Reading Questions February 20th Name Reading Questions for Ph.docx

•Download as DOCX, PDF•

0 likes•2 views

Reading Questions February 20th Name: Reading Questions for Phillips, Participant Structures and Communicative Competence Vocabulary: participant structures, communicative competence 1. What does Phillips say are the primary participant structures that make up typical classroom routines in non-Indian U.S. classrooms? 2. Give one example of the interactional norms and preferences that are typical within the Warm Springs community. How these norms affect Indian children’s adaptation to non-Indian classroom norms, such as the participant structures you described above? 3. Some teachers in the Warm Springs school develop new classroom routines that are culturally sensitive to the communicative norms of their students and accommodate to their typical patterns of interaction. What does Phillips say is the downside of doing this? 4. What do you think should be the goal for teachers of Warm Springs children – to teach them to understand the difference between their community’s norms and those of the mainstream and teach them to adapt to both, or to allow them to preserve their own cultural styles of interaction—and why? .

Education

and teach them to adapt to both, or to allow them to preserve
their own cultural styles of interaction—and why?

reading Phillips & Soltis: Chapter 6 Wenger: A Social Theory of Learning McLeod: Vygotsky (Links to an external site.) https://www.simplypsychology.org/vygotsky.html Schunk: Chapter 6 (Read Only the Following Pages/Sections) 240 (Vygotsky S.C. Theory) - 248 250 (Socially Mediated Learning) - 233 269 (Peer Assisted) - 271 274 (Summary) - 277 Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§ - comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position - build on the ideas of what your classmate has written and dig deeper into the ideas - support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas - comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient. - cite the readings in your response by using proper APA Style format and conventions. classmate 1 Hello everyone! Social learning theory is described as being a “theory of learning process and social behavior which proposes that new behaviors can be acquired by observing and imitating others.” Learning is a social experience in a lot of different ways. Social interactions are critical in learning. We learn so much from interacting with others and our environment. The fundamental principles of social learning states that “learning occurs when observing other's behaviors and the resulting outcomes of those behaviors.” Observation and mimicking are the first forms of learning as a child. Peer collaboration, reciprocal teaching, apprenticeships, and scaffolding are all examples of learning using the social model. In other words, we learn from everything around us. We learn from our interactions as it stimulates developmental processes and fosters cognitive growth, the information that is “learned” is transformed into knowledge. Lev Vygotsky is a constructivist theorist; he placed more emphasis on the social environment being a factor in learning. Vygotsky’s theory stresses that “the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development. Vygotsky considered the social environment critical for learning and thought that social interactions form learning experiences” (Schunk, page 242). One of the fundamental concepts presented by Lev Vygotsky is that a person’s interactions with the environment aid in their learning. Social interactions are necessary for learning to take place, and that knowledge is gained when two or more people interact with one another. Another concept would be self-regulation, which involves “the coordination of mental processes such as planning, synthesizing, and forming concepts” (Schunk, page 252)..

reading Phillips & Soltis Chapter 6Wenger A Social .docx

sedgar5

Readings: Maggie Nelson, “Great to Watch” Martha Stout, “When I Woke Up Tuesday Morning, It Was Friday” Azar Nafisi, “Selections from Reading Lolita in Tehran ” Rough Draft (4 pages) due Wed. 11/20 (bring 2 paper copies to class for Peer Review and upload To Canvas) Final Draft (5-6 pages) due Wed. 12/4 (upload to Canvas) Question for Writing: Azar Nafisi reflects on her experiences as a woman living in Tehran under a totalitarian regime. In secret, with a select group of female students, Nafisi and her class explore the world of forbidden literature as a form of mental resistance against their loss of freedom. Considering the ideas and themes of Martha Stout and Maggie Nelson, develop a thesis that investigates how these concepts may inform our reading of Nafisi’s memoir. Themes include (but are not limited to) the utility of subjective mental states such as dissociation and imagination; the role of violence in the media; and the creation and preservation of self-identity. Remember: Connections between authors are not only parallels, but include complications, contrasts, frame-case relationships, etc. A quality Expos essay has complex connections! .

Readings Maggie Nelson, Great to Watch”Martha Stout, .docx

sedgar5

Readings1.pngReadings2.pngReadings3.pngReadings4.docx

sedgar5

Readings: Read Jason Mittell, Narrative Complexity in Contemporary American Television,” pp. 29-40 in The Velvet Light Trap 58 (Fall 2006). Screening: Nurse Jackie pilot Answer after reading： After reading Mittell's article on Narrative Complexity, explain how/why Nurse Jackie is a complex narrative. Can you give examples of the operational aesthetic? Narrative special effect? 3 pages， double spaced Jason Mittell 29 longside the host of procedural crime dramas, domestic sitcoms, and reality com- petitions that populate the American television schedule, a new form of entertainment television has emerged over the past two decades to both critical and popular acclaim. This model of television storytelling is distinct for its use of narrative complexity as an alternative to the conventional episodic and serial forms that have typified most American television since its inception. We can see such innovative narrative form in popular hits of recent decades from Seinfeld to Lost, West Wing to The X-Files, as well as in critically beloved but ratings-challenged shows like Arrested Development, Veronica Mars, Boomtown, and Firefly. HBO has built its reputation and subscriber base upon narratively complex shows, such as The Sopranos, Six Feet Under, Curb Your Enthusiasm, and The Wire. Clearly, these shows offer an alternative to conventional television narrative—the purpose of this essay is to chart out the formal attributes of this storytelling mode, explore its unique pleasures and patterns of comprehension, and suggest a range of reasons for its emergence in the 1990s. In trying to understand the storytelling practices of contemporary American television, we might consider narrative complexity as a distinct narrational mode, as suggested by David Bordwell’s analysis of film narrative. For Bordwell, a “narrational mode is a historically distinct set of norms of narrational construction and comprehension,” one that crosses genres, specific creators, and artistic movements to forge a coherent category of practices.1 Bordwell outlines specific cinematic modes such as clas- sical Hollywood, art cinema, and historical materialism, all of which encompass distinct storytelling strategies while still referencing one another and building on the foundations of other modes. Kristin Thompson has ex- Narrative Complexity in Contemporary American Television jason mittell the Velvet light trap, Number 58, Fall 2006 ©2006 by the University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819 a tended Bordwell’s approach to television, suggesting that programs like Twin Peaks and The Singing Detective might be usefully thought of as “art television,” importing norms from art cinema onto the small screen.2 Although certainly cinema influences many aspects of television, especially concerning visual style, I am reluctant to map a model of.

ReadingsRead Jason Mittell, Narrative Complexity in Contemporar.docx

sedgar5

Readings Read pp. 207-221 of Ch. 10 of Positive Psychology. CheckPoint Human Virtues and Character Strengths Examine one human virtue and the associated character strengths that are important to you, as listed in Ch. 10 of Positive Psychology . Select someone who you know or is a public figure who you feel encompasses at least one of these virtues. Discuss why this virtue is important to you. How does the person you selected encompass this virtue and the associated character strengths? Post a 200- to 300-word response. Think of someone you hold in high regard and look up to as a model for yourself and others. Perhaps a friend, relative, or a person from history or contemporary society comes to mind. Think about this individual’s personal qualities and how you might describe the basis of your admiration to another person. Make a mental list of 4 or 5 qualities that make this person deserving of your respect. Now compare your list to the positive traits discussed in Chapter 9. How many of them overlap? Did your list include extraversion, cheerfulness, selfesteem, or optimism? What traits on your list are not in Chapter 9? Did you include any of the following qualities: integrity, courage, honesty, kindness, religious conviction, wisdom, fairness, or modesty? The point here, affirmed by how we think about people we respect, is that a description of positive human traits would be incomplete without including personal qualities CHAPTER OUTLINE Developing a Classification of Human Virtues Measuring Strengths of Character Wisdom as a Foundational Strength and Virtue What is Wisdom? Theories of Wisdom Balance Theory Wisdom as Expert Knowledge in the Conduct of Life Wisdom in Action: The SOC Model of Effective Life Management Focus on Theory: Wisdom or Self-control as Master Virtues? Transcendence: Religion and Spirituality The Search for Meaning Religion and Spirituality: The Diversity of Views Defining Religion and Spirituality Religion/Spirituality and Well-Being Religious Orientation Intrinsic and Extrinsic Religious Orientation Quest Religious Orientation Attachment Theory and Relationship to God Styles of Religious Coping “Explaining Religion versus Explaining Religion Away” Religion and Virtue Forgiveness Gratitude Focus on Research: Increasing Well-Being by Counting Your Blessings 10 Virtue and Strengths of Character 207 ISBN 1-256-51557-4 Positive Psychology, by Steve R. Baumgardner and Marie K. Crothers. Published by Prentice Hall. Copyright © 2009 by Pearson Education, Inc. 208 Chapter 10 • Virtue and Strengths of Character judged as positive because they are “good” in moral and ethical terms. Clearly, we may admire people who are outgoing, upbeat, and positive about the future. But just as clearly, and perhaps at a deeper level, we also admire individuals who show strengths of character that reflect virtuous qualities like integrity, kindness, and compassion. In short, virtue and character strengths belong on a list of .

ReadingsRead pp. 207-221 of Ch. 10 of Positive Psychology.Ch.docx

sedgar5

Readings Read Chapter 10 in the text: Human resource management. Discussions To participate in the following Discussion Forums, go to this week's Discussion link in the left navigation: Global HRM How does the current landscape of global HRM impact HR planning? What are the HRM implications of Hofstede’s, Trompenaars’, and the GLOBE models’ cross-cultural dimensions? Respond to at least two of your classmates' postings. The Future of HRM Today, social media is playing a major role in the selection process. How would the use of such tools as LinkedIn, Twitter, Facebook and others impact your decision in finding the right candidate and why would you select such tool(s)? What would be the impact on HR policies? .

ReadingsRead Chapter 10 in the text Human resource management..docx

sedgar5

READINGSINCLASSICALCHINESEPHILOSOPHY2RE.docx

sedgar5

READINGS: Introduction Unit II examines ethical, legal, and legislative issues affecting leadership and management as well as professional advocacy. This chapter focuses on applied ethical decision making as a critical leadership role for managers. Chapter 5 examines the impact of legislation and the law on leadership and management, and Chapter 6 focuses on advocacy for patients and subordinates and for the nursing profession in general. Ethics is the systematic study of what a person’s conduct and actions should be with regard to self, other human beings, and the environment; it is the justification of what is right or good and the study of what a person’s life and relationships should be, not necessarily what they are. Ethics is a system of moral conduct and principles that guide a person’s actions in regard to right and wrong and in regard to oneself and society at large. Ethics is concerned with doing the right thing, although it is not always clear what that is. Applied ethics requires application of normative ethical theory to everyday problems. The normative ethical theory for each profession arises from the purpose of the profession. The values and norms of the nursing profession, therefore, provide the foundation and filter from which ethical decisions are made. The nurse-manager, however, has a different ethical responsibility than the clinical nurse and does not have as clearly defined a foundation to use as a base for ethical reasoning. In addition, because management is a discipline and not a profession, its purpose is not as clearly defined as medicine or law; therefore, the norms that guide ethical decision making are less clear. Instead, the organization reflects norms and values to the manager, and the personal values of managers are reflected through the organization. The manager’s ethical obligation is tied to the organization’s purpose, and the purpose of the organization is linked to the function that it fills in society and the constraints society places on it. So, the responsibilities of the nurse-manager emerge from a complex set of interactions. Society helps define the purposes of various institutions, and the purposes, in turn, help ensure that the institution fulfills specific functions. However, the specific values and norms in any institution determine the focus of its resources and shape its organizational life. The values of people within institutions influence actual management practice. In reviewing this set of complex interactions, it becomes evident that arriving at appropriate ethical management decisions can be a difficult task. In addition, nursing management ethics are distinct from clinical nursing ethics . Although significant research exists regarding ethical dilemmas and moral distress experienced by staff nurses in clinical roles, less research exists regarding the ethical distress experienced by nursing managers. Nursing management ethics are also distinct from other areas of m.

READINGSIntroductionUnit II examines ethical, legal, and .docx

sedgar5

More from sedgar5 (20)

Readreview the following resources for this activity· Poll.docx

Read a selection of your colleagues’ postings.Respond to two of .docx

Read a selection of your colleagues’ postings.Respond to at leas.docx

Read a selection of your colleagues’ postings. Make sure to find p.docx

Readregister 1Readregister 2WriteregisterWri.docx

Read Chapter two Written in the Rocks” in Why Evolution is True .docx

Ready to Pay 70$ for one below AssignmentTime Duration - 4 Hours.docx

ReadSilvia, P. (2017). Knowledge emotions feelings that fost.docx

ReadSimonton, D. K. (2017). Creativity. In R. Biswas-Diene.docx

ReadRethinking the Social Responsibility of Business A Reason t.docx

ReadingsUse The American Community College attached below t.docx

ReadMeData DescriptionIDCustomer IDAgeCustomers age in yearsExpe.docx

reading Phillips & Soltis Chapter 6Wenger A Social .docx

Readings Maggie Nelson, Great to Watch”Martha Stout, .docx

Readings1.pngReadings2.pngReadings3.pngReadings4.docx

ReadingsRead Jason Mittell, Narrative Complexity in Contemporar.docx

ReadingsRead pp. 207-221 of Ch. 10 of Positive Psychology.Ch.docx

ReadingsRead Chapter 10 in the text Human resource management..docx

READINGSINCLASSICALCHINESEPHILOSOPHY2RE.docx

READINGSIntroductionUnit II examines ethical, legal, and .docx

Recently uploaded

General Principles of Intellectual Property: Concepts of Intellectual Proper...

Poonam Aher Patil

In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

Making and Justifying Mathematical Decisions.pdf

Chris Hunter

Asian American Pacific Islander Month DDSD 2024.pptx

David Douglas School District

The basics of sentences session 2pptx copy.pptx

heathfieldcps1

ICT Role in 21st Century Education & its Challenges.pptx

AreebaZafar22

Nutritional Needs Presentation - HLTH 104

misteraugie

Z Score,T Score, Percential Rank and Box Plot Graph

Thiyagu K

Micro-Scholarship, What it is, How can it help me.pdf

Poh-Sun Goh

Unit-IV; Professional Sales Representative (PSR).pptx

VishalSingh1417

1029 - Danh muc Sach Giao Khoa 10 . pdf

QucHHunhnh

Unit-V; Pricing (Pharma Marketing Management).pptx

VishalSingh1417

A Transgenic animal is one that carries a foreign gene that has been deliberately inserted into its genome. The foreign gene are inserted into the germ line of the animal, so it can be transmitted to the progeny. Transgenic animals are animals that are genetically altered to have traits that mimic symptoms of specific human pathologies. They provide genetic model of various human disease which are important in understanding disease and development of new target.

Role Of Transgenic Animal In Target Validation-1.pptx

NikitaBankoti2

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...

Shubhangi Sonawane

Grant Readiness 101 TechSoup and Remy Consulting

TechSoup

Basic Civil Engineering notes first year Notes Building notes Selection of site for Building Layout of a Building What is Burjis, Mutam Building Bye laws Basic Concept of sunlight ventilation in building National Building Code of India Set back or building line Types of Buildings Floor Space Index (F.S.I) Institutional Vs Educational Building Components & function Sills, Lintels, Cantilever Doors, Windows and Ventilators Types of Foundation AND THEIR USES Plinth Area Shallow and Deep Foundation Super Built-up & carpet area Floor Area Ratio (F.A.R) RCC Reinforced Cement Concrete RCC VS PCC

Basic Civil Engineering first year Notes- Chapter 4 Building.pptx

Denish Jangid

Seal of Good Local Governance (SGLG) 2024Final.pptx

negromaestrong

Holdier Curriculum Vitae (April 2024).pdf

agholdier

microwave assisted reaction. General introduction

Maksud Ahmed

On National Teacher Day, meet the 2024-25 Kenan Fellows

Mebane Rash

PROCESS RECORDING FORMAT.docx

PoojaSen20

Recently uploaded (20)

General Principles of Intellectual Property: Concepts of Intellectual Proper...

Making and Justifying Mathematical Decisions.pdf

Asian American Pacific Islander Month DDSD 2024.pptx

The basics of sentences session 2pptx copy.pptx

ICT Role in 21st Century Education & its Challenges.pptx

Nutritional Needs Presentation - HLTH 104

Z Score,T Score, Percential Rank and Box Plot Graph

Micro-Scholarship, What it is, How can it help me.pdf

Unit-IV; Professional Sales Representative (PSR).pptx

1029 - Danh muc Sach Giao Khoa 10 . pdf

Unit-V; Pricing (Pharma Marketing Management).pptx

Role Of Transgenic Animal In Target Validation-1.pptx

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...

Grant Readiness 101 TechSoup and Remy Consulting

Basic Civil Engineering first year Notes- Chapter 4 Building.pptx

Seal of Good Local Governance (SGLG) 2024Final.pptx

Holdier Curriculum Vitae (April 2024).pdf

microwave assisted reaction. General introduction

On National Teacher Day, meet the 2024-25 Kenan Fellows

PROCESS RECORDING FORMAT.docx

Reading Questions February 20th Name Reading Questions for Ph.docx

1. Reading Questions February 20th Name: Reading Questions for Phillips, Participant Structures and Communicative Competence Vocabulary: participant structures, communicative competence 1. What does Phillips say are the primary participant structures that make up typical classroom routines in non-Indian U.S. classrooms? 2. Give one example of the interactional norms and preferences that are typical within the Warm Springs community. How these norms affect Indian children’s adaptation to non-Indian classroom norms, such as the participant structures you described above? 3. Some teachers in the Warm Springs school develop new classroom routines that are culturally sensitive to the communicative norms of their students and accommodate to their typical patterns of interaction. What does Phillips say is the downside of doing this? 4. What do you think should be the goal for teachers of Warm Springs children – to teach them to understand the difference between their community’s norms and those of the mainstream

2. and teach them to adapt to both, or to allow them to preserve their own cultural styles of interaction—and why?

Reading Questions February 20th Name Reading Questions for Ph.docx

Recommended

Recommended

More Related Content

Similar to Reading Questions February 20th Name Reading Questions for Ph.docx

Similar to Reading Questions February 20th Name Reading Questions for Ph.docx (20)

More from sedgar5

More from sedgar5 (20)

Recently uploaded

Recently uploaded (20)

Reading Questions February 20th Name Reading Questions for Ph.docx