Part 3 Environments and Experiences That Inspire and Support Develo.docx
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The document discusses how four influential philosophers - Pestalozzi, Froebel, Dewey, and Montessori - developed their education philosophies based on personal and professional experiences understanding what environments and experiences inspire learning in children. It instructs the reader to choose five key points from studying these philosophers that have helped shape their own philosophy of education, specifically regarding inspiring learning environments and experiences. The reader is asked to summarize these five points and explain how the philosophers have influenced their views on creating an ideal learning environment, citing the source of each point.
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ApplicationDeveloping Your Professional Philosophy of Teaching .docx
Application:
Developing Your Professional Philosophy of Teaching and Learning
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
.
Edu 305 uop course,edu 305 uop materials,edu 305 uop homework
This document outlines several assignments for an education course focusing on child development and media influences:
1. Students are asked to study media targeted at early adolescents and identify a particular message to present findings on. This includes exploring influence on development, relevant theories, and ethical issues.
2. Additional assignments include expanding a middle school design, observing and interviewing a teacher, presenting an activity demonstrating a developmental theory, and designing preschool and elementary programs.
3. Other individual assignments address culture and development, prenatal/newborn development, key theories of development, and analyzing classroom observations.
The document provides details and requirements for assignments analyzing child development and teaching approaches from different perspectives.
Edu 305 uop tutorials,edu 305 uop assignments,edu 305 uop entire class
The document discusses assignments for an education course focusing on media influence and adolescent development:
1. Students will study media messages targeted at early adolescents and identify a particular theme to present on. This may include themes like beauty, fitness, aggression, sexuality or commitment.
2. For the presentation, students will discuss the influence of media messages on adolescent development, which developmental theories explain this influence, and potential ethical issues around media targeting adolescents.
3. Additional assignments include expanding a middle school design, observing and interviewing a teacher to discuss developmental theory, and creating an activity to demonstrate applying a developmental theory.
Edu 305 uop assignments,edu 305 uop entire class,edu 305 uop full class
This document outlines assignments for an education course focusing on media influence on adolescents. Students are asked to:
1) Conduct a study of media targeting early adolescents including commercials, magazines, movies and music.
2) Identify a particular media message theme such as beauty, fitness or aggression.
3) Present findings on the influence of these messages on adolescent development and potential ethical issues in media targeting adolescents. They are also asked to consider how to address negative influences in the classroom.
Educating students holistically
The document discusses holistic education and reflective recollection techniques. It introduces Georg Wilhelm Friedrich Hegel's philosophy of spirituality and connection. It also discusses William Perry's theory of intellectual and ethical development, which identifies stages from dualism to multiplicity to relativism. The goals of reflective recollection techniques taught in the workshop are to help students develop from dualistic to more holistic, multiplistic thinking.
Discussion toolkit
Students are discussing various techniques for facilitating discussion and debate in the classroom. The document introduces discussion circles, where students sit in a circle and take turns speaking while holding an object. It also describes thinking routines like Philosopy for Children and jigsawing where students explore topics by first discussing in groups and then sharing insights. Overall the document provides a toolkit of activities to encourage purposeful and structured student talk.
CHLD 113 Philosophy StatementStudent Learning OutcomeThis ass.docx
CHLD 113: Philosophy Statement
Student Learning Outcome
This assignment is designed to assess the following student learning outcome (SLO):
Compare and contrast various theoretical frameworks that relate to the study of human development.
Developing Your Personal Philosophy
The Philosophy Statement assignment provides an opportunity to review the theoretical perspectives discussed throughout this semester. In a 3-5 page paper (excluding title page, abstract, and references) you will argue which theories you believe best explain how children think, learn, grow, and develop.
A philosophy is a set of beliefs about how children develop and learn. This is an individualized statement that is based on core values and beliefs. These are related to your beliefs about the nature and purpose of life, your role and calling in life, and your relationship and responsibilities to others. A philosophy is more than an opinion; it is based on theoretical frameworks, as well as empirical data. Understanding and applying this information is valuable, but ultimately you have to decide what you personally believe and why you believe that. Moment by moment, day by day, what you believe impacts what you will teach and how you will teach it.
Review
: Review the five theoretical perspectives discussed throughout the text. Re-read chapter two, then review the concepts in other chapters that discuss development in terms of the theories. For example, Berger (the author) comes back to Piaget and Vygotsky in the chapters on cognitive development (especially in chapters 9 and 12), and comes back to Erikson (and sometimes Freud) in the chapters on psychosocial development. She reviews theories when she discusses language learning (chapter 6), infant development (chapter 7), and gender roles (chapter 10). The theories are woven throughout the text. Also review the lecture and PowerPoint slides posted in the Chapter 2 learning unit folder. In addition, the “Additional Resources” section of chapter two lists numerous videos and websites that will help you better understand the theories
Reflect and Select
: Spend time thinking and talking about the various theories and brainstorm points you want to make in your philosophy statement. Write an outline or web to help you organize your ideas before you start writing your actual essay. You do not need to use every part of every theory in your paper. Some students are eclectic and use some aspect of each theory. Some students select several theories and focus on specific aspects of those theories.
For this assignment you are required to use a minimum of three theories
(can be parts of a theory – such as social learning from behaviorism, information processing from cognitive, and Freud from psychoanalytic). The possibilities are endless within the five major theories, but here are some aspects of the theories that previous students have incorporated into their philosophy statements:
Psychoanalytic Theory
Freud’s concepts (unco.
Through the My Learning Essentials Looking Glass - Theis & Aston
Through the My Learning Essentials Looking Glass - Theis & AstonIL Group (CILIP Information Literacy Group)
This document outlines a workshop on developing critical reading skills. It describes activities used in the workshop including having students annotate a poster as they read to document their reactions, questions, and summaries. Students then vote on the main ideas and best title for the article through sticky dots. The workshop is aimed to gradually release responsibility to students using strategies like reciprocal teaching. It encourages independent practice of critical reading skills beyond the workshop.Recommended
ApplicationDeveloping Your Professional Philosophy of Teaching .docx
Application:
Developing Your Professional Philosophy of Teaching and Learning
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
.
Edu 305 uop course,edu 305 uop materials,edu 305 uop homework
This document outlines several assignments for an education course focusing on child development and media influences:
1. Students are asked to study media targeted at early adolescents and identify a particular message to present findings on. This includes exploring influence on development, relevant theories, and ethical issues.
2. Additional assignments include expanding a middle school design, observing and interviewing a teacher, presenting an activity demonstrating a developmental theory, and designing preschool and elementary programs.
3. Other individual assignments address culture and development, prenatal/newborn development, key theories of development, and analyzing classroom observations.
The document provides details and requirements for assignments analyzing child development and teaching approaches from different perspectives.
Edu 305 uop tutorials,edu 305 uop assignments,edu 305 uop entire class
The document discusses assignments for an education course focusing on media influence and adolescent development:
1. Students will study media messages targeted at early adolescents and identify a particular theme to present on. This may include themes like beauty, fitness, aggression, sexuality or commitment.
2. For the presentation, students will discuss the influence of media messages on adolescent development, which developmental theories explain this influence, and potential ethical issues around media targeting adolescents.
3. Additional assignments include expanding a middle school design, observing and interviewing a teacher to discuss developmental theory, and creating an activity to demonstrate applying a developmental theory.
Edu 305 uop assignments,edu 305 uop entire class,edu 305 uop full class
This document outlines assignments for an education course focusing on media influence on adolescents. Students are asked to:
1) Conduct a study of media targeting early adolescents including commercials, magazines, movies and music.
2) Identify a particular media message theme such as beauty, fitness or aggression.
3) Present findings on the influence of these messages on adolescent development and potential ethical issues in media targeting adolescents. They are also asked to consider how to address negative influences in the classroom.
Educating students holistically
The document discusses holistic education and reflective recollection techniques. It introduces Georg Wilhelm Friedrich Hegel's philosophy of spirituality and connection. It also discusses William Perry's theory of intellectual and ethical development, which identifies stages from dualism to multiplicity to relativism. The goals of reflective recollection techniques taught in the workshop are to help students develop from dualistic to more holistic, multiplistic thinking.
Discussion toolkit
Students are discussing various techniques for facilitating discussion and debate in the classroom. The document introduces discussion circles, where students sit in a circle and take turns speaking while holding an object. It also describes thinking routines like Philosopy for Children and jigsawing where students explore topics by first discussing in groups and then sharing insights. Overall the document provides a toolkit of activities to encourage purposeful and structured student talk.
CHLD 113 Philosophy StatementStudent Learning OutcomeThis ass.docx
CHLD 113: Philosophy Statement
Student Learning Outcome
This assignment is designed to assess the following student learning outcome (SLO):
Compare and contrast various theoretical frameworks that relate to the study of human development.
Developing Your Personal Philosophy
The Philosophy Statement assignment provides an opportunity to review the theoretical perspectives discussed throughout this semester. In a 3-5 page paper (excluding title page, abstract, and references) you will argue which theories you believe best explain how children think, learn, grow, and develop.
A philosophy is a set of beliefs about how children develop and learn. This is an individualized statement that is based on core values and beliefs. These are related to your beliefs about the nature and purpose of life, your role and calling in life, and your relationship and responsibilities to others. A philosophy is more than an opinion; it is based on theoretical frameworks, as well as empirical data. Understanding and applying this information is valuable, but ultimately you have to decide what you personally believe and why you believe that. Moment by moment, day by day, what you believe impacts what you will teach and how you will teach it.
Review
: Review the five theoretical perspectives discussed throughout the text. Re-read chapter two, then review the concepts in other chapters that discuss development in terms of the theories. For example, Berger (the author) comes back to Piaget and Vygotsky in the chapters on cognitive development (especially in chapters 9 and 12), and comes back to Erikson (and sometimes Freud) in the chapters on psychosocial development. She reviews theories when she discusses language learning (chapter 6), infant development (chapter 7), and gender roles (chapter 10). The theories are woven throughout the text. Also review the lecture and PowerPoint slides posted in the Chapter 2 learning unit folder. In addition, the “Additional Resources” section of chapter two lists numerous videos and websites that will help you better understand the theories
Reflect and Select
: Spend time thinking and talking about the various theories and brainstorm points you want to make in your philosophy statement. Write an outline or web to help you organize your ideas before you start writing your actual essay. You do not need to use every part of every theory in your paper. Some students are eclectic and use some aspect of each theory. Some students select several theories and focus on specific aspects of those theories.
For this assignment you are required to use a minimum of three theories
(can be parts of a theory – such as social learning from behaviorism, information processing from cognitive, and Freud from psychoanalytic). The possibilities are endless within the five major theories, but here are some aspects of the theories that previous students have incorporated into their philosophy statements:
Psychoanalytic Theory
Freud’s concepts (unco.
Through the My Learning Essentials Looking Glass - Theis & Aston
Through the My Learning Essentials Looking Glass - Theis & AstonIL Group (CILIP Information Literacy Group)
This document outlines a workshop on developing critical reading skills. It describes activities used in the workshop including having students annotate a poster as they read to document their reactions, questions, and summaries. Students then vote on the main ideas and best title for the article through sticky dots. The workshop is aimed to gradually release responsibility to students using strategies like reciprocal teaching. It encourages independent practice of critical reading skills beyond the workshop.Theresa JohnsonWeek 5 Discussion 1Long-term Planning.docx
Theresa Johnson
W
eek 5 Discussion 1
Long-term Planning
Unit of Instruction:
Learning resources: list materials that will be required during instruction of the unit so that they can be selected and prepared. Also, gather or reserve in the library any supplemental reading materials students might need for the unit.
Students will be able to work in groups, this will allow students to think, pair, and share together, to get a better understanding. When a teacher uses strategies to incorporate resources for the lesson, students become more engaged
Name of Project: Social Studies; American Revolution
Subject/Course/Grade Level: History/ Six Graders
Unit Duration & Timeline: 1 week
Teacher Team Members: Lead Teacher/ Mrs. Johnson
Goals & Objectives Necessary to Accomplish the Goals: students will work together, listen, and colloporate with person in their group on this project
Standards/CCSS/21st Century Competencies (Collaboration, Communication, Critical Thinking, Creativity) R.H.6—8.7 ELA-LITERACY.R.H.6-8.8
Project Summary: Include goal, purpose, and benefit of project. What will the role of the student be? Any challenges or issues anticipated? The goals is to introduce students new vocabulary words, identify characters by doing internet research. Work with student in group to help with time line events alphabetically, scavenger hunt around the time-line.
Driving Question: Write a scenario that will engage students in an active, inquiry-based pursuit of solutions to a relevant problem. How will the problem question motivate students to a deeper understanding of the key concepts in the unit and drive instruction? Students will use a photo album to help put events in order according to the beginning of the American Revolution.
Entry Event: Use inquiry questions that focus on the problem and extend beyond fact-finding to engage students. What was the reason for the revolution war.
Products that demonstrate outcome learning
Individual: Student will be given 2 points for each event that happen before and doing and after the war.
Team: Specific content and competencies to be assessed? Three will be 3 groups that consist of boys/ girls each group will assign different students in the group certain assignments to help develop a timeline.
Public Audience: Teachers and students, and Liberian
Resources Needed
On-site Collaborators: Library media center, Internet resources, faculty experts
Equipment: Technology, laboratory equipment
Supplies: Art materials, building supplies, photo album book,
Community Resources: Identify the tools or resources that will be the most valuable to address and resolve the unit problem.
Reflection Methods (individual, team, and/or whole class)
Journal- review documents
Focus Group
Verbally summarize the war
Student explain their time line with pictures and written post
Etc.
Final Product (presentation, performance, model, product, service, book, etc.) each group would explain the reason for the war, explain what ch.
Psychology & philosophy of education
The document discusses the evolution of how psychology has been defined. It started as the study of the soul, but that was rejected because the soul cannot be studied. It was then defined as the study of the mind, but that definition was confusing. It was also defined as the study of consciousness, but that did not account for unconscious behaviors. Psychology is now defined as the scientific study of observable behavior, which includes all conscious, subconscious, and unconscious mental activities and processes of organisms.
What is cooperating learning.ppt
The document provides ideas and activities for engaging students through cooperative learning. It discusses the benefits of cooperative learning, including increased achievement and motivation. Several cooperative learning activities are described, such as Three Musketeers for team building, note-taking pairs to improve notes, and Jigsaw where students become experts on parts of topics. The basic elements of cooperative learning are outlined as positive interdependence, interaction, individual accountability, interpersonal skills, and group processing.
Cooplearning mod
The document discusses strategies for implementing cooperative learning in the classroom, including team-building activities, setting goals, and different types of cooperative learning activities that incorporate movement, note-taking, and group discussions. The benefits of cooperative learning include increased achievement, stronger relationships between students, and higher motivation and self-esteem.
EDUpsy 2023 introduction lecture.pptx
This document discusses educational psychology and teacher development. It defines educational psychology as the combination of psychology and education concerned with understanding teaching and learning processes. It then outlines three stages of teacher development: the survival stage focused on classroom management, the task stage focused on improving instructional skills, and the impact stage focused on student social-emotional growth and achievement. The document suggests educational psychology can help teachers develop expertise by understanding how learning occurs and applying psychological principles to solve classroom problems.
Discussion toolkit
This document provides discussion techniques and activities to facilitate structured talk in the classroom. It discusses the importance of talk in developing understanding and learning. Various types of structured discussion formats are described, including circle time, philosophy for children, rainbow groups, pair talk, listening triads, and envoys. These activities encourage speaking, listening, sharing of ideas, and developing concepts. The document also provides information on stimulating further discussion through techniques like jigsawing, value continuums, hot seating, and freeze frames. The overall summary is that structured discussion activities can help students learn through articulating and exploring ideas together.
The Child Study Power Point Presentation 11 10 2010
This document outlines the process for conducting a child study, which involves observing, assessing, and planning for an individual child's needs. It describes the roles and responsibilities of the teacher presenting the child, chair, note-taker, and other participants. The teacher presents information about the child using frameworks that describe their physical presence, temperament, relationships, interests, thinking and learning styles. Participants ask clarifying and probing questions, then make recommendations. The teacher responds with new insights before debriefing to reflect on how the discussion changed perspectives. The goal is to deepen understanding of each child's strengths.
Strategies for Developing Creativity and Critical Thinking Final Version
This document provides strategies for developing creativity and critical thinking in the classroom. It first defines creativity as developing new ideas through combining existing knowledge in novel ways. Critical thinking is deciding what to believe or do in a reasonable, reflective manner.
To develop creativity, the document recommends allowing open-ended questions, interest-based groups, student-designed experiments, and judgment-free discussions. To develop critical thinking, it suggests activating prior knowledge with low-level questions, cooperative learning groups, Socratic seminars, justifying answers, creating a hierarchy of questions, and allowing students to retest hypotheses after failure.
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1
The document discusses reflection and its application in education studies. It defines reflection as serious thought about a situation or experience and explains how reflective techniques like questioning and journaling can be used. Reflection is important for practitioners to develop skills and address challenges. It clarifies that both open-ended and closed questions have a role in reflection. The document also discusses Bloom's Taxonomy and its domains of learning. Learners are asked to complete reflective writing assignments and discussions applying these concepts.
Collaborative teams
Student learning is maximized when:
1. Academic optimism, collective efficacy, and a collaborative culture exist where teachers work together towards a common goal and believe in the positive effects of their teaching.
2. Deprivatized teaching is practiced where teachers observe master teachers, provide mentoring, and share ideas.
3. Strategies must be deliberately taught, practiced, and learned to develop teams and maximize student outcomes in the classroom.
Teacher Resource Guidebook - Key Resources List
This document provides guidance for teachers on using group work in the classroom. It discusses the benefits of group work in motivating learning through discussion and exchange of ideas. It provides tips for when and how to implement group work, including having a clear purpose, dividing students into groups, assigning roles, explaining the task, managing the groups, and concluding with whole-class discussion of outcomes. The overall message is that group work promotes active learning when properly planned and facilitated.
Instructions Write a 4 page paper responding to the following q.docx
Instructions:
Write a 4 page paper responding to the following question:
Why are some students more successful in school than others?
The purpose of this activity is to explore and expand your opinions, beliefs, and overall subjectivity about schooling and education. As we read and discuss more about the history/philosophy/anthropology/sociology/culture of schooling in the U.S., I hope that you come to agree that your own experiences and opinions are a viable form of knowledge.
Therefore I expect you to draw from your personal experiences when responding to the above question.
However, to receive full credit for this assignment you must define and integrate at least 4 major concepts or terms
choose 4 major from those (Social class, gender, intellectual abilities, education, part-time work and physical abilities )
...
Early Childhood Education Syllabus
This 3-credit course examines child development from conception to age 8 by considering biological and environmental factors. The course will discuss physical, cognitive, social, and emotional development, and relevant theories from Erikson, Piaget, Vygotsky, and Bronfenbrenner. Students must complete 10 hours observing children. Assessment includes quizzes, assignments applying course concepts, and class activities. The course aims to help students understand child development and apply principles to early childhood settings.
Week 6 - Discussion 1Learning Reflection In this discussio.docx
Week 6 - Discussion 1
Learning Reflection
In this discussion, you have an opportunity to consider your learning from this course and engage in final conversation about the course with the instructor and other class peers. In the 1960’s, Bruce Tuckman related a model for group dynamics that suggested groups transition similarly along a continuum of activity for optimal functioning. These transitions were labeled
Storming, Norming, Performing, and Adjourning
. When we first entered our class together six weeks ago, we began Storming and Norming as a class. Throughout the course we have been Performing, and now we are in our moment of Adjourning. Though some of you may have opportunities for classes with peers in the future, this week marks the end of our unique opportunity as a group. Therefore, it is an effective time to reflect and debrief from our learning as we prepare for the next steps in our educational journeys.
Initial Post –
Post a response that addresses each of the following areas:
Construct a list of the top three concepts, skills, resources, and so forth that you have gained in this course and that are most relevant to your life. These could be knowledge, skills, or attitudes related to the course topic, related to your abilities as a graduate student, or other relevant learning for you professionally that has come from this course experience. Include a brief description of each item in your list.
List three concepts, skills, resources, and so forth that you are still curious about now that the course is nearly completed. Describe how you plan to acquire learning with items on your list.
Reflect in no more than one paragraph about the most memorable challenge you experienced during his course and most memorable success. The challenges and successes may be related to your coursework, study experiences, or interactions with peers and the instructor. They might also be something more personal, such as an application of new concepts/knowledge or skills in your work environment or life generally.
State which class you are taking next and explain in no more than a paragraph how you envision this course relates to that next course in the scheme of your total program learning experience. ( my next class is
EDU 695 MAED Capstone
)
Week 6 Discussion Guidance
Discussion 1
This discussion, “Learning Reflection”, focuses on the “forming, storming, norming, performing, and adjourning” model design for teamwork by Bruce Tuckeman in his article
Developmental Sequence in Small Groups
. (as cited in Team Formation, 2014). In the “Forming” stage, each person in the team is establishing a role determined by strengths, personality traits, and group dynamics. In the next stage, members begin “storming” against what was established in the forming stage, creating conflict situations as the ‘honeymoon’ behavior wears off and working style differences infer with collaborative efforts. If teams are able to work through their “storming” .
Literature Review and AnalysisFor the final assignment, stud.docx
Literature Review and Analysis
For the final assignment, students will select a topic in educational psychology. Find at least five scholarly articles, in addition to the textbook, from the Ashford University Library on that topic, and prepare a literature review and analysis in addition to a summary of implications.
A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. Here are some resources to help you understand the process better:
·
Literature review guidelines
·
Write a literature review
·
Learn how to write a review of literature
·
How to write a literature review
Assignment Instructions
To complete the Literature Review and Analysis, follow these steps:
1. Select a topic of interest relevant to the field of educational psychology. Your topic must address one of the categories below:
a. The teacher's role in the diagnosis, treatment, and education of the child with attention deficit hyperactive disorder.
b. Critical thinking and its importance in education in making students better thinkers and developing metacognitive skills.
c. Strategies for adapting the classroom to meet the needs of the exceptional student (ex. Autistic, gifted, English Language Learner, etc.)
d. The current level of violent acts committed in schools and efforts to stop them.
e. The role of genetics and environment in determining intelligence.
f. The effectiveness of various initiatives to improve education such as the “Common Core State Standards.”
g. The "Gender Gap" in Education.
h. The impact of affective issues on student learning.
i. Strategies for how and why teachers can incorporate affective activities into their daily instruction.
If you have another topic of interest, please provide your research topic to your instructor for approval during your Week Four, Discussion Three.
2. Narrow your topic and turn it into a question. Your thesis statement aims to answer this question. This can also guide your search for articles.
3. Once a topic/research question has been selected, search for five research articles from scholarly sources that address your topic. Your articles must be empirically based, meaning they involve a research study. Your articles must also be current, meaning they have been published post-2000.
4. After reading your articles, write your paper. Your paper must have the following criteria. Be sure to use these headings in your paper:
a.
Introduction
: Be sure to clearly state your topic of choice for your research, why you selected it, and a clear thesis statement. Your thesis statement is your position on this topic. You must be able to support your position with research from your articles.
b.
Literature Review
(Body of Paper): A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. See the resources a.
lev vygotsky ppt
Lev Vygotsky was a Russian psychologist who developed theories about cognitive development and the role of social learning. His theory of the Zone of Proximal Development proposed that learning occurs through collaboration with more knowledgeable others. This document discusses Vygotsky's theories and applies them to how children learn through social interaction, observation, and instruction from teachers and peers. It also outlines Vygotsky's model of the information search process and how teachers and librarians can scaffold this process by providing guidance, feedback and collaboration within students' zones of proximal development.
Reflective Writing
Reflective thinking is an important part of learning in science. It involves thinking about what you have read, observed, and your own thoughts on a topic. Reflection is a personal response to experiences and new information that allows learning and thinking to take place. Reflective thinking helps you recognize connections between what you already know and what you are learning. Reflective writing is a way to explore your learning through response to experiences and new information, and gain self-knowledge through developing writing skills. There are different levels of reflection from basic recall to exemplary critical reflection that considers different contexts and explanations.
K rogers assessing literacy benchmarks through class dialogue
The document discusses Community of Philosophical Inquiry (COPI), an approach where students engage in philosophical discussion about questions arising from a stimulus. Research found that COPI improved students' cognitive abilities, critical reasoning, communication skills, self-esteem, and classroom behavior. It aligns with outcomes in the curriculum for subjects like Religious and Moral Education, Science, and Social Studies by developing skills like critical thinking, discussion, and evaluating sources of information. The document provides examples of open-ended questions and prompts to structure COPI discussions.
Brain Based Strategies
The document outlines a professional development session for teachers on brain-based instructional strategies. It discusses 13 strategies supported by research to improve long-term memory and recall in students. The strategies include utilizing passive attention, creating meaning, ensuring flow and fluency, connecting parts to wholes, generating illustrations, building on prior knowledge, encouraging student-generated learning, developing questions, incorporating movement, using small groups, applying emotion and elaboration, developing analogies and metaphors, and keeping the mind engaged. The goal is for teachers to learn about and apply at least one of the strategies in their classroom.
Ncab conference 2012
The document describes several teaching strategies for facilitating student-centered dialogue and developing higher-order thinking skills:
1) Cooperative Controversy involves students identifying arguments for and against a proposition in pairs and negotiating with another pair to determine the strongest arguments.
2) Multi-view asks students to consider a controversial issue from different perspectives of people involved.
3) Socratic Circles explore an issue through discussion, with students in inner and outer circles providing feedback.
4) Other strategies include Theme Park to teach about a topic through hypothetical park features, Under the Microscope to examine concepts through different lenses, and Ten Thinking Tracks to guide discussion of propositions from multiple viewpoints.
Part IThe Uniform Crime Reports page on the FBI government Web sit.docx
Part I
The Uniform Crime Reports page on the FBI government Web site provides links for their annual
Crime in the United States
publications. Before you are able to view one of these reports, you are given the following disclaimer:
Caution Against Ranking
Each year when
Crime in the United States
is published, some entities use reported figures to compile rankings of cities and counties. These rough rankings provide no insight into the numerous variables that mold crime in a particular town, city, county, state, or region. Consequently, they lead to simplistic and/or incomplete analyses that often create misleading perceptions adversely affecting communities and their residents. Valid assessments are possible only with careful study and analysis of the range of unique conditions affecting each local law enforcement jurisdiction.
The data user is, therefore, cautioned against comparing statistical data of individual reporting units from cities, metropolitan areas, states, or colleges or universities solely on the basis of their population coverage or student enrollment.
Why do you think this cautionary notice is given before users are directed to the FBI's
Crime in the United States
publication? Expand on your viewpoint and find credible sources to support your rationale.
If you would like to visit the Web site, go to http://www.fbi.gov/ucr/ucr.htm#cius.
Part II
Go to http://www.fbi.gov/ucr/ucr.htm#cius, again. Scroll down to the section entitled,
Hate Crime Statistics
, and click on "
Hate Crime Data Collection Guidelines and Training Manual.
"
Using this training guide, complete the following:
Define and describe the following terms:
Prejudice
Stereotype
Discrimination
Racism
Sexism
In-group
Out-group
Conformity
Institutional supports
Social categorization
Point out the distinction between institutional prejudice and personal prejudice.
Explain ways in which stereotypes can influence memory for and perceptions of events.
What are common stereotypes of the specific minority groups explained in the training guide? How may one differentiate those stereotypes from accurate descriptions of the minority groups?
Identify the principal psychological motivations underlying prejudice.
Part III
Based on the information you obtained in Parts I and II, do you think there could be racial or ethnic discrimination in arrests? Does cultural diversity have an impact on law enforcement practice? Provide evidence to support your answer accompanied by proper citation in APA format
.
4-5 pages. Plagiarism must be less then 25% and it must include references
.
Part IPlease provide a definition of organizational learning.The.docx
Part I
Please provide a definition of "organizational learning."There are many, many, differing definitions of OL - and many opinions on precisely how organizations learn (or if they can even learn at all). Some notable theorists include Chris Argyris, Peter Senge, Bente Elkjaer, James G. March, Herbert A. Simon, Mark Easterbay-Smith, and Fiol & Lyles, among innumerable others.
Is there a difference between the notion of "Organizational Learning" (OL) and that of the "Learning Organization" (LO)? Are we anthropomorphizing (great word!) organizations when we say that they "learn"?
Part II
Please describe the extent to which you believe Google Inc is also a "Learning Organization." If so, how does the organization "learn"? What has the organization "learned," and through what mechanism(s)?
.
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Similar to Part 3 Environments and Experiences That Inspire and Support Develo.docx
Theresa JohnsonWeek 5 Discussion 1Long-term Planning.docx
Theresa Johnson
W
eek 5 Discussion 1
Long-term Planning
Unit of Instruction:
Learning resources: list materials that will be required during instruction of the unit so that they can be selected and prepared. Also, gather or reserve in the library any supplemental reading materials students might need for the unit.
Students will be able to work in groups, this will allow students to think, pair, and share together, to get a better understanding. When a teacher uses strategies to incorporate resources for the lesson, students become more engaged
Name of Project: Social Studies; American Revolution
Subject/Course/Grade Level: History/ Six Graders
Unit Duration & Timeline: 1 week
Teacher Team Members: Lead Teacher/ Mrs. Johnson
Goals & Objectives Necessary to Accomplish the Goals: students will work together, listen, and colloporate with person in their group on this project
Standards/CCSS/21st Century Competencies (Collaboration, Communication, Critical Thinking, Creativity) R.H.6—8.7 ELA-LITERACY.R.H.6-8.8
Project Summary: Include goal, purpose, and benefit of project. What will the role of the student be? Any challenges or issues anticipated? The goals is to introduce students new vocabulary words, identify characters by doing internet research. Work with student in group to help with time line events alphabetically, scavenger hunt around the time-line.
Driving Question: Write a scenario that will engage students in an active, inquiry-based pursuit of solutions to a relevant problem. How will the problem question motivate students to a deeper understanding of the key concepts in the unit and drive instruction? Students will use a photo album to help put events in order according to the beginning of the American Revolution.
Entry Event: Use inquiry questions that focus on the problem and extend beyond fact-finding to engage students. What was the reason for the revolution war.
Products that demonstrate outcome learning
Individual: Student will be given 2 points for each event that happen before and doing and after the war.
Team: Specific content and competencies to be assessed? Three will be 3 groups that consist of boys/ girls each group will assign different students in the group certain assignments to help develop a timeline.
Public Audience: Teachers and students, and Liberian
Resources Needed
On-site Collaborators: Library media center, Internet resources, faculty experts
Equipment: Technology, laboratory equipment
Supplies: Art materials, building supplies, photo album book,
Community Resources: Identify the tools or resources that will be the most valuable to address and resolve the unit problem.
Reflection Methods (individual, team, and/or whole class)
Journal- review documents
Focus Group
Verbally summarize the war
Student explain their time line with pictures and written post
Etc.
Final Product (presentation, performance, model, product, service, book, etc.) each group would explain the reason for the war, explain what ch.
Psychology & philosophy of education
The document discusses the evolution of how psychology has been defined. It started as the study of the soul, but that was rejected because the soul cannot be studied. It was then defined as the study of the mind, but that definition was confusing. It was also defined as the study of consciousness, but that did not account for unconscious behaviors. Psychology is now defined as the scientific study of observable behavior, which includes all conscious, subconscious, and unconscious mental activities and processes of organisms.
What is cooperating learning.ppt
The document provides ideas and activities for engaging students through cooperative learning. It discusses the benefits of cooperative learning, including increased achievement and motivation. Several cooperative learning activities are described, such as Three Musketeers for team building, note-taking pairs to improve notes, and Jigsaw where students become experts on parts of topics. The basic elements of cooperative learning are outlined as positive interdependence, interaction, individual accountability, interpersonal skills, and group processing.
Cooplearning mod
The document discusses strategies for implementing cooperative learning in the classroom, including team-building activities, setting goals, and different types of cooperative learning activities that incorporate movement, note-taking, and group discussions. The benefits of cooperative learning include increased achievement, stronger relationships between students, and higher motivation and self-esteem.
EDUpsy 2023 introduction lecture.pptx
This document discusses educational psychology and teacher development. It defines educational psychology as the combination of psychology and education concerned with understanding teaching and learning processes. It then outlines three stages of teacher development: the survival stage focused on classroom management, the task stage focused on improving instructional skills, and the impact stage focused on student social-emotional growth and achievement. The document suggests educational psychology can help teachers develop expertise by understanding how learning occurs and applying psychological principles to solve classroom problems.
Discussion toolkit
This document provides discussion techniques and activities to facilitate structured talk in the classroom. It discusses the importance of talk in developing understanding and learning. Various types of structured discussion formats are described, including circle time, philosophy for children, rainbow groups, pair talk, listening triads, and envoys. These activities encourage speaking, listening, sharing of ideas, and developing concepts. The document also provides information on stimulating further discussion through techniques like jigsawing, value continuums, hot seating, and freeze frames. The overall summary is that structured discussion activities can help students learn through articulating and exploring ideas together.
The Child Study Power Point Presentation 11 10 2010
This document outlines the process for conducting a child study, which involves observing, assessing, and planning for an individual child's needs. It describes the roles and responsibilities of the teacher presenting the child, chair, note-taker, and other participants. The teacher presents information about the child using frameworks that describe their physical presence, temperament, relationships, interests, thinking and learning styles. Participants ask clarifying and probing questions, then make recommendations. The teacher responds with new insights before debriefing to reflect on how the discussion changed perspectives. The goal is to deepen understanding of each child's strengths.
Strategies for Developing Creativity and Critical Thinking Final Version
This document provides strategies for developing creativity and critical thinking in the classroom. It first defines creativity as developing new ideas through combining existing knowledge in novel ways. Critical thinking is deciding what to believe or do in a reasonable, reflective manner.
To develop creativity, the document recommends allowing open-ended questions, interest-based groups, student-designed experiments, and judgment-free discussions. To develop critical thinking, it suggests activating prior knowledge with low-level questions, cooperative learning groups, Socratic seminars, justifying answers, creating a hierarchy of questions, and allowing students to retest hypotheses after failure.
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1
The document discusses reflection and its application in education studies. It defines reflection as serious thought about a situation or experience and explains how reflective techniques like questioning and journaling can be used. Reflection is important for practitioners to develop skills and address challenges. It clarifies that both open-ended and closed questions have a role in reflection. The document also discusses Bloom's Taxonomy and its domains of learning. Learners are asked to complete reflective writing assignments and discussions applying these concepts.
Collaborative teams
Student learning is maximized when:
1. Academic optimism, collective efficacy, and a collaborative culture exist where teachers work together towards a common goal and believe in the positive effects of their teaching.
2. Deprivatized teaching is practiced where teachers observe master teachers, provide mentoring, and share ideas.
3. Strategies must be deliberately taught, practiced, and learned to develop teams and maximize student outcomes in the classroom.
Teacher Resource Guidebook - Key Resources List
This document provides guidance for teachers on using group work in the classroom. It discusses the benefits of group work in motivating learning through discussion and exchange of ideas. It provides tips for when and how to implement group work, including having a clear purpose, dividing students into groups, assigning roles, explaining the task, managing the groups, and concluding with whole-class discussion of outcomes. The overall message is that group work promotes active learning when properly planned and facilitated.
Instructions Write a 4 page paper responding to the following q.docx
Instructions:
Write a 4 page paper responding to the following question:
Why are some students more successful in school than others?
The purpose of this activity is to explore and expand your opinions, beliefs, and overall subjectivity about schooling and education. As we read and discuss more about the history/philosophy/anthropology/sociology/culture of schooling in the U.S., I hope that you come to agree that your own experiences and opinions are a viable form of knowledge.
Therefore I expect you to draw from your personal experiences when responding to the above question.
However, to receive full credit for this assignment you must define and integrate at least 4 major concepts or terms
choose 4 major from those (Social class, gender, intellectual abilities, education, part-time work and physical abilities )
...
Early Childhood Education Syllabus
This 3-credit course examines child development from conception to age 8 by considering biological and environmental factors. The course will discuss physical, cognitive, social, and emotional development, and relevant theories from Erikson, Piaget, Vygotsky, and Bronfenbrenner. Students must complete 10 hours observing children. Assessment includes quizzes, assignments applying course concepts, and class activities. The course aims to help students understand child development and apply principles to early childhood settings.
Week 6 - Discussion 1Learning Reflection In this discussio.docx
Week 6 - Discussion 1
Learning Reflection
In this discussion, you have an opportunity to consider your learning from this course and engage in final conversation about the course with the instructor and other class peers. In the 1960’s, Bruce Tuckman related a model for group dynamics that suggested groups transition similarly along a continuum of activity for optimal functioning. These transitions were labeled
Storming, Norming, Performing, and Adjourning
. When we first entered our class together six weeks ago, we began Storming and Norming as a class. Throughout the course we have been Performing, and now we are in our moment of Adjourning. Though some of you may have opportunities for classes with peers in the future, this week marks the end of our unique opportunity as a group. Therefore, it is an effective time to reflect and debrief from our learning as we prepare for the next steps in our educational journeys.
Initial Post –
Post a response that addresses each of the following areas:
Construct a list of the top three concepts, skills, resources, and so forth that you have gained in this course and that are most relevant to your life. These could be knowledge, skills, or attitudes related to the course topic, related to your abilities as a graduate student, or other relevant learning for you professionally that has come from this course experience. Include a brief description of each item in your list.
List three concepts, skills, resources, and so forth that you are still curious about now that the course is nearly completed. Describe how you plan to acquire learning with items on your list.
Reflect in no more than one paragraph about the most memorable challenge you experienced during his course and most memorable success. The challenges and successes may be related to your coursework, study experiences, or interactions with peers and the instructor. They might also be something more personal, such as an application of new concepts/knowledge or skills in your work environment or life generally.
State which class you are taking next and explain in no more than a paragraph how you envision this course relates to that next course in the scheme of your total program learning experience. ( my next class is
EDU 695 MAED Capstone
)
Week 6 Discussion Guidance
Discussion 1
This discussion, “Learning Reflection”, focuses on the “forming, storming, norming, performing, and adjourning” model design for teamwork by Bruce Tuckeman in his article
Developmental Sequence in Small Groups
. (as cited in Team Formation, 2014). In the “Forming” stage, each person in the team is establishing a role determined by strengths, personality traits, and group dynamics. In the next stage, members begin “storming” against what was established in the forming stage, creating conflict situations as the ‘honeymoon’ behavior wears off and working style differences infer with collaborative efforts. If teams are able to work through their “storming” .
Literature Review and AnalysisFor the final assignment, stud.docx
Literature Review and Analysis
For the final assignment, students will select a topic in educational psychology. Find at least five scholarly articles, in addition to the textbook, from the Ashford University Library on that topic, and prepare a literature review and analysis in addition to a summary of implications.
A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. Here are some resources to help you understand the process better:
·
Literature review guidelines
·
Write a literature review
·
Learn how to write a review of literature
·
How to write a literature review
Assignment Instructions
To complete the Literature Review and Analysis, follow these steps:
1. Select a topic of interest relevant to the field of educational psychology. Your topic must address one of the categories below:
a. The teacher's role in the diagnosis, treatment, and education of the child with attention deficit hyperactive disorder.
b. Critical thinking and its importance in education in making students better thinkers and developing metacognitive skills.
c. Strategies for adapting the classroom to meet the needs of the exceptional student (ex. Autistic, gifted, English Language Learner, etc.)
d. The current level of violent acts committed in schools and efforts to stop them.
e. The role of genetics and environment in determining intelligence.
f. The effectiveness of various initiatives to improve education such as the “Common Core State Standards.”
g. The "Gender Gap" in Education.
h. The impact of affective issues on student learning.
i. Strategies for how and why teachers can incorporate affective activities into their daily instruction.
If you have another topic of interest, please provide your research topic to your instructor for approval during your Week Four, Discussion Three.
2. Narrow your topic and turn it into a question. Your thesis statement aims to answer this question. This can also guide your search for articles.
3. Once a topic/research question has been selected, search for five research articles from scholarly sources that address your topic. Your articles must be empirically based, meaning they involve a research study. Your articles must also be current, meaning they have been published post-2000.
4. After reading your articles, write your paper. Your paper must have the following criteria. Be sure to use these headings in your paper:
a.
Introduction
: Be sure to clearly state your topic of choice for your research, why you selected it, and a clear thesis statement. Your thesis statement is your position on this topic. You must be able to support your position with research from your articles.
b.
Literature Review
(Body of Paper): A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. See the resources a.
lev vygotsky ppt
Lev Vygotsky was a Russian psychologist who developed theories about cognitive development and the role of social learning. His theory of the Zone of Proximal Development proposed that learning occurs through collaboration with more knowledgeable others. This document discusses Vygotsky's theories and applies them to how children learn through social interaction, observation, and instruction from teachers and peers. It also outlines Vygotsky's model of the information search process and how teachers and librarians can scaffold this process by providing guidance, feedback and collaboration within students' zones of proximal development.
Reflective Writing
Reflective thinking is an important part of learning in science. It involves thinking about what you have read, observed, and your own thoughts on a topic. Reflection is a personal response to experiences and new information that allows learning and thinking to take place. Reflective thinking helps you recognize connections between what you already know and what you are learning. Reflective writing is a way to explore your learning through response to experiences and new information, and gain self-knowledge through developing writing skills. There are different levels of reflection from basic recall to exemplary critical reflection that considers different contexts and explanations.
K rogers assessing literacy benchmarks through class dialogue
The document discusses Community of Philosophical Inquiry (COPI), an approach where students engage in philosophical discussion about questions arising from a stimulus. Research found that COPI improved students' cognitive abilities, critical reasoning, communication skills, self-esteem, and classroom behavior. It aligns with outcomes in the curriculum for subjects like Religious and Moral Education, Science, and Social Studies by developing skills like critical thinking, discussion, and evaluating sources of information. The document provides examples of open-ended questions and prompts to structure COPI discussions.
Brain Based Strategies
The document outlines a professional development session for teachers on brain-based instructional strategies. It discusses 13 strategies supported by research to improve long-term memory and recall in students. The strategies include utilizing passive attention, creating meaning, ensuring flow and fluency, connecting parts to wholes, generating illustrations, building on prior knowledge, encouraging student-generated learning, developing questions, incorporating movement, using small groups, applying emotion and elaboration, developing analogies and metaphors, and keeping the mind engaged. The goal is for teachers to learn about and apply at least one of the strategies in their classroom.
Ncab conference 2012
The document describes several teaching strategies for facilitating student-centered dialogue and developing higher-order thinking skills:
1) Cooperative Controversy involves students identifying arguments for and against a proposition in pairs and negotiating with another pair to determine the strongest arguments.
2) Multi-view asks students to consider a controversial issue from different perspectives of people involved.
3) Socratic Circles explore an issue through discussion, with students in inner and outer circles providing feedback.
4) Other strategies include Theme Park to teach about a topic through hypothetical park features, Under the Microscope to examine concepts through different lenses, and Ten Thinking Tracks to guide discussion of propositions from multiple viewpoints.
Similar to Part 3 Environments and Experiences That Inspire and Support Develo.docx (20)
Theresa JohnsonWeek 5 Discussion 1Long-term Planning.docx
Theresa JohnsonWeek 5 Discussion 1Long-term Planning.docx
The Child Study Power Point Presentation 11 10 2010
The Child Study Power Point Presentation 11 10 2010
Strategies for Developing Creativity and Critical Thinking Final Version
Strategies for Developing Creativity and Critical Thinking Final Version
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1
Instructions Write a 4 page paper responding to the following q.docx
Instructions Write a 4 page paper responding to the following q.docx
Week 6 - Discussion 1Learning Reflection In this discussio.docx
Week 6 - Discussion 1Learning Reflection In this discussio.docx
Literature Review and AnalysisFor the final assignment, stud.docx
Literature Review and AnalysisFor the final assignment, stud.docx
K rogers assessing literacy benchmarks through class dialogue
K rogers assessing literacy benchmarks through class dialogue
More from mosyrettcc
Part IThe Uniform Crime Reports page on the FBI government Web sit.docx
Part I
The Uniform Crime Reports page on the FBI government Web site provides links for their annual
Crime in the United States
publications. Before you are able to view one of these reports, you are given the following disclaimer:
Caution Against Ranking
Each year when
Crime in the United States
is published, some entities use reported figures to compile rankings of cities and counties. These rough rankings provide no insight into the numerous variables that mold crime in a particular town, city, county, state, or region. Consequently, they lead to simplistic and/or incomplete analyses that often create misleading perceptions adversely affecting communities and their residents. Valid assessments are possible only with careful study and analysis of the range of unique conditions affecting each local law enforcement jurisdiction.
The data user is, therefore, cautioned against comparing statistical data of individual reporting units from cities, metropolitan areas, states, or colleges or universities solely on the basis of their population coverage or student enrollment.
Why do you think this cautionary notice is given before users are directed to the FBI's
Crime in the United States
publication? Expand on your viewpoint and find credible sources to support your rationale.
If you would like to visit the Web site, go to http://www.fbi.gov/ucr/ucr.htm#cius.
Part II
Go to http://www.fbi.gov/ucr/ucr.htm#cius, again. Scroll down to the section entitled,
Hate Crime Statistics
, and click on "
Hate Crime Data Collection Guidelines and Training Manual.
"
Using this training guide, complete the following:
Define and describe the following terms:
Prejudice
Stereotype
Discrimination
Racism
Sexism
In-group
Out-group
Conformity
Institutional supports
Social categorization
Point out the distinction between institutional prejudice and personal prejudice.
Explain ways in which stereotypes can influence memory for and perceptions of events.
What are common stereotypes of the specific minority groups explained in the training guide? How may one differentiate those stereotypes from accurate descriptions of the minority groups?
Identify the principal psychological motivations underlying prejudice.
Part III
Based on the information you obtained in Parts I and II, do you think there could be racial or ethnic discrimination in arrests? Does cultural diversity have an impact on law enforcement practice? Provide evidence to support your answer accompanied by proper citation in APA format
.
4-5 pages. Plagiarism must be less then 25% and it must include references
.
Part IPlease provide a definition of organizational learning.The.docx
Part I
Please provide a definition of "organizational learning."There are many, many, differing definitions of OL - and many opinions on precisely how organizations learn (or if they can even learn at all). Some notable theorists include Chris Argyris, Peter Senge, Bente Elkjaer, James G. March, Herbert A. Simon, Mark Easterbay-Smith, and Fiol & Lyles, among innumerable others.
Is there a difference between the notion of "Organizational Learning" (OL) and that of the "Learning Organization" (LO)? Are we anthropomorphizing (great word!) organizations when we say that they "learn"?
Part II
Please describe the extent to which you believe Google Inc is also a "Learning Organization." If so, how does the organization "learn"? What has the organization "learned," and through what mechanism(s)?
.
PART IIWrite a 2 page research paper (excluding title and refer.docx
PART II:
Write a 2 page research paper (excluding title and reference pages) on programmer-defined functions. Explain the concepts discussed in the textbook using at least an example not included in the textbook. Use at least 3 resources (Wikipedia sources are not permitted) and list each resource used at the end of paper in the reference list section.
PART
III
:
(at least 4 sentences each.)
Q1: What does Function Declaration and Function Call do?
Q2: Describe the principals of the black box, procedural abstraction and information hiding?
Q3: Describe the differences between void-functions and functions that return one value?
.
Part II Describing RevisionBefore turning in your final version.docx
Part II: Describing Revision
Before turning in your final version, it is important that you work on revising your writing. Remember that this includes proofreading and organization. After you have done that, write a couple of paragraphs in which you describe what you did to revise your essay. What did you change about it? How did you try to clarify ideas? Did you spend a lot of time proofreading? What did you find to be most valuable about the revision process?
.
PART IDirections Research the recovery work of two of the fol.docx
PART I
Directions
: Research the recovery work of two of the following organizations:
•
A Federal Government agency (e.g., Dept of Housing & Urban Development)
•
A private company (e.g., BP)
•
A nongovernmental organization (e.g., Habitat for Humanity)
•
A civic organization (e.g., Rotary International)
•
A community organization (e.g., Woodbine Community Organization)
•
A religious organization (e.g., United Methodist Committee on Relief)
Then answer the following questions. Be sure to cite any sources you use. Please visit the Academic Resource Center for concise guidelines on APA format.
1.What are the names of the entities?
2.What is the disaster being addressed?
3.Describe in two paragraphs (one paragraph per entity) the recovery work being conducted.
4.Provide the URL that provides more information about each entity.
5.Compare and contrast the work of the two entities, citing examples.
PART II
Directions
: Based on your review of the article “Recovery Doesn't Just Happen” (see link at the end of the Lecture Notes) write a summary report on the points discussed about disaster/emergency recovery. Please ensure that your report is at least 1.5 pages in length, using 12-point font and double spacing. Be sure to cite any sources you use. Please visit the Academic Resource Center for concise guidelines on APA format.
.
PART IDirections Read the questions below and write a respons.docx
PART I
Directions:
Read the questions below and write a response of at least two paragraphs in length. Each paragraph must consist of 5 to 7 sentences. Your answers should provide strong examples and details from the textbook.
1.
What does archaeology tell us about the Harappan civilization in India?
2.
What kind of society and culture did the Indo-European Aryans create?
3.
What ideas and practices were taught by the founders of Jainism, Buddhism, and Hinduism?
4.
What was the result of Indian contact with the Persians and Greeks, and what were the consequences of unification under the Mauryan Empire?
5.
What was the impact of China’s geography on the development of Chinese societies?
6.
What was life like during the Shang Dynasty, and what effect did writing have on Chinese culture and government?
7.
How did advances in military technology contribute to the rise of independent states?
8.
What ideas did Confucius teach, and how were they spread after his death?
PART II:
Journal
Directions:
The purpose of the journal is to actively engage in self-learning and opportunities to clarify and reflect upon your thinking of world history in different ways. Further, the journal is intended to help the student gain writing fluency knowledge and creativity in doing so.
You should express your ideas and feelings, special terms, and expressions heard and used to convey historical knowledge and events.
You not only be graded on the content of your journaling activities, but on the completion of the assignment and writing skills required for each journal activity assignment.
Write a minimum of 3 paragraphs that consist of at least 7 sentences for each of the following questions:
1.
If I could be reincarnated I would want to come back as a fish
2.
It really annoys me when people say get over it
3.
If I could change one thing in history it would be , having to get a permit to carry a hand gun.
Discussion part at least 100 words please
What were some of the social, religious and political achievements of the Shang and Zhou dynasties in early Chinese history?
dule 2 Discussion Board
.
Part II Personal Theory PresentationSubmit a 5 to 7 slide prese.docx
Part II: Personal Theory Presentation
Submit
a 5 to 7 slide presentation where you create your own intervention theory. You may combine theories or you can invent a completely new theory.
Include
the following in your presentation:
Explain your personal theory and why you believe in it.
Describe the theories and theorists that you relate to the best and why.
What surprised you most about the theories learned in class and why?
Format
your presentation consistent with APA guidelines, with speakers notes, and in-text citations.
.
PART II Comparisons Choose one of the three pairs of theorists.docx
PART II Comparisons
Choose one
of the three pairs of theorists below. Explain how their ideas compare with each other. What are the similarities or continuities? What are the differences? Are they compatible? You should demonstrate that you know what each concept is on its own and attempt to draw comparisons as best you can. Your answer should be about 500-600 words but it is most important than you take the time to formulate a thesis and back it up by making clear and concise comparisons in a well-organized manner.
D. Marx and Weber
Compare and contrast the way that Marx and Weber describe life under the division of labor and the capitalist mode of production. Compare how they both see it as a controlling power that subordinates people to its requirements. How similar are they? Are there any differences to how they see this issue? Look especially at how Marx discusses the “general formula for capital” in
Capital
and how Weber discusses rationalization and the iron cage at the end of
The Protestant Ethic and the Spirit of Capitalism
.
E. Weber and Durkheim
Compare the ways that Weber and Durkheim discuss social stratification. Towards the end of his discussion of “Classes, Status Groups and Parties,” Weber addresses the way the division, grouping and inequality of people on the basis of their economic position in the market affects the social position of status groups, especially when discussing castes and privileges of social ranks. How do markets and individual competition affect the social privileges of status groups? How does this compare with Durkheim’s discussion of caste in the section on the “Forced Division of Labor”? How does caste conflict with the spontaneous distribution of people into occupations?
F. Durkheim and Marx
Both Marx and Durkheim discuss the relation of individual development to the development of the species as a whole through the development of the division of labor. They both agree that the division of labor confers benefits on the species. They may differ on some of the details. Compare and contrast Marx’s and Durkheim’s discussion of the fate of individual and the species as it relates to the division of labor, specialization and the dangers of fragmentation. Look at Marx’s discussion of “Alienated Labor” (and perhaps some parts of the
German Ideology
) and Durkheim’s discussion in the “Anomic Division of Labor” and his “Conclusion” in
The Division of Labor in Society
. How do their views on specialization and human development differ?
.
PART IQ1 Define artificial intelligence” and describe the ran.docx
PART I:
Q1: Define “artificial intelligence” and describe the range of techniques and applications. Explain the pros and cons of various knowledge representation methods.
Suppose a research built a robot that acted exactly like an insect, like a cockroach. Would that count as “intelligent?” What if it acted exactly like a cocker spaniel? (At least 100 Word)
Q2: Describe the issues faced by video game graphics rendering
Explain the purpose and function of a GPU. List and explain other techniques used for real-time graphics. (At least 100 Word)
Q3: Describe how MMOGs work, and the particular challenges they face. Explain how virtual communities like Second Life operate as MMOGs. (At least 100 Word)
PART II:
Write a 2 page research paper (excluding the title and reference pages) on artificial intelligence. Use three resources (Wikipedia sources are not permitted) and list each resource used at the end of the paper in the reference list section.
.
Part I1.Explain the relationship between technological sophisti.docx
This document outlines a three-part essay on energy sources. Part I explains the relationship between technological sophistication and energy use, and discusses the costs and benefits of fossil fuels, nuclear power, and renewable energy sources like hydroelectric, solar and wind power. Part II involves researching what percentage of global electricity comes from wind power using an online search engine and discussing if wind power could replace fossil fuels. Part III discusses solutions to the world's energy problem and renewable technologies that can enable sustainable economic growth, citing specific issues and potential solutions using APA style sources over at least one page.
PART IDirections Answer the following questions. Be sure to .docx
PART I
Directions
: Answer the following questions. Be sure to cite any sources you use. Please visit the Academic Resource Center for concise guidelines on APA format.
1.How is the National Guard deployed to assist in response to a disaster?
2.What is the role of first responders when a routine “minor disaster” occurs in a local community?
3.What drives the actions of local first responders?
4.Where can you find a detailed description of the roles and responsibilities of first responders in your community?
5.Who is usually in charge of developing and maintaining the community emergency plan?
6.Where does the emergency management office reside at the state level? Give three examples.
7.What is the principal source of funding for state emergency management offices?
8.What kinds of things do volunteer organizations provide for victims in the aftermath of a disaster?
9.What is the Incident Command System, and why was it originally developed?
10.What are the five major management systems within the Incident Command System?
11.What is the role of the incident commander?
12.At whose discretion is the decision to make a disaster declaration?
13.What is the National Response Framework?
14.How does the National Response Framework compare to its predecessors, the National Response Plan, and the Federal Response Plan?
15.What are some of the reasons why communications among responding agencies is crucial?
PART II
Directions
: Based on your review of the article “CDC Response to the Gulf of Mexico Oil Spill” (see link at the end of the Lecture Notes) write a summary report on their response to that disaster. Please ensure that your report is at least 1.5 pages in length, using 12-point font and double spacing. Be sure to cite any sources you use. Please visit the Academic Resource Center for concise guidelines on APA format.
.
Part I1.Neil Postman, author of Technology The Surrender of .docx
Part I:
1.Neil Postman, author of
Technology: The Surrender of Culture to Society,
states that “every technology is both a burden and a blessing: not either-or, but this and that." What is your interpretation of this quote? Provide three examples from readings or lecture that support or counter the premise of Neil Postman's statement.
2.What are the two major considerations pertinent to ethical decision-making when using technology?
3.List and describe four ethical choices that should be considered when developing new technologies?
Part II:
Use Internet resources to prepare a paper on whistle blowing or cybercrime. This essay should be at least one page in length.
Part III:
Using the course textbook and Internet resources, write a paper about a case that illustrates the lack of ethics or social responsibility. There are many examples that you can select: Love Canal, Exxon Valdez, Chernobyl, The Columbia, The Challenger, Three Mile Island, etc. Be sure to include sociological theory, terms and concepts from the required readings and outside sources. Be sure to cite your sources using APA style format. This report should be at least one page in length.
.
Part IAfter reading about the Leopold-Loeb Case, write a 2–3 page .docx
Part I
After reading about the Leopold-Loeb Case, write a 2–3 page informative paper responding to the following:
How was the victim, Bobby Frank, killed and with what type of weapon?
What would be the primary characteristics of this type of wound?
The investigators linked key evidence from this crime scene to the original source. What was the source, and how valuable was that source of information in connecting one of the defendants to the crime scene?
How would you categorize the motive for the killing in this case?
What type of homicide was this case Leopold-Loeb compared to the types that were learned in the chapter readings?
What are the basic investigative techniques? Did this case follow them? If so, how?
Part II
What is neutralization theory?
Name 5 of these and illustrate how they work.
Define and contrast primary and secondary deviance. Provide an example for each.
What are the policy implications of labeling theory?
.
Part I1.Describe human successes in five technologies and human.docx
Part I:
1.Describe human successes in five technologies and human failures in five different technologies.
2.Describe two cases mentioned in the lecture or the text that illustrate the impact of technology on society.
3.Discuss the differences in technology use between the Paleolithic and Mesolithic Periods.
Part II:
Use the Internet to research one specific technology of your choice. For example, car, TV, Internet, computers, sewing machines, etc. Describe how this technology impacted society economically, environmentally, medically, and ethically. This essay should be at least one page in length.
Part III:
Write a report about a site that would exemplify issues discussed in the readings from Module 1. Examples may include nuclear plants, factories, waste disposal companies, or medical facilities. Be sure to include sociological theory, terms and concepts from the required readings and outside sources. Be sure to cite your sources using APA style format. This report should be at least one page in length.
.
Part IAnswer in 100 words or moreCopyright laws are changing as.docx
Part I
Answer in 100 words or more:
Copyright laws are changing as digital sound, image, and video technologies evolve and become easier to use. Although the courts seem to clearly hold that it is illegal to copy media for profit, they are not as clear about the acceptability of modifications. For example, video editing software makes it relatively simple for people to clip out parts of movies they find to be objectionable for themselves or their children. Should it be legal to do so for personal use? What if an organization wanted to rent out such edited copies? What if DVD players and movies were set up so that the devices would edit and display the revised version on the fly? After you consider your own opinion, you might check the Web to see the latest information about this issue.
PART II:
Suppose that there was a nationwide database of electronic medical records, with strong security to try to prevent unauthorized access. What would be the benefits and costs of such a system? Apply the “paramedic method” to analyzing this subject.
Use at least one resource (Wikipedia sources are not permitted) and list each resource used at the end of the paper in the reference list section. Your response should be two pages (excluding the title and reference pages).
PART III:
Write a 2 page research paper (excluding the title and reference pages) on personal privacy and social networks. Use three resources (Wikipedia sources are not permitted) and list each resource used at the end of the paper in the reference list section.
.
PART IDirections Read the questions below and formulate a res.docx
PART I
Directions:
Read the questions below and formulate a response to each that is at least one hundred words in length. Please cite the textbook and external resources to support your answer
(Wikipedia sources are not permitted). List each resource used at the end of paper in the reference list section. Please remember that you may utilize LIRN to help you search for resources. You can visit the Academic Resource Center for a guide on how to utilize LIRN successfully.
1. List and briefly describe four common difficulties encountered by anthropologists in the field.
2.
Describe four symptoms of culture shock.
3. Contrast formal and informal interviewing.
4. Describe how key informants are selected.
5. Discuss the importance and limitations of participant observation in fieldwork.
6. Contrast a phoneme and a morpheme.
7. Is one language more complex than another? Explain why or why not.
8. Explain how displacement is a part of human symbolic communication.
9. Compare and contrast human and chimpanzee communication.
10. Using examples, explain how silent language is a part of culture.
PART II:
Journal
Using a minimum of three resources (Wikipedia.com is not an option) write a 1 to 2 page paper in APA format to identify and discuss is the term silent language. Explain how a knowledge of silent language is important if one is engaged in international travel or business. Cite examples from readings, the Internet, or print media to illust
.
PART IDirections Read the questions below and formulate a respo.docx
PART I
Directions: Read the questions below and formulate a response to each that is at least one hundred words in length. Please cite the textbook and external resources to support your answer (Wikipedia sources are not permitted). List each resource used at the end of paper in the reference list section. Please remember that you may utilize LIRN to help you search for resources. You can visit the Academic Resource Center for a guide on how to utilize LIRN successfully.
1.Briefly describe two goals for anthropological research.
2.Discuss one difficulty that cultural anthropologists encounter when they strive to apply the scientific method.
3.What are the four fields of anthropology, and what kinds of phenomena do anthropologists working in these areas study?
4.Discuss how anthropology is unique when compared with other disciplines.
5.Explain the concept of ethnocentrism. How can it be harmful to the ethnocentric person and to others?
6.List the three major components of culture.
7.Explain what is meant by a subculture.
8.How is race a cultural construct?
9.Define and explain the concept of culture.
10.Discuss why human skin color cannot be used to identify between human ethnic groups.
PART II: Journal
Using a minimum of three resources (Wikipedia.com is not an option) write a 1 to 2 page paper in APA format to identify and discuss how anthropologists use the scientific method to investigate and explain human cultural behavior. Why is it sometimes difficult to apply the scientific method in studies of other cultures?
.
Part I1.Explain how the Cairo 1994 Population Conference strate.docx
Part I:
1.Explain how the Cairo 1994 Population Conference strategy of increased women’s responsibility and education will help to reduce fertility rates. What sub-issues are also brought forth from this approach?
2.Interpret and further explain the world arguments for and against birth control in Section 24. Also try to interpret and represent different cultures’ and non-western, developing countries’ viewpoints.
3.Outline clearly why declining world fertility rates do not reduce population growth at a parallel rate.
4.Describe why the concept of population carrying capacity is difficult to apply to the human population.
5.Describe the dynamics of food supply for increasing human populations.
Part II:
Explain why population growth is more rapidly growing in the lower developed countries and will account for most of the new population by 2025.
Part III:
Using the Internet and other sources, research in more detail food supply problems for LDC’s and industrialized nations in view of the next century’s population growth and their national population growth.
.
Part I. Short Answer. 30 Points. Answer all five questions.docx
Part I. Short Answer. 30 Points.
Answer all five questions. Your answers should use most or all of each available line space. (5 questions, 6 points apiece.)
Saint Augustine saw the Trinitarian image of God in these three operations of the human mind: ______________________________________
What does
Filioque
mean in English? _______________
For Richard of St. Victor, why must there be three persons in the Trinity?
____________________________________
According to St. Thomas, what are the two processions in the Trinity? ____________________
For Karl Rahner, what is the problem with using the word “Person” to talk about the members of the Trinity today? _______________________________________
Part II.
Short Essay. 30 points.
Answer any two of the following four questions (15 points apiece). Write five full lines for your answer.
1. Write five lines about the missions of Son and Spirit in St. Augustine.
2. Write five lines about notions from Aristotle that Aquinas brought to his theology.
3. Write five lines about Divine poverty and self-emptying in Hans Urs Von Balthasar.
4.
Write five lines about the Divine
perichoresis
in Kallistos Ware.
Part III.
Essay. 40 points.
Answer any two of the following four questions (20 points apiece). Write eight lines for each of your answers.
Write eight lines about the notions of procession, relation, and person in Thomas Aquinas,
or
about the Trinity in St. Bonaventure.
2. Write eight lines about the
Filioque
controversy, including both the Western (Catholic) and Eastern (Orthodox) perspectives.
3. Write eight lines about the Trinitarian Image of God in the human mind in Augustine.
4. Write eight lines about what the Eastern perspective on the Trinity offered by Kallistos Ware.
Part IV.
Extra Credit. 5 points.
Answer any one of the following two questions. Write five lines for your answer.
1. Write five lines about how human relationships and society are supposed to be affected by the doctrine of the Trinity, drawing from any thinker, including Benedict XVI.
2. Write five lines about the Trinity in Richard of St. Victor.
.
PART I – Short Response Answer in 1-2 paragraphsThe Korean .docx
PART I – Short Response:
Answer in 1-2 paragraphs
The Korean War unofficially ended in 1953, resulting in the Communist North and Democratic South Korean states being divided by the Demilitarized Zone. How has the reclusive North Korean “juche” or communist government affected the geography of Southeast Asia? Consider economics, politics, culture, and potential military actions or alliances.
PART II – SHORT RESEARCH PAPER
Directions
: Search for two (2) peer reviewed research articles that will serve as the basis for your homework this week.
deBlij, Muller, and Nigman (2014) discuss the Kashmir dispute between Pakistan and India in your text. It has been a longstanding geographical problem that involves all aspects of geography, but has a focus in cultural geography. Write a 2 page double-spaced, APA-formatted essay that evaluates the following:
What is the major concern with the Kashmir problem?
What parties/countries are involved in the Kashmir problem?
Has this dispute become violent?
Where does the issue stand today?
In your opinion, which side is correct in the Kashmir dispute?
Offer an idea that would provide a resolution to the dispute.
Include a map with your document that clearly demonstrates the area that is at dispute in the Kashmir.
.
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