Development Experience must include the following: Theoretical Framework (2 points): Explain a theoretical framework that supports early childhood cognitive development in a classroom environment. Language and Cognitive Development (2 points): Describe at least three ways language development impacts cognitive development using the theoretical framework you have identified. Motor and Cognitive Development (2 points): Describe at least three ways motor development impacts cognitive development using the theoretical framework you have identified. Motor or Speech delay (2 points): Explain at least t ...

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ChAD 195 Senior Seminar Policy Paper Instructions Total Points for the Paper = 75 Reminders: Submit the paper to Canvas and bring a blank copy of the rubric to class on the due date. If you have any questions, problems, or concerns about the paper, you should: Make an appointment to talk with me Send me an email/Contact me on Canvas Call me or see me before/after class The paper must be at least 12 pages of text (title page, reference pages do not count) but no longer than 16 pages of text . The paper requires a minimum of 15 references (see below). Both in-text and full references should be in correct APA format. Use a reasonable 12-point font (Times, Times new Roman, Palatino) and one-inch margins. An Abstract and cover page are not required. Format/Content of Written Policy Paper Step 1 – Overview of the assignment: Review current educational issues facing children in CA today. Decide on the issue that is most important or interesting to you and narrow down the topic to a reasonable scope. You will be preparing a document to take (hypothetically) to the Santa Clara County Board of Ediucation to implement in the following school year. Step 2 – Paper Preparation * After you have chosen a topic, find your references. You must have at least: 12 peer-reviewed research articles 2 policy references + 1 scholarly reference that guides the critical analysis of the existing policies 2 statistics references (not from an article) from a credible web-site (UN, CDC, WHO, etc.) Cite/discuss the UN Children’s Right’s Convention (see Canvas) * Prepare and submit the Paper Proposal * Prepare and submit the Paper Outline Step 3 – Write the Final Draft Introduction to Paper Begin with an introductory paragraph that lays out the format and direction of the entire paper Description of the educational issue/problem the policy will address (cite from your lit review) Discussion of the importance of the topic in the context of child development research – provide one or two sample results/citations and a sample statistic that shows the extent of the problem Brief description of the policy you are proposing Specific and concrete over-view of the paper content – “This paper will …..” The introduction should not exceed 1 page. Background/Statistics Related to Why this Policy is Necessary: You will need to use background statistics to help you build your case for why this policy is necessary. That is, describe what we know about children, families, and communities that is directly relevant to your your education relevant policy. For example, if you were looking at “achievement gaps in English Language Learners” you will want statistics on the percent of children who are ELL, the percent of children who are ELL who are retained a grade, placed in special education, etc. Make sure that your statistics come from credible sources. Examples of credible sources incl ...

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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 ...

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Students Name: Asaad Halawnai Course Title: Intercultural Encounters Professors Name: Stefania Benini Date: Spring 2019 Short paper #2 La Haine is a 1995 drama film that directed by Mathieu Kassovitz. The events of the movie took place in France, and it was mainly focused on three friends from different ethnic backgrounds who were trying to face the struggles that faced them in their lives in a city called banlieues in France. (Kassovitz). The three young men were first Vinze a young Jewish who wanted to revenge from the police, and he was always trying to show the aggressive face, and he wished to kill the police, but he could not kill any policeman because he was kind and could not do it. Instead by the end of the movie, he got shot that killed him by police. The second character was Hubert an afro France who was a boxer, and he was selling drugs as well to get the money so he can help his family. Also, he hated the police like Vinze, but the difference between them was that Hubert was able to kill a police officer while Vinze was not. The last character was Said an Arab Maghrib, and he was loving his friends and liked to hang out with them. Also, he was in between the two in which when Vinz and Hubert dispute with each other, he was the one who tried to get them together again. So, the three young men were treated differently from the public, police, and other people as well and that because they had different ethnicity and roots. For example, the police violence against the people who had a different ethnic background, in which the entire movie the police was chasing the three young men especially Hubert and Said because Hubert was black, and Said Muslim. That means the France government or society encouraged the idea of racism and hatred to other ethnic groups, and that affected the people who diaspora from other countries to France with the hope that they would find a better life, but they surprised by the bad treatment from the police and society. Thus, that caused the people with a different ethnicity to face problems like fewer job opportunities which lead them to work as a drug dealer or other bad jobs to get some money to live like what happened with Hurburt. Another struggle that they would face because of the France system was an education in which they did not have the opportunity to get a proper education. Even if they got an education, they would not have the chance to have a proper job. So, the ethnic minority groups in France was facing many struggles from the government, and police that made their life harder and even impossible to live. Works Cited Dubreil, and Sebastien. “Rebels with a Cause: (Re)Defining Identities and Culture in Contemporary French Cinema.” L2 Journal, 14 Jan. 2011, https://escholarship.org/uc/item/86n1q1j2#author Kassovitz, Mathieu, director. La Haine. Amazon, 1995, www.amazon.com/Haine-English-Subtitled-Vincent-Cassel/dp/B00A5IZABQ/ref=tmm_aiv_title_1?_encoding=UTF8&qid=&sr=. Mur.

Students Name Asaad HalawnaiCourse Title Intercultural Encount.docx

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Students must identify one business networking events such as a semi.docx

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Students must be careful about what they post on social media.(Topic) Introduction Attention Getter: Motivation for Listening: Establish Credibility: Thesis Statement: Preview of Speech Transition to body of speech: Body Establish the Problem Analysis and Research 2. Establish Secondary Problem Analysis and Research 3. Establish Final Problem Analysis and Research Transition: Establish Opposing Views (research that disagrees with you) Build-up and Breakdown Build-up and Breakdown Build-up and Breakdown Transition: Call to Action Visualization/ Solution : How would your plan work? Specific Plan of Action: What can your audience do? Give them a task! Transition: Conclusion Summary of Main Points Reiterate Call to Action: Remind us what we can do in the greater plan! Throwback to Attention Getter REQUIRED BIBLIOGRAPHY for 4-5 sources in APA format .

Students must be careful about what they post on social media..docx

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Students must draw on all of the readings for the particular selected unit in their reflections. For example, if students choose to do a reflection based on Unit 2, the paper must draw on the Dicken (2011) reading and the Knox et al. (2015) reading. Although students are expected to demonstrate a clear understanding of the readings, reflection papers are not intended to simply summarize the readings. Rather, students should outline the main points of the readings and use this as the basis for a critical reflection. Critical reflections should demonstrate depth in thinking about the material they are learning, and evaluate critically how theories and practices of geography can influence their own lived experiences and observations about the world. Students are encouraged to draw on other sources in addition to course materials, including the weekly discussion postings from previous Units if applicable. All sources, including the course readings, lecture notes, and discussion postings must be properly cited using APA. Reflection papers are to be written according to academic scholarship standards (1,000 +/- 100 words excluding title page and references). Unit reference notes below https://issuu.com/wiley_publishing/docs/fouberg_hg11e_c05identityraceethnic Pg 117-142 Unit 5 Notes: Geographies of Culture and Identity The reading this week comes from chapter 5 in the textbook, Human geography: People, place, and culture, by Fouberg, Murphy, and De Blij (2015). This chapter begins by examining the intersections of culture and identity, and in particular the gendered division of labour in different societies. Gender is an important identity category that human geographers seek to understand, especially how it relates to power and intersections with other identity categories, such as ethnicity, race, class, and sex. Human geographers are especially concerned with investigating how identity categories are propped up by unquestioned assumptions and stereotypes. Different societies often impose well-defined identity categories that conceptualize people not as individuals, but as members of a category assumed to behave and act in certain ways. Geographers understand identity in two ways: as a way that individuals define themselves, and as a way individuals are defined by others. Both often rely on processes of inclusion and exclusion, where identity relies on what political and gender theorist Judith Butler (1993) refers to as a 'constitutive outside': defining a particular subject according to what it is not, or according to what it excludes. Place and connections to place can also deeply influence the construction of identity, most obviously at the national scale (think of images often associated with being “Canadian”), but also at more local scales. Race continues to define an identity category, even though a scientific consensus has emerged that physical differences in human appearances do not constitute significant differences in the hu.

Students must draw on all of the readings for the particular selec.docx

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Students must identify one business networking events such as a .docx

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Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course. This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course. The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences: New practice approaches Interprofessional collaboration Health care delivery and clinical systems Ethical considerations in health care Practices of culturally sensitive care Ensuring the integrity of human dignity in the care of all patients Population health concerns The role of technology in improving health care outcomes Health policy Leadership and economic models Health disparities This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Benchmark Information This benchmark assignment assesses the following programmatic competencies: RN to BSN 2.3: Understand and value the processes of critical thinking, ethical reasoning, and decision making. 4.1: Utilize patient care technology and information management systems. 4.3: Promote interprofessional collaborative communication with health care teams to provide safe and effective care. 5.3: Provide culturally sensitive care. 5.4: Preserve the integrity and human dignity in the care of all patients. .

Students maintained and submitted weekly reflective narratives throu.docx

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Students learning self-regulation strategies may not always recognize how those skills can be developed across content areas. Teachers can assist these students by providing them guidance on how to expand their skills. It is also helpful when teachers establish common processes that provide students with the feedback they need to assess their personal efforts and outcomes. For this assignment, take on the role of an elementary level teacher at a K-5 school. Your principal has noticed how well you communicate learning objectives, guide students to set individual goals, and guide students to self-regulate and track their progress across multiple content areas. Because of your successes using these best practices, your principal has asked you to present best practices to fellow teachers across all content areas in an upcoming professional development. Part 1: Best Practices Presentation Create a 10-12 slide digital presentation to present to your teacher colleagues describing evidence-based instructional practices related to the self-regulation cycle, including goal setting, communicating learning objectives, monitoring student progress, providing effective feedback, and promoting self-regulation across multiple content areas. The presentation should include the following components: How to communicate the unit or lesson learning objectives to students, and how they will be measured on their performance of those objectives How to encourage students’ motivation and engagement through the use of technology and other strategies, creating opportunities for students' active participation in learning, self-motivation, and positive social interaction How to continuously monitor student progress to provide effective, descriptive feedback across multiple content areas How to work with students to collaboratively establish learning goals, identify quality work, and analyze their assessment results across multiple content areas Title slide, reference slide, and presenter’s notes. While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. Part 2: Reflection In 250-500 words, summarize and examine the process of implementing best practices in encouraging self-regulation, setting goals, communicating objectives, monitoring progress, and providing effective feedback. Consider the following questions: How can you use students’ performance data to guide and engage students in thinking and learning? How does the assessment data inform future instructional planning based on identified learning gaps and patterns? How does planning for students to engage in the self-regulation cycle influence students’ confidence in learning independently and taking ownership of their academic progress? .

Students learning self-regulation strategies may not always reco.docx

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Students learn in a variety of ways. It is important for teachers to be aware of the various learning theories and models mentioned in the text and topic materials related to the history of how students learn. This knowledge will provide a foundation in order to create learning experiences that promote student development and acquisition of knowledge. For this assignment, utilizing the topic materials and and your own research to create a brochure to be used as a resource for beginning teachers, describing how learning occurs and the different ways that students learn. Your brochure should include: Detailed descriptions of how students learn, including principles related to development and acquisition of knowledge. Strategies to teach collaboration in the classroom environment. Strategies for encouraging students to monitor their work and engage in self-reflection. A description of the type of teaching you prefer to demonstrate in the classroom environment. How your teaching practices will support the learning preferences of students based on researched learning theories. The importance for a teacher to assist diverse students’ learning. Support your brochure with a minimum of 2-3 scholarly resources. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required. .

Students learn in a variety of ways. It is important for teachers to.docx

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Students learn sociology by "doing" sociology, in addition to reading and thinking about it. Chapter 3 describes the different methods of sociological research. Since we are in the era of COVID-19, we will be doing an individual interview with someone who is in your social circle - or someone with whom you can use technology to interview. Your interview will begin with demographic characteristics: how do they identify in terrms of race, gender, age, religion (and so forth). The next part of your interview will focus on their perspectives of recent changes and challenges in our society. Be careful to be objective and ethical. Your discussion will first discuss interviews as part of a broader array of social research methods. You will then describe your interviewee's perspective. Last, you will discuss how you felt about the process and what you learned. .

Students learn sociology by doing sociology, in addition to re.docx

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Students draft a formal case report exploring a real-world issue per.docx

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Students learn in a variety of ways. It is important for teacher.docx

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STUDENT'S JOURNAL ENTRY As I progressed in this class I tried applying what I was learning to the world around me and open my eyes to things I do not see or take for granted. I never really considered myself part of the dominant group as I felt separate from it growing up homeschooled in a Romanian immigrant community. Looking back in retrospection I now that I have benefited from being white in ways I never even realized. By learning how others have struggled to gain access to treatment I never had to think twice about was eye opening. I look white and have no accent, therefore there is nothing to set me apart from the dominant white culture around me. I never realized I was no different from them in their perspective but also from the perspective of other immigrants and minorities. I can relate to the struggle to fit in and find a place in society because in my childhood we were different. We had an accent, dressed differently, and were poor. However, I could not relate to how difficult it is for others to assimilate because as we lost our accents and entered the middle class the dominant group practically invited us in with open arms. I have opened my eyes to things I’ve never seen and see how much further we have to go to create a truly open and fair society. There is so much injustice around us that I have never seen before and I feel ashamed for my lack of empathy for those around me. Just to illustrate how blind I was to racism I have a little story. I have a Hispanic girlfriend, she is a Mexican immigrant in fact. Before taking this class she would occasionally express frustration with how she and her family were treated by hospital and school officials in her neighborhood. At the time I processed this as just people having a misunderstanding and that my girlfriend was probably overreacting. However as I started learning what racism in America really looks like, and that its not just hillbillies in pointy hats I began to notice things I never thought about. I could see how my girlfriend would sometimes get different service in a negative way that was racially motivated. I finally understood why she wanted me to go with her to certain places like the DMV or car dealerships. She has been talked down to by others because see is a Mexican immigrant. As my eyes opened to her plight I saw how different her immigration story was to mine. I asked her about the time she spent in Texas where she said her family was the most mistreated by whites. I understood why she had angst towards the idea of visiting my family in Tennessee because she is somewhat traumatized by her childhood experience of crossing into a new land and being mistreated and seen as a second class person because she was different. In hindsight I even noticed while taking this class that my treatment has changed because of her. Looking back at dates I have had in previous relationships I would occasio.

STUDENTS JOURNAL ENTRY As I progressed in this class I tried a.docx

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Students at Northwood Middle School are given one class from List A and one class from List B every 12 weeks. List A: Visual Arts, Music Education, and Physical Education List B: World Languages, Technology Education, and Health Education 1) Create a tree diagram to represent the possible combinations of classes for the first 12 weeks. 2) Pick your favorite class from List A and your favorite class from List B. Using your tree diagram, what is the probability that you would get both of your favorite classes in the first 12 weeks if you were randomly assigned one class from each list? .

Students at Northwood Middle School are given one class from List A .docx

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Students are typically consumers in the school community. To what ex.docx

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Students are to watch Liberty: The American Revolution part 6 answer the following prompt. In your own words, state the true meaning of the American Revolution and its contribution to our understanding of what it means to be American, past, present, and future. Be warned ..... this is not a FLUFF question. Put significant effort into this prompt. Demonstrate critical thinking and writing in the highest order. ( 1 and half page) ( Also you need to watch the video first) .

Students are to watch Liberty The American Revolution part 6 answer.docx

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Students are to write a four to five paper based on a current events article, applying theory to a specific subject/issue/event in today's society. Students will use this article as "data' on which they will seek to explain this current event through theory we have discussed this year in class (going from Tocqueville to Dubois). The article must be attached to the paper! The paper should include: 1) An intro, one or two paragraphs explaining the topic the student is writing on, the source of this information, and the theory they will be using 2) A summary and description of the article and the social issue it reports on (1-2 pages). 3) A discussion of how your theory explains this issue.(1-2 pages) 4) A conclusion, summing up your argument; why is the theory you chose important in dealing with this issue (1-2 paragraphs). 5) References. Must include at least a reference from the writings of the theorist (on Blackboard) and a secondary reference relating to this theorist and theory (for instance, a reference to an article by sociologist Robert Merton on Weber's Protestant Ethic thesis) Example's of Theorist: Marx, Max Weber, Du bois, Tocqueville. .

Students are to write a four to five paper based on a current events.docx

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Students are to write a two-page narrative that summarizes the argum.docx

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Students are to complete this assignment based on the movie: Losing Isaiah (1995). This assignment will focus on the components of the Helping Process, which covers Engagement through Termination. Watch Losing Isaiah (1995) and pay attention to details Paper · 7 pages (not including cover page and references) · Use headings · APA Format · This paper is supposed to be in the format as you (me) being the social worker and the character, Khailia Richards, being the client. Directions: 1. Introduce the individual (Khaila Richards) 2. Discuss each of the following practice areas as you experience using these techniques/skills at the micro-level. a. Exploring and Engaging - relationship building skills, interviewing skills, communication with empathy/authenticity, basic interviewing skills, clarifying roles and responsibilities. (Discuss engagement at the generalist level) b. Exploring, Assessing, and Planning - Develop goals c. Exploring and understanding the situation and clients’ strengths, interpersonal and environmental factors, and any other important factors . d. Assessing and Intervening – Identify any theory and conceptual frameworks that are relevant to the case. e. Planning and implementing – Incorporating theories, contracting/treatment planning, connecting needs to resources, creating goals, and evaluating goals. f. Terminating -Resolution of problems, reviewing treatment goals and successes, securing additional resources. 3. End by providing comments on what this process meant for your learning experience. 4. Identify 8 community resources in Chicago that relate to the problem(s) in the case and submit them in writing. Links that could possibly help! https://thehelpingprocess.weebly.com/ https://www.chegg.com/flashcards/chapter-1-introduction-to-social-work-and-the-helping-process-0d7dd03a-4a57-43ba-b9b0-984c74b5e175/deck .

Students are to complete this assignment based on the movie Losing .docx

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Students are to have a titlecover page and bibliography page as wel.docx

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Students are to observe two or more adults unknown to the observer. The student must not be able to hear the subjects being observed and those being observed must not be wearing a uniform of any kind as this would provide information about their occupation to the observer. Students must describe the environment and the people being observed, i.e., age, gender, dress, etc. Discuss the nonverbal communication, i.e. eye contact, body position and any other nonverbal behavior. Provide your interpretation of the relationship between those being observed. Be very discrete and do not have a conversation with those being observed. .

Students are to observe two or more adults unknown to the observ.docx

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