BP1004- Issues and Trends That Inform Professional Practice- Analyze c.docx
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BP1004: Issues and Trends That Inform Professional Practice: Analyze current early childhood issues and trends to inform professional practice. Short Answer Submission Form Your Name: First and last Your E-Mail Address: Your email here Instructions Write your responses where it reads, “Enter your response here.†Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses. Within each response, be sure to cite the sources used to support your thinking. At the end of the template, you will list the references you used to support your responses. Item 1 Initiatives to expand availability of high quality public pre-K programs are emerging across the United States at both the state and federal levels. Describe research that supports the expansion of high quality public pre-K programs. (1 paragraph) Your Response Enter your response here Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 1: Changing Regulations and Requirements Impacting Early Childhood Programs Describe research that supports the expansion of high quality public pre-K programs. LO1: Describe research and regulations that inform policy and practice in early childhood programs. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. Item 2 Analyze two differing views on higher education requirements for preschool teachers. (2 paragraphs) Your Response Enter your response here Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 1: Changing Regulations and Requirements Impacting Early Childhood Programs Explain two differing views on higher education requirements for preschool teachers. LO2: Analyze multiple perspectives on higher education requirements for preschool teachers. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. Item 3 Explain how the changing demographics in the United States may impact the early childhood field. Focus on key skills that early childhood professionals need to effectively support diverse populations of young children and families. (2–3 paragraphs) Your Response Enter your response here Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 2: Changing Demographics Affecting the Early Childhood Field Explain how changing demographics in the United States may impact the early childhood field. Focus on key skills that early childhood professionals need to effectively support diverse populations of young children and families. LO1: Explain the impact of changing demographics on the early childhood field related to effectively supporting diverse populations of young children and families. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, ac.
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CECS RC001 Foundations of ResearchShort-Answer Assessment Sub.docx
This document contains a short-answer assessment for the CECS RC001: Foundations of Research competency. It includes 10 short answer questions requiring the student to define key early childhood research concepts, describe different types of research sources, explain principles of high-quality research, and identify components of research articles. The student is provided references to use in completing the assessment questions.
Walden University Competency Description CD002 .docx
Walden University Competency Description CD002 1/2/2017 Page 1
Master’s in Early Childhood Studies Competency-Based Learning
CD002: Knowledge of the Child Development Continuum
Apply knowledge of the child development continuum to support child development
and learning.
Prerequisites: There is no prerequisite for this Competency.
Assessment Type: Short-Answer Response
Competency Description:
A child’s development during early years sets the foundation for his or her success through
adulthood. For early childhood professionals, a deep understanding of the child development
continuum is the foundation of the profession. Once you have a strong foundational knowledge of the
child development continuum, you can use this knowledge to support children’s development and
learning.
This short-answer response Assessment will evaluate your knowledge of the child development
continuum. Knowledge of this continuum will help you make informed decisions that can positively impact
young children’s development and learning. You will answer questions about developmental and learning
expectations for children from prenatal to those in primary grades. You will also answer questions about
how the domains of child development are integrated.
Assessment submission length: 8 short-answer items; 3-4 pages
Sub-Competencies:
o Explain developmental expectations and relevant influences within the domains of child
development for children prenatal to birth.
o Explain developmental and learning expectations and relevant influences within the domains
of child development for infants and toddlers.
o Explain developmental and learning expectations and relevant influences within the domains
of child development for preschoolers.
o Explain developmental and learning expectations and relevant influences within the domains
of child development for children in primary grades.
o Describe how the domains of child development are integrated.
Walden University Competency Description CD002 1/2/2017 Page 2
CD002 Knowledge of the Child Development Continuum
Short-Answer Response Assessment Submission FormContact Information
Please provide your contact information and date of submission below.
Your Name: First and Last
Your Email address: Your e-mail here
Date: Click here to enter a dateInstructions
This Competency includes aShort-AnswerResponse Assessment. Writeyour response to each prompt below—in the space provided. Beneath the prompts is the Rubric, which will be used by the Competency Assessor to evaluate your responses. Carefully review the Rubric rows associated with each prompt to provide a complete response.
When writingyour response, begin typing where it reads “Enter Your Response Here.” Write as much as needed to satisfy the requirements of the prompt (as defined in the Rubric). Be sure to support your response ...
©2014 Walden University 1 CECS RC004 Research and Adv.docx
©2014 Walden University 1
CECS RC004: Research and Advocacy
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze research on advocacy issues impacting children and families.
Learning Objective 1.1:
Describe an advocacy
issue/challenge/ need
and its impact on
children and families.
Description of the
advocacy issue/challenge/
need is missing.
Description details only
one aspect of the
issue/challenge/need
and/or does not explain
the impact on children and
families.
Description is unclear
and/or incomplete.
Description details at least
two aspects of the
issue/challenge/need and
explains how each one (or
how they collectively)
affects children and
families.
Description is clear and
complete.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Implications of the
issue/challenge/need for
the larger field are
discussed and relevant
examples are provided.
Learning Objective
1. 2:
Synopsize research
findings that support a
specific area of the
early childhood field
worthy of advocacy.
Synopsis is not present. Synopsis highlights only
one research finding
and/or research findings
were not relevant and/or
compelling.
Research findings do not
relate to
issue/challenge/need.
Synopsis does not provide
rationale or rationale is
unclear or illogical.
Synopsis highlights at least
two relevant and
compelling research
findings related to the
issue/challenge/need.
Synopsis provides clear
and logical rationale for
the need for advocacy
related to the
issue/challenge/need
previously identified.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Synopsis highlights more
than two relevant research
findings.
Synopsis includes
compelling examples to
support rationale.
Sub-Competency 2: Analyze professional organizations that advocate for young children, families, and the early childhood field.
Learning Objective
2. 1:
Description of organization
is missing.
Description does not
clearly identify the name,
Description clearly
identifies the name,
Response demonstrates
the same level of
©2014 Walden University 2
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Describe how
organizations advocate
for issues that affect
young children,
families, and the early
childhood field.
mission/vision, and
purpose of an organization
that advocates for young
children, families, and the
early childhood field.
Overview of advocacy
initiative in which the
organization in engaged is
vague.
Explanation for how the
initiatives relate to the
issue/challenge/need
previously identified is
unclear, or online one
initiative is addressed.
mission/vision, and
purpose of at least one
organization that
advocates for young
children, families, .
Knowledge of the Child Development Continuum Paper.pdf
This document provides instructions and prompts for an assessment on knowledge of child development continuums. It includes 4 short answer questions requiring descriptions of:
1) Physical growth in prenatal development stages from conception to birth.
2) Characteristics of social-emotional development in infants and toddlers ages 0-2.
3) Language development characteristics for preschoolers ages 3-4 to explain to a new teacher's aide.
4) Influences on a child's development based on a scenario describing their environment and caregivers. Responses must include references in APA style.
InstructionsThis component of your competency assessment requi.docx
Instructions
This component of your competency assessment requires written short-answer responses to a series of activities. This document is your tool for capturing your response to each question.
You will find the short answer prompts below. After each prompt, you will be provided a space to enter your response. Directly beneath that space is the Rubric which will be used by the Competency Assessor to evaluate your response. We recommend you review each question’s Rubric carefully to provide a complete response.
To begin writing your response, begin typing where it reads “
Click Here to Enter Text
.”
Save this file as
CD003
_firstinitial_lastname
, and upload it to this assignment within the learning platform.
Your responses should:
Reflect the criteria provided in the Rubric
Follow the conventions of scholarly writing
as presented in the Writing Checklist
Adhere to the 2-3 paragraphs limit for each question
Short Answer 1
Explain the difference between surface and deep culture. In your response, include an explanation of why it is important for early childhood professionals to learn more about children’s deep culture.
Your Response
Enter Your Response Here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1:
Explain the concept of culture, including surface and deep culture, and how it influences children's development and learning.
Learning Objective 1.1:
Explain the differences between surface and deep culture.
Explanation is not present.
Response vaguely or incompletely defines surface and deep culture using details.
Response includes an inadequate or vague explanation of differences between overt levels of culture most often responded to and more essential covert (deep) levels.
Response clearly defines surface and deep culture.
Response includes a clear explanation of differences between overt levels of culture most often responded to and more essential covert (deep) levels.
Demonstrates the same level of achievement as “2,” plus the following:
Response includes specific examples of differences between overt levels of culture most often responded to and more essential covert (deep) levels.
Short Answer 2
Describe how cultural contexts influence the social-emotional and cognitive domains of child development. Provide
two
examples to support your description.
Your Response
Enter Your Response Here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 2:
Explain how children develop in cultural contexts.
Learning Objective 2.1:
Describe the impact of cultural contexts on children’s development and learning.
Description is missing.
Response vaguely or incompletely describes the connection between cultural contexts and the social-emotional and cognitive domains of child development.
Response clearly describes the connection between cultural contexts and the social-emotional a.
MHW-642 Sociological Influences WorksheetIt is esse.docx
MHW-642: Sociological Influences Worksheet
It is essential for mental health workers to understand the influence of external factors on family dynamics. This assignment will help you learn this concept.
Citing two to four scholarly sources, answer the following:
Topic 2: Sociological Influences of the Family
List five sociological factors that can influence family dynamics:
1.
2.
3.
4.
5.
Select two of the factors you listed above.
Explain the influence the two selected sociological factors have on family dynamics. (100-150 words)
Explain how these family systems listed below adapt to the two sociological factors you selected above. (50-75 words each)
Single-mother families:
Married couple families:
Single-father families:
Lastly, explain why it is important for mental health workers to understand the sociological factors that influence family dynamics. (100-150 words)
References:
© 2019. Grand Canyon University. All Rights Reserved.
CECS CD003 Culture and Language and Its Influence on Development
Short Answer Assessment Submission Form
Contact Information
Please provide your contact information below.
Your Name: First and Last
Your Email address: Your Email HereInstructions
This component of your competency assessment requires written short-answer responses to a series of activities. This document is your tool for capturing your response to each question.
You will find the short answer prompts below. After each prompt, you will be provided a space to enter your response. Directly beneath that space is the Rubric which will be used by the Competency Assessor to evaluate your response. We recommend you review each question’s Rubric carefully to provide a complete response.
To begin writing your response, begin typing where it reads “Click Here to Enter Text.”
Save this file as CD003_firstinitial_lastname, and upload it to this assignment within the learning platform.
Your responses should:
1. Reflect the criteria provided in the Rubric
2. Follow the conventions of scholarly writing as presented in the Writing Checklist
3. Adhere to the 2-3 paragraphs limit for each questionShort Answer 1
Explain the difference between surface and deep culture. In your response, include an explanation of why it is important for early childhood professionals to learn more about children’s deep culture.
Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Explain the concept of culture, including surface and deep culture, and how it influences children's development and learning.
Learning Objective 1.1:
Explain the differences between surface and deep culture.
Explanation is not present.
Response vaguely or incompletely defines surface and deep culture using details.
Response includes an inadequate or vague explanation of differences between overt levels of culture most often responded to and more essential covert (deep) levels.
Response clearly define.
©2017 Walden University 1 BP1005 Identity as an Early.docx
The document provides an assessment rubric for an early childhood professional identity assignment. The rubric evaluates 10 topics related to developing a professional online presence, defining core beliefs and interests, setting goals, and using technology appropriately. For each topic, candidates will be rated on a scale of 0 to 2, with 2 being the highest. The rubric also provides learning outcomes to help guide candidates' work.
Document #2Sample Drawing by NathanReview this drawing samp.docx
Document #2:Sample Drawing by Nathan
Review this drawing sample from Nathan’s work in his preschool class. The writing in black pen is his teacher’s writing, recording how he described the picture and how he approached the writing.
©2014 Walden University
1
©2014 Walden University 1
CECS CD005 Observing, Documenting, and Assessing Children
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Part 1: Case Study #1
Sub-Competency 1: Analyze information from observation to assess the development of individual children and recommend
developmentally appropriate practice.
Learning Objective 1.1:
Apply knowledge of the
domains of child
development to the
observation of
children.
Response is missing.
Response includes vague
or partial observational
evidence related to each
domain of development.
Response includes specific
observational evidence
related to each domain of
development.
Response is supported by
logical connections to the
professional knowledge
base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response makes a clear
connection to personal
experience and/or
professional practice.
Learning Objective 1.2:
Describe skills and
tools of observation to
assess the
development of a child.
Description of specific
tools is missing.
Response includes vague
or incomplete description
of specific tools of
observation.
Response includes clear
description of observation
tools and a logical
rationale for their use.
Rationale is supported by
logical connections to the
professional knowledge
base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response includes a
specific example of how
the observation tool can
be used in an authentic
early childhood setting.
Part 2: Case Study #2
Sub-Competency 2: Analyze information gathered from children to support development and learning.
Learning Objective 2.1:
Apply knowledge of the
domains of child
development to assess
a child’s development.
Elements of the cognitive,
physical, and socio-
emotional development
are missing.
Response vaguely or
incompletely describes
elements of the cognitive,
physical, and socio-
emotional development of
Response clearly describes
the elements of the
cognitive, physical, and
socio-emotional
development of the child
portrayed in the scenario.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response explains why
work samples from
children are a valuable
©2014 Walden University 2
the child portrayed in the
scenario.
Response includes a logical
rationale.
source of information
about a child’s
development in specific
domains.
Learning Objective 2.2:
Analyze information
gathered from a child’s
work sample to assess
development in one or
more domains.
Analysis is missing.
Response vaguel ...
Recommended
CECS RC001 Foundations of ResearchShort-Answer Assessment Sub.docx
This document contains a short-answer assessment for the CECS RC001: Foundations of Research competency. It includes 10 short answer questions requiring the student to define key early childhood research concepts, describe different types of research sources, explain principles of high-quality research, and identify components of research articles. The student is provided references to use in completing the assessment questions.
Walden University Competency Description CD002 .docx
Walden University Competency Description CD002 1/2/2017 Page 1
Master’s in Early Childhood Studies Competency-Based Learning
CD002: Knowledge of the Child Development Continuum
Apply knowledge of the child development continuum to support child development
and learning.
Prerequisites: There is no prerequisite for this Competency.
Assessment Type: Short-Answer Response
Competency Description:
A child’s development during early years sets the foundation for his or her success through
adulthood. For early childhood professionals, a deep understanding of the child development
continuum is the foundation of the profession. Once you have a strong foundational knowledge of the
child development continuum, you can use this knowledge to support children’s development and
learning.
This short-answer response Assessment will evaluate your knowledge of the child development
continuum. Knowledge of this continuum will help you make informed decisions that can positively impact
young children’s development and learning. You will answer questions about developmental and learning
expectations for children from prenatal to those in primary grades. You will also answer questions about
how the domains of child development are integrated.
Assessment submission length: 8 short-answer items; 3-4 pages
Sub-Competencies:
o Explain developmental expectations and relevant influences within the domains of child
development for children prenatal to birth.
o Explain developmental and learning expectations and relevant influences within the domains
of child development for infants and toddlers.
o Explain developmental and learning expectations and relevant influences within the domains
of child development for preschoolers.
o Explain developmental and learning expectations and relevant influences within the domains
of child development for children in primary grades.
o Describe how the domains of child development are integrated.
Walden University Competency Description CD002 1/2/2017 Page 2
CD002 Knowledge of the Child Development Continuum
Short-Answer Response Assessment Submission FormContact Information
Please provide your contact information and date of submission below.
Your Name: First and Last
Your Email address: Your e-mail here
Date: Click here to enter a dateInstructions
This Competency includes aShort-AnswerResponse Assessment. Writeyour response to each prompt below—in the space provided. Beneath the prompts is the Rubric, which will be used by the Competency Assessor to evaluate your responses. Carefully review the Rubric rows associated with each prompt to provide a complete response.
When writingyour response, begin typing where it reads “Enter Your Response Here.” Write as much as needed to satisfy the requirements of the prompt (as defined in the Rubric). Be sure to support your response ...
©2014 Walden University 1 CECS RC004 Research and Adv.docx
©2014 Walden University 1
CECS RC004: Research and Advocacy
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze research on advocacy issues impacting children and families.
Learning Objective 1.1:
Describe an advocacy
issue/challenge/ need
and its impact on
children and families.
Description of the
advocacy issue/challenge/
need is missing.
Description details only
one aspect of the
issue/challenge/need
and/or does not explain
the impact on children and
families.
Description is unclear
and/or incomplete.
Description details at least
two aspects of the
issue/challenge/need and
explains how each one (or
how they collectively)
affects children and
families.
Description is clear and
complete.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Implications of the
issue/challenge/need for
the larger field are
discussed and relevant
examples are provided.
Learning Objective
1. 2:
Synopsize research
findings that support a
specific area of the
early childhood field
worthy of advocacy.
Synopsis is not present. Synopsis highlights only
one research finding
and/or research findings
were not relevant and/or
compelling.
Research findings do not
relate to
issue/challenge/need.
Synopsis does not provide
rationale or rationale is
unclear or illogical.
Synopsis highlights at least
two relevant and
compelling research
findings related to the
issue/challenge/need.
Synopsis provides clear
and logical rationale for
the need for advocacy
related to the
issue/challenge/need
previously identified.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Synopsis highlights more
than two relevant research
findings.
Synopsis includes
compelling examples to
support rationale.
Sub-Competency 2: Analyze professional organizations that advocate for young children, families, and the early childhood field.
Learning Objective
2. 1:
Description of organization
is missing.
Description does not
clearly identify the name,
Description clearly
identifies the name,
Response demonstrates
the same level of
©2014 Walden University 2
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Describe how
organizations advocate
for issues that affect
young children,
families, and the early
childhood field.
mission/vision, and
purpose of an organization
that advocates for young
children, families, and the
early childhood field.
Overview of advocacy
initiative in which the
organization in engaged is
vague.
Explanation for how the
initiatives relate to the
issue/challenge/need
previously identified is
unclear, or online one
initiative is addressed.
mission/vision, and
purpose of at least one
organization that
advocates for young
children, families, .
Knowledge of the Child Development Continuum Paper.pdf
This document provides instructions and prompts for an assessment on knowledge of child development continuums. It includes 4 short answer questions requiring descriptions of:
1) Physical growth in prenatal development stages from conception to birth.
2) Characteristics of social-emotional development in infants and toddlers ages 0-2.
3) Language development characteristics for preschoolers ages 3-4 to explain to a new teacher's aide.
4) Influences on a child's development based on a scenario describing their environment and caregivers. Responses must include references in APA style.
InstructionsThis component of your competency assessment requi.docx
Instructions
This component of your competency assessment requires written short-answer responses to a series of activities. This document is your tool for capturing your response to each question.
You will find the short answer prompts below. After each prompt, you will be provided a space to enter your response. Directly beneath that space is the Rubric which will be used by the Competency Assessor to evaluate your response. We recommend you review each question’s Rubric carefully to provide a complete response.
To begin writing your response, begin typing where it reads “
Click Here to Enter Text
.”
Save this file as
CD003
_firstinitial_lastname
, and upload it to this assignment within the learning platform.
Your responses should:
Reflect the criteria provided in the Rubric
Follow the conventions of scholarly writing
as presented in the Writing Checklist
Adhere to the 2-3 paragraphs limit for each question
Short Answer 1
Explain the difference between surface and deep culture. In your response, include an explanation of why it is important for early childhood professionals to learn more about children’s deep culture.
Your Response
Enter Your Response Here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1:
Explain the concept of culture, including surface and deep culture, and how it influences children's development and learning.
Learning Objective 1.1:
Explain the differences between surface and deep culture.
Explanation is not present.
Response vaguely or incompletely defines surface and deep culture using details.
Response includes an inadequate or vague explanation of differences between overt levels of culture most often responded to and more essential covert (deep) levels.
Response clearly defines surface and deep culture.
Response includes a clear explanation of differences between overt levels of culture most often responded to and more essential covert (deep) levels.
Demonstrates the same level of achievement as “2,” plus the following:
Response includes specific examples of differences between overt levels of culture most often responded to and more essential covert (deep) levels.
Short Answer 2
Describe how cultural contexts influence the social-emotional and cognitive domains of child development. Provide
two
examples to support your description.
Your Response
Enter Your Response Here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 2:
Explain how children develop in cultural contexts.
Learning Objective 2.1:
Describe the impact of cultural contexts on children’s development and learning.
Description is missing.
Response vaguely or incompletely describes the connection between cultural contexts and the social-emotional and cognitive domains of child development.
Response clearly describes the connection between cultural contexts and the social-emotional a.
MHW-642 Sociological Influences WorksheetIt is esse.docx
MHW-642: Sociological Influences Worksheet
It is essential for mental health workers to understand the influence of external factors on family dynamics. This assignment will help you learn this concept.
Citing two to four scholarly sources, answer the following:
Topic 2: Sociological Influences of the Family
List five sociological factors that can influence family dynamics:
1.
2.
3.
4.
5.
Select two of the factors you listed above.
Explain the influence the two selected sociological factors have on family dynamics. (100-150 words)
Explain how these family systems listed below adapt to the two sociological factors you selected above. (50-75 words each)
Single-mother families:
Married couple families:
Single-father families:
Lastly, explain why it is important for mental health workers to understand the sociological factors that influence family dynamics. (100-150 words)
References:
© 2019. Grand Canyon University. All Rights Reserved.
CECS CD003 Culture and Language and Its Influence on Development
Short Answer Assessment Submission Form
Contact Information
Please provide your contact information below.
Your Name: First and Last
Your Email address: Your Email HereInstructions
This component of your competency assessment requires written short-answer responses to a series of activities. This document is your tool for capturing your response to each question.
You will find the short answer prompts below. After each prompt, you will be provided a space to enter your response. Directly beneath that space is the Rubric which will be used by the Competency Assessor to evaluate your response. We recommend you review each question’s Rubric carefully to provide a complete response.
To begin writing your response, begin typing where it reads “Click Here to Enter Text.”
Save this file as CD003_firstinitial_lastname, and upload it to this assignment within the learning platform.
Your responses should:
1. Reflect the criteria provided in the Rubric
2. Follow the conventions of scholarly writing as presented in the Writing Checklist
3. Adhere to the 2-3 paragraphs limit for each questionShort Answer 1
Explain the difference between surface and deep culture. In your response, include an explanation of why it is important for early childhood professionals to learn more about children’s deep culture.
Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Explain the concept of culture, including surface and deep culture, and how it influences children's development and learning.
Learning Objective 1.1:
Explain the differences between surface and deep culture.
Explanation is not present.
Response vaguely or incompletely defines surface and deep culture using details.
Response includes an inadequate or vague explanation of differences between overt levels of culture most often responded to and more essential covert (deep) levels.
Response clearly define.
©2017 Walden University 1 BP1005 Identity as an Early.docx
The document provides an assessment rubric for an early childhood professional identity assignment. The rubric evaluates 10 topics related to developing a professional online presence, defining core beliefs and interests, setting goals, and using technology appropriately. For each topic, candidates will be rated on a scale of 0 to 2, with 2 being the highest. The rubric also provides learning outcomes to help guide candidates' work.
Document #2Sample Drawing by NathanReview this drawing samp.docx
Document #2:Sample Drawing by Nathan
Review this drawing sample from Nathan’s work in his preschool class. The writing in black pen is his teacher’s writing, recording how he described the picture and how he approached the writing.
©2014 Walden University
1
©2014 Walden University 1
CECS CD005 Observing, Documenting, and Assessing Children
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Part 1: Case Study #1
Sub-Competency 1: Analyze information from observation to assess the development of individual children and recommend
developmentally appropriate practice.
Learning Objective 1.1:
Apply knowledge of the
domains of child
development to the
observation of
children.
Response is missing.
Response includes vague
or partial observational
evidence related to each
domain of development.
Response includes specific
observational evidence
related to each domain of
development.
Response is supported by
logical connections to the
professional knowledge
base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response makes a clear
connection to personal
experience and/or
professional practice.
Learning Objective 1.2:
Describe skills and
tools of observation to
assess the
development of a child.
Description of specific
tools is missing.
Response includes vague
or incomplete description
of specific tools of
observation.
Response includes clear
description of observation
tools and a logical
rationale for their use.
Rationale is supported by
logical connections to the
professional knowledge
base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response includes a
specific example of how
the observation tool can
be used in an authentic
early childhood setting.
Part 2: Case Study #2
Sub-Competency 2: Analyze information gathered from children to support development and learning.
Learning Objective 2.1:
Apply knowledge of the
domains of child
development to assess
a child’s development.
Elements of the cognitive,
physical, and socio-
emotional development
are missing.
Response vaguely or
incompletely describes
elements of the cognitive,
physical, and socio-
emotional development of
Response clearly describes
the elements of the
cognitive, physical, and
socio-emotional
development of the child
portrayed in the scenario.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response explains why
work samples from
children are a valuable
©2014 Walden University 2
the child portrayed in the
scenario.
Response includes a logical
rationale.
source of information
about a child’s
development in specific
domains.
Learning Objective 2.2:
Analyze information
gathered from a child’s
work sample to assess
development in one or
more domains.
Analysis is missing.
Response vaguel ...
GE 3000 – Introduction Section (Research Problem Statement)Int.docx
GE 3000 – Introduction Section (Research Problem Statement)
Introduction: Formulating a Research Problem is the first and most important step of the research process. While the main portion of your work for this semester is focused on the Literature Review, the introduction to the research paper - The Research Problem Statement – is an important step in setting up the research problem to be investigated.
The Research Problem Statement comes before the Literature Review and acts as an introduction in a full-length research paper. The Research Problem Statement should be about 250-350 words in length, or about a page to a page-and-a-half when double-spaced. You must cite a minimum of two references (two scholarly sources) in proper MLA or APA format.
The main questions a Research Problem answers are:
· What will be researched? Identify a specific problem, program, or phenomenon
· Who will be researched? Who is the study population (people)?
Questions you should ask yourself when composing the Research Problem:
(Note that these questions are not necessarily going to be explicitly answered question-by-question in the Research Problem Statement. Rather, these are things that you should be thinking about and able to answer for yourself before you begin constructing the document).
· Who is the study population? How can you further refine the study population?
· What exactly do you want to understand about the topic/problem?
· Is the Research Problem too broad?
· How relevant is the research to your study area/discipline/major/interests?
· What motivates you to do the research on the chosen topic/problem?
· Why should others be interested in your chosen topic/problem?
· What are the concepts and issues to be studied?
· What concepts and measurements have to be further defined before the study begins?
· Do you have enough time to complete the research?
· Is an answer to the Research Problem obvious?
Constructing a Research Problem
A Research Problem typically consists of three parts: 1) the ideal, 2) the reality, and 3) the consequences.
1. Part A- the ideal: Describes a desired goal or ideal situation; explains how things should be.
2. Part B - the reality: Describes a condition that prevents the goal, state, or value in Part A from being achieved or realized at this time; explains how the current situation falls short of the goal or ideal.
3. Part C - the consequences: Identifies the way you propose to improve the current situation and move it closer to the goal or ideal.
Steps to Writing a Research Problem:
Step 1 (statement 1): Construct statement 1 by describing a goal or desired state of a given situation, phenomenon etc. This will build the ideal situation (what should be, what is expected, desired). How should things be in your topic? What is the ideal scenario?
Step 2 (statement 2): Describe a condition that prevents the goal, state, or value discussed in step 1 from being achieved or realized at the present time. This will build ...
Ece 353 Inspiring Innovation--tutorialrank.com
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ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks (Piagetian Theory/Nativist Approaches)
ECE 353 Week 1 Discussions 2 Genetic And Biological Factors
ECE 353 Week 2 Assignment How The Brain Learns
ECE 353 Week 2 Discussions 1 Brain Development
ECE 353 Week 3 Assignment Role Of
Resources and in Early Childhood.docx
The document discusses early childhood education funding sources and policies. It provides information on an assessment for a competency related to funding sources and completing short answer responses. The assessment requires describing various public and private funding sources for early childhood programs, determining appropriate funding sources for sample early learning centers, and analyzing how policies impact funding. The responses should address challenges, funding options, and implications for centers and children.
His 125 week 8 dq 1
This document contains information about various online courses and discussion questions. It discusses topics like inclusion, accommodations and modifications for students with disabilities, teaching approaches like explicit instruction and differentiation, response to intervention (RTI), and creating supportive classroom environments. The document provides prompts for students to reflect on concepts from their readings and share experiences related to educating students with special needs.
FEEDBACK PV3Learning O.docx
FEEDBACK PV3
Learning Objective 1.1: Describe leadership style and temperament.
Response vaguely or incompletely describes leadership style and temperament.
Criterion Feedback
Thank you for your description of leadership style and temperament. Please note that leadership style with benefit from support via competency resources. This is an expectation for each of the concepts presented in your paper.
Learning Objective 1.2 Explain how personal experiences and leadership style influences authentic leadership capacity.
Response demonstrates the same level of achievement as “2,” plus the following:
Response includes a critical analysis of personal experience, as it relates one’s own leadership capacity.
Criterion Feedback
Thank you for your description. You did a nice job in your applications.
Learning Objective 2.1: Explain how emotional intelligence applies to leadership in early childhood contexts.
Response provides a vague or incomplete explanation.
Criterion Feedback
I would encourage you to expand your discussion of emotional intelligence. Please also be sure to support these connections with competency resources, inclusive of in-text citations and references.
Learning Objective 3.1: Explain how emotional intelligence, authentic leadership, and knowledge of leadership style apply to leadership challenges.
Response clearly explains how emotional intelligence, authentic leadership, and knowledge of leadership style will be used to address both challenges presented in the scenario.
Response is supported by logical connections to the professional knowledge base.
Criterion Feedback
Thank you for your overview. You did a nice job in your application, particularly in the area of temperament.
Learning Objective 4.1: Apply strategies to address ethical challenges.
Response provides a vague or incomplete description of strategies to address the ethical dilemma presented in the scenario.
Criterion Feedback
Please be sure to apply the Code to each of the scenarios presented.
Learning Objective 5.1: Apply strategies for managing change in early childhood contexts.
Response provides a vague or irrelevant description of strategies to manage change and assist resistant staff.
Criterion Feedback
Good general description. I would encourage you to provide a bit more expansion, inclusive of connections to competency resources.
Written Communication PS 1.1: Use proper grammar, spelling, and mechanics.
Writing reflects competent use of standard edited American English.
Errors in grammar, spelling, and/or mechanics do not negatively impact readability.
Written Communication PS 1.2: Organize writing to enhance clarity.
Writing sufficiently integrates appropriate resources (which may include peer-reviewed resources) and content in support of ideas and argument.
Written Communication 1.3: Support writing with appropriate resources.
Writing loosely integrates some appropriate resources and content in support of ideas and argument.
Criterion Feedback
.
ECE 353 PAPERS Become Exceptional--ece353papers.com
This document provides an overview of the course content and assignments for ECE 353. It includes discussions, assignments, and a final project on topics related to child development such as theories of cognitive development, brain development, the role of families and communities, and relationships between language, cognitive, and motor development. Students are asked to discuss and apply concepts from their textbook to analyze case studies, examples, and strategies to support children's learning and development.
ECE 353 PAPERS Introduction Education--ece353papers.com
This document provides an overview of the course ECE 353, including weekly discussions and assignments on topics related to child development such as theories of cognitive development, brain development, the impact of environment and trauma, and strategies for supporting children. The discussions and assignments involve comparing developmental theories, examining the influence of genetic and biological factors on disorders, exploring how the brain learns, and considering implications for working with children and families.
ECE 353 PAPERS Education for Service-- ece353papers.com
This document provides an overview of the course content and assignments for ECE 353. It includes discussions, assignments, and a final project on topics related to child development such as theories of cognitive development, brain development, the role of families and communities, and relationships between language, cognitive, and motor development. Students are asked to discuss and apply concepts from their textbook to analyze case studies, propose professional development strategies, and examine how cultural factors influence problem solving and reasoning skills in children.
ECE 353 PAPERS Lessons in Excellence--ece353papers.com
This document provides an overview of the course content for ECE 353, which covers topics related to child development theories, brain development, cognitive development, and influences on learning. The course consists of weekly discussions and assignments that explore genetic and environmental factors, different developmental theories, the role of families and communities, and cognitive and intellectual development in children. Students are asked to compare and contrast various theories, discuss case studies, and consider how theoretical knowledge can inform their professional work with children.
Ece 353 ash Your world/newtonhelp.com
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ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks (Piagetian Theory/Nativist Approaches)
ECE 353 Week 1 Discussions 2 Genetic And Biological Factors
ECE 353 Week 2 Assignment How The Brain Learns
Ece 353 ash Motivated Minds/newtonhelp.com
For more course tutorials visit
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ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks (Piagetian Theory/Nativist Approaches)
ECE 353 Week 1 Discussions 2 Genetic And Biological Factors
ECE 353 Week 2 Assignment How The Brain Learns
Ece 353 ash Education is Power/newtonhelp.com
For more course tutorials visit
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ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks (Piagetian Theory/Nativist Approaches)
ECE 353 Week 1 Discussions 2 Genetic And Biological Factors
ECE 353 Week 2 Assignment How The Brain Learns
ECE 353 Week 2 Discussions 1 Brain Development
Ece 353 ash Extraordinary Success/newtonhelp.com
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ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks (Piagetian Theory/Nativist Approaches)
ECE 353 Week 1 Discussions 2 Genetic And Biological Factors
Actions for AFRICAN AMERICA LIT, WK 8 DISCUSSION QUESTIONS, requi.docx
Actions for AFRICAN AMERICA LIT, WK 8 DISCUSSION QUESTIONS, requiring complete coherent competent college level answers. Seeking A grade and solicitation of intellectual exchange regarding responses to answerers with also count towards grade?
Week 8 DQ 1
Actions for Week 8 DQ 1
Alice Moore Dunbar Moore was married to Paul Laurence Dunbar, but their poetry differed. Moore was interested in political issues, but she was also interested in issues concerning gender. Choose one of her writings, and focus on issues pertaining to women. Take a stance, provide textual evidence and analysis to support your stance about her literature.
0
0
Week 8 DQ 2
Actions for Week 8 DQ 2
Paul Laurence Dunbar's "We Wear the Mask", is one of the most anthologized poems in American literature. Take a stance on the poem. Provide textual evidence and analysis to support your stance.
0
0
Week 8 DQ 3
Actions for Week 8 DQ 3
At the center of "Turn Me to My Yellow Leaves," Braithwaite makes an assertion that resonates with virtually every antebellum slave narrative and many after Emancipation: "I, who never had a name." Review the conventions of the slave narrative by examining at least one such text included in the Norton Anthology of African American Literature and explore ways that this poem, which cites no other reference to bondage, can be read as representative of the slave narrative tradition.
0
0
Week 8 DQ 4
Actions for Week 8 DQ 4
Discuss the theme of sexual and economic exploitation of women in " The Scarlet Woman."
Prospectus Rewrite/ALIGNMENT GUIDELINES.docx
ALIGNMENT GUIDELINES
· LCU is very picky in that Problem Statement, Purpose, and RQ1 all need to be in direct alignment.
· Alignment means that all of these items line up directly in their language and substance. This is accomplished by literally cutting and pasting. Start with your Problem Statement. Do not worry about flowery language. Make them simple and clear.
· Then you take that Problem Statement, add a question mark, and that is your RQ1. Required.
· You can then separate, deliniate, do whatever for RQ2 through RQ87.
· For your Purpose, you follow this formula - methodology + design + problem statement + population + location.
TWO EXAMPLES:
EXAMPLE A:
Problem Statement:
It is not known how structural empowerment may affect online nurse faculty empowerment and retention when utilized by nursing program directors to identity and address barriers to teaching online.
Q1:
How does structural empowerment may affect online nurse faculty empowerment and retention when utilized by nursing program directors to identity and address barriers to teaching online?
Purpose:
This qualitative, multiple case study will investigate how structural empowerment may affect online nurse faculty empowerment and retention when utilized by nursing program directors to identity and address barriers to teaching online in the United States.
EXAMPLE B:
Title: Exploring Leadership Styles and E.
EAPP Quarter 2 – Module 5 Designing, Testing, and Revising Survey Questionnai...
The document discusses how to design effective survey questionnaires, explaining the differences between closed and open questions and how each type can be used. It also covers best practices for questionnaire design like clearly defining aims, keeping the length short, and conducting a pilot study to test questions. Well-designed questionnaires can efficiently gather both quantitative and qualitative data from a large sample.
Ece 353 Enhance teaching / snaptutorial.com
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ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks (Piagetian Theory/Nativist Approaches)
ECE 353 Week 1 Discussions
5) You are performing an audit of purchases of desktop compute.docx
5) You are performing an audit of purchases of desktop computers. Describe the audit procedure(s) you might use to achieve each of the five audit objectives listed below. Be specific. Use slide 3 in the week 5 lecture for the list of possible audit procedures (you may want to also consult PCAOB 15 paragraphs 15-21 as well as other readings in week 5). You will not get credit for a one word answer.
slide 3 in the week 5 lecture
1) PCAOB 15 Audit Evidence
http://pcaobus.org/Standards/Auditing/Pages/Auditing_Standard_15.aspx
1) All of the computers purchased have been recorded in the accounting records.
2) The computers recorded as being purchased actually exist.
3) Depreciation expense has been calculated correctly
4) Laws and regulations regarding software usage have been followed (e.g., no pirated or illegal software is installed).
5) The computers are properly safeguarded from theft or unauthorized use.
Here is a helpful hint on how to go about responding to question 5.
For example let’s say you are asked to determine that the useful lives and salvage values of the computers are reasonable. A possible response would be to inquire about how the useful lives and salvage values of the computers were determined and then compare the estimated useful lives and salvage values of these computers with comparable computers used in other divisions or functional areas of the company.
Extra Credit – True/False (each question is worth 1 point)
1) Most frauds are detected by internal auditors.
2) Evidence from within the company is considered more reliable than evidence obtained from third parties
3) The internal auditor has no role in fraud prevention or detection
4) Confirmation involves examining trends and relationship among financial and non-financial data
5) Expertise within the internal auditing department is a barrier to implementing data analysis technologies
Paula Thompson
1 posts
Re:Constructing 10 Strategic Points
Hello Elizabeth-
I am so glad that you worked on this over the weekend and sent it to me in advance. What you have done -- and this happens with a few students every class -- is propose an interesting future study on incivility in higher ed. However, the guidelines for this assignment limit the scope to a replication of the 2007 Clark and Springer study. This means that many of the elements of the 10 Strategic Points (e.g., problem statement, research questions, purpose statement, data colection, data analysis) should be exactly the same as the Week 2 strategic points except with a population of undergraduate psychology students and faculty.
For example, the correct phrasing of the Week 2 problem statement that I provided you was "It is not known what the possible causes and remedies are of incivility in nursing education in a university environment from both student and faculty perspectives." For the Week 5 assignment, you would use the problem statement verbatim but just change "nursing ed.
Ese 315 week 5 final project
This document contains information for an ESE 315 course, including links to download lesson plans and instructions for various weekly assignments, discussions, journals, and an interview. It provides prompts for students to consider their role in upholding special education law, strategies for implementing response to intervention, creating an inclusive classroom environment, and addressing fairness versus equality in curriculum.
©2014 Walden University 1 EP002 Plans Developmentally.docx
©2014 Walden University 1
EP002: Plans Developmentally Appropriate Curriculum
Plan developmentally appropriate curriculum in alignment with professional standards.
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze how indicators of effective curriculum and learning standards inform the development of effective early
childhood curriculum.
Learning Objective
1.1:
Explain how indicators
of effective curriculum
are reflected in the
early childhood
curriculum.
Response is incoherent or
missing.
Response vaguely or
partially explains how
indicators are reflected in
the learning experiences.
Response clearly and
logically explains how at
least three indicators are
reflected in the learning
experiences.
Response is supported by a
variety of relevant
examples from the
learning experiences and
the indicators of effective
curriculum.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response clearly and
logically explains how
more than three indicators
are reflected in the
learning experiences.
Learning Objective
1.2:
Explain how learning
standards inform the
planning of effective
and developmentally
appropriate
curriculum.
Explanation is incoherent
or missing.
Response vaguely or
partially explains how
learning standards inform
the planning of effective
and developmentally
appropriate curriculum.
Response clearly and
logically explains how
learning standards and
curricular goals inform the
planning of effective and
developmentally
appropriate curriculum.
Response is supported by a
variety of relevant
examples from the teacher
interview and relevant
learning standards.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response synthesizes
information from the
teacher interview and
learning standards to
inform the development of
the learning experiences.
Learning Objective
1.3:
Response is incoherent or
missing.
Explanation is vague. Response clearly and
logically explains how
Demonstrates the same
level of achievement as
©2014 Walden University 2
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Explain how knowledge
of children and families
informs effective
curriculum.
knowledge of children and
families informed the
development of the
learning experiences.
Response is supported by a
variety of relevant
examples from the
learning experiences and
the interview with the
early childhood teacher.
“2,” plus the following:
Response is supported by
logical connections to the
professional knowledge
base.
Sub-Competency 2: Analyze learning experiences designed to promote learning in all content areas.
Learning Objective
2.1:
Explain how planned
learning experiences
promote language and
literacy as part of an.
Week 1 - Discussion 25353 unread replies.5353 replies.Your i
Week 1 - Discussion 2
5353 unread replies.5353 replies.
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. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
Assessment in Early Childhood
When using assessments with young children, it is important to make sure that they are being used appropriately and with a specific purpose in mind. The National Association for the Education of Young Children (NAEYC) is an important resource to use as you are making decisions about assessment in early childhood. According to Howard, V. F., & Aiken, E. ( 2015), “NAEYC takes the position that assessment in ECE is not only unique and valuable but also vital to implementing developmentally appropriate practices and the success of individual children, their families, ECE professionals, and ECE programs” (p. 60). Developmentally, young children have distinct needs when it comes to assessment, as the traditional paper/pencil assessment is not appropriate. Therefore, it is important that assessment in early childhood is approached in a developmentally responsive manner, always considering the individual needs of this age group. For this discussion you will reflect on the similarities and differences between assessment with older children and assessment in early childhood, and explore the unique ways in which assessment in early childhood is conducted.
Include the following in your discussion post:
Explain why it is necessary to approach assessment in early childhood differently than assessment with older children.
In what ways are assessments similar, regardless of the age of the children?
In what ways are assessments in early childhood different?
Identify how play-based, project-based, and child-directed learning support the implementation of developmentally appropriate practice in early childhood.
Compare and contrast your personal stance on assessment with that of either NAEYCor the Division for Early Childhood (DEC). In what ways do they align? In what ways do they differ? Use Chapter 2 of the course textbook to support your response.
Determine what, in your opinion, the role of families is in the assessment-learning process. Thinking about the age of children you desire to work with and the unique needs of that age group, how do you envision working with families during the assessment process? Provide specific examples.
Guided Response:
Review several of your peers’ responses. Respond to at least two of your peers by further enhancing their discussion regarding family involvement. Explain why family involvement in early intervention is important. In addition, visit the website
Parent Participation in Early Intervention (Links to an external site.)Links to an external site.
, and recommend at ...
Create a study guide for language- speech and communication disorders-.docx
Create a study guide for
language, speech and communication disorders
. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the
DSM-5-TR
but also supported by at least three other scholarly resources.
Areas of importance you should address, but are not limited to, are:
· Signs and symptoms according to the
DSM-5-TR
· Differential diagnoses
· Incidence
· Development and course
· Prognosis
· Considerations related to culture, gender, age
· Pharmacological treatments, including any side effects
· Nonpharmacological treatments
· Diagnostics and labs
· Comorbidities
· Legal and ethical considerations
· Pertinent patient education considerations
.
create a presentation that focuses on a 21st century movement- This co.docx
create a presentation that focuses on a 21st century movement. Â This could be a social movement (like a cult or new religious movement) or an extremist/terrorist group.
Specifically, you will create a presentation that summarizes your chosen movement, including providing a summary of the group’s value system.
Contrast the value system of the movement with media portrayal of the group. Is the media portrayal biased? Why or why not?
Describe and analyse the reciprocal relationship between the group’s value system and the tools of globalization (e.g., how has the group used social media or other tools of globalization to communicate its values and how has social media and other tools of globalization impacted the values of the group)?
Describe the role of the value system for the movement and why it is important for us to understand the perspective of members within the group.
.
More Related Content
Similar to BP1004- Issues and Trends That Inform Professional Practice- Analyze c.docx
GE 3000 – Introduction Section (Research Problem Statement)Int.docx
GE 3000 – Introduction Section (Research Problem Statement)
Introduction: Formulating a Research Problem is the first and most important step of the research process. While the main portion of your work for this semester is focused on the Literature Review, the introduction to the research paper - The Research Problem Statement – is an important step in setting up the research problem to be investigated.
The Research Problem Statement comes before the Literature Review and acts as an introduction in a full-length research paper. The Research Problem Statement should be about 250-350 words in length, or about a page to a page-and-a-half when double-spaced. You must cite a minimum of two references (two scholarly sources) in proper MLA or APA format.
The main questions a Research Problem answers are:
· What will be researched? Identify a specific problem, program, or phenomenon
· Who will be researched? Who is the study population (people)?
Questions you should ask yourself when composing the Research Problem:
(Note that these questions are not necessarily going to be explicitly answered question-by-question in the Research Problem Statement. Rather, these are things that you should be thinking about and able to answer for yourself before you begin constructing the document).
· Who is the study population? How can you further refine the study population?
· What exactly do you want to understand about the topic/problem?
· Is the Research Problem too broad?
· How relevant is the research to your study area/discipline/major/interests?
· What motivates you to do the research on the chosen topic/problem?
· Why should others be interested in your chosen topic/problem?
· What are the concepts and issues to be studied?
· What concepts and measurements have to be further defined before the study begins?
· Do you have enough time to complete the research?
· Is an answer to the Research Problem obvious?
Constructing a Research Problem
A Research Problem typically consists of three parts: 1) the ideal, 2) the reality, and 3) the consequences.
1. Part A- the ideal: Describes a desired goal or ideal situation; explains how things should be.
2. Part B - the reality: Describes a condition that prevents the goal, state, or value in Part A from being achieved or realized at this time; explains how the current situation falls short of the goal or ideal.
3. Part C - the consequences: Identifies the way you propose to improve the current situation and move it closer to the goal or ideal.
Steps to Writing a Research Problem:
Step 1 (statement 1): Construct statement 1 by describing a goal or desired state of a given situation, phenomenon etc. This will build the ideal situation (what should be, what is expected, desired). How should things be in your topic? What is the ideal scenario?
Step 2 (statement 2): Describe a condition that prevents the goal, state, or value discussed in step 1 from being achieved or realized at the present time. This will build ...
Ece 353 Inspiring Innovation--tutorialrank.com
For more course tutorials visit
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ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks (Piagetian Theory/Nativist Approaches)
ECE 353 Week 1 Discussions 2 Genetic And Biological Factors
ECE 353 Week 2 Assignment How The Brain Learns
ECE 353 Week 2 Discussions 1 Brain Development
ECE 353 Week 3 Assignment Role Of
Resources and in Early Childhood.docx
The document discusses early childhood education funding sources and policies. It provides information on an assessment for a competency related to funding sources and completing short answer responses. The assessment requires describing various public and private funding sources for early childhood programs, determining appropriate funding sources for sample early learning centers, and analyzing how policies impact funding. The responses should address challenges, funding options, and implications for centers and children.
His 125 week 8 dq 1
This document contains information about various online courses and discussion questions. It discusses topics like inclusion, accommodations and modifications for students with disabilities, teaching approaches like explicit instruction and differentiation, response to intervention (RTI), and creating supportive classroom environments. The document provides prompts for students to reflect on concepts from their readings and share experiences related to educating students with special needs.
FEEDBACK PV3Learning O.docx
FEEDBACK PV3
Learning Objective 1.1: Describe leadership style and temperament.
Response vaguely or incompletely describes leadership style and temperament.
Criterion Feedback
Thank you for your description of leadership style and temperament. Please note that leadership style with benefit from support via competency resources. This is an expectation for each of the concepts presented in your paper.
Learning Objective 1.2 Explain how personal experiences and leadership style influences authentic leadership capacity.
Response demonstrates the same level of achievement as “2,” plus the following:
Response includes a critical analysis of personal experience, as it relates one’s own leadership capacity.
Criterion Feedback
Thank you for your description. You did a nice job in your applications.
Learning Objective 2.1: Explain how emotional intelligence applies to leadership in early childhood contexts.
Response provides a vague or incomplete explanation.
Criterion Feedback
I would encourage you to expand your discussion of emotional intelligence. Please also be sure to support these connections with competency resources, inclusive of in-text citations and references.
Learning Objective 3.1: Explain how emotional intelligence, authentic leadership, and knowledge of leadership style apply to leadership challenges.
Response clearly explains how emotional intelligence, authentic leadership, and knowledge of leadership style will be used to address both challenges presented in the scenario.
Response is supported by logical connections to the professional knowledge base.
Criterion Feedback
Thank you for your overview. You did a nice job in your application, particularly in the area of temperament.
Learning Objective 4.1: Apply strategies to address ethical challenges.
Response provides a vague or incomplete description of strategies to address the ethical dilemma presented in the scenario.
Criterion Feedback
Please be sure to apply the Code to each of the scenarios presented.
Learning Objective 5.1: Apply strategies for managing change in early childhood contexts.
Response provides a vague or irrelevant description of strategies to manage change and assist resistant staff.
Criterion Feedback
Good general description. I would encourage you to provide a bit more expansion, inclusive of connections to competency resources.
Written Communication PS 1.1: Use proper grammar, spelling, and mechanics.
Writing reflects competent use of standard edited American English.
Errors in grammar, spelling, and/or mechanics do not negatively impact readability.
Written Communication PS 1.2: Organize writing to enhance clarity.
Writing sufficiently integrates appropriate resources (which may include peer-reviewed resources) and content in support of ideas and argument.
Written Communication 1.3: Support writing with appropriate resources.
Writing loosely integrates some appropriate resources and content in support of ideas and argument.
Criterion Feedback
.
ECE 353 PAPERS Become Exceptional--ece353papers.com
This document provides an overview of the course content and assignments for ECE 353. It includes discussions, assignments, and a final project on topics related to child development such as theories of cognitive development, brain development, the role of families and communities, and relationships between language, cognitive, and motor development. Students are asked to discuss and apply concepts from their textbook to analyze case studies, examples, and strategies to support children's learning and development.
ECE 353 PAPERS Introduction Education--ece353papers.com
This document provides an overview of the course ECE 353, including weekly discussions and assignments on topics related to child development such as theories of cognitive development, brain development, the impact of environment and trauma, and strategies for supporting children. The discussions and assignments involve comparing developmental theories, examining the influence of genetic and biological factors on disorders, exploring how the brain learns, and considering implications for working with children and families.
ECE 353 PAPERS Education for Service-- ece353papers.com
This document provides an overview of the course content and assignments for ECE 353. It includes discussions, assignments, and a final project on topics related to child development such as theories of cognitive development, brain development, the role of families and communities, and relationships between language, cognitive, and motor development. Students are asked to discuss and apply concepts from their textbook to analyze case studies, propose professional development strategies, and examine how cultural factors influence problem solving and reasoning skills in children.
ECE 353 PAPERS Lessons in Excellence--ece353papers.com
This document provides an overview of the course content for ECE 353, which covers topics related to child development theories, brain development, cognitive development, and influences on learning. The course consists of weekly discussions and assignments that explore genetic and environmental factors, different developmental theories, the role of families and communities, and cognitive and intellectual development in children. Students are asked to compare and contrast various theories, discuss case studies, and consider how theoretical knowledge can inform their professional work with children.
Ece 353 ash Your world/newtonhelp.com
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www.newtonhelp.com
ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks (Piagetian Theory/Nativist Approaches)
ECE 353 Week 1 Discussions 2 Genetic And Biological Factors
ECE 353 Week 2 Assignment How The Brain Learns
Ece 353 ash Motivated Minds/newtonhelp.com
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ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks (Piagetian Theory/Nativist Approaches)
ECE 353 Week 1 Discussions 2 Genetic And Biological Factors
ECE 353 Week 2 Assignment How The Brain Learns
Ece 353 ash Education is Power/newtonhelp.com
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ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks (Piagetian Theory/Nativist Approaches)
ECE 353 Week 1 Discussions 2 Genetic And Biological Factors
ECE 353 Week 2 Assignment How The Brain Learns
ECE 353 Week 2 Discussions 1 Brain Development
Ece 353 ash Extraordinary Success/newtonhelp.com
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ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks (Piagetian Theory/Nativist Approaches)
ECE 353 Week 1 Discussions 2 Genetic And Biological Factors
Actions for AFRICAN AMERICA LIT, WK 8 DISCUSSION QUESTIONS, requi.docx
Actions for AFRICAN AMERICA LIT, WK 8 DISCUSSION QUESTIONS, requiring complete coherent competent college level answers. Seeking A grade and solicitation of intellectual exchange regarding responses to answerers with also count towards grade?
Week 8 DQ 1
Actions for Week 8 DQ 1
Alice Moore Dunbar Moore was married to Paul Laurence Dunbar, but their poetry differed. Moore was interested in political issues, but she was also interested in issues concerning gender. Choose one of her writings, and focus on issues pertaining to women. Take a stance, provide textual evidence and analysis to support your stance about her literature.
0
0
Week 8 DQ 2
Actions for Week 8 DQ 2
Paul Laurence Dunbar's "We Wear the Mask", is one of the most anthologized poems in American literature. Take a stance on the poem. Provide textual evidence and analysis to support your stance.
0
0
Week 8 DQ 3
Actions for Week 8 DQ 3
At the center of "Turn Me to My Yellow Leaves," Braithwaite makes an assertion that resonates with virtually every antebellum slave narrative and many after Emancipation: "I, who never had a name." Review the conventions of the slave narrative by examining at least one such text included in the Norton Anthology of African American Literature and explore ways that this poem, which cites no other reference to bondage, can be read as representative of the slave narrative tradition.
0
0
Week 8 DQ 4
Actions for Week 8 DQ 4
Discuss the theme of sexual and economic exploitation of women in " The Scarlet Woman."
Prospectus Rewrite/ALIGNMENT GUIDELINES.docx
ALIGNMENT GUIDELINES
· LCU is very picky in that Problem Statement, Purpose, and RQ1 all need to be in direct alignment.
· Alignment means that all of these items line up directly in their language and substance. This is accomplished by literally cutting and pasting. Start with your Problem Statement. Do not worry about flowery language. Make them simple and clear.
· Then you take that Problem Statement, add a question mark, and that is your RQ1. Required.
· You can then separate, deliniate, do whatever for RQ2 through RQ87.
· For your Purpose, you follow this formula - methodology + design + problem statement + population + location.
TWO EXAMPLES:
EXAMPLE A:
Problem Statement:
It is not known how structural empowerment may affect online nurse faculty empowerment and retention when utilized by nursing program directors to identity and address barriers to teaching online.
Q1:
How does structural empowerment may affect online nurse faculty empowerment and retention when utilized by nursing program directors to identity and address barriers to teaching online?
Purpose:
This qualitative, multiple case study will investigate how structural empowerment may affect online nurse faculty empowerment and retention when utilized by nursing program directors to identity and address barriers to teaching online in the United States.
EXAMPLE B:
Title: Exploring Leadership Styles and E.
EAPP Quarter 2 – Module 5 Designing, Testing, and Revising Survey Questionnai...
The document discusses how to design effective survey questionnaires, explaining the differences between closed and open questions and how each type can be used. It also covers best practices for questionnaire design like clearly defining aims, keeping the length short, and conducting a pilot study to test questions. Well-designed questionnaires can efficiently gather both quantitative and qualitative data from a large sample.
Ece 353 Enhance teaching / snaptutorial.com
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ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks (Piagetian Theory/Nativist Approaches)
ECE 353 Week 1 Discussions
5) You are performing an audit of purchases of desktop compute.docx
5) You are performing an audit of purchases of desktop computers. Describe the audit procedure(s) you might use to achieve each of the five audit objectives listed below. Be specific. Use slide 3 in the week 5 lecture for the list of possible audit procedures (you may want to also consult PCAOB 15 paragraphs 15-21 as well as other readings in week 5). You will not get credit for a one word answer.
slide 3 in the week 5 lecture
1) PCAOB 15 Audit Evidence
http://pcaobus.org/Standards/Auditing/Pages/Auditing_Standard_15.aspx
1) All of the computers purchased have been recorded in the accounting records.
2) The computers recorded as being purchased actually exist.
3) Depreciation expense has been calculated correctly
4) Laws and regulations regarding software usage have been followed (e.g., no pirated or illegal software is installed).
5) The computers are properly safeguarded from theft or unauthorized use.
Here is a helpful hint on how to go about responding to question 5.
For example let’s say you are asked to determine that the useful lives and salvage values of the computers are reasonable. A possible response would be to inquire about how the useful lives and salvage values of the computers were determined and then compare the estimated useful lives and salvage values of these computers with comparable computers used in other divisions or functional areas of the company.
Extra Credit – True/False (each question is worth 1 point)
1) Most frauds are detected by internal auditors.
2) Evidence from within the company is considered more reliable than evidence obtained from third parties
3) The internal auditor has no role in fraud prevention or detection
4) Confirmation involves examining trends and relationship among financial and non-financial data
5) Expertise within the internal auditing department is a barrier to implementing data analysis technologies
Paula Thompson
1 posts
Re:Constructing 10 Strategic Points
Hello Elizabeth-
I am so glad that you worked on this over the weekend and sent it to me in advance. What you have done -- and this happens with a few students every class -- is propose an interesting future study on incivility in higher ed. However, the guidelines for this assignment limit the scope to a replication of the 2007 Clark and Springer study. This means that many of the elements of the 10 Strategic Points (e.g., problem statement, research questions, purpose statement, data colection, data analysis) should be exactly the same as the Week 2 strategic points except with a population of undergraduate psychology students and faculty.
For example, the correct phrasing of the Week 2 problem statement that I provided you was "It is not known what the possible causes and remedies are of incivility in nursing education in a university environment from both student and faculty perspectives." For the Week 5 assignment, you would use the problem statement verbatim but just change "nursing ed.
Ese 315 week 5 final project
This document contains information for an ESE 315 course, including links to download lesson plans and instructions for various weekly assignments, discussions, journals, and an interview. It provides prompts for students to consider their role in upholding special education law, strategies for implementing response to intervention, creating an inclusive classroom environment, and addressing fairness versus equality in curriculum.
©2014 Walden University 1 EP002 Plans Developmentally.docx
©2014 Walden University 1
EP002: Plans Developmentally Appropriate Curriculum
Plan developmentally appropriate curriculum in alignment with professional standards.
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze how indicators of effective curriculum and learning standards inform the development of effective early
childhood curriculum.
Learning Objective
1.1:
Explain how indicators
of effective curriculum
are reflected in the
early childhood
curriculum.
Response is incoherent or
missing.
Response vaguely or
partially explains how
indicators are reflected in
the learning experiences.
Response clearly and
logically explains how at
least three indicators are
reflected in the learning
experiences.
Response is supported by a
variety of relevant
examples from the
learning experiences and
the indicators of effective
curriculum.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response clearly and
logically explains how
more than three indicators
are reflected in the
learning experiences.
Learning Objective
1.2:
Explain how learning
standards inform the
planning of effective
and developmentally
appropriate
curriculum.
Explanation is incoherent
or missing.
Response vaguely or
partially explains how
learning standards inform
the planning of effective
and developmentally
appropriate curriculum.
Response clearly and
logically explains how
learning standards and
curricular goals inform the
planning of effective and
developmentally
appropriate curriculum.
Response is supported by a
variety of relevant
examples from the teacher
interview and relevant
learning standards.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response synthesizes
information from the
teacher interview and
learning standards to
inform the development of
the learning experiences.
Learning Objective
1.3:
Response is incoherent or
missing.
Explanation is vague. Response clearly and
logically explains how
Demonstrates the same
level of achievement as
©2014 Walden University 2
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Explain how knowledge
of children and families
informs effective
curriculum.
knowledge of children and
families informed the
development of the
learning experiences.
Response is supported by a
variety of relevant
examples from the
learning experiences and
the interview with the
early childhood teacher.
“2,” plus the following:
Response is supported by
logical connections to the
professional knowledge
base.
Sub-Competency 2: Analyze learning experiences designed to promote learning in all content areas.
Learning Objective
2.1:
Explain how planned
learning experiences
promote language and
literacy as part of an.
Week 1 - Discussion 25353 unread replies.5353 replies.Your i
Week 1 - Discussion 2
5353 unread replies.5353 replies.
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. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
Assessment in Early Childhood
When using assessments with young children, it is important to make sure that they are being used appropriately and with a specific purpose in mind. The National Association for the Education of Young Children (NAEYC) is an important resource to use as you are making decisions about assessment in early childhood. According to Howard, V. F., & Aiken, E. ( 2015), “NAEYC takes the position that assessment in ECE is not only unique and valuable but also vital to implementing developmentally appropriate practices and the success of individual children, their families, ECE professionals, and ECE programs” (p. 60). Developmentally, young children have distinct needs when it comes to assessment, as the traditional paper/pencil assessment is not appropriate. Therefore, it is important that assessment in early childhood is approached in a developmentally responsive manner, always considering the individual needs of this age group. For this discussion you will reflect on the similarities and differences between assessment with older children and assessment in early childhood, and explore the unique ways in which assessment in early childhood is conducted.
Include the following in your discussion post:
Explain why it is necessary to approach assessment in early childhood differently than assessment with older children.
In what ways are assessments similar, regardless of the age of the children?
In what ways are assessments in early childhood different?
Identify how play-based, project-based, and child-directed learning support the implementation of developmentally appropriate practice in early childhood.
Compare and contrast your personal stance on assessment with that of either NAEYCor the Division for Early Childhood (DEC). In what ways do they align? In what ways do they differ? Use Chapter 2 of the course textbook to support your response.
Determine what, in your opinion, the role of families is in the assessment-learning process. Thinking about the age of children you desire to work with and the unique needs of that age group, how do you envision working with families during the assessment process? Provide specific examples.
Guided Response:
Review several of your peers’ responses. Respond to at least two of your peers by further enhancing their discussion regarding family involvement. Explain why family involvement in early intervention is important. In addition, visit the website
Parent Participation in Early Intervention (Links to an external site.)Links to an external site.
, and recommend at ...
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GE 3000 – Introduction Section (Research Problem Statement)Int.docx
GE 3000 – Introduction Section (Research Problem Statement)Int.docx
ECE 353 PAPERS Become Exceptional--ece353papers.com
ECE 353 PAPERS Become Exceptional--ece353papers.com
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ECE 353 PAPERS Introduction Education--ece353papers.com
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ECE 353 PAPERS Lessons in Excellence--ece353papers.com
ECE 353 PAPERS Lessons in Excellence--ece353papers.com
Actions for AFRICAN AMERICA LIT, WK 8 DISCUSSION QUESTIONS, requi.docx
Actions for AFRICAN AMERICA LIT, WK 8 DISCUSSION QUESTIONS, requi.docx
EAPP Quarter 2 – Module 5 Designing, Testing, and Revising Survey Questionnai...
EAPP Quarter 2 – Module 5 Designing, Testing, and Revising Survey Questionnai...
5) You are performing an audit of purchases of desktop compute.docx
5) You are performing an audit of purchases of desktop compute.docx
©2014 Walden University 1 EP002 Plans Developmentally.docx
©2014 Walden University 1 EP002 Plans Developmentally.docx
Week 1 - Discussion 25353 unread replies.5353 replies.Your i
Week 1 - Discussion 25353 unread replies.5353 replies.Your i
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Create a study guide for language- speech and communication disorders-.docx
Create a study guide for
language, speech and communication disorders
. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the
DSM-5-TR
but also supported by at least three other scholarly resources.
Areas of importance you should address, but are not limited to, are:
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DSM-5-TR
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create a presentation that focuses on a 21st century movement- This co.docx
create a presentation that focuses on a 21st century movement. Â This could be a social movement (like a cult or new religious movement) or an extremist/terrorist group.
Specifically, you will create a presentation that summarizes your chosen movement, including providing a summary of the group’s value system.
Contrast the value system of the movement with media portrayal of the group. Is the media portrayal biased? Why or why not?
Describe and analyse the reciprocal relationship between the group’s value system and the tools of globalization (e.g., how has the group used social media or other tools of globalization to communicate its values and how has social media and other tools of globalization impacted the values of the group)?
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Create a communication plan for Apple in 350 words using 4 references and touching on the following key points
Key Stakeholders
Key Activities
Communications Team
Communication Goals
Key Messages and Stories
Target Personas
Communication Channels and Techniques
Communications Budget
Tracking/Measuring Results
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Create a group ppt and include-Identification of the disordersSigns an.docx
Create a group ppt and include:
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Treatment plan
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Osgood-Schlatter’s
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osteoarthritis and
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Covid 19 Hesitancy is splitting dangerously along partisan lines.
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Why do you believe that certain groups of individuals are skeptical about getting the Coronavirus vaccine?
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Continue evaluating the company that you selected in Unit 1. This week, consider both the strengths and weaknesses of the company related to diversity issues and its impact upon perceptions of fairness, justice, social problems, social change, and respect. Does the company possess strengths in any of these areas? Has the company experienced problems in any of these areas? Analyze the company’s diversity efforts, and assess whether the company’s efforts, policies, programs, procedures, and so forth are effective in supporting diversity. How effective is the company at positively impacting perceptions of fairness, justice, social problems, social change, and respect? Include specific examples and evidence supporting your analysis of the strengths, weaknesses, and effectiveness
Strengths and Weaknesses
Identify the strengths and weaknesses of the company relating to diversity issues.
Discuss how its diversity strengths and weaknesses impact perceptions of fairness, justice, social problems, social change, and respect.
Effectiveness
Are the company’s efforts effective?
Explain how the company’s efforts, policies, and programs positively impact perceptions of fairness, justice, social problems, social change, and respect.
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Continue evaluating the company that you selected in Unit 1. This week, consider how the leaders and managers of the organization support diversity and identify any evidence of efforts to support diversity within the organization.
Leaders and Managers
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Include specific actions that it has taken to promote diversity throughout the company.
Does the company demonstrate a corporate responsibility related to diversity?
What actions has it taken?
Do the leaders and managers encourage a corporate culture that supports diversity?
In what ways do they develop that culture?
Diversity Data
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Include any available statistical data on the company’s diverse populations (gender, race, ethnicity, nationality, etc.), and analyze whether those data accurately reflect the company’s efforts to support diversity.
Do you find evidence of diversity within the organization at all levels from chief executive officer (CEO) to front-line employees?
.
Considering the elements and principles of art (see a list of 15 of th.docx
Considering the elements and principles of art (see a list of 15 of them below), analyze the following piece of art and explain how it reflects its culture.
Note:
watch this video to understand the culture of the moment (what is happening in Picasso’s country and the world): https://www.youtube.com/watch?v=tI4OABAP4Is
Mention the following Art terms
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Discuss symptoms of attention-deficit/hyperactivity disorder in light of normal development in the following domains: language, cognition, emotion, and social. In other words, what is noticeably different in children with attention-deficit/hyperactivity disorder versus what you might see in their same-age peers? Speak briefly to the controversy regarding these differences.
Summarize the research evidence on the effectiveness of different approaches to treatment, based on your textbook reading and
at least one
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Consequences of Mandated Reporting of Child Abuse
All human services professionals are included under mandated reporting statutes. Discuss both the positive consequences and the negative or unintended consequences of mandated reporting of child abuse. Analyze the implication of mandated reporting in delivering services to clients identifying challenges you would face in planning and providing services for clients. Ensure you include the challenges you would face during the interviewing phase of service provision.
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conduct an in-depth study of a multi-national corporation and their corporate social responsibility (CSR) activities and create a power-point presentation with voice-narration.
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Required Resource
Theories that were used Holland's Theory and Super's Theory
Niles, S. G., & Harris-Bowlsbey, J. (2022).
Career development interventions
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Chapter 3, “Understanding and Applying Recent Theories of Career Development”
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complete the Qualitative Research Approaches Matrix Template with eight qualitative research approaches
which are
Generic qualitative inquiry
Qualitative case study
Grounded theory and realism
Phenomenology and heuristic inquiry
Social constructionism and narrative inquiry
Systems theory
Ethnography/autoethnography
Interactive and participatory qualitative applications
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Complete the following sentences using suitable words from the lists
A. bygone
B. untimely
C. fascinating
D. realized
E. juxtaposed
F. myth
G. adversities
H. stoicism
1. majesty
J. magnificent
1. She________
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2. He does not have uncle. The uncle he boasts about is only a________
3. She made________
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4. Your journey sounds absolutely_______
5. Modern architecture________
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6. She showed great_______during her mother's final illness.
7. The sheer_________
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8. In________
days, my grandfather used to tell me interesting stories
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Competency
Prioritize nursing care strategies for clients with cardiovascular disorders.
Scenario
Cardiac disease a one of the leading causes of death in the United States. Since it is so prevalent, you want to ensure your co-workers are fully prepared to care for patients. You are hosting a lunch to provide a refresher on heart disease and how to care for patients. During the lunch, you will present a PowerPoint Presentation to your co-workers.
Instructions
Choose one of the cardiac diseases that we covered in the last two modules. Within your presentation include:
Provide a detailed overview of the disease process
Diagnosis
Treatment
Multidimensional care including risk reduction, health promotion, and nursing interventions specific to the disease process
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CompetencyFormulate- express- and support individual perspectives on d.docx
Competency
Formulate, express, and support individual perspectives on diverse works and issues.
Instructions
You will act as a critic for some of the main subjects covered in the humanities. You will conduct a series of short, evaluative critiques of film, philosophy, literature, music, and myth. You will respond to five different prompts, and each response should include an analysis of the topics using terminology unique to that subject area and should include an evaluation as to why the topic stands the test of time. The five prompts are as follows:
1:
Choose a film and offer an analysis of why it is an important film, and discuss it in terms of film as art. Your response should be more than a summary of the film.
2:
Imagine you had known Plato and Aristotle and you had a conversation about how we
fall in love
. Provide an overview of how Plato would explain falling in love, and then provide an overview of how Aristotle might explain falling in love.
3:
Compare and contrast the two poems below:
LOVE’S INCONSISTENCY
I find no peace, and all my war is done;
I fear and hope, I burn and freeze likewise
I fly above the wind, yet cannot rise;
And nought I have, yet all the world I seize on;
That looseth, nor locketh, holdeth me in prison, And holds me not, yet can I ’scape no wise;
Nor lets me live, nor die, at my devise,
And yet of death it giveth none occasion.
Without eyes I see, and without tongue I plain;
I wish to perish, yet I ask for health;
I love another, and yet I hate myself;
I feed in sorrow, and laugh in all my pain;
Lo, thus displeaseth me both death and life,
And my delight is causer of my grief.
PetrarchAfter great pain a formal feeling comes—
The nerves sit ceremonious like tombs;
The stiff Heart questions—was it He that bore?
And yesterday—or centuries before?
The feet mechanical go round
A wooden way
Of ground or air or ought
Regardless grown,
A quartz contentment like a stone.
This is the hour of lead
Remembered if outlived
As freezing persons recollect
The snow—
First chill, then stupor, then
The letting go
Emily Dickinson
4:
Compare and contrast these two pieces of music:
Beethoven’s Violin Romance No. 2Scott Joplin’s Maple Leaf Rag
5:
Explain in classical terms why a modern character is a hero. Choose from either Luke Skywalker, Indiana Jones, Bilbo Baggins, Harry Potter, Katniss Everdeen, or Ender Wiggins.
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- 1. BP1004: Issues and Trends That Inform Professional Practice: Analyze current early childhood issues and trends to inform professional practice. Short Answer Submission Form Your Name: First and last Your E-Mail Address: Your email here Instructions Write your responses where it reads, “Enter your response here.― Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses. Within each response, be sure to cite the sources used to support your thinking. At the end of the template, you will list the references you used to support your responses. Item 1 Initiatives to expand availability of high quality public pre-K programs are emerging across the United States at both the state and federal levels. Describe research that supports the expansion of high quality public pre-K programs. (1 paragraph) Your Response Enter your response here Rubric 0 Not Present 1 Needs Improvement 2
- 2. Meets Expectations Topic 1: Changing Regulations and Requirements Impacting Early Childhood Programs Describe research that supports the expansion of high quality public pre-K programs. LO1: Describe research and regulations that inform policy and practice in early childhood programs. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. Item 2 Analyze two differing views on higher education requirements for preschool teachers. (2 paragraphs) Your Response Enter your response here Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 1:
- 3. Changing Regulations and Requirements Impacting Early Childhood Programs Explain two differing views on higher education requirements for preschool teachers. LO2: Analyze multiple perspectives on higher education requirements for preschool teachers. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. Item 3 Explain how the changing demographics in the United States may impact the early childhood field. Focus on key skills that early childhood professionals need to effectively support diverse populations of young children and families. (2–3 paragraphs) Your Response Enter your response here Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 2: Changing Demographics Affecting the Early Childhood Field Explain how changing demographics in the United States may impact the early childhood field. Focus on key skills that early childhood professionals need to effectively support diverse
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- 5. LO1: Explain how current brain research on how genes interact with the environment affects the brain development of young children. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. LO2: Explain why current brain research on the interaction between genes and environment is important for early childhood professionals. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. Item 5 Summarize recent research on the effects of maternal depression on young children’s development, including policy implications and recommended intervention strategies. (1–2 paragraphs) Your Response Enter your response here Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 3: Current Research on the Developing Child
- 6. Summarize recent research on the effects of maternal depression on young children’s development, including policy implications and recommended intervention strategies. LO3: Explain current researchon the effects of maternal depression as it relates to the development of young children. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. Item 6 A heightened focus on child safety in recent years has led to increasing restrictions on the ways children are allowed to play—inside and outdoors. Examples include: limited or no roughhousing and big body play; elimination of some equipment, such as swings and teeter- totters; and, diminished opportunities for child-directed, unsupervised or minimally supervised play. Analyze how these restrictions may impact children’s development. (2–3 paragraphs) Your Response Enter your response here Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 4: Debates on Children’s Safety and Effects on Development Analyze how these restrictions may impact children’s development.
- 7. LO1: Analyze how increased safety restrictions on children’s play may affect their development. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. Item 7 Consider the concerns and debates related to adults touching children in early childhood settings. Explain how restrictions on teachers touching children may impact children’s development. (1–2 paragraphs) Your Response Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 4: Debates on Children’s Safety and Effects on Development Explain how restrictions on teachers touching children may impact children’s development. LO2: Analyze the role of touch in healthy child development. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.
- 8. Item 8 Advances in technology bring many benefits and challenges. Early childhood professionals are often asked about the appropriate use of technology with young children and the impact of “screen time†on young children’s development and learning. Explain key findings from research regarding the appropriate use of technology with young children. (1–2 paragraphs) Your Response Enter your response here Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 5: Technology Use in Early Childhood Explain key findings from research regarding the appropriate use of technology with young children. LO1: Explain research related to the appropriate use of technology with young children. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. References
- 9. Provide a citation for each resource you used to write your response to thisAssessment. A sample citation is provided below: • Bueno, M., Darling-Hammond, L., & Gonzales, D. (2010, March 9). A matter of degrees: Preparing teachers for the pre-K classroom. Retrievedfrom http://www.pewtrusts.org/~/media/legacy/uploadedfiles/wwwpewtrustsorg/reports/pre- k_education/pkneducationreformseriesfinalpdf.pdf Mastery Rubric In order to achieve mastery of this Competency, you must achieve a “2― on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric. MASTERY RUBRIC Exceeds Expectations: Analyzes Sources to Make Informed Conclusions LO1: Analyze multipleand relevant sources to explain current issues and trends that inform professional practice in the early childhood field. Responses to the items use information from multiple and relevant sources to demonstrate a thorough understanding of current issues and trends that inform professional practice in the early childhood field. ◻ Yes◻ No Professional Skills Rubric The faculty Assessor will provide feedback based on the following Professional Skills: Written Communication and Information Literacy. Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency— unless the writing is too poor to score the content of the Assessment. Review the rubric and check your work based on the learning objectives listed. If you are concerned that you will not meet these expectations, reach out to your Coach, so he or she can work with you to further develop each important professional skill. It is highly recommended that you use this opportunity to practice each skill (i.e., Written Communication and Information Literacy) in the context of this Competency Assessment to receive feedback about your current level of proficiency. Written Communication: Write with clarity, coherence, and purpose. (Questions 1–8)
- 10. 0 Not Present 1 Needs Improvement 2 Meets Expectations LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills) Sentences are incoherent and impedethe reader’s access to ideas. Sentences are incomplete and/or include fragments and run-on sentences which limit thereader’s access to ideas. Sentences’ structure effectively conveys meaning to the reader. LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills) Multiple inaccuracies in grammar and mechanics impede the reader’s access to ideas. Some inaccuracies in grammar and mechanics limit the reader’s access to ideas. Use of grammar and mechanics is straightforward and effectively conveys meaning to the reader. LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills) Paragraphs, or lack of paragraphs, impede the reader’s access to ideas. Construction of the main idea and/or supporting paragraphs limit the reader’s access to ideas. Main idea and/or supporting paragraphs effectively convey meaning to the reader. LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence) Supporting materials are not present. Supporting material is used inconsistently or inappropriately. Supporting material is used to enhance meaning.  Writing is appropriately paraphrased and uses direct quotes as applicable.
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