PHIL101 B008 Win 20 ! " # Assignments
AssignmentsAssignments
Assignment List Week 7 - Philosophical Essay
Week 7 - Philosophical EssayWeek 7 - Philosophical Essay
DUE: Feb 23, 2020 11:55 PM
Grade DetailsGrade Details
GradeGrade N/A
Gradebook CommentsGradebook Comments None
Assignment DetailsAssignment Details
Open DateOpen Date Jan 6, 2020 12:05 AM
Graded?Graded? Yes
Points PossiblePoints Possible 100.0
Resubmissions Allowed?Resubmissions Allowed? No
Attachments checked for originality?Attachments checked for originality? Yes
Assignment InstructionsAssignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is
designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or
a works cited page. It will be your premier writing assignment focused on the integration and
assessment relating to the course concepts. Your paper should be written based on the outline
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you submitted during week 4 combined with your additional thoughts and instructor feedback. You
will use at least three scholarly/reliable resources with matching in-text citations and a Works
Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all
paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
According to Socrates, must one heed popular opinion about moral matters? Does
Socrates accept the fairness of the laws under which he was tried and convicted? Would
Socrates have been wrong to escape?
Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to
hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem?
And (2) how would John Locke answer it?
Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and
(2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s
and Descartes’ philosophy. Do not give a plot summary of the movie – focus on ...
1 Requirements for the Term Paper Psychology 2.docxhoney725342
1
Requirements for the Term Paper
Psychology 209: Life Cycle Development
TOPIC: The topic of the paper must be related to one of the issues discussed in the area of human
life cycle development.
RESEARCH: (1) The student needs to propose a theme or an argument for this paper and explain how
the chosen topic reflects, or is related to, an important issue in the area of human life
cycle development. (2) Your paper must address one of these two Student Learning
Outcomes: (a) Identify the specific genetic and environmental influences (such as
socio-economic status, gender, race, ethnicity, English language learners, special
needs, culture, religion, schools, media, peers, and family) on physical, cognitive,
social, and emotional development. (b) Describe variables underlying socio-
economic status, racial, ethnic, and gender differences in lifespan development
The student is expected to do some original literature research, which means the student
cannot simply quote studies reported in a textbook or someone else’s paper (even though
they can serve as good leads for your own research). The student is expected to read and
summarize two original research psychology journal articles, published within the last
15 years, on a topic chosen by the student. The references should be listed in the
References section at the end of the paper (on a separate page), following the APA
format.
The best place to find peer-reviewed articles for your paper is through HACC’s eLibary:
You can go to: www.hacc.edu Library Find : Articles & Databases
“PsycArticles” or “ProQuest” or “PsycINFO”, etc. (You will need to enter your HACC
id and PIN at this point.). In PsycArticles, you should “Limit Your Results” by selecting
“Full text”, and “Scholarly (Peer Reviewed) Journals.
HACC’s eLibrary also has a psychology guide for psychology students:
http://libguides.hacc.edu/psychologyguide You will find the APA format information
under the “APA Citations” tab.
LENGTH
& FORMAT: The paper must be typed, double-spaced, and at least 6 pages in length (not counting the
cover page and References page, but no more than 8 pages). The print font used should
be either size 10 or size 12. The margins on all four sides should be one inch.
The general organization of the paper and the citations of references should follow the
APA format (copy of APA Manual is available in our library). In the APA format, the
paper should consist of sections such as synopsis, method, results, and discussion. These
sections (except synopsis) should be clearly labeled, and follow the right sequence.
Please see the sample outline on p.2. In the final Discussion section of the paper, the
student is expected to summarize the two studies cited, evaluate the findings, state your
own views/suggestions, and draw some conclusions, which should be relevant to the
...
This document provides information about an adolescent development and learning course, including:
1) The course is taught by three professors and meets on Thursdays from 3:15-6:05pm, divided into three groups. Readings focus on adolescent development in context.
2) Students are required to lead a class discussion, participate actively, submit weekly logs connecting readings to a case study of an adolescent, and complete a final case study paper.
3) Readings explore biological, psychological and social influences on adolescent development, how adolescents learn and are motivated, and how schools and teachers can support healthy development.
This document outlines a module on theorizing childhood and adolescence. It includes the following:
1. The session outline introduces the module and assessments, which include activities to identify one's own theory of childhood and analyze how theories influence practice.
2. The learning outcomes are to critically reflect on one's own and dominant theories of childhood, evaluate how theories impact services for children and children's rights, and how rights are less respected for some children.
3. The module parts explore theoretical underpinnings of understanding children, social divisions of multiple childhoods, and connecting lived experiences to theories.
1 Saint Leo University PSY 110HA Psychological W.docxShiraPrater50
1
Saint Leo University
PSY 110HA
Psychological Well-Being: How to be Sane in an Insane World
Course Description:
This course uses psychological approaches to physical, cognitive, and emotional well-being.
The scientific method will be used as a lens to view adjustment issues. Topics include
personality and self-development, positive psychology, sex and gender, and relationships.
Emphasis is on application via personal assessment and stress management techniques.
Students must be aware that they will be asked to share personal information concerning their
psychological well-being throughout the course as it applies to content that we cover. Some of
the content of this course addresses issues related to sex. If you are uncomfortable with this
course content, please consider taking a different course to fulfill the Human Adventure
requirement for University Explorations.
Prerequisite:
None
Textbooks:
This is an Open Educational Resources (OER) course. All course content is free and is found
online and through the Saint Leo University Library. Faculty and Students must have the ability
to download pdf files and will need Adobe Digital Editions 1.7.1 or higher for offline viewing.
Links to assigned readings are provided in the respective modules.
Learning Outcomes:
1. Analyze major historical, political, social, economic, and/or life events in context focusing on
the important findings to the science of psychology demonstrated by quiz grades and the
Compare and Contrast Critique.
2. Develop and use critical thinking concepts and processes demonstrated by quiz grades and
the Compare and Contrast Critique.
3. Apply principles from the social sciences to individual experience and demonstrate insight
into one's own thinking process and personality while developing self-awareness in line with
Saint Leo's core value of Personal Development through these assessments: Traits To
Strength, Virtual Communication Project, Stress and Coping and Self-Assessment. HA2
4 Apply principles from the social sciences to individual experience of different stress reduction
techniques to live more effectively as demonstrated by the Stress and Coping Project and
graphical representation of data.
5. Identify personal strengths that are associated with quality of life demonstrated by the Traits
to Strength Project and the Self-Assessment Project.
6. Communicate effectively for a determined purpose while demonstrating an understanding of
effective communication techniques that enhance personal relationships through quiz grades
and the Virtual Communication Project assessments. CC2
7. Analyze major historical, political, social, economic and/or life events in context while
explaining issues important to and gender research demonstrated by quiz grade and Virtual
Communication Project assessments. HA1
8. Develop an appreciation of and sensitivity to issues of diversity demonstrated by quiz grade.
2
Core Va ...
11. Term papers should be substantial pieces of analysis andSantosConleyha
1
1. Term papers should be substantial pieces of analysis and criticism. They should not simply report,
summarize, or review course materials (although you ought to draw from class presentations, discussion
and readings). Term papers should demonstrate thoughtful reflection, evaluation, and should embody a
critical and conceptual argument in which various angles of the question are explored in fairness and at
length. In this respect, they differ from the argument summaries, which did not involve critique.
2. Your term paper may not exceed 1200 words. Typically, that means four-to-five pages of text at
250-300 words per page. Provide a word count of your essay. Excess will be severely penalized: I will not
read more than 1200 words of typed text body, properly formatted (not including title page or footnotes).
3. The term paper is due on 5 April 2022 no later than 4:00PM MDT. Assignments received after 4:00PM
MDTon the due date will be deducted as per the syllabus’ late policy.
4. Use letter-size paper, 12-point font, full double-spacing (nothing less!), 1" margins, and a simple
typeface (Times New Roman is all you need). Your submission must be printed double-sided in hardcopy;
electronic submissions will not be accepted. If you do not have your own printer, SUBPrint can print off
your assignment for a small fee.
5. Number your pages, but not your title page. Page one should be the first page of your text body.
6. Citations: – For an essay of this length, you should not need to consult many sources beyond the course
materials. If you are unsure about this, please speak with me. – You should cite whatever sources you
have used. This includes the sources in the coursepack and the Miller novel, even your friends if they
gave you the big idea in your paper. – All (text-based) references must be to scholarly publications with
page numbers. This means you may not use wikipedia and the like, but allows you to use electronic
journals published exclusively online. – All references must conform to Chicago footnoting style (16
edition or earlier), as is common in the th humanities. Other than footnotes, you need not conform to any
2
style peculiar to the Chicago manual. – Turabian’s (8 edition or earlier) manual (a truncation of the
Chicago Manual of Style) is in the the reference stacks of any library on campus. Two short guides to
footnotes are on eClass. – If you still have trouble with footnotes, consult a librarian. Helping you is what
they’re paid for! – Footnotes should not contain anything other than cited sources. You do not have space
for quoting text or discussing stuff in your footnotes. – If you still find that you have so many footnotes
that you cannot squeeze 250 words onto each page, I will permit you to use endnotes. But this really
shouldn’t be necessary.
7. Because of the high volume of term papers in this course and the fact that many students are not
interested in receiving written feedback on them, y ...
11. Term papers should be substantial pieces of analysis andBenitoSumpter862
1. The document provides guidance for writing a term paper, including formatting requirements, length, citation style, and content expectations. It should demonstrate critical analysis through an argument supported by course materials and cannot exceed 1200 words.
2. The term paper is due on April 5th by 4:00pm and must be printed double-sided in hardcopy with page numbers. It requires either feedback or no feedback to be clearly indicated.
3. The paper should have an outline, introduction, analysis making up most of the content, and a concluding argument stated clearly at the end in one sentence without new points.
This document outlines the course content and assignments for EDU 692, which focuses on culturally relevant instruction. The course consists of weekly readings, discussions, and assignments. Week 1 involves analyzing a school experience and the cultural factors that influenced it. Week 2 addresses developing cultural competence in the classroom and creating culturally relevant learning experiences. Week 3 is about analyzing cultural relevance in instruction and creating evaluation tools. Week 4 focuses on culturally relevant inspiration and models of creativity. Week 5 involves problem-based learning and decision making. Week 6 consists of a discussion on creativity, innovation and culture, and a final project on designing culturally relevant instruction.
HW. 1 Philosophy, Curriculum, and School PerformanceReadingsNarcisaBrandenburg70
HW. 1 Philosophy, Curriculum, and School Performance
Readings:
· Ornstein, A. (2015). Philosophy as a basis for curriculum decisions. In Ornstein, A. C., Pajak, E. F., Ornstein, S. B. (Eds.), Contemporary Issues in Curriculum.
· Eisner, E. W. (2015). What does it mean to say a school is doing well?. In Ornstein, A. C., Pajak, E. F., Ornstein, S. B. (Eds.), Contemporary Issues in Curriculum.
(1) Which philosophical approach(es) discussed in the Ornstein reading best reflect(s) your beliefs about (a) a school’s purpose; (b) what subjects are of value; (c) how students learn; and (d) the process of teaching and learning? Explain your reasoning.
(2) Based on the Ornstein reading, provide at least three different reasons why having a philosophy of education is important and explain each.
(3) Based on the readings above, what educational philosoph(ies) is Eisner’s thinking aligned with? Explain your reasoning.
(4) Eisner suggests that how well a school is doing should be determined by more than student test scores. (a) Why might this be important? (b) Of the various areas Eisner suggests for determining how well a school is doing, indicate three that you feel are most important and explain your reasoning.
Term 1 Unit 2 Discussions
Unit 2 Discussion (ACC301 Cost Accounting)
Complete and submit question 2-36 on page 73.
2-36. Cost Allocation—Ethical Issues
Star Buck, a coffee shop manager, has two major product lines—drinks and pastries. If Star allocates common costs on any objective basis discussed in this chapter, the drinks are profitable, but the pastries are not. Star is concerned that her boss will pull the plug on pastries. Star’s brother, who is struggling to make a go of his new business, supplies pastries to the coffee shop. Star decides to allocate all common costs to the drinks because “Drinks can afford to absorb these costs until we get the pastries line on its feet.” After assigning all common costs to drinks, both the drinks and pastries product lines appear to be marginally profitable. Consequently, Star’s manager decides to continue the pastries line.
Required
a. How would you recommend Star allocate the common costs between drinks and pastries?
b. You are the assistant manager and have been working with Star on the allocation problem. What should you do?
Unit 2 DB: Trade (ECO201 Macroeconomics)
After reading the article, Amadeo, K. & Boyle. M (May 18th, 2021). International trade: Pros, cons, and effect on the economy. the balance, provide an advantage and a disadvantage of international trade. From the article and in your opinion, how do these impact the economy?
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of kn ...
1 Requirements for the Term Paper Psychology 2.docxhoney725342
1
Requirements for the Term Paper
Psychology 209: Life Cycle Development
TOPIC: The topic of the paper must be related to one of the issues discussed in the area of human
life cycle development.
RESEARCH: (1) The student needs to propose a theme or an argument for this paper and explain how
the chosen topic reflects, or is related to, an important issue in the area of human life
cycle development. (2) Your paper must address one of these two Student Learning
Outcomes: (a) Identify the specific genetic and environmental influences (such as
socio-economic status, gender, race, ethnicity, English language learners, special
needs, culture, religion, schools, media, peers, and family) on physical, cognitive,
social, and emotional development. (b) Describe variables underlying socio-
economic status, racial, ethnic, and gender differences in lifespan development
The student is expected to do some original literature research, which means the student
cannot simply quote studies reported in a textbook or someone else’s paper (even though
they can serve as good leads for your own research). The student is expected to read and
summarize two original research psychology journal articles, published within the last
15 years, on a topic chosen by the student. The references should be listed in the
References section at the end of the paper (on a separate page), following the APA
format.
The best place to find peer-reviewed articles for your paper is through HACC’s eLibary:
You can go to: www.hacc.edu Library Find : Articles & Databases
“PsycArticles” or “ProQuest” or “PsycINFO”, etc. (You will need to enter your HACC
id and PIN at this point.). In PsycArticles, you should “Limit Your Results” by selecting
“Full text”, and “Scholarly (Peer Reviewed) Journals.
HACC’s eLibrary also has a psychology guide for psychology students:
http://libguides.hacc.edu/psychologyguide You will find the APA format information
under the “APA Citations” tab.
LENGTH
& FORMAT: The paper must be typed, double-spaced, and at least 6 pages in length (not counting the
cover page and References page, but no more than 8 pages). The print font used should
be either size 10 or size 12. The margins on all four sides should be one inch.
The general organization of the paper and the citations of references should follow the
APA format (copy of APA Manual is available in our library). In the APA format, the
paper should consist of sections such as synopsis, method, results, and discussion. These
sections (except synopsis) should be clearly labeled, and follow the right sequence.
Please see the sample outline on p.2. In the final Discussion section of the paper, the
student is expected to summarize the two studies cited, evaluate the findings, state your
own views/suggestions, and draw some conclusions, which should be relevant to the
...
This document provides information about an adolescent development and learning course, including:
1) The course is taught by three professors and meets on Thursdays from 3:15-6:05pm, divided into three groups. Readings focus on adolescent development in context.
2) Students are required to lead a class discussion, participate actively, submit weekly logs connecting readings to a case study of an adolescent, and complete a final case study paper.
3) Readings explore biological, psychological and social influences on adolescent development, how adolescents learn and are motivated, and how schools and teachers can support healthy development.
This document outlines a module on theorizing childhood and adolescence. It includes the following:
1. The session outline introduces the module and assessments, which include activities to identify one's own theory of childhood and analyze how theories influence practice.
2. The learning outcomes are to critically reflect on one's own and dominant theories of childhood, evaluate how theories impact services for children and children's rights, and how rights are less respected for some children.
3. The module parts explore theoretical underpinnings of understanding children, social divisions of multiple childhoods, and connecting lived experiences to theories.
1 Saint Leo University PSY 110HA Psychological W.docxShiraPrater50
1
Saint Leo University
PSY 110HA
Psychological Well-Being: How to be Sane in an Insane World
Course Description:
This course uses psychological approaches to physical, cognitive, and emotional well-being.
The scientific method will be used as a lens to view adjustment issues. Topics include
personality and self-development, positive psychology, sex and gender, and relationships.
Emphasis is on application via personal assessment and stress management techniques.
Students must be aware that they will be asked to share personal information concerning their
psychological well-being throughout the course as it applies to content that we cover. Some of
the content of this course addresses issues related to sex. If you are uncomfortable with this
course content, please consider taking a different course to fulfill the Human Adventure
requirement for University Explorations.
Prerequisite:
None
Textbooks:
This is an Open Educational Resources (OER) course. All course content is free and is found
online and through the Saint Leo University Library. Faculty and Students must have the ability
to download pdf files and will need Adobe Digital Editions 1.7.1 or higher for offline viewing.
Links to assigned readings are provided in the respective modules.
Learning Outcomes:
1. Analyze major historical, political, social, economic, and/or life events in context focusing on
the important findings to the science of psychology demonstrated by quiz grades and the
Compare and Contrast Critique.
2. Develop and use critical thinking concepts and processes demonstrated by quiz grades and
the Compare and Contrast Critique.
3. Apply principles from the social sciences to individual experience and demonstrate insight
into one's own thinking process and personality while developing self-awareness in line with
Saint Leo's core value of Personal Development through these assessments: Traits To
Strength, Virtual Communication Project, Stress and Coping and Self-Assessment. HA2
4 Apply principles from the social sciences to individual experience of different stress reduction
techniques to live more effectively as demonstrated by the Stress and Coping Project and
graphical representation of data.
5. Identify personal strengths that are associated with quality of life demonstrated by the Traits
to Strength Project and the Self-Assessment Project.
6. Communicate effectively for a determined purpose while demonstrating an understanding of
effective communication techniques that enhance personal relationships through quiz grades
and the Virtual Communication Project assessments. CC2
7. Analyze major historical, political, social, economic and/or life events in context while
explaining issues important to and gender research demonstrated by quiz grade and Virtual
Communication Project assessments. HA1
8. Develop an appreciation of and sensitivity to issues of diversity demonstrated by quiz grade.
2
Core Va ...
11. Term papers should be substantial pieces of analysis andSantosConleyha
1
1. Term papers should be substantial pieces of analysis and criticism. They should not simply report,
summarize, or review course materials (although you ought to draw from class presentations, discussion
and readings). Term papers should demonstrate thoughtful reflection, evaluation, and should embody a
critical and conceptual argument in which various angles of the question are explored in fairness and at
length. In this respect, they differ from the argument summaries, which did not involve critique.
2. Your term paper may not exceed 1200 words. Typically, that means four-to-five pages of text at
250-300 words per page. Provide a word count of your essay. Excess will be severely penalized: I will not
read more than 1200 words of typed text body, properly formatted (not including title page or footnotes).
3. The term paper is due on 5 April 2022 no later than 4:00PM MDT. Assignments received after 4:00PM
MDTon the due date will be deducted as per the syllabus’ late policy.
4. Use letter-size paper, 12-point font, full double-spacing (nothing less!), 1" margins, and a simple
typeface (Times New Roman is all you need). Your submission must be printed double-sided in hardcopy;
electronic submissions will not be accepted. If you do not have your own printer, SUBPrint can print off
your assignment for a small fee.
5. Number your pages, but not your title page. Page one should be the first page of your text body.
6. Citations: – For an essay of this length, you should not need to consult many sources beyond the course
materials. If you are unsure about this, please speak with me. – You should cite whatever sources you
have used. This includes the sources in the coursepack and the Miller novel, even your friends if they
gave you the big idea in your paper. – All (text-based) references must be to scholarly publications with
page numbers. This means you may not use wikipedia and the like, but allows you to use electronic
journals published exclusively online. – All references must conform to Chicago footnoting style (16
edition or earlier), as is common in the th humanities. Other than footnotes, you need not conform to any
2
style peculiar to the Chicago manual. – Turabian’s (8 edition or earlier) manual (a truncation of the
Chicago Manual of Style) is in the the reference stacks of any library on campus. Two short guides to
footnotes are on eClass. – If you still have trouble with footnotes, consult a librarian. Helping you is what
they’re paid for! – Footnotes should not contain anything other than cited sources. You do not have space
for quoting text or discussing stuff in your footnotes. – If you still find that you have so many footnotes
that you cannot squeeze 250 words onto each page, I will permit you to use endnotes. But this really
shouldn’t be necessary.
7. Because of the high volume of term papers in this course and the fact that many students are not
interested in receiving written feedback on them, y ...
11. Term papers should be substantial pieces of analysis andBenitoSumpter862
1. The document provides guidance for writing a term paper, including formatting requirements, length, citation style, and content expectations. It should demonstrate critical analysis through an argument supported by course materials and cannot exceed 1200 words.
2. The term paper is due on April 5th by 4:00pm and must be printed double-sided in hardcopy with page numbers. It requires either feedback or no feedback to be clearly indicated.
3. The paper should have an outline, introduction, analysis making up most of the content, and a concluding argument stated clearly at the end in one sentence without new points.
This document outlines the course content and assignments for EDU 692, which focuses on culturally relevant instruction. The course consists of weekly readings, discussions, and assignments. Week 1 involves analyzing a school experience and the cultural factors that influenced it. Week 2 addresses developing cultural competence in the classroom and creating culturally relevant learning experiences. Week 3 is about analyzing cultural relevance in instruction and creating evaluation tools. Week 4 focuses on culturally relevant inspiration and models of creativity. Week 5 involves problem-based learning and decision making. Week 6 consists of a discussion on creativity, innovation and culture, and a final project on designing culturally relevant instruction.
HW. 1 Philosophy, Curriculum, and School PerformanceReadingsNarcisaBrandenburg70
HW. 1 Philosophy, Curriculum, and School Performance
Readings:
· Ornstein, A. (2015). Philosophy as a basis for curriculum decisions. In Ornstein, A. C., Pajak, E. F., Ornstein, S. B. (Eds.), Contemporary Issues in Curriculum.
· Eisner, E. W. (2015). What does it mean to say a school is doing well?. In Ornstein, A. C., Pajak, E. F., Ornstein, S. B. (Eds.), Contemporary Issues in Curriculum.
(1) Which philosophical approach(es) discussed in the Ornstein reading best reflect(s) your beliefs about (a) a school’s purpose; (b) what subjects are of value; (c) how students learn; and (d) the process of teaching and learning? Explain your reasoning.
(2) Based on the Ornstein reading, provide at least three different reasons why having a philosophy of education is important and explain each.
(3) Based on the readings above, what educational philosoph(ies) is Eisner’s thinking aligned with? Explain your reasoning.
(4) Eisner suggests that how well a school is doing should be determined by more than student test scores. (a) Why might this be important? (b) Of the various areas Eisner suggests for determining how well a school is doing, indicate three that you feel are most important and explain your reasoning.
Term 1 Unit 2 Discussions
Unit 2 Discussion (ACC301 Cost Accounting)
Complete and submit question 2-36 on page 73.
2-36. Cost Allocation—Ethical Issues
Star Buck, a coffee shop manager, has two major product lines—drinks and pastries. If Star allocates common costs on any objective basis discussed in this chapter, the drinks are profitable, but the pastries are not. Star is concerned that her boss will pull the plug on pastries. Star’s brother, who is struggling to make a go of his new business, supplies pastries to the coffee shop. Star decides to allocate all common costs to the drinks because “Drinks can afford to absorb these costs until we get the pastries line on its feet.” After assigning all common costs to drinks, both the drinks and pastries product lines appear to be marginally profitable. Consequently, Star’s manager decides to continue the pastries line.
Required
a. How would you recommend Star allocate the common costs between drinks and pastries?
b. You are the assistant manager and have been working with Star on the allocation problem. What should you do?
Unit 2 DB: Trade (ECO201 Macroeconomics)
After reading the article, Amadeo, K. & Boyle. M (May 18th, 2021). International trade: Pros, cons, and effect on the economy. the balance, provide an advantage and a disadvantage of international trade. From the article and in your opinion, how do these impact the economy?
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of kn ...
Edu 692 Enhance teaching / snaptutorial.comDavis118a
This document outlines the course requirements for EDU 692, which focuses on culturally relevant teaching. It includes assignments on analyzing one's own school experiences and culture, examining a case study of a student who dropped out, recommending culturally relevant learning experiences, and a final project on designing culturally relevant instruction. Discussion topics include analyzing the story of Caine's Arcade in relation to funds of knowledge, examining the Landfill Harmonics project in relation to 21st century skills, and identifying outside challenges that can impact school success. The course utilizes theories of culturally relevant pedagogy and aims to help educators better understand the influence of culture and student identity on effective instructional decisions.
Writing a Philosophy paperEach topic I give you will ask you t.docxambersalomon88660
The document provides guidelines for writing a philosophy paper, including grading rubrics for 4 elements: 1) describing philosophical positions, 2) applying critical thinking, 3) developing a personal response, and 4) grammar. For each element, the rubric defines levels of achievement from 5 (exemplary) to 0 (unacceptable) to assess the quality of the student's work. The grading scale then converts total scores out of 20 to letter grades. Students are instructed to address all 4 elements in their paper and informed that adhering to the guidelines provided will help them achieve a higher score.
This document provides an agenda and overview for a senior seminar course on child development. It introduces the instructor and outlines the course syllabus, including learning outcomes, required readings, activities, policies, and grading criteria. The key course assignments involve selecting a research topic on child development, presenting on relevant theories, and producing a literature review paper and presentation on the chosen topic. The document also provides guidance for choosing a topic, including suggesting developmental domains and chronological stages to consider.
Edu 692 Education Redefined - snaptutorial.comDavisMurphyC89
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
EDU 692 Week 2 Discussion 2 Outside Challenges
This document provides an overview of the content that was covered in a literacy education class. It discusses reading strategies and comprehension, connecting curriculum expectations to strategies, identifying struggles readers may have and growth mindset. It also outlines resources for struggling readers and assessing text difficulty. Students are assigned homework on exploring writing resources and posting about one in an online forum. The class aims to help preservice teachers develop strong literacy practices.
Edu 692 Education Organization / snaptutorial.comBaileya96
This document outlines the course requirements for EDU 692, which focuses on culturally relevant teaching. It includes assignments on analyzing one's own school experiences and culture, examining a case study of a student who dropped out, and designing culturally relevant instruction. Discussion topics explore how student identity relates to creative projects, how skills from such projects align with 21st century skills, and outside challenges that can impact academic success. The course aims to help educators understand how culture and individual identities influence learning to help them make effective instructional decisions.
The document describes three statements about the development of the BC grade 10-12 curriculum. It asks the reader to identify which statement is a lie.
1) The Ministry of Education is planning curriculum development this spring.
2) The BCTF was not involved in writing the draft curriculum.
3) The implementation timeline is still to be determined.
1. The Ministry of Education is planning to begin writing the grade 10-12 curriculum this spring and the BCTF was not involved in the drafting of the curriculum.
2. The second statement is a lie - the BCTF was involved in the writing of the draft curriculum.
3. The curriculum implementation timeline is still to be determined.
This document provides guidance on writing book and article reviews or critiques. It begins by defining what a review or critique is - an academic writing that evaluates the contribution of a scholarly work. It then outlines the typical structure, including an introduction, summary, review/critique, and conclusion sections. The document discusses asking critical questions of the work, such as its topic, purpose, and arguments. It provides guidelines for writing a review, like carefully reading the work, relating it to prior knowledge, and situating the analysis within the presented theories. Overall, the document aims to instruct readers on how to properly analyze and critique a book or article in academic writing.
This document provides guidance on writing book and article reviews or critiques. It begins by defining what a review or critique is - an academic writing that evaluates the contribution of a scholarly work. It then outlines the typical structure, including an introduction, summary, review/critique, and conclusion sections. The document discusses asking critical questions of the work, such as its topic, purpose, and arguments. It provides guidelines for writing a review, like carefully reading the work, relating it to prior knowledge, and situating the analysis within the presented theories. Overall, the document aims to instruct readers on how to properly analyze and critique a book or article in academic writing.
PSYCHOLOGY 10200 (Psychology in the Modern World)Mondays & Wedne.docxpotmanandrea
PSYCHOLOGY 10200 (Psychology in the Modern World)
Mondays & Wednesdays (11:50-12:40 or 1:00-1:50 in AR 1)
Discussion Sections (various times and locations)
Spring 2018
Instructor: Brett Silverstein. Write your teaching assistant’s name here ________________________
Introduction and Course Description
I've designed this course to give you a basic understanding of each of the different fields that collectively make up the science of psychology. One field is concerned with how the brain is organized; another with how children mature; still another with why people become anxious or depressed and how to help them. Psychology is concerned with each of these areas, and much more. In psychology we are interested in why people think and feel and act the way that they do. By the end of this course, you should have a good understanding of what psychologists study, and some of their most important research findings.
Because so many different fields are involved, I will divide the course into sections: neuroscience, development, psychological disorders, and so forth. In lecture, I will survey what psychologists know about each field. This information is reinforced and expanded upon in the textbook and in weekly discussion sessions. To evaluate how well you understand the textbook material, in each section I will ask several questions on the lectures and readings. You will have an opportunity to apply the issues to your own lives during weekly recitation sessions. I also have assigned four papers to develop your written expression of psychology. Finally, there will be a cumulative in class final exam given during finals week.
Course Objectives
After taking PSY 102, you should be better able to:
1. Apply critical thinking skills to research designs and practical problems in psychology.
2. Understand basic psychological theories, principles, and concepts in the areas of human development, social interaction, psychopathology, cognitive processes, and the biological bases of behavior.
3. Evaluate hypotheses, research designs, research findings, and theories.
4. Understand how statistical significance is used in research
5. Understand the difference between pseudo-science and science and apply such understanding to media reports about psychology.
6. Apply psychological concepts and principles to understanding social and cultural phenomena.
7. Communicate your ideas orally and in writing.
8. Apply psychological concepts to you own life and experiences.
PSY 102 satisfies the Individual and Society general education requirement of the CUNY Pathways Common Core. The course also enhances proficiency in writing, information literacy, and quantitative reasoning. In exercising writing proficiency, you will have multiple experiences to communicate your ideas in writing and speaking, including at least 3500 words of writing in specific assignments. For information literacy, you will have multiple opportunities to critically and con ...
The document provides an overview of the expectations and requirements for students taking an A-Level Religious Studies course. It outlines that students will need to attend all lessons, complete weekly homework assignments taking approximately two hours total, and conduct independent research. Students will be formally assessed six times for each unit through timed essays and mock exams. Essays and exams will be marked using exam board mark schemes focusing on explanations for 30-mark questions and evaluations for 15-mark questions. The document also provides an outline of the course content which will include studying utilitarianism, situation ethics, and religious teachings on the nature and value of human life.
Why do poor countries have a predominance of infectious diseases.docxwrite5
Poor countries have a predominance of infectious diseases while wealthy countries have more lifestyle-related diseases due to differences in social and economic conditions. Global health inequalities exist due to lack of access to clean water, sanitation, nutrition, and medical care in poorer nations. Reflective writing can help address this issue by raising awareness and considering ways to improve health for all.
Total Possible Score 4.00ContentTotal 3.00Distinguished - .docxturveycharlyn
Total Possible Score: 4.00
Content
Total: 3.00
Distinguished - Responds with a thorough reflection that is related to all aspects of the journal prompt. Applies professional, personal, relevant prior knowledge, and/or other real-world experiences in a manner that is rich in thought and provides valuable insight into the topic. Analyzes preconceptions and biases by deconstructing elements of personal assumptions and synthesizes own awareness using new modes of thinking.
Proficient - Responds with a reflection that is related to almost all aspects of the journal prompt. Applies professional, personal, or other real-world experiences in a manner that provides valuable insight into the topic. Provides a limited analysis of preconceptions and biases and somewhat synthesizes own awareness using new modes of thinking.
Basic - Responds with a reflection that is related to most aspects of the journal prompt. Applies professional, personal, or other real-world experiences in a manner that provides limited insight into the topic but may not be wholly relevant to the journal prompt. Demonstrates self-reflection by identifying preconceptions or biases compared to new modes of thinking.
Below Expectations - Responds with a reflection that is related to some aspects of the journal prompt. Attempts to apply professional, personal, or other real-world experiences, but their relevance to the journal prompt is unclear. Self-reflection is vague and/or fails to relate to preconceptions or biases and new modes of thinking.
Non-Performance - The journal is either nonexistent or lacks the components described in the assignment instructions.
Coherence
Total: 0.60
Distinguished - Effectively communicates ideas or points in a logical and organized manner. Reflections are sophisticated and formulate wholly appropriate and pertinent connections between the journal topic and relevant prior knowledge.
Proficient - Communicates ideas or points in a manner that is mostly logical and organized. Reflections formulate appropriate connections between the journal topic and relevant prior knowledge.
Basic - Communicates ideas or points in a manner that demonstrates a limited understanding of content organization. Attempts to reflect upon journal topic, but the connections between the journal topic and prior knowledge are vague.
Below Expectations - Attempts to communicate ideas or points; however, the content organization is extremely limited. Fails to provide a reflection that connects the journal topic to prior knowledge.
Non-Performance - The journal is either nonexistent or lacks the components described in the assignment instructions.
Mechanics
Total: 0.40
Distinguished - Journal contains no errors related to grammar, spelling, and sentence structure.
Proficient - Journal contains only a few minor errors related to grammar, spelling, and sentence structure, but they do not distract the reader from the content.
Basic - Journal contains a few errors related to grammar, spelli ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxjasoninnes20
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxmoirarandell
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses.
Resources Assigned readings, ERRs, the Internet,and other resources.docxkarlhennesey
Resources: Assigned readings, ERRs, the Internet,and other resources
Write
a no more than 3 page paper, in which you identify a total compensation plan for an organization focused on internal equity, and a total compensation plan for an organization focused on external equity.
Identify
advantages and disadvantages of internal and external equity for the organizations.
Explain
how each plan supports that organization's total compensation objective and the relationship of the organization's financial situation to its plan.
Draw conclusions based upon Electronic Reserve Readings in eCampus
, Martocchio (2009) and/or Milkovich and Newman (2008),
personal experience, and data collected from organizations.
Integrate Week 2 readings
,
Martocchio (2009) and/or Milkovich and Newman (2008),
throughout paper.
Direct quotations should be avoided.
Research should be summarized and synthesized using your own words
; be certain to cite sources of knowledge.
Format
your paper consistent with
APA 6
th
Edition
guidelines.
.
Resource Review Documenting the Face of America Roy Stryker and.docxkarlhennesey
Resource:
Review "Documenting the Face of America: Roy Stryker and the FSA/OWI Photographers," and Ch. 5 of
Oxford History of Art: Twentieth-Century American Art
.
Write
a 200- to 350-word summary responding to the following:
How was photography used as an instrument for social reform? What photograph do you think makes the most powerful social commentary? Why?
Submit
your assignment in a Microsoft
®
Word document using the Assignment Files tab above.
.
Resource Review Thelma Golden--How Art Gives Shape to Cultural C.docxkarlhennesey
Resource:
Review "Thelma Golden--How Art Gives Shape to Cultural Change," Ch. 9 and 11 of
Oxford History of Art: Twentieth-Century American Art
, and the Week Five Electronic Reserve Readings.
Write
a 200- to 350-word summary responding to the following:
How has art, in the context of the social justice movements of the twentieth century, challenged, and shaped American society?
Submit
in a Microsoft
®
Word document using the Assignment Files tab above
.
Resource Review Representational Cityscape, and Ch. 3 of Oxfo.docxkarlhennesey
Resource:
Review "Representational Cityscape," and Ch. 3 of
Oxford History of Art: Twentieth-Century American Art
Write
a 200- to 350-word summary responding to and discussing the following:
The work of Joseph Stella and other early American modernists, such as Marsden Hartley, Max Weber, and Georgia O'Keeffe and how they differed greatly in subject and style to the work of the Ashcan School, and include the following:
Where did this abstract style originate? Describe at least one art work in your summary.
Choose one art form or cultural development that originated elsewhere but which is currently a part of American culture.
Describe how this art form has directly affected you.
Submit
your assignment in a Microsoft
®
Word document using the Assignment Files tab above.
.
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EDU 692 Week 1 Assignment My School and Its Culture
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This document provides an overview of the content that was covered in a literacy education class. It discusses reading strategies and comprehension, connecting curriculum expectations to strategies, identifying struggles readers may have and growth mindset. It also outlines resources for struggling readers and assessing text difficulty. Students are assigned homework on exploring writing resources and posting about one in an online forum. The class aims to help preservice teachers develop strong literacy practices.
Edu 692 Education Organization / snaptutorial.comBaileya96
This document outlines the course requirements for EDU 692, which focuses on culturally relevant teaching. It includes assignments on analyzing one's own school experiences and culture, examining a case study of a student who dropped out, and designing culturally relevant instruction. Discussion topics explore how student identity relates to creative projects, how skills from such projects align with 21st century skills, and outside challenges that can impact academic success. The course aims to help educators understand how culture and individual identities influence learning to help them make effective instructional decisions.
The document describes three statements about the development of the BC grade 10-12 curriculum. It asks the reader to identify which statement is a lie.
1) The Ministry of Education is planning curriculum development this spring.
2) The BCTF was not involved in writing the draft curriculum.
3) The implementation timeline is still to be determined.
1. The Ministry of Education is planning to begin writing the grade 10-12 curriculum this spring and the BCTF was not involved in the drafting of the curriculum.
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This document provides guidance on writing book and article reviews or critiques. It begins by defining what a review or critique is - an academic writing that evaluates the contribution of a scholarly work. It then outlines the typical structure, including an introduction, summary, review/critique, and conclusion sections. The document discusses asking critical questions of the work, such as its topic, purpose, and arguments. It provides guidelines for writing a review, like carefully reading the work, relating it to prior knowledge, and situating the analysis within the presented theories. Overall, the document aims to instruct readers on how to properly analyze and critique a book or article in academic writing.
This document provides guidance on writing book and article reviews or critiques. It begins by defining what a review or critique is - an academic writing that evaluates the contribution of a scholarly work. It then outlines the typical structure, including an introduction, summary, review/critique, and conclusion sections. The document discusses asking critical questions of the work, such as its topic, purpose, and arguments. It provides guidelines for writing a review, like carefully reading the work, relating it to prior knowledge, and situating the analysis within the presented theories. Overall, the document aims to instruct readers on how to properly analyze and critique a book or article in academic writing.
PSYCHOLOGY 10200 (Psychology in the Modern World)Mondays & Wedne.docxpotmanandrea
PSYCHOLOGY 10200 (Psychology in the Modern World)
Mondays & Wednesdays (11:50-12:40 or 1:00-1:50 in AR 1)
Discussion Sections (various times and locations)
Spring 2018
Instructor: Brett Silverstein. Write your teaching assistant’s name here ________________________
Introduction and Course Description
I've designed this course to give you a basic understanding of each of the different fields that collectively make up the science of psychology. One field is concerned with how the brain is organized; another with how children mature; still another with why people become anxious or depressed and how to help them. Psychology is concerned with each of these areas, and much more. In psychology we are interested in why people think and feel and act the way that they do. By the end of this course, you should have a good understanding of what psychologists study, and some of their most important research findings.
Because so many different fields are involved, I will divide the course into sections: neuroscience, development, psychological disorders, and so forth. In lecture, I will survey what psychologists know about each field. This information is reinforced and expanded upon in the textbook and in weekly discussion sessions. To evaluate how well you understand the textbook material, in each section I will ask several questions on the lectures and readings. You will have an opportunity to apply the issues to your own lives during weekly recitation sessions. I also have assigned four papers to develop your written expression of psychology. Finally, there will be a cumulative in class final exam given during finals week.
Course Objectives
After taking PSY 102, you should be better able to:
1. Apply critical thinking skills to research designs and practical problems in psychology.
2. Understand basic psychological theories, principles, and concepts in the areas of human development, social interaction, psychopathology, cognitive processes, and the biological bases of behavior.
3. Evaluate hypotheses, research designs, research findings, and theories.
4. Understand how statistical significance is used in research
5. Understand the difference between pseudo-science and science and apply such understanding to media reports about psychology.
6. Apply psychological concepts and principles to understanding social and cultural phenomena.
7. Communicate your ideas orally and in writing.
8. Apply psychological concepts to you own life and experiences.
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Poor countries have a predominance of infectious diseases while wealthy countries have more lifestyle-related diseases due to differences in social and economic conditions. Global health inequalities exist due to lack of access to clean water, sanitation, nutrition, and medical care in poorer nations. Reflective writing can help address this issue by raising awareness and considering ways to improve health for all.
Total Possible Score 4.00ContentTotal 3.00Distinguished - .docxturveycharlyn
Total Possible Score: 4.00
Content
Total: 3.00
Distinguished - Responds with a thorough reflection that is related to all aspects of the journal prompt. Applies professional, personal, relevant prior knowledge, and/or other real-world experiences in a manner that is rich in thought and provides valuable insight into the topic. Analyzes preconceptions and biases by deconstructing elements of personal assumptions and synthesizes own awareness using new modes of thinking.
Proficient - Responds with a reflection that is related to almost all aspects of the journal prompt. Applies professional, personal, or other real-world experiences in a manner that provides valuable insight into the topic. Provides a limited analysis of preconceptions and biases and somewhat synthesizes own awareness using new modes of thinking.
Basic - Responds with a reflection that is related to most aspects of the journal prompt. Applies professional, personal, or other real-world experiences in a manner that provides limited insight into the topic but may not be wholly relevant to the journal prompt. Demonstrates self-reflection by identifying preconceptions or biases compared to new modes of thinking.
Below Expectations - Responds with a reflection that is related to some aspects of the journal prompt. Attempts to apply professional, personal, or other real-world experiences, but their relevance to the journal prompt is unclear. Self-reflection is vague and/or fails to relate to preconceptions or biases and new modes of thinking.
Non-Performance - The journal is either nonexistent or lacks the components described in the assignment instructions.
Coherence
Total: 0.60
Distinguished - Effectively communicates ideas or points in a logical and organized manner. Reflections are sophisticated and formulate wholly appropriate and pertinent connections between the journal topic and relevant prior knowledge.
Proficient - Communicates ideas or points in a manner that is mostly logical and organized. Reflections formulate appropriate connections between the journal topic and relevant prior knowledge.
Basic - Communicates ideas or points in a manner that demonstrates a limited understanding of content organization. Attempts to reflect upon journal topic, but the connections between the journal topic and prior knowledge are vague.
Below Expectations - Attempts to communicate ideas or points; however, the content organization is extremely limited. Fails to provide a reflection that connects the journal topic to prior knowledge.
Non-Performance - The journal is either nonexistent or lacks the components described in the assignment instructions.
Mechanics
Total: 0.40
Distinguished - Journal contains no errors related to grammar, spelling, and sentence structure.
Proficient - Journal contains only a few minor errors related to grammar, spelling, and sentence structure, but they do not distract the reader from the content.
Basic - Journal contains a few errors related to grammar, spelli ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxjasoninnes20
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxmoirarandell
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses.
Similar to PHIL101 B008 Win 20 ! # AssignmentsAssignmentsAssignmen.docx (18)
Resources Assigned readings, ERRs, the Internet,and other resources.docxkarlhennesey
Resources: Assigned readings, ERRs, the Internet,and other resources
Write
a no more than 3 page paper, in which you identify a total compensation plan for an organization focused on internal equity, and a total compensation plan for an organization focused on external equity.
Identify
advantages and disadvantages of internal and external equity for the organizations.
Explain
how each plan supports that organization's total compensation objective and the relationship of the organization's financial situation to its plan.
Draw conclusions based upon Electronic Reserve Readings in eCampus
, Martocchio (2009) and/or Milkovich and Newman (2008),
personal experience, and data collected from organizations.
Integrate Week 2 readings
,
Martocchio (2009) and/or Milkovich and Newman (2008),
throughout paper.
Direct quotations should be avoided.
Research should be summarized and synthesized using your own words
; be certain to cite sources of knowledge.
Format
your paper consistent with
APA 6
th
Edition
guidelines.
.
Resource Review Documenting the Face of America Roy Stryker and.docxkarlhennesey
Resource:
Review "Documenting the Face of America: Roy Stryker and the FSA/OWI Photographers," and Ch. 5 of
Oxford History of Art: Twentieth-Century American Art
.
Write
a 200- to 350-word summary responding to the following:
How was photography used as an instrument for social reform? What photograph do you think makes the most powerful social commentary? Why?
Submit
your assignment in a Microsoft
®
Word document using the Assignment Files tab above.
.
Resource Review Thelma Golden--How Art Gives Shape to Cultural C.docxkarlhennesey
Resource:
Review "Thelma Golden--How Art Gives Shape to Cultural Change," Ch. 9 and 11 of
Oxford History of Art: Twentieth-Century American Art
, and the Week Five Electronic Reserve Readings.
Write
a 200- to 350-word summary responding to the following:
How has art, in the context of the social justice movements of the twentieth century, challenged, and shaped American society?
Submit
in a Microsoft
®
Word document using the Assignment Files tab above
.
Resource Review Representational Cityscape, and Ch. 3 of Oxfo.docxkarlhennesey
Resource:
Review "Representational Cityscape," and Ch. 3 of
Oxford History of Art: Twentieth-Century American Art
Write
a 200- to 350-word summary responding to and discussing the following:
The work of Joseph Stella and other early American modernists, such as Marsden Hartley, Max Weber, and Georgia O'Keeffe and how they differed greatly in subject and style to the work of the Ashcan School, and include the following:
Where did this abstract style originate? Describe at least one art work in your summary.
Choose one art form or cultural development that originated elsewhere but which is currently a part of American culture.
Describe how this art form has directly affected you.
Submit
your assignment in a Microsoft
®
Word document using the Assignment Files tab above.
.
Resource Part 2 of Terrorism TodayYou work on a national se.docxkarlhennesey
Resource
: Part 2 of
Terrorism Today
You work on a national security team of intelligence analysts and you have been asked to give a threat analysis presentation to intelligence agents who are assigned to work in various regions around the world. Your small team is assigned to present on one region specifically.
Select
one of the following eleven regions:
The Persian Gulf
Create
a 2 slide Microsoft® PowerPoint® presentation with
detailed speaker notes
. Use complete sentences, with correct grammar and punctuation, to fully explain each slide as if you were giving an in-person presentation.
Address
the following in your presentation:
Explain the purpose of counterterrorism analysis
Format
your presentation following APA guidelines.
.
Resources Appendix A, The Home Depot, Inc. Annual Report in Fun.docxkarlhennesey
Resources:
Appendix A, The Home Depot, Inc. Annual Report in
Fundamentals of Financial Accounting
Write
a 1,050- word paper in which you address the following:
Does management’s assessment of the financial condition agree with your assessment from the Financial Statements Paper Part I? Explain your response. Support your answer using trend analysis, vertical analysis, or ratio analysis.
In the Annual Report, there are several concerns from management. Discuss these concerns, and identify other weaknesses not discussed by management. Then, recommend a course of action addressing these concerns.
Format
your paper consistent with APA guidelines
.
Resources Annotated Bibliography document. Research five websites t.docxkarlhennesey
This annotated bibliography document asks the researcher to find 5 websites containing math activities, manipulatives, and lesson plans on topics like fractions, decimals, or percentages. The researcher must then prepare an annotated bibliography of the 5 websites including a brief explanation for why each site is a valuable classroom resource and how it could be used.
Resources American History, Primary Source Investigator;Cente.docxkarlhennesey
Resources: American History, Primary Source Investigator;
Center for Writing Excellence (CWE) Microsoft® PowerPoint® tutorial
Create a Microsoft® PowerPoint® or another multimedia tool presentation of at least 8 slides on the presidencies of Kennedy and Johnson.
Include the following:
•A title slide
•An introduction slide ◦At least 2 slides on Kennedy's domestic and international policies
◦At least 2 slides on Johnson's domestic and international policies
◦A conclusion slide
◦A reference slide
Include detailed speaker's notes.
Incorporate maps, images, and video from the Primary Source Investigator and from outside sources.
Create a visual template to use on each slide throughout the presentation. Use color.
Format your presentation consistent with APA guidelines
.
Resource University of Phoenix Material Data SetDownload the.docxkarlhennesey
Resource:
University of Phoenix Material: Data Set
Download
the data set.
Review
the age and gender data in the data set.
Display
gender information in a chart and plot age data in a box plot.
Calculate
the appropriate measure of central tendency and variability for the age and gender. What conclusion can you draw from the data?
.
Resource Ch. 6 & 7 of Financial AccountingComplete Brief Ex.docxkarlhennesey
Resource:
Ch. 6 & 7 of
Financial Accounting
Complete
Brief Exercises BE6-2, BE6-3, BE6-4, BE7-3, BE7-8 & BE7-9.
Complete
Exercise E7-8.
Submit
as either a Microsoft
®
Excel
®
or a Microsoft
®
Word document.
*Due on 06/10/2015
.
Resource Films on DemandCrime and Punishment”Experiment Res.docxkarlhennesey
Resource:
Films on Demand
“Crime and Punishment”
“Experiment Research and Design”
“Selecting a Sample”
Resource: Types of Crime video in CJ Criminology
“Introduction to Crimes Kiosk”
Resource:
Criminology in the 21st Century
How Crimes are Measured
Utilize
FBI Uniform Crime Report data and select one offense, such as burglary, in two metropolitan areas.
Choose
metropolitan areas with different data.
Write
a 700- to 1,050-word paper comparing the occurrence of the offense in the selected areas. Identify the number of occurrences reported to the police for each area, and address the following questions:
Which area had more reported incidents?
What were the rates of the crime for each area?
Did the rates change over time in either area?
What factors might explain the differences in the rates?
Include
at least two peer reviewed references. I have attached the references that need to be used.
Format
your paper consistent with APA guidelines
.
Resource Managing Environmental Issues Simulation(or research a.docxkarlhennesey
Resource:
Managing Environmental Issues Simulation
(or research an instance where a city council may need to consider all angles for a local community and its surrounding natural environment.)
Write
a 1,050- to 1,400-word proposal to a local city council in which you propose deciding how to use money to best serve the environment within a community.
Address
the following:
Take the role of one of these stakeholders listed in the simulation
You have investments that total $250,000.
Decide how you would spend this money to improve the status of the environment in this community.
Explain how environmental justice plays a part in your proposal.
Explain to the council why they should choose your proposal.
.
Resource Ch. 9 of Introduction to Business Create a 5-to-7 slide .docxkarlhennesey
Resource: Ch. 9 of Introduction to Business
Create a 5-to-7 slide Microsoft PowerPoint presentation to teach your fellow students about the following IT applications:
Transaction processing systems
Knowledge management systems
Expert system and artificial intelligence
Enterprise resource planning systems
E-commerce systems
Include detailed speaker notes and examples.
Use images as well.
.
Resource Ch. 9 of Introduction to Business Complete the table in .docxkarlhennesey
Resource: Ch. 9 of Introduction to Business
Complete the table in Appendix E by describing the uses of following hardware and software components:
Legacy systems
Mainframe computers
Microprocessors
PCs
Network computers
World Wide Web and the Internet
Wired and wireless broadband technology
PC software
Networking software
Computer security software
.
Resource Ch. 3 of ManagementIdentify a time in your life wh.docxkarlhennesey
Resource:
Ch. 3 of
Management
Identify
a time in your life when you had to make a personal or professional decision, such as buying a home, changing jobs, enrolling in school, or relocating to another state or region.
Write
a 200- to 350-word description in which you discuss your decision-making process. Support your ideas with academic research. Include the following:
Describe each step of your process.
How similar was your decision-making process to the one described in the text?
How might your decision be different if you had used the same steps included in the text?
Format
your paper consistent with APA guidelines.
Click
the Assignment Files tab to submit your assignment.
.
Resource Significant Health Care Event Paper Grading Criteria.docxkarlhennesey
Resource:
Significant Health Care Event Paper Grading Criteria
Select
,from your Week One readings, a significant event or aspect that has changed or affected health care today. Examples include, but are not limited to, managed care, capitation, the multiple-payer system, excessive litigation, and so forth.
Write
a 700- to 1,050-word paper and discuss the following:
How does this significant event relate to the changes on health care?
In your opinion, has this event impacted the historical evolution of health care? If so, how? If not, could it?
Do you personally agree with the event’s significance, based on your beliefs and values? How so?
Format
your paper consistent with APA guidelines
.
Resource Ch. 3 of Financial AccountingComplete Exercises E3.docxkarlhennesey
Resource:
Ch. 3 of
Financial Accounting
Complete
Exercises E3-9 & E3-13.
Submit
as either a Microsoft
®
Excel
®
or Microsoft
®
Word document.
Click
the Assignment Files tab to submit your assignment.
A
Template
is provided for this weeks' assignment; please see materials.
****Due today before 8 pm central time
.
Resource University of Phoenix Material Appendix AIdentify.docxkarlhennesey
Resource:
University of Phoenix Material: Appendix A
Identify
a critical asset in your city or state that may be vulnerable to domestic terrorism.
Use
University of Phoenix Material: Appendix A to identify five threats against your critical asset. Consider both terrorist and non-terrorist threats and include at least one weapon of mass destruction.
Calculate
the risk for each threat and identify existing countermeasures.
Write
a 1,400- to 2,100-word proposal that assesses the current vulnerability of the critical asset. Consider the threats identified, the calculated risk, and existing countermeasures. Determine if the vulnerability is reasonable and offer additional countermeasures to mitigate the risk of attack.
Use
at least two sources for support.
Format
your paper consistent with APA guidelines, and include the University of Phoenix Material: Appendix A as an appendix.
University of Phoenix Material
Appendix A
Security Assessment
THREAT
Examples
RISK
COUNTERMEASURE
Probability
Criticality
Total
Bomb
3/10
8/10
11/20
Bomb dogs
Sniper attack
4/10
6/10
10/20
Spot scopes and increase officer presence
Biological weapon
1/10
9/10
10/20
Contamination equipment
Cyber virus
8/10
3/10
11/20
Enhanced virus protection and biometric access
.
Resource The Threat of Bioterrorism VideoWrite a 700 to 850-w.docxkarlhennesey
Resource:
The Threat of Bioterrorism Video
Write
a 700 to 850-word paper discussing the goals of biological terrorism and how the potential threat of terrorist activity effects the public’s perception of risk.
Include
the following information in your paper:
Provide at least two examples of potential and past biological threats.
Describe how the potential threat of bioterrorism affects society
Discuss ways to mitigate the public’s perception of risk of biological threats.
Format
your paper consistent with APA guidelines.
.
Resource Ch. 14 of Introduction to Psychology Create an 8 to 12 s.docxkarlhennesey
Psychological disorders are classified into major categories in the DSM-IV-TR including anxiety disorders, dissociative disorders, somatoform disorders, mood disorders, schizophrenia, personality disorders, and substance abuse disorders. The presentation should have a slide for each category describing the main characteristics and listing 3 examples of disorders that fall under each one. The DSM-IV-TR provides the standard framework for classifying psychological disorders.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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.)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
1. PHIL101 B008 Win 20 ! " # Assignments
AssignmentsAssignments
Assignment List Week 7 - Philosophical Essay
Week 7 - Philosophical EssayWeek 7 - Philosophical Essay
DUE: Feb 23, 2020 11:55 PM
Grade DetailsGrade Details
GradeGrade N/A
Gradebook CommentsGradebook Comments None
Assignment DetailsAssignment Details
Open DateOpen Date Jan 6, 2020 12:05 AM
Graded?Graded? Yes
Points PossiblePoints Possible 100.0
Resubmissions Allowed?Resubmissions Allowed? No
Attachments checked for originality?Attachments checked for
originality? Yes
Assignment InstructionsAssignment Instructions
Objective: Students will write a Philosophical Essay for week 7
2. based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay
you will be writing due Week 7 is
designed to be a thoughtful, reflective work. The 4 - 5 full
pages does not include a cover page or
a works cited page. It will be your premier writing assignment
focused on the integration and
assessment relating to the course concepts. Your paper should
be written based on the outline
! You can access the new Success Center via the left hand
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3. you submitted during week 4 combined with your additional
thoughts and instructor feedback. You
will use at least three scholarly/reliable resources with matching
in-text citations and a Works
Cited page. All essays are double spaced, 12 New Times
Roman font, paper title, along with all
paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper
on:
According to Socrates, must one heed popular opinion about
moral matters? Does
Socrates accept the fairness of the laws under which he was
tried and convicted? Would
Socrates have been wrong to escape?
Consider the following philosophical puzzle: “If a tree falls in
the forest and there's no one around to
hear it, does it make a sound?” (1) How is this philosophical
puzzle an epistemological problem?
And (2) how would John Locke answer it?
Evaluate the movie, The Matrix, in terms of the philosophical
issues raised with (1) skepticism and
(2) the mind-body problem. Explain how the movie raises
questions similar to those found in Plato’s
and Descartes’ philosophy. Do not give a plot summary of the
movie – focus on the philosophical
issues raised in the movie as they relate to Plato and Descartes.
Socrates asks Euthyphro, “Are morally good acts willed by God
because they are morally good, or
4. are they morally good because they are willed by God?” (1)
How does this question relate to the
Divine Command Theory of morality? (2) What are the
philosophical implications associated with
each option here?
Explain (1) the process by which Descartes uses skepticism to
refute skepticism, and (2) what first
principle does this lead him to? (3) Explain why this project
was important for Descartes to
accomplish.
Your paper will be written at a college level with an
introduction, body paragraphs, a conclusion,
along with in-text citations/Works Cited page in MLA
formatting. Students will follow MLA format
as the sole citation and formatting style used in written
assignments submitted as part of
coursework to the Humanities Department. Remember - any
resource that is listed on the Works
Cited page must have an in-text citation in the paper to match or
this is considered plagiarism.
Resources:
APUS Philosophy Program Guide
https://www.apus.edu/apus-library/online-
research/research/research-guides/school-of-arts-
humanities/philosophy
AttachmentsAttachments
5. How to Write a Thesis Statement
Purdue OWL: MLA Formatting - The Basics
MLA Formatting and Style Guide
MLA Overview and Workshop
Purdue OWL MLA Sample Paper
APUS Library
Supporting MaterialsSupporting Materials
Sample MLA Formatted Essay.docx (20 KB)
Week 7 Philosophical Essay iRubric.pdf (73 KB)
SubmissionSubmission
To submit your assignment, attach one or more files and then
click Submit.
Originality of attachments will be verified by Turnitin. Both
you and yourOriginality of attachments will be verified by
Turnitin. Both you and your
instructor will receive the results.instructor will receive the
results.
No attachments yet
Add Attachments
6. Submit Preview Save and Exit Cancel
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statement.html
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_formatting_and_style_guide/mla_formatting_and_style_guide.h
tml
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_overview_and_workshop.html
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla
_formatting_and_style_guide/mla_sample_paper.html
https://www.apus.edu/apus-library/index.html
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ments/544e0095-c517-4de2-9d3d-
559d04db6daf/Sample%20MLA%20Formatted%20Essay.docx
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7. Relationships:
The Heart of Development and Learning
National Infant & Toddler Child Care Initiative
U.S. Department of
Health and Human Services
Administration for Children and Families
L E A R N I N G O B J E C T I V E S
The purpose of this module is to strengthen the content base on
infants and
toddlers for consultants working in child care settings.
Upon completing this module, child care consultants will be
able to:
• Discuss the centrality of relationships in infant/toddler
development.
• Describe the impact of relationships on a child’s
social/emotional
development and learning.
o Describe how interactions form the foundation of infant
development.
o Describe the importance of caregiver/child relationships to
8. child
development and learning.
o Describe the impact of positive caregiver/parent relationships
on
healthy child development.
• Describe key concepts of relationship-based practices in
child care settings
that impact the social/emotional development of infants and
toddlers.
o Describe caregiver/child interactions that promote healthy
development.
o Demonstrate ability to coach a director or caregiver on the
concept
of responsive caregiving.
o Describe the concepts of continuity of care and primary
caregiving
as they apply to social/emotional development and
infant/toddler
child care.
o Describe what is meant by the parallel process, including the
child
care consultant’s relationship with the director or caregiver.
• Identify resources for programs or caregivers working
with infants and
toddlers.
Relationships at the Heart of Development and Learning
7
9. Relationships As The Context
For Development
INTRODUCTION
The purpose of this module is to provide consultants with an
understanding of how relationships contribute and support
development and learning in infants
and toddlers. The module includes information on:
• The role of positive relationships
• Theories of psychosocial development
• An overview of attachment relationships
• Key relationships that support development
WHAT THE CHILD CARE CONSULTANT SHOULD KNOW
The Centrality of Relationships in Infant/Toddler Development
The first 3 years of life are a time of amazing developmental
progress. During this period, infants evolve from dependent
newborns to toddlers
capable of climbing on cabinets, using language to assert their
wants and needs,
and controlling impulses when they use “soft touches” with a
new puppy. The
learning that leads to this remarkable development occurs as
babies gaze, roll,
crawl, and toddle through their environments, enveloped in
10. supportive, nurturing
relationships. For example:
• A very young infant learns that crying communicates her
hunger
when her mother responds by nestling her into her breast.
• A toddler learns to say “Book!” when he crawls into the
comfortable
lap of a trusted caregiver and hears, “You have a book! You
want me
to read to you. Let’s see what Pooh is up to today…”
• A timid 2-year-old learns that an unfamiliar adult can be
trusted
when a look at her father’s smiling face tells her he knows and
likes
this person.
As these scenarios suggest, interactions between infants and
caregivers are the
basis of children’s learning and development across
developmental domains.
From the earliest moments when infants experience the warmth
and closeness
of being held while being fed, the interplay of relationships and
development
begins. Over time, and with repetition, the relationship evolves
through ongoing
“All learning
takes place in
the context of
11. relationships
and is critically
affected by the
quality of those
relationships.”
(Norman-Murch,
1999, p. 2)
8
interactions between the child and his caregiver. The
relationships formed
with significant primary caregivers become the core context for
the child’s
development—the “nurture” part of the nature/nurture balance
that ultimately
defines whom the child is to become. Siegel (1999) states that
“human
connections shape the neural connections from which the mind
emerges” (p. 2).
Early Development Occurs Through Relationships
Infant development has been described as transactional
(Sameroff, 1993;
Sameroff & Fiese, 2000) or as a “serve and return” process.
That is, the
interactions between infant and caregiver are recognized to have
12. a significant
influence on the developmental course of the child. An infant
who smiles and
gets snuggled in return has received positive reinforcement and
will smile again,
inviting additional nurturing responses from her caregiver. In
such interactions,
both the child and caregiver are seen as active partners in the
exchange, with this
“dance of intimacy” viewed as mutually reinforcing to both the
infant and the
caregiver. Over time, these interactions offer comfort and
predictability for both
caregiver and child, forming the basis of a nurturing, reciprocal
relationship.
An important factor in these interactions is that the infant and
the caregiver
are active partners in and contribute to the transaction. Both the
child’s and
the adult’s personal characteristics play a role in the quality of
the interactions.
Research has found that infants have “preprogrammed” social
and emotional
TABLE 1
A TemperAmenT primer
Thomas & Chessa Program for Infant/ Toddler
Caregivers (PITC)b
Description
Easy Flexible Child is regular in biological rhythms, adaptable,
approachable, generally positive in mood of mild
13. intensity
Difficult Feisty Child is irregular in feeding and sleep
schedules, not
easily adaptable, withdrawing, negative, intense
Slow to warm-up Fearful Child is low in activity, withdrawing
in new
situations, slow to adapt, mild in intensity, shy
a (Chess, 1990)
b (Lally, 1993)
9
abilities that invite and engage adult interaction (Kalmanson &
Seligman, 1992),
such as a preference for human faces and the ability to
recognize and turn to the
familiar voices of their parents.
A child’s unique personal characteristics also affect interactions
and the
development of relationships. For example, the child’s
temperament
(see Table 1) may affect how she engages with her caregiver. A
child
with an easy temperament may engage quickly and invite
positive
interaction on the part of her caregiver, whereas a child with a
difficult
or feisty temperament may invite less positive engagement. The
effect of temperament on development, however, is dependent
on the
14. characteristics of both child and adult, and is largely defined by
the
“goodness of fit” (Thomas & Chess, 1977) between the two. A
good
match supports the relationship and optimal development.
In addition to temperament, the presence of a developmental
disability
or special need can affect adult/child interactions. For example,
an infant
with Down’s syndrome may have a flat affect, resulting in
behavioral cues
that are quite subtle and therefore more difficult for the
caregiver to read.
From a transactional perspective, this can lead to reduced
engagement
from his parent1 or caregiver—a circumstance that can result in
fewer
interactions for a child who actually needs more responsive
attention to
make developmental gains. In a similar manner, the motor
delays often found in
cerebral palsy may limit a child’s ability to initiate an exchange
with or respond
to his caregiver. This also has the potential to lead to an overall
reduction in
caregiver/child interactions.
Just as infants bring characteristics to the relationship that may
enhance or hinder
the quality of the interactions, adults also bring their own
unique traits to the
exchange. Adult factors that have the potential to negatively
affect transactions
between parent and infant include such issues as mental health
16. m
/J
el
an
i M
em
or
y
• Sleep patterns and arrangements,
• Positioning of the infant or toddler,
• Use of language and the parent and child role in
communication,
• Values, goals, and priorities related to child development,
and
• The role of extended family networks.
The Development of Positive Relationships
Relationships are a critical component of a young child’s
social/emotional
development. The following sections provide an overview of
critical aspects of
development that emerge in infancy, and are dependent on
relationships.
Psychosocial Development in the First 3 Years: A Look at
17. Theories
An infant learns to trust others through the growing
predictability of
caregiver/child interactions and the emerging relationship
between them.
According to Erikson (1965), the development of trust is an
essential
step in healthy development. Erikson viewed psychosocial
development
as a series of crises or conflicts that a person resolves in
response
to interpersonal experiences at each stage. Erikson believed that
the
resolution of these conflicts have significant impact on the
child’s sense of
self. Two of these stages occur in the years from birth to 3 (see
Table 2),
laying the foundation for the resolution of the conflicts that
occur later.
TABLE 2
Age erikson’s psychosociAl sTAges 1 And 2
Birth to 1 year Trust vs. Mistrust
When a child experiences warm, responsive care, he will learn
that the world is
dependable and good. He learns to trust his significant
caregiver(s).
If a child experiences harsh interactions, or receives care that is
not responsive to his
needs he learns to mistrust his caregiver(s).
1 to 3 years Autonomy vs. Shame and Doubt
As motor, cognitive, and language skills develop, the child
18. gains the capacity to make
choices and act with increasing independence. Autonomy is
nurtured when caregivers
respect a child’s emerging independence and exploration
(within reasonable limits) and
provide opportunities for this important aspect of growth during
a period of incredible
change.
A child who is forced or shamed in her attempts to exercise new
skills may emerge
from this conflict with a sense of shame or doubt, rather than
autonomy.
11
Erikson describes the first psychosocial conflict as the
development of
trust or mistrust. A child who experiences warm, responsive
interactions
attuned to his own actions or needs will begin to trust his
caregiver and
will subsequently apply his expectation of predictability and
trust to later
relationships.
The reverse scenario is also possible. A child
who smiles but is ignored does not experience
a response to his behavior and subsequently
does not learn that smiling (or cooing, or other
communicative bids) will bring a comforting
exchange. This child may eventually stop
smiling to invite interactions and may learn to
mistrust his caregiver as a source of comfort. A
child who experiences unpredictable responses
19. or caregiver actions unrelated to his needs or
his own communicative bids—a relationship in
which the “dance of intimacy” is harsh or out of
sync—learns to mistrust others in relationships.
Erikson’s second stage is one in which the resolution of the
conflict is
the emergence of either a sense of autonomy or feelings of
shame and
doubt. The resolution at this stage is dependent on the
development of
the child’s capacities and skills across domains, in the context
of his
relationship(s) with key caregivers. A child whose physical
development
allows exploration of his environment or objects, and whose
cognitive
development allows success, stimulation, or discovery in the
process
will gain autonomy from these experiences. If a child is
restricted in his
activities or learns that exploration of space or objects is not
allowed or is
“wrong,” his resolution of this conflict can result in a sense of
shame and
doubt. Culture is an important consideration in this stage of
development,
as different cultures may place different values on the
development of
autonomy.
For each of Erikson’s psychosocial stages, the resolution of the
conflict
is dependent on the significant primary relationships in which
the child
is engaged. A key aspect of Erikson’s theory is that the
21. Attachment Relationships
The emergence of attachments between infants and primary
caregivers is
also considered fundamental to a child’s development (Bowlby,
1969). A
central premise of attachment is that “virtually all infants
develop close
emotional bonds, or attachments, to those who regularly care for
them in
the early years of life” (National Research Council, 2000, p.
230), and that
these attachments have a significant impact on development.
Attachment
relationships are described as “secure” or “insecure” depending
on the
nature and consistency of interactions between the child and his
primary
caregiver(s). A secure attachment occurs when the child
perceives “the
attachment figure as available and responsive when needed”
(Cassidy,
1999, p.7) and provides a base from which the child is able to
explore his
environment and manage stress.
Awareness of the importance of attachment relationships is
critical for
parents and caregivers of infants and toddlers. According to
attachment
theory, the attachment model established with primary
caregivers during
the earliest years becomes the child’s “working model” for the
22. formation
of future relationships (Thompson, 1999). Thus, the nature of a
child’s
early relationships has long-lasting implications for
relationships, learning,
and development over time.
There is evidence that infants develop multiple attachments,
typically with
those who are most responsive and interactive with the infant
(Cassidy,
1999), and that attachment relationships are specific to the
caregiver
(National Research Council, 2000, p. 235). Criteria for the
development
of attachment relationships include: “1.) the provision of
physical and
emotional care; 2.) continuity or consistency in a child’s life;
and 3.)
emotional investment in the child” (Howes, 1999, p. 673).
These criteria
indicate that infants may form attachment relationships with
caregivers in
child care settings.
The awareness that child care providers may be identified as
attachment
figures heightens the importance of the relationship between the
child
and the caregiver. Kalmanson & Seligman (1992) state that
“relationships
are the organizing focus of all early development” (p. 47). If
the
relationship is nurturing and positive, the child will seek out
and respond
to the caregiver in ways that further her experience and
23. contribute
positively to her development. If the relationship is consistently
harsh and
unpredictable, the child may seek to avoid interactions with her
caregiver,
thus restricting opportunities to interact and learn from and
through the
relationship.
A secure
attachment
occurs when the
child perceives
“the attachment
figure as
available and
responsive when
needed”
(Cassidy, 1999,
p.7)
14
Additional Theories Highlighting the Influence of
24. Relationships on
Development and Learning
Both Erikson’s psychosocial theory of development and
Bowlby’s
attachment theory focus primarily on the importance of
relationships in
social and emotional development, with implications for
learning in other
domains. In contrast, other theorists discuss interactions and
relationships
as the context for development and learning across domains.
Bronfenbrenner’s ecological theory identifies “interpersonal
relations”
(1979, p. 22) as a key element in the context for human
development. He
also identifies the interrelations among the child’s primary
environments
(such as home and child care) as having an important influence
on development. The idea that interrelations across settings
affect
child development supports the importance of maintaining
effective
relationships between the child care setting and the family.
In sociocultural theory, Vygotsky (1978) proposes that
development is the
result of dynamic interaction with the child’s social and cultural
context.
He believed that learning is embedded within social
interactions. A child is
guided through everyday experiences by those who are more
experienced,
such as parents, caregivers, siblings and peers. Vygotsky
emphasized
25. that the learning that occurs through social interaction is
transmitted and
constructed through the context of culture.
Greenspan views “emotional experience as the foundation of
intelligence”
(1997, p. 38). He describes six developmental levels of the mind
that
show the primacy of interactions and relationships in both
emotional and
cognitive development. In Greenspan’s theory, interactions with
significant
adults (parents or other primary caregivers) lay the foundation
for the
development of relationships, intentionality, purpose and
interactions. This
progression is foundational to the development of the child’s
symbolic and
emotional self. In short, Greenspan views interactions and
relationships as
the basis of emotional and cognitive development.
While these descriptions are not intended to lead to a full
understanding of
the theories, they are included as points of reference for
consultants, and to
highlight the scope of developmental theories including
relationships and
interactions as the context of child development.
The Direct and Indirect Effects of Relationships
Relationships are central to the development and learning of
infants and toddlers
both directly and indirectly. At the level of direct transmission,
children learn
27. watches, practices, and internalizes the conversational skill of
turn-taking through
the responsive interaction of an engaged adult playing Peek-a-
Boo.
However, not all learning occurs through the direct engagement
of parents and
caregivers with children. Young children learn much about their
world through
exploration of their environment. This critical aspect of a
child’s experience is
grounded in relationships through the avenue of attachment
security. The security
of a child’s attachment influences his approach to the world. He
may feel safe and
secure and approach his world with curiosity and engagement,
or he may remain
anxious, fearful, or withdrawn from the opportunities his
environment presents.
At this fundamental level a young child’s attachment model—
formed through his
relationships with primary caregivers—becomes a key element
in his exploration
of his environment.
In children with secure attachments, exploration of their world
stimulates
physical, cognitive, and social/emotional development,
providing an experience
base that supports learning and development. Children with
insecure attachments
are more likely to experience a reduced sense of security in
their environments,
with less exploration and engagement with people and objects.
According to the
National Research Council and Institute of Medicine,
28. Young children’s relationships with their primary caregivers
have a major impact on their cognitive, linguistic, emotional,
social, and moral development. These relationships are most
growth-promoting when they are warm, nurturing,
individualized,
responsive in a contingent and reciprocal manner, and
characterized by a high level of ‘goodness of fit.’
(National Research Council, 2000, p.341)
Regardless of the theoretical lens used to view infant/toddler
development and
learning, the relationships through which the infant or toddler
interacts with the
world and the people in it play a central role in setting the
course of the child’s
development across the lifespan.
17
Because of the critical impact of relationships on development
across domains,
the status of an infant’s relationships with primary caregivers
becomes an
imperative interest for all concerned with the healthy
development of children.
Whether learning occurs directly from an adult model or
through curious
exploration, relationships are fundamental to the process.
Indeed, “human
relationships, and the effects of relationships on relationships,
are the building
30. The primary relationship for infants and toddlers is the
mother/child relationship. “The security of attachment between
a mother and her child
is more influential on early psychosocial growth than are the
relationships a
child has with other caregivers at home or outside the home”
(National Research
Council, 2000, p. 235). However, when an infant or toddler
spends time with one
or more caregivers other than a parent, these relationships also
have an impact
on the child’s development. Outside the home, the most obvious
of these is the
relationship that develops between the child care provider and
the child. Less
obvious, but also critical, is the caregiver/parent relationship.
The following
sections address each of these important relationships.
Parent/Child Relationships
The parent/child relationship is the core relationship supporting
a child’s
development. “Even when young children spend most of their
waking hours in
child care, parents remain the most influential adults in their
lives” (National
Research Council, 2000, p. 226). Both mothers and fathers play
a critical role,
with the emotional quality of each relationship having a distinct
impact on
development. It is through the parent/child relationship that
infants
begin to understand their world across all developmental
31. domains
(Parlakian & Seibel, 2002). Effective caregivers are aware of
and
observe the quality of each child’s primary relationships.
Although it is clear that nurturing, responsive relationships are
the
pathway for healthy child development, it is worthwhile to take
a
look at the many factors that can affect the parent/child
relationship.
As mentioned previously, child characteristics (such as
temperament
and level of engagement) contribute to the “dance” between
parent
and child. In addition to child characteristics, a number of
parental
factors have an impact on the nature of the parent/child
relationship.
For example, the relative economic stress or security of the
family, parental
mental health or depression, and marital conflict can all affect a
parent’s ability to
be attuned and responsive to a baby.
In addition, research has shown that the parent’s own
attachment classification has
a strong association with the security of the infant’s attachment
(George, Kaplan,
& Main, 1996; Hesse, 1999). This suggests that the parent’s
attachment model
(primarily established during his or her own early childhood)
has a significant
influence on his or her interactions with the infant. Another
deeply embedded
33. these influences can have a significant effect on the parent’s
understanding of and
interactions with the child.
Caregiver/Child Relationships
According to the U.S. Department of Education (Iruka &
Carver, 2006)
approximately 6 million children under the age of 3 spend part
or all of their day
in care with someone other than their parents. The U.S. Census
Bureau reports
that 65% of all mothers return to work within the first year of
their child’s life
(2005). These statistics imply that many infants and toddlers are
cared for by
someone other than their mothers at a critical period of
development. Although
the parent/child relationship will remain the primary influence
on the child’s
sense of self and security (National Research Council, 2000, p.
235), it is also
true that “infants and toddlers in child care form attachment
relationships…with
their child care providers” (Howes, 1998).
This information presents a strong argument for the importance
of the
relationships that caregivers form with the children in their
care. Social/
emotional development occurring during this period lays the
foundation for
much of the later development the child will experience, and
care providers are
in a key position to affect these psychosocial milestones. It may
34. be important
for caregivers to reflect on their own attachment history and
interaction style
because it is possible for adults to inadvertently repeat patterns
of caregiving
from their own childhoods—even those they did not enjoy at the
time.
Reflection can lead to awareness of what caregivers bring from
their own
history to their current relationships, supporting the ability to
consciously choose
positive, responsive interactions as the basis of their
relationships with infants and
toddlers in their care.
Because child care providers lack the familial connection with
the infant that is
inherent in a parent/child relationship, it is particularly
important for caregivers to
remain aware of the child’s contribution to the bidirectional, or
“serve and return,”
nature of early relationships. This means that the relationship is
built on a series
of interactions in which the infant “serves” an interactive bid to
the caregiver, and
the responsive caregiver “returns” in kind.
In a child care setting with caregivers responsible for multiple
children, infants
and toddlers whose temperament or initial model of attachment
leads them to seek
engagement and interaction (or who offer more “serves”) may
command more
attention from caregivers than those who are less inclined to
seek interaction.
Children whose temperaments or previous relationship
36. important processes:
Continuity across settings for the child. A natural outcome of a
positive
caregiver/parent relationship is open and ongoing
communication.
Caregivers can openly share information about the child’s day
with the
parent, and the parent can share preferences, new milestones,
“what
works at home” tips, and so on with caregivers. This level of
functional
communication supports continuity across settings for the child,
which
makes her world more predictable and consistent.
Discontinuities may
also be revealed, for example, if the parent mentions spanking a
toddler
as a discipline strategy. In an effective parent/caregiver
relationship, such
comments may open the door for additional conversations with
parents
on discipline strategies that are used in the care setting—thus
promoting
continuity of effective practices.
Caregiver entrée to the parent/child relationship. A positive
caregiver/
parent relationship allows access to the parent/child relationship
in a way
that would not be available if relations between the caregiver
and parent
were strained or distant. Caregivers with concerns about the
development of
infants and toddlers in their care are open to and respond to
parent questions
38. om
/Q
ua
vo
nd
o
to work in early childhood, this concept of parallel process
means that the
relationship between caregiver and parent has bearing on the
parent/child
relationship. If the goal of early childhood professionals is for
infants and
toddlers to be nurtured through effective, healthy parent/child
relationships,
one contributor to that outcome would be for parents to also be
“held”
in nurturing, effective relationships with the providers caring
for their
children. Through effective support of parents in their role as
nurturers and
caregivers, providers—through the parallel process—contribute
to the well-
being of young children.
Strengthening families. As described by the Center for the
Study of
Social Policy (CSSP) (2007), child care programs implementing
strategies
that strengthen families have been shown to reduce child abuse
and
39. neglect among the families participating in their programs. In
the CSSP
Strengthening Families through Early Care and Education
approach, many
of the strategies are grounded in effective relationships between
parents and
child care providers. For example, research has shown that
strengthening
parenting through parent education, or demonstrating value and
support
for families results in a reduction in child abuse and neglect.
These
strategies are effective only within the context of a positive
parent/caregiver
relationship.
Child care consultants should be aware that it is possible for
parent/caregiver
relationships to err in the direction of extending beyond
professional interactions
and becoming inappropriately personal. The National
Association for the
Education of Young Children’s (NAEYC) Code of Ethical
Conduct, available
at http://www.naeyc.org/about/positions/ethical_conduct.asp,
provides a
professional framework for establishing close and supportive
relationships while
maintaining appropriate boundaries. Front-line caregivers with
little training or
experience may lack awareness of the distinction between being
a “friend” to
parents and maintaining a relationship that is built around
supporting the child’s
development.
40. Caregiver/Caregiver Relationships
Infants and toddlers are sensitive to the relationships of those
around them. This
means that the relationships between caregivers and other adults
in the child care
setting have an effect on the context of care and the children in
that environment.
An easy, responsive relationship between caregivers in a center
supports a
relaxed, emotionally safe environment. On the other hand,
tension between
caregivers in a room has a negative effect on the context of care
and can affect
a child’s sense of security and engagement. Child care
consultants observing
tension in a care room should work with center directors to
implement practices
that support healthy relationships among caregivers.
23
Other Key Relationships
It is likely that additional important relationships will exist for
a child, depending
on family arrangements, values, and priorities. This
constellation of relationships
contributes to the context of the child’s development. Such
relationships may
include:
• Sibling relationships;
41. • Extended family relationships, depending on proximity
and frequency of
interaction;
• Grandparents, especially those playing a substantial role
in raising
grandchildren;
• Other service providers (e.g., if the infant or toddler has
special needs and
is enrolled in the Part C system, key relationships may exist
among the
child, family, and Individualized Family Service Plan team);
and
• Peer relationships within the child care setting.
A related consideration is the number of care arrangements in
which the child
participates. Many infants and toddlers experience multiple
caregivers to
accommodate the schedules of working parents. In this
situation, each setting
involves a unique and significant relationship for the child.
Caregivers working
with infants and toddlers should be aware
of all key relationships in the child/family
network, and of how those relationships
support the child’s development and
learning.
As a final note on the many configurations
of relationships surrounding an infant or
toddler, it is important to also recognize
the consultant/caregiver relationship.
43. ith
M
ul
lin
s
Relationship-Based Practices
WHAT THE CHILD CARE CONSULTANT SHOULD KNOW
Relationship-Based practices are those methods and approaches
used by early childhood professionals that support healthy child
development through
the context of nurturing relationships. A fundamental
consideration in such
practices is for all parties in the relationship to be open to
getting to know each
other as individuals, rather than beginning a relationship built
on assumptions and
stereotypes. Labels such as “parent,” “teacher,” “caregiver,”
and others in this
field come laden with stereotypes that can stand as barriers to
the development
of effective relationships. Seven principles define relationship-
based work
(Bertacchi, 1996):
Respect for the person. This includes acceptance of both the
strengths
and vulnerabilities of others. Across the program (e.g.,
caregivers to
parents, supervisors to staff) getting to know those with whom
one works
44. is critical, as respect can only be sincere through knowing and
accepting
what is known of the other.
Sensitivity to context. Relationship-Based work is built on the
principle
that the environments in which an infant, parent, or coworker
lives
and acts have an influence on, and are influenced by, each
person. This
concept encourages consideration of such influences in
interactions with
others.
Commitment to evolving growth and change. This principle
recognizes
that developing a relationship-based approach within an
organization will
require change and adaptation on the part of all within the
organization.
Mutuality of shared goals. At the level of the caregiver/parent
relationship, this principle highlights the positive outcomes that
can
occur when both partners in the relationship are mutually
invested in
shared goals. For example, if the parent is focused on potty
training, but
the caregiver does not feel the child is ready, the relationship
between
the parent and caregiver will be affected by this discrepancy.
However,
if parent and caregiver discuss and come to a mutual
compromise on
goals for the child, their shared purpose will positively support
the child’s
46. i
Commitment to reflecting on the work. This commitment
involves
setting aside adequate supervisory or reflection time so that the
front-line
staff have the opportunity to reflect on their relationships with
parents and
peers either individually or with their supervisor.
Setting standards for staff. In a relationship-based organization,
the
values and ethics of the organization are known, openly defined,
and
modeled by all within the organization.
In addition to these principles, child care programs can further
support
relationship-based practices by explicitly articulating important
program values
and policies. Routines and practices that allow caregiver
flexibility to attend to the
individual needs of children and those that welcome and
strengthen partnerships
with families will support important relationships. Policies that
affect the
relationship between the caregiver and the child or family are
also critical to this
effort. Child care programs should have well-defined policies
about these aspects
of care:
• Responsive caregiving,
47. • Continuity of care, and
• Assignment of a primary caregiver.
The following sections will discuss examples of good policies
related to these
concepts:
Responsive Caregiving
Responsive caregiving occurs when the caregiver observes the
infant carefully and bases his or her interactions or responses to
the infant on that child’s
cues. The three steps to the responsive process identified in the
Program for
Infant/Toddler Caregivers (Lally, 1993) are:
Watch – observe the child for verbal and nonverbal cues.
Ask – after observing the child, ask yourself what the child’s
cues mean.
Does the child want something at this point?
Adapt – base your response to the child on your observation and
interpretation of the child’s message.
29
In responsive caregiving, caregiver interactions are contingent
on the child’s
actions or interactive bids and are therefore individualized.
Responsive care for
infants and toddlers “involves knowing each child and taking
cues from the child
48. and the group about when to expand on the child’s initiative,
when to guide, when
to teach, when to intervene—and when to watch, wait, and
applaud a child’s
efforts and eventual success” (Lally et al., 2003, p. 35).
Responsive caregivers
follow the child’s lead, rather than impose their actions on the
child without
consideration of the child’s focus. In the words of Pawl & St.
John (1998), the
principle is “Don’t just do something—stand there and pay
attention” (p. 7).
The National Research Council’s Eager to Learn (2001), a book
examining
school readiness and research on early childhood learning and
development,
identifies the quality of early childhood experiences as a key
component of later
school readiness. The authors conclude:
If there is a single critical component to quality, it rests in the
relationship between the child and the teacher/caregiver, and in
the ability of the adult to be responsive to the child. (pp. 20-
21.)
Although difficult to implement as a policy, the practice of
responsive caregiving
can be embedded as a value of the organization and supported
through staff
observation and reflection, defining responsive caregiving as a
job responsibility
on job descriptions, and subsequent evaluation on performance
reviews.
30
50. infant or toddler to experience continuity over time in a child
care setting, thus
allowing the development of a longer-term relationship with the
care provider.
One practice that supports continuity of care is mixed-age
grouping. In this
practice, children ages birth to 3 are served in the same care
room (at the most
stringent staff-child ratio). In this situation, each child remains
with the same
caregiver throughout her first 3 years. Alternatively, programs
can maintain same-
age grouping but keep the caregivers with the same group of
children as they age
from the infant room to the toddler setting, and after. Because
infants and toddlers
form attachment relationships with care providers (Howes,
1998), their healthy
development is best served by minimizing the number of
relationship disruptions
they must experience.
Primary caregiving is a relationship-based practice that falls
within the concept
of continuity of care. Implementation of primary caregiving as a
program policy
requires that when an infant or toddler enters care, one
caregiver is designated as
primary for the child. This caregiver will, to the extent possible
and practical in
a group care setting, be the one to care for and respond to the
child’s needs. But
primary caregiving “does not mean that one person cares for an
infant or toddler
exclusively…” (Lally et al., 2003, p. 33); rather it means that
parents will know
52. m
/W
ill
ia
m
M
ah
nk
en
is a reality in the field and presents a challenge to programs
implementing a
continuity of care policy. Some aspects of controllable turnover
may be addressed
by an organization’s taking a relationship-based approach,
because through this
approach staff members are likely to feel valued and welcomed,
and may develop
relationships that contribute to a positive work environment and
job satisfaction.
For some staff, these intangibles may serve as the reason to stay
in the field. For
many, however, the realities of long hours, demanding work,
and low wages often
tip the balance in favor of leaving. Given the reality of high
turnover, policies that
support continuity of care become even more critical, as they
can serve to reduce
unnecessary transitions for young infants and toddlers.
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37
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TOPIC
Socrates asks Euthyphro, “Are morally good acts willed by God
because they are morally go are they morally good because they
59. are willed by God?” (1) How does this question relate to Divine
Command Theory of morality? (2) What are the philosophical
implications associated each option here?
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay
you will be writing due Week 7 is designed to be a thoughtful,
reflective work. The 4 - 5 full pages does not include a cover
page or a works cited page. It will be your premier writing
assignment focused on the integration and assessment relating
to the course concepts. Your paper should be written based on
the outline
Details:
You will pick one of the following topics only to do your paper
on:
Your paper will be written at a college level with an
introduction, body paragraphs, a conclusion, along with in-text
citations/Works Cited page in MLA formatting. Students will
follow MLA format as the sole citation and formatting style
used in written assignments submitted as part of coursework to
the Humanities Department. Remember - any resource that is
listed on the Works Cited page must have an in-text citation in
the paper to match or this is considered plagiarism.
Resources:
APUS Philosophy Program Guide
You will use at least three scholarly/reliable resources with
matching in-text citations and a Works Cited page. All essays
are double spaced, 12 New Times Roman font, paper title, along
with all paragraphs indented five spaces.