This document provides rules and guidelines for students participating in the Jefferson Parish Social Studies Project/Fair. It outlines the key parts of a project - a written report, physical display with model, and oral presentation. It specifies topics, categories, size limits, and content requirements for the written report, including a title page, table of contents, abstract, body, conclusion, footnotes, and bibliography. Adherence to the guidelines will help students successfully complete their social studies projects.
How ANDROID TESTING changed how we think about Death - Second Editionpenanochizzo
"Irreproducible bugs become highly reproducible right after delivery to the customer". This is something that happens "almost" everyday.
It is well known that testing offers significant advantages as a development practice and helps ensure higher quality code with fewer defects.
Unfortunately, testing Android apps can be challenging, so in this session we are gonna talk about available tools and practices that could help us accomplish our goals.
How ANDROID TESTING changed how we think about Death - Second Editionpenanochizzo
"Irreproducible bugs become highly reproducible right after delivery to the customer". This is something that happens "almost" everyday.
It is well known that testing offers significant advantages as a development practice and helps ensure higher quality code with fewer defects.
Unfortunately, testing Android apps can be challenging, so in this session we are gonna talk about available tools and practices that could help us accomplish our goals.
SMW Toronto: How to Make Social Media Press Releases Work for YouMelinda Taylor
For today’s communication professional, there’s little doubt that the social media press release (SMPR) has become a powerful tool to inform and engage online audiences.
This presentation will show you tips, tricks and best practice for building SMPRs, and why they are so critical to your overall communication strategy:
- Understand the interactivity and engagement within an SMPR
- Write for search engines like Google and real people
- Craft the perfect headline and SEO-friendly content
- Master your keyword strategy
- Make your online and offline efforts work hand-in-hand
- Use links to your advantage – hyperlinks and inbound links
- Understand the power of RSS to drive visibility of your news
- Use your existing digital assets to engage audiences and tell a more robust story
- Track your release’s performance and attribute ROI to your communication outreach
Artez Writing for the Web: Adapting the traditional press release for online ...Melinda Taylor
Tips on writing the traditional press release for the web and designing content for a website.
For today's communications professional, there's little doubt that the social media press release (SMPR) has become a powerful tool to inform and engage online audiences. Here are some helpful tips, tricks and best practice for building SMPRs, and explain why they are so critical to your overall communication strategy. I will show you how to leverage your existing social assets to engage your audience online and tell a more robust story.
Here also are tips to get your news story in the top online searches; how to write for search engines like Google, master your keyword strategy, craft the perfect headline and SEO-friendly content, use links (hyperlinks and inbound) to your advantage, use the power of RSS to drive visibility to your site and measure and track ROI of your communication outreach.
Originally presented as a webinar for Artez Interactive April 21, 2011; live webinar available here: http://www.artez.com/webinars/writing_for_the_webr
throughout your time as a CAS student, you have been exposed to vaTakishaPeck109
throughout your time as a CAS student, you have been exposed to various developmental theories and practices that align with them. One way that we can connect theoretical understandings with developmentally appropriate practices is through the spaces we create for children and adolescents at-risk.
Develop a classroom or community center/plot of land floorplan where there is intentionality behind every inch of the space. Label each area with its purpose and what area of development it is meant to foster. Be specific, go beyond saying, "Cognitive, Social-emotional, Language, or Physical development". You should have a minimum of 4 pages:
1. A cover page (1 points) where you list your name, student ID, dat, "HW3" and then tell me about the space you are designing and for what age group and population.
· Ages can range from 4 year old's to 18 year old's
· Populations can range from a low-income classroom in an urban, suburban, or rural area to a targeted population (e.g., LGBTQIA+, sexual assault survivors, individuals with learning differences, undocumented youth, etc.)
· Overarching goal of the space you are creating
2. The visual (3 points) representation of the space you created with each area labeled
· You can do this with colored pencils and paper (take a picture or scan it) or on your ipad/tablets and computers using any software/program available to you.
· You can label using letters or numbers or short label names/descriptors
3. The index (4 points) for each area with
· a full name of the area & its goals
· the developmental aspect it is targeting
· through what processes specifically it is targeting that area of development
· Finally, how is it serving a buffer or protective factor for children and adolescents at risk
4. Reflection (2 points) on the process and how realistic your design would be in a school or organization with low resources.
· What 3 areas would you cut and what 2 areas would you absolutely fight to keep if budget was a barrier?
*** You do not need to be an artistic genius to do well on this assignment. It is most important to demonstrate your intentionality in curating spaces for children and adolescents at-risk. Importantly, it needs to be clear that you thought through different processes that impact development.
***There are no file format restrictions given that this is more than a writing assignment.
Research Paper Project Guidelines
This project is an exercise in the social scientific study of public administration,
Students are expected to perform the following tasks:
(a) Choose a substantive, empirical issue pertaining to the topic of the class. The
topic may certainly have normative implications, but it should be
fundamentally an empirical issue. The paper should not be an advocacy
document.
(b) Examine a substantial portion of the social scientific or scholarly literature
analyzing that issue.
(c) Select one or more explanations or perspectives from t ...
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxdeanmtaylor1545
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxbradburgess22840
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
History 1302 Essay Assessment AssignmentGeneral Information and InLizbethQuinonez813
History 1302 Essay Assessment Assignment
General Information and Instructions:
The purpose of this assignment is to use different historical methods you have learned about during this course to complete a historical research project. Your research project should start with your developing a historical question, that you then research, and then attempt to answer using both primary and secondary sources to support your research.
How to proceed:
1. Select one of the essay topics below in the Essay Options section. There are a total of four possible research options, please read each one to decide which you feel you would like to pursue.
2. Create your specific historical question within the broader essay topic you select.
3. The examples under each essay option are by no means the only topics that you can write about, they are merely provided to help you think about how you might approach this topic. You should select your own topic, however you can choose one of the examples.
4. Begin researching primary and secondary sources to gather information that support your discussion of your historical question.
5. Review the paper requirements for both the research portion and the writing portion of your assignment.
6. Review the grading rubric to ensure that you have met all of the paper requirements before making your submission.
Essay Options (select one of the following options):
Research Option #1: History Turning Points
General Overview: Select an event, incident, a legislative action, or related marked historical moment in the years from Reconstruction until today that marks an important transition in American History. This historical event can lead to a social, economic, or political transition that shaped the country's history. Additionally, you will conclude this research project with a supposition of how history might have been shaped had this event never occurred or of another possible outcome could have been possible.
Examples: How did the new technology of WWI change modern warfare? What could have been the possible benefits and problems if the Freedman's Bureau continued beyond Reconstruction?
Research Objectives & Questions to be Discussed in Your Essay: (Incorporate these questions in the writing of your essay.)
· Why did you select this event?
· What were both the short- and long-term effects of this historical event?
· Who all were impacted/affected by this historical event?
· How was history changed by this event?
· If you were to imagine a different outcome or reaction to your event, what do you suppose might have been a different outcome in the short- and long-term?
Research Option #2: Oral History and Historical Memory
General Overview: You will read two historical personal accounts in relation to life in the past or tied to a specific historical event. Then your research will compare these personal accounts with the "factual" or "documented" history of the era. Next, proceed to compare the personal account against the ...
caseYou have been hired as a health educator to develop an Ost.docxtidwellveronique
case
You have been hired as a health educator to develop an Osteoporosis Prevention program for the County Health Department. Review the modular information on Natural History of Disease.
Your tasks: Write a 2 page essay in which you:
1. Identify a stage of the natural history of Osteoporosis that you feel is particularly interesting from a standpoint of prevention.
2. Briefly cite relevant statistics or health trends for a specific County, identify the target population for whom your Osteoporosis Prevention program would be directed.
3. Describe one primary, secondary, or tertiary prevention measure that you would include in your Osteoporosis Prevention program. Justify its importance.
slp
Project Summary: For your session-long project, you will investigate an outbreak.
You work in the community outreach department at the Disease Control Office at the Wintersburg County Health Department. You have been requested to attend an emergency meeting with some epidemiologists. During the meeting, you were informed that 40 kids became ill with diarrhea and fever at Wintersburg Elementary School. Ten children were hospitalized. The diagnosis is Salmonella infection.
Assignment:
According to the epidemiologic triangle, there are three factors that influence the occurrence of disease:
· Etiologic agent
· Host factors
· Environmental factors
Describe each of these factors for food-borne Salmonella infection. Do they all need to be present for disease to occur? (Review "Multiple Causation of Disease" on the modular Homepage.)
Assignment Expectations, in order to earn full credit:
Please write your paper in your own words. That is the only way I can evaluate your level of understanding. Quotes are rarely needed; if necessary, they should comprise less than 10% of a paper and must be properly cited.
Even though the papers must be written in your own words, you are required to cite sources for any statement of fact or idea that is not common knowledge. You must cite the sources within the body of the paper and include a reference list at the end of the paper.
Note: Wikipedia is not an acceptable source of information. Use credible, professional, and scholarly sources such as journal articles from ProQuest or EBSCO, and government, university, or nonprofit organizations’ Web sites.
You must clearly show that you have read the module homepage and the required background materials. You are welcome to do research in addition to -- but not instead of -- the required readings.
Your papers will be evaluated on the following factors:
· References - citations are used within the body of the paper any time you state a fact or idea that is not common knowledge. A reference list is included at the end of the paper.
· Precision - you follow all instructions and you answer each part of the assignment.
· Breadth - you show broad knowledge of the module’s topic.
· Depth - you go into detail to show more critical thought about the specific tasks or que ...
SMW Toronto: How to Make Social Media Press Releases Work for YouMelinda Taylor
For today’s communication professional, there’s little doubt that the social media press release (SMPR) has become a powerful tool to inform and engage online audiences.
This presentation will show you tips, tricks and best practice for building SMPRs, and why they are so critical to your overall communication strategy:
- Understand the interactivity and engagement within an SMPR
- Write for search engines like Google and real people
- Craft the perfect headline and SEO-friendly content
- Master your keyword strategy
- Make your online and offline efforts work hand-in-hand
- Use links to your advantage – hyperlinks and inbound links
- Understand the power of RSS to drive visibility of your news
- Use your existing digital assets to engage audiences and tell a more robust story
- Track your release’s performance and attribute ROI to your communication outreach
Artez Writing for the Web: Adapting the traditional press release for online ...Melinda Taylor
Tips on writing the traditional press release for the web and designing content for a website.
For today's communications professional, there's little doubt that the social media press release (SMPR) has become a powerful tool to inform and engage online audiences. Here are some helpful tips, tricks and best practice for building SMPRs, and explain why they are so critical to your overall communication strategy. I will show you how to leverage your existing social assets to engage your audience online and tell a more robust story.
Here also are tips to get your news story in the top online searches; how to write for search engines like Google, master your keyword strategy, craft the perfect headline and SEO-friendly content, use links (hyperlinks and inbound) to your advantage, use the power of RSS to drive visibility to your site and measure and track ROI of your communication outreach.
Originally presented as a webinar for Artez Interactive April 21, 2011; live webinar available here: http://www.artez.com/webinars/writing_for_the_webr
throughout your time as a CAS student, you have been exposed to vaTakishaPeck109
throughout your time as a CAS student, you have been exposed to various developmental theories and practices that align with them. One way that we can connect theoretical understandings with developmentally appropriate practices is through the spaces we create for children and adolescents at-risk.
Develop a classroom or community center/plot of land floorplan where there is intentionality behind every inch of the space. Label each area with its purpose and what area of development it is meant to foster. Be specific, go beyond saying, "Cognitive, Social-emotional, Language, or Physical development". You should have a minimum of 4 pages:
1. A cover page (1 points) where you list your name, student ID, dat, "HW3" and then tell me about the space you are designing and for what age group and population.
· Ages can range from 4 year old's to 18 year old's
· Populations can range from a low-income classroom in an urban, suburban, or rural area to a targeted population (e.g., LGBTQIA+, sexual assault survivors, individuals with learning differences, undocumented youth, etc.)
· Overarching goal of the space you are creating
2. The visual (3 points) representation of the space you created with each area labeled
· You can do this with colored pencils and paper (take a picture or scan it) or on your ipad/tablets and computers using any software/program available to you.
· You can label using letters or numbers or short label names/descriptors
3. The index (4 points) for each area with
· a full name of the area & its goals
· the developmental aspect it is targeting
· through what processes specifically it is targeting that area of development
· Finally, how is it serving a buffer or protective factor for children and adolescents at risk
4. Reflection (2 points) on the process and how realistic your design would be in a school or organization with low resources.
· What 3 areas would you cut and what 2 areas would you absolutely fight to keep if budget was a barrier?
*** You do not need to be an artistic genius to do well on this assignment. It is most important to demonstrate your intentionality in curating spaces for children and adolescents at-risk. Importantly, it needs to be clear that you thought through different processes that impact development.
***There are no file format restrictions given that this is more than a writing assignment.
Research Paper Project Guidelines
This project is an exercise in the social scientific study of public administration,
Students are expected to perform the following tasks:
(a) Choose a substantive, empirical issue pertaining to the topic of the class. The
topic may certainly have normative implications, but it should be
fundamentally an empirical issue. The paper should not be an advocacy
document.
(b) Examine a substantial portion of the social scientific or scholarly literature
analyzing that issue.
(c) Select one or more explanations or perspectives from t ...
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxdeanmtaylor1545
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxbradburgess22840
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
History 1302 Essay Assessment AssignmentGeneral Information and InLizbethQuinonez813
History 1302 Essay Assessment Assignment
General Information and Instructions:
The purpose of this assignment is to use different historical methods you have learned about during this course to complete a historical research project. Your research project should start with your developing a historical question, that you then research, and then attempt to answer using both primary and secondary sources to support your research.
How to proceed:
1. Select one of the essay topics below in the Essay Options section. There are a total of four possible research options, please read each one to decide which you feel you would like to pursue.
2. Create your specific historical question within the broader essay topic you select.
3. The examples under each essay option are by no means the only topics that you can write about, they are merely provided to help you think about how you might approach this topic. You should select your own topic, however you can choose one of the examples.
4. Begin researching primary and secondary sources to gather information that support your discussion of your historical question.
5. Review the paper requirements for both the research portion and the writing portion of your assignment.
6. Review the grading rubric to ensure that you have met all of the paper requirements before making your submission.
Essay Options (select one of the following options):
Research Option #1: History Turning Points
General Overview: Select an event, incident, a legislative action, or related marked historical moment in the years from Reconstruction until today that marks an important transition in American History. This historical event can lead to a social, economic, or political transition that shaped the country's history. Additionally, you will conclude this research project with a supposition of how history might have been shaped had this event never occurred or of another possible outcome could have been possible.
Examples: How did the new technology of WWI change modern warfare? What could have been the possible benefits and problems if the Freedman's Bureau continued beyond Reconstruction?
Research Objectives & Questions to be Discussed in Your Essay: (Incorporate these questions in the writing of your essay.)
· Why did you select this event?
· What were both the short- and long-term effects of this historical event?
· Who all were impacted/affected by this historical event?
· How was history changed by this event?
· If you were to imagine a different outcome or reaction to your event, what do you suppose might have been a different outcome in the short- and long-term?
Research Option #2: Oral History and Historical Memory
General Overview: You will read two historical personal accounts in relation to life in the past or tied to a specific historical event. Then your research will compare these personal accounts with the "factual" or "documented" history of the era. Next, proceed to compare the personal account against the ...
caseYou have been hired as a health educator to develop an Ost.docxtidwellveronique
case
You have been hired as a health educator to develop an Osteoporosis Prevention program for the County Health Department. Review the modular information on Natural History of Disease.
Your tasks: Write a 2 page essay in which you:
1. Identify a stage of the natural history of Osteoporosis that you feel is particularly interesting from a standpoint of prevention.
2. Briefly cite relevant statistics or health trends for a specific County, identify the target population for whom your Osteoporosis Prevention program would be directed.
3. Describe one primary, secondary, or tertiary prevention measure that you would include in your Osteoporosis Prevention program. Justify its importance.
slp
Project Summary: For your session-long project, you will investigate an outbreak.
You work in the community outreach department at the Disease Control Office at the Wintersburg County Health Department. You have been requested to attend an emergency meeting with some epidemiologists. During the meeting, you were informed that 40 kids became ill with diarrhea and fever at Wintersburg Elementary School. Ten children were hospitalized. The diagnosis is Salmonella infection.
Assignment:
According to the epidemiologic triangle, there are three factors that influence the occurrence of disease:
· Etiologic agent
· Host factors
· Environmental factors
Describe each of these factors for food-borne Salmonella infection. Do they all need to be present for disease to occur? (Review "Multiple Causation of Disease" on the modular Homepage.)
Assignment Expectations, in order to earn full credit:
Please write your paper in your own words. That is the only way I can evaluate your level of understanding. Quotes are rarely needed; if necessary, they should comprise less than 10% of a paper and must be properly cited.
Even though the papers must be written in your own words, you are required to cite sources for any statement of fact or idea that is not common knowledge. You must cite the sources within the body of the paper and include a reference list at the end of the paper.
Note: Wikipedia is not an acceptable source of information. Use credible, professional, and scholarly sources such as journal articles from ProQuest or EBSCO, and government, university, or nonprofit organizations’ Web sites.
You must clearly show that you have read the module homepage and the required background materials. You are welcome to do research in addition to -- but not instead of -- the required readings.
Your papers will be evaluated on the following factors:
· References - citations are used within the body of the paper any time you state a fact or idea that is not common knowledge. A reference list is included at the end of the paper.
· Precision - you follow all instructions and you answer each part of the assignment.
· Breadth - you show broad knowledge of the module’s topic.
· Depth - you go into detail to show more critical thought about the specific tasks or que ...
1. Case Study 2 National Collegiate Athletic Association Ethics.docxSONU61709
1.
Case Study 2: National Collegiate Athletic Association Ethics and Compliance Program
Due Week 6 and worth 200 points
Read “Case Study 6: National Collegiate Athletic Association Ethics and Compliance Program,” located on page 444 of the textbook.
Write a four (4) page paper in which you:
1. Determine the fundamental ways in which the NCAA’s ethics program failed to prevent the scandals at Penn State, Ohio State, and the University of Arkansas. Support your response with one (1) example from each of these schools’ scandals.
2. Examine the principal ways in which the leadership of the NCAA contributed to the ethical violations of Penn State, Ohio State, and the University of Arkansas. Support your response with one (1) example from each of these schools’ scandals.
3. Predict the key differences in the scenarios that occurred at Penn State, Ohio State, and the University of Arkansas if an effective ethics program was in place. Provide a rationale for your response.
4. Postulate on two (2) actions that the NCAA leadership should take in order to regain the trust and confidence of students and stakeholders.
5. Recommend two (2) measures that the HR departments of colleges and universities should take to prevent similar incidents from occurring in the future. Provide a rationale for your response.
6. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other similar Websites do not qualify as academic resources.
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:
. Describe the business ethics issues and definitions, theories, and frameworks important to organizational ethical decision making and the role of a human resource professional.
. Determine the role of stakeholder interests, the interrelationship of ethics and social responsibility, and the role of corporate governance in ethics.
. Analyze scenarios to determine the ethical character of decisions made and the related impact on the organization.
. Write clearly and concisely about issues in ethics and advocacy for HR professionals using correct grammar and mechanics.
. Use technology and information resources to research issues in business ethics and advocacy for HR professionals.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric found here.
· By submitting this paper, you agree: (1) that you are submitting yo ...
LAS432
Team Project Guidelines
Objective
This capstone course concludes with a research Team Project that starts during the first week and continues throughout the duration of the class. It culminates with the submission of a formal team report and an oral presentation by each team during Week 7, and Peer Reviews in Week 8.
Each team will identify and explore an emerging technology. This will be a technology that may already exist, but is drawing attention because of new applications, anticipated impacts or potential controversies. Examples could include:
· nanotechnology in manufacturing,
· genetically modified organisms,
· remote/robotic surgery, or
· wireless electricity.
The team will explore the technical, social, cultural, moral and ethical issues presented by the technology.
Guidelines:
Teams
All teams will be assigned at the start of the first week. The first deliverable is due on the Sunday of Week 1, so students must get organized and into the project immediately. Each team will select a Team Leader, who will be responsible for the coordination of the research and the submission of assignments. Team members will remain on the assigned team throughout the duration of the class (in the project world, project managers seldom have the opportunity to select their own team members!). It is highly recommended that each team develop its own Team Contract to clearly define expectations, strategies, and timelines.
Emphasis is placed on both individual contributions and the final product of teams. You will communicate with your team through team meetings (online) and team discussion threads. Team members who fail to participate in an assignment will not get points for that assignment.
With those parts of the Team Project where a group grade will be assigned, all team members must submit a copy of the team’s work. When an assignment is completed, the Team Leader will distribute the finished product to all team members, and each team member must submit this copy to the Dropbox,
The Task
The primary focus of the team is to research and assess the issues associated with a specific emerging technology. The team will produce a formal research paper in APA format, with each team member contributing 10 pages of text. The paper will provide the basis for a 20-minute team presentation.
The following Required Elements must be researched and included in the final project. What follows is a list only, and is in no way an outline:
· A brief description of the technology and an explanation of the associated science
· The historical development and context of the technology
· Political and legal influences
· Economic questions and considerations
· Psychological considerations and sociological effects
· The technology in its cultural context, media influence
· Implications for the environment
· Moral and ethical implications
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Reg. fair info packet rules & regs. 9 1-10
1. STUDENT/PARENT INFORMATION PACKAGE
JEFFERSON PARISH
SOCIAL STUDIES PROJECT/FAIR
RULES AND REGULATIONS
JEFFERSON PARISH PUBLIC SCHOOL SYSTEM
REVISED September 1, 2010
Mr. Carl J. Dermady, Jr.
Social Studies Consultant
Jefferson Parish Public School System
501 Manhattan Boulevard
Harvey, LA 70058-4495
2. Jefferson Parish Social Studies Project / Fair
The purpose of a Social Studies Fair project is to provide students with the
opportunity to enhance their learning of social studies. This information
packet is being made available to all students and parents. The packet
contains guidelines and suggestions for constructing a project.
Date of the School Fair: _______________
Location of the School Fair: _______________
Students and their parents should sign the verification form at the bottom
of this page. The form should then be detached and promptly returned to
the student's social studies teacher.
If additional information is needed, please contact your student's social
studies teacher at school.
***************************************************************
Verification Form
The signing of this form verifies that both the student and the parent have
received the packet and are aware of its contents. Students are responsible
for completing projects as specified by the guidelines listed in the packet.
If a student misplaces this packet, a replacement fee may be charged by the
school before a new copy will be issued.
Student's Signature: _____________________________
Parent's Signature: _____________________________
Date Signed: ____________________________
Teacher's Name: ______________________________
This form MUST be returned to the teacher with all necessary signatures.
3. Jefferson Parish Social Studies Project/Fair
Rules and Regulations
1.0 PARTS OF A PROJECT
Each project consists of three basic parts: a written report, a physical display with model, and an oral presentation.
2.0 PURPOSE OF THE PROJECT
The student should learn something about the topic he/she chooses. The project provides each student with the
opportunity to relate the ideas and principles learned in social studies to his/her daily life. The Social Studies Fair
recognizes and rewards the outstanding achievements of social studies students.
3.0 TOPICS
Ideas for projects may be taken from the social studies textbook, a library book, the newspaper, a magazine, or any
other source. The student should be interested in the topic selected.
Topics should not be general. A specific topic, such as "The Way of Life of the Apache Indians," is much better than
a general topic, such as "Indians."
The project title is very important. The title should attract attention. If possible, the title should be expressed in the
form of a question or catchy phrase.
4.0 CATEGORIES
There are six categories, or major disciplines, to be judged in the Social Studies Fair. The student's project must
conform to one of these disciplines.
4.1 Anthropology
This deals with the studies of man's physical and cultural characteristics, distribution, customs, and social
relationships. Culture is developed by men living and thinking together. Examples: ancient civilizations, Native
Americans, customs, festivals, types of shelter and food, religion.
4.2 Economics
This deals with the production, distribution, and consumption of wealth and with the various related problems of
labor, finance, and taxation. Man labors to satisfy human wants. Examples: money, manufacturing, trade,
transportation of goods and services, communication, inflation, stock exchange, Common Market, government
budgets.
4.3 Geography
This deals with the surface of the earth, its divisions, and the climate, plants, animals, natural resources, inhabitants, and
industries of those divisions. Man and nature interact. Examples: ecology, foreign countries, lands and people, maps,
flooding, rivers, lakes, cities, conservation.
4.4 History
This concerns what has happened in the life or development of a people, country, or individual. Man's story is a
continuous narrative of man's progress. Examples: story of mankind, historical events, places, biographies,
personalities, wars.
4.5 Political Science
This concerns the determining of the form of government, choosing the officials, making the laws, and performing the
function of one's government. Social control regulates group living. Examples: government agencies, FBI, crime,
US Constitution, court system, international governments.
4.6 Sociology
This deals with the studies of the beliefs, values, and relationships of groups and the principles governing social
acceptance. Man lives in groups. Examples: families, crime, mental health, propaganda, life styles, dreams,
television, media.
1
4. 5.0 SIZE OF A PROJECT
The size of the physical display is limited to 36 inches wide (side-to-side), 30 inches deep (front-to-back). and 100
inches high (top-to-bottom). The weight of the project is limited to 100 pounds. No part of the project may extend
beyond these measurements. Figure 1 illustrates these size limits.
6.0 THE PHYSICAL DISPLAY (with model) 27 inches wide (recommended)
The display is the physical representation of the student's
topic. A good project generally has a backboard on which ,30 inches deep
(Maximum)
information can be displayed. Maps, drawings, time lines,
tables, graphs, photographs, and other types of information
may be presented on the backboard. ~ The title of the
100 inches
project, made with neat, bold letters, should also be featured
high
on the backboard. The research paper, as well as the title, (maximum)
may be displayed anywhere on the physical display. The
display should be both attractive and informative. The cost
of producing a project should be kept to a minimum. The
model should be original
work of the student and not a prefabricated store purchased
item.
36 inches w ide (Maximum)
7.0 THE WRITTEN REPORT
Each project must be accompanied by a well-developed Figure 1 - Project size limitations.
research paper containing the following elements: title page,
table of contents, abstract, body of research, conclusion, footnotes,
and bibliography. See the subsections below.
The report should be placed in a folder. The report must be typed.
7.1 Title Page
This page expresses the title of the project.
7.2 Table of Contents
All major elements in the paper should be listed with the appropriate page numbers.
7.3 Abstract
This is a brief summary of the content and the purpose of the project. Information about the reference sources used may
also be included. The abstract should be no more than 250 words. The following box contains a sample abstract.
This project is about the internment of Japanese-American citizens during World War II. The project will
describe the historical background for popular sentiment against Japanese-Americans living on the west coast of
the United States at the beginning of World War II. The project will show that the internment of these people
was not an act to increase national security, but was part of a greater effort to calm an alarmed American
public frightened by the sudden attack on Pearl Harbor. Further, the project will show that the internment of
these American citizens was inconsistent with constitutional principles.
Information for this project was secured from various sources, including books, periodicals, and government
documents. Also included with the project will be taped interviews with legal experts and Japanese-Americans.
This project intends to demonstrate that even in times of national emergency, citizens must be careful to ensure
constitutional rights.
2
5. 7.4 Body of Research
This element should be the longest section of the report. The length of the paper may vary, depending on the type of
project, but it should be at least three (3) typed pages or five (5) handwritten pages in length to adequately cover the
topic.
The body contains the important facts that the student has gathered from books, encyclopedias, magazines, and other
references. Plagiarism, or copying word-for-word from a reference book, is not allowed.
The student should be able to read and understand all information contained in the report. The body should contain the
material that the student learned during the course of the project.
7.5 Conclusion
The student should briefly describe the knowledge he/she has gained as a result of completing the project. The
conclusion may consist of simply one or two paragraphs describing the general ideas that the student learned.
The conclusion should be written on a separate sheet of paper and not written as the last paragraph or two of the body.
7.6 Footnotes
Footnotes are required for high school papers. Any standard research form for citations is acceptable including
parenthetical citations. All information (including oral information) must be properly cited.
7.7 Bibliography
This element is a list of the books and other references from which the student gained information for his/her project.
Any standard bibliographic or reference style may be used. All entries should be listed in alphabetical order. A
sample bibliography showing various types of references is given in the box below. Students should have a variety of
sources and should not be mainly internet citations.
Book:
Adams, Mary. Women's Liberation and Equal Rights. Chicago: Prentice-Hall, 1973.
Encyclopedia:
Smith, Jane. "United States History." World Book Encyclopedia. Chicago: World Book-Childcraft
International, Inc., 1985, Vol. 22, pp. 813-831.
Magazine:
Wilson, Robert. "Conflict in South Africa." Time. January 1977, p. 57.
Newspaper:
"Election Results." New Orleans States-Item. November 6, 1976.
Pamphlet:
The American Flag. United States Marine Corps, 1977.
Television Program:
Issues and Answers. NEC, February 10, 1976.
Interview:
Smith, Jan. Social Studies Teacher, Grace King High School, December 1991.
3
6. 8.0 THE ORAL PRESENTATION
Oral presentations are required for both the Regional and State fairs. Students may also be required to provide oral
presentations at the school level. The student should be prepared to respond to questions asked about his/her project.
The oral presentation should be concise and direct. Students will be given four (4) minutes for their presentation.
Two (2) minutes for their speech and two (2) minutes for judges’ questions. At the regional and state level, only one
student can be on the floor to defend the project-that applies to group projects as well as individual projects.
9.0 TIME LINE
The following time line may help the student complete his/her project. This suggested time line spans a 12-week
period. The time line may vary depending upon teacher discretion.
• Step 1: Topic selection (1 week)
• Step 2: Research (4 weeks)
• Step 3: Outline (1 week)
• Step 4: Rough draft of all elements of the written report (1 week)
• Step 5: Final copy of the written report (1 week)
• Step 6: Diagram of physical model and gathering of materials (1 week)
• Step 7: Construction of physical model (2 weeks)
• Step 8: Preparation for the oral presentation (1 week)
10.0 TYPE OF PROJECT
All projects should be inquiry based in nature. A problem-solving project involves a higher level of thinking skills
and generally draws a conclusion. The topic is treated as a problem, and the student attempts to achieve a solution. An
example of a problem-solving project is "Should the United Nations be Abolished?"
11.0 INDIVIDUAL OR GROUP PROJECTS
A project may be performed by an individual student or by a group of students. A group size may range from two
students to an entire class. In a group project, equal credit is given to each member, so the workload should be
shared equally.
12.0 POSTERS
A poster board is not considered to be a project.
13.0 CREATIVITY
The student should be imaginative when working on the physical display. For instance, constructing figurines of
people from clay, clothespins, cardboard, toothpicks, or pipe cleaners is better than buying plastic figurines from a
toy store. Original drawings are better than photocopied facsimiles. Creative ability is one of the components involved
in judging.
14.0 AWARDS
Each student who submits a project will receive a certificate of participation. Individual schools will decide if
awards of any other type will be given. At the regional and state level, in addition to certificates of participation,
plaques will be presented to the winners. Winners will receive one plaque including group winners. Additional
plaques for group winners can be purchased by the school or students.
15.0 REGIONAL FAIR
First and second place winners in the school fair in each category for both individual and group will be eligible to enter
the Regional Social Studies Fair. Further details will be provided for eligible students after the school fair has been
completed.
4
7. 16.0 PARENTAL INVOLVEMENT
Parental involvement in a project is essential. The most important ingredient in the project is the amount of learning the
student acquires while developing his/her topic. Many abilities are developed, such as researching, organizing,
outlining, measuring, reporting, thinking, reading, writing, and social skills.
Parents should keep the following points in mind when assisting students with their project:
• The student is responsible for completing the project. It is inappropriate for the parent to complete the project
for the child.
• Parents should support and encourage student involvement in the Social Studies Fair.
• The emphasis should be on student achievement and learning, not on winning.
Some forms of parental involvement which are welcomed include:
• Suggesting project ideas.
• Suggesting reference sources.
• Transporting students to libraries, business places, museums, and other locations that are sources of project
information.
• Offering constructive criticism.
• Monitoring construction of the project to insure safety.
• Discussing the topic and asking questions about what he/she is learning.
• Giving encouragement.
• Being a good listener when the student wants to practice his/her oral presentation.
17.0 OTHER FAIR REGULATIONS
The following list contains regulations which must be followed by all participants:
• Each project must stand by itself and be self-explanatory. The project must be strong enough to remain intact
when moved. Clearly worded instructions should be placed on any project which requires a special operation.
• All work on the project must have been accomplished by the student during the current school year and must be
the student's own work.
• The student must furnish all auxiliary equipment that is required for his/her project. This includes such items as
extension cords and tape recorders.
• Each student is responsible for setting up the project for display and removing the project at the specified
times.
• A project must not have the student's name on the front. All projects will be identified by numbers.
• No live animals or any type of embryo may be exhibited. Only properly prepared animal skins, hides, or
stuffed animals can be used in exhibits.
18.0 JUDGING
Projects will be evaluated by judges on the following components:
• Research: depth of research; scope of subject matter; quality of content; purpose, research, and conclusions
clearly stated; bibliography 25%
• Physical Display: self explanatory; educational; reflects thought, research, and organization; neat, attractive, and
sturdy 25%
• Creative Ability: subject shows creative ability and organization in development of topic 25%
• Oral Presentation: knowledge of subject matter; speaking ability; flow of speech; quality of presentation 25%
19.0 GRADING
Project grades may be counted for no more than 25% of the final grade in any nine-week period. The grades may
span more than one grading period and can include daily, participation, quiz, and test grades.
19.1 Honors Credit
All honors students are required to submit a project.
8. 5
20.0 SAMPLE TOPICS FOR SOCIAL STUDIES FAIR PROJECTS
20.1 Anthropology
American Indian Marriage Ceremonies American Indian Homes; A Contrast in Adaptability
The Incredible Ingenuity of the Incas Religious Significance of Sand Painting in the Southwest
Life in the Stone Age for Teenagers A Comparison of the Hopi and the Iroquois Indians
Who Were the First Americans'? What is the Mystery of Stonehenge?
Navajo Culture as Expressed in Pottery Nazca Indians:The First Men to Fly?
20.2 Economics Should Cuts be Made in the Defense Budget?
How to Start Your Own Business How Can a Ten Do Professional Athletes Make Too Much Money?
Year Old Get Rich Quick? Comparing Plantations to Who Suffers Most From the Rising Cost of Health Care?
Small Farms The New Orleans Saints - Big Business What is Damaging the Gulf of Mexico and the Seafood
What is Minimum Wage? Industry?
20.3 Geography Could the Savings and Loan Crisis Have Been Prevented?
Our Last States: Alaska and Hawaii Comparing the Resources of China to the United States
Is Louisiana Losing Its Wetlands? Famous Prehistoric Sites in the United States Why Is the
The Grand Canyon: A Natural Wonder Bonnet Carre Spillway Important to New Orleans? A
What Would It Be Like to Live in Japan? Comparison of the Sunshine State to the Pelican State A
Why Can’t You Live in Antarctica? Comparison of the Mississippi River to the Amazon River
20.4 History World War II Rationing
The History of Jefferson Parish River The Developmental History of the Automobile
Travel in the 1800's What Was the Role of Women During the Civil War?
Why Was the Erie Canal Built? What Caused the War of 1812?
P.T. Barnum and His First Circus Great Presidents: Washington and Lincoln; Their Political
Andrew Carnegie: Man of Steel Impact
20.5 Political Science Major Supreme Court Decisions Affecting Individual
Do You Know Your Bill of Rights? Rights Mr. Secretary of State: Figurehead or Formidable
Political Parties in the United States Statesman?
What Does a U.S. Senator Do? The Political Strength of the U.S. Presidents United States
Who Works Inside the White House? Defense Budget: A Public Concern
What the U.S. Constitution Means to Me Differences Between Communism and Democracy
20.6 Sociology
What Has Happened to Manners? Consumers Beware! Ad Agencies Are Out to Fool You
The Homeless: Who Are They? Does Peer Pressure Affect a Teen's Decision to Smoke?
The School Uniform Controversy Problems in American Cities: Past and Present Women's
Who are the Latchkey Kids? Liberation: For Better or For Worse?
How Does Television Affect Our Lives? How the German Immigrants Helped to Build the U.S.
6
Revised 9/1/10