Fluency, Comprehension, and Vocabulary I Do, We Do, You DoP.docx
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Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do Part 1: Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do Fluency/Comprehension/Vocabulary Concept Choose one of the fluency, comprehension, and/or vocabulary concept from above and aligning standards. I DO Describe the direct instruction that you will use to teach your concept. WE DO Describe how you will work together to help your students to reach the learning task. YOU DO Describe the independent work the students will do based on the concept you taught. Differentiation Describe differentiation strategies to utilize with the students chosen by your mentor teacher. Assessment Describe an informal assessment that will help to monitor effectiveness of the activity. Part 2: Reflection © 2017 Grand Canyon University. All Rights Reserved. .
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Phonics and Word Recognition I Do, We Do, You DoPart .docx
Phonics and Word Recognition: I Do, We Do, You Do
Part 1: Phonics and Word Recognition: I Do, We Do, You Do Chart
Phonics/Word Recognition Concept
Describe your chosen phonics/word recognition concept and aligning standards.
I DO
Describe the direct instruction that you will use to teach your phonics and word recognition concept.
WE DO
Describe how you will work together to help your students to reach the learning task.
YOU DO
Describe the independent work the students will do based on the concept you taught.
Differentiation
Describe differentiation strategies to utilize with the students chosen by your mentor teacher.
Assessment
Describe an informal assessment that will help to monitor effectiveness of the activity.
Part 2: Lesson Reflection
© 2017 Grand Canyon University. All Rights Reserved
Literacy Toolkit 1: Phonics and Word Recognition
Part 1: Phonics and Word Recognition Chart
Standards-based concept related to phonics and word recognition
Explain your strategy to introduce the phonics and word recognition concept.
How can this strategy be differentiated to accommodate student needs?
Materials/Resources Needed for Implementation of Strategy
Part 2: Phonics and Word Recognition Reflection
© 2017 Grand Canyon University. All Rights Reserved
.
TELL_SelfAssessment_Teacher-Language_EFORM.pdf
The document discusses teacher effectiveness for language learning. It focuses on providing comprehensible input to students in the target language. The document contains a self-assessment for teachers to rate themselves on how well they provide comprehensible input using strategies like using the target language for at least 90% of communication, using gestures and visuals to convey meaning, and checking for understanding verbally and non-verbally. Teachers are prompted to reflect on evidence from their practice and set goals to improve their performance in making input comprehensible for students.
Fs 5 Learning Assessment Strategies
This document discusses a Field Study course for teacher trainees that focuses on learning assessment strategies. The 18-hour course involves students observing classroom teaching and how teachers assess student learning in different domains using various taxonomies. Students observe two classes and record their observations on assessment forms. By the end of the course, students should be able to evaluate assessment practices, distinguish assessment methods, use various assessment tools to measure different types of learning, formulate valid assessment tasks, compute grades, describe proficiency levels, and meaningfully report student performance.
Feedback
The document discusses feedback and correction in language learning. It covers:
- Defining feedback and its components of assessment and correction. Feedback should include both right and wrong with support.
- Types of assessment including formative, summative, and tests. Ways to gather information like teacher, peer, and self-assessment.
- Correcting oral errors by repeating, echoing, or reformulating. Written feedback uses symbols, comments, or reformulation.
- The goal of feedback is learning, so it should be supportive and avoid negative effects like embarrassment or lowered motivation. Focus on the language not the learner to encourage improvement.
Mdd2
The teacher candidate analyzed student responses and learning from two lessons. Most students responded as predicted and were engaged. For the second lesson, the teacher will add an introductory icebreaker activity to build confidence and community. Assessments found students were motivated and interested. One high-achieving student used strategies well while a low-achieving student improved with extra tutorials. The teacher believes promoting independent work and active participation contributed most to learning. The teacher will reflect on lesson planning and assessments to continue improving instruction.
Giving feedback
The document discusses feedback in language teaching. It provides definitions of feedback and describes its two main components: corrections and assessment. Corrections provide explanations or alternatives to improve performance, while assessment simply informs learners of their performance level. The document also examines different approaches to the nature and function of feedback, including how to provide oral and written feedback and correct mistakes. It offers practical hints for teachers to maintain discipline in the classroom, such as being well prepared, moving around, and treating students with respect.
FIELD STUDY 5
The student observed an assessment lesson conducted by a resource teacher. The student noted that the teacher primarily used oral questioning ("assessment as learning") to check student understanding during the lesson, but did not implement any pre-tests ("assessment for learning") or post-tests ("assessment of learning"). The student also reflected that while self-assessment through student responses is important, the lesson they observed was largely teacher-centered with few opportunities for students to speak up.
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Phonics and Word Recognition I Do, We Do, You DoPart .docx
Phonics and Word Recognition: I Do, We Do, You Do
Part 1: Phonics and Word Recognition: I Do, We Do, You Do Chart
Phonics/Word Recognition Concept
Describe your chosen phonics/word recognition concept and aligning standards.
I DO
Describe the direct instruction that you will use to teach your phonics and word recognition concept.
WE DO
Describe how you will work together to help your students to reach the learning task.
YOU DO
Describe the independent work the students will do based on the concept you taught.
Differentiation
Describe differentiation strategies to utilize with the students chosen by your mentor teacher.
Assessment
Describe an informal assessment that will help to monitor effectiveness of the activity.
Part 2: Lesson Reflection
© 2017 Grand Canyon University. All Rights Reserved
Literacy Toolkit 1: Phonics and Word Recognition
Part 1: Phonics and Word Recognition Chart
Standards-based concept related to phonics and word recognition
Explain your strategy to introduce the phonics and word recognition concept.
How can this strategy be differentiated to accommodate student needs?
Materials/Resources Needed for Implementation of Strategy
Part 2: Phonics and Word Recognition Reflection
© 2017 Grand Canyon University. All Rights Reserved
.
TELL_SelfAssessment_Teacher-Language_EFORM.pdf
The document discusses teacher effectiveness for language learning. It focuses on providing comprehensible input to students in the target language. The document contains a self-assessment for teachers to rate themselves on how well they provide comprehensible input using strategies like using the target language for at least 90% of communication, using gestures and visuals to convey meaning, and checking for understanding verbally and non-verbally. Teachers are prompted to reflect on evidence from their practice and set goals to improve their performance in making input comprehensible for students.
Fs 5 Learning Assessment Strategies
This document discusses a Field Study course for teacher trainees that focuses on learning assessment strategies. The 18-hour course involves students observing classroom teaching and how teachers assess student learning in different domains using various taxonomies. Students observe two classes and record their observations on assessment forms. By the end of the course, students should be able to evaluate assessment practices, distinguish assessment methods, use various assessment tools to measure different types of learning, formulate valid assessment tasks, compute grades, describe proficiency levels, and meaningfully report student performance.
Feedback
The document discusses feedback and correction in language learning. It covers:
- Defining feedback and its components of assessment and correction. Feedback should include both right and wrong with support.
- Types of assessment including formative, summative, and tests. Ways to gather information like teacher, peer, and self-assessment.
- Correcting oral errors by repeating, echoing, or reformulating. Written feedback uses symbols, comments, or reformulation.
- The goal of feedback is learning, so it should be supportive and avoid negative effects like embarrassment or lowered motivation. Focus on the language not the learner to encourage improvement.
Mdd2
The teacher candidate analyzed student responses and learning from two lessons. Most students responded as predicted and were engaged. For the second lesson, the teacher will add an introductory icebreaker activity to build confidence and community. Assessments found students were motivated and interested. One high-achieving student used strategies well while a low-achieving student improved with extra tutorials. The teacher believes promoting independent work and active participation contributed most to learning. The teacher will reflect on lesson planning and assessments to continue improving instruction.
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FIELD STUDY 5
The student observed an assessment lesson conducted by a resource teacher. The student noted that the teacher primarily used oral questioning ("assessment as learning") to check student understanding during the lesson, but did not implement any pre-tests ("assessment for learning") or post-tests ("assessment of learning"). The student also reflected that while self-assessment through student responses is important, the lesson they observed was largely teacher-centered with few opportunities for students to speak up.
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The document explains that affective assessment is important as it provides insights into student behavior and needs beyond cognitive performance. It also notes some benefits and challenges, such as affective traits being more difficult to measure objectively than cognitive skills. Various affective traits are then defined, and different methods for assessing affect are outlined, including self-report questionnaires, observation, and interviews. Steps for constructing rating scales are also provided.
Following all Discussion guidelines, in your own words and in de.docx
Following all Discussion guidelines, in
your own words
and in detail: explain how managers use data-based decision making; explain the use of forecasting techniques in planning; describe how to use Gant charts, milestone charts, and PERT planning techniques; describe how to use break-even analysis, and decision trees for problem solving and decision making; describe how to manage inventory by using the economic-order quantity (EOQ), the just-in-time (JIT) system, and LIFO versus FIFO; describe how to identify problems using a Pareto Diagram
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Follow-Up Post Peer ResponsePlease write a minimum of five c.docx
Follow-Up Post Peer Response
Please
write a minimum of five complete sentences
for your
one peer posting.
You should also consider
referencing
some
information
from the
course textbook
,
lecture lessons
,
or a scholarly source
to help support your written response post.
Writing Requirements
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
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Youtube Video: PHILOSOPHY: Immanuel Kant
Please find information related to Immanuel Kant below.
Immanuel Kant was born in what is known today as Kaliningrad, Russia. He was known for publishing sixty-nine philosophical publications. Kant was not only a philosopher and teacher; he was also a chair in the field of mathematics. He was a believer in morals and doing what was right. This philosopher was also known for having multiple diseases over the course of his life (Fellin & Ble, 1997).
During the course of his life, Immanuel Kant wrote about human socialization and how antagonism can impact humans and society. For instance, Immanuel Kant blames “man’s own absurd natural predispositions” for his own problems (Valdez, 2017, p. 827). Some of these problems consisted of barbaric behavior as well as war. This was difficult for Kant. As a moral philosopher, Immanuel Kant believed in doing the right thing. Similarly, Kant believed in peacebuilding. Thus, building trust was a great way to maintain peace (Yu, 1998).
Kant also believed that there were times when individuals were confident in their ability to be among others in society. He also believed that there were times when individuals felt isolated from the same society that they often enjoyed engagement. Moreover, Kant believed that autonomy was a necessary part of human nature (Pirc, 2018). Like, Aristotle, Immanuel Kant believed in respect and dignity for human life. This connectedness stemmed from a common thread that Kant labeled as the formula for humanity. This philosopher furthered believed in two distinct domains as it related to the categorical imperative. One of these was the doctrine of right. The other distinct domain was referred to as the doctrine of virtue (DiCenso, 2019).
Kant’s categorical imperative was one method of illuminating this message. In other words, people mattered. According to Ruggiero (2012), they should never be used as a means to someone else’s end. “To treat people “as an end” means, on the most superficial level, treating them well. We must promote their welfare, respect their rights, avoid harming them, and generally “endeavor, so far as we can, to further the ends of others” (Rachels & Rachels, 2019, p. 147).
Needless to say, cruelty and evil exists but Kant believed that it was important for people to act morally. At times; however, Kant viewed human beings as animals. Kant argued, “that if we develop a habit of treating animals cruelly this will damage our character and ultimately lead to in.
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For speaking, it discusses the three components of speaking ability and notes the goal is communicative efficiency. A balanced approach combining input, practice, and communication is recommended.
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Follow-Up Post Peer ResponsePlease write a minimum of five c.docx
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Please
write a minimum of five complete sentences
for your
one peer posting.
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referencing
some
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from the
course textbook
,
lecture lessons
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or a scholarly source
to help support your written response post.
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Minimum of 2 sources cited (assigned readings/online lessons
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Youtube Video: PHILOSOPHY: Immanuel Kant
Please find information related to Immanuel Kant below.
Immanuel Kant was born in what is known today as Kaliningrad, Russia. He was known for publishing sixty-nine philosophical publications. Kant was not only a philosopher and teacher; he was also a chair in the field of mathematics. He was a believer in morals and doing what was right. This philosopher was also known for having multiple diseases over the course of his life (Fellin & Ble, 1997).
During the course of his life, Immanuel Kant wrote about human socialization and how antagonism can impact humans and society. For instance, Immanuel Kant blames “man’s own absurd natural predispositions” for his own problems (Valdez, 2017, p. 827). Some of these problems consisted of barbaric behavior as well as war. This was difficult for Kant. As a moral philosopher, Immanuel Kant believed in doing the right thing. Similarly, Kant believed in peacebuilding. Thus, building trust was a great way to maintain peace (Yu, 1998).
Kant also believed that there were times when individuals were confident in their ability to be among others in society. He also believed that there were times when individuals felt isolated from the same society that they often enjoyed engagement. Moreover, Kant believed that autonomy was a necessary part of human nature (Pirc, 2018). Like, Aristotle, Immanuel Kant believed in respect and dignity for human life. This connectedness stemmed from a common thread that Kant labeled as the formula for humanity. This philosopher furthered believed in two distinct domains as it related to the categorical imperative. One of these was the doctrine of right. The other distinct domain was referred to as the doctrine of virtue (DiCenso, 2019).
Kant’s categorical imperative was one method of illuminating this message. In other words, people mattered. According to Ruggiero (2012), they should never be used as a means to someone else’s end. “To treat people “as an end” means, on the most superficial level, treating them well. We must promote their welfare, respect their rights, avoid harming them, and generally “endeavor, so far as we can, to further the ends of others” (Rachels & Rachels, 2019, p. 147).
Needless to say, cruelty and evil exists but Kant believed that it was important for people to act morally. At times; however, Kant viewed human beings as animals. Kant argued, “that if we develop a habit of treating animals cruelly this will damage our character and ultimately lead to in.
Followership and LeadershipThis week, you are focusing on the im.docx
Followership and leadership are important roles that require emphasis. As a follower, supporting the leader and organization through commitment and engagement is key. Leaders want engaged followers who help achieve goals, while followers want leaders who motivate, support and respect them. Effective organizations require strong performance from both leaders and followers.
Follow-Up Post InstructionsRespond to at least one peer and th.docx
Follow-Up Post Instructions
Respond to at least one peer and the instructor
Please
write a minimum of five complete sentences
for your
one peer posting.
You should also consider
referencing
some
information
from the
course textbook
,
lecture lessons
,
or a scholarly source
to help support your written response post.
Writing Requirements
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text citations and list of references
This discussion focuses on shame.
Shame can be categorized as an emotion that has been deeply hidden (Bateman & Engel, 2018). Ruggiero (2012) stated that the human condition of shame can have adverse impacts on an individual as well as society. Israeli and Raveh (2018) support this by citing that shame is common to humanity. For instance, shame conditions the way that a person lives in the world. According to Uebel (2009), shame can cause an individual to structure their world in a particular way especially when engaging with others.
Shame, like emotivism, deals with emotions or feelings (Rachels & Rachels, 2019). Shame can be defined as humiliation. Furthermore, shame can be viewed as an isolating experience. This term can also be used to communicate how people live out shameful experiences. For example, “Pennebaker (1990) pointed out that many citizens of Dallas felt ashamed of their city for many years after the assassination of President Kennedy, even though there was no sense in which Dallas or its citizens were responsible for what happened. Assassin Lee Harvey Oswald was from New Orleans” (Uebel, 2009, p. 236).
Shame has several main functions. The first functions deals with the intuitiveness of shame. Shame is visual. It is considered as being identical to exposure. “Shame is an emotion routed through the eyes and its mise-en-scène is thus specularity and exposure, involving the spatial organization of a spectator who can be external, internal, or both at once” (Uebel, 2009, p. 234).
Secondly, shame has been viewed as a function of the spectatorial and spatial dimensions. Uebel (2009) noted that an individual who experiences shame is suspended between what is known verses unknown. Thirdly, shame has dramaturgical or performative meaning. For example, an actor or actress who is unaware of themselves at some point becomes aware. This awakened awareness makes the individual feel like an actor or actress that is engaging in a real life performance before others. In other words, there is a double-ness to shame. This occurs when one can see their behavior.
The fourth function of shame is its transformative disruption of what we think we know about ourselves. Shame deals with the experience of an individual’s own limitations. Fifth is shames relationship-seeking quality or ethical significance. Sixth is shame has a moral relevance. Lastly, shame functions as guilt.
In brief, Uebel (2009) noted that shame can encompass guilt. Howeve.
Follow-Up Post InstructionsRespond to at least one person. Furth.docx
Follow-Up Post Instructions
Respond to at least one person. Further the dialogue by providing more information and clarification.
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text citations and list of references
Please
write a minimum of five complete sentences
for your
one peer posting.
You should also consider
referencing
some
information
from the
course textbook
,
lecture lessons
,
or a scholarly source
to help support your written response post.
This discussion focuses on Ayn Rand and self-interest.
Kim (2014) stated that the most common definition used for self-interest includes the ability to maximize material resources while decreasing the level of harm caused to an individual. This harm can include a person’s health. It can also include a person’s wealth. Self-interest is considered a powerful motivator. According to Kim (2014), self-interest is the motivation behind humans setting goals. It is also the reason behind individuals achieving them.
Kim (2014) also noted that engaging in pleasure that makes an individual feel subjectively good can lead to self-interest. This can happen even if the person does not obtain any monetary gain. Likewise, this can occur even if an individual’s health is not impacted. For example, “the taxpayer who wants to pay taxes simply because it makes him feel good to help society would be self-interested because of the hedonistic benefits he accrues” (Kim, 2014, p. 100). Likewise, an individual who engages in risky sexual behaviors and/or smoking cigarettes both could be interpreted as self-interest. Kim (2014) stated that the pleasure feelings that individuals experience are self-interested even if these feelings coming with expenses to the health of the individual engaging in them.
As it relates to the public’s view on self-interest, many American voters in the 1950’s declared self-interest as playing a pivotal role in society (Weeden & Kurzban, 2017). Since the 1950’s; however, researchers have completed studies that reflect the opposite. Voters are now finding self-interest to play less of a role in society.
In closing, it is important to know that Alexis de Tocqueville held his own views related to self-interest. These views were no precursor to the views of philosopher Ayn Rand. Tocqueville believed that self-interest could lead a person to support others or it could lead to an individualized focus (Frohnen, 2000). Rand believed in the individualism as well as man’s ability to reason. Moreover, Rand believed “when we describe one person’s action as altruistic and another person’s action as self-interested, we may be overlooking the fact that in each case
the person is merely doing what he or she most wants to do
”(p. 69).
Attached is a video with more information related to Ayn Rand and self-interest verse altruism (Common Sense Capitalism, 2013).
Youtube: Ayn Rand: Self Interest versus Altruism
Referen.
Follow-Up Post (Response) InstructionsRespond to at least one pe.docx
The document provides instructions for responding to peers in an online discussion forum. Students are instructed to write a minimum of five sentences in their response and reference information from assigned course readings, lectures, or other scholarly sources to support their response. An example response is provided that references multiple sources in five sentences while furthering the dialogue on the discussion topic of multiculturalism.
Follow up discussion post Please read and give your comment or addi.docx
Follow up discussion post Please read and give your comment or additional information one paragraph with proper citation intext and reference
I have taken the quiz, and I was categorized as a disaffected Democrat. I am a democrat, but I needed to research exactly what a disaffected one was. Here is what Pew Research had to say:
Defining values:
Disaffected Democrats strongly believe the economic system unfairly favors powerful interests and that business corporations make too much profit. Relatively few believe their family has achieved the American Dream, and 24% believe it is out of reach for their family. Most say the government should do more to help the needy and that poor people have hard lives because government benefits do not go far enough to help them live decently. In contrast to other Democratic-oriented groups, a majority (63%) characterizes government as “almost always wasteful and inefficient.”
Political attitudes:
Though less politically engaged, Disaffected Democrats share Solid Liberals’ disapproval of Donald Trump: 91% disapprove of his job performance, including 85% who do so strongly. Just 43% of Disaffected Democrats say voting gives people like them some say about how the government runs things, the lowest percentage of any typology group.
Who they are:
Over half (56%) of Disaffected Democrats are non-white. Highly financially stressed, they are the least likely to own a home and – along with Devout and Diverse – would have a tougher time than other typology groups if they needed to live off of their savings.
Lifestyle notes:
Most Disaffected Democrats (55%) say they have lived in or near their local community for their entire life. Most (58%) say they enjoy volunteering “a lot.”
My ideological placement would be a Solid Democrat because I would like to stand firm in my beliefs, but also because the quiz defines them as financially comfortable, highly educated, and expressing liberal attitudes on virtually every issue. I do mostly agree with the results, and how the quiz defines me. While it is not completely accurate, it does display most of my beliefs, my lifestyle, and my voting record accurately which is “while support for democracy as a principle is widespread, many citizens have become less satisfied with the way democracy performs” (Klingemann, H., 2015)
REFERENCES
Klingemann, H. (2015). Dissatisfied Democrats.
The Civic Culture Transformed,
116-157. doi:10.1017/cbo9781139600002.010
PEW Research Center. (2017, October 24). Appendix 1: typology group profiles.
U.S. Politics &
Policy.
Retrieved from https://www.pewresearch.org/politics/2017/10/24/appendix-1-typology-group-profiles-2/
Whitman Cobb, W. N. (2020).
Political science today.
(1st ed.). Washington, DC: Sage, CQ Press
.
Follow this link to access this weeks reading Social Justice Stan.docx
Follow this link to access this week's reading
Social Justice Standards: Unpacking Identity.
Learning Objectives
Learners will:
Define what shapes our identities;
Understand the five identity anchor standards in the Teaching Tolerance Social Justice Standards; and
Relate how identity has many characteristics and affects relationships within the school building and classroom.
Post to Module 1 Discussion your work.
https://www.youtube.com/watch?v=L9--vdDEk6I
.
follow these instructionsDescribe the vocal and instrumental pe.docx
follow these instructions:
Describe the vocal and instrumental performance and the lyrics, paying special attention to:
a) The instruments that stand out and any solo instrumental parts.
b) Technique used in strumming, plucking, bowing, etc.
c) Vocal production: breath control and vowel placement in singing technique; use of chest
voice or falsete.
d) Singing style: phrasing.
e) Lyrics (Refer to the reader for translations.): Do the lyrics convey any message? Is
there any imagery used? What is the tone of the lyrics? Defiant? Tender? Remorseful?
Passionate? Detached? Lyrically, is this a happy, sad, introspective, or superficial piece?
f) List the following at the beginning of each review:
1. Title of the selection and genre: son jarocho, son de mariachi, huapango, corrido, etc.
2. Name of the composer (if known).
3. Name of the vocalist or ensemble.
.
For almost 30 centuries—from its unification around 3100 B.C. to.docx
For almost 30 centuries—from its unification around 3100 B.C. to its conquest by Alexander the Great in 332 B.C.—ancient Egypt was the preeminent civilization in the Mediterranean world.
Egypt’s majesty has long entranced archaeologists and historians and created a vibrant field of study all its own: Egyptology.
The main sources of information about ancient Egypt are the many monuments, objects and artifacts that have been recovered from archaeological sites, covered with hieroglyphs that have only recently been deciphered. The picture that emerges is of a culture with few equals in the beauty of its art, the accomplishment of its architecture or the richness of its religious traditions.
PREDYNASTIC PERIOD (C. 5000-3100 B.C.)
Encompassed at least 2,000 years of gradual development of the Egyptian civilization. This took place in the late Stone Age/Neolithic period.
4
Neolithic (late Stone Age) communities in northeastern Africa exchanged hunting for agriculture and made early advances that paved the way for the later development of Egyptian arts and crafts, technology, politics and religion (including a great reverence for the dead and possibly a belief in life after death).
Mesopotamia also believe in this religion
5
Around 3400 B.C., two separate kingdoms were established: the Red Land to the north, based in the Nile River Delta and extending along the Nile perhaps to Atfih; and the White Land in the south, stretching from Atfih to Gebel es-Silsila.
King Menes would subdue the north and unify the country, becoming the first king of the first dynasty.
ARCHAIC (EARLY DYNASTIC) PERIOD (C. 3100-2686 B.C.)
The Archaic Period saw the development of the foundations of Egyptian society, including the all-important ideology of kingship. To the ancient Egyptians, the king was a godlike being, closely identified with the all-powerful god Horus. The earliest known hieroglyphic writing also dates to this period.
In the Archaic Period, as in all other periods, most ancient Egyptians were farmers living in small villages, and agriculture (largely wheat and barley) formed the economic base of the Egyptian state. The annual flooding of the great Nile River provided the necessary irrigation and fertilization each year; farmers sowed the wheat after the flooding receded and harvested it before the season of high temperatures and drought returned.
OLD KINGDOM: AGE OF THE PYRAMID BUILDERS (C. 2686-2181 B.C.)
The Old Kingdom began with the third dynasty of pharaohs. Around 2630 B.C., the third dynasty’s King Djoser asked Imhotep, an architect, priest and healer, to design a funerary monument for him; the result was the world’s first major stone building, the Step-Pyramid at Saqqara, near Memphis.
Pyramid-building reached its zenith with the construction of the Great Pyramid at Giza, on the outskirts of Cairo. Built for Khufu, who ruled from 2589 to 2566 B.C. Two other pyramids were built at Giza for Khufu’s successors K.
For all their benign appearance, are sites like Facebook and Twitter.docx
For all their benign appearance, are sites like Facebook and Twitter simply the most instant and global means of surveillance on the planet? Are they just the most effective way of keeping in touch, or do they legitimize people spying on each other and make the notion of privacy (and indeed friendship) a thing of the past?
.
FOr Acadamic onlinetutorAssign 1 or 2 individuals of the group t.docx
FOr Acadamic onlinetutor
Assign 1 or 2 individuals of the group to 1 or 2 of the following until all have been assigned. Those individuals will be responsible for the areas assigned for the final project:
What is the background of the problem?
What will be the outcome of the project?
Describe the audience for this report and the implications for structuring your report.
Describe how the hotline will work.
What are the advantages of this project?
What will the project cost?
What are the qualifications of those involved?
Please add your file.
Group Portion (2–4 pages):
As a group, you will need to take the information that has been collected from the individual portions and write a proposal to D. M. Krupinsky Foundation for the costs of the proposed hotline.
Please add your file.
For assistance with your assignment, please use your text, Web resources, and all course materials.
The following grading criteria will apply to this assignment:
.
For all Assessments, the following general requirements hold.docx
For all Assessments, the following general requirements hold:
(1) Assignments should be 2-3 double-spaced pages, with reasonable (12 pt.) font and reasonable (1 inch) margins.
(2) Citations to the material and in-text citations are required(MLA style).
(3) Assignments should be turned into eCampus (for the collection of artifacts for scoring).
!!
Assignment Three:
When You Win…SLO #3
1. Research the committees of the House ( http://www.house.state.tx.us/committees/ ) and state senate (http://www.senate.state.tx.us/committees.php )
2. Choose at least three (3) committees on which you’d serve, if elected.
a. Explain each committee’s functions.
b. Explain why your placement on these committees is justified. How does it serve your district’s needs? How does it emphasize your experiences/interests?
3. What kind of constituent service would you be likely to do? What kind of “home style” would you create (and how?) Most Texans do not know who their legislators are. How do you seek to solve that problem?
!!
Assignment Two:
The Campaign: SLO #2
How much does it cost to run for office in Texas?
https://www.texastribune.org/2017/03/01/heres-how-much-texas-candidates-spent-vote-general-election/
How will you raise money? (read this handy info from the Texas Democratic Party before you violate any campaign finance laws: https://www.txdemocrats.org/act/run-for-office )
Name interest groups that will support/oppose you? Go to https://votesmart.org/interest-groups/TX/#.WXjT4ojyuUk and identify two (2) interest groups that you think will support your campaign, and two (2) who will oppose your campaign. Explain why? (referring to your platform).
What’s your SLOGAN?
Design a campaign sign
How do you get out the vote? Given your issue stands, what voter groups do you need to target? (refer back to the district analyses documents on your current legislator’s homepage
Assignment One:
Why not you? Why not now?
For this project, you will hypothetically be running for office. Choose whether you would like to run for the Texas House of Representatives OR the Texas State Senate. We will be doing the project in chunks, as we cover the material in class, so tasks may be assigned out of sequence.
Preparing to run: SLO #1
1. Know your district. Go to: http://www.fyi.legis.state.tx.us/Home.aspx, and discover the district number, and who represents you in the Texas house or state senate. Which political party is your state house/state senate representative affiliated with? (if you choose to run as a House or Senate representative, check the district that you want to run for.)
2. Go to your current representative’s page, and look at the district analysis documents.
1. What does your district look like (in terms of population, age, education, employment, election results)?
2. What issues arise based on the district’s demographics (this will help you think about your platform)
3. Is your district gerrymandered? http://www.fyi.legis.state.tx.us/Info.as.
for A-Z answers onlyoffshoring and its impact of labor and growt.docx
*for A-Z answers only*
offshoring and its impact of labor and growth within the countries of Sierra Leone and Norway. Throughout our research we will hope to provide substantial details on how offshoring could provide major benefit to its host country but also have adverse unintentional consquences. By exploring the different roles offshoring plays within an undeveloped nation versus developed nation we will provide extensive information in hope to conclude whether or not the opportunity for growth does truly exist. We will also be exploring the political and social environments of both countries and how they interact with regards to offshoring. Finally we will be conducting a direct comparison of the two nations which will include policies and the implications offshoring could have both countries and the world economies.
.
Footloose projectMost of the differences between the two versi.docx
Footloose project
Most of the differences between the two versions of the movies don't make much difference. However, in the 2011 movie please respond to the question asking about Ren's mother, by describing the parenting style of his Aunt. Otherwise, some of the specific examples differ, but you should be able to answer all of the questions.
.
For 1-Hour Writer ONLY This author cited, Allport (1937) refers.docx
Allport (1937) argued that personality is composed of both physical and mental elements that form a complex unified whole. While people may appear to share certain traits, at their core traits are unique to each individual. Allport also believed that people not only adjust their behavior to fit their environment, but they also reflect on their environment. Through this reflection, people can ensure not only their survival but also their personal growth and development.
Foodborne illness can have severe consequences. In a minimum of 300.docx
Foodborne illness can have severe consequences. In a minimum of 300 words, list the categories of food supply contaminants, identify and briefly discuss a minimum of four microbiological agents implicated in foodborne illness, state the significance of foodborne illnesses in the food supply, and state measures and regulations for preventing foodborne illness and protecting the safety of food from carcinogens. How does this topic relate to your selected environmental health issue?
.
Football- A starting point could be headlines Premier League susp.docx
Football
- A starting point could be headlines 'Premier League suspended indefinitely following Corona virus crisis meeting'
What does this mean for fandom? - can you still be a fan if there is no football? How are fans coping without live football?
The theoretical underpinnings for this are the sociology of fandom (women or men) - eg Tomlinson, or Stacey Pope
Issues around IDENTIT(IES) how has peoples identity changed with the isolation around football - going to the pub to watch the game, drinking culture, how have they adapted?
DATA COLLECTION METHODS
You can still
observe some things
- for example your family's reaction to the suspension, then the final decision etc Your story also is important. Observations from the news clips even.
Interviews -
semi-structured interviews - you still need to retain the ethics code - the consent forms and informed participant information forms - then conduct the iinterviews face to face ONLY in your household, or by Zoom or phone call - obviously get permission to record the conversation.
Coding data- into emergent themes - both from the theories and the data you have collected
Critical analysis - remember your findings need to be critical - the points you make linked back to the literature you have set up in your review of literature.
.
Foods deteriorate in quality due to a wide range of reactions .docx
Foods deteriorate in quality due to a wide range of reactions including some that are
physical, some that are chemical, some enzymatic and some microbiological. The various
forms of spoilage and food poisoning caused by microorganisms are preventable to a large
degree by a number of preservation techniques, most of which act by preventing or slowing
microbial growth. These include freezing, chilling, drying, curing, conserving, vacuum
packing, modified atmosphere packing, acidifying, fermenting, and adding chemical
preservatives. This is section 13, Chemical food protection. We’ll look at the other food
preservation mechanisms in future modules.
1
From the moment a food source is harvested in begins to deteriorate. It is estimated that
25% of the worlds food is lost to microbial decay annually. This equals more than a billion
dollars per year.
2
Salting as a means of preserving foods predates written history. The Mesopotamians were
known 3000 B.C.E. generally used salt to preserve meat and fish. Early Roman writers such
as Cato (234‐149 B.C.E.) clearly explained the need to salt perishable meats and vegetables
to preserve them. We have already seen in past chapters that salt binds water reducing
water activity and also is toxic to enzymatic and DNA processes in cells.
3
Today, nearly all manufactured foods have different chemical preservatives because it
makes financial sense. Food additives maintain or improve freshness, safety, nutritional
value, taste, texture, or appearance. Consumers demand and enjoy a food supply that is
flavorful, nutritious, safe, convenient, colorful and affordable.
4
No audio.
5
No audio.
6
In the United States, neither the Food and Drug Administration (FDA) nor the U.S.
Department of Agriculture (USDA) has labeling claim rules for “natural." The FDA explicitly
discourages the food industry from using the term. The Food, Drug, and Cosmetic Act
prohibits labeling that is false or misleading, but does not give any specifics. The USDA's
Agricultural Marketing Service has a standard for organic food, but there is no legal
definition for natural foods. Despite no legal U.S. definition for natural foods, there are
numerous unofficial or informal definitions, none of which are applied uniformly to foods
labeled "natural".
7
So, are food chemical additives safe?
8
In 1958, the US created food additive legislation stating that the FDA must approve all food
additives and ingredients that are not generally recognized as safe. The GRAS list contains
food additives that have been used historically and have shown no hazards during that
time. Easily recognized examples are sodium chloride, sucrose and acetic acid. Less easily
recognized are many of the common food preservatives such as sodium benzoate,
potassium sorbate, and calcium propionate.
9
The U.S. FDA maintains a list of over 3000 approved, generally recognized as safe, food
ingredients including food.
Food Truck to Ethiopia· Define what kind of food· Coffee is a .docx
Food Truck to Ethiopia
· Define what kind of food
· Coffee is a big deal
· https://theculturetrip.com/africa/articles/can-coffee-tourism-save-these-countries-coffee-species-from-extinction/
· Largely vegetarian
· Gluten Free / vegan friendly
· Maybe Breakfast food
· https://ethiopianfood.wordpress.com/2014/05/01/a-short-qurs-on-ethiopian-breakfast/
· Maybe our company can have an app so that people can order and pay on the app before picking up their food - this way we have more to cover under “technology environment”
· By around 9 or so each morning, the Fojol Bros.’ Twitter page announces Benethiopia’s location. They begin serving between 11:30 and noon, and they serve until they run out of food, usually by 2. A line begins to form soon after the truck arrives at its daily destination, and by noon it’s a dozen people long and stays that way until there’s nothing left to sell, at which time they tweet once more that they’re closed for the day. https://ethiopianfood.wordpress.com/2011/07/21/ethiopian-food-on-wheels/
Table of Contents
1. Introduction
a. Nestled in the center of the country,Ethiopia‘s capital city, Addis Ababa, is quickly evolving and growing. Addis captures much of the diversity unique to the country, with over80 distinctive languages and numerous dialects belonging to a variety of religious communities and peoples. The city takes pride in its diversity, which is perhaps best represented by the city’s food culture and lively restaurant scene
b.
2. About Company-Laura
Located in the bustling area of Addis Abada, Sishu is one of Ethiopia’s most popular and trendiest restaurants. While Sishu serves a variety of sandwiches, the restaurant has become known for the burgers. With homemade sweet buns, delectably seasoned ground meat, tangy homemade sauces, and crisp French fries, both locals and tourists palates go wild when tasting the food at Sishu. Drawn mostly from word of mouth, crowds flock to Sishu throughout the day.
Initially established by American expat Mathews Teshome and local Selamawit Deneke, the twosome was able to create a space with delicious food based on both American and Ethiopian cultures. Sourcing as many ingredients locally as possible, the restaurant focuses on food quality and taste. Since the demand for burger places in Addis is extremely high, customers would likely forgive a miss in quality. However, the two partners are very focused on constantly improving and keeping service standards high.
To maintain high service standards, the restaurant hires more staff than the minimum requirement and slowly training new employees to avoid mistakes. Moreover, new employees come by referrals, and are often a mix of Ethiopians and expats, so that cultural barriers and differences can be navigated through the different perspectives. Additionally, Sishu keeps productive high and employees happy by paying them double what they would make elsewhere maximizing its limited resources with the formation of revenue .
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In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Create a More Engaging and Human Online Learning Experience
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This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
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Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
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Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
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How to Create a More Engaging and Human Online Learning Experience
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Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
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NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
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Leveraging Generative AI to Drive Nonprofit Innovation
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
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Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
B. Ed Syllabus for babasaheb ambedkar education university.pdf
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Fluency, Comprehension, and Vocabulary I Do, We Do, You DoP.docx
- 1. Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do Part 1: Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do Fluency/Comprehension/Vocabulary Concept Choose one of the fluency, comprehension, and/or vocabulary concept from above and aligning standards. I DO Describe the direct instruction that you will use to teach your concept. WE DO Describe how you will work together to help your students to reach the learning task. YOU DO Describe the independent work the students will do based on the concept you taught. Differentiation Describe differentiation strategies to utilize with the students chosen by your mentor teacher. Assessment Describe an informal assessment that will help to monitor effectiveness of the activity. Part 2: Reflection © 2017 Grand Canyon University. All Rights Reserved.