25 points:
Does the assignment meet the minimum length and formatting requirements? Is your own image of the work included? Have you included the artist’s name, title, date, medium, and dimensions?
__20____
25 points:
Have you described the work’s elements in enough detail so as to give the reader a clear impression of what you are talking about? Have you done so in a logical order that the reader can follow? How do these elements contribute to the overall form or composition?
__15____
25 points:
Have you limited yourself to focusing on specific features, rather than writing a list of formal qualities?
__16____
25 points:
Have you analyzed these features in a way that coherently works to draw a conclusion about the object, its context, intention, or making? Did you make an argument?
__15____
66%
This paper is not a page long as assigned. The core of this paper should be a visual analysis with any conclusion or argument coming from what you observed in the artwork. I would like to see some more clear arguments connected to visual evidence that you see within the art. Some of your sentences are unclear, or structured in a way that makes it harder to understand your ideas.
1
MA Program: Tourism & Sustainability
School of Business and Economics
Department of Organisation & Entrepreneurship Tourism Studies
LINNAEUS UNIVERSITY
Autumn semester, 2017 (October 9)
COURSE DESCRIPTION
Tourism Studies IV
4TR505 Tourism and Sustainability in the Anthropocene (15 credits)
Course leader & examiner: Dr. Marianna Strzelecka
Email: [email protected]
(1) Intended learning outcomes
After completing the course you are expected to be able to:
account for different perspectives on sustainability
critically process tourism as a social phenomenon in perspective of sustainability
summarize current tourism research with focus on sustainability
discern implications and consequences of tourism in relation to global sustainability,
planetary boundaries and the Anthropocene
consider societal and ethical aspects of tourism sustainability
The learning outcomes provide the framework in which you are supposed to develop your own
appropriate learning strategies. The assignments in this course are both individual and in group,
and they are also overlapping in time. This demands coordination, planning, and time-budgeting
of your studies (the total student workload for 15 credits is approx. 420 hours). In this course you
are expected to demonstrate your ability, and willingness, to carry out tasks independently and to
contribute to class collective learning environment.
(2) Assessment
The assessment of your achievement of the learning outcomes for this course consists of the
following three assignments: (a) reading seminar participation; (b) collaborative group project; (c)
individual project.
(a) Seminar participation & reaction paper (3 credits)
In this course the reading seminars are student led, which means that you will be assigned to take
r ...
ScienceSchool of Science, Technology, Engineering and Math.docxkenjordan97598
Science
School of Science, Technology, Engineering and Mathematics
GEOG101
Introduction to Geography
3 Credit Hours
8 Week Course
Prerequisite(s): None
Table of Contents
Instructor Information
Evaluation Procedures
Course Description
Grading Scale
Course Scope
Course Outline
Course Objectives
Policies
Course Delivery Method
Academic Services
Course Materials
Selected Bibliography
Instructor Information
Instructor:
Jim Myers, Ph.D.
Email:
[email protected] (Please use Messages in our Sakai classroom)
Office Hours:
By Arrangement
Table of Contents
Course Description (Catalog)
GEOG101 Introduction to Geography (3 credits) This course is a basic overview of the Geographer’s study of the location and distribution of features on the Earth’s surface. These features are both natural and man-made, both physically and culturally determined. The relationship of people and place is central to an understanding of human history, contemporary events, and possible global futures. As an introductory course it covers the whole globe and all its greatest geographic features and relationships. This dictates that the approach is broad and not too deep. However, knowledge of the Geographer’s art will enable the student to delve as deeply as their interest and energy will allow, into the dynamic spatial realities that surround them.
Table of Contents
Course Scope
GEOG101 empowers students to engage in critical thinking, communication, information literacy and academic skills that support creative decision-making and life-long learning. This is accomplished by introducing, reinforcing and applying “spatial analysis” to the assessment of physical, environmental and human patterns. Geographic topics and problems are approached from a spatial perspective and by viewing current events through geographic concepts. The craft of utilizing maps to interpret and assess issues in our world is introduced and applied.
Have you always wanted a “behind the scenes” peek at what makes nations different? Would you like to learn the answer as to why things are where they are and how they got there? Need a better understanding of climate, culture, and commerce? This course will build a base for your intellectual understanding of the world you live and work in.
This course covers the entire globe and introduces each realm with its regions and peoples. Since our medium of instruction is interaction via the Internet, creative and productive use of the worldwide web is integral to all our efforts together in this course. This will add to your ability to continue life-long learning in a global, diverse, and technological society.
Table of Contents
Course Objectives
This is what the course is meant to teach you. My desire is to help you to make progress toward your own short and long term educational goals while insuring you obtain the basic knowledge and skills outlined here. Much of your grade for this course will be based upon the demonstrated mastery of these obje.
36303 Topic Lesson PlanNumber of Pages 2 (Double SpacedN.docxrhetttrevannion
36303 Topic: Lesson Plan
Number of Pages: 2 (Double Spaced
Number of sources: 2
Writing Style: MLA
Type of document: Essay
Academic Level: Undergraduate
Category: Creative writing
Language Style: English (U.S.)
Order Instructions: Attached
1). Integrating Black History Month into Curriculum
Nieto & Bode Chapter 1 Understanding the Sociopolitical Context of Multicultural Education
Nieto & Bode Chapter 9 Adapting Curriculum for Multicultural Classrooms
In Chapter 9, Nieto and Bode discuss curricular adaptation and provide plenty of suggestions for cultural sensitive lesson plans.
Now is your chance to create cultural sensitive lesson plans.
February is the Black History month. Every February, teachers across Texas look for effective ways to integrate Black heritage into class activities.
The addition into the curriculum of “heroes” is one of the most frequently used during the first phase of an ethnic revival movement. As variety of the contribution approach, the heroes and holidays approach uses content limited primarily to special days related to special events. Women’s month and MLK day are examples of this type celebrated in the schools. For instance, during March, when you have a chance to visit a K-12 campus, you will see plenty of posters and banners that display outstanding females. When this approach is used, the class studies little about the special groups before or after the event or occasion.
There are hundreds of ways to integrate the celebration of the Black History Month into your teaching. Go to http://www.google.com/ or your favorite search engine to find out more information about this special event by applying the criterion discussed in Chapter 6. Create an original plan to introduce the Black heritage to your class. You may use other author’s ideas, but do not copy. If you are a current classroom teacher, design the plan to fit your subject and grade level. You may use another lesson plan as a model, but do not copy from the Internet. If your plan is not original, make sure to cite the source. If you are not a current classroom teacher, design the plan as if you were teaching your favorite subject and grade level in your favorite school. Then post your plan, which must be at least 150 words, to the Discussion Board topic "Integrate Black History Month into Curriculum".
Make sure to start the posting with the subject and grade level you are interested in. For example, if I am teaching 5th grade social studies, my subject line will be “Social Studies in the 5th grade”.
If you are new to lesson plans, I have posted a Lesson Plan template used by all Urban Education professors. This is for you to become familiar with a lesson plan format. However, you do not have to include all template components in the lesson plan you construct for this assignment.
To raise your project score, make assumptions about the audience (students) are you writing this lesson plan for. If you have older students (middl.
For this assignment, you need to assume the role of a classroom educ.docxevonnehoggarth79783
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
ScienceSchool of Science, Technology, Engineering and Math.docxkenjordan97598
Science
School of Science, Technology, Engineering and Mathematics
GEOG101
Introduction to Geography
3 Credit Hours
8 Week Course
Prerequisite(s): None
Table of Contents
Instructor Information
Evaluation Procedures
Course Description
Grading Scale
Course Scope
Course Outline
Course Objectives
Policies
Course Delivery Method
Academic Services
Course Materials
Selected Bibliography
Instructor Information
Instructor:
Jim Myers, Ph.D.
Email:
[email protected] (Please use Messages in our Sakai classroom)
Office Hours:
By Arrangement
Table of Contents
Course Description (Catalog)
GEOG101 Introduction to Geography (3 credits) This course is a basic overview of the Geographer’s study of the location and distribution of features on the Earth’s surface. These features are both natural and man-made, both physically and culturally determined. The relationship of people and place is central to an understanding of human history, contemporary events, and possible global futures. As an introductory course it covers the whole globe and all its greatest geographic features and relationships. This dictates that the approach is broad and not too deep. However, knowledge of the Geographer’s art will enable the student to delve as deeply as their interest and energy will allow, into the dynamic spatial realities that surround them.
Table of Contents
Course Scope
GEOG101 empowers students to engage in critical thinking, communication, information literacy and academic skills that support creative decision-making and life-long learning. This is accomplished by introducing, reinforcing and applying “spatial analysis” to the assessment of physical, environmental and human patterns. Geographic topics and problems are approached from a spatial perspective and by viewing current events through geographic concepts. The craft of utilizing maps to interpret and assess issues in our world is introduced and applied.
Have you always wanted a “behind the scenes” peek at what makes nations different? Would you like to learn the answer as to why things are where they are and how they got there? Need a better understanding of climate, culture, and commerce? This course will build a base for your intellectual understanding of the world you live and work in.
This course covers the entire globe and introduces each realm with its regions and peoples. Since our medium of instruction is interaction via the Internet, creative and productive use of the worldwide web is integral to all our efforts together in this course. This will add to your ability to continue life-long learning in a global, diverse, and technological society.
Table of Contents
Course Objectives
This is what the course is meant to teach you. My desire is to help you to make progress toward your own short and long term educational goals while insuring you obtain the basic knowledge and skills outlined here. Much of your grade for this course will be based upon the demonstrated mastery of these obje.
36303 Topic Lesson PlanNumber of Pages 2 (Double SpacedN.docxrhetttrevannion
36303 Topic: Lesson Plan
Number of Pages: 2 (Double Spaced
Number of sources: 2
Writing Style: MLA
Type of document: Essay
Academic Level: Undergraduate
Category: Creative writing
Language Style: English (U.S.)
Order Instructions: Attached
1). Integrating Black History Month into Curriculum
Nieto & Bode Chapter 1 Understanding the Sociopolitical Context of Multicultural Education
Nieto & Bode Chapter 9 Adapting Curriculum for Multicultural Classrooms
In Chapter 9, Nieto and Bode discuss curricular adaptation and provide plenty of suggestions for cultural sensitive lesson plans.
Now is your chance to create cultural sensitive lesson plans.
February is the Black History month. Every February, teachers across Texas look for effective ways to integrate Black heritage into class activities.
The addition into the curriculum of “heroes” is one of the most frequently used during the first phase of an ethnic revival movement. As variety of the contribution approach, the heroes and holidays approach uses content limited primarily to special days related to special events. Women’s month and MLK day are examples of this type celebrated in the schools. For instance, during March, when you have a chance to visit a K-12 campus, you will see plenty of posters and banners that display outstanding females. When this approach is used, the class studies little about the special groups before or after the event or occasion.
There are hundreds of ways to integrate the celebration of the Black History Month into your teaching. Go to http://www.google.com/ or your favorite search engine to find out more information about this special event by applying the criterion discussed in Chapter 6. Create an original plan to introduce the Black heritage to your class. You may use other author’s ideas, but do not copy. If you are a current classroom teacher, design the plan to fit your subject and grade level. You may use another lesson plan as a model, but do not copy from the Internet. If your plan is not original, make sure to cite the source. If you are not a current classroom teacher, design the plan as if you were teaching your favorite subject and grade level in your favorite school. Then post your plan, which must be at least 150 words, to the Discussion Board topic "Integrate Black History Month into Curriculum".
Make sure to start the posting with the subject and grade level you are interested in. For example, if I am teaching 5th grade social studies, my subject line will be “Social Studies in the 5th grade”.
If you are new to lesson plans, I have posted a Lesson Plan template used by all Urban Education professors. This is for you to become familiar with a lesson plan format. However, you do not have to include all template components in the lesson plan you construct for this assignment.
To raise your project score, make assumptions about the audience (students) are you writing this lesson plan for. If you have older students (middl.
For this assignment, you need to assume the role of a classroom educ.docxevonnehoggarth79783
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
Running head INSTRUCTIONAL PLAN ANALYSIS .docxjeanettehully
Running head: INSTRUCTIONAL PLAN ANALYSIS 1
INSTRUCTIONAL PLAN ANALYSIS 4
Instructional Plan Analysis
Your Name
EDU 620: Meeting Individual Student Needs with Technology
Instructor's Name
Date
Writing Tip: To prepare for this assignment, select a specific model lesson from the Explore Model UDL Lesson Plans (2011) page of the CAST.org website. Click on the “UDL Connections” buttons located at various points in the lesson to analyze how UDL principles have been integrated. Analyze your chosen lesson for the points described in the instructions below.
Hint
: Delete all of these green boxes before submitting the paper to your instructor. To delete the boxes: click on the edge of each box and press delete.
Instructional Plan Analysis
For this assignment, briefly introduce your reader to the topic of your essay. Be sure to include a thesis statement that previews the topics you will discuss throughout the rest of the paper.
Hint
: Ctrl + Click
INTRODUCTIONS & CONCLUSIONS
for help
Lesson Description
First, include the title of the model lesson, the subject, and the grade levels.
Next, write one paragraph that provides an introduction to the lesson.
Principle 1
Hint
:
As you write your paper, make sure you include well-developed paragraphs.
Ctrl + Click
BODY PARAGRAPHS
for helpIn one to three paragraphs, describe ways that multiple means of representation are included in the model lesson.
Principle 2
In one to three paragraphs, describe ways that multiple means of action and expression are included in the model lesson.
Principle 3
In one to three paragraphs, describe ways that multiple means of engagement areincluded in the model lesson.
Hint
:
As you write your paper, use evidence from your readings to support your ideas in the above and below sections. This assignment requires you to use at least two scholarly sources in addition to the
Edyburn
(2013) course text.
Ctrl + Click
QUOTING, PARAPHRASING, & SUMMARIZING
for help
H
int
: Ctrl + Click
INTEGRATING RESEARCH
For help.
Hint
: Ctrl + Click
CITING WITHIN YOUR PAPER
for help.
Reflection
In this section, provide a personal reflection that includes the following areas: (a) a description of at least two concepts or strategies from the lesson that serve as a means to motivate learners; (b) a description of how, overall, the lesson models differentiated instruction; (c) a discussion of how your understanding of and appreciation for instructional planning has changed as a result of your analysis; (d) at least one specific concept or strategy from the lesson that you would consider applying to your own practice and the potential impact it may have on the population you serve.
Hint
:
Since this is a personal reflection, it is okay to write this section in first person.
Conclusion
In your conclusion, provide a brief summary ...
Topic and Thesis ProposalThis week, you will select your topic o.docxamit657720
Topic and Thesis Proposal
This week, you will select your topic of research for the Course Project. You will need to define the chosen topic, provide a brief description of the emergent technology, and write a thesis statement. Each proposal should include the following items.
The name and a brief description of the emergent technology selected
A thesis statement (Please note that a thesis sentence presents the central idea of the paper. It must always be a complete, grammatical sentence, it must be specific and brief, and it must express the point of view you are taking on the subject. This thesis statement will be included in the introduction of your final report.)
Objectives
This capstone course concludes with a research-based Course Project that starts during the first week of the session and continues throughout the duration of the course. It culminates with the submission of a formal, written report in Week 7. In addition to the final outcomes, students will also conduct a peer evaluation of another student’s project in order to provide feedback that enhances the work in a collaborative environment.
For the project, each student will identify and explore an emerging technology. This will be a technology that may already exist but is drawing attention because of new applications, anticipated impacts, or potential controversies. Examples could include, but are in no way limited to, the following subjects.
·
Nanotechnology
·
Genetically modified organisms
·
Drones
·
Automatic cars
·
Remote or robotic surgery
·
Wireless electricity
The student will address the historical, social, cultural, moral, and ethical issues presented by their selected technology.
Guidelines
The primary focus of this assignment is for the student to research and assess the issues associated with a specific emerging technology. It requires that students submit an APA-formatted, 10-page paper during Week 7 of the session. Students will also conduct a peer evaluation of another student’s work and must prepare a 5- to 10-page presentation communicating their thoughts on the work. Details on this assignment are discussed below, and detailed grading rubrics can be found on this
LAS432 Course Project Details document
.
The paper must be well researched and utilize scholarly resources (refer to this
Week 7 APA Paper Template
and the APA Guide tutorial found in the Writing and Research Help tab for help in this area). The final product should include the following components.
·
A title page, including the student’s name and DSI number
·
An abstract
·
A table of contents
·
An introduction, including a clearly defined thesis statement (roughly one page) (10 points)
·
An historical timeline that diagrams at least three predecessors to the emergent technology that includes a written assessment on how these technologies influenced the development of the current technology (roughly two pages)
o
Please note that the timeline should be a horizontal v ...
First AssignmentUniversal Design for Learning (UDL) can be def.docxhoundsomeminda
First Assignment
Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).
Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.
Using one of the following free online presentation tools listed below, create an interactive presentation that:
a) Compares and contrasts the two concepts
b) Explains how you envision blending the concepts in your current or future classroom.
In your presentation be sure to include:
How you will present new information
How students will demonstrate their prior background knowledge
Your strategies to engage and motivate students
At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
All in-text citations included must be cited in APA format at the conclusion of your post.
Post your link along with a brief introduction in your initial post.
Free Online Presentation Tools
Glogster
Pearltrees
Prezi
VoiceThread
Present.Me.
Guided Response:
Review at least two of your peers’ presentations and address the following questions:
Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
Online Tutorials:
Creating a VoiceThread
Glogster - Learning the Basics
How to create a narrated PowerPoint using Present.me
How to create a Voki
Get started with Prezi.
Getting started with Pearltrees
Second Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Provide a brief introduction (this can be copied from your Week Two assignment)
A brief description of your current (or fictional classroom)
Grade Level and Content Area
Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to deter.
Creative Teaching Designing Creative and Culturally Relevant Inbridie36viles
Creative Teaching: Designing Creative and Culturally Relevant Instruction
For this final project, you will be a classroom teacher developing a creative and culturally relevant idea, concept, or movement for your school. Think about everything you have seen, heard, discussed, shared, and viewed over the past five weeks. What information stuck out as something you would want to implement in your school or classroom? Was there an idea that you wished you could share with your colleagues? What ideas did you discover that will help your students with being creative while also being culturally relevant? You are going to create a proposal for an idea that you would like to implement in your school. Think about to whom you would need to propose this idea? Your administrator? Colleague? PLC team? For a few more ideas to brainstorm, view this
Association of School and Curriculum DevelopmentLinks to an external site.
(ASCD) video.
Your presentation can be formatted in a way that is appropriate to your style of presentation. You can write an essay, create a PPT with a voiceover, record a presentation with an accompanying outline (with citations and resources), or use one of the other ideas presented during this course. Included in your presentation/proposal should be the following:
Content Expectations
Part I: Audience and Rationale
(2 points): Write an overview of the class/school/target population, including age ranges, grade(s), subject area(s), and relevant micro and macro cultural components. If you are not currently teaching, you may use a prior class, a colleague’s class, or invent demographic information.
Part II: Outcomes
(3 points): List the objectives of the instructional experience/idea/concept being proposed.
Content or Classroom Objectives
21st Century skills (emphasis on creativity)
Cultural competencies to be explicitly addressed with the experience/idea/concept
Part III: Context/Instructional Description
(3 points): Describe more specifically how the instructional experience/idea/or concept will be used in order to meet the Outcomes (listed above). Will it include:
Creativity – How will creativity be encouraged?
Problem solving – Will the activity focus on solving a problem?
AND/OR
Simulation – Will the students be involved with performing tasks that related to a real-world experience or activity?
Part IV: Culturally Relevant Pedagogy
(8 points). Describe how and which four (at least) of these will be included in the experience/idea/concept?
Maximizing academic success through relevant instructional experiences
Addressing cultural competence through reinforcing students’ cultural integrity
Involving students in the construction of knowledge
Building on students’ interests and linguistic resources
Tapping home and community resources
Understanding students’ cultural knowledge
Using interactive and constructivist teaching strategies
Exami ...
Ashford 2: - Week 1 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Diversity Through 21st-Century Teaching and Learning
There is a broad range of experiences brought to the school every day by cultural, linguistic, and ethnically diverse students. These unique diversities compel the development and use of different teaching strategies to target each student as an individual. In this discussion, you will explore the concept of supporting diversity through 21st-century teaching and learning. This discussion is also intended to support your performance on the Week One Assignment.
Initial Post
- Select three of the five prompts below, and then discuss how the
Framework for 21st century learning
can be applied to each prompt using specific examples of the actions you would take to apply the framework. Your response to each of the three prompts should be one paragraph.
Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom.
Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups.
Discuss how you would differentiate instruction for the inclusion of various learning styles.
Reflect on ways in which you would modify instruction for special education students.
Discuss how you would modify instruction to meet the needs of students who are designated second language learners.
Guided Response:
Respond to at least two peers. Ask questions of your peers about their responses to encourage further conversation. In your responses, consider including a question about the inclusion of 21st-century skills in a diverse classroom. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
Ashford 2: - Week 1 - Assignment
Supporting Diversity Through 21st-Century Teaching and Learning
This assignment re-introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your
ePortfolio (Pathbrite)
.
Specifically, a.
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docxcargillfilberto
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docxcargillfilberto
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
Common symptoms of memory changes during the lifetime in healthy.docxcargillfilberto
Common symptoms of memory changes during the lifetime in healthy people generally start gradually beginning with those associated with episodic memory i.e. forgetting names of people or details of personally experienced events. While semantic memory does not decline in the same way and can in fact be equal to those of younger people, aging adults typically access general knowledge and information more slowly (Dixon et al., 2006).This is a sign of declining working memory which encompasses processing speed, attentional capability/distractibility and problem solving (Dixon et al., 2006; Richmond et al., 2011). Another type of memory change may stem from a decline in sensory acuity. For example, loss of vision, hearing, taste and smell would all impact how stimuli are encoded and will contribute to additional attentional interference (Wolfe & Horowitz, 2004)
Compared with expected changes in memory functioning over the lifespan, pathological conditions such as anterograde amnesia and loss of semantic memory are much more debilitating. Since typically developing memory decline is gradual and centers around past experiences rather than general knowledge, people are often able to adapt to their “forgetfulness” with the assistance of formal and informal compensatory strategies such as more effortful attention, associative learning of new information, making to-do lists, keeping a journal and/or relying on another close individual to fill in missing pieces of stories and events (Dixon et al., 2006)
While typically aging adults may make a to-do list but have to spend time trying to find where they left it, in the case of anterograde amnesia, this sort of strategy would be ineffective. This is because these individuals would have no memory of even making a list since they have lost the ability to form new memories (Squire & Wixted, 2011). People with this condition are likely to become easily confused in social situations involving unfamiliar people since they will not retain any introductory information provided.
Loss of semantic memory would also be more negatively impactful than loss of episodic memory because an individual would lose the ability to make sense of objects in their everyday environment. For example, they make not be able to identify what a television or a toilet is or what each item is used for. As is the case with anterograde amnesia, compensatory strategies that are effective for typical aging memory decline could not be used for semantic memory loss since the individuals would not be able to engage in metamemory cognitions that would enable them to identify their areas of deficit and the most appropriate strategies to address these (Squire & Wixted, 2011). In addition, in both conditions, the individual would require a high level of external support to live safely.
References
Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memor.
More Related Content
Similar to 25 pointsDoes the assignment meet the minimum length and form
Running head INSTRUCTIONAL PLAN ANALYSIS .docxjeanettehully
Running head: INSTRUCTIONAL PLAN ANALYSIS 1
INSTRUCTIONAL PLAN ANALYSIS 4
Instructional Plan Analysis
Your Name
EDU 620: Meeting Individual Student Needs with Technology
Instructor's Name
Date
Writing Tip: To prepare for this assignment, select a specific model lesson from the Explore Model UDL Lesson Plans (2011) page of the CAST.org website. Click on the “UDL Connections” buttons located at various points in the lesson to analyze how UDL principles have been integrated. Analyze your chosen lesson for the points described in the instructions below.
Hint
: Delete all of these green boxes before submitting the paper to your instructor. To delete the boxes: click on the edge of each box and press delete.
Instructional Plan Analysis
For this assignment, briefly introduce your reader to the topic of your essay. Be sure to include a thesis statement that previews the topics you will discuss throughout the rest of the paper.
Hint
: Ctrl + Click
INTRODUCTIONS & CONCLUSIONS
for help
Lesson Description
First, include the title of the model lesson, the subject, and the grade levels.
Next, write one paragraph that provides an introduction to the lesson.
Principle 1
Hint
:
As you write your paper, make sure you include well-developed paragraphs.
Ctrl + Click
BODY PARAGRAPHS
for helpIn one to three paragraphs, describe ways that multiple means of representation are included in the model lesson.
Principle 2
In one to three paragraphs, describe ways that multiple means of action and expression are included in the model lesson.
Principle 3
In one to three paragraphs, describe ways that multiple means of engagement areincluded in the model lesson.
Hint
:
As you write your paper, use evidence from your readings to support your ideas in the above and below sections. This assignment requires you to use at least two scholarly sources in addition to the
Edyburn
(2013) course text.
Ctrl + Click
QUOTING, PARAPHRASING, & SUMMARIZING
for help
H
int
: Ctrl + Click
INTEGRATING RESEARCH
For help.
Hint
: Ctrl + Click
CITING WITHIN YOUR PAPER
for help.
Reflection
In this section, provide a personal reflection that includes the following areas: (a) a description of at least two concepts or strategies from the lesson that serve as a means to motivate learners; (b) a description of how, overall, the lesson models differentiated instruction; (c) a discussion of how your understanding of and appreciation for instructional planning has changed as a result of your analysis; (d) at least one specific concept or strategy from the lesson that you would consider applying to your own practice and the potential impact it may have on the population you serve.
Hint
:
Since this is a personal reflection, it is okay to write this section in first person.
Conclusion
In your conclusion, provide a brief summary ...
Topic and Thesis ProposalThis week, you will select your topic o.docxamit657720
Topic and Thesis Proposal
This week, you will select your topic of research for the Course Project. You will need to define the chosen topic, provide a brief description of the emergent technology, and write a thesis statement. Each proposal should include the following items.
The name and a brief description of the emergent technology selected
A thesis statement (Please note that a thesis sentence presents the central idea of the paper. It must always be a complete, grammatical sentence, it must be specific and brief, and it must express the point of view you are taking on the subject. This thesis statement will be included in the introduction of your final report.)
Objectives
This capstone course concludes with a research-based Course Project that starts during the first week of the session and continues throughout the duration of the course. It culminates with the submission of a formal, written report in Week 7. In addition to the final outcomes, students will also conduct a peer evaluation of another student’s project in order to provide feedback that enhances the work in a collaborative environment.
For the project, each student will identify and explore an emerging technology. This will be a technology that may already exist but is drawing attention because of new applications, anticipated impacts, or potential controversies. Examples could include, but are in no way limited to, the following subjects.
·
Nanotechnology
·
Genetically modified organisms
·
Drones
·
Automatic cars
·
Remote or robotic surgery
·
Wireless electricity
The student will address the historical, social, cultural, moral, and ethical issues presented by their selected technology.
Guidelines
The primary focus of this assignment is for the student to research and assess the issues associated with a specific emerging technology. It requires that students submit an APA-formatted, 10-page paper during Week 7 of the session. Students will also conduct a peer evaluation of another student’s work and must prepare a 5- to 10-page presentation communicating their thoughts on the work. Details on this assignment are discussed below, and detailed grading rubrics can be found on this
LAS432 Course Project Details document
.
The paper must be well researched and utilize scholarly resources (refer to this
Week 7 APA Paper Template
and the APA Guide tutorial found in the Writing and Research Help tab for help in this area). The final product should include the following components.
·
A title page, including the student’s name and DSI number
·
An abstract
·
A table of contents
·
An introduction, including a clearly defined thesis statement (roughly one page) (10 points)
·
An historical timeline that diagrams at least three predecessors to the emergent technology that includes a written assessment on how these technologies influenced the development of the current technology (roughly two pages)
o
Please note that the timeline should be a horizontal v ...
First AssignmentUniversal Design for Learning (UDL) can be def.docxhoundsomeminda
First Assignment
Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).
Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.
Using one of the following free online presentation tools listed below, create an interactive presentation that:
a) Compares and contrasts the two concepts
b) Explains how you envision blending the concepts in your current or future classroom.
In your presentation be sure to include:
How you will present new information
How students will demonstrate their prior background knowledge
Your strategies to engage and motivate students
At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
All in-text citations included must be cited in APA format at the conclusion of your post.
Post your link along with a brief introduction in your initial post.
Free Online Presentation Tools
Glogster
Pearltrees
Prezi
VoiceThread
Present.Me.
Guided Response:
Review at least two of your peers’ presentations and address the following questions:
Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
Online Tutorials:
Creating a VoiceThread
Glogster - Learning the Basics
How to create a narrated PowerPoint using Present.me
How to create a Voki
Get started with Prezi.
Getting started with Pearltrees
Second Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Provide a brief introduction (this can be copied from your Week Two assignment)
A brief description of your current (or fictional classroom)
Grade Level and Content Area
Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to deter.
Creative Teaching Designing Creative and Culturally Relevant Inbridie36viles
Creative Teaching: Designing Creative and Culturally Relevant Instruction
For this final project, you will be a classroom teacher developing a creative and culturally relevant idea, concept, or movement for your school. Think about everything you have seen, heard, discussed, shared, and viewed over the past five weeks. What information stuck out as something you would want to implement in your school or classroom? Was there an idea that you wished you could share with your colleagues? What ideas did you discover that will help your students with being creative while also being culturally relevant? You are going to create a proposal for an idea that you would like to implement in your school. Think about to whom you would need to propose this idea? Your administrator? Colleague? PLC team? For a few more ideas to brainstorm, view this
Association of School and Curriculum DevelopmentLinks to an external site.
(ASCD) video.
Your presentation can be formatted in a way that is appropriate to your style of presentation. You can write an essay, create a PPT with a voiceover, record a presentation with an accompanying outline (with citations and resources), or use one of the other ideas presented during this course. Included in your presentation/proposal should be the following:
Content Expectations
Part I: Audience and Rationale
(2 points): Write an overview of the class/school/target population, including age ranges, grade(s), subject area(s), and relevant micro and macro cultural components. If you are not currently teaching, you may use a prior class, a colleague’s class, or invent demographic information.
Part II: Outcomes
(3 points): List the objectives of the instructional experience/idea/concept being proposed.
Content or Classroom Objectives
21st Century skills (emphasis on creativity)
Cultural competencies to be explicitly addressed with the experience/idea/concept
Part III: Context/Instructional Description
(3 points): Describe more specifically how the instructional experience/idea/or concept will be used in order to meet the Outcomes (listed above). Will it include:
Creativity – How will creativity be encouraged?
Problem solving – Will the activity focus on solving a problem?
AND/OR
Simulation – Will the students be involved with performing tasks that related to a real-world experience or activity?
Part IV: Culturally Relevant Pedagogy
(8 points). Describe how and which four (at least) of these will be included in the experience/idea/concept?
Maximizing academic success through relevant instructional experiences
Addressing cultural competence through reinforcing students’ cultural integrity
Involving students in the construction of knowledge
Building on students’ interests and linguistic resources
Tapping home and community resources
Understanding students’ cultural knowledge
Using interactive and constructivist teaching strategies
Exami ...
Ashford 2: - Week 1 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Diversity Through 21st-Century Teaching and Learning
There is a broad range of experiences brought to the school every day by cultural, linguistic, and ethnically diverse students. These unique diversities compel the development and use of different teaching strategies to target each student as an individual. In this discussion, you will explore the concept of supporting diversity through 21st-century teaching and learning. This discussion is also intended to support your performance on the Week One Assignment.
Initial Post
- Select three of the five prompts below, and then discuss how the
Framework for 21st century learning
can be applied to each prompt using specific examples of the actions you would take to apply the framework. Your response to each of the three prompts should be one paragraph.
Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom.
Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups.
Discuss how you would differentiate instruction for the inclusion of various learning styles.
Reflect on ways in which you would modify instruction for special education students.
Discuss how you would modify instruction to meet the needs of students who are designated second language learners.
Guided Response:
Respond to at least two peers. Ask questions of your peers about their responses to encourage further conversation. In your responses, consider including a question about the inclusion of 21st-century skills in a diverse classroom. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
Ashford 2: - Week 1 - Assignment
Supporting Diversity Through 21st-Century Teaching and Learning
This assignment re-introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your
ePortfolio (Pathbrite)
.
Specifically, a.
Similar to 25 pointsDoes the assignment meet the minimum length and form (19)
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docxcargillfilberto
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docxcargillfilberto
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
Common symptoms of memory changes during the lifetime in healthy.docxcargillfilberto
Common symptoms of memory changes during the lifetime in healthy people generally start gradually beginning with those associated with episodic memory i.e. forgetting names of people or details of personally experienced events. While semantic memory does not decline in the same way and can in fact be equal to those of younger people, aging adults typically access general knowledge and information more slowly (Dixon et al., 2006).This is a sign of declining working memory which encompasses processing speed, attentional capability/distractibility and problem solving (Dixon et al., 2006; Richmond et al., 2011). Another type of memory change may stem from a decline in sensory acuity. For example, loss of vision, hearing, taste and smell would all impact how stimuli are encoded and will contribute to additional attentional interference (Wolfe & Horowitz, 2004)
Compared with expected changes in memory functioning over the lifespan, pathological conditions such as anterograde amnesia and loss of semantic memory are much more debilitating. Since typically developing memory decline is gradual and centers around past experiences rather than general knowledge, people are often able to adapt to their “forgetfulness” with the assistance of formal and informal compensatory strategies such as more effortful attention, associative learning of new information, making to-do lists, keeping a journal and/or relying on another close individual to fill in missing pieces of stories and events (Dixon et al., 2006)
While typically aging adults may make a to-do list but have to spend time trying to find where they left it, in the case of anterograde amnesia, this sort of strategy would be ineffective. This is because these individuals would have no memory of even making a list since they have lost the ability to form new memories (Squire & Wixted, 2011). People with this condition are likely to become easily confused in social situations involving unfamiliar people since they will not retain any introductory information provided.
Loss of semantic memory would also be more negatively impactful than loss of episodic memory because an individual would lose the ability to make sense of objects in their everyday environment. For example, they make not be able to identify what a television or a toilet is or what each item is used for. As is the case with anterograde amnesia, compensatory strategies that are effective for typical aging memory decline could not be used for semantic memory loss since the individuals would not be able to engage in metamemory cognitions that would enable them to identify their areas of deficit and the most appropriate strategies to address these (Squire & Wixted, 2011). In addition, in both conditions, the individual would require a high level of external support to live safely.
References
Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memor.
Common Surface-Level Issues for the Informative Essay(Note Thes.docxcargillfilberto
Common Surface-Level Issues for the Informative Essay
(Note: These Surface-Level Issues will be the only grammar/mechanics issues that I will look for in this paper. I will add more in subsequent papers.)
· Have a title! Every written work has a title; yours should be no exception. (The title should be something interesting, and NOT Assignment 1 or Informative Essay!)
· Neither authors nor articles SAY anything (same thing with TALKS ABOUT) – it’s a text. “Anderson argues…” or “Jones believes…” or “Brown states…”
· Always write about the article (or any source you are use) in the present tense. It is a text, which means it always exists in the present. Even if the author is dead, the text is not. This means “Smith notes…” not “Smith noted…”
· The titles of articles belong in quotations marks. Italics are for books and movies.
· Make sure your writing is more formal than your speech – there should be no “I was so freaked out” or “I was totally bummed.” This is a formal essay, so even though it is personal, your writing should reflect formality. Don’t use slang.
· Do not use the word “you” (the second person) in a formal essay. People use it a lot to try to generalize. “You think the Internet is safe, but it’s not.” Instead, you can write, “Many people think the Internet is safe, but it’s not.”
· Avoid using too many rhetorical questions in your essay. A few are fine for effect, but be careful how and why you use them. It is generally not considered a good idea to begin paragraphs with a rhetorical question either.
· Notice how I changed it to, “MANY people think…” rather than, “EVERYONE thinks…” Be careful that you don’t assume too much about what people in general think.
· Introduce all quotes. They should not be their own sentences. (Also a reminder that the first time you introduce a source you need to give that source credibility so it is clear that the source has expert knowledge.)
Grammar/Mechanics Issues:
· Make sure all of the punctuation is correct. One thing to remember is that the quotation marks go right after the quote, not after the in-text citations parentheses.
· Make sure everything is spelled correctly. One thing to look for: there/their/they’re issues as well as to/too/two. Those are the most common, but there are others, of course.
· Subject/verb agreement. This is pretty-straightforward, and means looking for things like, “There is some more of those in the other room.” And, “My brother receive the prize for the best haircut.”
· Sentence fragments/run-on sentences. Make sure that all your sentences. Have a complete thought! Also, make sure they do not have too many thoughts in them because that means that it is a run-on sentence and that means that it can be too confusing for your readers if you include too much in one sentence, so you will want to be sure to break it up. (
Formatting/Documentation Issues
· Make sure the paper is written in 12 point Times New Roman font with 1 inch margins on all sides. .
Commercial Space TravelThere are about a half dozen commercial s.docxcargillfilberto
Commercial Space Travel
There are about a half dozen commercial space entrepreneurs globally today. Pick one of those companies, and then provide a short history of their company, outline their current projects, and describe their future plans for space travel. Describe the biggest obstacles that they will have to overcome to achieve their goals.
Your initial discussion post should be succinct (only about 200–300 words) and include references to your sources.
.
Common sports-relatedshoulder injuriesShoulder pain is.docxcargillfilberto
Common sports-related
shoulder injuries
S
houlder pain is commonly treated in general practice; its causes are often
multi-factorial. The focus of this article is on sports-related shoulder injuries
likely to be seen in the community. This article aims to overview the presen-
tation, assessment and management of these conditions in general practice.
The GP curriculum and common sports-related shoulder injuries
Clinical module 3.20: Care of people with musculoskeletal problems lists the learning objectives required
for a GP to manage common sports-related shoulder injuries in the community or refer for specialist management. In
particular, GPs are expected to be able to:
. Communicate health information effectively to promote better outcomes
. Explore the perceptions, ideas or beliefs the patient has about the condition and whether these may be acting as
barriers to recovery
. Use simple techniques and consistent advice to promote activity in the presence of pain and stiffness
. Agree treatment goals and facilitate supported self-management, particularly around pain, function and physical
activity
. Assess the importance and meaning of the following presenting features:
. pain: nature, location, severity, history of trauma
. variation of symptoms over time
. loss of function – weakness, restricted movement, deformity and disability, ability to perform usual work or
occupation
. Understand that reducing pain and disability rather than achieving a complete cure could be the goal of
treatment
. Understand indications and limitations of plain radiography, ultrasound, and magnetic resonance scans
. Diagnose common, regional soft-tissue problems that can be managed in primary care
. Understand the challenge that many musculoskeletal conditions might be better and more confidently managed
by other healthcare personnel rather than GPs, because most GPs do not gain the necessary treatment skills
during their training
. Refer those conditions which may benefit from early referral to an orthopaedic surgeon
The four most common categories of shoulder pain
seen in primary care are (Mitchell, Adebajo, Hay, &
Carr, 2005):
. Rotator cuff disorders (85% tendinopathy)
. Glenohumeral disorders
. Acromioclavicular joint disease, and
. Referred neck pain.
There are many different types of sports that can cause
acute or chronic shoulder injuries. In professional English
Rugby Union, for example, the most common match
injury is of the acromioclavicular joint (32% overall) and
the most severe injury requiring the longest time off
(mean of 81 days) is shoulder dislocation (Headey,
Brooks, & Kemp, 2007).
Shoulder injuries can also occur in non-contact sports,
such as golf, tennis, swimming and weightlifting.
Although shoulder injuries may be more common in con-
tact sports, the injury may have a larger impact on the
performance of individuals playing non-contact sports.
For example, golfers require very precise manoeuvres
of their dominant.
Common Law Strict Liability Introduction Strict liabilit.docxcargillfilberto
Common Law Strict Liability
Introduction: Strict liability, or liability without fault, is a category of unintentional torts
in which the wrongdoer may be held liable for harm to others even when exercising
utmost care and being as careful as possible. Strict liability applies to (1) abnormally
dangerous activities. Abnormally dangerous activities are those that involve a high risk
of serious harm to persons or property that cannot be completely eliminated even with
reasonable care, such as using and storing explosives, stunt flying, keeping wild
animals, and trespassing livestock.
Product Liability**
Introduction: Product liability, sometimes called strict product liability refers to cases in
which a person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Please also see Instructor Notes link in week 2 for further details and explanation of
product liability.
**Strict product liability is often confused with the separate common law tort of strict
liability, sometimes referred to as “liability without fault”. Strict liability applies only to a
small category of abnormally dangerous activities, such as use of explosives, fireworks,
and stunt flying. Please see section above.
Warranties and Product Liability
Introduction: A warranty is a promise, or guarantee, by a seller or lessor that certain
facts are true of the goods being sold or leased. Types of warranties include (1)
warranties of title guaranteeing that the goods have clear and valid title, (2) express
warranties promising specific facts about the goods, and (3) implied warranties of
merchantability, or fitness for a particular purpose. A warranty creates a legal duty for
the seller or lessor; a non-breaching party can recover damages for breach of
warranty(ies). Because warranties are associated with the sale or lease of products,
breach of warranty claims are a part of product liability claims and manufacturers and
sellers of goods can be held liable for breach of warranty for defective products.
Warranties are subject to regulation under the UCC, product liability tort law, contract
law, and the Magnuson-Moss Warranty Act.
Product Liability**
Product liability, sometimes called strict product liability refers to cases in which a
person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Definitions of a Defective Product in Product Liability
Products may become defective because of:
1) defective manufacture (so the product is "broken", not perfectly made, i.e., a product
is manufactured so that the electric wiring is improperly made/attached, etc. and may
cause a fire or cause elect.
Common Core 2
Common Core Comment by Author: this should not be bold
Casey Berry
English / 200
September 5, 2018
Ms. Gaby Maruri
Introduction Comment by Author: this needs to be centered and not in bold; it needs to be the title of your paper Comment by Author:
Common core is a standardized education tool that is being used in almost 43 states of America. It is like an outline that has various benchmarks which need to be completed at the end of each grade so that students can successfully learn. It is like having a check and balance on what the students should learn. The primary aim is to prepare learners of America for college and make sure that they are acquiring various skills. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons. Comment by Author: plural needed
However, this practice is disadvantageous for students as well as teachers because no other material knows better than the teachers about the needs, wants, and goals of the students. Teachers can easily teach their students after analyzing their needs and previous knowledge. Moreover, this tool is unconstitutional as it has been created by the National Governors Association Center for Best Practices and the Council of Chief State Officers with help from the Bill and Melissa Gates Foundation not the Department of Education. Comment by Author: choose a different phrase---“outer” is a bit awkward Comment by Author: Comment by Author: Comment by Author: rephrase this---“…can know about the needs, wants, and goals of students better than the classroom teacher.” Comment by Author: missing comma
Common core unconstitutional Comment by Author: needs to be centered; titles should not be complete sentences—think of newspaper titles…they’re fragments
The step to create a tool of education has not been taken by the Department of Education. Instead, it has been established by the National Governors Association and Council of Chief State School Officers with no input from the Department of Education. It means that they have taken the responsibility of making crucial decisions regarding policies of education and the standardized testing system from the authorities of states (Robins, 2013). Comment by Author: article missing---a
what do you mean by “the step to create a tool of education”?? Did the department of education hire the private company who created The Common Core?? Comment by Author: of Comment by Author: the standardized
Common Core not embraced by teachers
After this program was introduced, many teachers, who had been using their styles and methodologies of teaching for many years, had to adapt their methods and had to bring enormous changes to their lesso.
common core state stanDarDs For english Language arts & .docxcargillfilberto
common core state stanDarDs For
english Language arts
&
Literacy in
History/social studies,
science, and technical subjects
appendix B: text exemplars and
sample Performance tasks
Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS
a
p
p
e
n
d
ix
b
| 2
exemplars of reading text complexity, Quality, and range
& sample Performance tasks related to core standards
Selecting Text Exemplars
The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require
all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that stu-
dents should encounter in the text types required by the Standards. The choices should serve as useful guideposts in
helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do
not represent a partial or complete reading list.
The process of text selection was guided by the following criteria:
• Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on quali-
tative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in
matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group
began by soliciting contributions from teachers, educational leaders, and researchers who have experience
working with students in the grades for which the texts have been selected. These contributors were asked to
recommend texts that they or their colleagues have used successfully with students in a given grade band. The
work group made final selections based in part on whether qualitative and quantitative measures indicated
that the recommended texts were of sufficient complexity for the grade band. For those types of texts—par-
ticularly poetry and multimedia sources—for which these measures are not as well suited, professional judg-
ment necessarily played a greater role in selection.
• Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only
texts of recognized value. From the pool of submissions gathered from outside contributors, the work group
selected classic or historically significant texts as well as contemporary works of comparable literary merit,
cultural significance, and rich content.
• Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to
ensure that the samples presented in each band represented as broad a range of sufficiently complex, high-
quality texts as possible. Among the factors considered were initial publication date, authorship, and subject
matter.
Copyright and Permissions
For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conser-
vative interp.
COMMON ETHICAL PROBLEMS OF INDIVIDUALSBA 354COLLEG.docxcargillfilberto
COMMON ETHICAL PROBLEMS OF INDIVIDUALS
BA 354
COLLEGE OF BUSINESS
1
ASSUMPTIONS OF THE “GIVING VOICE TO VALUES” APPROACH:
Ethical dilemmas at work are common, not rare.
You have values that you want to live up to.
There are many ways that you can voice your values.
Practicing ahead of time will help you to be more effective.
2
THE POWER OF FAIRNESS
The example of grades
Equity
Reciprocity
Impartiality
3
Discrimination
Unequal treatment based on one’s race, gender, ethnicity, national origin, religion, age, disability, etc.
Standard for hiring, promotions, etc., should be the ability to do a job
+
4
Have you ever experienced discrimination?
What could you have done about it?
Why is discrimination an ethical issue?
DISCRIMINATION
5
CONFLICTS OF INTEREST
Objectivity is compromised by possibility of financial or other gains.
Gifts or bribes
Access to resources such as privileged information
Relationships or Influence
6
CONFLICTS OF INTEREST
7
Conflict of Interest
Your daughter is applying to a prestigious university. Since admission to the school is difficult, your daughter has planned the process carefully. She has consistently achieved high marks, taken preparatory courses for entrance exams, and has participated in various extracurricular activities. When you tell one of your best customers about her activities, he offers to write her a letter of recommendation. He's an alumnus of the school and is one of its most active fund raisers. Although he's a customer, you also regularly play golf together and your families have socialized together on occasion.
8
CUSTOMER CONFIDENCE
Includes such issues as
Confidentiality
Product safety
Truth in advertising
Fiduciary responsibilities
9
Confidentiality
You work for a consulting company in Atlanta. Your team has recently completed an analysis of Big Co. including sales projections for the next five years. You're working late one night when you receive a call from an executive vice president at Big Co. in Los Angeles, who asks you to immediately fax her a summary of your team's report. When you locate the report, you discover that your team leader has stamped "For internal use only" on the report cover. Your team leader is on a hiking vacation and you know it would be impossible to locate him. Big Co. has a long-standing relationship with your company and has paid substantial fees for your company's services.
10
Product Safety
You’re the head of marketing for a small pharmaceutical company that has just discovered a very promising drug for the treatment of Alzheimer’s disease. You have spent months designing a marketing campaign which contains printed materials and medication sample kits for distribution to almost every family physician and gerontologist in the country. As the materials are being loaded into cartons for delivery to your company’s representatives, your assistant tells you that .
Common CoreCasey BerryEnglish 200August .docxcargillfilberto
Common Core
Casey Berry
English / 200
August 29, 2018
Ms. Gaby Maruri
Common Core
I) Introduction
A. Common Core is an educational tool that should not be used in our public schools.
B. Common Core is unconstitutional and is a disadvantage for teachers as well as students and their parents.
C. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons.
II) Body
A. Common core is unconstitutional.
· Common Core was not a concept done by the Department of Education (DOE).
· It was created by a company named Achieve, Inc. and released under two private associations, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
· Educational responsibility has been taken away from the states and local districts.
B. Common Core has not been embraced by teachers very well.
· Many teachers have had to adapt their style of teaching to accommodate the Common Core curriculum.
· It only focuses on three specific subjects such as Mathematics.
· Focuses more on “critical thinking” rather than knowledge.
C. It is not beneficial for students and their parents.
· Parents have a difficult time helping their children with homework because they do not understand the methods used to solve the problems.
· Prepares students more for the workforce, rather than college.
III) Refuting Opponents Arguments Comment by Author: You list opposing arguments, but you did not provide refutations.
D. States win more money
· States that implement Common Core have the chance to compete for Race to the Top money and a better chance at a No Child Left Behind Waiver.
E. Prepares students more efficiently
· Students who are taught Common Core are more prepared for college than others.
F. Statewide standards benefit students from other states
· Statewide based school standards allow teachers to assist better students who move frequently and are constantly changing schools.
IV) Conclusion
G. While for some Common Core is a success, it is still a nuisance that needs to be eliminated. It takes rights away from teachers, parents and schools.
H. A Disaster For Libraries, a disaster for Language Arts, a Disaster for American Education. Comment by Author: Not sure how this will play out, but just be sure that this does not present itself as new information. Comment by Author: Comment by Author:
I. Finally, there is no evidence that having national standards and increasing testing have improved student learning in the past.
References
Shanahan, T. (2015). COMMON CORE STATE STANDARDS. Elementary School Journal, 115(4), 464-479.
I believe that this reference is justified and appropriate because the entire book covers the standards and meat of the common core curriculum. It is broad and general to help readers with little to no knowledge on the topic.
Robbins, J. (2013). Uncommonly bad. Ac.
Common Holy Days in Jewish Religious TraditionsComplete th.docxcargillfilberto
Common Holy Days in Jewish Religious Traditions
Complete
the table below with information about Jewish holy days. Identify at least seven Jewish religious holy days and place each holy day in the correct season (time of year). Provide a brief explanation of each holy day you identified.
Note
: An example has been provided. You may add additional rows or move the text fields to different locations within the table as needed.
Fall
(September – November)
Winter
(December – February)
Spring
(March – May)
Summer
(June – August)
Enter text.
Example:
Hanukkah
Hanukkah is an 8 day-long Festival of Lights. It is a celebration of the victory of the Maccabees over the armies of Syria, as well as the rededication of the Temple in Jerusalem.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Part 2: Major Sects of Judaism
Select
three major sects of Judaism to compare and contrast. Identify them in the table below.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
In the table below,
list
at least two similarities and two differences among the sects of Judaism you selected.
Similarities
Differences
Enter text.
Enter text.
Part 3: Summary
Write
a 525- to 700-word summary that includes the following:
· A description of the life and importance of one key person in Jewish history
· An explanation of one key event in the history of Judaism that is connected to that person
· A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
· Brief explanation of Jewish ethics
Summary
Enter text.
Include
references formatted according to APA guidelines.
References
Enter text.
.
Common Hacking Techniques You Should Know AboutHacking is th.docxcargillfilberto
Common Hacking Techniques You Should Know About
Hacking
is the process of gaining unauthorized access into a computer system, or group of computer systems. This is done through cracking of passwords and codes which gives access to the systems.
Discussion/Research Questions
What are the best ways to guard against hacking attacks?
List one of the biggest (known) hacks of all time and provide a few details related to this incident
.
Common Pool Resource ManagementKim Townsend SUS 350 Sustai.docxcargillfilberto
Common Pool Resource Management
Kim Townsend
SUS 350 Sustainable Communities
Key Features of Common Pool Resources
Goods that are difficult or costly to exclude users from
Subtractability-use of a resource by one person means it is not available to another
Core resource-a measure of the stock which must be retained to provide non-declining future stock
Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest
Marine Fisheries CPR Example
Used by multiple individuals through time and at the same time.
Subtractable—over-fishing reduces availability of stock for other users.
Core—total number of fish in a specific population required to sustain the population through time.
Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time.
Water
Subtractability-use of a resource by one person means it is not available to another
Core?
Fringe?
We must consider both quantity and quality of water in a system
Why is water quantity/quality important?
The Tragedy of the Commons
https://www.youtube.com/watch?v=WYA1y405JW0
Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper
Is this model too simplistic? Which assumptions can be questioned?
Elinor Ostrom: Sustainable Development
and the Tragedy of the Commons
https://www.youtube.com/watch?v=ByXM47Ri1Kc
Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics.
7
Elinor Ostrom’s Cooperative Management Conditions
Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world
to determine what the sustainable systems had in common, and what the failures had in common.
Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs.
Ostrom’s Cooperative Management Conditions (1/2)
Clearly defined boundaries
Who gets access, who doesn’t
Resource boundaries
Congruence
Costs ≈ Benefits of cooperating
Appropriation rules are fair and sensible, locale-specific
Argues against “one rule system fits all” approach.
Collective-choice arrangements
Most individuals affected have a voice in changing the rules
Monitoring
Monitors are the cooperative members
Ostrom’s Cooperative Management Conditions (2/2)
Graduated sanctions
Punishment scaled to the offence
Sanctions administered by the cooperative
Conflict-resolution mechanisms
Access to low-cost, rapid, local way to resolve conflicts
Recognition of Rights to Organize
Community’s right t.
Common Assignment Prepare a written analysis of the impact of the.docxcargillfilberto
Common Assignment:
Prepare a written analysis of the impact of the 4th, 5th, 6
th
8
th
and the 14th Amendments to the US Constitution in processing offenders through the criminal justice system. Explain the concept of due process as applied to the U.S. Constitution.
What due process rights are contained in the US Constitution? Give examples.
What is procedural due process and why does it exist?
Do you think any of these rights should be revoked at any time? Which ones?
What made you choose those?
To what extent does procedural due process hinders or strengthens the criminal justice system?
.
Common Assignment Essay Objective of this Assignment.docxcargillfilberto
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Committees1. To provide for greater transparency in the HU.docxcargillfilberto
Committees
1. To provide for greater transparency in the HUD–VASH supported housing program for homeless
veterans, and for other purposes.
2. Representative Scott H. Peters. House and Senate committees: Energy and Commerce, Ways and
Means, Judiciary, Oversight and Government Reform, Education and the Workforce, Senate Committee,
Homeland Security and Governmental Affairs, Veterans' Affairs, Health, Education, Labor, and Pensions,
Banking, Housing, and Urban Affairs, Energy and Natural Resources.
3. N/A no committee report
4. H.R.7022 — 115th Congress (2017-2018)
Homes for Our Heroes Act of 2018
Sponsor: Representative Scott H. Peters Committees: House - Financial Services, Veterans' Affairs
Committee Reports: N/A
Latest Action: House 10/02/2018: Referred to the Committee on Financial Services, and in addition to
the Committee on Veterans' Affairs, for a period to be subsequently determined by the Speaker, in each
case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Tracker: introduced
Here are the steps for Status of Legislation:
1. Introduced
Members
1. To authorize the Department of Energy to conduct collaborative research with the Department of
Veterans Affairs in order to improve healthcare services for veterans in the United States, and for other
purposes.
2. Representative Ralph Norman. Both House and senate committees: Judiciary, Ways and Means,
Energy and Commerce, Education and the Workforce, Oversight and Government Reform, Financial
Services, Foreign Affairs, Natural Resources, Rules, Armed Services, Science, Space, and Technology,
Transportation and, Infrastructure, Agriculture, Budget, House Administration, Homeland Security, Small
Business, Veterans' Affairs, Appropriations, Intelligence, Ethics, Senate Committee, Judiciary, Banking,
Housing, and Urban Affairs, Energy and Natural Resources, Homeland Security and Governmental
Affairs, Agriculture, Nutrition, and Forestry, Armed Services, Commerce, Science, and Transportation,
Environment and Public Works, Finance, Foreign Relations, Small Business and Entrepreneurship, and
Veterans' Affairs.
3. The committee’s favorability is to recommend that the bill as amended do pass.
4. H.R.6398 — 115th Congress (2017-2018)
Department of Energy Veterans' Health Initiative Act
Sponsor: Rep. Norman, Ralph [R-SC-5]
Committees: House - Science, Space, and Technology, Veterans' Affairs | Senate - Energy and Natural
Resources
Committee Reports: https://www.congress.gov/congressional-report/115th-congress/house-
report/974/1?q=%7B%22search%22%3A%5B%22H.R.6398%22%5D%7D&r=1
Latest Action: Senate - 09/26/2018 Received in the Senate and Read twice and referred to the
Committee on Energy and Natural Resources.
Tracker: Passed House.
Here are the steps for Status of Legislation:
1. Introduced
2. Passed House
CLASS EXERCISE #2
THE STATUS OF BILLS IN CONGRESS
Go to: http://thomas.loc.gov/ and become familiar.
Commitment to ProfessionalismCommitment to Professionalism..docxcargillfilberto
Commitment to Professionalism
Commitment to Professionalism.
Due by Day 7
. As leaders in early childhood education we are in the unique position of creating partnerships with the community, organizations, and local government in an effort to promote the needs of the children we are serving. Through a program’s daily operation, we are witnesses to the specific issues that are facing the children, families, and community in which we work. When we highlight and broadcast these issues and advocate for a community’s needs, we are also advocating for increased awareness of the value and professionalism of the field of early childhood education. When we participate in advocating in our field we are further demonstrating that we are professionals that deserve to be valued and respected.
After reading the week’s text, write a reflection in two parts:
Part I
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate.
Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
Create two talking points (as discussed in Chapter 13) using one
concrete example
(refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue.
These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Part II
Create a Commitment to the Profession Statement. Remember, this is a draft that will continually be revised and modified as new information is acquired. Address the following:
Describe how you will advocate on behalf of young children, their families, and the profession.
Describe how you will support the development of future practitioners and leaders in the field.
Refer to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from
unskilled workers
and toward
paradigm professionals
.
The Commitment to Professionalism paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (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
Use the text and two outside sources to support your responses.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific so.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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25 pointsDoes the assignment meet the minimum length and form
1. 25 points:
Does the assignment meet the minimum length and formatting
requirements? Is your own image of the work included? Have
you included the artist’s name, title, date, medium, and
dimensions?
__20____
25 points:
Have you described the work’s elements in enough detail so as
to give the reader a clear impression of what you are talking
about? Have you done so in a logical order that the reader can
follow? How do these elements contribute to the overall form or
composition?
__15____
25 points:
Have you limited yourself to focusing on specific features,
rather than writing a list of formal qualities?
__16____
25 points:
Have you analyzed these features in a way that coherently
works to draw a conclusion about the object, its context,
intention, or making? Did you make an argument?
__15____
66%
This paper is not a page long as assigned. The core of this paper
should be a visual analysis with any conclusion or argument
2. coming from what you observed in the artwork. I would like to
see some more clear arguments connected to visual evidence
that you see within the art. Some of your sentences are unclear,
or structured in a way that makes it harder to understand your
ideas.
1
MA Program: Tourism & Sustainability
School of Business and Economics
Department of Organisation & Entrepreneurship Tourism
Studies
LINNAEUS UNIVERSITY
Autumn semester, 2017 (October 9)
COURSE DESCRIPTION
Tourism Studies IV
4TR505 Tourism and Sustainability in the Anthropocene (15
credits)
Course leader & examiner: Dr. Marianna Strzelecka
Email: [email protected]
(1) Intended learning outcomes
After completing the course you are expected to be able to:
perspective of sustainability
sustainability
to global sustainability,
planetary boundaries and the Anthropocene
3. cts of tourism sustainability
The learning outcomes provide the framework in which you are
supposed to develop your own
appropriate learning strategies. The assignments in this course
are both individual and in group,
and they are also overlapping in time. This demands
coordination, planning, and time-budgeting
of your studies (the total student workload for 15 credits is
approx. 420 hours). In this course you
are expected to demonstrate your ability, and willingness, to
carry out tasks independently and to
contribute to class collective learning environment.
(2) Assessment
The assessment of your achievement of the learning outcomes
for this course consists of the
following three assignments: (a) reading seminar participation;
(b) collaborative group project; (c)
individual project.
(a) Seminar participation & reaction paper (3 credits)
In this course the reading seminars are student led, which means
that you will be assigned to take
responsibility for organizing and conducting them. This also
includes the task of selecting one of the
readings upon agreement with the examiner (for details, see
under “required readings”).
The goal of the reading seminars is to encourage critical
discussion and reflection on tourism and
sustainability that are driven by the scholarly work you read.
Participation in the reading seminar will be assessed based on
your ability to reflect upon the
assigned and selected readings.
In critically reviewing research article you seek to discuss the
4. following (not all the items are
relevant to all the papers you read):
purpose/ goal of the article?
explored, presented, discussed.
2
of the findings/thoughts
(both theoretical and practical – as it is stated in the)
the approach, methods used,
discussed implications
Guidelines for writing reaction papers
The purpose of a reaction paper is to synthesize and critically
discuss and compare literature. You
need to select and critically discuss 4 articles for each week
(even thought the total number of the
articles may be greater).
You can begin a reaction paper by stating the main ideas and
evidence presented by the author(s),
and continue then with your own responses to those ideas --
drawing on your own evidence and
thinking.
Reaction paper for the specific WEEK must be submitted via
Moodle no later than 23:55 on
5. Tuesday, the day before Reading Seminar is scheduled. For
instance, Reaction paper for WEEK 1
must be submitted no later than 23:55 Tuesday Oct 10th, 2017.
Late submissions are not accepted.
You can miss one out of the total number of the reaction papers
without any consequence for your
grade. Each of the reaction papers will be graded.
Grading
Your performance in the seminars and quality of the reaction
papers will be assessed by the
instructor in relation to the intended learning outcomes (scale
E- pass or F- fail).
The criteria for grading include the understanding of the
assigned readings as it is demonstrated in
the reaction paper, quality of the argument, depth of analysis of
the readings and finally your ability
to create ‘dialogue’ between different readings.
(b)Collaborative group project (5CREDITS)
In this assignment you and the other group members will
design, carry out, and present a
collaborative group project focused on “tourism and
sustainability”. The project needs to be
conducted in accordance with the following criteria:
oject, a project
proposal needs to be approved by
the examiner. It should be aligned with the learning outcomes
and include a time-budget
(approx. 112 hours per student),
aspects of sustainability in two
travel destinations,
6. problematize at least 10 of the
following concepts: sustainability, sustainable development,
climate change, resilience,
society, nature, capitalism, planetary boundaries, the
Anthropocene, ethics, environment,
politics, anthropogenic forcing, ecological footprint, scale,
local, global, mobility,
production, consumption, networks.
The group must work independently:1) design the project, 2)
select project material, 3) generate
its own angles and takes, and 4) decide upon how to present the
group’s work in a creative way.
While doing so you should stay creative and think out of the
box. There are also many possible
forms of presentation that can be used in the project in your
project (maps, pictures, audio, video,
drawings, texts, play).
On the schedule you will find allocated time slots for the
collaborative group project. Note that
these are obligatory to attend. Your group will also present your
project to the rest of the class on
Monday, November 20, 2017. Each group will have 30 minutes
for the presentation plus 10
minutes for questions and discussion.
3
Grading
In this assignment all group members will receive the same
grade according to the scale A
7. (excellent) or F (fail). The examiner may exceptionally
determine the grade fx, to all members of
the group or to individual members (if the assignment is graded
F for the group or an individual
member, but considered near the border to E). Fx means that
supplementary work, specified by
the examiner, will need to be submitted. Further information
about grading criteria will follow.
(c) Individual project report (7CREDITS)
This assignment means that you will do an individual project on
the given topic: “Tourism and
sustainability”. Because the topic is broad you will have to
define your own focus and outline
how you will carry out your project. When designing your
project, and while working on it, you
will pay close attention to the learning outcomes for the course
and ensure that they are covered in
your project. As material for your project you will use the
course literature and current tourism
research articles in the area relevant for your project (approx.
300 pp.) that can be enriched by
secondary data or primary data collection. You will engage with
variety of sources that you find
useful and beneficial for your own project.
As part of the assignment you will submit two page long project
proposal by Friday October
20which needs to be approved by the examiner.
Your individual project report will be 3000 words long. The
project report will be typed with
correct and consistent citation and referencing (e.g. APA). The
style of writing should be
academic, but you are allowed to be creative and engage with
your own reactions, ideas and
8. perspectives. There are no further instructions in terms of how
you should structure or outline
your report except that you must design your report in a creative
way.
Grading
Your performance in the seminars and quality of the reaction
papers will be assessed by the
instructor in relation to the intended learning outcomes (scale
A- excellent or F- fail).
Weighing up of grades for the whole course
The overall grade for the course requires that all three
assignments have received the minimum
grade of E. The overall grade for the course will be determined
based on your overall
performance and specifically focus on the 3 types of
assignments (i.e. seminars and reaction
papers, group project and the individual project).
(3) Teaching
The course can be divided into three parts and teaching is
designed to support these. In the first
part we aim to introduce and get a grip on tourism in the context
of sustainability. In the second
part of the course we move on to current issues, debates, and
challenges around sustainability and
tourism, often signified by climate change and global
sustainability. These two parts are supported
by lectures, including two by Stefan Gössling, and an intensive
week of lectures by Michael Hall.
This is followed by a week where we engage with the concept of
the Anthropocene and make use
of video-lectures by some of the scholars to be found in that
field. In both of these first two parts
of the course we will have student-led reading seminars.
9. Note: There are no lectures or reading seminars during the final
two weeks (the third part of the
4
course). The period is devoted to the collaborative group work
leading up to presentations on
November 20th, 2017, and to the writing up of the individual
project to be handed in on Monday
November 29th, 2017.
General assessment criteria for written assignments throughout
the course:
subtleties and
complexities. Throughout the paper, arguments remain clear,
essential, and sound
errors.
Sources are appropriately attributed, documented, and cited.
demonstrating
a sophisticated use of support: other views have been carefully
considered, sources have been appropriately synthesized, and
the
analysis offers readers fresh ways to view the source material.
paragraphs
cohere, and the essay flows without unintend ed interruptions
10. formatting
errors. Sources are appropriately attributed, documented, and
cited.
At this level, the presentation reveals professionalism and
attention to
detail.
resting and relevant arguments but does not
fully
deliver on its promise. Supporting arguments progress with very
few
lapses in clarity, soundness, or relevance.
follow
from evidence. The writer effectively illustrates the
conversation on
the topic. The analysis almost always offers some insights.
progression of
the argument. On a local level, transitions between paragraphs
and
sentences create continuity and coherence.
formatting
errors. Sources are appropriately attributed, documented, and
cited.
At this level, the presentation reveals professionalism and
me valuable arguments although the
arguments are
rather straightforward. The main argument may be too broad to
lead
11. to a focused essay. Argumentation in general seems lackluster
or
obvious; some arguments might be weak due to lapses in logic
or
insufficient (perhaps irrelevant) evidence.
follow
from evidence. The writer effectively illustrates the
conversation on
the topic. The analysis almost always offers some insights.
rategies of your piece demonstrate basic
cohesion and continuity. On a local level, transitions between
paragraphs and sentences usually create continuity and
coherence,
with some exceptions.
errors,
and they do not distract the reader from the content. Sources are
appropriately attributed and cited with very few errors.
5
arguments are
rather straightforward. The main argument may be too broad to
lead
to a focused essay. Argumentation in general seems lackluster
or
obvious; some arguments might be weak due to lapses in logic
or
insufficient (perhaps irrelevant) evidence.
12. —or
better
use of—evidence; the essay demonstrates analysis, albeit
occasionally superficially. The analysis offers a few insights.
cohesion and continuity. Transitions between paragraphs and
sentences usually create continuity and coherence, with some
exceptions.
formatting
errors, and some errors distract the reader from the content.
lapses and/or logical
fallacies. However evidence is sufficient.
more—or
better use of—evidence; the essay demonstrates analysis, albeit
occasionally superficially. The analysis offers a few insights.
organization results in an essay that confounds the
reader.
Paragraphs stumble from one to the next and often lack focus
and
coherence.
through
unclear word choice or problematic sentence structures.
formatting
errors, and some errors distract the reader from the content.
13. Sources
fx More work is required (insufficient relative the criteria of E).
logical
incoherency or
facile aims. Argumentation generally suffers from tangential
lapses
and/or logical fallacies. Evidence is markedly insufficient or
irrelevant.
evidence that
is insufficient, irrelevant, or incorrect. Sources may not be
appropriate for the assignment. The essay may misinterpret or
misrepresent its source material.
formatting
errors that distract the reader from the content. Many sources
are
incorrectly documented and cited.
any
level: the sentences resist coherency, word choices resist
clarity, and
For passing the written essay you need to fulfil the formal
requirements and receive minimum E.
The examiner may exceptionally determine the grade Fx, if one
or more assessment criteria are
graded F but considered near the border to E. Fx means that
supplementary work on the essay is
required in order to receive the grade E. This will be specified
by the examiner and need to be
14. submitted (no later than 5 business days after the essay has been
graded and returned to the
student).
(4) Required reading & additional material
A. Literature for the reading seminars as specified below.
6
WEEK 1: Tourism and Sustainability
Articles
Stafford-Smith, M., D. Griggs, O. Gaffney, F. Ullah, B. Reyers,
N. Kanie, B. Stigson, P.
Shrivastava, M. Leach, D. O’Connell. 2017. Integration: The
key to implementing the
Sustainable Development Goals. Sustainability Science
doi:10.1007/s11625-016-0383-3.
Buckley, R. (2012). Sustainable tourism: Research and reality.
Annals of Tourism Research, 39(2):
528-546.
Clarke, J. (1997): A framework of approaches to sustainable
tourism. Journal of Sustainable
Tourism 5, pp. 224-233.
Schianetz, K., Kavanagh, L., and Lockington, D. (2007):
Concepts and tools for comprehensive
sustainability assessments for tourism destinations: A
comparative review. Journal of
Sustainable Tourism, 15(4), pp. 369-389.
15. Rockström,J. et al (2009) A safe operating space for humanity,
Nature 461, 472-475.
Book Chapters
Carruthers D. (2005) From Opposing to Orthodoxy: The
Remaking of sustainable Development
(285-302), In Dryzek J.S. & Schlossberg, D. Debating the Earth:
the Environmental Politics
Reader. Oxford.
WEEK 2: Tourism and Anthropocene
Articles
Hamilton, C. (2015). Getting the Anthropocene so wrong.
Anthropocene Review, 2(2), pp. 102-
107.
Latour, B. (2014). The Climate to come depends on the present
time. http://www.bruno-
latour.fr/sites/default/files/downloads/14-11-ANTHROPO-
transl-GB.pdf
Latour, B. (2016). Why Gaia is not a God of totality. Theory,
Culture & Society. 0(0), pp.1-21.
Schmidt, J. Brown, P. G. & Orr, C. J. (2016). Ethics in the
Anthropocene: A research agenda. The
Anthropocene Review, 1-18.
Steffen, W., Broadgate, W., Deutsch, L., Gaffney, O., &
Ludwig, C. (2015): The Trajectory of the
Anthropocene: The Great Acceleration. The Anthropocene
Review, (2)1, 1-18.
Book Chapters
Eijgelaar, E., Amelung, B. & Peeters, P. (2016). Keeping
16. tourism´s future within a climatically
safe operating space. In M. Gren & E. Huijbens [eds] Tourism
& the Anthropocene, pp. 171-
188. Routledge.
Gren, M. (2016): Mapping the Anthropocene & tourism. In M.
Gren & E. Huijbens [eds] Tourism
& the Anthropocene, pp. 171-188. Routledge.
WEEK 3: Tourism and Sustainability of Natural Resources
Fennell, D., & Weaver, D. (2005). The Ecotourism Concept and
Tourism-Conservation Symbiosis.
Journal of Sustainable Tourism, 13(4), 373–390.
Lew, A. A. (2014): Scale, change and resilience in community
tourism planning. Tourism
Geographies, 16(1), 14-22.
Strickland-Munro, J.K., Allison, H.E. & Moore, S.A. (2010)
Using resilience concepts to
investigate the impacts of protected area tourism on
communities. Annals of Tourism Research,
37 (2), 499-519.
Muhar A., Raymond Ch., et al. (2017). A model integrating
social-cultural concepts of nature into
frameworks of interaction between social and natural systems,
Journal of Environmental
Planning and Management, DOI:
10.1080/09640568.2017.1327424
Book Chapters
Hales R. & Jamal, T. (2015). Environmental Justice and
Tourism (pp.151-164). In Hall, M.
17. http://www.bruno-
http://www.bruno-latour.fr/sites/default/files/downloads/14-11-
ANTHROPO-transl-GB.pdf
7
Gössling, S. and Scott, D. The Routledge Handbook of Tourism
and Sustainability.
Routledge
Hall, C.M., Malinen, S., Vosslamber R. & Wordsworth, R.
(2016). Introduction: The business,
organisational and destination impacts of natural disasters – The
Christchurch Earthquakes
2010-2011’, pp. 3-20 in Hall, C.M., Malinen, S., Vosslamber R.
& Wordsworth, R. (eds.),
Business and Post-Disaster Management: Business,
Organisational and Consumer Resilience
and the Christchurch Earthquakes. Abingdon: Routledge.
WEEK 4: Tourism and Environmental Change
Steffen et al. (2015). Planetary Boundaries: Guiding human
development on a changing planet.
Science, 347 (6223);
http://science.sciencemag.org/content/early/2015/01/14/science.
1259855/tab-pdf
Hall, C.M. (2011). Policy learning and policy failure in
sustainable tourism governance: from
first-and second-order to third-order change? Journal of
Sustainable Tourism, 19(4-5), pp.
649-671.
18. Lew, A. A., Hall, M. C., & Williams, A. M. [eds] (2014). The
Wiley Blackwell Companion to
Tourism. Chichester: Wiley Blackwell. Part 7: Tourism and the
environment: change, impacts,
and response, pp. 445-534.
Hall, C.M., Gössling, S. & Scott, D. (2015). The evolution of
sustainable development and
sustainable tourism. pp. 15-35 in The Routledge Handbook of
Tourism and Sustainability, eds.
C.M. Hall, S. Gössling & D. Scott, Routledge, Abingdon.
WEEK 5: Tourism and Environmental Change continues
Hall, C.M. (2013). Framing behavioural approaches to
understanding and governing sustainable
tourism consumption: Beyond neoliberalism, ‘nudging’ and
‘green growth’? Journal of
Sustainable Tourism, 21(7), 1091-1109.
Scott, D., Gössling, S., Hall, C. M. & Peeters, P. (2016). Can
tourism be part of the decarbonized
global economy? The costs and risks of alternate carbon
reduction policy pathways. Journal
of Sustainable Tourism, 24:1, pp. 52-72.
Scott, D., Hall, C. M. & Gössling, S. (2016). A review of the
IPCC Fifth Assessment and
implications for tourism sector climate resilience and
decarbonization. Journal of Sustainable
Tourism, 24(1), 8-30.
Scott, D., Hall, C. M. & Gössling, S. (2016). A report on the
Paris Climate Change Agreement
and its implications for tourism: why we will always have Paris.
Journal of Sustainable
19. Tourism, 24(7), 933-948.
Gössling, S. & Peeters, P. (2015): Assessing tourism’s global
environmental impact 1900-2050.
Journal of Sustainable Tourism 23(5), 639-659.
D. Tourism research articles on sustainability – individual
project (approx. 300 pages)
These will be selected on the basis of the topic of the individual
project (by the student upon
agreement with the examiner).
E. Additional material for the collaborative group project
Material for the collaborative group project will be selected by
the group upon agreement with
examiner, but the following is obligatory:
United Nations (2015): Transforming our world: the 2030
Agenda for Sustainable Development.
https://sustainabledevelopment.un.org/post2015/transformingour
world
(5) Course schedule
WEEK 1: Tourism, Sustainability
http://science.sciencemag.org/content/early/2015/01/14/science.
1259855/tab-pdf
https://sustainabledevelopment.un.org/post2015/transformingour
world
8
Day Date Time Room Activity Teacher
Mon 9 Oct 9-11 216 Lecture: Course introduction / Tourism,
20. sustainability & the Anthropocene
Marianna
Tue 10 Oct 8-10 214 Reading Seminar: Tourism and
Sustainability Marianna
10-12 214 Reading Seminar: Tourism and Sustainability
Marianna
Wed 11 Oct 13-15 216 Guest Lecture: Planetary Boundaries
Stina Alrikksson
WEEK 2: Tourism and Anthropocene
Day Date Time Room Activity Teacher
Mon 16 Oct 9-11 216 Lecture: Tourism and Anthropocene
Marianna
Tue 17 Oct 10-12
13-15
214 Workshop: Tourism, climate change &
sustainability: the case of Greenland
Carina Ren
Wed 18 Oct 8-10 214 Reading seminar: Tourism and
Anthropocene Marianna
10-12 214 Reading seminar: Tourism and Anthropocene
Marianna
Fri 20 Oct 9-9:30
9:30-10
10-10:30
10:30-11
11-11:30
11:3-12
13:13:30
21. 13:30-14
14:30-15
15:15-30
214 Individual project proposal – separate booking
for each time slot
Marianna
WEEK 3: Tourism and Sustainability of Natural Resources
Day Date Time Room Activity Teacher
Mon 23 Oct 9-11 216 Lecture: Tourism , Community and
Nature(s) Marianna
Tue 24 Oct 10-12 216 Guest Lecture: Historical dimensions of
sustainability and attitudes towards the
environment
Prof. Michael Hall
University of
Canterbury
Wed 25 Oct 10-12 214 Reading Seminar: Tourism and
Sustainability
of Natural Resources
Michael
13-15 214 Reading Seminar: Tourism and Sustainability
of Natural Resources
Michael
Thu 26 Sept 10-15 214 Research Workshop Michael
WEEK 4: Tourism and Environmental Change
22. Day Date Time Room Activity Teacher
Mon 30 Oct 9-11 216 Guest Lecture: Sustainable tourism
development & environmental change
Christer Foghagen
Tue 31 Oct 10-12 216 Guest Lecture: Tourism and climate
change Prof. Michael Hall
University of
Canterbury
Wed 1 Nov 8-10 214 Reading Seminar: Environmental Change
Marianna
10-12 214 Reading Seminar: Environmental Change Marianna
WEEK 5: Tourism and Environmental Change continues
Day Date Time Room Activity Teacher
Mon 6 Nov 9-11:00 216 Tourism and global environmental
change:
approaching the limits?
Stefan Gössling
Tue 7 Nov 9-11:00 216 Tourism, neoliberalism & consumption
Stefan Gössling
We 8 Nov 8-10 214 Reading Seminar: Environmental Change
Marianna
9
10-12 214 Reading Seminar: Environmental Change Marianna
WEEK 6: Group and Individual Projects
Day Date Time Room Activity Teacher
23. Mon 13 9-9:30
9:30-10
10-10:30
10:30-11
11-11:30
11:3-12
13:13:30
13:30-14
14:30-15
15:15-30
214 Individual project proposal – separate booking
for each time slot
Marianna
Wednesday 15 Nov 9-12:00
13-16:00
214 Group Project Presentations Marianna
WEEK 7: Group and Individual Projects
Day Date Time Room Activity Teacher
Mon-Fr 20-24 214 Individual project - Working time
WEEK 8: Group and Individual Projects
Day Date Time Room Activity Teacher
Thursday 29 Nov 23:59 214 Individual Project Submission via
Moodle Marianna
(1)Intended learning outcomes(2)Assessment
(3)Teaching(4)Required reading & additional material
Formal Analysis
After I had a tour of the MoMA Museum of Modern Art, I
24. would like to conduct an in-depth analysis and discussion on
one of the most famous paintings in the world: The Starry Night
by Vincent van Gogh in 1889.
At first sight of this painting, I found The Starry night depicted
a village in van Gogh's eye, peaceful and quiet, mixed with
reality and illusions. He broadly used cool colors and dynamic
lines to show the variable clouds and changing sky, punctuated
with the yellow moon and stars to picture more spiritual. Dull
green, brown tree placing on the left side is like a huge flame,
contrasting the blurred dreamy atmosphere. As we all can see,
van Gogh used delicate brushstrokes on the clouds which
formed the light blue swirls in the sky, in order to show the
movement of the clouds. When it comes to the village down
there, he kept the line straight and rigid for the small town. I
would say the irregular shape tree played an essential role in the
transition from straight line to soft line, thus balanced the
whole picture.
It’s no doubt that van gogh ‘s work has mixed reality and
illusion and the starry night he saw is unlike anything we would
see in normal, but that’s the exact reason why this painting has
When we look up to the sky, It's no doubt that the starry night
in van Gogh's eyes is unlike anything we saw in normal and
that’s the exact reason why it gives life to this painting.