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This powerpoint introduces the lesson "Fire Starter" which will be the basis of a 6 week summer distance education program.
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![We Didn’t Start the Fire ,[object Object],The Idea Click “The Idea”](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Fire Starter
Sample presentation of historical time line put to the 1989 Billy Joel song \"We Didn\'t Start the Fire\"
Presentation3
This is an example of the assigned project, designed to immitate a student's work. This slideshow is intended for teacher modeling and should once at the beginning of the program. Due to the content, it should not be accessible after the conference is held.
Fire Starter Intro
Introduction to Curriculum Unit, understanding a historical timeline put to music.
Fire Starter Part 2
Presentation of Lyrics to 1989 Billy Joel song \"We Didn\'t Start the Fire\", continues historical time line where the original song left off.
Recommended
Fire Starter
Sample presentation of historical time line put to the 1989 Billy Joel song \"We Didn\'t Start the Fire\"
Presentation3
This is an example of the assigned project, designed to immitate a student's work. This slideshow is intended for teacher modeling and should once at the beginning of the program. Due to the content, it should not be accessible after the conference is held.
Fire Starter Intro
Introduction to Curriculum Unit, understanding a historical timeline put to music.
Fire Starter Part 2
Presentation of Lyrics to 1989 Billy Joel song \"We Didn\'t Start the Fire\", continues historical time line where the original song left off.
Assignment 2
Part 2 of an 8 week project, designing a Distance Education Program that is applicable to who/what I teach.
Assignment 04EC380 Art & Creative DevelopmentDirections Be s.docx
Assignment 04
EC380 Art & Creative Development
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
This assignment is comprised of three different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Summarize and give examples of three (3) positive effects that art and creativity have on early childhood aged children in each of the following areas of development: cognitive, physical, and socioemotional. You will have a total of nine (9) positive effects with examples at the end of this assignment. You will want to refer back to Lesson 1 and Lesson 3.
Part 2
Describe four (4) different ways to implement technology and/or technology software in the lives of early childhood aged children as it relates to the positive effects of art and creativity. You will want to refer back to Lesson 2.
Part 3
Create a list of at least four (4) quality community resources, in your area, with a description of the resource that families can use in implementing art and creativity into the life of his or her child. You will want to refer back to Lessons 1, 2, 3, and 4 especially to the additional resources.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points15 points5 points
The student provides a clear
summary and three clear
examples of the positive
effects that art and creativity
have on early childhood-
aged children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides a
mostly clear summary and
two mostly clear examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides an
adequate summary and one
adequate example about
the positive effects that art
and creativity have on early
childhood-aged children in
the areas of cognitive,
physical, and
socioemotional
development.
The student provides a
poor summary and
provides no examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
30 points20 points15 points5 points
The student provides a clear
description of four strategies
of how to implement
technology and/or
technology software in the
lives of early childhood-aged
children as it relates to the
positive effects of art and
creativity.
The student provides a
mostly clear description of
three strategies of how to
implement technology ...
Assignment 04EC380 Art & Creative DevelopmentDirections Be s.docx
Assignment 04
EC380 Art & Creative Development
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
This assignment is comprised of three different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Summarize and give examples of three (3) positive effects that art and creativity have on early childhood aged children in each of the following areas of development: cognitive, physical, and socioemotional. You will have a total of nine (9) positive effects with examples at the end of this assignment. You will want to refer back to Lesson 1 and Lesson 3.
Part 2
Describe four (4) different ways to implement technology and/or technology software in the lives of early childhood aged children as it relates to the positive effects of art and creativity. You will want to refer back to Lesson 2.
Part 3
Create a list of at least four (4) quality community resources, in your area, with a description of the resource that families can use in implementing art and creativity into the life of his or her child. You will want to refer back to Lessons 1, 2, 3, and 4 especially to the additional resources.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points15 points5 points
The student provides a clear
summary and three clear
examples of the positive
effects that art and creativity
have on early childhood-
aged children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides a
mostly clear summary and
two mostly clear examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides an
adequate summary and one
adequate example about
the positive effects that art
and creativity have on early
childhood-aged children in
the areas of cognitive,
physical, and
socioemotional
development.
The student provides a
poor summary and
provides no examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
30 points20 points15 points5 points
The student provides a clear
description of four strategies
of how to implement
technology and/or
technology software in the
lives of early childhood-aged
children as it relates to the
positive effects of art and
creativity.
The student provides a
mostly clear description of
three strategies of how to
implement technology .
Assignment 04E07 Art & Creative DevelopmentDirections Be sur.docx
Assignment 04
E07 Art & Creative Development
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
This assignment is comprised of three different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Summarize and give examples of three (3) positive effects that art and creativity have on early childhood aged children in each of the following areas of development: cognitive, physical, and socioemotional. You will have a total of nine (9) positive effects with examples at the end of this assignment. You will want to refer back to Lesson 1 and Lesson 3.
Part 2
Describe four (4) different ways to implement technology and/or technology software in the lives of early childhood aged children as it relates to the positive effects of art and creativity. You will want to refer to Lesson 2.
Part 3
Create a list of at least four (4) quality community resources, in your area, with a description of the resource that families can use in implementing art and creativity into the life of his or her child. You will want to refer back to Lessons 1, 2, 3, and 4 especially to the additional resources.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points15 points5 points
The student provides a clear
summary and three clear
examples of the positive
effects that art and creativity
have on early childhood-
aged children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides a
mostly clear summary and
two mostly clear examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides an
adequate summary and one
adequate example about
the positive effects that art
and creativity have on early
childhood-aged children in
the areas of cognitive,
physical, and
socioemotional
development.
The student provides a
poor summary and
provides no examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
30 points20 points15 points5 points
The student provides a clear
description of four strategies
of how to implement
technology and/or
technology software in the
lives of early childhood-aged
children as it relates to the
positive effects of art and
creativity.
The student provides a
mostly clear description of
three strategies of how to
implement technology
and/or.
IntroductionComment by Ann Reich Title page and page header miss.docx
Introduction Comment by Ann Reich: Title page and page header missing
Use the template for the final
Title the essay, but don’t use subtitles or divide the paper into sections.
Papers over 8 or so pages may have subsections; always check with the prof
During their early years, children can develop a large web of skills. One of these many skills is math skill. The others are social skills, physical skills and language skills. These different skills depend on one another. They also influence each other. This paper is going to highlight how math skill can be developed during early child development. It is going to address the topic using an example followed by analysis and plan of developing the skill (McGinnis & Goldstein, 2003). Comment by Ann Reich: Is “web” used in the ECE language? How about “set”?
This is off topic; you are to focus on the teacher’s skills not the child’s
In our example, Triza is going to be our child. She is aged eighteen months. As one of her daily plays, she is stacking blocks. Triza has placed 2 square bricks on top of each other. On top of these bricks, she has put a triangular brick. After doing this, she realize she could no longer balance another brick on top of the triangular brick. She approached her dad to help her figure out what she could not do. Her father’s suggestion was that she had to remove the triangular brick and replace it with a square one. This way she could continue stacking more on top (Sinno, et al., 2013).
From this example, it becomes very clear that the areas of development in Triza work together. She is using the physical skills to manipulate the bricks. In order to carry out the plan of making a tower, she is using her thinking skills. Her social and language skills are applied when she is asking help from her father. Because of her good communication skills, he dad manages to respond. After looking at this example, we can bring out what one can do to help a child develop math skills. A child can develop early math skills by improving on their natural curiosity apart from having fun. For younger children, math skills can be developed through the use of songs and stories using numbers, rhymes and repetition. For those who are 2-3 years, their math skills can be developed using a variety of ways (Gartrell, 2004).
Shaping up Comment by Ann Reich: Do not use subsections
You can take this info and show HOW a good teacher teachers the child
Get in some terms about these various types of lessons
In this case, a child is helped to develop math skills while playing with shape-sorters.the teacher has to talk to the child regarding each shape, describe the colors of the shapes and count the sides. The teacher can come up with his or her own shapes with different colors then asking the child to jump either on the blue shape or the circle (Sinno, et al., 2013).
Counting and Sorting
In this case, the teacher has to collect together a bag full of buttons, pebbles, shells or small toys. Then.
ENG 130- Literature and Comp Literary Response for Setting.docx
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
This assignment focuses on your ability to: learn how to interpret the literary device of
setting and how it affects all of the elements of the story.
The purpose of completing this assignment is: as a student, in your career, and
individual lives, you will often need to look beyond the plot and summary of what you are
reading, and put a different spin on it. An example of this might be interpreting data and the
varying components of how that data was created, as well as what to do with the data as you
move forward.
______________________________________________________________
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
Instructions (how to get it done):
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A reference page
Requirements:
Length and format: 2-3 pages.
The title page and reference page are also required, but they should not be factored into the
2-3 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and with 1 inch
margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,” “we,” etc.
Please use the short story sources and any outside sources you need to create a properly-
formatted APA reference page.
Use APA format for in-text citations and references when using outside sources and textual
evidence.
Skills to be assessed with this assignment: creating effective thesis statements, incorporating
text, responding to literature.
Please be cautious about plagiarism. Make sure to use in-text citations for direct quotes,
paraphrases, and new information.
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“The Cask of Amontillado” b ...
Evaluation and Marking Scheme for Individual Assignments .docx
Evaluation and Marking Scheme for Individual Assignments
1-What is the issue, problem, event?
2-What are the causes of these problems, issues?
3-Can these issues, problems could have been solved in different ways?
4-If so, How?
Explain with a plan with supporting information collected from both online
and offline sources.
5-Is there any other similar issues, events, examples that might be used as a
comparison or yardstick with your subject?
6-What is the situation right now?
7-What are your expectations for the future?
Marking
Total
Content
Marking
100%
Ability to understand the
issues, problems, solutions
40%
Academic Research,
Discourse Skills
40%
Basic Writing
and Proper
Referencing
Skills
20%
90-100 The writer shows
outstanding
understanding
and content
knowledge.
The reader
understands the
issue
completely; if
there are any
mistakes they
do not interfere
with the
meaning.
There is a clear logical argument,
with the points well-ordered and
fully supported. It responds
appropriately to the issues with
academic search and update.
Pleasingly broad
range of sentence
structure and
vocabulary is used,
references and
subjects updated
properly and
presented in excellent
shape.
80-85 The writer
demonstrates
sound basic
knowledge and
understanding of
the relevant
area.
The reader
understands the
issue, although
some sections
need to be
investigated
more than once.
The answer responds more or less
to the issues investigated. The use
of supporting evidence, illustration
and argument is relevant but not
necessarily sufficient.
There is a good range
of sentence structure
and vocabulary with a
number of minor
errors in referencing
and updating the
subject and presented
in an acceptable
shape.
70-75 The writer does
little exhibit
adequate basic
knowledge of the
topic area.
The reader has
difficulty in
understanding
the issue,
A point of view is presented, but it
is not clear. Attempts to include
supporting evidence, illustration or
argument are made without proper
academic search.
There are noticeable
presentation errors,
these significantly
interfere with the
reader understanding
the issues
60-70 The writer does
not exhibit basic
knowledge of the
topic area
The reader has
difficulty
understanding
the issue,
although there
are little signs of
meaning
breaking
through.
The argument does not progress
smoothly. Main points and
supporting material are not clearly
distinguished from each other.
The presentation is
not properly done,
literature search is not
evident.
60-50 The writer shows
no evidence of
knowing the
relevant content.
The reader can
hardly
understand the
issue at all.
The ideas or facts presented have
little apparent relation to each
other or to the issues covered .
Errors in presentation,
structural problems,
no evidence of
literature search ...
EDCO 810Family Trauma Assessment Paper Rubric CriteriaAdva.docx
EDCO 810
Family Trauma Assessment Paper Rubric
Criteria
Advanced 138-150 (A- to A):
Satisfies criteria w/ excellence
Proficient 126-137 (B- to B+) :
Satisfies Criteria
Developing 114-125 (C- to C+):
Satisfies most criteria
Below Expectations (F - D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Abstract
4-5 pts.
· An APA abstract is present with excellent content and formatting.
3-3.5 pts.
· An APA abstract is present but has either mild content and/or formatting issues.
2-2.5 pts.
· An APA abstract is present with significant content/ formatting issues.
1-1.5 pts.
· An APA abstract is present but is confused with the introduction in content/format.
0 points
Content
78–85 pts.
· All components as described in the assignment have been thoroughly addressed.
· Assertions are relevant and properly supported by extensive evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Thoroughly covers cultural considerations relevant to the population of interest.
71–77 pts.
· All components as described in the assignment have been addressed.
· Assertions are relevant and mostly supported by evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Includes most relevant cultural considerations to the population of interest.
65–70 pts.
· Most components as described in the assignment have been addressed, or all components are present but need improvement.
· Some assertions are relevant and supported by evidence.
· Most key content areas are addressed and properly cited.
· Utilizes some best practices in traumatology with the population of interest.
· Includes some cultural considerations relevant to the population of interest.
1–64 pts.
· Few components as described in the assignment have been properly addressed.
· Some key areas are not addressed in full or omitted altogether.
· Core dynamics / symptoms common in the population of interest.
· Does not utilize best practices in traumatology with the population of interest.
· Does not consider cultural factors relevant to the population of interest.
0 points
Biblical Integration
9-10 pts
· Biblical application (verses / passages) is integrated into text with relevance clarified.
7-8 pts
· Biblical application (verses/passages) is integrated into text.
5-6 pts
· Biblical application (verses/passages) is present but not properly integrated.
1-4 pts
· Biblical terms/ verses/passages are not present and/or referenced.
Conclusion
4-5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A separate section for ideas for future research is included as the final paragraph.
3-3.5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A.
EDCO 810Family Trauma Assessment Paper Rubric CriteriaAdva.docx
EDCO 810
Family Trauma Assessment Paper Rubric
Criteria
Advanced 138-150 (A- to A):
Satisfies criteria w/ excellence
Proficient 126-137 (B- to B+) :
Satisfies Criteria
Developing 114-125 (C- to C+):
Satisfies most criteria
Below Expectations (F - D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Abstract
4-5 pts.
· An APA abstract is present with excellent content and formatting.
3-3.5 pts.
· An APA abstract is present but has either mild content and/or formatting issues.
2-2.5 pts.
· An APA abstract is present with significant content/ formatting issues.
1-1.5 pts.
· An APA abstract is present but is confused with the introduction in content/format.
0 points
Content
78–85 pts.
· All components as described in the assignment have been thoroughly addressed.
· Assertions are relevant and properly supported by extensive evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Thoroughly covers cultural considerations relevant to the population of interest.
71–77 pts.
· All components as described in the assignment have been addressed.
· Assertions are relevant and mostly supported by evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Includes most relevant cultural considerations to the population of interest.
65–70 pts.
· Most components as described in the assignment have been addressed, or all components are present but need improvement.
· Some assertions are relevant and supported by evidence.
· Most key content areas are addressed and properly cited.
· Utilizes some best practices in traumatology with the population of interest.
· Includes some cultural considerations relevant to the population of interest.
1–64 pts.
· Few components as described in the assignment have been properly addressed.
· Some key areas are not addressed in full or omitted altogether.
· Core dynamics / symptoms common in the population of interest.
· Does not utilize best practices in traumatology with the population of interest.
· Does not consider cultural factors relevant to the population of interest.
0 points
Biblical Integration
9-10 pts
· Biblical application (verses / passages) is integrated into text with relevance clarified.
7-8 pts
· Biblical application (verses/passages) is integrated into text.
5-6 pts
· Biblical application (verses/passages) is present but not properly integrated.
1-4 pts
· Biblical terms/ verses/passages are not present and/or referenced.
Conclusion
4-5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A separate section for ideas for future research is included as the final paragraph.
3-3.5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A ...
The Dream Job Interview Writing Prompt 1 Chapters 2 a.docx
The Dream Job Interview: Writing Prompt 1
Chapters 2 and 3
Assignment Directions
You have made it through three rounds of interviews at a company you have wanted to work at for years. The
interview process has been grueling, and you have had to answer a lot of questions about your previous work
experience and what you would do in specific situations. Your final interview is with the president of the
company. She is an interesting woman and has taken many unconventional paths in order to start the company
and make it successful. Much to your surprise, the president is most interested in you and what you think about
yourself. She already knows that you are qualified for the job. She firmly believes that the right person for the
job is a person with a definitive self-concept and wants to know more about you as a person, not just a potential
employee. The president hands you a pen and paper and tells you to explain what your dream job looks like
within the company and the aspects of your self-concept that make you a great candidate for that job.
Step One: Consider what your dream job would be and describe that job in one to two paragraphs providing
enough detail that your instructor will understand what you would do as part of that dream job. Then name at
least 10 items that you would consider as part of your “self-concept characteristics.” The 10 items can be
written in list format. Then, in your paper, using complete sentences, describe how these 10 characteristics
represent your self-concept. Also define self-concept either by quoting or paraphrasing the textbook. Include a
brief explanation of each one of the items, including how it would be relevant to your dream job.
Self-Concept, Job Description, and 10 items
Unmet (0%) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (90-100%)
The student does not include a
job description, list of 10 items
or address self-concept.
The student includes only
one or two of the three: a job
description, list of 10 items
or addresses self-concept OR
the student does each of the
three in a way that is not
complete.
The student addresses each of
the three: a job description,
list of 10 items or addresses
self-concept in a shallow way
OR the student completes two
of the three in a way that is
quite thorough but forgot to
address the third.
The student provides a
complete job description, a
definition for self-concept,
and a list of 10 items.
Each item is addressed in
some way. All
expectations are
accomplished in an
acceptable manner.
The student skillfully described
the dream job, clearly and
completely explains self-concept
and relates the idea to the list of 10
items. Each item is explained and
context is provided as to how it
came to be on the list. Significant
evidence and specific examples
are included to support the
student's ideas.
...
BA Psychology Presentation RubricBA Psychology Presentation Rubr.docx
BA Psychology Presentation Rubric
BA Psychology Presentation Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeContent/Development
50.0 pts
Fair = 30 – 21 Points/Percent The presentation is two (2) slides slide short of the required slides required for the presentation. An appropriate topic, purpose, and form are employed, but it is not fully developed. At least 2 reasons in support of the topic with 1 example for each are used in the presentation. Convincing, content related graphics are inconsistent in the presentation. Parts of the conclusion do not follow the assignment’s directions. Subject knowledge and organization needs improvement, and more than one key point for the topic are missing.
50.0 pts
Good = 40 – 31 Points/Percent The presentation is one (1) slide short of the required slides required for the presentation. An appropriate topic, purpose, and form are employed. At least 3 reasons in support of the topic with 2 examples for each are used in the presentation. Convincing, content related graphics and a strong conclusion are used according to the assignment’s directions Subject knowledge and organization is good, but one key point for the topic is missing.
50.0 pts
Superior = 50 – 41 Points/Percent The number of required slides is used in the presentation. An appropriate topic, purpose, and form are employed. At least 3 reasons in support of the topic with 2 examples for each are used in the presentation. Convincing, content related graphics and a strong conclusion are used according to the assignment’s directions. Subject knowledge and organization is excellent.
20.0 pts
Poor = 20 Points/Percent or Below The presentation is three (3) or more slides slide short of the required slides required for the presentation. An inappropriate topic, purpose, and form are used for the presentation. The student does not present reasons in support of the topic. Graphics are not used in the presentation. If they are, they are not convincing or content related. The presentation has a weak or missing conclusion. Subject knowledge and organization is not evident, and several key points for the topic are missing.
50.0 pts
This criterion is linked to a Learning OutcomeEvidence/Scholarship
20.0 pts
Superior 20 - 13 Points/Percent Presentation provides dramatic and compelling evidence in support of the topic. Interesting, detailed presentation notes that further educate the audience on the topic. Sites all outside sources. Credits all information/ images from outside sources using superscript on the slides and APA format in the notes section.
12.0 pts
Good 12 - 5 Points/Percent Presentation provides a few (three (3) or more) key concepts and evidence in support of the topic. Interesting, detailed presentation notes that further educate the audience on the topic. Sites all outside sources. Credits all information/ images from outside sources using superscript on the slides and APA format in the notes section.
7.0 pts
Fair ...
Social Issue Persuasive Presentation.docx
Social Issue Persuasive Presentation
Goals of Social Issue Presentation:
To learn and practice principles of speech preparation.
To deliver a problem-solution persuasive presentation using an extemporaneous style.
Guidelines:
(See CIA)
You are to present a social problem and present a solution(s) to the problem using Monroe’s Motivated Sequence to organize your presentation.
Monroe’s Motivated Sequence
Attention
Introduction
Need
Problem
Body- 1st MP
Satisfaction
Solution
Body 2nd MP
Visualization
Adv. vs. Disadv.
Action
Specific Action
Conclusion
Body 3rd MP
Criteria for Project:
Time Limit: 7-9 min.
Sources: 6 sources. Your textbook does not count as a sources.
4 from past three years
4 must academic or mainstream periodical sources
All cited during the presentation
Criteria for Project:
Full Sentence Outline with References in APA style
Visual Aid is optional but strongly encouraged
Be sure we can see your face and upper body so we can grade for delivery.
Grading: 200 points
Outline with References: 30 points
Presentation: 170 points (see rubric in CIA/Canvas)
How to Submit:
You will need to record your assignment.
You must be able to see your upper body and face in the recording.
Please use YouTube to post the video link. Remember you can make adjust settings so that you need the link to view videos on these types of accounts.
You will post your YouTube link at the top of your full sentence outline and references.
So one document: link; outline; & references!
Submit to Canvas for plagiarism check using Turnitin.com!
Nursing theories are tested and systematic ways to implement nursing practice. Select a nursing theory and its conceptual model. Prepare a 10-15 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice. Include the following:
1. Present an overview of the nursing theory. Provide evidence that demonstrates support for the model's efficacy in nursing practice. Explain how the theory proves the conceptual model.
2. Explain how the nursing theory incorporates the four metaparadigm concepts.
3. Provide three evidence-based examples that demonstrate how the nursing theory supports nursing practice. Provide support and rationale for each.
Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
RUBIC
A detailed o.
TITLE OF PAPER HERE1TITLE OF PAPER HERE3Full Title
TITLE OF PAPER HERE 1
TITLE OF PAPER HERE 3
Full Title of Paper Here
Student Name (First M. Last)
Counselor Education and Family Studies, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
Full Title
Start with an introduction (don’t use a title for it). The intro will have the purpose of the paper, brief background (what culture you are discussing), brief outline of the paper for reader (what they should be expecting), and transition sentence to the first heading, “Events Attended” – one paragraph.
Events Attended (level 1 headings)
Describe the events attended and what happened (aprox. 250-300 words)
Comparison with Expectations
Discuss how your experience of actual cultural events compare with the expectations you had developed from the readings and Internet/media explorations you did in Cultural Immersion Project – Part 1. (approximately 250 words)
Emotional Impact
Describe how participation in these immersion events impact you emotionally. In other words, what was it like to be a minority in this group? (approximately 250 words)
As you consider your own cultural background, describe why do you think you responded the way you did? (approximately 250 words)
Key Things Learned
What are some key things that you have learned about this culture through these events? (approximately 250 words)
Counseling Theories Validated for This Group
Discuss counseling theories and techniques that have been empirically validated as effective with this group. You can use the McGoldrick et al. text for this section, and peer reviewed articles. Use a minimum of three resources. (approximately 250 words).
Identify three theoretical approaches (i.e. Cognitive Behavioral Therapy, Reality Therapy, Person-Centered, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the theory given).
Identify three counseling techniques (miracle question, reflective listening, thought-stopping techniques, mindfulness, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the technique given).
Student describes how characteristics noted above relate to counseling with this group, including resilience building and eliminating obstacles and illuminating opportunities.
References
References start here with a hanging indent. Double space and list references alphabetically by author’s last name. Review your APA Manual for formatting requirements for specific types of sources.
References should include at least 3 scholarly sources on your cultural group of interest (the resources must published by 2005 or later) focusing on counseling theories and counseling techniques. A pertinent, unassigned chapter from the McGoldrick et al. text may count as 1 of these reso ...
Webquest celebrations around the world
This WebQuest deals with celebrations around the world. Four of the most known celebrations will be compared and contrasted so that in the end the students could create their own celebration.
Writing a Philosophy paperEach topic I give you will ask you t.docx
Writing a Philosophy paper
Each topic I give you will ask you to “explain and evaluate” a position or idea or argument. There are four elements you must address in your essay (these four will be the elements I am grading).
I will give you a score of 0-5 for each of these four elements. I will then add the scores together to calculate your grade on the essay. If you score a perfect “5” on each element the maximum total score would be 20.
The score can be converted into a letter grade:
Score Letter Grade
19-20 A
18 A-
17 B
16 B-
14-15 C
13 D
12 D-
11-below F
I provide the scale for each element below. With each scale I have included specific directions that will help you score higher on that element. The bold print is what I will use to determine your score. I hope that by reading this you will feel confident that you know how to organize and write the essay.
#1: Describe, identify and explain two or more different philosophical positions and the relevant philosophical concepts.
As I grade, I will ask myself, “How well did you describe and explain both positions (either two different positions or an argument and counterargument)? How clear and accurate are your explanations and the use of the relevant philosophical terms/concepts?”
Provides clear, accurate and full explanations of each philosophical position.
Provides mostly clear, accurate and full explanations of each philosophical position.
(a) Provides a clear and accurate explanation of one position and a poor explanation of the second position or (b) provides explanations for both positions that are unclear and/or incomplete and/or inaccurate.
2 (a) Fails to provide an explanation for one of the two theories or (b) provides poor explanations of both positions.
1 (a) Fails to provide an explanation for one of the two theories and (b) provides a poor explanation for the other position.
The essay was not on the topic or there was no essay at all
#2: Apply critical thinking skills by analyzing the strengths and weaknesses of philosophical positions or theories and by writing a clear and coherent essay. As I grade, I will ask myself, “Did you explain the issue to be considered? How well do you analyze the strengths and weaknesses of the theories or positions? And how clear and coherent is your overall presentation?”
Gives coherent and consistent reasoning throughout the essay and a clear and comprehensive explanation of the issue to be considered. Also provides a coherent analysis of the strengths and weaknesses of the positions at issue.
Uses generally coherent and consistent reasoning throughout the essay and a clear, but not necessarily comprehensive, explanation of the issue to be considered. Also provides a coherent analysis of the strengths and weaknesses of the positions at issue.
Uses some coherent and consistent reasoning that either contains clear weakness in reasoning or fails to explain the issue to be considered. Also fai.
ASSIGNMENT 08E01 Careers in Early Childhood EducationDirection.docx
ASSIGNMENT 08
E01 Careers in Early Childhood Education
Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) double‐spaced pages; refer to the “Format Requirementsʺ page for specific format requirements.
Part A
Using the major objectives identified in one of the four curricula discussed in Lesson 5 (HighScope, Creative Curriculum, Core Knowledge, or Tools of the Mind), create a short learning opportunity for a 5-year-old child in the kindergarten class that you teach.
· Begin by identifying three objectives that you might use for instruction.
· Once you have determined your objectives, determine what adaptations to the curriculum and to the environment you might make in order to reach these objectives.
· Next, write a plan of what special learning opportunities will prompt the child to explore and discover new ideas and that support reaching the three objectives chosen.
Part B
As a teacher, think about how technology could be used to help children in a preschool class understand the following three concepts: Understanding Change, Cause-and-Effect Relationships, and the Idea of a System (that a whole is composed of related parts that affect each other).
· Choose one of the three concepts, and develop a sequence of three lessons that focus on the concept you have chosen.
· Describe each of the three lessons. Make sure to incorporate the questions below by including your answers to each when describing the three lessons.
· How will you intentionally plan for student learning?
· What activities will children engage in?
· What materials will be used?
· How will you know if your students understand the key concepts?
Part C
Imagine that you are a teacher’s aide in a classroom of 2nd-grade children (7- to 8-year-olds). In each of the following situations, describe the following.
a. The emotions the children involved might be experiencing
b. How you would use the strategies presented in the textbook to help the children become more aware of their own feelings and the feelings of others
c. How you would help them cope effectively with the situation
· Manual and Damien are playing in the sandbox. Manuel wants Damien’s shovel, so he takes it. Damien begins to cry, but Manuel continues to play, unaffected. Damien comes running to you, saying, “He took my shovel!”
· Latoya has been standing watching the others climbing the rock wall. It seems as if she’d like to join in, yet makes no move to do so.
· Tommy has a dilemma. He was just invited to a movie with Chuck, but his best friend, Mohammad, has not been asked to come and asks him to spend the night on the same date.
Part D
Ethics is one of the most fundamental qualities of a competent early childhood educator. Individuals have their ow.
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Assignment 04EC380 Art & Creative DevelopmentDirections Be s.docx
Assignment 04
EC380 Art & Creative Development
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
This assignment is comprised of three different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Summarize and give examples of three (3) positive effects that art and creativity have on early childhood aged children in each of the following areas of development: cognitive, physical, and socioemotional. You will have a total of nine (9) positive effects with examples at the end of this assignment. You will want to refer back to Lesson 1 and Lesson 3.
Part 2
Describe four (4) different ways to implement technology and/or technology software in the lives of early childhood aged children as it relates to the positive effects of art and creativity. You will want to refer back to Lesson 2.
Part 3
Create a list of at least four (4) quality community resources, in your area, with a description of the resource that families can use in implementing art and creativity into the life of his or her child. You will want to refer back to Lessons 1, 2, 3, and 4 especially to the additional resources.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points15 points5 points
The student provides a clear
summary and three clear
examples of the positive
effects that art and creativity
have on early childhood-
aged children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides a
mostly clear summary and
two mostly clear examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides an
adequate summary and one
adequate example about
the positive effects that art
and creativity have on early
childhood-aged children in
the areas of cognitive,
physical, and
socioemotional
development.
The student provides a
poor summary and
provides no examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
30 points20 points15 points5 points
The student provides a clear
description of four strategies
of how to implement
technology and/or
technology software in the
lives of early childhood-aged
children as it relates to the
positive effects of art and
creativity.
The student provides a
mostly clear description of
three strategies of how to
implement technology ...
Assignment 04EC380 Art & Creative DevelopmentDirections Be s.docx
Assignment 04
EC380 Art & Creative Development
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
This assignment is comprised of three different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Summarize and give examples of three (3) positive effects that art and creativity have on early childhood aged children in each of the following areas of development: cognitive, physical, and socioemotional. You will have a total of nine (9) positive effects with examples at the end of this assignment. You will want to refer back to Lesson 1 and Lesson 3.
Part 2
Describe four (4) different ways to implement technology and/or technology software in the lives of early childhood aged children as it relates to the positive effects of art and creativity. You will want to refer back to Lesson 2.
Part 3
Create a list of at least four (4) quality community resources, in your area, with a description of the resource that families can use in implementing art and creativity into the life of his or her child. You will want to refer back to Lessons 1, 2, 3, and 4 especially to the additional resources.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points15 points5 points
The student provides a clear
summary and three clear
examples of the positive
effects that art and creativity
have on early childhood-
aged children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides a
mostly clear summary and
two mostly clear examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides an
adequate summary and one
adequate example about
the positive effects that art
and creativity have on early
childhood-aged children in
the areas of cognitive,
physical, and
socioemotional
development.
The student provides a
poor summary and
provides no examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
30 points20 points15 points5 points
The student provides a clear
description of four strategies
of how to implement
technology and/or
technology software in the
lives of early childhood-aged
children as it relates to the
positive effects of art and
creativity.
The student provides a
mostly clear description of
three strategies of how to
implement technology .
Assignment 04E07 Art & Creative DevelopmentDirections Be sur.docx
Assignment 04
E07 Art & Creative Development
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
This assignment is comprised of three different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Summarize and give examples of three (3) positive effects that art and creativity have on early childhood aged children in each of the following areas of development: cognitive, physical, and socioemotional. You will have a total of nine (9) positive effects with examples at the end of this assignment. You will want to refer back to Lesson 1 and Lesson 3.
Part 2
Describe four (4) different ways to implement technology and/or technology software in the lives of early childhood aged children as it relates to the positive effects of art and creativity. You will want to refer to Lesson 2.
Part 3
Create a list of at least four (4) quality community resources, in your area, with a description of the resource that families can use in implementing art and creativity into the life of his or her child. You will want to refer back to Lessons 1, 2, 3, and 4 especially to the additional resources.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points15 points5 points
The student provides a clear
summary and three clear
examples of the positive
effects that art and creativity
have on early childhood-
aged children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides a
mostly clear summary and
two mostly clear examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides an
adequate summary and one
adequate example about
the positive effects that art
and creativity have on early
childhood-aged children in
the areas of cognitive,
physical, and
socioemotional
development.
The student provides a
poor summary and
provides no examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
30 points20 points15 points5 points
The student provides a clear
description of four strategies
of how to implement
technology and/or
technology software in the
lives of early childhood-aged
children as it relates to the
positive effects of art and
creativity.
The student provides a
mostly clear description of
three strategies of how to
implement technology
and/or.
IntroductionComment by Ann Reich Title page and page header miss.docx
Introduction Comment by Ann Reich: Title page and page header missing
Use the template for the final
Title the essay, but don’t use subtitles or divide the paper into sections.
Papers over 8 or so pages may have subsections; always check with the prof
During their early years, children can develop a large web of skills. One of these many skills is math skill. The others are social skills, physical skills and language skills. These different skills depend on one another. They also influence each other. This paper is going to highlight how math skill can be developed during early child development. It is going to address the topic using an example followed by analysis and plan of developing the skill (McGinnis & Goldstein, 2003). Comment by Ann Reich: Is “web” used in the ECE language? How about “set”?
This is off topic; you are to focus on the teacher’s skills not the child’s
In our example, Triza is going to be our child. She is aged eighteen months. As one of her daily plays, she is stacking blocks. Triza has placed 2 square bricks on top of each other. On top of these bricks, she has put a triangular brick. After doing this, she realize she could no longer balance another brick on top of the triangular brick. She approached her dad to help her figure out what she could not do. Her father’s suggestion was that she had to remove the triangular brick and replace it with a square one. This way she could continue stacking more on top (Sinno, et al., 2013).
From this example, it becomes very clear that the areas of development in Triza work together. She is using the physical skills to manipulate the bricks. In order to carry out the plan of making a tower, she is using her thinking skills. Her social and language skills are applied when she is asking help from her father. Because of her good communication skills, he dad manages to respond. After looking at this example, we can bring out what one can do to help a child develop math skills. A child can develop early math skills by improving on their natural curiosity apart from having fun. For younger children, math skills can be developed through the use of songs and stories using numbers, rhymes and repetition. For those who are 2-3 years, their math skills can be developed using a variety of ways (Gartrell, 2004).
Shaping up Comment by Ann Reich: Do not use subsections
You can take this info and show HOW a good teacher teachers the child
Get in some terms about these various types of lessons
In this case, a child is helped to develop math skills while playing with shape-sorters.the teacher has to talk to the child regarding each shape, describe the colors of the shapes and count the sides. The teacher can come up with his or her own shapes with different colors then asking the child to jump either on the blue shape or the circle (Sinno, et al., 2013).
Counting and Sorting
In this case, the teacher has to collect together a bag full of buttons, pebbles, shells or small toys. Then.
ENG 130- Literature and Comp Literary Response for Setting.docx
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
This assignment focuses on your ability to: learn how to interpret the literary device of
setting and how it affects all of the elements of the story.
The purpose of completing this assignment is: as a student, in your career, and
individual lives, you will often need to look beyond the plot and summary of what you are
reading, and put a different spin on it. An example of this might be interpreting data and the
varying components of how that data was created, as well as what to do with the data as you
move forward.
______________________________________________________________
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
Instructions (how to get it done):
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A reference page
Requirements:
Length and format: 2-3 pages.
The title page and reference page are also required, but they should not be factored into the
2-3 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and with 1 inch
margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,” “we,” etc.
Please use the short story sources and any outside sources you need to create a properly-
formatted APA reference page.
Use APA format for in-text citations and references when using outside sources and textual
evidence.
Skills to be assessed with this assignment: creating effective thesis statements, incorporating
text, responding to literature.
Please be cautious about plagiarism. Make sure to use in-text citations for direct quotes,
paraphrases, and new information.
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“The Cask of Amontillado” b ...
Evaluation and Marking Scheme for Individual Assignments .docx
Evaluation and Marking Scheme for Individual Assignments
1-What is the issue, problem, event?
2-What are the causes of these problems, issues?
3-Can these issues, problems could have been solved in different ways?
4-If so, How?
Explain with a plan with supporting information collected from both online
and offline sources.
5-Is there any other similar issues, events, examples that might be used as a
comparison or yardstick with your subject?
6-What is the situation right now?
7-What are your expectations for the future?
Marking
Total
Content
Marking
100%
Ability to understand the
issues, problems, solutions
40%
Academic Research,
Discourse Skills
40%
Basic Writing
and Proper
Referencing
Skills
20%
90-100 The writer shows
outstanding
understanding
and content
knowledge.
The reader
understands the
issue
completely; if
there are any
mistakes they
do not interfere
with the
meaning.
There is a clear logical argument,
with the points well-ordered and
fully supported. It responds
appropriately to the issues with
academic search and update.
Pleasingly broad
range of sentence
structure and
vocabulary is used,
references and
subjects updated
properly and
presented in excellent
shape.
80-85 The writer
demonstrates
sound basic
knowledge and
understanding of
the relevant
area.
The reader
understands the
issue, although
some sections
need to be
investigated
more than once.
The answer responds more or less
to the issues investigated. The use
of supporting evidence, illustration
and argument is relevant but not
necessarily sufficient.
There is a good range
of sentence structure
and vocabulary with a
number of minor
errors in referencing
and updating the
subject and presented
in an acceptable
shape.
70-75 The writer does
little exhibit
adequate basic
knowledge of the
topic area.
The reader has
difficulty in
understanding
the issue,
A point of view is presented, but it
is not clear. Attempts to include
supporting evidence, illustration or
argument are made without proper
academic search.
There are noticeable
presentation errors,
these significantly
interfere with the
reader understanding
the issues
60-70 The writer does
not exhibit basic
knowledge of the
topic area
The reader has
difficulty
understanding
the issue,
although there
are little signs of
meaning
breaking
through.
The argument does not progress
smoothly. Main points and
supporting material are not clearly
distinguished from each other.
The presentation is
not properly done,
literature search is not
evident.
60-50 The writer shows
no evidence of
knowing the
relevant content.
The reader can
hardly
understand the
issue at all.
The ideas or facts presented have
little apparent relation to each
other or to the issues covered .
Errors in presentation,
structural problems,
no evidence of
literature search ...
EDCO 810Family Trauma Assessment Paper Rubric CriteriaAdva.docx
EDCO 810
Family Trauma Assessment Paper Rubric
Criteria
Advanced 138-150 (A- to A):
Satisfies criteria w/ excellence
Proficient 126-137 (B- to B+) :
Satisfies Criteria
Developing 114-125 (C- to C+):
Satisfies most criteria
Below Expectations (F - D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Abstract
4-5 pts.
· An APA abstract is present with excellent content and formatting.
3-3.5 pts.
· An APA abstract is present but has either mild content and/or formatting issues.
2-2.5 pts.
· An APA abstract is present with significant content/ formatting issues.
1-1.5 pts.
· An APA abstract is present but is confused with the introduction in content/format.
0 points
Content
78–85 pts.
· All components as described in the assignment have been thoroughly addressed.
· Assertions are relevant and properly supported by extensive evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Thoroughly covers cultural considerations relevant to the population of interest.
71–77 pts.
· All components as described in the assignment have been addressed.
· Assertions are relevant and mostly supported by evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Includes most relevant cultural considerations to the population of interest.
65–70 pts.
· Most components as described in the assignment have been addressed, or all components are present but need improvement.
· Some assertions are relevant and supported by evidence.
· Most key content areas are addressed and properly cited.
· Utilizes some best practices in traumatology with the population of interest.
· Includes some cultural considerations relevant to the population of interest.
1–64 pts.
· Few components as described in the assignment have been properly addressed.
· Some key areas are not addressed in full or omitted altogether.
· Core dynamics / symptoms common in the population of interest.
· Does not utilize best practices in traumatology with the population of interest.
· Does not consider cultural factors relevant to the population of interest.
0 points
Biblical Integration
9-10 pts
· Biblical application (verses / passages) is integrated into text with relevance clarified.
7-8 pts
· Biblical application (verses/passages) is integrated into text.
5-6 pts
· Biblical application (verses/passages) is present but not properly integrated.
1-4 pts
· Biblical terms/ verses/passages are not present and/or referenced.
Conclusion
4-5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A separate section for ideas for future research is included as the final paragraph.
3-3.5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A.
EDCO 810Family Trauma Assessment Paper Rubric CriteriaAdva.docx
EDCO 810
Family Trauma Assessment Paper Rubric
Criteria
Advanced 138-150 (A- to A):
Satisfies criteria w/ excellence
Proficient 126-137 (B- to B+) :
Satisfies Criteria
Developing 114-125 (C- to C+):
Satisfies most criteria
Below Expectations (F - D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Abstract
4-5 pts.
· An APA abstract is present with excellent content and formatting.
3-3.5 pts.
· An APA abstract is present but has either mild content and/or formatting issues.
2-2.5 pts.
· An APA abstract is present with significant content/ formatting issues.
1-1.5 pts.
· An APA abstract is present but is confused with the introduction in content/format.
0 points
Content
78–85 pts.
· All components as described in the assignment have been thoroughly addressed.
· Assertions are relevant and properly supported by extensive evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Thoroughly covers cultural considerations relevant to the population of interest.
71–77 pts.
· All components as described in the assignment have been addressed.
· Assertions are relevant and mostly supported by evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Includes most relevant cultural considerations to the population of interest.
65–70 pts.
· Most components as described in the assignment have been addressed, or all components are present but need improvement.
· Some assertions are relevant and supported by evidence.
· Most key content areas are addressed and properly cited.
· Utilizes some best practices in traumatology with the population of interest.
· Includes some cultural considerations relevant to the population of interest.
1–64 pts.
· Few components as described in the assignment have been properly addressed.
· Some key areas are not addressed in full or omitted altogether.
· Core dynamics / symptoms common in the population of interest.
· Does not utilize best practices in traumatology with the population of interest.
· Does not consider cultural factors relevant to the population of interest.
0 points
Biblical Integration
9-10 pts
· Biblical application (verses / passages) is integrated into text with relevance clarified.
7-8 pts
· Biblical application (verses/passages) is integrated into text.
5-6 pts
· Biblical application (verses/passages) is present but not properly integrated.
1-4 pts
· Biblical terms/ verses/passages are not present and/or referenced.
Conclusion
4-5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A separate section for ideas for future research is included as the final paragraph.
3-3.5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A ...
The Dream Job Interview Writing Prompt 1 Chapters 2 a.docx
The Dream Job Interview: Writing Prompt 1
Chapters 2 and 3
Assignment Directions
You have made it through three rounds of interviews at a company you have wanted to work at for years. The
interview process has been grueling, and you have had to answer a lot of questions about your previous work
experience and what you would do in specific situations. Your final interview is with the president of the
company. She is an interesting woman and has taken many unconventional paths in order to start the company
and make it successful. Much to your surprise, the president is most interested in you and what you think about
yourself. She already knows that you are qualified for the job. She firmly believes that the right person for the
job is a person with a definitive self-concept and wants to know more about you as a person, not just a potential
employee. The president hands you a pen and paper and tells you to explain what your dream job looks like
within the company and the aspects of your self-concept that make you a great candidate for that job.
Step One: Consider what your dream job would be and describe that job in one to two paragraphs providing
enough detail that your instructor will understand what you would do as part of that dream job. Then name at
least 10 items that you would consider as part of your “self-concept characteristics.” The 10 items can be
written in list format. Then, in your paper, using complete sentences, describe how these 10 characteristics
represent your self-concept. Also define self-concept either by quoting or paraphrasing the textbook. Include a
brief explanation of each one of the items, including how it would be relevant to your dream job.
Self-Concept, Job Description, and 10 items
Unmet (0%) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (90-100%)
The student does not include a
job description, list of 10 items
or address self-concept.
The student includes only
one or two of the three: a job
description, list of 10 items
or addresses self-concept OR
the student does each of the
three in a way that is not
complete.
The student addresses each of
the three: a job description,
list of 10 items or addresses
self-concept in a shallow way
OR the student completes two
of the three in a way that is
quite thorough but forgot to
address the third.
The student provides a
complete job description, a
definition for self-concept,
and a list of 10 items.
Each item is addressed in
some way. All
expectations are
accomplished in an
acceptable manner.
The student skillfully described
the dream job, clearly and
completely explains self-concept
and relates the idea to the list of 10
items. Each item is explained and
context is provided as to how it
came to be on the list. Significant
evidence and specific examples
are included to support the
student's ideas.
...
BA Psychology Presentation RubricBA Psychology Presentation Rubr.docx
BA Psychology Presentation Rubric
BA Psychology Presentation Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeContent/Development
50.0 pts
Fair = 30 – 21 Points/Percent The presentation is two (2) slides slide short of the required slides required for the presentation. An appropriate topic, purpose, and form are employed, but it is not fully developed. At least 2 reasons in support of the topic with 1 example for each are used in the presentation. Convincing, content related graphics are inconsistent in the presentation. Parts of the conclusion do not follow the assignment’s directions. Subject knowledge and organization needs improvement, and more than one key point for the topic are missing.
50.0 pts
Good = 40 – 31 Points/Percent The presentation is one (1) slide short of the required slides required for the presentation. An appropriate topic, purpose, and form are employed. At least 3 reasons in support of the topic with 2 examples for each are used in the presentation. Convincing, content related graphics and a strong conclusion are used according to the assignment’s directions Subject knowledge and organization is good, but one key point for the topic is missing.
50.0 pts
Superior = 50 – 41 Points/Percent The number of required slides is used in the presentation. An appropriate topic, purpose, and form are employed. At least 3 reasons in support of the topic with 2 examples for each are used in the presentation. Convincing, content related graphics and a strong conclusion are used according to the assignment’s directions. Subject knowledge and organization is excellent.
20.0 pts
Poor = 20 Points/Percent or Below The presentation is three (3) or more slides slide short of the required slides required for the presentation. An inappropriate topic, purpose, and form are used for the presentation. The student does not present reasons in support of the topic. Graphics are not used in the presentation. If they are, they are not convincing or content related. The presentation has a weak or missing conclusion. Subject knowledge and organization is not evident, and several key points for the topic are missing.
50.0 pts
This criterion is linked to a Learning OutcomeEvidence/Scholarship
20.0 pts
Superior 20 - 13 Points/Percent Presentation provides dramatic and compelling evidence in support of the topic. Interesting, detailed presentation notes that further educate the audience on the topic. Sites all outside sources. Credits all information/ images from outside sources using superscript on the slides and APA format in the notes section.
12.0 pts
Good 12 - 5 Points/Percent Presentation provides a few (three (3) or more) key concepts and evidence in support of the topic. Interesting, detailed presentation notes that further educate the audience on the topic. Sites all outside sources. Credits all information/ images from outside sources using superscript on the slides and APA format in the notes section.
7.0 pts
Fair ...
Social Issue Persuasive Presentation.docx
Social Issue Persuasive Presentation
Goals of Social Issue Presentation:
To learn and practice principles of speech preparation.
To deliver a problem-solution persuasive presentation using an extemporaneous style.
Guidelines:
(See CIA)
You are to present a social problem and present a solution(s) to the problem using Monroe’s Motivated Sequence to organize your presentation.
Monroe’s Motivated Sequence
Attention
Introduction
Need
Problem
Body- 1st MP
Satisfaction
Solution
Body 2nd MP
Visualization
Adv. vs. Disadv.
Action
Specific Action
Conclusion
Body 3rd MP
Criteria for Project:
Time Limit: 7-9 min.
Sources: 6 sources. Your textbook does not count as a sources.
4 from past three years
4 must academic or mainstream periodical sources
All cited during the presentation
Criteria for Project:
Full Sentence Outline with References in APA style
Visual Aid is optional but strongly encouraged
Be sure we can see your face and upper body so we can grade for delivery.
Grading: 200 points
Outline with References: 30 points
Presentation: 170 points (see rubric in CIA/Canvas)
How to Submit:
You will need to record your assignment.
You must be able to see your upper body and face in the recording.
Please use YouTube to post the video link. Remember you can make adjust settings so that you need the link to view videos on these types of accounts.
You will post your YouTube link at the top of your full sentence outline and references.
So one document: link; outline; & references!
Submit to Canvas for plagiarism check using Turnitin.com!
Nursing theories are tested and systematic ways to implement nursing practice. Select a nursing theory and its conceptual model. Prepare a 10-15 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice. Include the following:
1. Present an overview of the nursing theory. Provide evidence that demonstrates support for the model's efficacy in nursing practice. Explain how the theory proves the conceptual model.
2. Explain how the nursing theory incorporates the four metaparadigm concepts.
3. Provide three evidence-based examples that demonstrate how the nursing theory supports nursing practice. Provide support and rationale for each.
Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
RUBIC
A detailed o.
TITLE OF PAPER HERE1TITLE OF PAPER HERE3Full Title
TITLE OF PAPER HERE 1
TITLE OF PAPER HERE 3
Full Title of Paper Here
Student Name (First M. Last)
Counselor Education and Family Studies, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
Full Title
Start with an introduction (don’t use a title for it). The intro will have the purpose of the paper, brief background (what culture you are discussing), brief outline of the paper for reader (what they should be expecting), and transition sentence to the first heading, “Events Attended” – one paragraph.
Events Attended (level 1 headings)
Describe the events attended and what happened (aprox. 250-300 words)
Comparison with Expectations
Discuss how your experience of actual cultural events compare with the expectations you had developed from the readings and Internet/media explorations you did in Cultural Immersion Project – Part 1. (approximately 250 words)
Emotional Impact
Describe how participation in these immersion events impact you emotionally. In other words, what was it like to be a minority in this group? (approximately 250 words)
As you consider your own cultural background, describe why do you think you responded the way you did? (approximately 250 words)
Key Things Learned
What are some key things that you have learned about this culture through these events? (approximately 250 words)
Counseling Theories Validated for This Group
Discuss counseling theories and techniques that have been empirically validated as effective with this group. You can use the McGoldrick et al. text for this section, and peer reviewed articles. Use a minimum of three resources. (approximately 250 words).
Identify three theoretical approaches (i.e. Cognitive Behavioral Therapy, Reality Therapy, Person-Centered, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the theory given).
Identify three counseling techniques (miracle question, reflective listening, thought-stopping techniques, mindfulness, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the technique given).
Student describes how characteristics noted above relate to counseling with this group, including resilience building and eliminating obstacles and illuminating opportunities.
References
References start here with a hanging indent. Double space and list references alphabetically by author’s last name. Review your APA Manual for formatting requirements for specific types of sources.
References should include at least 3 scholarly sources on your cultural group of interest (the resources must published by 2005 or later) focusing on counseling theories and counseling techniques. A pertinent, unassigned chapter from the McGoldrick et al. text may count as 1 of these reso ...
Webquest celebrations around the world
This WebQuest deals with celebrations around the world. Four of the most known celebrations will be compared and contrasted so that in the end the students could create their own celebration.
Writing a Philosophy paperEach topic I give you will ask you t.docx
Writing a Philosophy paper
Each topic I give you will ask you to “explain and evaluate” a position or idea or argument. There are four elements you must address in your essay (these four will be the elements I am grading).
I will give you a score of 0-5 for each of these four elements. I will then add the scores together to calculate your grade on the essay. If you score a perfect “5” on each element the maximum total score would be 20.
The score can be converted into a letter grade:
Score Letter Grade
19-20 A
18 A-
17 B
16 B-
14-15 C
13 D
12 D-
11-below F
I provide the scale for each element below. With each scale I have included specific directions that will help you score higher on that element. The bold print is what I will use to determine your score. I hope that by reading this you will feel confident that you know how to organize and write the essay.
#1: Describe, identify and explain two or more different philosophical positions and the relevant philosophical concepts.
As I grade, I will ask myself, “How well did you describe and explain both positions (either two different positions or an argument and counterargument)? How clear and accurate are your explanations and the use of the relevant philosophical terms/concepts?”
Provides clear, accurate and full explanations of each philosophical position.
Provides mostly clear, accurate and full explanations of each philosophical position.
(a) Provides a clear and accurate explanation of one position and a poor explanation of the second position or (b) provides explanations for both positions that are unclear and/or incomplete and/or inaccurate.
2 (a) Fails to provide an explanation for one of the two theories or (b) provides poor explanations of both positions.
1 (a) Fails to provide an explanation for one of the two theories and (b) provides a poor explanation for the other position.
The essay was not on the topic or there was no essay at all
#2: Apply critical thinking skills by analyzing the strengths and weaknesses of philosophical positions or theories and by writing a clear and coherent essay. As I grade, I will ask myself, “Did you explain the issue to be considered? How well do you analyze the strengths and weaknesses of the theories or positions? And how clear and coherent is your overall presentation?”
Gives coherent and consistent reasoning throughout the essay and a clear and comprehensive explanation of the issue to be considered. Also provides a coherent analysis of the strengths and weaknesses of the positions at issue.
Uses generally coherent and consistent reasoning throughout the essay and a clear, but not necessarily comprehensive, explanation of the issue to be considered. Also provides a coherent analysis of the strengths and weaknesses of the positions at issue.
Uses some coherent and consistent reasoning that either contains clear weakness in reasoning or fails to explain the issue to be considered. Also fai.
ASSIGNMENT 08E01 Careers in Early Childhood EducationDirection.docx
ASSIGNMENT 08
E01 Careers in Early Childhood Education
Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) double‐spaced pages; refer to the “Format Requirementsʺ page for specific format requirements.
Part A
Using the major objectives identified in one of the four curricula discussed in Lesson 5 (HighScope, Creative Curriculum, Core Knowledge, or Tools of the Mind), create a short learning opportunity for a 5-year-old child in the kindergarten class that you teach.
· Begin by identifying three objectives that you might use for instruction.
· Once you have determined your objectives, determine what adaptations to the curriculum and to the environment you might make in order to reach these objectives.
· Next, write a plan of what special learning opportunities will prompt the child to explore and discover new ideas and that support reaching the three objectives chosen.
Part B
As a teacher, think about how technology could be used to help children in a preschool class understand the following three concepts: Understanding Change, Cause-and-Effect Relationships, and the Idea of a System (that a whole is composed of related parts that affect each other).
· Choose one of the three concepts, and develop a sequence of three lessons that focus on the concept you have chosen.
· Describe each of the three lessons. Make sure to incorporate the questions below by including your answers to each when describing the three lessons.
· How will you intentionally plan for student learning?
· What activities will children engage in?
· What materials will be used?
· How will you know if your students understand the key concepts?
Part C
Imagine that you are a teacher’s aide in a classroom of 2nd-grade children (7- to 8-year-olds). In each of the following situations, describe the following.
a. The emotions the children involved might be experiencing
b. How you would use the strategies presented in the textbook to help the children become more aware of their own feelings and the feelings of others
c. How you would help them cope effectively with the situation
· Manual and Damien are playing in the sandbox. Manuel wants Damien’s shovel, so he takes it. Damien begins to cry, but Manuel continues to play, unaffected. Damien comes running to you, saying, “He took my shovel!”
· Latoya has been standing watching the others climbing the rock wall. It seems as if she’d like to join in, yet makes no move to do so.
· Tommy has a dilemma. He was just invited to a movie with Chuck, but his best friend, Mohammad, has not been asked to come and asks him to spend the night on the same date.
Part D
Ethics is one of the most fundamental qualities of a competent early childhood educator. Individuals have their ow.
Exceptional4 Good3FairAdequate2Limited1.docx
Exceptional
4
Good
3
Fair/Adequate
2
Limited
1
Poor/Unacceptable
0
N/A Possible
Points
Implicit
Assessment
Additional
Feedback
Structure/Organization Has a sophisticated organizational
structure that demonstrates a
complex understanding of the
material (10 pts)
Well organized from
introduction to conclusion;
paragraphs and ideas flow
coherently (9 pts)
Easy to follow, but would
benefit from some
restructuring and/or stronger
transitions between ideas (8
pts)
Readable, but order of
ideas and/or transitions
between ideas need work
(7 pts)
Difficult to follow Measure does
not apply
10
Research - Results of each
assessment and/or detailed,
organized, and well-
structured notes from film
analysis
Meets or exceeds research
requirements and integrates sources
skillfully (10 pts)
Meets or exceeds research
requirements and integrates
sources effectively (9 pts)
Meets research requirements
and integrates sources
correctly (8 pts)
Either fails to meet
research requirements or
fails to integrate sources
correctly (7 pts)
Fails both to meet research
requirements and to
integrate sources correctly
Measure does
not apply
10
Reading Comprehension -
Must include 3-5 concepts
from the assigned reading in
this class .
Demonstrates comprehension of all
sources, ability to evaluate sources,
and ability to advance knowledge
through a sophisticated reading of
the material (10 pts)
Demonstrates comprehension of
all sources plus ability to
evaluate sources (9 pts)
Demonstrates basic
comprehension of both
primary and secondary
sources (8 pts)
Demonstrates inconsistent
comprehension of sources
(7 pts)
Fails to demonstrate
comprehension of sources
Measure does
not apply
10
Documentation Demonstrates independent research
of documentation manual and
employs advanced documentation
style techniques (5 pts)
Follows basic style (MLA,
APA, Chicago) with few or no
flaws (4 pts)
Has punctuation or other
minor errors in
documentation, but in-text
citations are clearly
coordinated w/ bibliography
(3 pts)
Includes both in-text
citations and bibliography,
but they are inconsistent or
incomplete (2 pts)
Either or both in-text
citations or bibliography
missing
Measure does
not apply
5
Formal/professional language
and word choice
Highly articulate academic tone
employing professional language on
an advanced level (5 pts)
Clear and appropriate language
employing professional terms
correctly (4 pts)
Acceptable language use
overall, but some informal
language present (3 pts)
Some acceptable language
use, but overall tone is
informal (2 pts)
Lack of respect shown to
subject through use of slang
and/or overly casual or
colloquial language
Measure does
not apply
5
Grammar (sentence structure,
subject/verb agreement,
pronoun/
antecedent agreement, etc.)
Less than one grammatical error per
page in a paper that employs a
variety of complex sentence
structures (5 pts)
...
Project based learning against discrimination rubrics
Rubrics used for grading the outputs of students dealing with issues against discrimination.
ENG 130- Literature and Comp Literary Response for Setting.docx
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
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Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
WhatsApp:-
https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
YouTube:-
https://youtube.com/@special_education_needs
Teligram :- https://t.me/special_education_needs
Slide Shere :-
https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
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Phyto-Pharmacological Screening, New Strategies for evaluating
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Antifertility, Toxicity studies as per OECD guidelines
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Presentation2
- 1. Historical Timelines Fire Starter “ We Didn’t Start the Fire” a song by Billy Joel, circa 1989
- 3. We Didn’t Start the Fire After the release of this song in 1989, Billy Joel stated…“ The World's always been kinda messed up, it was messed up before I was born, it was messed up during the time that I lived and it will probably be messed up after I'm gone. That doesn't mean you don't try the best that you can and make this a better world. ”
- 6. The Questions How was history made in your lifetime? What impact did our generation have on world history? Who are these people? What are these events? Why are these things significant to history?
- 8. Newsletter Rubric Describes some dominant elements and principles used by the artist, but has difficulty describing how these relate to the meaning or feeling of the artwork. Tries to use aesthetic criteria to judge artwork, but does not apply the criteria accurately. Student can relate how the work makes him/her feel personally. 0-3 points. Accurately describes a couple of dominant elements and principles used by the artist and accurately relates how these are used by the artist to reinforce the theme, meaning, mood, or feeling of the artwork. Uses 1-2 criteria to judge the artwork. Student identifies the literal meaning of the work. 4-6 points. Uses multiple criteria to judge the artwork, such as composition, expression, creativity, design, communication of ideas. Forms a somewhat reasonable hypothesis about the symbolic or metaphorical meaning and is able to support this with evidence from the work. 7-10 points. Engagement (10 points possible) Describes some dominant elements and principles used by the artist, but has difficulty describing how these relate to the meaning or feeling of the artwork. Tries to use aesthetic criteria to judge artwork, but does not apply the criteria accurately. Student can relate how the work makes him/her feel personally. 0-3 points. Accurately describes a couple of dominant elements and principles used by the artist and accurately relates how these are used by the artist to reinforce the theme, meaning, mood, or feeling of the artwork. Uses 1-2 criteria to judge the artwork. Student identifies the literal meaning of the work. 4-6 points. Uses multiple criteria to judge the artwork, such as composition, expression, creativity, design, communication of ideas. Forms a somewhat reasonable hypothesis about the symbolic or metaphorical meaning and is able to support this with evidence from the work. 7-10 points. Visual Appeal (10 points possible) Describes some dominant elements and principles used by the artist, but has difficulty describing how these relate to the meaning or feeling of the artwork. Tries to use aesthetic criteria to judge artwork, but does not apply the criteria accurately. Student can relate how the work makes him/her feel personally. 0-3 points. Accurately describes a couple of dominant elements and principles used by the artist and accurately relates how these are used by the artist to reinforce the theme, meaning, mood, or feeling of the artwork. Uses 1-2 criteria to judge the artwork. Student identifies the literal meaning of the work. 4-6 points. Accurately describes several dominant elements or principles used by the artist and accurately relates how they are used by the artist to reinforce the theme, meaning, mood, or feeling of the artwork. 7-10 points. Content Knowledge (30 points possible) Makes a detailed description of some of the subject matter and/or elements seen in a work. 0-3 points. Makes a detailed description of most of the subject matter and/or elements seen in a work. 4-6 points. Makes a complete and detailed description of the subject matter and/or elements seen in a work. 7-10 points. Organization (10 points possible)
- 10. Website Rubric More than 4 errors in spelling or grammar. Four misspellings and/or grammatical errors. Three or fewer misspellings and/or mechanical errors. No misspellings or grammatical errors. Mechanics Presentation is of poor quality. It does not make sense or lacks historically significant information.. Presentation is of acceptable quality. It does not always makes sense or it contains few items that are historically significant . Presentation is of good quality. It makes sense and contains an adequate amount of historically significant information.. Presentation is of excellent quality. It makes sense and contains historically significant information. Quality There was no clear or logical organizational structure, just lots of facts. Content is logically organized for the most part. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is well organized using headings or bulleted lists to group related material. Organization Does not seem to understand the topic very well or he/she has chosen items that seem to have no historical significance. Includes essential information about the topic but there are 1-2 factual errors. Includes essential information about the topic but there are 1-2 factual errors. Covers topic in-depth with details and examples. Subject knowledge is excellent. Content Keep Trying Getting There Almost There On Task CATEGORY
- 12. Power Point Rubric Final work does not include sound bites or pictures, or lacks reliable information. The layout is void of organization. Final work contains very few sound bites & pictures, or not enough reliable information or the layout is messy. Final work contains a few sound bites, pictures, along with reliable information that is in an acceptable layout. Final work contains sound bites, pictures, and reliable information in an appealing layout. Presentation More than 4 errors in spelling or grammar. Four misspellings and/or grammatical errors. Three or fewer misspellings and/or mechanical errors. No misspellings or grammatical errors. Mechanics Presentation is of poor quality. It does not make sense or lacks historically significant information.. Presentation is of acceptable quality. It does not always makes sense or it contains few items that are historically significant . Presentation is of good quality. It makes sense and contains an adequate amount of historically significant information.. Presentation is of excellent quality. It makes sense and contains historically significant information. Quality There was no clear or logical organizational structure, just lots of facts. Content is logically organized for the most part. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is well organized using headings or bulleted lists to group related material. Organization Does not seem to understand the topic very well or he/she has chosen items that seem to have no historical significance. Includes essential information about the topic but there are 1-2 factual errors. Includes essential information about the topic but there are 1-2 factual errors. Covers topic in-depth with details and examples. Subject knowledge is excellent. Content Not quite there (0-6 pts) Needs Improvement (7-12 points) Satisfactory (13-18 pts) Excellent (19-25 pts) CATEGORY
- 13. The End