Read Chapter 2 and answer the following questions1. List .docx
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Read Chapter 2 and answer the following questions: 1. List five (5) decisions a teacher must make about the curriculum. 2. List three (3) ways that all children are alike. 3. List three (3) similar needs of young children. 4. Describe the change in thought from age 2 through age 11 or 12. 5. List four (4) ways teachers can determine children’s background experiences. 6. List three (3) ways to find out children’s interests. 7. List four (4) ways to determine the developmental levels and abilities of children. 8. What is P.L. 94-142 and what does it state? 9. List four (4) things you need to do as a teacher of special children regarding P.L. 94-142. 10. List eight (8) categories of special needs children. 11. List the eleven (11) goals of an inclusion program. 12. List and explain three (3) methods to gain knowledge about the culture and values of a community. 13. Why must teachers of young children understand geography, history, economics and other social sciences? 14. List six (6) ways children can assist with planning. 15. List five (5) elements that should be included in lessons plans. 16. List four (4) main sections that every lesson plan should include regardless of format. 17. Define behavioral objective. What three (3) questions do behavioral objectives answer? 18. What are four (4) goals which can be accomplished through the use of units, projects, and thematic learning? 19. List three (3) considerations for selecting themes or topics. 20. After selecting a theme or topic, list seven (7) elements that should be included in planning for the theme or unit. 21. List five (5) uses for authentic assessment . 22. List and describe four (4) types of assessments. 23. List five (5) things you should look for when interviewing children. 24. What are rubrics , and how can rubrics be used? 25. What are standardized tests and why might they not be useful to teachers of young children? book Social Studies for the Preschool/Primary Child Carol Seefeldt; Sharon D. Castle; Renee Falconer also you may used any addition .
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Chd 222Read Chapter 6 and answer the following questions.docx
Chd 222
Read Chapter 6 and answer the following questions:
1. Define
culture.
2. List the
nine
(9)
manifestations or evidence of a culture (see Table 6.1).
3. Define each approach:
Contributions Approach; Additive Approach; Transformation Approach; Social Action Approach.
4. List
three (3)
things a teacher must understand in order to incorporate respect for individuals.
5. Pick one of the
six (6)
questions about examining your own attitude and values toward people of different classes. Tell how you personally are addressing that question as you encounter people of different cultures.
6. Why must learning to celebrate diversity be a part of every early childhood curriculum and program?
7. List
five (5)
principles you should understand in order to teach children to celebrate diversity.
8. Explain each term:
Interconnectedness and interdependency; Multiculturalism; conflict resolution.
9. What are
values?
10. List and
explain
the
three (3)
ways children learn values.
11. Explain
indoctrination.
Why does this method not work?
12. List
three (3)
ways teachers can plan for children to explore their own feelings, reactions and values within a safe and secure environment.
13. List the
six (6)
steps in
value analysis.
14. Why is teaching values
controversial
?
15. How might you encourage anti-bias values in the classroom?
16. List
four (4)
suggestions for play props and materials that encourage anti-bias values in the classroom.
17. List
three (3)
suggestions for immediately addressing prejudice and discrimination in the classroom.
18. List
three (3)
instructional strategies that support the creation of an anti-bias learning environment.
19. List
six (6)
suggestions for deciding whether to ban war toys from the classroom.
20. List
three (3)
strategies that can help uncover children’s ideas about war and peace.
...
USE ANy EBOOK that deal with child development any editionsDeve.docx
USE ANy EBOOK that deal with child development any editions
Developmentally Appropriate Practice Curriculum and Development in Early Education
by Carol Gestwicki
Chapter 1
Read Chapter 1 and answer the following questions:
1. Define
developmental principles
and
preschoolers
.
2. Define
accreditation, academic, prekindergartens
and
early learning standards
.
3. List
eight (8)
new trends and concerns encountered in the early childhood field.
4. What is the position statement on developmentally appropriate practice?
5. List
five (5)
guidelines of early childhood practice.
6. Define
polarities
and
assessment
.
7. List
several
characteristics of intentional teaching.
8. What are
three (3)
important kinds of information and knowledge that form the basis of professional decision making?
9. Define
genetic, experiential, temperament, disabilities, developmental delays
and
culture
.
10. List
three (3)
dimensions that must be given attention when planning truly developmentally appropriate programs.
11. Define
domain, cognitive, sequence, chronological
and
heredity
.
12. List several characteristics of a good preschool.
13. Define
neurobiological, sensorimotor, symbolic
and
constructivism.
14. Define
scaffolding, interrelationships
and
continuum
.
15. Explain
interdependence.
16. List and
explain
the
four (4)
important areas of development.
17. Define
internalize, longitudinal studies, key developmental indicators, dispositions, initiative, divergent
and
facilitator.
18. How are children at risk because of stress?
19. Do the benefits in later academic situations justify the earlier stress caused by pushing academic learning prematurely onto young children?
20. List
ten (10)
misunderstandings about developmentally appropriate practice. Pick one that you can relate to and explain your feelings toward the subject.
21. Define
foundational
and
rote-learning.
22. Explain the
DISTAR
approach.
23. Define
literacy
and
objectives.
Social Studies for the Preschool/Primary Child
1. What are the two main purposes for the social studies?
2. What kind of education for children did John Dewey promote?
3. Describe the social studies curriculum initiated by
Lucy Sprague Mitchell.
4. Define
spiral curriculum.
List the areas of emphasis for K-3rd grade.
5. Define what Mitchell meant by
relationship thinking.
6. List the
four (4)
principles of Piaget and Vygotsky that were congruent with Mitchell’s beliefs.
7. List the
eight (8)
components of the social-living curriculum of the 1930’s and 1940’s.
8. What was the failure of the social-living curriculum?
9. Explain
holiday curriculum.
How should holidays be used in the curriculum?
10. What was
Sputnik?
11. Describe the kindergarten program according to Robison and Spodek.
12. Explain the
War on Poverty
. Give specifics about what was included in the War on Poverty and the result ...
CHD 222Read Chapter 8 and answer the following questions1. .docx
CHD 222
Read Chapter 8 and answer the following questions:
1. List the
five (5)
geography skills that children develop during preschool and primary years.
2. List the
five (5)
main themes of geographical studies.
3. Give examples of how a teacher can use the environment to increase children’s awareness of the world around them.
4. How can a teacher use land and water to help children begin to make distinctions between the different surfaces covering the earth?
5. Learning to care for the earth involves what
five (5)
concepts?
6. Define
interdependency.
7. What is meant by
aesthetic education?
8. Define
social consciousness.
9. List the
three (3) R’s
of being a good environmentalist.
10. List
several
suggestions for teaching children about how the earth moves in space.
11. What can a teacher do to teach children about direction and location?
12. List
eight (8)
concepts children are made aware of through movement exploration.
13. Explain
cardinal directions.
How can a teacher teach cardinal directions to children?
14. What is meant by
relative position?
15. List
three (3)
concepts children must understand in order to use maps.
16. List
three (3)
things you might want to do when introducing children to maps.
17. What do geographers study?
18. What is a region?
19. What is a physical region?
20. Define
cultural region.
...
The Teacher as the Knower of the Curriculum
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
Recommended
Chd 222Read Chapter 6 and answer the following questions.docx
Chd 222
Read Chapter 6 and answer the following questions:
1. Define
culture.
2. List the
nine
(9)
manifestations or evidence of a culture (see Table 6.1).
3. Define each approach:
Contributions Approach; Additive Approach; Transformation Approach; Social Action Approach.
4. List
three (3)
things a teacher must understand in order to incorporate respect for individuals.
5. Pick one of the
six (6)
questions about examining your own attitude and values toward people of different classes. Tell how you personally are addressing that question as you encounter people of different cultures.
6. Why must learning to celebrate diversity be a part of every early childhood curriculum and program?
7. List
five (5)
principles you should understand in order to teach children to celebrate diversity.
8. Explain each term:
Interconnectedness and interdependency; Multiculturalism; conflict resolution.
9. What are
values?
10. List and
explain
the
three (3)
ways children learn values.
11. Explain
indoctrination.
Why does this method not work?
12. List
three (3)
ways teachers can plan for children to explore their own feelings, reactions and values within a safe and secure environment.
13. List the
six (6)
steps in
value analysis.
14. Why is teaching values
controversial
?
15. How might you encourage anti-bias values in the classroom?
16. List
four (4)
suggestions for play props and materials that encourage anti-bias values in the classroom.
17. List
three (3)
suggestions for immediately addressing prejudice and discrimination in the classroom.
18. List
three (3)
instructional strategies that support the creation of an anti-bias learning environment.
19. List
six (6)
suggestions for deciding whether to ban war toys from the classroom.
20. List
three (3)
strategies that can help uncover children’s ideas about war and peace.
...
USE ANy EBOOK that deal with child development any editionsDeve.docx
USE ANy EBOOK that deal with child development any editions
Developmentally Appropriate Practice Curriculum and Development in Early Education
by Carol Gestwicki
Chapter 1
Read Chapter 1 and answer the following questions:
1. Define
developmental principles
and
preschoolers
.
2. Define
accreditation, academic, prekindergartens
and
early learning standards
.
3. List
eight (8)
new trends and concerns encountered in the early childhood field.
4. What is the position statement on developmentally appropriate practice?
5. List
five (5)
guidelines of early childhood practice.
6. Define
polarities
and
assessment
.
7. List
several
characteristics of intentional teaching.
8. What are
three (3)
important kinds of information and knowledge that form the basis of professional decision making?
9. Define
genetic, experiential, temperament, disabilities, developmental delays
and
culture
.
10. List
three (3)
dimensions that must be given attention when planning truly developmentally appropriate programs.
11. Define
domain, cognitive, sequence, chronological
and
heredity
.
12. List several characteristics of a good preschool.
13. Define
neurobiological, sensorimotor, symbolic
and
constructivism.
14. Define
scaffolding, interrelationships
and
continuum
.
15. Explain
interdependence.
16. List and
explain
the
four (4)
important areas of development.
17. Define
internalize, longitudinal studies, key developmental indicators, dispositions, initiative, divergent
and
facilitator.
18. How are children at risk because of stress?
19. Do the benefits in later academic situations justify the earlier stress caused by pushing academic learning prematurely onto young children?
20. List
ten (10)
misunderstandings about developmentally appropriate practice. Pick one that you can relate to and explain your feelings toward the subject.
21. Define
foundational
and
rote-learning.
22. Explain the
DISTAR
approach.
23. Define
literacy
and
objectives.
Social Studies for the Preschool/Primary Child
1. What are the two main purposes for the social studies?
2. What kind of education for children did John Dewey promote?
3. Describe the social studies curriculum initiated by
Lucy Sprague Mitchell.
4. Define
spiral curriculum.
List the areas of emphasis for K-3rd grade.
5. Define what Mitchell meant by
relationship thinking.
6. List the
four (4)
principles of Piaget and Vygotsky that were congruent with Mitchell’s beliefs.
7. List the
eight (8)
components of the social-living curriculum of the 1930’s and 1940’s.
8. What was the failure of the social-living curriculum?
9. Explain
holiday curriculum.
How should holidays be used in the curriculum?
10. What was
Sputnik?
11. Describe the kindergarten program according to Robison and Spodek.
12. Explain the
War on Poverty
. Give specifics about what was included in the War on Poverty and the result ...
CHD 222Read Chapter 8 and answer the following questions1. .docx
CHD 222
Read Chapter 8 and answer the following questions:
1. List the
five (5)
geography skills that children develop during preschool and primary years.
2. List the
five (5)
main themes of geographical studies.
3. Give examples of how a teacher can use the environment to increase children’s awareness of the world around them.
4. How can a teacher use land and water to help children begin to make distinctions between the different surfaces covering the earth?
5. Learning to care for the earth involves what
five (5)
concepts?
6. Define
interdependency.
7. What is meant by
aesthetic education?
8. Define
social consciousness.
9. List the
three (3) R’s
of being a good environmentalist.
10. List
several
suggestions for teaching children about how the earth moves in space.
11. What can a teacher do to teach children about direction and location?
12. List
eight (8)
concepts children are made aware of through movement exploration.
13. Explain
cardinal directions.
How can a teacher teach cardinal directions to children?
14. What is meant by
relative position?
15. List
three (3)
concepts children must understand in order to use maps.
16. List
three (3)
things you might want to do when introducing children to maps.
17. What do geographers study?
18. What is a region?
19. What is a physical region?
20. Define
cultural region.
...
The Teacher as the Knower of the Curriculum
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
Assignment 04EC410 Cultural DiversityDirections Be sure to m.docx
Assignment 04
EC410 Cultural Diversity
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) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs.
Assignment 08EC410 Cultural DiversityDirections Be sure to m.docx
Assignment 08
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it to 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 in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 5, 6, 7, and 8.
Part 1
Choose one of the following religions to research: Christianity, Judaism, Buddhism, or Hinduism. As you research, be prepared to identify and discuss the following concepts as each relates to the religion: traditions/celebrations, beliefs, and restrictions. Discuss how you may have to modify or adapt your classroom for a student of this specific religion. You will want to refer back to Lesson 5.
Part 2
To practice lesson planning, create an age appropriate activity for early childhood aged students based on three of Gardner’s Multiple Intelligences. Your lesson plan should include a learning objective, materials, and a step-by-step guide on how to complete the activity, and identification of which Multiple Intelligences are being addressed. You will want to refer back to Lesson 8.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper identifying and
discussing the chosen
religion and all of the
following components:
traditions/celebrations,
beliefs, and restrictions.
The student wrote a
somewhat clear paper
identifying and discussing
the chosen religion and two
(2) of the following
components:
traditions/celebrations,
beliefs, and restrictions.
The student wrote an
unclear paper identifying
and discussing the chosen
religion and only one of the
following components:
traditions/celebrations,
beliefs, and restrictions.
The student wrote a poor
paper identifying and
discussing the chosen
religion and none of the
following components:
traditions/celebrations,
beliefs, and restrictions.
15 points10 points5 points2 points
The student clearly discussed
and described three ways a
classroom would need to be
modified or adapted for
religious diversity.
The student somewhat
clearly discussed or
described only two ways a
classroom would need to be
modified or adapted for
religious diversity.
The student unclearly
discussed or described only
one way a classroom would
need to be modified or
adapted for religious
diversity.
The student poorly
discussed or did not
describe ways a classroom
would need to be
modified or adapted for
religious diversity.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
of Gardner's Multiple
Inte.
Online Assignment -National curriculum framework
Online Assignment - National Curriculum Framework
By
Sabari Chandran
B.ed 2014-15
KTCT College Of Teacher Education
Curriculum development and models
What Is Curriculum
Characteristics Of Coherent Curriculum
6-step Approach To Curriculum Development
Problem Identification & General Needs Assessment
Components Of Curriculum Document
5 Perspective of Curriculum
Planning goals and learning outcome (aims, goals, and Objectives)
what is aim? what is objective? how to write aims, goals, and objectives)
EDUC 636Strategies Portfolio Grading RubricCriteriaLevels
EDUC 636
Strategies Portfolio Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Title and Strategy
32 to 35 points
Student chooses 5 strategies to review.
29 to 31 points
Student chooses 4 strategies to review.
1 to 28 points
Student chooses 2 or 3 strategies to review.
0 points
Student chooses 0 or 1 strategy to review.
Standards and Grade Level
32 to 35 points
Student provides standards and appropriate grade level for each of the 5 strategies.
29 to 31 points
Student provides standards and appropriate grade level for 4 of the 5 strategies.
1 to 28 points
Student provides standards and appropriate grade level for 3 of the 5 strategies.
0 points
Student provides standards and appropriate grade level for 2 or fewer strategies.
Description of Strategy
32 to 35 points
Student provides a thorough description outlining ideas and applications for each of the 5 strategies in 1–2 paragraphs.
29 to 31 points
Student provides a thorough description outlining ideas and applications for 4 of the 5 strategies in 1–2 paragraphs.
1 to 28 points
Student provides a thorough description outlining ideas and applications for 3 of the 5 strategies in 1–2 paragraphs.
0 points
Student provides a thorough description outlining ideas and applications for 2 or fewer strategies in 1–2 paragraphs.
Structure
Advanced
Proficient
Developing
Not present
Sources
14 to 15 points
Citations and references documented in current APA format with no errors.
13 points
Citations and references documented in current APA format with 1 to 2 style errors.
1 to 12 points
Citations and references documented in current APA format with 3 to 4 styles errors.
0 points
Citations and or references missing. More than 4 style errors.
Assignment Components
14 to 15 points
Student outlines all 4 components for each of the 5 strategies.
13 points
Student outlines 3 of the 4 components for each of the 5 strategies.
1 to 12 points
Student outlines 2 of the 4 components for each of the 5 strategies.
0 points
Student outlines 0 or 1 component for each of the 5 strategies.
Mechanics
14 to 15 points
No grammar, spelling, or punctuation errors are present.
13 points
A total of 1–2 grammar, spelling, or punctuation errors are present.
1 to 12 points
A total of 3–4 grammar, spelling, or punctuation errors are present.
0 points
More than 4 grammar, spelling, or punctuation errors are present.
1
Max Perez
Research Methods 2
11/9/21
Part 1
The research is intricately designed on a particular topic that is very common
in the United States and other parts of the world as well. The ultimate superiority of
white people and the treatment of police towards the black people.
We read about various research about the particular topic and how certain
factors are involved in stimulating powers to change this stigma from society.
The particular hypothesis unfolds that how this problem has prevailed in
society and it is the stigma that has bee ...
Assignment 3 Educational Equality for All StudentsDue Week 10 a.docx
Assignment 3: Educational Equality for All Students
Due Week 10 and worth 350 points
Researchers over time have documented a number of factors that have slowed the integration of multicultural curriculum in schools. However, the institutionalization of diverse content into school curricula has made significant progress in the last several years. Examine current research on how multiculturalism is being integrated into the grade level at which you teach or plan on teaching.
Write a six to eight (6-8) page paper in which you:
1. Evaluate the use of Bank’s four (4) approaches to integration of multicultural and / or global content, focusing on curricula designed for the grade level in which you teach or plan on teaching.
2. Analyze three to five (3-5) factors that determine that color blindness is not the solution to racism in the classroom. Provide specific instructional strategies geared to addressing race in a more constructive fashion in the grade level in which you teach or plan on teaching.
3. Design a scholastic program for integrating multiculturalism into the grade level in which you teach or plan on teaching. Propose specific features of the program and how it would be included when teaching different subject matter such as math, history, or literature.
4. Develop three to five (3-5) techniques for incorporating a school-wide positive behavior management system and restorative practices, ensuring that your school is culturally respectful and responsive.
5. Provide at least five (5) references (no more than five [5] years old) from material outside the textbook.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Examine current research, issues, and educational practices related to multiculturalism in schools and society.
· Identify instructional strategies that are applicable to the K-12 diverse learning environment.
· Use technology and information resources to research issues in diversity in K-12 education.
· Write clearly and concisely about diversity in K-12 education using proper writing mechanics.
Click here to view the grading rubric for this assignment.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 350
Assignment 3:Educational Equality for All Students
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Evaluate the use of Bank’s fou ...
Designing Learning Objectives for Young Children
ECCD training, Day Care Center teachers, Social Workers, Early Childhood teachers
Leave a comment or just say, "Thank You". it motivates me. :-)
Read Chapter 3. Answer the following questions1.Wha.docx
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Read Chapter 15 and answer the following questions 1. De.docx
Read Chapter 15 and answer the following questions
:
1. Describe several characteristics of infants that make them different from other children.
2. What is the feeding challenge in meeting the nutritional needs of an infant?
3. Define
low-birthweight (LBW) infant
.
4. List
nine (9)
problems associated with low birth weight.
5. List
five (5)
reasons a mother may choose formula feeding instead of breast feeding.
6. List
four (4)
steps to safe handling of breast milk.
7. What
two (2)
factors determine safe preparation of formula? Briefly describe each factor.
8. Define
aseptic procedure.
9. Define
distention
and tell what causes distention.
10. Define
regurgitation, electrolytes,
and
developmental or physiological readiness.
11. Why should a bottle
NEVER
be propped and a baby left unattended while feeding?
12. When might an infant need supplemental water?
13. When should solid food be introduced to an infant? What is meant by the infant being developmentally ready?
14. Define
palmar grasp
and
pincer grip.
15. List
ten (10)
common feeding concerns. Pick
ONE
and explain why that is a concern.
Read Chapter 16 and answer the following questions:
1. Describe
toddlers and preschoolers
.
2. Define
neophobic.
3. List
three (3)
things a teacher is responsible for when feeding a toddler. List
two (2)
things for which the child is responsible.
4. Why should you
NOT
try to force a toddler to eat or be overly concerned if children are suddenly eating less?
5. Explain the results of spacing meals
too far apart
and
too close together
.
6. List a
good eating pattern
for toddlers.
7. Name several healthy snack choices for toddlers and young children.
8. List several suggestions for making eating time comfortable, pleasant and safe.
9. What changes about eating habits when a toddler develops into a preschooler?
10. Define
Down syndrome
and
Prader-Willi syndrome.
11. How can parents and teachers promote good eating habits for preschoolers?
12. When and where should rewards be offered?
13. Why should children
not
be encouraged to have a
“clean plate”?
14. List
five (5)
health conditions related to dietary patterns.
15. What is the Physical Activity Pyramid and for what is it designed?
16. List
eight (8)
common feeding concerns during toddler and preschool years. Pick
one and explain
it thoroughly.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
More Related Content
Similar to Read Chapter 2 and answer the following questions1. List .docx
Assignment 04EC410 Cultural DiversityDirections Be sure to m.docx
Assignment 04
EC410 Cultural Diversity
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) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs.
Assignment 08EC410 Cultural DiversityDirections Be sure to m.docx
Assignment 08
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it to 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 in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 5, 6, 7, and 8.
Part 1
Choose one of the following religions to research: Christianity, Judaism, Buddhism, or Hinduism. As you research, be prepared to identify and discuss the following concepts as each relates to the religion: traditions/celebrations, beliefs, and restrictions. Discuss how you may have to modify or adapt your classroom for a student of this specific religion. You will want to refer back to Lesson 5.
Part 2
To practice lesson planning, create an age appropriate activity for early childhood aged students based on three of Gardner’s Multiple Intelligences. Your lesson plan should include a learning objective, materials, and a step-by-step guide on how to complete the activity, and identification of which Multiple Intelligences are being addressed. You will want to refer back to Lesson 8.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper identifying and
discussing the chosen
religion and all of the
following components:
traditions/celebrations,
beliefs, and restrictions.
The student wrote a
somewhat clear paper
identifying and discussing
the chosen religion and two
(2) of the following
components:
traditions/celebrations,
beliefs, and restrictions.
The student wrote an
unclear paper identifying
and discussing the chosen
religion and only one of the
following components:
traditions/celebrations,
beliefs, and restrictions.
The student wrote a poor
paper identifying and
discussing the chosen
religion and none of the
following components:
traditions/celebrations,
beliefs, and restrictions.
15 points10 points5 points2 points
The student clearly discussed
and described three ways a
classroom would need to be
modified or adapted for
religious diversity.
The student somewhat
clearly discussed or
described only two ways a
classroom would need to be
modified or adapted for
religious diversity.
The student unclearly
discussed or described only
one way a classroom would
need to be modified or
adapted for religious
diversity.
The student poorly
discussed or did not
describe ways a classroom
would need to be
modified or adapted for
religious diversity.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
of Gardner's Multiple
Inte.
Online Assignment -National curriculum framework
Online Assignment - National Curriculum Framework
By
Sabari Chandran
B.ed 2014-15
KTCT College Of Teacher Education
Curriculum development and models
What Is Curriculum
Characteristics Of Coherent Curriculum
6-step Approach To Curriculum Development
Problem Identification & General Needs Assessment
Components Of Curriculum Document
5 Perspective of Curriculum
Planning goals and learning outcome (aims, goals, and Objectives)
what is aim? what is objective? how to write aims, goals, and objectives)
EDUC 636Strategies Portfolio Grading RubricCriteriaLevels
EDUC 636
Strategies Portfolio Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Title and Strategy
32 to 35 points
Student chooses 5 strategies to review.
29 to 31 points
Student chooses 4 strategies to review.
1 to 28 points
Student chooses 2 or 3 strategies to review.
0 points
Student chooses 0 or 1 strategy to review.
Standards and Grade Level
32 to 35 points
Student provides standards and appropriate grade level for each of the 5 strategies.
29 to 31 points
Student provides standards and appropriate grade level for 4 of the 5 strategies.
1 to 28 points
Student provides standards and appropriate grade level for 3 of the 5 strategies.
0 points
Student provides standards and appropriate grade level for 2 or fewer strategies.
Description of Strategy
32 to 35 points
Student provides a thorough description outlining ideas and applications for each of the 5 strategies in 1–2 paragraphs.
29 to 31 points
Student provides a thorough description outlining ideas and applications for 4 of the 5 strategies in 1–2 paragraphs.
1 to 28 points
Student provides a thorough description outlining ideas and applications for 3 of the 5 strategies in 1–2 paragraphs.
0 points
Student provides a thorough description outlining ideas and applications for 2 or fewer strategies in 1–2 paragraphs.
Structure
Advanced
Proficient
Developing
Not present
Sources
14 to 15 points
Citations and references documented in current APA format with no errors.
13 points
Citations and references documented in current APA format with 1 to 2 style errors.
1 to 12 points
Citations and references documented in current APA format with 3 to 4 styles errors.
0 points
Citations and or references missing. More than 4 style errors.
Assignment Components
14 to 15 points
Student outlines all 4 components for each of the 5 strategies.
13 points
Student outlines 3 of the 4 components for each of the 5 strategies.
1 to 12 points
Student outlines 2 of the 4 components for each of the 5 strategies.
0 points
Student outlines 0 or 1 component for each of the 5 strategies.
Mechanics
14 to 15 points
No grammar, spelling, or punctuation errors are present.
13 points
A total of 1–2 grammar, spelling, or punctuation errors are present.
1 to 12 points
A total of 3–4 grammar, spelling, or punctuation errors are present.
0 points
More than 4 grammar, spelling, or punctuation errors are present.
1
Max Perez
Research Methods 2
11/9/21
Part 1
The research is intricately designed on a particular topic that is very common
in the United States and other parts of the world as well. The ultimate superiority of
white people and the treatment of police towards the black people.
We read about various research about the particular topic and how certain
factors are involved in stimulating powers to change this stigma from society.
The particular hypothesis unfolds that how this problem has prevailed in
society and it is the stigma that has bee ...
Assignment 3 Educational Equality for All StudentsDue Week 10 a.docx
Assignment 3: Educational Equality for All Students
Due Week 10 and worth 350 points
Researchers over time have documented a number of factors that have slowed the integration of multicultural curriculum in schools. However, the institutionalization of diverse content into school curricula has made significant progress in the last several years. Examine current research on how multiculturalism is being integrated into the grade level at which you teach or plan on teaching.
Write a six to eight (6-8) page paper in which you:
1. Evaluate the use of Bank’s four (4) approaches to integration of multicultural and / or global content, focusing on curricula designed for the grade level in which you teach or plan on teaching.
2. Analyze three to five (3-5) factors that determine that color blindness is not the solution to racism in the classroom. Provide specific instructional strategies geared to addressing race in a more constructive fashion in the grade level in which you teach or plan on teaching.
3. Design a scholastic program for integrating multiculturalism into the grade level in which you teach or plan on teaching. Propose specific features of the program and how it would be included when teaching different subject matter such as math, history, or literature.
4. Develop three to five (3-5) techniques for incorporating a school-wide positive behavior management system and restorative practices, ensuring that your school is culturally respectful and responsive.
5. Provide at least five (5) references (no more than five [5] years old) from material outside the textbook.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Examine current research, issues, and educational practices related to multiculturalism in schools and society.
· Identify instructional strategies that are applicable to the K-12 diverse learning environment.
· Use technology and information resources to research issues in diversity in K-12 education.
· Write clearly and concisely about diversity in K-12 education using proper writing mechanics.
Click here to view the grading rubric for this assignment.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 350
Assignment 3:Educational Equality for All Students
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Evaluate the use of Bank’s fou ...
Designing Learning Objectives for Young Children
ECCD training, Day Care Center teachers, Social Workers, Early Childhood teachers
Leave a comment or just say, "Thank You". it motivates me. :-)
Similar to Read Chapter 2 and answer the following questions1. List .docx (20)
Assignment 04EC410 Cultural DiversityDirections Be sure to m.docx
Assignment 04EC410 Cultural DiversityDirections Be sure to m.docx
Assignment 08EC410 Cultural DiversityDirections Be sure to m.docx
Assignment 08EC410 Cultural DiversityDirections Be sure to m.docx
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM
Planning goals and learning outcome (aims, goals, and Objectives)
Planning goals and learning outcome (aims, goals, and Objectives)
EDUC 636Strategies Portfolio Grading RubricCriteriaLevels
EDUC 636Strategies Portfolio Grading RubricCriteriaLevels
Assignment 3 Educational Equality for All StudentsDue Week 10 a.docx
Assignment 3 Educational Equality for All StudentsDue Week 10 a.docx
More from ShiraPrater50
Read Chapter 3. Answer the following questions1.Wha.docx
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Read Chapter 15 and answer the following questions 1. De.docx
Read Chapter 15 and answer the following questions
:
1. Describe several characteristics of infants that make them different from other children.
2. What is the feeding challenge in meeting the nutritional needs of an infant?
3. Define
low-birthweight (LBW) infant
.
4. List
nine (9)
problems associated with low birth weight.
5. List
five (5)
reasons a mother may choose formula feeding instead of breast feeding.
6. List
four (4)
steps to safe handling of breast milk.
7. What
two (2)
factors determine safe preparation of formula? Briefly describe each factor.
8. Define
aseptic procedure.
9. Define
distention
and tell what causes distention.
10. Define
regurgitation, electrolytes,
and
developmental or physiological readiness.
11. Why should a bottle
NEVER
be propped and a baby left unattended while feeding?
12. When might an infant need supplemental water?
13. When should solid food be introduced to an infant? What is meant by the infant being developmentally ready?
14. Define
palmar grasp
and
pincer grip.
15. List
ten (10)
common feeding concerns. Pick
ONE
and explain why that is a concern.
Read Chapter 16 and answer the following questions:
1. Describe
toddlers and preschoolers
.
2. Define
neophobic.
3. List
three (3)
things a teacher is responsible for when feeding a toddler. List
two (2)
things for which the child is responsible.
4. Why should you
NOT
try to force a toddler to eat or be overly concerned if children are suddenly eating less?
5. Explain the results of spacing meals
too far apart
and
too close together
.
6. List a
good eating pattern
for toddlers.
7. Name several healthy snack choices for toddlers and young children.
8. List several suggestions for making eating time comfortable, pleasant and safe.
9. What changes about eating habits when a toddler develops into a preschooler?
10. Define
Down syndrome
and
Prader-Willi syndrome.
11. How can parents and teachers promote good eating habits for preschoolers?
12. When and where should rewards be offered?
13. Why should children
not
be encouraged to have a
“clean plate”?
14. List
five (5)
health conditions related to dietary patterns.
15. What is the Physical Activity Pyramid and for what is it designed?
16. List
eight (8)
common feeding concerns during toddler and preschool years. Pick
one and explain
it thoroughly.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read chapter 7 and write the book report The paper should be .docx
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 7 and answer the following questions1. What a.docx
Read Chapter 7 and answer the following questions:
1. What are preschoolers like?
2. Define
large motor, coordination, agility
and
conscience
.
3. What do preschoolers do?
4. What do preschoolers need?
5. Define
sense of initiative, socialized
and
norms
.
6. List the
seven (7)
dimensions of an environment advocated by Prescott.
7. Describe an environment that provides for initiative.
8. List
six (6)
opportunities for children provided through good storage of materials.
9. Define
pictograph
.
10. List
six (6)
environments that foster initiative
.
11. Describe an environment that helps to develop creativity.
12. List
eight (8)
factors for creativity.
13. Describe an environment for learning through play.
14. Where do you begin when deciding how to set up a room?
15. What should you know about pathways in the room?
16. How can you modify a classroom for children with special needs?
17. List
seven (7)
suggestions for welcoming children with special needs.
18. Describe an environment for outdoor play.
19. List
seven (7)
suggestions for an environment that fosters play.
20. How can you plan for safety?
21. Define
interest centers, indirect guidance, private space
and
antibiased
.
22. Describe an environment that fosters self-control.
23. Define
time blocks, child-initiated,
and
teacher-initiated
.
24. List
six (6)
features found in schedules that meet children's needs.
25. List
eight (8)
principles of developmentally appropriate transitions for preschoolers.
26. Define
kindergarten
. Describe kindergarten today.
27. Define
screening, readiness tests, transitional classes
and
retention
.
28. What is the kindergarten dilemma?
29. List
five (5)
inappropriate physical environments for preschoolers.
Read Chapter 8 and answer the following questions:
1. What are primary-age children like?
2. What do primary-age children like to do?
3. Define
peers, sense of industry, competence
and
concrete
.
4. What do primary-age children need?
5. How do primary-age children learn best?
6. What are some of the concerns about public education?
7. Describe an environment for a sense of industry.
8. What is a benefit of the learning-center approach for primary-age children?
9. What is a planning contract?
10. What is an advantage to providing a number of separate learning centers?
11. What is a planning board?
12. Define
portfolio
.
13. How do teachers of primary-age children use portfolios and work samples?
14. What are two large and important learning centers related to literacy?
15. What should a writing center contain?
16. List
four (4)
suggestions for an environment that fosters early literacy.
17. Describe an environment that fosters math understanding.
18. Describe a physical environment that fosters scientific awareness.
19. Describe an environment for relationships.
20. List
five (5)
suggestions for fostering peer- and te.
Read chapter 14, 15 and 18 of the class textbook.Saucier.docx
Read chapter 14, 15 and 18 of the class textbook.
Saucier Lundy, K & Janes, S.. (2016). Community Health Nursing. Caring for the Public’s Health. (3rd
ed.)
ISBN: 978-1-4496-9149-3
Once done answer the following questions;
1. How the different topics/health issues can be addressed through both professional health promotion and personal health promotion. What is the difference in the approach? How does each approach contribute to the desired effect?
2. Should health insurance companies cover services that are purely for health promotion purposes? Why or why not? What about employers? What are the pros and cons of this type of coverage?
3. What do you think about the role integrating nursing with faith? Is this something you feel is appropriate? When is it appropriate? What types of settings do you feel this would work best in? Do you feel nurses should integrate faith in their nursing practice? Why or why not and how?
4. Have you been a part of a group in which corruption of leadership has occurred? Do you feel it is unavoidable? How did you feel in that particular group?
APA format word document Arial 12 font attached to the forum in the discussion board title "Week 4 discussion questions".
A minimum of 2 evidence based references no older than 5 years old are required besides the class textbook
A minimum of 500 words without count the first and last page are required.
.
Read Chapter 10 APA FORMAT1. In the last century, what historica.docx
Read Chapter 10 APA FORMAT
1. In the last century, what historical, social, political, and economic trends and issues have influenced today’s health-care system?
2. What is the purpose and process of evaluating the three aspects of health care: structure, process, and outcome?
3. How does technology improve patient outcomes and the health-care system?
4. How can you intervene to improve quality of care and safety within the health-care system and at the bedside?
5. Select one nonprofit organization or one government agencies that influences and advocates for quality improvement in the health-care system. Explore the Web site for your selected organization/agency and answer the following questions: •
What does the organization/agency do that supports the hallmarks of quality? •
What have been the results of their efforts for patients, facilities, the health-care delivery system, or the nursing profession? •
How has the organization/agency affected facilities where you are practicing and your own professional practice?
.
Read chapter 7 and write the book report The paper should b.docx
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 14 and answer the following questions1. Explain t.docx
Read Chapter 14 and answer the following questions:
1. Explain the importance of proteins.
2. Define
amino acids, non-essential amino acids, essential amino acids, complete protein,
and
incomplete proteins.
3. Define
complementary proteins
and
supplementary proteins.
4. Why are
vitamins
important?
5. Define
fat soluble
and
water soluble.
6. What is
DNA
?
RNA?
7. Which vitamins play essential roles in the formation of blood cells and hemoglobin?
8. Which vitamins regulate bone growth?
9. Define
collagen.
10. Which vitamins regulate energy metabolism?
11. Define
neuromuscular
and
spina bifida.
12. What are
megadoses
?
13. Define
minerals
and tell why they are important.
14. What minerals support growth?
15. What are the major minerals found in bones and teeth?
16. Why is fluoride added to water supplies of communities? Why is fluoride important?
17. What are the major food sources of
calcium
and
phosphorus
?
18. Define
hemoglobin
. Define
iron-deficiency
anemia
.
19. What are the major food sources of iron?
20. Why is water so important to children? How is water lost and replaced in children?
21. Name
three (3)
problems caused by children drinking too much fruit juice.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read Chapter 2 first. Then come to this assignment.The first t.docx
Read Chapter 2 first. Then come to this assignment.
The first theme of next week's class (Week 2) will be Chapter 2, Concepts of Infectious Disease. I will briefly go through the chapter to make sure that you understand it, and then we will have a discussion.
Since the chapter in the textbook is so full of important concepts, it would be difficult to narrow it down to a single topic for discussion. So I have posted this introduction and 3 separate subtopics. You can choose which one you want to write about. Each student should choose one of these subtopics for your major post. You should write well thought out primary comments on at least one of the points below (150-200 words).
BE SURE TO INCLUDE YOUR NAME AND SUBTOPIC IN THE HEADER FOR YOUR PAPER.
We will discuss each of the subtopics that were chosen by the students. Each of you should take an active role in presenting your topic to the other students. Explain the concept in your own words, or develop it further using a relevant example. As other students present their perspective on the same topic, hopefully an active discussion will take hold. I will jump in only as needed. This format will allow you to develop one subtopic in an active sense, but learn about the others by being drawn into them through other people's discussions.
Choose your subtopic:
Subtopic 1: Factors that affect the spread of epidemics
Question: Explain how the interaction between these factors are relevant to the transmission of AIDS. For example, which of these factors are most critical to the transmission of HIV. Which aren't.
1. Total number of hosts
2. Host’s birth rate
3. Rate at which new susceptible hosts migrate into population
4. Number of susceptible uninfected hosts
5. Rate at which disease can be transmitted from infected to uninfected hosts
6. Death rate of infected hosts
7. The number of infected hosts who survive and become immune or resistant to further infection
Subtopic 2: Acute versus Chronic Infections
Question: Compare the definitions of Acute Infections and Chronic Infections below. Based on what you know about HIV/AIDS at this point, which description most closely matches AIDS? Explain your answer, using evidence from the book to support your position.
What is an acute infection?
1. Produces symptoms and makes a person infectious soon after infection.
2. The infected person may: transmit the disease
die from the infection
recover and develop immunity
3. the acute microorganism
STRIKES QUICKLY
infects entire group (small group)
dies out
What is a chronic infection?
Person may never show symptoms
Person continues to carry infectious agent at a low level
Does NOT mount an effective immune response
Subtopic 3: Controlling infectious disease
Question: Explain what herd immunity is and how it works. Use an example from either the bo.
Journal of Public Affairs Education 515Teaching Grammar a.docx
Journal of Public Affairs Education 515
Teaching Grammar and Editing in Public
Administration: Lessons Learned from
Early Offerings of an Undergraduate
Administrative Writing Course
Claire Connolly Knox
University of Central Florida School of Public Administration
ABSTRACT
College graduates need to possess strong writing skills before entering the work-
force. Although many public administration undergraduate programs primarily
focus on policy, finance, and management, we fall short of a larger goal if students
cannot communicate results to a variety of audiences. This article discusses the
results of a national survey, which concludes that few undergraduate public affairs
programs require an administrative/technical writing course. Based on pedagogical
theories, this article describes the design of a newly implemented, undergraduate,
administrative writing course. The article concludes with lessons learned, provides
recommendations for programs considering requiring an administrative writing
course, and discusses future research.
Keywords: administrative writing, Plain Language Movement, discourse community,
undergraduate course design
“Administrators not only need to know about communications, they need to
be able to communicate” (Denhardt, 2001, p. 529). Public administration under-
graduate students learn the importance of communication within organizations
in leadership, human resources, or organizational management courses; however,
practical instruction in communication skills, such as effective, audience-centered
writing, are lacking. Scholars (e.g., Cleary, 1990, 1997; Lee, 2000; Raphael &
Nesbary, 2005; Waugh & Manns, 1991) have noted this lack of required commun-
ication and writing courses in public administration curriculum. The majority of
administrative writing literature is from the late 1980s and early 1990s when
universities began implementing Writing Across the Curriculum programs (i.e.,
JPAE 19 (3), 515–536
516 Journal of Public Affairs Education
Londow, 1993; Stanford, 1992). The limited discussions and conclusions coincide
with private and public sector trends—newly hired students’ writing skills are
lacking (Hines & Basso, 2008; National Commission, 2005).
A survey by the National Commission on Writing for America’s Families,
Schools, and Colleges (2005) reported that approximately 80% of public sector
human resource directors seriously considered writing skills when hiring professional
employees and assumed new employees obtained these skills in college. Increasingly,
public managers require employees to attend writing and communication trainings,
which cost governments approximately $221 million annually (National Commis-
sion, 2005). In fact, the public sector (66%) is more likely to send professional/
salaried employees for writing training than the private sector (40%; National
Commission, 2005). Public, private, and nonprofit sector organizations certainly
should cont ...
Learner Guide TLIR5014 Manage suppliers TLIR.docx
Learner Guide: TLIR5014
Manage suppliers
TLIR5014 LEARNER GUIDE 2 | P a g e Version 2.5
Version control
Version No. Date Dept. Change
1.0 06/06/2016 Training Original
2.0 06/06/2016 Training Updated content
2.5 18/11/2016 Training Updated content
Copyright Statement
© Copyright National Training
Disclaimer
All rights reserved. No part of this publication may be reproduced or
transmitted in any form or by any means, electronic or mechanical,
including photocopying, scanning, recording, or any information storage
retrieval system without permission in writing from National Training. No
patent liability is assumed with respect to the use of information used
herein.
While every effort has been taken in the preparation of this publication,
the publisher and authors assume no responsibility for errors or
omissions. Neither is any liability assumed for damages resulting from the
use of information contained herein.
TLIR5014 LEARNER GUIDE 3 | P a g e Version 2.5
Contents
TLIR5014 Unit Description ...................................................................................................................... 5
Application of Unit .................................................................................................................................. 5
Element and Performance Criteria ......................................................................................................... 5
Performance Evidence ............................................................................................................................ 6
Knowledge Evidence ............................................................................................................................... 6
Manage Suppliers Introduction .............................................................................................................. 7
Role of Supply or Contract Manager....................................................................................................... 7
Contract Management Plan .................................................................................................................... 8
Probity Check.......................................................................................................................................... 8
Section 1 Assess Suppliers and Build Productive Relationship ..............................................................9
Be Trustworthy with Suppliers ............................................................................................................... 9
Care about the Other Person .................................................................................................................. 9
Commit to Excellence in Your Process .................................................................................................. 10
Use Adventure to Grow a Relationship ........ ...
Lab 5 Nessus Vulnerability Scan Report © 2012 by Jone.docx
Lab 5 Nessus Vulnerability Scan Report
© 2012 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com
This handout is a printout of the results of a Nessus vulnerability scan. The scan was performed
on the mock IT infrastructure in the lab environment for the Jones & Bartlett Learning Managing
Risk in Information Systems course.
Source: Lab environment
URL Last Verified: 2013-1-3
List of hosts
172.16.20.1 Low Severity problem(s) found
172.17.20.1 High Severity problem(s) found
172.18.20.1 High Severity problem(s) found
172.19.20.1 Low Severity problem(s) found
172.20.20.1 High Severity problem(s) found
172.30.0.10 High Severity problem(s) found
172.30.0.66 High Severity problem(s) found
[^] Back
172.16.20.1
Scan Time
Start time : Thu Aug 05 11:34:38 2010
End time : Thu Aug 05 11:36:50 2010
Number of vulnerabilities
Open ports : 2
High : 0
Medium : 0
Low : 2
Remote host information
Operating System :
NetBIOS name :
DNS name :
[^] Back to 172.16.20.1
Port general (0/icmp) [-/+]
ICMP Timestamp Request Remote Date Disclosure
Synopsis:
It is possible to determine the exact time set on the remote host.
Description:
The remote host answers to an ICMP timestamp request. This allows an attacker to know the date
which is set on your machine. This may help him to defeat all your time based authentication protocols.
Risk factor:
None
Solution
:
Filter out the ICMP timestamp requests (13), and the outgoing ICMP timestamp replies (14).
Plugin output:
This host returns non-standard timestamps (high bit is set)
Plugin ID:
10114
Page 1 of 76Nessus Scan Report
8/5/2010mhtml:file://C:\Documents and Settings\acaballero\Desktop\nessus_MockITScan.mht
CVE:
CVE-1999-0524
Other references:
OSVDB:94
Nessus Scan Information
Information about this scan : Nessus version : 4.2.2 (Build 9129) Plugin feed version : 201007191034
Type of plugin feed : HomeFeed (Non-commercial use only) Scanner IP : 172.30.0.67 Port scanner(s) :
nessus_syn_scanner Port range : default Thorough tests : no Experimental tests : no Paranoia level : 1
Report Verbosity : 1 Safe checks : no Optimize the test : yes CGI scanning : disabled Web application
tests : disabled Max hosts : 80 Max checks : 5 Recv timeout : 5 Backports : None Scan Start Date :
2010/8/5 11:34 Scan duration : 132 sec
Plugin ID:
19506
[^] Back to 172.16.20.1
[^] Back
172.17.20.1
Scan Time
Start time : Thu Aug 05 11:34:38 2010
End time : Thu Aug 05 11:37:36 2010
Number of vulnerabilities
Open ports : 5
High : 1
Medium : 0
Low : 8
Remote host information
Operating System : KYOCERA Printer
NetBIOS name :
DNS name :
[^] Back to 172.17.20.1
Port general (0/icmp) [-/+]
ICMP Timestamp Request Remote Date Disclosure
Synopsis:
It is possible to determine the exact time set on the remote host.
Description:
The remote host answers to an ICMP timestamp request. Th ...
Leveled and Exclusionary Tracking English Learners Acce.docx
Leveled and Exclusionary Tracking: English Learners' Access to Academic Content in
Middle School
Author(s): Ilana M. Umansky
Source: American Educational Research Journal, Vol. 53, No. 6 (December 2016), pp. 1792-
1833
Published by: American Educational Research Association
Stable URL: https://www.jstor.org/stable/44245971
Accessed: 06-04-2020 02:54 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
American Educational Research Association is collaborating with JSTOR to digitize,
preserve and extend access to American Educational Research Journal
This content downloaded from 209.50.140.132 on Mon, 06 Apr 2020 02:54:47 UTC
All use subject to https://about.jstor.org/terms
American Educational Research Journal
December 2016, Vol. 53, No. 6, pp. 1792-1833
DOI: 10.3102/0002831216675404
© 2016 AERA, http://aerj.aera.net
Leveled and Exclusionary Tracking:
English Learners' Access to Academic
Content in Middle School
liana M. Umansky
University of Oregon
This study examines the characteristics and determinants of English learn-
ers' (ELs') access to academic content in middle school (Grades 6-8).
Following 10 years of data from a large urban school district in
California , I identify two predominant characteristics of EL access to con-
tent: leveled tracking in which ELs are overrepresented in lower level classes
and underrepresented in upper level classes and exclusionary tracking in
which ELs are excluded from core academic content area classes , particu-
larly English language arts. Using regression analysis and two regression dis-
continuity designs , 1 find evidence that ELs ' access to content is limited hy
a constellation of factors, including prior academic achievement, institu-
tional constraints, English proficiency level, and direct effects of EL classifi-
cation. This study contributes to understanding of the experiences and
opportunities of students learning English as well as theory regarding educa-
tional tracking.
Keywords: course-taking, English learners, regression discontinuity,
tracking
Introduction
For depends students in large learning part English, on exposure as for to any instruction student, and success content. in school Policy depends in large part on exposure to instruction and content. Policy
and law regarding the education of English learners (ELs) are structured
around the concept of enabling full and meaningful integration in school.
Yet a large body of research suggests that ELs face inequitable opportunity
to learn (Dabach & Callahan, 2011). A cri ...
Lab 5 Nessus Vulnerability Scan Report © 2015 by Jone.docx
Lab 5 Nessus Vulnerability Scan Report
© 2015 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com
This handout is a printout of the results of a Nessus vulnerability scan. The scan was performed
on the mock IT infrastructure in the lab environment for the Jones & Bartlett Learning Managing
Risk in Information Systems course.
Source: Lab environment
Content Last Verified: 2014-7-25
List of hosts
172.16.20.1 Low Severity problem(s) found
172.17.20.1 High Severity problem(s) found
172.18.20.1 High Severity problem(s) found
172.19.20.1 Low Severity problem(s) found
172.20.20.1 High Severity problem(s) found
172.30.0.10 High Severity problem(s) found
172.30.0.66 High Severity problem(s) found
[^] Back
172.16.20.1
Scan Time
Start time : Thu Aug 05 11:34:38 2010
End time : Thu Aug 05 11:36:50 2010
Number of vulnerabilities
Open ports : 2
High : 0
Medium : 0
Low : 2
Remote host information
Operating System :
NetBIOS name :
DNS name :
[^] Back to 172.16.20.1
Port general (0/icmp) [-/+]
ICMP Timestamp Request Remote Date Disclosure
Synopsis:
It is possible to determine the exact time set on the remote host.
Description:
The remote host answers to an ICMP timestamp request. This allows an attacker to know the date
which is set on your machine. This may help him to defeat all your time based authentication protocols.
Risk factor:
None
Solution
:
Filter out the ICMP timestamp requests (13), and the outgoing ICMP timestamp replies (14).
Plugin output:
This host returns non-standard timestamps (high bit is set)
Plugin ID:
10114
Page 1 of 76Nessus Scan Report
8/5/2010mhtml:file://C:\Documents and Settings\acaballero\Desktop\nessus_MockITScan.mht
CVE:
CVE-1999-0524
Other references:
OSVDB:94
Nessus Scan Information
Information about this scan : Nessus version : 4.2.2 (Build 9129) Plugin feed version : 201007191034
Type of plugin feed : HomeFeed (Non-commercial use only) Scanner IP : 172.30.0.67 Port scanner(s) :
nessus_syn_scanner Port range : default Thorough tests : no Experimental tests : no Paranoia level : 1
Report Verbosity : 1 Safe checks : no Optimize the test : yes CGI scanning : disabled Web application
tests : disabled Max hosts : 80 Max checks : 5 Recv timeout : 5 Backports : None Scan Start Date :
2010/8/5 11:34 Scan duration : 132 sec
Plugin ID:
19506
[^] Back to 172.16.20.1
[^] Back
172.17.20.1
Scan Time
Start time : Thu Aug 05 11:34:38 2010
End time : Thu Aug 05 11:37:36 2010
Number of vulnerabilities
Open ports : 5
High : 1
Medium : 0
Low : 8
Remote host information
Operating System : KYOCERA Printer
NetBIOS name :
DNS name :
[^] Back to 172.17.20.1
Port general (0/icmp) [-/+]
ICMP Timestamp Request Remote Date Disclosure
Synopsis:
It is possible to determine the exact time set on the remote host.
Description:
The remote host answers to an ICMP time ...
MBA 6941, Managing Project Teams 1 Course Learning Ou.docx
MBA 6941, Managing Project Teams 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
8. Assess strategies to manage organizational change.
8.1 Explain how the triple constraints play an integral role in managing a successful project.
8.2 Explain the relationship between the scope statement and the WBS and why they are
fundamental to project success.
8.3 Identify the critical path of a project and why it is important to an effective schedule
management.
Reading Assignment
Chapter 8: Scope
Chapter 13: Time
Unit Lesson
Project Scope Management
Project scope management includes the processes concerned with all of the work required to successfully
deliver a project to the stakeholders’ expectations, manage changes, minimize surprises, and gain
acceptance of the product in order to complete the project. During scope management, the project manager
should always be in control of the scope and must make sure of the following:
each requirement is documented with the acceptance criteria defined;
all the work is being completed;
define and control what is and is not in the project;
guard against additional scope not covered under the
project charter;
prevent extra work or “gold plating,” which increases risk
and uncertainties and introduces problems into the project;
proactively identify and influence the factors that cause
changes; and
capture, evaluate, and manage the scope changes in a
controlled, structured, and procedural manner (Perrin,
2013).
Key Terms in Project Scope Management:
Triple constraints: A project’s scope is one the triple
constraints, so managing the scope of the project is one of
the key ways in which project management performance
can be measured. Since scope is usually owned by the
project sponsor or the customer but managed by the project
manager, project scope management is especially challenging (Perrin, 2013).
Scope creep: Scope creeps are unapproved and undocumented changes, and they occur when
changes to the scope are not detected early enough or managed. All these minor changes slowly add
up and may have drastic impact on budget, schedule, and quality (Perrin, 2013).
Causes of scope creep can include the following:
UNIT III STUDY GUIDE
Project Performance and
Team
Graphical representation of triple
constraints (Mapto, 2007)
MBA 6941, Managing Project Teams 2
UNIT x STUDY GUIDE
Title
Unexpected scope-related issues: These issues can change project requirements or increase the
project’s complexity.
Placating stakeholders: This involves giving in to stakeholders’ additional requests without following
the proper approval process, which can lead to cost and time overruns.
Perfectionism: Team members often try to improve the product without proper approval, which can
also lead to cost and time overruns.
Misunderstanding about the project scop ...
Inventory Decisions in Dells Supply ChainAuthor(s) Ro.docx
Inventory Decisions in Dell's Supply Chain
Author(s): Roman Kapuscinski, Rachel Q. Zhang, Paul Carbonneau, Robert Moore and Bill
Reeves
Source: Interfaces, Vol. 34, No. 3 (May - Jun., 2004), pp. 191-205
Published by: INFORMS
Stable URL: https://www.jstor.org/stable/25062900
Accessed: 13-02-2019 19:24 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
INFORMS is collaborating with JSTOR to digitize, preserve and extend access to Interfaces
This content downloaded from 141.217.20.120 on Wed, 13 Feb 2019 19:24:25 UTC
All use subject to https://about.jstor.org/terms
Interfaces infjIML
Vol. 34, No. 3, May-June 2004, pp. 191-205 DOI i0.1287/inte.l030.0068
ISSN 0092-21021 eissn 1526-551X1041340310191 @ 2004 INFORMS
Inventory Decisions in Dell's Supply Chain
Roman Kapuscinski
University of Michigan Business School, Ann Arbor, Michigan 48109, [email protected]
Rachel Q. Zhang
Johnson Graduate School of Management, Cornell University, Ithaca, New York 14853, [email protected]
Paul Carbonneau
McKinsey & Company, 3 Landmark Square, Stamford, Connecticut 06901, [email protected]
Robert Moore, Bill Reeves
Dell Inc., Mail Stop 6363, Austin, Texas 78682 {[email protected], [email protected]}
The Tauber Manufacturing Institute (TMI) is a partnership between the engineering and business schools at
the University of Michigan. In the summer of 1999, a TMI team spent 14 weeks at Dell Inc. in Austin, Texas,
and developed an inventory model to identify inventory drivers and quantify target levels for inventory in the
final stage of Dell's supply chain, the revolvers or supplier logistics centers (SLC). With the information and
analysis provided by this model, Dell's regional materials organizations could tactically manage revolver inven
tory while Dell's worldwide commodity management could partner with suppliers in improvement projects to
identify inventory drivers and to reduce inventory. Dell also initiated a pilot program for procurement of XDX
(a disguised name for one of the major components of personal computers (PCs)) in the United States to insti
tutionalize the model and promote partnership with suppliers. Based on the model predictions, Dell launched
e-commerce and manufacturing initiatives with its suppliers to lower supply-chain-inventory costs by reducing
revolver inventory by 40 percent. This reduction would raise the corresponding inventory turns by 67 percent.
Net Present Value (NPV) calculations for XDX alone suggest $43 million in potential savings. To ensure project
longevity, Dell formed ...
It’s Your Choice 10 – Clear Values 2nd Chain Link- Trade-offs .docx
It’s Your Choice 10 – Clear Values: 2nd Chain Link- Trade-offs - Best Chance of Getting the Most of What You Want.
Narrator: In today's episode, what do I really want? Roger and Nicole discussed the importance of being clear about your values when making a decision in order to give you the best chance of making the most of what you really want. When you understand what you care most about, you can determine which outcomes you prefer as a result of the decision. And, while we frequently can't get everything we want, making tradeoffs is easier when we are clear about our values. Roger: Nicole is something wrong? Nicole: Oh no, not really. I'm just kind of distracted today. See, I finally decided to bite the bullet and buy a car, but I'm having a lot of trouble deciding what to buy. I've been saving for years and I want to make sure I do this right. The problem is that I don't even know where to start. There are so many good cars out there. Roger: I know how tough it can be to try and figure out what you really want it, but you're in luck. On today's show, we're going to be talking about why being clear on your values is so important when making a decision. Nicole: A value is something you want as a result of the decision. Roger: Like when I was trying to decide which college to go to, some of my preferences were to go to a place with a good music program and a D-three basketball team. Nicole: It's funny because when I was looking for a school, I didn't care at all about the basketball team. I was much more interested in theater groups. Roger: and that's fine because values are completely up to the person making the decision. What I want will probably be different from what you want, but I use my values for my decisions and you will use yours for yours. Nicole: I was thinking about asking my friends for their opinions too. Roger: It can be very useful to get input from other people, especially when they're knowledgeable. Just be careful they don't try and talk you into what they want instead of what you wanted. Anyway, have you thought about the things you want the most from the car of your choice? Nicole: Oh sure. There are lots of things like I really want a car I can afford, that gets good gas mileage and is cute safe, a good size and comfortable for my friends. Roger: That's a good start. How about the things you don't want?
Nicole: Well, it has to be reliable. I'll be in a mess if it breaks down. I can't afford a lot of repair bills and I don't want a car that's too big. Roger: That's good. Identifying the things you don't want is just as important as the things you do want. Okay Nicole, now that we have your list, the next step is to ask yourself how important are these things?
Nicole: Well, they're all important.
Roger: Sure, but aren't some more important than others? Nicole: Of course, but I'm not really sure which or which? Roger: A good first step is to identify why something is important to you. For example, is getting good gas ...
MBA 5101, Strategic Management and Business Policy 1 .docx
MBA 5101, Strategic Management and Business Policy 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
2. Compare and contrast the integral functions of corporate governance.
2.1 Describe the roles and responsibilities of the board of directors in corporate governance.
2.2 Explain the Sarbanes-Oxley Act and its impact on corporate governance.
4. Analyze the processes for formulating corporate strategy.
4.1 Explain the benefits of strategic management.
5. Evaluate methods that impact strategy implementation, such as staffing, directing, and organizing.
5.1 Discuss the strategic audit as a method of analyzing corporate functions and activities.
Reading Assignment
In order to access the following resources, click the links below:
College of Business – CSU. (2016, January 12). MBA5101 Unit I lesson video [YouTube video].
Retrieved from
https://www.youtube.com/watch?v=p5axP8yAmFk&feature=youtu.be&list=PL08sf8iXqZn54RIuJs-
skgp4omxG-UOu5
Click here to access a transcript of the video.
Pomykalski, A. (2015). Global business networks and technology. Management, 19(1), 46-56. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=103247112&site=ehost-live&scope=site
Silverstein, E. (2015). Years later, Sarbanes-Oxley is part of how companies do business. Insidecounsel,
26(286), 38-39. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=111456112&site=ehost-live&scope=site
Wheelen, T. L., & Hunger, J. D. (1987). Using the strategic audit. SAM Advanced Management Journal,
52(1), 4. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=bth&AN=4604880&site=ehost-live&scope=site
Unit Lesson
When founders form companies, they usually focus on the product and the customers they hope to generate.
The founders are usually of the same mindset and intention about what they want their company to do and
how they would like it to grow. What many companies fail to plan for is the inevitable death of one of the
founding members and what that might mean for the vision and purpose of the company. In other words, what
would the management structure resemble if one of the founding partners had to deal with the heir of the
deceased partner?
For example, once, two middle-aged founders focused on the same mission, creating and living by their
cultural values and vision, diligently reaching out to their target market, and productively engaging their
customers. One partner unexpectedly died. After the funeral, the surviving founder finds himself now working
side-by-side with the recently deceased founder’s 17-year-old son or daughter. Very quickly, the surviving
UNIT I STUDY GUIDE
Governance and the Value
of Planning
https:// ...
MAJOR WORLD RELIGIONSJudaismJudaism (began .docx
MAJOR WORLD RELIGIONS
JudaismJudaism (began circa 1,800 BC)
This was the first monotheistic religion on earth
God is all-powerful with many prophets, Jesus among them
Followers are called Jews, 80% of 14 million total adherents live in U.S. or Israel
Christianity
(began around 30AD)Most followers of any religion: 2 billionMost geographically widespread religionCenters on Jesus Christ as the savior whose sacrificial death forgives/erases Christians’ sinsHalf of global Christians are Catholics (the Americas) and one-fourth are Protestant (Europe and U.S.)
Islam
(began around 615AD)2nd largest world religion: 1.5 billion followersOver 80% are “Sunnis”, 20% are “Shiite”(Iran)Based on the Prophet Muhammad’s teachings & revelations
Green = Sunni
Maroon = Shiite
Buddhism
(began ca. 450 B.C.)Centered in East and Southeast Asia, 400 million followersBased on the example and teachings of Siddhartha Gautama (the Buddha) who lived in eastern India around 500 B.C.Life’s core suffering can be ended by releasing attachment to desires and becoming “awakened”
Taoism
(began ca. 500B.C.)
Lao-Tzu (Laozi) founding spiritualist/philosopher Action through non-action, simplicity, compassion, humility, learning from/oneness with the “Tao” (the force/energy of nature/all things)Practiced mostly in China, but expressed in Western pop culture (Star Wars, yoga, etc.)
HinduismFocused on the enlightened being Krishna who lived 5,000 BPBhagavad Gita religious text composed by one authorPracticed by hundreds of millions, principally in India
Animism/“Primal Indigenous”PolytheisticPracticed largely among tribal groupsEverything in nature, even non-living entities, have a spiritPhysical and spiritual realms are one, which is opposite of Western thinking
Religious Perspectives on the Human/Environment Relationship
Questions
How do you feel about Evolution vs. Creation?
Do you feel that people are more important than animals, plants, and nature?
Do you think about the effects of your lifestyle on the natural world? (trash, CO2, etc)
Do you believe that nature is here to supply man’s needs or that we have a responsibility to tend and care for nature as well?
Your responses…Indicate a position relative to some very old questions!These questions concern the fundamental or essential nature of the world, and as such they affect geographical worldviewsReligious/philosophical worldviews affect how we treat the planet
Man and Nature are Connected
Man and Nature are Separate
Judaism/Christianity/IslamEverything in nature was created by a single supreme being with unlimited powers.Man’s relationship to nature is either dominion or stewardship (but separate from nature either way).Salvation depends on faith and belief (Christianity) so issues like treatment of animals or conservation of resources are of minor ethical importanceEastern religions don’t separate man from nature as much as Abrahamic religions.
Nature as God’s Handiwork“But ...
International Journal for the Study of Hinduism Volume 23.docx
International Journal for the Study of Hinduism
Volume 23 December 2011
ISSN 1016-5320
Nidān
International Journal for the Study of Hinduism
Theme: Hinduism and Materiality
2011
December
Durban, South Africa
Printed at the
University of KwaZulu-Natal
• Nidān is an international journal which publishes contributions in
the field of Hinduism
• Articles published in Nidān have abstracts reflected in the Index to
South African Periodicals
• Articles published in Nidān are now available on Sabinet
Editor
P. Pratap Kumar
University of KwaZulu-Natal
Guest Editor
Pankaj Jain
University of North Texas, USA
Managing Editor
Beverly Vencatsamy
University of KwaZulu-Natal
Local Editorial Board
P. Pratap Kumar
University of KwaZulu-Natal
Beverly Vencatsamy
University of KwaZulu-Natal
M. Clasquin (University of South Africa);
International Editorial Board
Prof. T.S. Rukmani, Concordia University, Canada
William Harman (University of Tennessee, USA)
K. Jacobsen (University of Bergen, Norway); M. Bauman (Universität
Luzern, Switzerland);
P. Bilimoria (Melbourne University, Australia);
Y. Sawai (Tenri University, Japan);
R. Lamb (University of Hawaii, USA); K. Knott (University of Leeds,
UK);
ISSN 1016-5320
Copy Right Reserved: Nidān
Criteria for Submission of Articles
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