Developing AutonomyErikson’s second psychosocial stage, auto
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Developing Autonomy Erikson’s second psychosocial stage, autonomy versus shame and doubt, describes the child’s need for autonomy at a time when many developmental milestones are occurring. Early childhood caregivers and parents can work together to support children’s development by guiding children with autonomy and developing socially and culturally appropriate behaviors. For this discussion, choose one of challenges to overcome in helping children develop autonomy: Doubt/fear Mistrust/insecurity Tantrums Control/power struggle Unregulated emotions Separation anxiety Stranger anxiety Compose a sample letter to parents that include the following: Characteristics of the behavior(s) A strategy to deal with this particular challenge Socially appropriate responses and actions to help the child develop autonomy A recommendation for one resource to help parents learn more Your response should include at least one outside resource to share with parents, with reference formatted in APA style. ...
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The Development of the Self - Fundamentals of Psychology 2 - Lecture 4
The Development of the Self - Fundamentals of Psychology 2 - Lecture 4.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
CHAPTER 4Building an Anti‑Bias Education Program Clarifying and
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
Grading GuideAdolescence PaperThis assignment is due – Sunda.docx
Grading Guide
Adolescence Paper
This assignment is due – Sunday, April 23 by 8:00 p.m.
Content
10
Points Earned
· Write a two- page paper on your adolescent years (12-20).
· The paper can be on any of the following: (puberty, dating, friendships, family, dealing with parents, parent’s divorce, high school graduation, first couple of years in college, etc).
· Whatever the above-mentioned area you have chosen to write about, incorporate Erikson’s developmental stage that applies to that area.
· I have attached Erikson’s development stages for help in writing your paper.
Comments:
Organization and Development
5
Points Earned
· The paper is clear and organized; major points are supported by details and examples.
· The paper provides relevant and sufficient background on the topic.
· The paper is logical, flows, and reviews the major points.
Comments:
Mechanics and Format
5
Points Earned
· The assignment file is presentable and functional.
· Rules of grammar, usage, and punctuation are followed; spelling is correct.
· The paper—including the title page, running head, page numbering is consistent with APA guidelines.
Comments:
Additional Comments:
Total Earned
Erikson Psychosocial Stages
Psychosocial Stage 1 - Trust vs. Mistrust
· The first stage of Erikson's theory of psychosocial development occurs between birth and one year of age and is the most fundamental stage in life.
· Because an infant is utterly dependent, the development of trust is based on the dependability and quality of the child's caregivers.
· If a child successfully develops trust, he or she will feel safe and secure in the world. Caregivers who are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children they care for. Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable.
· Of course, no child is going to develop a sense of 100 percent trust or 100 percent doubt. Erikson believed that successful development was all about striking a balance between the two opposing sides. When this happens, children acquire hope, which Erikson described as an openness to experience tempered by some wariness that danger may be present.
Psychosocial Stage 2 - Autonomy vs. Shame and Doubt
· The second stage of Erikson's theory of psychosocial development takes place during early childhood and is focused on children developing a greater sense of personal control.2
· Like Freud, Erikson believed that toilet training was a vital part of this process. However, Erikson's reasoning was quite different then that of Freud's. Erikson believe that learning to control one's bodily functions leads to a feeling of control and a sense of independence.
· Other important events include gaining more control over food choices, toy preferences, and clothing selection.
· Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of ina ...
Assignment 1.2 Developmental TheoristStep 1 Research the m.docx
Assignment 1.2: Developmental Theorist
Step 1: Research the major developmental theorists, Freud and Erikson from your readings in Chapter 1 and Chapter 2.
Step 2: Using your supportive findings and information from your assigned readings, write a 1-2 page paper on the following:
Compare and Contrast Freud and Erikson's developmental theories
· Include each of their stages of development.
· Discuss the major characteristics associated with each stage of development.
· Explain which theory you feel is more favorable.
· Include 3-5 references to support your stance and findings.
Assignment 3.1: Parenting Styles
Step 1: Review the four parenting styles.
Step 2: In one page paper, explain the four types of parenting styles.
· Explain how parenting styles can impact the social, cognitive, and emotional development in Early Childhood
· Explain why understanding each of parenting styles can be helpful in a clinical setting.
· Discuss which parenting style may be identified in a "mandatory reporting" case.
· Include whether or not you think the most common parenting style has changed over the last decade. Explain your answer.
Provide 3-5 reference to support your stance.
.
Recommended
The Development of the Self - Fundamentals of Psychology 2 - Lecture 4
The Development of the Self - Fundamentals of Psychology 2 - Lecture 4.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
CHAPTER 4Building an Anti‑Bias Education Program Clarifying and
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
Grading GuideAdolescence PaperThis assignment is due – Sunda.docx
Grading Guide
Adolescence Paper
This assignment is due – Sunday, April 23 by 8:00 p.m.
Content
10
Points Earned
· Write a two- page paper on your adolescent years (12-20).
· The paper can be on any of the following: (puberty, dating, friendships, family, dealing with parents, parent’s divorce, high school graduation, first couple of years in college, etc).
· Whatever the above-mentioned area you have chosen to write about, incorporate Erikson’s developmental stage that applies to that area.
· I have attached Erikson’s development stages for help in writing your paper.
Comments:
Organization and Development
5
Points Earned
· The paper is clear and organized; major points are supported by details and examples.
· The paper provides relevant and sufficient background on the topic.
· The paper is logical, flows, and reviews the major points.
Comments:
Mechanics and Format
5
Points Earned
· The assignment file is presentable and functional.
· Rules of grammar, usage, and punctuation are followed; spelling is correct.
· The paper—including the title page, running head, page numbering is consistent with APA guidelines.
Comments:
Additional Comments:
Total Earned
Erikson Psychosocial Stages
Psychosocial Stage 1 - Trust vs. Mistrust
· The first stage of Erikson's theory of psychosocial development occurs between birth and one year of age and is the most fundamental stage in life.
· Because an infant is utterly dependent, the development of trust is based on the dependability and quality of the child's caregivers.
· If a child successfully develops trust, he or she will feel safe and secure in the world. Caregivers who are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children they care for. Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable.
· Of course, no child is going to develop a sense of 100 percent trust or 100 percent doubt. Erikson believed that successful development was all about striking a balance between the two opposing sides. When this happens, children acquire hope, which Erikson described as an openness to experience tempered by some wariness that danger may be present.
Psychosocial Stage 2 - Autonomy vs. Shame and Doubt
· The second stage of Erikson's theory of psychosocial development takes place during early childhood and is focused on children developing a greater sense of personal control.2
· Like Freud, Erikson believed that toilet training was a vital part of this process. However, Erikson's reasoning was quite different then that of Freud's. Erikson believe that learning to control one's bodily functions leads to a feeling of control and a sense of independence.
· Other important events include gaining more control over food choices, toy preferences, and clothing selection.
· Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of ina ...
Assignment 1.2 Developmental TheoristStep 1 Research the m.docx
Assignment 1.2: Developmental Theorist
Step 1: Research the major developmental theorists, Freud and Erikson from your readings in Chapter 1 and Chapter 2.
Step 2: Using your supportive findings and information from your assigned readings, write a 1-2 page paper on the following:
Compare and Contrast Freud and Erikson's developmental theories
· Include each of their stages of development.
· Discuss the major characteristics associated with each stage of development.
· Explain which theory you feel is more favorable.
· Include 3-5 references to support your stance and findings.
Assignment 3.1: Parenting Styles
Step 1: Review the four parenting styles.
Step 2: In one page paper, explain the four types of parenting styles.
· Explain how parenting styles can impact the social, cognitive, and emotional development in Early Childhood
· Explain why understanding each of parenting styles can be helpful in a clinical setting.
· Discuss which parenting style may be identified in a "mandatory reporting" case.
· Include whether or not you think the most common parenting style has changed over the last decade. Explain your answer.
Provide 3-5 reference to support your stance.
.
Application Topics The APPLICATION PROJECT OPTIONS from which yo.docx
Application Topics
The APPLICATION PROJECT OPTIONS from which you may choose are:
1. Prenatal Development
Design an education course for expectant parents. At the minimum, prepare an outline of all the topics that you would cover in this course and include a description of any activities and resources you would use.
2. Infant Development
Observe the motor behavior of an infant (0-3 years) over three (3) periods of at least 30 minutes. You may interact with the infant during this time. Record your detailed, objective observations, then write out your evaluation of the infant's motor development based on the information presented in this course.
3. Preschool Development
Observe the language behavior of a preschool child (3-6 years) over three (3) periods of at least 30 minutes. You may interact with the child during this time. Record your detailed, objective observations, then write out your evaluation of the child's language development based on the information presented in this course.
4. Middle Childhood Development
Observe the play behavior of a middle-years child (6-12 years) over three (3) periods of at least 30 minutes. Do not interact with the child during this time. Try to make your presence as inconspicuous as possible. You may want to go to a park or playground. Record your detailed, objective observations then write out your evaluation of the child's play/social development based on the information presented in this course.
5. Adolescent Development
Make up at least ten (10) open-ended questions and ask them of a minimum of 5 adolescents. The questions could concern school, sex, food, use of time, occupation, plans for the future, etc. Record their answers as best you can and then write out your evaluation of the adolescents' identity formation based on the information presented in this course.
6. Adult Development
Write your autobiography from your earliest memories to your present stage of adult development. The focus of this paper should be on the determinants of your present personality. Using Erik Erikson's theory of psychosocial development, state how you think you resolved each of the crises of development (for early stages, you may have to ask others or draw conclusions based on your present personality). Give specific examples from your life story to support your conclusions.
7. Aging
Make up at least ten open-ended questions and ask them of a minimum of 5 individuals over the age of 65. Among the questions that you should ask them are, "What would you do differently if you had your life to live over again?" and "What advice would you give a person of my age on how to live a meaningful life?" Write your questions and the answers received in your paper and include any conclusions you would make about aging.
8. Death and Dying
Design a death education course that would help you deal with your own death or the death of a loved one. Prepare an outline of all of the topics you would cover in this cour.
Reply responses to 2 classmates, a minimum of 200 words in length ea
Reply responses to 2 classmates, a minimum of 200 words in length each, begin with the name of the student to whom you are responding and are otherwise fully compliant with assignment instructions. Weekly reply responses to classmates are accompanied by a weekly Initial post (no Forum points can be earned for posting reply posts only in the absence of that week’s required initial post).
Your responses to the postings of other students should be relevant and substantive. Reply posts containing just a few sentences or statements of agreement or disagreement only or that stray away from the topic or repeat what another classmate has already said in his or her posts does not demonstrate substantive discussion. Please be certain to post the name of the person you are responding to in each post you make. This is essential for tracking who said what to whom.
If you disagree with a point a classmate made, you must do so respectfully. For example, rather than saying, "I couldn't disagree more..." or “I think you are off here…” you might begin your differing perspective by saying, "In reading your point(s) an alternative came to mind …". The first two openers can foster defensiveness while the last one invites your classmate to consider a related but different perspective on his/her ideas.
No quoting:
No quoting of published information is permitted on the Forums. The purpose of the discussions is to share insights and learning based on engagement with assignment materials. I will grade your discussions based on your ability to demonstrate the meaning made of those materials and meeting assignment requirements, not the ability to piece together quotes of what published authors already wrote.
Classmate 1 Tunisia Manuel
Learning what feelings to desire
One take away is the socialization of emotion in young children. This is important because children learn to express and regulate their emotions in socially desirable and valued ways. Emotional signs are seen in infancy, but most children show significant signs by age 3. Children are able to develop their own understanding of their own emotions and recognize standar4ds and norms. Parents and other peers, as well as culture shape their children ideal affect. Parents may expose their children to specific practices, products, and institutions that reflect culturally valued affect. Children may also learn which affective states to value through exposure to storybooks that is why reading to children is important.
The second take away is study 1. Study 1 predicted that European American children preferred excited vs. calm smiles and exciting vs. calm activities more than Taiwanese Chinese children. European American children were also more likely to recognize the excited vs. calm smile as happier than were TC children. Asian American children who were exposed to both American and East Asian cultures, fell in between the two groups. These findings show that between group differences in i ...
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
Ellen S. Amatea and Blaire Cholewa
Learning Objectives
After reading this chapter, you will be able to:
■ Describe the four styles of conflict management.
■ Discuss the common barriers to engaging in collaborative family–school meetings to resolve student problems and difficulties.
■ Explain the principles that underlie collaborative family–school problem solving.
■ Describe the steps involved in conducting collaborative family–school problem-solving meetings.
■ Describe specific techniques for blocking the blaming that often characterizes family–school problem-solving efforts.
■ Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of family–school problem-solving meetings.
■ Discuss the applicability of family–school problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to “Let sleeping dogs lie.” I don’t meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a child’s difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
First-grade teacher: I believe it is important to have both students and their parents work with me to figure out how we might resolve a difficulty the student is experiencing. I firmly believe that three heads are better than one. I know that together we can often come up with ways of solving a problem that I would never be able to think of by myself.
Teachers often must relay unpleasant information to parents. Letting parents know about troublesome or inappropriate behavior, or that students are failing or must be retained, is never easy. These and other difficult communication tasks can engender feelings of apprehension and discomfort in both parents and teachers. As the preceding comments depict, educators vary in their style of discussing these matters with parents.
Some educators, such as the 5th-grade teacher depicted in the first comment, try to avoid conflict by not talking with parents about a child’s difficulty unless they absolutely must. These individuals tend to withdraw when faced with the possibility of conflict, perceiving their own goals and those of the child and family to be of much less importance than the fear of experiencing conflict. Feeling hopeless and helpless to address a child’s problem or to address and resolve conflict ...
CHAPTER 11 Engaging in Collaborative Problem Solving with Families.docx
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
Ellen S. Amatea and Blaire Cholewa
Learning Objectives
After reading this chapter, you will be able to:
■ Describe the four styles of conflict management.
■ Discuss the common barriers to engaging in collaborative family–school meetings to resolve student problems and difficulties.
■ Explain the principles that underlie collaborative family–school problem solving.
■ Describe the steps involved in conducting collaborative family–school problem-solving meetings.
■ Describe specific techniques for blocking the blaming that often characterizes family–school problem-solving efforts.
■ Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of family–school problem-solving meetings.
■ Discuss the applicability of family–school problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to “Let sleeping dogs lie.” I don’t meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a child’s difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
First-grade teacher: I believe it is important to have both students and their parents work with me to figure out how we might resolve a difficulty the student is experiencing. I firmly believe that three heads are better than one. I know that together we can often come up with ways of solving a problem that I would never be able to think of by myself.
Teachers often must relay unpleasant information to parents. Letting parents know about troublesome or inappropriate behavior, or that students are failing or must be retained, is never easy. These and other difficult communication tasks can engender feelings of apprehension and discomfort in both parents and teachers. As the preceding comments depict, educators vary in their style of discussing these matters with parents.
Some educators, such as the 5th-grade teacher depicted in the first comment, try to avoid conflict by not talking with parents about a child’s difficulty unless they absolutely must. These individuals tend to withdraw when faced with the possibility of conflict, perceiving their own goals and those of the child and family to be of much less importance than the fear of experiencing conflict. Feeling hopeless and helpless to address a child’s problem or to address and resolve conflict ...
Peer influence on child development
These slides defines peer influence on overall development of child
Discussion Enhancing Social and Emotional Development in the Fi
Discussion: Enhancing Social and Emotional Development in the First Year
As your textbook suggests, applying knowledge from the study of social and emotional development is applicable for parents, teachers, health care providers, policy makers, and many other types of professionals. Perhaps it is for the first group—parents—that this knowledge is of most vital importance, since they are the main individuals who interact with an infant in the first year and thereby set the early foundation for social and emotional development throughout the lifespan.
Returning to the topic of orphanages mentioned in this week’s Introduction, a great deal of research has examined the impact of being raised in an orphanage setting on infants’ social and emotional development. Generally, they have found that the effects of early deprivation depend greatly on the length of time that the child was institutionalized. Specifically, O’Connor, Rutter, Beckett, Keaveney, and Kreppner (2000) found that children who were adopted into loving families by 6 months old were able to make up most developmental deficits that they had when they were adopted. However, children adopted after the age of 2 had lasting developmental delays. These early years are a critical period for brain development, and interestingly, children who had spent a longer time institutionalized also had a smaller-than-average head size, indicating the effects of these experiences on the brain. Further research has found that children who experience early deprivation also experience chronic stress, as noted with elevated cortisol levels, more than 6 years after their adoption (Gunnar & Cheatham, 2003; Gunnar, Morison, Chisholm, & Schuder, 2001). This high level of stress is associated with a variety of outcomes, including physical growth limitations, difficulties with focus and attention, and challenges with controlling anger and impulses. All of this research points to the importance of proper interaction and care for infants in the first year!
In this Discussion, imagine you are a developmental psychologist asked to give a presentation to a group of parents expecting their first child. In this presentation, you explain to these parents several tangible ways that they could nurture and support their infant’s social and emotional development in the first year of life.
To Prepare:
· Review this week’s Learning Resources and consider social and emotional development in infancy.
· Imagine you must give a 5-minute presentation to expecting parents about how they might nurture, support, and enhance their child’s social and emotional development. For your intended audience, choose a cultural group or population different from your own.
· Develop a script for how you would present information from the literature and how the parents could apply it to their lives in tangible ways. Write the script using language actively directed toward your audience (e.g., “I would like to share with you several ways to…”) ...
Anti-Bias Goal 1Each child will demonstrate self-awareness.docx
Anti-Bias Goal 1
Each child will demonstrate self-awareness, confidence, family pride, and positive social identities.
Anti-Bias Goal 2
Each child will express comfort and joy with human diversity; accurate language for human differences; and deep, caring human connections
Anti-Bias Goal 3
Each child will increasingly recognize unfairness, have language to describe unfairness, and understand that unfairness hurts.
Anti-Bias Goal 4
Each child will demonstrate empowerment and the skills to act, with others or alone, against prejudice and/or discrimination.
Initial Post:
Choose
one
of the four main goals of anti-bias education listed in the chart above and address the points below as they relate to your chosen goal. Please make sure to support your initial reply with references to the text and at least one additional scholarly source.
-Explain in your own words what this goal means to you and how it connects to social justice.
-Discuss how you would foster an understanding of your goal within your education setting.
-Analyze at least two challenges you perceive in achieving this goal.
-Provide at least one ethical solution to each of the challenges you shared.
-Share two developmentally appropriate methods that you will use in your work with children to foster development of this goal.
.
The Child Study Power Point Presentation 11 10 2010
Example of Professional Development Workshops designed to expand upon teacher expertise, enrich the learning environment, and better understand the whole child.
Paper InstructionsYou are to research and write a 5-8 page paper.docx
Paper Instructions
You are to research and write a 5-8 page paper (excluding title page and reference pages) on one of the topics listed below. The paper should incorporate references to the course material and a minimum of 6 scholarly sources. The paper should be typed, double spaced using APA formatting, and attached as a file. Your writing should display knowledge, analysis, evaluation, and application of the material you have studied in the course. See the document called “Final Paper Expectations” for a breakdown of the structure and expectations.
As you consider the topic you want to write about, ask yourself what supporting materials from the course, from your personal experiences, and from your researched resources you could bring together to bring the topic to life.
Topics to select from are:
Consider how Martin Buber’s theory of communication plays out in the world. Take into consideration each of the three types of relationships (I-It, I-You, I-Thou).
Abraham Maslow developed his theory of the “Hierarchy of Needs.” How do people use social media to meet their needs?
Discuss your thoughts and the thoughts of the experts about the four types of attachment styles.
Discuss the impact of the media on the development of gender identity.
What are the impacts of long-distance relationships on interpersonal communication?
Martin Luther King, Jr.
(Quotable Quote)
is quoted as saying, “It really boils down to this: that all life is interrelated. We are caught in an inescapable network of mutuality.” What aspects of interpersonal communication apply to this sentiment?
According to Anthony Robbins
(Quotable Quote),
“The quality of your life is the quality of your communication.” How so?
Module 2 told us that “the self arises in communication with others.” Discuss.
Before writing this paper, observe yourself for several days, and whenever you use “you” language, try to rephrase what you said or thought into “I” language. How does that change how you think and feel about what’s happening? How does it affect your interactions with others? Does it make a positive or negative impact? Describe your experiences and then relate your personal findings to what you find in your research.
What labels that you dislike have been applied to you or to groups to which you belong? Explain how the labels affect you. Describe how your experiences relate to what you find in your research.
Who is your prototype, or model, of a listener? Describe what the person does that makes her or him effective? Relate your description to research on listening.
Discuss the differences between differential, assertive, and aggressive communication.
Define and describe what makes a good friend. Describe the investments that are made, how trust, acceptance, and closeness are communicated. How does that compare to what experts say about friends and friendship?
What makes for a successful romantic relationship? Compare your pers.
Part 3 Environments and Experiences That Inspire and Support Develo.docx
Part 3: Environments and Experiences That Inspire and Support Development and Learning
Each of the people you studied this week
—< /font>Johann Pestalozzi, Fredrich Froebel, John Dewey, and Maria Montessori - developed his or her philosophy of education based on personal and professional experiences. Each was interested in understanding and defining the environments, experiences, and resources that inspire children's learning.
For this section of your Professional Philosophy of Teaching and Learning:
Think about the people that you studied this week and what you have learned. Carefully choose at least five points that have inspired your thinking and helped clarify, expand, and/or deepen your philosophy of education with regard to environments, experiences, and resources that define and inspire teaching and learning. Then, s
ummarize these five points in such a way that also explains how these philosophers have influenced your philosophy of education and the environment you hope to create. Be sure to cite the sources of
each of the points you include.
Assignment length: 1
–
2 pages
I have attached the materials used to complete this assignment
.
Philosophy of Education - You will write a 3 page paper (APA.docx
Philosophy of Education -
You will write a
3 page
paper (APA style) about your philosophy of education, specifically discussing your philosophy about working with young children. Your paper must include an introduction section, purpose section, main body with subheadings and a conclusion section. Please keep in mind that your philosophy of education is the very heart of your teaching because your philosophy is what you understand, believe and value. These things have profound and undeniable effects on your teaching behavior. Your philosophy includes the answers to the following fundamental questions that guide your decision making as an early childhood teacher of young children.
1.
What do I believe about how young children learn? What do I see as the children’s role in learning? What do I see as the teacher’s role?
2.
What aspiration do I have for young children’s growth now and in the future? What dispositions and knowledge do I hope children will develop?
3.
What kind of classroom environment, teaching methods, learning experiences, and assessment practices will enable me to support young children’s growth?
4.
How can I meet young children’s developmental levels, celebrate their individual differences, and respect their cultural diversity?
1.
What role do other people have in supporting young children’s growth? How will I educate others about how young children grow and learn?
2.
Include a reference page
Pointers:
1.
Write in first person. Personalize your stance. Avoid jargon.
2.
Be articulate! Avoid generalized statements.
3.
Write as if defending yourself to someone who doubts your beliefs.
4.
Use reference to educational research and/or theory (as needed) to support your opinion from textbooks, articles, and the NAEYC statements.
.
The Tea Party movement that started in 2010 is considered by some .docx
The Tea Party movement that started in 2010 is considered by some political analysts as an example of a “grass roots” initiative by frustrated common citizens who seek to influence national policy. In 2011, the Occupy Wall Street movement came into prominence and was immediately compared to the Tea Party.
For this discussion question you will take the identity of an analyst working for the Criminal Intelligence Bureau (CIB) of the Miami-Dade Police Department. Your Bureau commander has assigned you the task of analyzing these two political movements that are likely to protest during the upcoming DRNC event next year. Your analysis and recommendations will weigh heavily on your command staff’s policy formation as it pertains to these two particular political groups.
For this discussion post, you must conduct your own research and cite at least three sources. Your report to the CIB Commander must be at least 500 words long, but no more than 1,000 words. As always, your response must be written at the graduate level and cited properly according to APA style guidelines.
At a minimum, you are to address the following:
Describe and analyze the Tea Party and the Occupy Wall Street movements and determine their underlying motives and their likely involvement in the upcoming DRNC event.
How have these movements differed from other political movements in the past?
How do the Tea Party and the Occupy Wall Street movement differ from one another?
What policy recommendations do you make to the Miami-Dade Police Department command staff on how to deal with these two political movements during the upcoming DRNC?
.
The System Development Life CycleYou have been put in a role of th.docx
The System Development Life Cycle
You have been put in a role of the CIO, Chief Information Officer (you may choose the type of facility.) Looking at the guidelines about development of information systems, create a project management plan of action to get your facility on the road to changes in information systems. What type of questions should you ask yourself in the different phases of the system development life cycle? Look at each phase objectively and tell how you would handle each phase for your project.
Discussion responses should be on topic, original, and contribute to the quality of the discussion by making frequent informed references to lesson material. Initial discussion responses should be around 100 words.
.
More Related Content
Similar to Developing AutonomyErikson’s second psychosocial stage, auto
Application Topics The APPLICATION PROJECT OPTIONS from which yo.docx
Application Topics
The APPLICATION PROJECT OPTIONS from which you may choose are:
1. Prenatal Development
Design an education course for expectant parents. At the minimum, prepare an outline of all the topics that you would cover in this course and include a description of any activities and resources you would use.
2. Infant Development
Observe the motor behavior of an infant (0-3 years) over three (3) periods of at least 30 minutes. You may interact with the infant during this time. Record your detailed, objective observations, then write out your evaluation of the infant's motor development based on the information presented in this course.
3. Preschool Development
Observe the language behavior of a preschool child (3-6 years) over three (3) periods of at least 30 minutes. You may interact with the child during this time. Record your detailed, objective observations, then write out your evaluation of the child's language development based on the information presented in this course.
4. Middle Childhood Development
Observe the play behavior of a middle-years child (6-12 years) over three (3) periods of at least 30 minutes. Do not interact with the child during this time. Try to make your presence as inconspicuous as possible. You may want to go to a park or playground. Record your detailed, objective observations then write out your evaluation of the child's play/social development based on the information presented in this course.
5. Adolescent Development
Make up at least ten (10) open-ended questions and ask them of a minimum of 5 adolescents. The questions could concern school, sex, food, use of time, occupation, plans for the future, etc. Record their answers as best you can and then write out your evaluation of the adolescents' identity formation based on the information presented in this course.
6. Adult Development
Write your autobiography from your earliest memories to your present stage of adult development. The focus of this paper should be on the determinants of your present personality. Using Erik Erikson's theory of psychosocial development, state how you think you resolved each of the crises of development (for early stages, you may have to ask others or draw conclusions based on your present personality). Give specific examples from your life story to support your conclusions.
7. Aging
Make up at least ten open-ended questions and ask them of a minimum of 5 individuals over the age of 65. Among the questions that you should ask them are, "What would you do differently if you had your life to live over again?" and "What advice would you give a person of my age on how to live a meaningful life?" Write your questions and the answers received in your paper and include any conclusions you would make about aging.
8. Death and Dying
Design a death education course that would help you deal with your own death or the death of a loved one. Prepare an outline of all of the topics you would cover in this cour.
Reply responses to 2 classmates, a minimum of 200 words in length ea
Reply responses to 2 classmates, a minimum of 200 words in length each, begin with the name of the student to whom you are responding and are otherwise fully compliant with assignment instructions. Weekly reply responses to classmates are accompanied by a weekly Initial post (no Forum points can be earned for posting reply posts only in the absence of that week’s required initial post).
Your responses to the postings of other students should be relevant and substantive. Reply posts containing just a few sentences or statements of agreement or disagreement only or that stray away from the topic or repeat what another classmate has already said in his or her posts does not demonstrate substantive discussion. Please be certain to post the name of the person you are responding to in each post you make. This is essential for tracking who said what to whom.
If you disagree with a point a classmate made, you must do so respectfully. For example, rather than saying, "I couldn't disagree more..." or “I think you are off here…” you might begin your differing perspective by saying, "In reading your point(s) an alternative came to mind …". The first two openers can foster defensiveness while the last one invites your classmate to consider a related but different perspective on his/her ideas.
No quoting:
No quoting of published information is permitted on the Forums. The purpose of the discussions is to share insights and learning based on engagement with assignment materials. I will grade your discussions based on your ability to demonstrate the meaning made of those materials and meeting assignment requirements, not the ability to piece together quotes of what published authors already wrote.
Classmate 1 Tunisia Manuel
Learning what feelings to desire
One take away is the socialization of emotion in young children. This is important because children learn to express and regulate their emotions in socially desirable and valued ways. Emotional signs are seen in infancy, but most children show significant signs by age 3. Children are able to develop their own understanding of their own emotions and recognize standar4ds and norms. Parents and other peers, as well as culture shape their children ideal affect. Parents may expose their children to specific practices, products, and institutions that reflect culturally valued affect. Children may also learn which affective states to value through exposure to storybooks that is why reading to children is important.
The second take away is study 1. Study 1 predicted that European American children preferred excited vs. calm smiles and exciting vs. calm activities more than Taiwanese Chinese children. European American children were also more likely to recognize the excited vs. calm smile as happier than were TC children. Asian American children who were exposed to both American and East Asian cultures, fell in between the two groups. These findings show that between group differences in i ...
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
Ellen S. Amatea and Blaire Cholewa
Learning Objectives
After reading this chapter, you will be able to:
■ Describe the four styles of conflict management.
■ Discuss the common barriers to engaging in collaborative family–school meetings to resolve student problems and difficulties.
■ Explain the principles that underlie collaborative family–school problem solving.
■ Describe the steps involved in conducting collaborative family–school problem-solving meetings.
■ Describe specific techniques for blocking the blaming that often characterizes family–school problem-solving efforts.
■ Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of family–school problem-solving meetings.
■ Discuss the applicability of family–school problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to “Let sleeping dogs lie.” I don’t meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a child’s difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
First-grade teacher: I believe it is important to have both students and their parents work with me to figure out how we might resolve a difficulty the student is experiencing. I firmly believe that three heads are better than one. I know that together we can often come up with ways of solving a problem that I would never be able to think of by myself.
Teachers often must relay unpleasant information to parents. Letting parents know about troublesome or inappropriate behavior, or that students are failing or must be retained, is never easy. These and other difficult communication tasks can engender feelings of apprehension and discomfort in both parents and teachers. As the preceding comments depict, educators vary in their style of discussing these matters with parents.
Some educators, such as the 5th-grade teacher depicted in the first comment, try to avoid conflict by not talking with parents about a child’s difficulty unless they absolutely must. These individuals tend to withdraw when faced with the possibility of conflict, perceiving their own goals and those of the child and family to be of much less importance than the fear of experiencing conflict. Feeling hopeless and helpless to address a child’s problem or to address and resolve conflict ...
CHAPTER 11 Engaging in Collaborative Problem Solving with Families.docx
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
Ellen S. Amatea and Blaire Cholewa
Learning Objectives
After reading this chapter, you will be able to:
■ Describe the four styles of conflict management.
■ Discuss the common barriers to engaging in collaborative family–school meetings to resolve student problems and difficulties.
■ Explain the principles that underlie collaborative family–school problem solving.
■ Describe the steps involved in conducting collaborative family–school problem-solving meetings.
■ Describe specific techniques for blocking the blaming that often characterizes family–school problem-solving efforts.
■ Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of family–school problem-solving meetings.
■ Discuss the applicability of family–school problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to “Let sleeping dogs lie.” I don’t meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a child’s difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
First-grade teacher: I believe it is important to have both students and their parents work with me to figure out how we might resolve a difficulty the student is experiencing. I firmly believe that three heads are better than one. I know that together we can often come up with ways of solving a problem that I would never be able to think of by myself.
Teachers often must relay unpleasant information to parents. Letting parents know about troublesome or inappropriate behavior, or that students are failing or must be retained, is never easy. These and other difficult communication tasks can engender feelings of apprehension and discomfort in both parents and teachers. As the preceding comments depict, educators vary in their style of discussing these matters with parents.
Some educators, such as the 5th-grade teacher depicted in the first comment, try to avoid conflict by not talking with parents about a child’s difficulty unless they absolutely must. These individuals tend to withdraw when faced with the possibility of conflict, perceiving their own goals and those of the child and family to be of much less importance than the fear of experiencing conflict. Feeling hopeless and helpless to address a child’s problem or to address and resolve conflict ...
Peer influence on child development
These slides defines peer influence on overall development of child
Discussion Enhancing Social and Emotional Development in the Fi
Discussion: Enhancing Social and Emotional Development in the First Year
As your textbook suggests, applying knowledge from the study of social and emotional development is applicable for parents, teachers, health care providers, policy makers, and many other types of professionals. Perhaps it is for the first group—parents—that this knowledge is of most vital importance, since they are the main individuals who interact with an infant in the first year and thereby set the early foundation for social and emotional development throughout the lifespan.
Returning to the topic of orphanages mentioned in this week’s Introduction, a great deal of research has examined the impact of being raised in an orphanage setting on infants’ social and emotional development. Generally, they have found that the effects of early deprivation depend greatly on the length of time that the child was institutionalized. Specifically, O’Connor, Rutter, Beckett, Keaveney, and Kreppner (2000) found that children who were adopted into loving families by 6 months old were able to make up most developmental deficits that they had when they were adopted. However, children adopted after the age of 2 had lasting developmental delays. These early years are a critical period for brain development, and interestingly, children who had spent a longer time institutionalized also had a smaller-than-average head size, indicating the effects of these experiences on the brain. Further research has found that children who experience early deprivation also experience chronic stress, as noted with elevated cortisol levels, more than 6 years after their adoption (Gunnar & Cheatham, 2003; Gunnar, Morison, Chisholm, & Schuder, 2001). This high level of stress is associated with a variety of outcomes, including physical growth limitations, difficulties with focus and attention, and challenges with controlling anger and impulses. All of this research points to the importance of proper interaction and care for infants in the first year!
In this Discussion, imagine you are a developmental psychologist asked to give a presentation to a group of parents expecting their first child. In this presentation, you explain to these parents several tangible ways that they could nurture and support their infant’s social and emotional development in the first year of life.
To Prepare:
· Review this week’s Learning Resources and consider social and emotional development in infancy.
· Imagine you must give a 5-minute presentation to expecting parents about how they might nurture, support, and enhance their child’s social and emotional development. For your intended audience, choose a cultural group or population different from your own.
· Develop a script for how you would present information from the literature and how the parents could apply it to their lives in tangible ways. Write the script using language actively directed toward your audience (e.g., “I would like to share with you several ways to…”) ...
Anti-Bias Goal 1Each child will demonstrate self-awareness.docx
Anti-Bias Goal 1
Each child will demonstrate self-awareness, confidence, family pride, and positive social identities.
Anti-Bias Goal 2
Each child will express comfort and joy with human diversity; accurate language for human differences; and deep, caring human connections
Anti-Bias Goal 3
Each child will increasingly recognize unfairness, have language to describe unfairness, and understand that unfairness hurts.
Anti-Bias Goal 4
Each child will demonstrate empowerment and the skills to act, with others or alone, against prejudice and/or discrimination.
Initial Post:
Choose
one
of the four main goals of anti-bias education listed in the chart above and address the points below as they relate to your chosen goal. Please make sure to support your initial reply with references to the text and at least one additional scholarly source.
-Explain in your own words what this goal means to you and how it connects to social justice.
-Discuss how you would foster an understanding of your goal within your education setting.
-Analyze at least two challenges you perceive in achieving this goal.
-Provide at least one ethical solution to each of the challenges you shared.
-Share two developmentally appropriate methods that you will use in your work with children to foster development of this goal.
.
The Child Study Power Point Presentation 11 10 2010
Example of Professional Development Workshops designed to expand upon teacher expertise, enrich the learning environment, and better understand the whole child.
Paper InstructionsYou are to research and write a 5-8 page paper.docx
Paper Instructions
You are to research and write a 5-8 page paper (excluding title page and reference pages) on one of the topics listed below. The paper should incorporate references to the course material and a minimum of 6 scholarly sources. The paper should be typed, double spaced using APA formatting, and attached as a file. Your writing should display knowledge, analysis, evaluation, and application of the material you have studied in the course. See the document called “Final Paper Expectations” for a breakdown of the structure and expectations.
As you consider the topic you want to write about, ask yourself what supporting materials from the course, from your personal experiences, and from your researched resources you could bring together to bring the topic to life.
Topics to select from are:
Consider how Martin Buber’s theory of communication plays out in the world. Take into consideration each of the three types of relationships (I-It, I-You, I-Thou).
Abraham Maslow developed his theory of the “Hierarchy of Needs.” How do people use social media to meet their needs?
Discuss your thoughts and the thoughts of the experts about the four types of attachment styles.
Discuss the impact of the media on the development of gender identity.
What are the impacts of long-distance relationships on interpersonal communication?
Martin Luther King, Jr.
(Quotable Quote)
is quoted as saying, “It really boils down to this: that all life is interrelated. We are caught in an inescapable network of mutuality.” What aspects of interpersonal communication apply to this sentiment?
According to Anthony Robbins
(Quotable Quote),
“The quality of your life is the quality of your communication.” How so?
Module 2 told us that “the self arises in communication with others.” Discuss.
Before writing this paper, observe yourself for several days, and whenever you use “you” language, try to rephrase what you said or thought into “I” language. How does that change how you think and feel about what’s happening? How does it affect your interactions with others? Does it make a positive or negative impact? Describe your experiences and then relate your personal findings to what you find in your research.
What labels that you dislike have been applied to you or to groups to which you belong? Explain how the labels affect you. Describe how your experiences relate to what you find in your research.
Who is your prototype, or model, of a listener? Describe what the person does that makes her or him effective? Relate your description to research on listening.
Discuss the differences between differential, assertive, and aggressive communication.
Define and describe what makes a good friend. Describe the investments that are made, how trust, acceptance, and closeness are communicated. How does that compare to what experts say about friends and friendship?
What makes for a successful romantic relationship? Compare your pers.
Part 3 Environments and Experiences That Inspire and Support Develo.docx
Part 3: Environments and Experiences That Inspire and Support Development and Learning
Each of the people you studied this week
—< /font>Johann Pestalozzi, Fredrich Froebel, John Dewey, and Maria Montessori - developed his or her philosophy of education based on personal and professional experiences. Each was interested in understanding and defining the environments, experiences, and resources that inspire children's learning.
For this section of your Professional Philosophy of Teaching and Learning:
Think about the people that you studied this week and what you have learned. Carefully choose at least five points that have inspired your thinking and helped clarify, expand, and/or deepen your philosophy of education with regard to environments, experiences, and resources that define and inspire teaching and learning. Then, s
ummarize these five points in such a way that also explains how these philosophers have influenced your philosophy of education and the environment you hope to create. Be sure to cite the sources of
each of the points you include.
Assignment length: 1
–
2 pages
I have attached the materials used to complete this assignment
.
Philosophy of Education - You will write a 3 page paper (APA.docx
Philosophy of Education -
You will write a
3 page
paper (APA style) about your philosophy of education, specifically discussing your philosophy about working with young children. Your paper must include an introduction section, purpose section, main body with subheadings and a conclusion section. Please keep in mind that your philosophy of education is the very heart of your teaching because your philosophy is what you understand, believe and value. These things have profound and undeniable effects on your teaching behavior. Your philosophy includes the answers to the following fundamental questions that guide your decision making as an early childhood teacher of young children.
1.
What do I believe about how young children learn? What do I see as the children’s role in learning? What do I see as the teacher’s role?
2.
What aspiration do I have for young children’s growth now and in the future? What dispositions and knowledge do I hope children will develop?
3.
What kind of classroom environment, teaching methods, learning experiences, and assessment practices will enable me to support young children’s growth?
4.
How can I meet young children’s developmental levels, celebrate their individual differences, and respect their cultural diversity?
1.
What role do other people have in supporting young children’s growth? How will I educate others about how young children grow and learn?
2.
Include a reference page
Pointers:
1.
Write in first person. Personalize your stance. Avoid jargon.
2.
Be articulate! Avoid generalized statements.
3.
Write as if defending yourself to someone who doubts your beliefs.
4.
Use reference to educational research and/or theory (as needed) to support your opinion from textbooks, articles, and the NAEYC statements.
.
Similar to Developing AutonomyErikson’s second psychosocial stage, auto (20)
Erik Erikson's Stages of Psychosocial Development.pptx
Erik Erikson's Stages of Psychosocial Development.pptx
Application Topics The APPLICATION PROJECT OPTIONS from which yo.docx
Application Topics The APPLICATION PROJECT OPTIONS from which yo.docx
Reply responses to 2 classmates, a minimum of 200 words in length ea
Reply responses to 2 classmates, a minimum of 200 words in length ea
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
CHAPTER 11 Engaging in Collaborative Problem Solving with Families.docx
CHAPTER 11 Engaging in Collaborative Problem Solving with Families.docx
Discussion Enhancing Social and Emotional Development in the Fi
Discussion Enhancing Social and Emotional Development in the Fi
Anti-Bias Goal 1Each child will demonstrate self-awareness.docx
Anti-Bias Goal 1Each child will demonstrate self-awareness.docx
The Child Study Power Point Presentation 11 10 2010
The Child Study Power Point Presentation 11 10 2010
Paper InstructionsYou are to research and write a 5-8 page paper.docx
Paper InstructionsYou are to research and write a 5-8 page paper.docx
Part 3 Environments and Experiences That Inspire and Support Develo.docx
Part 3 Environments and Experiences That Inspire and Support Develo.docx
Child and adolescence(socio emotional development)
Child and adolescence(socio emotional development)
Philosophy of Education - You will write a 3 page paper (APA.docx
Philosophy of Education - You will write a 3 page paper (APA.docx
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The Tea Party movement that started in 2010 is considered by some .docx
The Tea Party movement that started in 2010 is considered by some political analysts as an example of a “grass roots” initiative by frustrated common citizens who seek to influence national policy. In 2011, the Occupy Wall Street movement came into prominence and was immediately compared to the Tea Party.
For this discussion question you will take the identity of an analyst working for the Criminal Intelligence Bureau (CIB) of the Miami-Dade Police Department. Your Bureau commander has assigned you the task of analyzing these two political movements that are likely to protest during the upcoming DRNC event next year. Your analysis and recommendations will weigh heavily on your command staff’s policy formation as it pertains to these two particular political groups.
For this discussion post, you must conduct your own research and cite at least three sources. Your report to the CIB Commander must be at least 500 words long, but no more than 1,000 words. As always, your response must be written at the graduate level and cited properly according to APA style guidelines.
At a minimum, you are to address the following:
Describe and analyze the Tea Party and the Occupy Wall Street movements and determine their underlying motives and their likely involvement in the upcoming DRNC event.
How have these movements differed from other political movements in the past?
How do the Tea Party and the Occupy Wall Street movement differ from one another?
What policy recommendations do you make to the Miami-Dade Police Department command staff on how to deal with these two political movements during the upcoming DRNC?
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The System Development Life CycleYou have been put in a role of th.docx
The System Development Life Cycle
You have been put in a role of the CIO, Chief Information Officer (you may choose the type of facility.) Looking at the guidelines about development of information systems, create a project management plan of action to get your facility on the road to changes in information systems. What type of questions should you ask yourself in the different phases of the system development life cycle? Look at each phase objectively and tell how you would handle each phase for your project.
Discussion responses should be on topic, original, and contribute to the quality of the discussion by making frequent informed references to lesson material. Initial discussion responses should be around 100 words.
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The subject matter is concept of inattentional blindnessExpl.docx
The subject matter is :
concept of inattentional blindness
Explain how it can affect visual perception by coming up with
2
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Responses to your own questions should be 250 word minimum
each
please use the text for reference that i have sent separately in an email. You may also use peer reviewed articles.
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The strengths of the article are properly assessed.The weaknesses .docx
The strengths of the article are properly assessed.
The weaknesses of the article are properly assessed.
An understanding of the major arguments and the intent of the article is demonstrated.
Conclusion
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The Sunflower by Mary Oliver
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Also name 5 themes in the poem
And any shifts in the poem (2 different robes with evidence)
Ex: Stanza 1--------> Stanza 2
Exultant tone. Shocked tone
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The Submission should be 4 through 5 pages and need to include answers to all the questions listed in the uploaded document. Show computations, discuss the results and include references with website data as necessary and in APA Format in text and listed at the end of the assignment, not to be included in the four to five page assignment.
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The Stroop Effect And Visual Perception
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Write a 2-part assessment that discusses your experience with the Stroop Effect and concepts related to visual perception. This assessment should be a minimum of 4 pages long.
One of the central hypotheses in psychology is the relationship between stimulus and response. Sight and language are two human abilities relevant to the hypothesis of stimulus and response. Your understanding of these two abilities will help you build up a concept of the neural basis of human behaviors interacting with the world.
Show More
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 2: Employ critical and creative thinking to evaluate problems, conflicts, and unresolved issues in the study of biological psychology.
▪
Discuss whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test.
▪
Discuss the results of the Stroop test.
•
Competency 3: Examine the research methodology and tools typically associated with the study of biological psychology.
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Competency 4: Assess the important theories, paradigms, research findings, and conclusions in biological psychology.
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Competency 6: Communicate effectively in a variety of formats.
▪
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a
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Context
Recent technologies employed in the study of the brain regions regulating speech are helping scientists better understand the neural basis of human behaviors interacting with the world. For example, MRI imaging studies are revealing other areas within the brain that may also play a role in language and reading. Another example is that both Broca's and Wernicke's areas are fundamental to speech ability, but the specific mechanism of how each plays into oral language is still unclear. This is still a new area that challenges psychologists, neurologists, and speech therapists.
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the story about a conflict between me and my family about my divorce ..
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the conflict between me , my mother, father , big brother and my big sister.
my mother was crying, my father has been shocked
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The Statement of Cash Flows
describe the following terms as they relate to the statement of cash flows: cash, operating activities, investing activities, and financing activities. What can creditors, investors, and other users glean from an analysis of the statement of cash flows?
2. Analyzing the Statement of Cash Flows
Using the table below, explain the difference between net income and cash flow from operating activities for Techno in 2009 and analyze their cash flows for 2008 and 2009.
(in thousands)
2009
2008
Net income
$ 316,354
$ 242,329
Noncash charges (credits) to income
Depreciation and amortization
68,156
62,591
Deferred taxes
15,394
22,814
$ 399,904
$ 327,734
Cash Provided (Used) by Operating Assets and Liabilities:
Receivables
(288,174)
(49,704)
Inventories
(159,419)
(145,554)
Other current assets
(1,470)
3,832
Accounts payable, accrued liabilities
73,684
41,079
Total Cash Provided by Operations
$ 24,525
$ 177,387
Investment activities
Additions to plant and equipment
(94,1760)
(93,136)
Other investment activities
14,408
(34,771)
Net investment activities
($ 79,768)
($ 127,907)
Financing activities
Purchases of treasury stock
(45,854)
(39,267)
Dividends paid
(49,290)
(22,523)
Net changes in short-term borrowing
125,248
45,067
Additions to long-term borrowings
135,249
4,610
Repayments of long-term borrowings
(250,564)
Net financing activities
$
165,353
($ 262,677)
Increase (decrease) in cash
$
110,110
($ 213,197)
Beginning cash balance
78,114
291,311
Ending cash balance
$ 188,224
$ 78,114
.
the story of options and the development of the Black-Scholes formul.docx
the story of options and the development of the Black-Scholes formula is intertwined with the story of international financial markets and investment and global financial crisis. Although B-S was originally developed for pricing stock options, the formula that we have been using in class for currency options is virtually identical. Specifically, except for the Tr e − * term that discounts by the foreign interest rate, and of course the fact that the underlying asset is a foreign currency rather than a share of stock, the formulas are exactly the same. In addition to the development of the B-S formula, the video brings together many concepts that we have seen in class this semester, including (in no particular order): - Replicating portfolio and no-arbitrage pricing - Market efficiency vs. forecasting - Statistical methods for characterizing returns and measuring risk - Risk transfer role of derivatives and hedging - Derivatives trading and exchanges - International capital flows and investment - Currency crisis and contagion Besides these, the video also gives a great glimpse into the world of academic finance, the inner workings of financial markets and institutions, and the nature of financial crises. While you are watching, note the similarity between what got us into trouble back then and what got us into trouble today (e.g., excessive debt/leverage to fuel a property boom, underassessment of risk and/or overconfidence in our ability to deal with risk, government bailouts, etc.).
Choose any five (5) of the bullet points above and discuss the topic further by describing what we learned in class about the topic and linking it to specific parts of the video in which it is mentioned or occurs. A two to three paragraph discussion for each point should suffice, totaling 2-3 pages single spaced for he entire assignment
.
The Statement of Cash Flows Referencing this week’s readings and.docx
The Statement of Cash Flows
Referencing this week’s readings and lecture, describe the following terms as they relate to the statement of cash flows: cash, operating activities, investing activities, and financing activities. What can creditors, investors, and other users glean from an analysis of the statement of cash flows?
Analyzing the Statement of Cash Flows
Using the table below, explain the difference between net income and cash flow from operating activities for Techno in 2009 and analyze their cash flows for 2008 and 2009.
(in thousands)
2009
2008
Net income
$ 316,354
$ 242,329
Noncash charges (credits) to income
Depreciation and amortization
68,156
62,591
Deferred taxes
15,394
22,814
$ 399,904
$ 327,734
Cash Provided (Used) by Operating Assets and Liabilities:
Receivables
(288,174)
(49,704)
Inventories
(159,419)
(145,554)
Other current assets
(1,470)
3,832
Accounts payable, accrued liabilities
73,684
41,079
Total Cash Provided by Operations
$ 24,525
$ 177,387
Investment activities
Additions to plant and equipment
(94,1760)
(93,136)
Other investment activities
14,408
(34,771)
Net investment activities
($ 79,768)
($ 127,907)
Financing activities
Purchases of treasury stock
(45,854)
(39,267)
Dividends paid
(49,290)
(22,523)
Net changes in short-term borrowing
125,248
45,067
Additions to long-term borrowings
135,249
4,610
Repayments of long-term borrowings
(250,564)
Net financing activities
$
165,353
($ 262,677)
Increase (decrease) in cash
$
110,110
($ 213,197)
Beginning cash balance
78,114
291,311
Ending cash balance
$ 188,224
$ 78,114
.
The St. Clare Hospital was founded in 1988. In the past few years, t.docx
The St. Clare Hospital was founded in 1988. In the past few years, the revenues have dropped steadily to a point where CEO James Edwards is considering cost control to improve the organization’s bottom line. Mr. Edwards understands physicians play a critical role in controlling cost, but they do not have a great interest in cooperating with him to sustain the viability of the hospital. Mr. Edwards decides to hire Wendy Jones as the chief operating officer and empower her to cut costs for the hospital.
The first measure taken by
Ms. Jones is to outsource the interpretation of imaging readings and fire the radiologist Dr. Harris. By doing so, the hospital would save $160,000 per year. However, after two weeks, the hospital sees 18% inaccuracy rates in outsourced reading reports. The hospital might face legal liabilities from inaccurate readings. Mr. Edwards and Ms. Jones want to stay with the plan to control costs, but the physicians are furious. The medical director, Dr. Wiseman, gathers all staff physicians to a call for action.
Write a four-to six-page double-spaced paper (excluding title and reference pages), addressing the following:
Describe types of conflict identified in this case.
Explain conflict management styles evidenced in this case.
Propose a conflict resolution strategy to be used.
Recommend strategies to reduce cost and legal liabilities.
Including an introduction and conclusion paragraph, your paper must be four to six double-spaced pages (excluding title and reference pages) and formatted according to APA style. Utilize a minimum of three scholarly and/or peer-reviewed sources, including the textbook, that were published within the last five years.
.
The State of Rhode Island publishes its budget and the supporting in.docx
The State of Rhode Island publishes its budget and the supporting information at
www.budget.state.ri.us/index.htm
.
Access the budget and answer the following questions in a word document:
What are the duties of the budget office? (Hint: Use the Primer link.)
What are the six governmental functions listed in the budget?
What are the major sources of Rhode Island's revenues?
What is the accounting basis used in the preparation of the budget? (Hint: Use the Primer link and scroll down until you see the Budget Basis section.)
The budget mentions four categories of program performance measures. List them, and briefly describe how they are used in Rhode Island. (Hint: Use the Primer link and scroll down until you see the Program Performance Measures section.)
What did you learn from reviewing the most recent budget of the State of Rhode Island?
What do you think the biggest challenges are when it comes to preparing their budget?
Use proper in text APA citations as well as APA references at the bottom
No minimum words as long as all questions are answered well
.
The Spread of Popular CultureDue Today 1159 PMNot Submitted.docx
The Spread of Popular Culture
Due
Today 11:59 PM
Not Submitted
POINTS
10
Paper
Objectives:
Instructions
Assignment Files
Grading
Select
one aspect of popular culture that interests you, such as a type of music, a specific type of fashion, an architectural style, a slang word or language, a form of dance, a sport, or a type of food.
Trace
the development and diffusion of your selected aspect of popular culture in a presentation.
Create
a map that illustrates the spatial distribution of your selected form of popular culture. This will be either a global or national map depending on where the aspect spread.
Answer
the following in your presentation:
Where did your selected aspect of popular culture originate?
How did it spread? What types of communication were involved?
Where did it spread?
What are the commonalities of the geographic locations to which it spread?
Submit
your assignment with the following formats consistent with APA guidelines:
A 4- to 6-slide Microsoft
®
PowerPoint
®
presentation
.
The Spread of Popular CultureDue Mar 07, 1159 PMNot Submitte.docx
The Spread of Popular Culture
Due
Mar 07, 11:59 PM
Not Submitted
POINTS
10
Paper
Objectives:
Instructions
Assignment Files
Grading
Select
one aspect of popular culture that interests you, such as a type of music, a specific type of fashion, an architectural style, a slang word or language, a form of dance, a sport, or a type of food.
Trace
the development and diffusion of your selected aspect of popular culture in a presentation.
Create
a map that illustrates the spatial distribution of your selected form of popular culture. This will be either a global or national map depending on where the aspect spread.
Answer
the following in your presentation:
Where did your selected aspect of popular culture originate?
How did it spread? What types of communication were involved?
Where did it spread?
What are the commonalities of the geographic locations to which it spread?
Submit
your assignment in one of the following formats consistent with APA guidelines:
A 4- to 6-slide Microsoft
®
PowerPoint
®
presentation
A presentation comparable to 4- to 6-slides created using a tool such as Prezi, VoiceThread, or SlideShare
A 3- to 5-minute podcast
.
The sound fixing and ranging layer in the ocean, or the SOFAR ch.docx
The sound fixing and ranging layer in the ocean, or the
SOFAR
channel, is at a depth where the sound waves bend towards a region of minimum sound velocity due to refraction. This
channeling
of sound occurs because of the properties of sound and the temperature, and pressure differences at different depths in the ocean. There are many places where the sound waves can travel many thousands of meters without the signal losing significant energy. Keep in mind that the depth of the
SOFAR
channel varies with latitude. It is deepest in the subtropics and comes to the surface in high latitudes, where the sound propagates in the surface layer.
Humans have taken advantage of this layer in many ways. One such use was the Acoustic Thermometry of Ocean Climate (ATOC) project. The
U.S.
Navy has an array of hydrophones, which were used in the past for deep ocean surveillance during the cold war, but have since been used for seismic monitoring, marine mammal monitoring, and for the
ATOC
project. In addition, before
GPS
, the
SOFAR
channel was used for locating ships and aircraft in distress as well as for tracking floats for the study of ocean currents. The use of the
SOFAR
channel is not without controversy.
Respond to the following:
Research the use of the
SOFAR
channel for military, research, and biological activities.
Discuss why the use of
SOFAR
channel could be harmful to marine life. Be specific in your examples.
.
The skeletal system consists of the bones, bone marrow, cartilage, j.docx
The skeletal system consists of the bones, bone marrow, cartilage, joints, ligaments, synovial membranes, synovial fluid, and bursae. Each of these makes up an important component of the skeletal system. Choose two of these components and discuss its composition, what its primary and secondary functions are and give an example of where in the body these components are located. DO NOT pick two different bones in the body (i.e. tibia and fibula) , chose another component in addition to bones.
150 to 180 words.
.
The SETI project and other efforts to contact or listen for messages.docx
The SETI project and other efforts to contact or listen for messages from extraterrestrial life were once funded by our government. Should the government support this endeavor?
Is this search for intelligent life a scientific mission?
What was your answer to the Drake Equation based on the values you used to calculate N, the number of advanced civilizations in our galaxy that are attempting to contact us?
Finally, comment on how you think the news would be received that contact is established with some other intelligence?
What would be the reactions of you, your neighbors, and the citizens of the U.S.?
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