Needs Analysis
Nation, I.S.P. & Macalister, J. 2010. Language Curriculum Design. Oxon: Routledge.
Brown, J. D. 1995. Elements of Language Curriculum. Boston: Heinle & Heinle Publishers.
The following presentation provides a brief understanding of the Florida Comprehensive Assessment Test. This presentation is free for public use. For additional information, please contact Dessalines Floyd at floydd1@duvalschools.org.
The lesson plan to accompany the research activity handouts.
Here's the set:
http://www.slideshare.net/samlandfried/8th-grade-may-11-research-activity
http://www.slideshare.net/samlandfried/8th-grade-may-11-lesson-plan
http://www.slideshare.net/samlandfried/8th-grade-april-20-how-do-i-research-handout
http://www.slideshare.net/samlandfried/8th-grade-april-20-how-do-i-research-1
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docxgholly1
RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
Week 3 APA Module AssignmentWeek 3 APA Module Assignmentb. Lis.docxmelbruce90096
Week 3 APA Module Assignment
Week 3 APA Module Assignment
b. Listen to the tutorial or download and review the transcript on APA and answer the questions below
After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:
1. Why is APA Style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (15 points)
2. In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points)
Week 3 Grading Rubric for Proposal Pitch
Central Idea/ Focus: thesis statement or main exists; all ideas consistently address this main idea. Off-topic or irrelevant ideas should not exist. 10 points
Support/ Development of Ideas: Ideas are sufficiently developed for each point. ideas are sufficiently developed for each point. Three points for each of the five sections of the document. 15 points
Organization/ Structure: the internal structure of a piece of writing, the thread of central meaning. All ideas are organized well without any missing or incomplete components. The answers are from one to three sentences each. 10 points
APA including Paper Format: correct title page, headers, second page title, margins, alignment, spacing, font and size. 10 points
Grammar/Mechanics/Style:Grammar refers to correctness of language usage, mechanics refers to conventional correctness in capitalization, punctuation, and spelling. Style includes word choice, sentence variety, clarity, and conciseness. Also, sentences vary in length and structure; ideas are clear, logical, and concise. 5 points
Running head: YOUR TITLE GOES HERE 1
YOUR TITLE GOES HERE 3
Your Course Project Title Goes Here
First Last Name
Name of University
Your Course Project Title Goes Here
The purpose of a proposal is to highlight standout ideas, and to do so in a manner that can convince an audience to support a project. Proposals delivered in a workplace are often part of a competitive process in which the strongest proposal is offered the business. In these contexts, effective word choice and professional delivery define the effective communication of an idea. Your research proposal will be presented as a sentence outline. As the name suggests, the sentence outline presents complete thoughts in complete sentences as opposed to phrases. In each section of the proposal, choose ideas with the goal of persuading your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. Use a complete sentence to provide the response to each of the questions below. You can use first person. Use APA documentation for the final section of the proposal to document any sources re.
1 Introduction to the U.S. Legal System Midterm Exami.docxjeremylockett77
1
Introduction to the U.S. Legal System
Midterm Examination Checklist (Fall 2019)
Overview and Purpose: The midterm examination (exam) for GOVT/CRJU 2392 is scheduled
for Monday, Oct. 14, 2019. The exam is designed to assess your comprehension of important
concepts described in the course textbook (Banks and O’Brien), lectures, and in-class
discussions.
Procedure: The exam is closed book and closed notes: Students will not have access to any
resources during the exam session. Students must complete their own work and avoid looking at
their neighbors’ exam booklets. Communication with another student during the exam session
will be considered cheating, resulting in a failing grade and a report filed with appropriate
university authorities.
If possible, students should avoid bringing excess personal belongings to the exam session. All
cell phones must be placed in “silent” mode prior to beginning the exam, and all phones or any
other communicative devices (i.e. Apple Watches) should be stored away in students’ pockets,
backpacks, purses, etc. Similarly, all study aids must be stored away prior to beginning the
exam. Any use of devices during the exam session will be considered cheating and disciplinary
proceedings will be initiated.
Once a student begins the exam, that student will not be permitted to leave the room. If a student
leaves the room, the exam will be considered completed. All university and department policies
concerning cheating and academic honesty are in full effect for the exam session.
Content: Student comprehension of the material covered will be evaluated through objective
response items (20 points; multiple choice) and four short essay prompts (40 points). In the
latter section, students will have the option of choosing from a bank of pre-selected short essay
prompts drawn from textbook and in-class discussion themes. The essays students will be
required to answer are also provided at the end of the PowerPoint slides that guide class
discussions. I am providing these questions to you well in advance of the exam to allow you to
practice drafting answers that effectively communicate knowledge.
2
Content (continued):
Ultimately, students are responsible for any and all material covered in the textbook (Banks and
O’Brien) and weekly lectures/discussions. As mentioned previously, the content provided in
lecture/discussion slides emphasizes the most important, or fundamental, themes of each chapter.
While the exam will draw heavily from the lecture/discussion slides, a few exam items are designed to
assess whether students have actually read textbook chapters. This is inevitable, as our meetings do not
provide enough time to cover all legal system concepts in extreme detail. However, students should pay
particular attention to the following terms and concepts:
Civil Law Systems Common Law Systems
U.S. Institutional Structure ...
3 pagesAPASOURCES 4MUST HAVE INTRODUCTION, SUBHEADINGS AN.docxrhetttrevannion
3 pages
APA
SOURCES: 4
MUST HAVE INTRODUCTION, SUBHEADINGS AND CONCLUSION
Assignment
• Continue to build your plan based on the introduction you created in your last assignment. (See Below).
• Tell the audience your reasons for using an instructional plan.
• Be sure to describe what types of instructional resources you are creating.
• Align the chosen ID model to your organization (for example, if you are working in a K-12 school environment, student learning needs and learning objectives may be driven by state or federal performance standards; versus, if you are working in a non-profit organization and training adults, the learning needs of your adult learners may be driven by a “gap analysis” or “business objectives” identified by the organization).
• This section should be 3 pages.
• Include a reference page.
Additional Information
Begin with an outline of your project. Tell the audience your reasons for using an instructional plan.
Description of your Instructional Event or Course - The instructional plan being presented is a college-level Political Science course
Also, be sure to describe what types of instructional resources you are creating. Include an explanation of who has authorized or funded the instructional event or course you propose, and what they expect.
Finally, once you have introduced the instructional event or course, you will align it to an ID model of your choice.
Assignment Expectations
To receive maximum credit, you must demonstrate understanding of context and purpose of the assignment by bringing all required elements (described above) to the discussion, and meeting additional expectations (described below).
Cite a minimum of four sources and incorporate them into your paper. It is expected that you analyze and synthesize, not merely summarize, sources. The reference page and overall paper must be formatted properly in APA format and style include a strong introduction, subheaders and conclusion.
***Last Assignment Introduction**
Student Population & Needs Assessment
The instructional plan being presented is a college-level political science course. The political science course targets college students in other areas of specialization. The introductory course will provide the students with the fundamental knowledge on the key aspects of political science. The student population is not expected to have extensive knowledge of political science.
The training program will begin by assessing the current beliefs and attitudes of the students towards the position and value of political science. The objective of the learning needs assessment is to establish the knowledge gaps that can be addressed through the training program (Spooner et al., 2007; Edwards et al., 2014).
Learning Objectives
The specific learning objectives are:
• To introduce the students to the key concepts in political science
• To introduce the students to some of the major political ideologies and philosophies
• To introduce the studen.
PS 1010, American Government 1 Course Description .docxamrit47
PS 1010, American Government 1
Course Description
In-depth study of American government and politics focusing on a balanced, unbiased, and up-to-date introduction to
constitutional, governmental, political, social, and economic structures and processes.
Prerequisites
None
Course Textbook
Patterson, T. E. (2008). The American democracy (8th ed.). Boston, MA: McGraw-Hill.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Describe the different forms of government (totalitarian regime, oligarchy, aristocracy, democracy, and anarchy).
2. Identify the patterns in early American colonization that influenced later governmental structure and operation.
3. Describe the historical context surrounding the drafting and ratification of the Constitution.
4. Identify and explain the classification of powers between the national and state governments in the U.S. federal
system.
5. Describe the expansion of civil rights through legislation and amendments to the Constitution in the post-Civil War
period, including the Emancipation Proclamation, the Thirteenth, Fourteenth and Fifteenth Amendments, the
Civil Rights Acts of 1865 – 1877, and the Civil Rights cases of 1883 (especially Plessey v. Ferguson).
6. Explain the nature of the problem of gender-based discrimination in the workplace and the importance of Title VII,
definitional problems associated with regulations, the problems of wage discrimination, pay equity, and the
glass ceiling.
7. Explain how public opinion is formed in the U.S., including political socialization by families, education, and peers
and the influence of religion, economic status, political events, and opinion leaders.
8. Describe the impact of the media on political socialization.
9. Define an interest group and describe its function.
10. Identify and analyze the direct tactics used by interest groups, including lobbying, rating systems, campaign
assistance, and the formations of political action committees.
11. Describe the presidential election process from primaries to the general election.
12. Identify the major functions performed by the mass media in our society, including entertainment, reporting news,
identifying public problems, socializing a new generation, and providing a political forum.
13. Explain the major functions of Congress, including lawmaking, constituent service, and oversight and conflict
resolution.
14. Compare the basic differences between the House of Representatives and the Senate.
15. Identify and explain the roles of the President (including Chief of State, Chief Executive, Commander in Chief,
Chief Diplomat, and Chief Legislator).
16. Explain the major concepts of the American legal system that were developed in the English common law system,
including the common law tradition, precedent, jurisdiction, and stare decisis.
17. Identify the principal agencies t ...
· Avoiding Unauthorized Practice of LawIt is widely known that u.docxLynellBull52
· Avoiding Unauthorized Practice of Law
It is widely known that utilizing paralegals is a frequent concern for practicing attorneys, especially when a paralegal’s actions may leave them performing tasks (e.g., advising on legal rights, negotiation or settlement, management of a law practice, etc.) which could result in the unauthorized practice of law. Per the American Bar Association, one must possess a law license in order to perform such tasks.
Write a five to six (5-6) page paper in which you:
1. Determine three (3) most important characteristics of an effective paralegal. Justify your response.
2. Develop at least three (3) general guidelines for conducting legal research that a new paralegal should follow on in order to ensure that the attorney for whom the paralegal works is referencing valid laws within his / her legal documents.
3. Propose two (2) strategies that a paralegal could take in order to avoid the unauthorized practice of law. Provide a rationale to support your response.
4. Compare and contrast the key differences between the activities of paralegals versus those of attorneys in preparing a case for trial.
5. Use at least two (2) quality references. Note: Wikipedia and other Websites do not quality 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:
. Analyze what paralegals do, the career choices available to paralegals, their role in the legal profession, and the need for continuing education and training.
. Examine the paralegal workplace, tasks, and functions of a paralegal and accounting procedures in the law office.
. Use technology and information resources to research issues in paralegal studies.
. Write clearly and concisely about paralegal studies using proper writing mechanics.
BCJ 2001, Theory and Practices of Law Enforcement 1
Course Description
Presents the historical development of law enforcement, organization, administration, and systems of local, state, and
federal policing with an emphasis on theories as they relate to practices.
Course Textbook
Dempsey, J. S., & Forst, L. S. (2011). Police. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze and discuss conventional crimes, as well as economic crimes, from historic and contemporary
viewpoints.
2. Assess and describe the growing menace of syndicated crime and the changes t.
ENG122 Composition II Research Paper Guidelines P a g e.docxSALU18
ENG122: Composition II
Research Paper Guidelines
P a g e | 1 of 6
2015.09
English 122: Composition II
Research Paper Guidelines
You will spend five weeks completing a 5-7 page academic argument in APA style. Each week is devoted to
one phase of the academic writing process:
1. Topic Selection & Beginning Research
2. Pre-Writing & Organization
3. Draft Writing
4. Revision
5. Final Draft
Week 1: Topic Selection & Beginning Research
Select a topic from the list of approved topics that begins on page two of this document. You will be working
with the same topic for the next five weeks. Choose a topic that is interesting but be wary of topics that elicit a
strong emotional response. We will be writing an objective academic paper in third-person perspective, which
may be difficult if you feel too personally connected to the topic.
As you begin to gather research on the topic, start organizing your work into an annotated bibliography. You
will submit your annotated bibliography for grading and feedback at the end of Week 1. You will use a working
thesis statement to guide you. These items may need to be revised before you move forward.
Week 2: Pre-Writing & Organization
After gathering sufficient research, you will begin to build a credible argument about the topic, which may
require revisions to your working thesis statement. You will submit an outline of your academic argument for
grading and feedback at the end of Week 2. The outline may need to be revised before you move forward.
Week 3: Draft Writing
You will utilize your annotated bibliography and outline as tools to write a rough draft essay. The annotated
bibliography provides you with your research notes while the outline guides you through the structure of your
argument. You will submit a rough draft of your academic argument for grading and feedback at the end of
Week 3. You will have time to fully revise your draft over the remaining two weeks of class.
Week 4: Revision
The revision process contains a number of steps that may overlap and repeat. This includes additional research,
more writing, proofreading, editing, and content revision. You must consider and apply the feedback you
received throughout class as you revise your rough draft. You are expected to use Week 4 as an opportunity for
careful and thorough revision.
Week 5: Final Draft
The final week of class will culminate in the submission of your Final Research Paper. This is the final,
complete, error-free version of your academic argument. The final draft is worth 30% of your final grade in this
class.
P a g e | 2 of 6 2015.09
Writing Prompts – Select One for this Class
Prompts have been organized by subject area. Please review all options before making your final selection and
consider selecting a topic from your field of study/major.
Business
1. Some argue that a gender-based income gap is still present in America today. ...
ENG122 Composition II Research Paper Guidelines P a g e.docxYASHU40
ENG122: Composition II
Research Paper Guidelines
P a g e | 1 of 6
2015.09
English 122: Composition II
Research Paper Guidelines
You will spend five weeks completing a 5-7 page academic argument in APA style. Each week is devoted to
one phase of the academic writing process:
1. Topic Selection & Beginning Research
2. Pre-Writing & Organization
3. Draft Writing
4. Revision
5. Final Draft
Week 1: Topic Selection & Beginning Research
Select a topic from the list of approved topics that begins on page two of this document. You will be working
with the same topic for the next five weeks. Choose a topic that is interesting but be wary of topics that elicit a
strong emotional response. We will be writing an objective academic paper in third-person perspective, which
may be difficult if you feel too personally connected to the topic.
As you begin to gather research on the topic, start organizing your work into an annotated bibliography. You
will submit your annotated bibliography for grading and feedback at the end of Week 1. You will use a working
thesis statement to guide you. These items may need to be revised before you move forward.
Week 2: Pre-Writing & Organization
After gathering sufficient research, you will begin to build a credible argument about the topic, which may
require revisions to your working thesis statement. You will submit an outline of your academic argument for
grading and feedback at the end of Week 2. The outline may need to be revised before you move forward.
Week 3: Draft Writing
You will utilize your annotated bibliography and outline as tools to write a rough draft essay. The annotated
bibliography provides you with your research notes while the outline guides you through the structure of your
argument. You will submit a rough draft of your academic argument for grading and feedback at the end of
Week 3. You will have time to fully revise your draft over the remaining two weeks of class.
Week 4: Revision
The revision process contains a number of steps that may overlap and repeat. This includes additional research,
more writing, proofreading, editing, and content revision. You must consider and apply the feedback you
received throughout class as you revise your rough draft. You are expected to use Week 4 as an opportunity for
careful and thorough revision.
Week 5: Final Draft
The final week of class will culminate in the submission of your Final Research Paper. This is the final,
complete, error-free version of your academic argument. The final draft is worth 30% of your final grade in this
class.
P a g e | 2 of 6 2015.09
Writing Prompts – Select One for this Class
Prompts have been organized by subject area. Please review all options before making your final selection and
consider selecting a topic from your field of study/major.
Business
1. Some argue that a gender-based income gap is still present in America today. ...
GCU College of Education LESSON PLAN TEMPLATETeacher Candida.docxshericehewat
GCU College of Education
LESSON PLAN TEMPLATE
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:Cara Simmons
7th Grade
12/16/2015
Civics
Sources and Types of Law
I. Planning
Lesson summary and focus:The students are required to analyze and identify the sources and types of law including but not limited to civil, criminal, constitutional, juvenile and military law.
Classroom and student factors:Students are grouped based on balance of lexiles levels and native language. Desks are grouped in 4s where each student can visibly see the board.
National / State Learning Standards:SS.7.C.3.10
Specific learning target(s) / objectives:
Teaching notes:Students will use examples of historical law codes and statutes to identify how laws originated and developed in Western society. Students will recognize the constitutional, civil, criminal, juvenile and military law as sources of law.
Teacher uses higher order questions to elicit prior knowledge of sources and types of law. Teacher groups students in pairs based on complimentary strengths and weaknesses. Teacher asks follow-up comprehension questions about the differences and similarities of the various sources of law.
Agenda:
Formative assessment:Bellringer/Warm Up
Anchor Charts
Matching Game
Interactive Notebook
ReflectionStudents will complete a matching exercise pairing a court scenario with the correct sources of law. Students will work collaboratively and provide ongoing feedback to each other. Students are monitored by teacher where wrong pairings are given the opportunity for justification in that choice.
Academic Language:
Key vocabulary:
Function:
Form:
case law
criminal law
civil law
constitutional law
juvenile law
statute
due processUnderstanding and identifying the key terms will allow students to synthesize, paraphrase, infer and evaluate the systems and sources of law and order.
Therefore, how, because, but, due to this, justifying
Instructional Materials, Equipment and Technology:
Overhead projector, matching cards, anchor charts, color pencils, markers, Types of Law Brain pop video clip.
Grouping:
Students are matched in groups of 4 with a balance of higher and lower performers.
II. Instruction
A. Opening
Prior knowledge connection:Students associate the ideals of rule of law and due process while applying its role in the sources of law. Students are asked to recall landmark court cases and its varying roles in the court system. By remembering a familiar court case, students should be able to find attributes of what they know about the cases and match them to the source of the law and briefing.
Anticipatory set:Students are asked to think about a famous court case, landmark case or one from television and pair it with a source of law to acquire new learning. In groups, students discuss their individual court cases and which source they believe corresponds. Student discussion will help alleviate guessing and increase participation through p ...
Needs Analysis
Nation, I.S.P. & Macalister, J. 2010. Language Curriculum Design. Oxon: Routledge.
Brown, J. D. 1995. Elements of Language Curriculum. Boston: Heinle & Heinle Publishers.
The following presentation provides a brief understanding of the Florida Comprehensive Assessment Test. This presentation is free for public use. For additional information, please contact Dessalines Floyd at floydd1@duvalschools.org.
The lesson plan to accompany the research activity handouts.
Here's the set:
http://www.slideshare.net/samlandfried/8th-grade-may-11-research-activity
http://www.slideshare.net/samlandfried/8th-grade-may-11-lesson-plan
http://www.slideshare.net/samlandfried/8th-grade-april-20-how-do-i-research-handout
http://www.slideshare.net/samlandfried/8th-grade-april-20-how-do-i-research-1
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docxgholly1
RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
Week 3 APA Module AssignmentWeek 3 APA Module Assignmentb. Lis.docxmelbruce90096
Week 3 APA Module Assignment
Week 3 APA Module Assignment
b. Listen to the tutorial or download and review the transcript on APA and answer the questions below
After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:
1. Why is APA Style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (15 points)
2. In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points)
Week 3 Grading Rubric for Proposal Pitch
Central Idea/ Focus: thesis statement or main exists; all ideas consistently address this main idea. Off-topic or irrelevant ideas should not exist. 10 points
Support/ Development of Ideas: Ideas are sufficiently developed for each point. ideas are sufficiently developed for each point. Three points for each of the five sections of the document. 15 points
Organization/ Structure: the internal structure of a piece of writing, the thread of central meaning. All ideas are organized well without any missing or incomplete components. The answers are from one to three sentences each. 10 points
APA including Paper Format: correct title page, headers, second page title, margins, alignment, spacing, font and size. 10 points
Grammar/Mechanics/Style:Grammar refers to correctness of language usage, mechanics refers to conventional correctness in capitalization, punctuation, and spelling. Style includes word choice, sentence variety, clarity, and conciseness. Also, sentences vary in length and structure; ideas are clear, logical, and concise. 5 points
Running head: YOUR TITLE GOES HERE 1
YOUR TITLE GOES HERE 3
Your Course Project Title Goes Here
First Last Name
Name of University
Your Course Project Title Goes Here
The purpose of a proposal is to highlight standout ideas, and to do so in a manner that can convince an audience to support a project. Proposals delivered in a workplace are often part of a competitive process in which the strongest proposal is offered the business. In these contexts, effective word choice and professional delivery define the effective communication of an idea. Your research proposal will be presented as a sentence outline. As the name suggests, the sentence outline presents complete thoughts in complete sentences as opposed to phrases. In each section of the proposal, choose ideas with the goal of persuading your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. Use a complete sentence to provide the response to each of the questions below. You can use first person. Use APA documentation for the final section of the proposal to document any sources re.
1 Introduction to the U.S. Legal System Midterm Exami.docxjeremylockett77
1
Introduction to the U.S. Legal System
Midterm Examination Checklist (Fall 2019)
Overview and Purpose: The midterm examination (exam) for GOVT/CRJU 2392 is scheduled
for Monday, Oct. 14, 2019. The exam is designed to assess your comprehension of important
concepts described in the course textbook (Banks and O’Brien), lectures, and in-class
discussions.
Procedure: The exam is closed book and closed notes: Students will not have access to any
resources during the exam session. Students must complete their own work and avoid looking at
their neighbors’ exam booklets. Communication with another student during the exam session
will be considered cheating, resulting in a failing grade and a report filed with appropriate
university authorities.
If possible, students should avoid bringing excess personal belongings to the exam session. All
cell phones must be placed in “silent” mode prior to beginning the exam, and all phones or any
other communicative devices (i.e. Apple Watches) should be stored away in students’ pockets,
backpacks, purses, etc. Similarly, all study aids must be stored away prior to beginning the
exam. Any use of devices during the exam session will be considered cheating and disciplinary
proceedings will be initiated.
Once a student begins the exam, that student will not be permitted to leave the room. If a student
leaves the room, the exam will be considered completed. All university and department policies
concerning cheating and academic honesty are in full effect for the exam session.
Content: Student comprehension of the material covered will be evaluated through objective
response items (20 points; multiple choice) and four short essay prompts (40 points). In the
latter section, students will have the option of choosing from a bank of pre-selected short essay
prompts drawn from textbook and in-class discussion themes. The essays students will be
required to answer are also provided at the end of the PowerPoint slides that guide class
discussions. I am providing these questions to you well in advance of the exam to allow you to
practice drafting answers that effectively communicate knowledge.
2
Content (continued):
Ultimately, students are responsible for any and all material covered in the textbook (Banks and
O’Brien) and weekly lectures/discussions. As mentioned previously, the content provided in
lecture/discussion slides emphasizes the most important, or fundamental, themes of each chapter.
While the exam will draw heavily from the lecture/discussion slides, a few exam items are designed to
assess whether students have actually read textbook chapters. This is inevitable, as our meetings do not
provide enough time to cover all legal system concepts in extreme detail. However, students should pay
particular attention to the following terms and concepts:
Civil Law Systems Common Law Systems
U.S. Institutional Structure ...
3 pagesAPASOURCES 4MUST HAVE INTRODUCTION, SUBHEADINGS AN.docxrhetttrevannion
3 pages
APA
SOURCES: 4
MUST HAVE INTRODUCTION, SUBHEADINGS AND CONCLUSION
Assignment
• Continue to build your plan based on the introduction you created in your last assignment. (See Below).
• Tell the audience your reasons for using an instructional plan.
• Be sure to describe what types of instructional resources you are creating.
• Align the chosen ID model to your organization (for example, if you are working in a K-12 school environment, student learning needs and learning objectives may be driven by state or federal performance standards; versus, if you are working in a non-profit organization and training adults, the learning needs of your adult learners may be driven by a “gap analysis” or “business objectives” identified by the organization).
• This section should be 3 pages.
• Include a reference page.
Additional Information
Begin with an outline of your project. Tell the audience your reasons for using an instructional plan.
Description of your Instructional Event or Course - The instructional plan being presented is a college-level Political Science course
Also, be sure to describe what types of instructional resources you are creating. Include an explanation of who has authorized or funded the instructional event or course you propose, and what they expect.
Finally, once you have introduced the instructional event or course, you will align it to an ID model of your choice.
Assignment Expectations
To receive maximum credit, you must demonstrate understanding of context and purpose of the assignment by bringing all required elements (described above) to the discussion, and meeting additional expectations (described below).
Cite a minimum of four sources and incorporate them into your paper. It is expected that you analyze and synthesize, not merely summarize, sources. The reference page and overall paper must be formatted properly in APA format and style include a strong introduction, subheaders and conclusion.
***Last Assignment Introduction**
Student Population & Needs Assessment
The instructional plan being presented is a college-level political science course. The political science course targets college students in other areas of specialization. The introductory course will provide the students with the fundamental knowledge on the key aspects of political science. The student population is not expected to have extensive knowledge of political science.
The training program will begin by assessing the current beliefs and attitudes of the students towards the position and value of political science. The objective of the learning needs assessment is to establish the knowledge gaps that can be addressed through the training program (Spooner et al., 2007; Edwards et al., 2014).
Learning Objectives
The specific learning objectives are:
• To introduce the students to the key concepts in political science
• To introduce the students to some of the major political ideologies and philosophies
• To introduce the studen.
PS 1010, American Government 1 Course Description .docxamrit47
PS 1010, American Government 1
Course Description
In-depth study of American government and politics focusing on a balanced, unbiased, and up-to-date introduction to
constitutional, governmental, political, social, and economic structures and processes.
Prerequisites
None
Course Textbook
Patterson, T. E. (2008). The American democracy (8th ed.). Boston, MA: McGraw-Hill.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Describe the different forms of government (totalitarian regime, oligarchy, aristocracy, democracy, and anarchy).
2. Identify the patterns in early American colonization that influenced later governmental structure and operation.
3. Describe the historical context surrounding the drafting and ratification of the Constitution.
4. Identify and explain the classification of powers between the national and state governments in the U.S. federal
system.
5. Describe the expansion of civil rights through legislation and amendments to the Constitution in the post-Civil War
period, including the Emancipation Proclamation, the Thirteenth, Fourteenth and Fifteenth Amendments, the
Civil Rights Acts of 1865 – 1877, and the Civil Rights cases of 1883 (especially Plessey v. Ferguson).
6. Explain the nature of the problem of gender-based discrimination in the workplace and the importance of Title VII,
definitional problems associated with regulations, the problems of wage discrimination, pay equity, and the
glass ceiling.
7. Explain how public opinion is formed in the U.S., including political socialization by families, education, and peers
and the influence of religion, economic status, political events, and opinion leaders.
8. Describe the impact of the media on political socialization.
9. Define an interest group and describe its function.
10. Identify and analyze the direct tactics used by interest groups, including lobbying, rating systems, campaign
assistance, and the formations of political action committees.
11. Describe the presidential election process from primaries to the general election.
12. Identify the major functions performed by the mass media in our society, including entertainment, reporting news,
identifying public problems, socializing a new generation, and providing a political forum.
13. Explain the major functions of Congress, including lawmaking, constituent service, and oversight and conflict
resolution.
14. Compare the basic differences between the House of Representatives and the Senate.
15. Identify and explain the roles of the President (including Chief of State, Chief Executive, Commander in Chief,
Chief Diplomat, and Chief Legislator).
16. Explain the major concepts of the American legal system that were developed in the English common law system,
including the common law tradition, precedent, jurisdiction, and stare decisis.
17. Identify the principal agencies t ...
· Avoiding Unauthorized Practice of LawIt is widely known that u.docxLynellBull52
· Avoiding Unauthorized Practice of Law
It is widely known that utilizing paralegals is a frequent concern for practicing attorneys, especially when a paralegal’s actions may leave them performing tasks (e.g., advising on legal rights, negotiation or settlement, management of a law practice, etc.) which could result in the unauthorized practice of law. Per the American Bar Association, one must possess a law license in order to perform such tasks.
Write a five to six (5-6) page paper in which you:
1. Determine three (3) most important characteristics of an effective paralegal. Justify your response.
2. Develop at least three (3) general guidelines for conducting legal research that a new paralegal should follow on in order to ensure that the attorney for whom the paralegal works is referencing valid laws within his / her legal documents.
3. Propose two (2) strategies that a paralegal could take in order to avoid the unauthorized practice of law. Provide a rationale to support your response.
4. Compare and contrast the key differences between the activities of paralegals versus those of attorneys in preparing a case for trial.
5. Use at least two (2) quality references. Note: Wikipedia and other Websites do not quality 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:
. Analyze what paralegals do, the career choices available to paralegals, their role in the legal profession, and the need for continuing education and training.
. Examine the paralegal workplace, tasks, and functions of a paralegal and accounting procedures in the law office.
. Use technology and information resources to research issues in paralegal studies.
. Write clearly and concisely about paralegal studies using proper writing mechanics.
BCJ 2001, Theory and Practices of Law Enforcement 1
Course Description
Presents the historical development of law enforcement, organization, administration, and systems of local, state, and
federal policing with an emphasis on theories as they relate to practices.
Course Textbook
Dempsey, J. S., & Forst, L. S. (2011). Police. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze and discuss conventional crimes, as well as economic crimes, from historic and contemporary
viewpoints.
2. Assess and describe the growing menace of syndicated crime and the changes t.
ENG122 Composition II Research Paper Guidelines P a g e.docxSALU18
ENG122: Composition II
Research Paper Guidelines
P a g e | 1 of 6
2015.09
English 122: Composition II
Research Paper Guidelines
You will spend five weeks completing a 5-7 page academic argument in APA style. Each week is devoted to
one phase of the academic writing process:
1. Topic Selection & Beginning Research
2. Pre-Writing & Organization
3. Draft Writing
4. Revision
5. Final Draft
Week 1: Topic Selection & Beginning Research
Select a topic from the list of approved topics that begins on page two of this document. You will be working
with the same topic for the next five weeks. Choose a topic that is interesting but be wary of topics that elicit a
strong emotional response. We will be writing an objective academic paper in third-person perspective, which
may be difficult if you feel too personally connected to the topic.
As you begin to gather research on the topic, start organizing your work into an annotated bibliography. You
will submit your annotated bibliography for grading and feedback at the end of Week 1. You will use a working
thesis statement to guide you. These items may need to be revised before you move forward.
Week 2: Pre-Writing & Organization
After gathering sufficient research, you will begin to build a credible argument about the topic, which may
require revisions to your working thesis statement. You will submit an outline of your academic argument for
grading and feedback at the end of Week 2. The outline may need to be revised before you move forward.
Week 3: Draft Writing
You will utilize your annotated bibliography and outline as tools to write a rough draft essay. The annotated
bibliography provides you with your research notes while the outline guides you through the structure of your
argument. You will submit a rough draft of your academic argument for grading and feedback at the end of
Week 3. You will have time to fully revise your draft over the remaining two weeks of class.
Week 4: Revision
The revision process contains a number of steps that may overlap and repeat. This includes additional research,
more writing, proofreading, editing, and content revision. You must consider and apply the feedback you
received throughout class as you revise your rough draft. You are expected to use Week 4 as an opportunity for
careful and thorough revision.
Week 5: Final Draft
The final week of class will culminate in the submission of your Final Research Paper. This is the final,
complete, error-free version of your academic argument. The final draft is worth 30% of your final grade in this
class.
P a g e | 2 of 6 2015.09
Writing Prompts – Select One for this Class
Prompts have been organized by subject area. Please review all options before making your final selection and
consider selecting a topic from your field of study/major.
Business
1. Some argue that a gender-based income gap is still present in America today. ...
ENG122 Composition II Research Paper Guidelines P a g e.docxYASHU40
ENG122: Composition II
Research Paper Guidelines
P a g e | 1 of 6
2015.09
English 122: Composition II
Research Paper Guidelines
You will spend five weeks completing a 5-7 page academic argument in APA style. Each week is devoted to
one phase of the academic writing process:
1. Topic Selection & Beginning Research
2. Pre-Writing & Organization
3. Draft Writing
4. Revision
5. Final Draft
Week 1: Topic Selection & Beginning Research
Select a topic from the list of approved topics that begins on page two of this document. You will be working
with the same topic for the next five weeks. Choose a topic that is interesting but be wary of topics that elicit a
strong emotional response. We will be writing an objective academic paper in third-person perspective, which
may be difficult if you feel too personally connected to the topic.
As you begin to gather research on the topic, start organizing your work into an annotated bibliography. You
will submit your annotated bibliography for grading and feedback at the end of Week 1. You will use a working
thesis statement to guide you. These items may need to be revised before you move forward.
Week 2: Pre-Writing & Organization
After gathering sufficient research, you will begin to build a credible argument about the topic, which may
require revisions to your working thesis statement. You will submit an outline of your academic argument for
grading and feedback at the end of Week 2. The outline may need to be revised before you move forward.
Week 3: Draft Writing
You will utilize your annotated bibliography and outline as tools to write a rough draft essay. The annotated
bibliography provides you with your research notes while the outline guides you through the structure of your
argument. You will submit a rough draft of your academic argument for grading and feedback at the end of
Week 3. You will have time to fully revise your draft over the remaining two weeks of class.
Week 4: Revision
The revision process contains a number of steps that may overlap and repeat. This includes additional research,
more writing, proofreading, editing, and content revision. You must consider and apply the feedback you
received throughout class as you revise your rough draft. You are expected to use Week 4 as an opportunity for
careful and thorough revision.
Week 5: Final Draft
The final week of class will culminate in the submission of your Final Research Paper. This is the final,
complete, error-free version of your academic argument. The final draft is worth 30% of your final grade in this
class.
P a g e | 2 of 6 2015.09
Writing Prompts – Select One for this Class
Prompts have been organized by subject area. Please review all options before making your final selection and
consider selecting a topic from your field of study/major.
Business
1. Some argue that a gender-based income gap is still present in America today. ...
GCU College of Education LESSON PLAN TEMPLATETeacher Candida.docxshericehewat
GCU College of Education
LESSON PLAN TEMPLATE
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:Cara Simmons
7th Grade
12/16/2015
Civics
Sources and Types of Law
I. Planning
Lesson summary and focus:The students are required to analyze and identify the sources and types of law including but not limited to civil, criminal, constitutional, juvenile and military law.
Classroom and student factors:Students are grouped based on balance of lexiles levels and native language. Desks are grouped in 4s where each student can visibly see the board.
National / State Learning Standards:SS.7.C.3.10
Specific learning target(s) / objectives:
Teaching notes:Students will use examples of historical law codes and statutes to identify how laws originated and developed in Western society. Students will recognize the constitutional, civil, criminal, juvenile and military law as sources of law.
Teacher uses higher order questions to elicit prior knowledge of sources and types of law. Teacher groups students in pairs based on complimentary strengths and weaknesses. Teacher asks follow-up comprehension questions about the differences and similarities of the various sources of law.
Agenda:
Formative assessment:Bellringer/Warm Up
Anchor Charts
Matching Game
Interactive Notebook
ReflectionStudents will complete a matching exercise pairing a court scenario with the correct sources of law. Students will work collaboratively and provide ongoing feedback to each other. Students are monitored by teacher where wrong pairings are given the opportunity for justification in that choice.
Academic Language:
Key vocabulary:
Function:
Form:
case law
criminal law
civil law
constitutional law
juvenile law
statute
due processUnderstanding and identifying the key terms will allow students to synthesize, paraphrase, infer and evaluate the systems and sources of law and order.
Therefore, how, because, but, due to this, justifying
Instructional Materials, Equipment and Technology:
Overhead projector, matching cards, anchor charts, color pencils, markers, Types of Law Brain pop video clip.
Grouping:
Students are matched in groups of 4 with a balance of higher and lower performers.
II. Instruction
A. Opening
Prior knowledge connection:Students associate the ideals of rule of law and due process while applying its role in the sources of law. Students are asked to recall landmark court cases and its varying roles in the court system. By remembering a familiar court case, students should be able to find attributes of what they know about the cases and match them to the source of the law and briefing.
Anticipatory set:Students are asked to think about a famous court case, landmark case or one from television and pair it with a source of law to acquire new learning. In groups, students discuss their individual court cases and which source they believe corresponds. Student discussion will help alleviate guessing and increase participation through p ...
ECH430 v4Integrated Lesson Plan TemplateECH430 v4Page 2 ofEvonCanales257
ECH/430 v4
Integrated Lesson Plan Template
ECH/430 v4
Page 2 of 2
Integrated Lesson Plan Template
Element
Details
Lesson Title
Grade Level
Social Studies Content Standard(s)
What state social studies standards are being addressed?
Other Subject and Content Standard(s)
What other subject and related content standard(s) are being addressed?
ISTE Standards for Students
What technology standards are being addressed and how will technology be used in this lesson (i.e., research, instruction, practice, assessment, or any adaptive or interactive devices)?
Goals/Objectives
What are the goals/objectives that are aligned with the standards for the lesson?
Materials
What materials and instructional resources are needed for the teacher and students?
Instructional Approach (I do)
What are the step-by-step procedures that you will model in the instructional portion of this lesson?
Guided Practice (We do)
What learning activity will the students do in a group setting that allows them to practice and apply what they have learned?
Independent Practice (You do)
What learning activity will the students doindividually that allows them to practice and apply what they have learned?
Supports
What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (i.e., IEPs or 504 plans and gifted/talented).
Closing
How will you end the lesson (e.g., culminating activity or task)?
Assessment
What formal and informal assessments will you use to evaluate students? How will you know if the students attained what you expected?
Copyright 2021 by University of Phoenix. All rights reserved.
Copyright 2021 by University of Phoenix. All rights reserved.
Assessment 4
Create a 15-20-slide presentation or a 15-20-minute speech on either same-sex marriage or immigration policy.
Note: You must complete this assessment before starting on Assessment 5.
Many of the current political, legal, and social debates in U.S. society concern diversity and its related issues. Two of those debates have centered on immigration policy and same-sex marriage. These debates involve not only arguments regarding discriminatory treatment of particular ethnic groups or sexual minorities but also legal, economic, and religious questions and concerns.
In this assessment, you apply the sociological perspective to one of these debates. You research the political players and key arguments on the different sides of your chosen controversy, and you place them in historical and contemporary context to gain a deeper understanding of the causes and consequences of the debate, and current and proposed policy solutions. Understanding the key developments and policy changes that pertain to your debate puts you in a position in which you can more accurately evaluate the merits of arguments made by politicians, leaders, and others with a stake in shaping future po ...
*Formal Assessment Guidelines – POTUS Foreign Policy Memo
Introduction
This project is an opportunity to discuss what you think should be the highest priority (national interest) in the future of American foreign policy. Completing this activity is a mandatory component of this course. It serves as the standard course assessment for all GOVT 2305 students. Failure to submit this project in its entirety will result in a failing grade for the course. There are three steps to completing this project.
Step 1: Identify the issue and how the US government is currently addressing it. Then, identify strategies that could be used to improve those efforts.
Step 2: Gather three scholarly research articles that address the issue you selected and offer suggestions for improvement.
Step 3: Prepare a formal policy memo for the President of the United States (POTUS). This is the only part of the project you will turn in.
The grading standards used to assess the quality of your work for this project will be detailed in a grading rubric, which will be provided during the semester.
It is strongly suggested that student read ahead and use the library database during the first week of the course to begin researching a topic. This project requires carefully planning throughout the semester. Refer to the course calendar for the specific due date. The final product is to be submitted as a single file via the submission guidelines identified by the instructor.
Step 1 – Identifying the Issue
A. Throughout chapter 14 of the textbook, you will find traditional methods and core issues used to create the foreign policy agenda. Use this information as a starting point for identifying the subject of your own research.
B. Next, identify a single issue that you feel should be the highest priority in American foreign policy and specifically how the nation should go about pursuing that policy.
Step 2 - Gathering Sources
A. Find three high-quality reference materials (articles published in an academic journal) using the following criteria:
· The article must be no more than ten years old, a minimum of five pages in length, and should meet the standards of college level material.
· Carefully choose those works that provide a variety of perspectives on your topic.
· Newspaper articles, magazine articles, textbooks and items of the like are considered "supplemental sources" on the collegiate level and are not quality research materials.
· Dictionaries, Encyclopedias (including Wikipedia), Almanacs, or an Atlas are reference materials and should not be listed in any works cited page on the collegiate level.
· Properly document your sources in your memo and on a works cited page.
Step 3 – The Memo
A. Your paper should quickly explain how the President can take your advice and put it into action. He is a busy man, so keep it short and to the point.
B. This document should quickly articulate (in 2-3 paragraphs) the relevance of the issue, your policy position (citing the support.
WR 39C ARGUMENT & RESEARCH FOREIGN POLICY THROUGH THE DOMESTIC .docxhelzerpatrina
WR 39C ARGUMENT & RESEARCH:
FOREIGN POLICY THROUGH THE DOMESTIC LENS
_______________________________________
The Advocacy Project: A Multi-modal Composition
Like the HCP Project, the main assignment here is a multi-modal composition that uses various rhetorical positions and different types of evidence to make arguments. This one, however, is a bit different from the first in that over the course of these next few weeks, as you research and evaluate various sources, and as you draft, craft and organize your thoughts and evidence, you will at some point have to make a decision to become an advocate for solutions to your central problem in at least one of the following three ways: 1) you might advocate for one or more specific solutions to the significant and current political/social/cultural problem that sits at the center of your focus; 2) you might locate the next steps to potentially solving your project’s central problem; or, 3) you might argue for why the current solutions do not work and leave your readers with questions about possible next steps. In other words, your arguments for advocating solutions in combination with the analytical reasons you provide for why you have chosen to focus on particular solutions will after weeks and weeks of diligent engagement become a richly-textured thesis statement, one that deepens your articulation of the problem at hand and argues for convincing for ways to move forward.
When we think of the act of advocating and when we imagine a person or an organization who is an advocate for a cause, we think of strongly held opinions delivered with intensity from a rhetorical position that appears unshakable, deeply confident in the ethical rightness of its arguments and the accuracy of its knowledge. If we look at advocacy in such ways, we can understand why it takes time to become a convincing advocate, and that advocacy, even when it is delivered in the form of a thesis-driven composition, is a form of argumentation that can be quite different from the balanced arguments we often think of as academic writing even if it is as rigorous in its presentation of evidence.
This is not to say that academic writers are not advocates. They are, and over the course of this project, you will become such an advocate—one who uses academic research and methods to deliver persuasive arguments convincingly to a public of one’s peers. Academic writers in many disciplines often write with the purpose of advocating for solutions to political/social/cultural/environmental problems. When they do so, they are expected to consider and present positions that run against theirs in various ways – call them counter arguments – in order to meet the expectations of their academic audience. They must demonstrate their mastery of established arguments and knowledge in areas of discourse and recognize the legitimacy of other perspectives, even if the author seeks ultimately to dismiss them.
In the realm of public advocacy, argume ...
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Chapter 3 - Islamic Banking Products and Services.pptx
Sample: Lesson Plans
1. Ms. Hemmings
Monday, December 15
11:35AM-1:05PM CIVICS
Exam Review: Day One
Standards
C.5.4 Evaluate the role of the media and public opinion in American politics, including the use and effects of propaganda techniques
C.5.5 Analyze the effects of campaigns, campaign finance, elections, the Electoral College, and the United States census in the American
political system
WHST.9-10.1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
WHST.9-10.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.
WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day
or two) for a range of discipline-specific tasks, purposes, and audiences.
Objectives
1. Students will be able to create higher order thinking test questions for their final exam based on concepts learned throughout the
semester.
2. Students will be able to critique test questions devised by their classmates based on skill level, relevance to important concepts, and
accuracy.
3. Students will be able to design broad or specific infographics that illustrate various concepts that they have learned over the course of
the semester.
4. Students will be able to analyze news sources and other information on the use and regulation of political advertising in the United
States and formulate their own opinions.
5. Students will be able to discuss the feasibility of regulating political advertising in the United States through a whole-class discussion.
6. Students will be able to write a three paragraph essay that describes their personal views on political advertising in the United States.
Bellringer
The bellringer will include questions on concepts covered throughout the semester in order to generate prior knowledge.
Station Work
Students will rotate between four stations to complete different tasks.
Station 1: Study Guide
Students will use packets that were completed in previous lessons to fill out their study guides, which are comprised of various graphic
organizers. They will be required to collaborate with their group members and do research on unanswered questions.
Station 2: Test Questions
Students will generate their own test questions for the final exam based on the outline in their study guide and the information on their old
packets. They will be required to explain their reasoning for each correct answer. They will then critique the questions made by others
based on skill level, relevance to important concepts, and accuracy.
Station 3: Infographics
Students will create "infographics" about the various terms and concepts that they have learned about over the course of the semester.
They will be provided with various craft supplies and examples of infographics as models.
Station 4: Discussion Preparation
Students will prepare for a class discussion on the regulation of propaganda in political advertising in the United States, particularly in
relation to elections. They will be provided with informative handouts and graphic organizers to gather evidence with.
2. Discussion
Students will discuss/debate the following questions:
1. Do you believe that there should be a “truth requirement” for political ads? Why or why not?
2. Would a “truth requirement” violate our first amendment rights? Why or Why not?
3. If we do make one, how can we make sure that advertisers meet the truth requirement?
4. What would we do if someone released an advertisement that did not meet the requirement?
5. How do you think false advertising affects the election process? The American people?
These questions tie into concepts and terms learned throughout the semester, including propaganda, federalism, separation of powers,
the role of media, election processes, etc.
Closure
Students will complete a three paragraph written response that synthesizes the facts and opinions generated in the class discussion.
1. Do you believe that there needs to be a “truth requirement” for political ads? Why or why not?
2. If you believe that there should be a truth requirement, how would you make sure that advertisers meet it? What would their incentive
be?
3. If you believe there should not be a truth requirement, do you believe that there should be any limits to political advertising at all? Why
or why not? How do you think this would affect the election process?
Materials
- Study Guides
- PowerPoint
- Timer
- Debate Info Sheets
- Debate Graphic Organizers
- Folders with old packets
- Test Question Handouts
- Group Work Supply Boxes
- Magazines
- Scissors
- Pens/Pencils/Highlighters
Exceptionalities
There are several students with widely varied exceptionalities in the class.
1. Beginner level ESL student, has been paired with an advanced level ESL student. He is required to write less during response time.
2. Student with moderate social anxiety; has been paired with a close friend and is in the smallest group. He will not be required to speak
during the discussion, but meets with the teacher at the end of class.
3. One student with cognitive delay; he is given additional time to complete certain tasks and sits with his regular class partner.
4. One student with ADHD; has been placed in the smaller group with quieter students; given extra time for written responses.
3. Civics
A Bill Becomes a Law
Standards
C.2.5 - Louisiana
Explain the processes and strategies of how a bill becomes a law at the federal level
C.2.3 - Louisiana
Explain the distribution of powers, responsibilities, and limits on the United States government
RH.9-10.4 - Louisiana
Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social studies.
WHST.9-10.4 - Louisiana
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.9-10.2.d - Louisiana
Use precise language and domain-specific vocabulary to manage the complexity of the topic
and convey a style appropriate to the discipline and context as well as to the expertise of likely
readers.
WHST.9-10.2.e - Louisiana
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
WHST.9-10.2.f - Louisiana
Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
WHST.9-10.1 - Louisiana
Write arguments focused on discipline-specific content.
WHST.9-10.2 - Louisiana
Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
WHST.9-10.7 - Louisiana
Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
WHST.9-10.9 - Louisiana
Draw evidence from informational texts to support analysis, reflection, and research.
WHST.9-10.10 - Louisiana
Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Objectives
Students will be able to describe the legislative process of a bill becoming a law.
Students will be able to write extensively on the legislative process and formulate their own
opinions about modern United States laws.
Students will be able to illustrate the passage of specific bills currently in Congress and
evaluate the likelihood of their passage.
4. Guiding Questions
How does a bill become a law?
Why are so few laws actually passed?
Materials
Weekly Note Packet
Classroom Logs
Bill to Law Graphic Organizer
PowerPoint
Bell Ringer
1. What is a law called before it is passed?
2. What are the purposes of committees?
3. Who has the power to veto a bill?
4. Which part of Congress has the power to use a filibuster?
Activity 1
Students will complete a simplified version of the graphic organizer for the legislative process.
Activity 2
"I'm Just a Bill" Schoolhouse Rock video will be shown. Students will fill in as much of their
detailed graphic organizer as they can. Students will then discuss and review each step of the
process.
Guided PowerPoint
Students will complete various graphic organizers and discuss topics related to the legislative
process, including bill rejections, types of bills, methods of voting, and types of vetoes.
Group Work
Students will be divided into groups of 2-3 and discuss one of two bills that are currently going
through the legislative process. They will then illustrate their findings, with particular attention to
the potential roadblocks to the bills.
Independent Response
Mastery: Describe the basic steps of how a bill becomes a law. What are the different ways that
a bill can be prevented from becoming a law? How does the legislative process we discussed
today relate to the principle of checks and balances?
5. Advanced: Describe the basic steps of how a bill becomes a law. What are the different ways
that a bill can be prevented from becoming a law? How does the legislative process we
discussed today relate to the principle of checks and balances?
What bill would you propose to Congress if you had the chance? Would you like to see any laws
repealed? Explain.
Exit Ticket
1. Where do the ideas for bills originate?
2. Where do bills go after they have been drafted and introduced to Congress?
3. What options to committees have after debating the bill?
4. How can senators stop the passage of a bill?
5. What can Congress do if the President vetoes a bill?
Task Differentiation
Students' daily responses are differentiated based on both length of writing and complexity of
questioning. Mastery level is currently 7+ sentences; Advanced level is currently 2 paragraphs
(5-7 sentences each). The level will increase at the beginning of October.
6. World History J. Hemmings March 6 – 12
Life in the Industrial Age
Standards:
• CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and
secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
• CCSS.ELA-Literacy.WHST.11-12.1d Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the discipline in which they are writing.
• CCSS.ELA-Literacy.WHST.11-12.1e Provide a concluding statement or section that follows from
or supports the argument presented.
• CCSS.ELA-Literacy.WHST.11-12.2 Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
• CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
• CCSS.ELA-Literacy.WHST.11-12.10 Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
Objectives:
1. Students will be able to compare and contrast the industrial powers that emerged on the 1800s.
2. Students will be able to describe the impact of new technology on industry, transportation, and
communication.
3. Students will be able to summarize the impact of medical advances in the late 1800’s.
4. Students will be able to explain how working-class struggles led to improved conditions for
workers.
5. Students will be able to describe how science challenged existing beliefs and compare these
changes to those in the world today.
6. Students will be able to compare and contrast the themes that shaped romantic art, literature, and
music and analyze the sources of these themes.
7. Students will be able to explain how realists responded to the industrialized urban world.
8. Students will be able to describe how visual arts changed over time and the impact of change on
the modern world.
7. World History J. Hemmings March 6 – 12
Thursday, March 6th
Section 1: The Industrial Revolution Spreads
Bellringer: Why was Britain the center of the Industrial Revolution?
Objectives: 1-3
Activities:
• Lecture/PowerPoint Presentation
• Create a Business: In groups of two, students will create a fictional business that incorporates
various key terms and concepts discussed in the lecture (capital, corporation, stock, cartel). They
must include the name of their business, whether or not it is a corporation (and why), a
description of what stocks they sell, and whether or not they belong to a cartel (and why or why
not).
Review:
• The teacher will review the major concepts covered over the course of the lecture, particularly
those involving cause, effect, and significance.
• Matching Game: The class will match definitions and terms via a PowerPoint Matching Game.
• Quiz: Students will take a quiz on the major concepts covered in lecture.
Homework: Students will be required to make flashcards for Thomas Edison, cartel, and Wright
Brothers. They will be required to choose two additional terms from the PowerPoints.
Friday, March 7th
Section 2: The Rise of the Cities
Section 3: Changing Attitudes and Values
Bellringer: How has medicine affected your life?
Objectives: 4-9
Activities:
• Lecture/PowerPoint Presentation
• Current Events: Wage Disparity and Minimum Wage in the U.S.
• Video: Witness History
Review:
• The teacher will review the major concepts covered over the course of the lecture, particularly
those involving cause, effect, and significance.
• Matching Game: The class will match definitions and terms via a PowerPoint Matching Game.
Homework: Students will be required to make flashcards for Robert Koch, Joseph Lister, and Charles
Darwin. They will be required to choose two additional terms from the PowerPoints.
8. World History J. Hemmings March 6 – 12
Monday, March 10th
Section 3: Changing Attitudes and Values
Section 4: Arts in the Industrial Age
Bellringer: How does art affect your life?
Objectives: 7-12
Activities:
• Lecture/PowerPoint Presentation
• Analysis: Students will examine art from a modern painter and compare it to those discussed in
the lecture.
• Art in Your Hands: Students will create a piece of art in the style of romanticism, realism,
impressionism, or surrealism. They must include a description of the work, including why it falls
into its specific category and what significance that category has.
Review:
• The teacher will review the major concepts covered over the course of the lecture, particularly
those involving cause, effect, and significance.
• Matching Game: The class will match definitions and terms via a PowerPoint Matching Game.
Homework: Students will be required to make flashcards for Charles Dickens, William Wordsworth, and
Vincent van Gogh. They will be required to choose two additional terms from the PowerPoints.
Honors Homework: Create a meme that describes a historical person, event, or idea from Life in the
Industrial Age. The meme must be relevant and include reference to the intended subject.
9. Date, August *, 2015
Julia Hemmings Room 212 U.S. History Lesson Plans 2015 – 2016
Objectives
1. Students will describe the requirements of the course and expectations of the teacher.
2. Students will discuss the structure and requirements of EOCs, Common Core, and GLEs.
3. Students will receive and review the syllabus, student information sheet, and textbook.
4. Students will complete a sample lesson.
Standards
• N/A
Key Concepts
• End of Course Testing (Excellent, Good, Fair, Needs Improvement)
• Common Core Standards, Etc.
• Grade Level Expectations
Higher Order Thinking Questions
1. What expectations do you have for this course?
2. How do your expectations affect your attitude toward this course?
3. What do the EOC achievement levels, Common Core Standards, and GLEs mean to you?
4. What goals do you hope to achieve in this course?
Materials
• Syllabus 2015-2016
• Student Information Sheet
• U.S. History Textbook
• Sample Packet
• PowerPoint
• PBWorks Handout
• Informational Handouts (GLE,
Common Core, EOC)
Connections
• Cross-Curricular: English/Language Arts
• Past/Future: Today's lesson will set the tone for the expectations of future lessons.
Bellringer
1. What are your expectations of this course? List at least three (3) examples.
2. What grade do you aim to receive in this course? What EOC achievement level do you aim to meet?
List at least 3 examples of how you plan to achieve these goals.
Activities
1. Bellringer: Students will complete bellringers independently, then share their responses with both
their classmates and the teacher. Students will be given time to ask follow-up questions.
2. PowerPoint: Students will review the course syllabus, student information sheet, PBWorks, and EOC/
Common Core/GLEs Handout via an interactive PowerPoint Presentation. Students will then complete
their Student Information Sheets.
3. Sample Lesson: Students will complete a sample lesson using simplified packets and PowerPoint.
4. Textbooks: Students will receive their assigned U.S. History textbooks.
5. Ice Breaker: Students work with the entire class to attempt to place major EOC key concepts into
categories. The teacher will review the concepts with the class and look for prior knowledge.
10. Classroom Engagement
Students are regularly rewarded for participation with warrior bucks, homework passes, and bonus
checks. Bonus checks may be used to receive extra points on tests/quizzes. Alternatively, bonus checks
may be collected to receive various prizes.
Independent Work
• Bellringer • Student Information Sheet
Group Work
• Bellringer Responses
• Interactive PowerPoint
• Ice Breaker (Making Connections)
Accommodations, Modifications, and Differentiation
• Students with 504 plans, IEPs, etc. will be provided additional time to complete tasks.
• Each student will be assigned a class “buddy” to maintain contact with throughout the course.
Students with exceptionalities will be given special attention in this regard.
• Seating charts will be adjusted to fit any preferential seating accommodations.
• ESL students (of any level) will be provided with resources in their various native languages.
Assessment
• Teacher Observation
• Ice Breaker (Making Connections)
• Exit Ticket
Homework
1. Review syllabus with parent/guardian and return signed by both.
2. Bring in $5 class fee.
Closing
• Review: Students will review major requirements and concepts as a whole class.
• Discussion: Students will be given an additional opportunity to ask questions and raise any concerns.
Exit Ticket
1. Do you have any additional concerns that were not addressed in class? If so, explain. If not, list at
least three key concepts that you are interested in learning about in this course.
11. World Geography
Types of Maps
Standards
RH.9-10.7 - Common Core State Standards
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis
in print or digital text.
WHST.9-10.10 - Common Core State Standards
Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
WG.1.3 - Louisiana
Compare and contrast various types of maps and map projections and evaluate distortions
associated with each map projection
Objectives
Students will be able to compare and contrast different types of maps (climate, political,
elevation, etc.) and analyze their effectiveness.
Bellringer
Describe some different types of maps that you’ve seen in the past. What were they used for?
Did you understand them?
Activity 1: Map Types Graphic Organizer
Students will follow a guided PowerPoint via the Promethean Board and fill in their graphic
organizers.
Activity 3: Map Types Group Work
Students will break into groups of 4 and analyze various maps provided by the teacher. They
will then answer questions based on each map Ie.g., What type of map is this? What can it be
used for? What level of elevation is New Orleans at?)
Review
Matching Game: Students will match the titles and uses of different maps to their corresponding
images.
Exit Ticket
1. What kind of map would you use to figure out how much rain India gets per year?
2. What kind of map would you use to figure out where Louisiana’s highways are?