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ASSIGNMENT 04 Cultural Diversity Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements. This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4. Part 1 Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2. Part 2 To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4. .

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LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to.

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Title Page and Abstract Total: 1.00 Distinguished - The draft includes a title page and a clear and well-constructed abstract that presents a comprehensive overview of a problem and solution relating to the larger Recommendation Report. Table of Contents and Table of Graphics/Illustrations Total: 1.00 Distinguished - Includes two distinct tables that clearly delineate the order of information. The tables closely correlate with subheadings, and figures in the body of the Recommendation Report. Executive Summary Total: 1.00 Distinguished - Includes a well-written one-page executive summary that carefully follows the models from the textbook. Introduction and Body Paragraphs Total: 3.00 Distinguished - Includes a well-written introduction that includes the problem, solution, background, data sources, scope and limitation, and ends with a clear thesis statement or initiative to solve the identified problem. Includes fully-developed body paragraphs that include: methods, results, conclusions, and recommendations. Conclusion and Glossary Total: 1.00 Distinguished - Includes a fully-developed conclusion that restates the draft’s main points. Includes a glossary with a comprehensive overview of specialized terminology. Written Communication: Genre and Disciplinary Conventions Total: 0.25 Distinguished - Properly employs all existing conventions for the specific type of assignment (e.g., lab report, academic paper, personal essay, etc.) and the specific academic field (e.g., science, business, English, etc.). Written Communication: Control of Syntax and Mechanics Total: 0.13 Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand. Written Communication: APA Formatting Total: 0.13 Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page. Written Communication: Page Requirement Total: 0.12 Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages. Creative Thinking: Solving Problems Total: 0.25 Distinguished - Develops a logical, consistent plan to solve a problem. Identifies consequences of the solution and clearly communicates the reason for choosing the solution. Written Communication: Resource Requirement Total: 0.12 Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment. Assignment 08 EC410 Cultural Diversity Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Fo ...

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EDEC 3307 Early Childhood Lesson Plan Template Duration: 30-60 mins based on grade level Theme/Title of your lesson: Recite numbers up to at least 100 by ones and tens beginning with any given number. Grade: ___kinder__ Number of students: 12 1. Summary of Children’s Development: a. Select 2-3 milestones per domain: cognitive, physical, socio-emotional from the handout provided. Describe how this lesson plan supported the selected milestones. Write one paragraph (80-100 words) for each domain and cite your resources. 2. Prior Knowledge: · In 2-3 sentences, describe the prior knowledge that the students might have about the topic. Students will already know how to count from 0-10 and use objects to reach their goal number. Students will be able to use the verbal ordinal terms and can count to 5 without using objects. · Include the standard taught (TEKS) in the previous grade level. (if this is a Kindergarten lesson plan, use the Pre-K Guidelines. V.A.4: Child Demonstrates that the order of the counting sequence is always the same, regardless of what is counted. V.A.6: Child Demonstrates understanding that when counting, the items can be chosen in any order. · Explain how the level of objectivity increased from one grade level to the next one. Consider the Student Expectations as they move from low-level thinking to high-level thinking. 3. Standards (TEKS) and Objective: · Write one TEKS -and one student expectation TEKS 1.5 Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number. · understanding and gain information; · Write one related objective (Remember Bloom’s Taxonomy! And use the ABCD method) Audience, Behavior, Condition, Degree 1. Example: The student will be able to identify the upper and lower case “Bb” after going on a letter hunt around the class and correctly identifying the capital and lower case “Bb” five times. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number. 4. Materials: · List the materials needed for this lesson. (Be sure to include materials that will support individualization. · Fish flash cards · Large carton of fish snack crackers (10 per student) · Placemats (1 per student) · Paper · Attached: Flash cards · Describe an explicit connection to how the materials consider the cultural and developmental needs of the students. · Describe an explicit connection to how the materials consider various interests of students. 5. Differentiation: · Describe how you will differentiate for all developmental needs listed below. How will the lesson support a child who: · Speaks a language other than the language of instruction: Students with language barrier wou ...

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Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.

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Assignment 08 EC410 Cultural Diversity Directions: Be sure to make an electronic copy of your answer before submitting it to for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements. This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 5, 6, 7, and 8. Part 1 Choose one of the following religions to research: Christianity, Judaism, Buddhism, or Hinduism. As you research, be prepared to identify and discuss the following concepts as each relates to the religion: traditions/celebrations, beliefs, and restrictions. Discuss how you may have to modify or adapt your classroom for a student of this specific religion. You will want to refer back to Lesson 5. Part 2 To practice lesson planning, create an age appropriate activity for early childhood aged students based on three of Gardner’s Multiple Intelligences. Your lesson plan should include a learning objective, materials, and a step-by-step guide on how to complete the activity, and identification of which Multiple Intelligences are being addressed. You will want to refer back to Lesson 8. Grading Rubric Please refer to the rubric on the next page for the grading criteria for this assignment. CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable 30 points20 points10 points2 points The student wrote a clear paper identifying and discussing the chosen religion and all of the following components: traditions/celebrations, beliefs, and restrictions. The student wrote a somewhat clear paper identifying and discussing the chosen religion and two (2) of the following components: traditions/celebrations, beliefs, and restrictions. The student wrote an unclear paper identifying and discussing the chosen religion and only one of the following components: traditions/celebrations, beliefs, and restrictions. The student wrote a poor paper identifying and discussing the chosen religion and none of the following components: traditions/celebrations, beliefs, and restrictions. 15 points10 points5 points2 points The student clearly discussed and described three ways a classroom would need to be modified or adapted for religious diversity. The student somewhat clearly discussed or described only two ways a classroom would need to be modified or adapted for religious diversity. The student unclearly discussed or described only one way a classroom would need to be modified or adapted for religious diversity. The student poorly discussed or did not describe ways a classroom would need to be modified or adapted for religious diversity. 30 points20 points10 points2 points The student created a clear lesson plan integrating three of Gardner's Multiple Inte.

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Executive Program Practical Connection Assignment Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score Assignment Requirements Student completed all required portions of the assignment Completed portions of the assignment Did not complete the required assignment. Writing Skills, Grammar, and APA Formatting Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct. Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations. Assignment demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills. Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing. Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style. Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills. The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations. Maintains purpose/focus Submission is well organized and has a tight and cohesive focus that is integrated throughout the document Submissions has an organizational structure and the focus is clear throughout. Submission lacks focus or contains major drifts in focus Understanding of Course Content Student demonstrates understand of course content and knowledge. Student demonstrates some understanding of course content and knowledge. Student does not demonstrate understanding of course content and knowledge. Work Environment Application Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment. Student demonstrates some practical application, or ability to apply, of course objectives within a work environment. Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment. GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) an ...

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Curriculum, Assessments and Methods: Literacy and Language Arts 4-8 EED 475 EED-475 Language Arts Unit Plan Benchmark Assignment and Rubric Targeted Essential Learning Effective teachers will utilize research-based, best practices to design, plan, implement, and manage instruction that aligns to language arts academic standards. (InTASC 1, 2, 4, 5, 6, 7, 10) Assessment Tool Selected Language arts mini-lesson plan Specific Performance/Task(s) · Create a standards-based unit plan of mini-lessons for a 4-8 grade classroom. · Identify and utilize a variety of materials and resources in the plan. · Utilize varied best-practice learning experiences. · Manage materials, equipment, and other resources to affect the learning environment. · Model and/or explain skills, concepts, attributes, and critical thinking processes. · Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities. Relevancy of Task to Teacher Candidate By using a single piece of text to build a week long set of mini-lessons, classroom teachers will gain expertise in developing students’ reading achievement that is based on current research findings about how 4-8 grade students develop literacy. General Practicum Information · Practicum experience requirements, including the diversity and number of required hours for this course are specified in the Teacher Preparation Programs Practicum/Field Experience Manual. · Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the log to Taskstream along with your benchmark assignment after you have accumulated all of the required practicum/field experience hours for this course. · Spend 20 hours in at least two different 4-8 grade classrooms. Throughout the practicum, observe and interview your mentors. Two observations must be in different grade levels and at least one observation must take place in a Title 1 school. Assessment: Student Prompts/Teacher Directions Benchmark Assignment: Language Arts Unit Plan In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum. A. Include both mainstream and language minority students. B. Two observations must be in different grade levels and one observation must be in a Title 1 school. C. Choose a specific grade and concept from the Arizona language arts academic standards. In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-lo.

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PRINT Strategies for Promoting Inclusiveness and Welcoming DiversityINTRODUCTION As an educator, you are likely working with students who demonstrate more types of diversity than ever before. Therefore, you should develop a repertoire of strategies for making learning accessible to all students and ensuring that your learning environment promotes inclusiveness and welcomes diversity in all its forms. In this unit, you will focus on two main ideas: implementing strategies to promote inclusivity and value diversity, and using critical thinking skills to support your work as a learner and educator. LEARNING ACTIVITIES Collapse All Toggle Drawer [u04s1] Unit 4 Study 1Weekly Planner and Reflection Journal Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment. As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry: Autobiographical experiences. Eyes of students or clients. Relevant theories. Colleagues’ perceptions. Complete the Weekly Planner and Reflection Journal to track your activities. Toggle Drawer [u04s2] Unit 4 Study 2Develop Your Toolbox Critical thinking skills help you in your own studies and development as well as in helping your colleagues and clients. The following Capella media will provide a framework for understanding critical thinking skills: Click Critical Thinking Model to view the media piece. Use the guidelines and questions as helpful critical-thinking tools as you conduct your research in this and future courses. Click Resource Toolbox to investigate the Critical Thinking section. There are many linked resources there for you to learn all about critical thinking in general, as well as how those skills can help you as a learner. Click Bloom's Taxonomy to learn how to use the levels of Bloom's taxonomy to enhance the way you think about and approach your assignments. If you find these resources particularly helpful, remember to add them to the list of resources you started in Unit 1. Resource ToolboxBEGIN ACTIVITY ICON Transcript Critical Thinking ModelBEGIN ACTIVITY ICON Transcript Bloom's TaxonomyBEGIN ACTIVITY ICON Transcript Toggle Drawer [u04s3] Unit 4 Study 3Diversity and Inclusion Strategies Readings According to the 1995 UNESCO Declaration of Principles on Tolerance, "Tolerance is respect, acceptance, and appreciation of t ...

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Assignment 1 DiscussionA thesis statement is the central crux o.docx

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Assignment 1 Discussion: Getting the Word Out Social media can be a powerful tool to help you get the word out to a wide audience in a relatively short amount of time. Imagine that you are organizing a fundraiser for a local charity. Explore the various social media outlets discussed in this module or that you are aware of from your own personal and professional use (examples include Twitter, Facebook, LinkedIn, MySpace, Instagram, etc.). Compose two announcements advertising the event to be posted on two different social media sites. The first should be geared toward your friends, family, and other social acquaintances. The second should be written for co-workers or professional colleagues or acquaintances. What types of media would you include in your announcements? Written, photographic, video, or audio? Would the same media be appropriate for both announcements? Where could you get this media? Is it OK to copy whatever clip-art you find on the web? Why or why not? Is it OK to use part of your favorite song? Why or why not? Discuss which social network site would be most appropriate for each example and explain why. Be sure to include a brief reflection on the differences in tone, style, and content of the two postings in terms of their intended audiences. .

Assignment 1 Discussion Getting the Word OutSocial media can be.docx

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Assignment 1: Discussion - Separation and Retention This assignment is designed to integrate the reflection of personal experience, and the information covered in the textbook. Using what you have learned about Juanita, answer the following questions: Should Juanita attempt to reduce voluntary and involuntary turnover? A risk of disciplining employees is that some may retaliate. To avoid that risk, what organizational policies might encourage high-performing employees to stay while encouraging low-performing employees to leave? To what extent are exit interviews meaningful and what kind of opinions should you attempt to capture? How are these opinions relevant to employee separation and retention? By Saturday, August 15, 2015 submit your response to the appropriate Discussion Area . Use the same Discussion Area to comment on your classmates' submissions and continue the discussion until Wednesday, August 19, 2015 . Comment on how your classmates would address differing views. When Juanita visited with Melissa, the previous HR manager, she felt Melissa was a bit evasive on issues like hiring, firing, and retaining employees and volunteers. It is Day 6 since her hire start date and already she has received two notices of resignation from key personnel. She was hoping that she could analyze the situation before trying to implement solutions. But, Rich, her boss, is applying a lot of pressure because his boss seems to be applying pressure on him. Although she did not know the two people very well, she did conduct exit interviews. Much of what she was told fit with what she sensed about training and development, compensation, recognition, and career development. Both individuals seemed genuinely committed to the mission of the organization, but expressed frustration with people they work with due to their incompetence and also with the organization, due to its unwillingness to invest in its employees. As Juanita considers a short-term strategy she considers that it may be best in the short-term to voluntarily separate individuals who are unwilling to perform and replace them with new hires who exhibit an interest in development. As she considers the implications she is certain she will get significant “push back” from Rich and other more tenured managers. Plus, she knows that the organization falls under some federal guidelines for what they can and cannot do. In preparation for making this issue a priority with an actionable tactical plan, she knows she must be fair, above reproach, and demonstrate grace in order to preserve the dignity of the workers and to attempt to build a system of accountability. As part of Juanita’s plan to revise her organizations hiring and retention practices she decides to focus on issues that could differentiate their organization from others that have a similar mission. From her interviews she has learned that most employees who voluntarily separate move to other humanitarian organizations that include empl.

Assignment 1 Discussion - Separation and RetentionThis assignment.docx

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Assignment 1: Describing and Applying Victimization Theory Due Week 4 and worth 150 points Use the Internet and your textbook to research the criminological and victimization theories presented in the group lists below. Select two (2) criminological theories (Group 1), two (2) theories of victimization (Group 2), and fill in the chart below using the following instructions. You will be graded on four (4) theories in total (not including the pre-filled example): Group 1 - Select two (2) of the following: Bio-social Theory; Psychological Theory; Social Structure Theory; Social Process Theory; Social Conflict Theory; Labeling Theory; or Developmental Theory. Group 2 - Select two (2) of the following: Deviant Place Theory; Routine Activity Theory; Deviant Lifestyle Theory; or Victim Precipitation Theory. Summarize the theory of victimization, describing its meaning and core concepts as it relates to the nature of crime. Identify subcategories of the theory and describe each. Apply the theory to one (1) real life example or scenario. Briefly explain why the theory applies to the example you identified. Use at least three (3) quality academic resources as references, such as journal articles, newspapers, magazines, and publications from law enforcement associations. Note : Wikipedia, blogs and similar websites do not quality as quality academic resources. Your assignment must follow these formatting requirements: Use the chart template located here . Be typed using Time New Roman font (size 12). Include a reference page. References in APA 6th Edition formatting should be written in Times New Roman 12 point, in alphabetical order, double-spaced, subsequent lines indented, title / journals italicized appropriately, etc. The specific course learning outcomes associated with this assignment are: Summarize and describe various theories of victimization as they relate to the nature of crime in democratic societies. Apply the core concepts understood in the theories of victimization to real life criminal cases and scenarios. Use technology and information resources to research victimization theories and criminal cases. Write clearly and concisely about criminal justice using proper writing mechanics and APA style conventions. Note : This chart is just an example. Please use the Chart Template here to complete your assignment. Victimization Theory Summarize the theory of victimization, describing its meaning and core concepts as it relates to the nature of crime. Identify subcategories of the theory and describe each. Apply the theory to one (1) real life example or scenario. Briefly explain why the theory applies to the example you identified. Rational Choice Theory (This theory is completed for you as an example of how to complete the remaining theories) According to this theory, crime is a matter of personal choice and the criminal makes a rational decision to commit the crime. This view is that If a person is motivated, considers the choices,.

Assignment 1 Describing and Applying Victimization TheoryDue Week.docx

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Assignment 1: Culture and Communication In this assignment, you will explore your own cultural and ethnic background and analyze how this background may affect your communication. A great deal of a message is communicated not through spoken words but through the nonverbal channels. Culture and personal experience can play a large role in the transmission and interpretation of nonverbal messages. You will reflect upon your personal experience from the viewpoint of your cultural and ethnic affiliation(s) and compare it with the scholarly literature relevant to your cultural and ethnic background. Tasks: Watch the video, Empathy Training for Ethnic and Cultural Awareness . Afterwards, identify your cultural and ethnic background. In your response, answer the following questions: In what ways do you feel your culture affects the way you communicate? (For example, eye contact or the lack of eye contact has a cultural component and can be interpreted as defiance or something similar by those unaware of the cultural context.) Provide an example of how your culture has influenced nonverbal communication. Discuss how nonverbal communication could influence whether or not a message is perceived accurately. How is someone from a different cultural background likely to perceive your message? Submission Details: By Saturday, September 12, 2015 , post your responses in at least 3–4 paragraphs to this Discussion Area . Your response should rely upon at least three sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation. Through Wednesday, September 16, 2015 , respond to at least two of your classmates' posts. While responding, draw comparisons between the examples you provided and the examples submitted by your classmates, and provide a rationale for the comparisons. ATTENTION <,The faculty said no sources later thamn 5 years back please and thank you .

Assignment 1 Culture and CommunicationIn this assignment, you wil.docx

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Assignment 1: Criminal Conduct and Criminal Law Due Week 4 and worth 140 points According to the text, crime has been part of the human condition since people began to live in groups. Ancient documents indicate that conduct we now call murder, theft, or robbery was identified as criminal by civilizations that existed thousands of years ago. Criminal laws regulate human conduct and tell people what they can and cannot do and, in some instances, what they must do under certain circumstances. In this assignment, you will explore different types of criminal conduct and the goals of criminal law. Write a four to six (4-6) page paper in which you: Determine whether or not a conviction is feasible when an alleged perpetrator does not have the required mens rea but has engaged in the actus rea. Provide a rationale to support your position. Explain the distinction between diplomatic immunity and legislative immunity. Next, support or criticize the premise that diplomatic immunity is vital for Americans abroad. Argue for or against the theory that the courts should not hold a defendant of questionable competency to the standard sentencing guidelines. Provide a rationale to support your response. Identify the four (4) goals of criminal law, and discuss the manner in which these four (4) goals effectuate the purpose of protecting the public and preventing the conviction of innocent persons. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and similar type Websites do not qualify as academic resources. Your assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: Describe the nature and history of American criminal law. Explain the role of individuals and federal, state, and local government agencies in crime fighting and prosecution of criminal offenses. Analyze the essential legal elements of criminal conduct. Use technology and information resources to research issues in criminal law. Write clearly and concisely about criminal law using proper writing mechanics. .

Assignment 1 Criminal Conduct and Criminal LawDue Week 4 and wort.docx

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Assignment 1: Course Project Part II—Practice You have researched the theoretical writings related to your selected mental disorder in the second part of the course project. In the third part, you have examined the practice related to the disorder. You have conducted field research on practice related to the disorder, an interview with a mental health professional. Based on all of the information you have gathered, develop a paper that includes the following: Describe the extent and nature of the disorder, such as number of people diagnosed and under treatment, demographics, and other factors of interest. Explain how the selected disorder is diagnosed. Explain how the selected disorder is treated. Be sure to include all the views on appropriate treatment and comment on diversity of views or dissent. Differentiate the diagnosis of this disorder from those of the other disorders within the same diagnostic category. Comment on culturally bound syndromes, cultural biases, or the interplay between assessment and diagnosis and culture. Provide data from the professional interview completed relevantly and substantively integrating this information into the body of the paper. Provide the name of the interviewed professional with his/her credentials. Written transcripts of the interview should be recorded and submitted with the assignment (e.g. in paper as an appendices). Write a 4–5-page paper in Word format. Make sure to review the rubric so as to address all necessary criteria. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M5_A1.doc. By Monday, February 22, 2016 , deliver your assignment to the M5: Assignment 1 Dropbox . Assignment Criteria Max Points Describe the extent and nature of the disorder, such as number of people diagnosed and under treatment, demographics, and other factors of interest. 40 Explain how the selected disorder is diagnosed. 35 Explain how the selected disorder is treated. Be sure to include all the views on appropriate treatment and comment on diversity of views or dissent. 60 Differentiate the diagnosis of this disorder from those of the other disorders within the same diagnostic category. 40 Comment on culturally bound syndromes, cultural biases, or the interplay between assessment and diagnosis and culture. 35 Professional interview completed and interview data relevantly and substantively integrated into the body of the paper. Name of the interviewed professional with his/her credentials are included. Transcripts of the interview were also submitted (e.g. in paper as an appendices). 30 Organization (16 points): Introduction, Thesis, Transitions, Conclusion Usage and Mechanics (15 points): Grammar, Spelling, Sentence Structure APA Elements (22 points): Attribution, Paraphrasing, Quotations Style (7 points): Audience, Word Choice 60 Total: 300 The topic of the assignment is Antisocial Personality Disorder could you please make sure you view the rubric.

Assignment 1 Course Project Part II—PracticeYou have researched t.docx

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Assignment 1: Comprehensive SOAP Note This Assignment will help develop skills to perform an integrated history and physical examination for individuals across the lifespan. Considerations of lifestyle practices, cultural/ethnic differences, and developmental variations will be incorporated into the plan of care. Use critical thinking and diagnostic reasoning skills to formulate differential diagnoses, medical diagnoses, and an evidence-based action plan. Include sections 1 and 2 of the SOAP note with recommendations (incorrect or omitted data) based on feedback provided for the previous sections of the SOAP note. Complete the Comprehensive SOAP Note . SEE THE ATTACHED TO PUT THIS ASSINGNMENT TO ORDER. PLEASE PAY EXACT DETAIL TO WHAT IT IS ASKING FOR AND IS NEEDED!!! .

Assignment 1 Comprehensive SOAP NoteThis Assignment will help dev.docx

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Assignment 1: Biology Article Due Week 5 and worth 120 points Use the Internet and / or the Strayer Learning Resource Center to research aspects of biology. Select an article from a magazine or newspaper that has something in it that pertains to biology. This will serve as the “target article” for this assignment. For instance, you can select an article about medicine, invasive species, nature, conservation, genetic technology, ecology, or any other topic that is related to biology. One purpose of this assignment is to help you become aware of how biology is related to your everyday life. Write a one to three (1-3) page paper in which you: Summarize the article in one (1) or more paragraphs, using your own words. Be sure to identify the article using an in-text citation in the body of the paper, as well as a reference in the reference section. Explain how the article relates to this course. Identify which biological concepts from the course and / or text are relevant to the topic covered in the article. Citing the course text, discuss the ways in which this course does (or doesn’t) provide background information to help you understand the article and the larger issues surrounding it. Explain why the article caught your attention. Relate the article to your life and to issues that are important to you. Discuss how or if the scientific knowledge about the topic covered in the article affects you directly or indirectly. Discuss your opinion on how research on this topic should be funded. State whether you think taxpayer monies should support research on this topic or whether such research in this area should be funded by the private sector. Rate the importance of research on this topic, relative to other areas of research. In addition to the target article, you should use at least one additional resource, such as your textbook or another article. You must have a reference section which contains an APA reference to your chosen article and all other sources. Additionally, you must provide in-text citations (in APA format) to your references in the body of the text. Integrate all sources into your paper using proper techniques of quoting, paraphrasing and summarizing, along with your in-text citations. Your assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: Use technology and information resources to research issues in biology. Write clearly and concisely about biology using proper writing mechanics. Grading f.

Assignment 1 Biology ArticleDue Week 5 and worth 120 points.docx

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Assignment 1: Beliefs about Aging Everyone has personal biases and stereotyped beliefs to some degree. It is critical to identify our beliefs and challenge ourselves to grow in order to most effectively serve our clients. Tasks: Describe your personal beliefs about aging with respect to physical, cognitive, and psychosocial domains. Which aspects of aging do you view positively? Which aspects do you view negatively? What influences your belief system? If you identify a negative stereotype related to aging or older adults, identify one activity you could engage in to increase your understanding of this stage in the life span. Note : Express your honest beliefs in this assignment; however, keep in mind that respectful language and terminology must be used at all times. Submission Details: By Saturday, July 18, 2015 , post your responses to this Discussion Area in a minimum of 200 words. Your response should rely upon at least two sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation. Through Wednesday, July 22, 2015 , respond to at least two of your classmates' posts. While responding, draw comparisons between the examples you provided and the examples submitted by your classmates, and provide a rationale for the comparisons. please can i get this on the 17th i have to travel for a funeral ,thank you .

Assignment 1 Beliefs about AgingEveryone has personal biases and .docx

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Assignment 1: Application—Using Case Study Using your identified phenomena from Module 1 , create a qualitative research scenario using the case study approach. Identify the following: Research question Sample Data collection method (interview, survey, observation, etc.) Due by Monday, October 26, 2015 . All written assignments and responses should follow APA rules for attributing sources. Assignment 2: Creating Interview Questions Using your identified phenomena from Module 1 , incorporate the feedback you were given in creating a clear research question. Create 8-10 interview questions that would allow you to gather relevant information as a case study. When creating your questions, be sure to include a minimum of 6 open-ended questions. Include an introductory paragraph stating your interview approach (who you would interview, approximately how many participants, and how you would document and store the data). Due Wednesday, October 28, 2015 . Written assignments and responses should follow APA rules for attributing sources. .

Assignment 1 Application—Using Case StudyUsing your identified ph.docx

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Assignment 1: Annotated Bibliography Due Week 4 and worth 130 points Choose a topic that interests you about an aspect of sociology. It can be about a specific culture, social issue, social theory, or a social trend. Locate ten (10) credible social research articles about your topic of interest. Part I: Annotated Bibliography : Create an annotated bibliography of ten (10) articles from credible sources, as defined by the textbook. ( Note : Credible sources are those that have been fact checked or peer reviewed. An annotated bibliography includes a reference to the article and a four to six (4-6) sentence description about the article. At least two (2) of these articles must be quantitative or qualitative research studies.) 1. Provide ten (10) credible sources. (Credible sources are those that have been fact checked or peer reviewed.) 2. Provide a thorough annotation for each source. (Thorough means four (4) to six (6) sentence summation of the entire article, not just focusing on one element of the article; has no direct quotations from the author(s). 3. Include sources that are relevant to your topic. (Relevancy means there is a clear and direct link of each article to the research topic.) 4. Include articles that represent a well-rounded representation of the research topic. (Well-rounded means focusing on multiple parts of the research topic; involves time spans that are relative to the research topic; and topics are from a variety of sources, authors, and dates.) 5. Include two (2) of the ten (10) articles that are qualitative and / or quantitative research studies. 6. Use correct APA citations for all references. (Partial credit will be given if citations are close within one (1) or two (2) errors. No credit will be given if the citation has more than three (3) errors.) Part II: Description of the Process : Write a two to three (2-3) page paper covering the following topics: 7. Describe the process you took to conduct the research. 8. Discuss how you determined what sources to use. 9. Describe the next steps to take to make the annotated bibliography a functioning literature review. Your assignment must follow these formatting requirements: · Typed, double-spaced, Times New Roman font (size 12), one-inch margins on all sides, APA format. · Number each article, followed by the article referenced in APA format. The article description should start on a fresh line after the reference. · Answer Questions 2 through 4, starting on a different page from your annotated bibliography. · Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are as follows: · Analyze the elements of a literature review. · Analyze measurement and sampling methodologie.

Assignment 1 Annotated BibliographyDue Week 4 and worth 130 p.docx

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Assignment 1: Advocacy, Lobbying, and Social Movement This module explored the importance of politics in the development of standards that govern human services practices. While many individuals might believe that politics and human services should not exist together, you cannot ignore the fact that political activities influence the way agencies are sustained. This became clearer when funding of human services programs moved from primarily private donations to largely public resource streams. To date, politics at all levels are expected in the everyday practices of human services administrators and service workers. In this assignment, you will further explore and reflect on this concept. Tasks: Using your textbook, the Argosy University online library resources, and the Internet, address the following: Discuss the concepts of advocacy, lobbying, and social movement organizations in terms of their effects on service delivery. Specifically, focus on who engages in advocacy, what types of lobbying directly results in public funding, and how social movement organizations function in their efforts to influence policy. .

Assignment 1 Advocacy, Lobbying, and Social MovementThis module e.docx

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ASSIGNMENT 1 - PART 1: “FIVE WISHES” When you are working on this assignment, it is important that you are a hundred percent truthful to yourself. This assignment is to help you know yourself better and take action steps towards your goals. Question: Imagine you are on your deathbed tonight or some fifty years from now. I stand by your deathbed and look you right in the eyes and ask you the following question, ‘What would be the things you’d wish had happened that would have made your life a success to you?’ (For example, J. Paul Getty, who at the time was the wealthiest man in the world, said on his deathbed that he’d gladly give up all his millions for one experience of marital happiness.). Please write down five wishes (If you have more than five, you are welcome to write down those as well). Please note that the bigger the question, the more important it is for you to answer it right away. This moment is all the time you need to answer this question. When you are writing down your wishes, put them in the perspective of your deathbed, and, therefore, put them in the past tense. As you note down each of your wishes, also write down the reasons why each wish is important to you. Once you write down your wishes and why they are important to you, turn your wishes into goals by putting them in the present tense as if they are happening at this moment. Once you put down your goals, think of whether these are the things that you really want, things you are willing to commit yourself to, body and soul. Then, write down your commitment to realizing your wishes. Also, please make sure that your wishes are as specific as you can make them be. Here is an example below. Please feel free to follow the same format as you are working on the assignment. Example: WISH # 1 Wish #1: For my life to have been a success, I wish I’d a job that I genuinely loved. Here are the reasons why this wish is important to me… [Put your reasons here] Goal # 1: My life is a total success because I’m now thriving in a job that I genuinely love and that gives me so much joy, happiness, satisfaction, and opportunity to help and contribute to the lives of others. WISH # 2 Wish # 2: For my life to have been a success, I wish I’d found my love mate/soul mate. Here are the reasons why this wish is important to me… [Put your reasons here] Goal # 2: My life is a total success because I’m now thriving in a loving relationship with my love mate/ soul mate. WISH # 3 Wish # 3: For my life to have been a success, I wish I’d explored all my strengths, skill sets, and areas I am passionate about and utilized these to contribute to the human kind. Here are the reasons why this wish is important to me… [Put your reasons here] Goal # 3: My life is a total success because I’ve been identifying and living out all my strengths, skill sets, and areas I am passionate about and utilizing them to contribute to the human kind. WISH # 4 Wish # 4: For my life to have been a success, I wish I’.

ASSIGNMENT 1 - PART 1 FIVE WISHES”When you are working on this.docx

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