SECTION 1
A. Journal Week 2
Chapter 4 in Affirming Diversity pages 65-91.
1. How might you make a convincing argument that all students should have equal access and opportunity to algebra or its integrated counterpart in grade 8 and advanced placement courses in high school?
Reflect upon the following curriculum questions:
· In what ways is the mathematics curriculum limiting or detrimental?
· In what ways is the mathematics curriculum beneficial?
· Does the classroom teacher make his/her own mathematics curriculum and if so how is it evaluated in terms of student achievement?
· Have you and/or your colleagues been involved in developing the curriculum or do you rely on the textbooks?
Reflect upon the following pedagogy questions:
· What might you look for in order to identify the philosophical framework of a practitioner's pedagogy?
· How can pedagogical strategies reflect or promote anti-bias, equity, or social justice?
· What do you need to know in order to identify and claim your own pedagogy?
Read the Case Study: Linda Howard. Chapter 4, pages 91-101.
Answer the following questions in your journals:
1. If you were one of Linda's teachers, how might you show her that you affirm her identity? Provide specific examples.
2. What kind of teachers have most impressed Linda? Why? What can you learn from this in our own teaching?
3. What skills do you think teachers need if they are to face the concerns of race and identity effectively?
B. Journal Week 3—ANSWER QUESTIONS & REFLECT
A group of students were asked to compare the following ratios which represent the amount of orange concentrate mixed with the amount of water. The students needed to determine which of the mixes was the most 'orangey." The students were also told they could not convert the ratios to decimals or percents, nor could they use calculators.
Orange Mix
Water
a.
1
to
3
b.
2
to
5
c.
3
to
7
d.
4
to
11
One student responded as follows:
What does the evidence in this work tell you about the student's understanding of comparing ratios? How would you respond to the student?
C. Journal week 7---REFLECTION ON ARTICLE
D. JOURNAL WEEK 8
"Each student, regardless of disability, difference, or diversity, needs access to the curriculum that is meaningful and that allows the student to use his or her strengths."
Earlier in this course we examined templates for multiple representations and for vocabulary development. Examine the following graphic organizer:
From Math for All: Differentiation Instruction, Grades 3 - 5, pg. 143.
Complete this graphic organizer or one of your choosing for the Speeding Ticket problem.
How do you think using a graphic organizer will help your students? Would you require all students to use a graphic organizer or only certain students? Explain your thinking.
SECTION 2
A. REPLIES
ELIZABETH:You cannot take a smaller number from a larger number.
I’m thinking this must be a typo. It should read you couldn’t take a larger number from a.
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units have brought to your attention that a severe staffing shortage for the
winter holiday schedule is apparent. Using two different types of leadership
styles, how would you handle this situation?
.
You are the newly appointed director of the Agile County Airport.docxkenjordan97598
You are the newly appointed director of the Agile County Airport System. The characteristics of your organization include:
It is a Local Government Department
Consists of 4 Airports – International, Mather, Executive, Franklin Field
There are 400 employees at all four airports
The airport board of directors has decided to move to an Agile Lean process for all projects.
You quickly recognize that you need to undertake a cultural transformation in order for the Agile Lean process to take hold. The current organization has the following culture characteristics:
No Mission Statement
No Sense of Direction
Militaristic/Top-Down Leadership Model
No Accountability
No Communication
Staff focused on Empire Building
Organization Viewed Itself as Regulators
Focused on catching people doing something wrong
Publicly Belittled
Focus on “Turf”
Process Oriented
Problem Oriented
Growth Without a Long-Term Plan
Employees Not Engaged
Staff consists mostly of generalists
The board of directors has asked you to prepare an overview presentation for their next meeting on your ideas for a organizational culture transformation plan. To complete this assignment you are to design a 5 to 10 slide PowerPoint presentation with notes, that addresses the following key elements:
What makes up organizational culture?
What do you see as the benefits of a culture transformation
What would your Culture Transformation Plan consist of? Describe the high level steps you would take to accomplish this transformation.
What questions would you ask to help in defining a new culture?
What characteristics would you envision the “new” organizational culture to exhibit? Develop a list based upon the current organizational culture
.
You are working on an address book database with a table called Cont.docxkenjordan97598
You are working on an address book database with a table called Contacts and fields for first name, last name, address, and phone number. Describe how you would implement a Python method that prompted the user to add new address entries into the database table. The table should have no duplicates. Include the necessary code and code descriptions.
.
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.
You are working in a rural Family Planning Health clinic and a 16 y.docxkenjordan97598
You are working in a rural Family Planning Health clinic and a 16 y/o presents with complaints of vaginal pain, discharge, odor x 4 days. Pain is getting worse. Her mother relates she has a cognitive learning delay and has tried to talk to her about her consensual sexual behavior with multiple partners. She tells you she has "felt some 'bumps' down there." She relates multiple sexual partners because she is now popular and it is part of the 'game' to stay popular with her new friends. Diagnosis: HPV with several condyloma lesions, a vaginal yeast infection, and chlamydia.
She is given a prescription for Chlamydia, and the vulvar lesions, told to follow up in 2 weeks.
How do you approach her and begin the conversation regarding safe sexual practices? What are your thoughts about this young lady? How do you feel about her game? How would you proceed to give her education?
.
You are working in a family practice when your newly diagnosed T.docxkenjordan97598
You are working in a family practice when your newly diagnosed Type 1 diabetic patient comes in. He is a 15-year-old male and is accompanied by his mother.
The mother and patient report that he is "devastated" by his new diagnoses and that he hasn't been going out with his friends or participating in any of his previous activities. You suspect that he might be experiencing depression.
Please locate two resources specific to this situation that you would refer this parent/patient to for further support. Provide a brief description for each resource and explain why you chose them.
.
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It is a Local Government Department
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No Mission Statement
No Sense of Direction
Militaristic/Top-Down Leadership Model
No Accountability
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Focused on catching people doing something wrong
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What makes up organizational culture?
What do you see as the benefits of a culture transformation
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You are working for the Chief of Staff (CoS) for a newly elected Governor. The governor asked the CoS to research and prepare a 5- to 7-paragraph background briefing (
backgrounder
) that addresses the below question. The CoS will use this background briefing to prepare the Governor and his appointed cybersecurity director as they answer questions from the press and general-public.
You are
not
answering the questions as the governor, rather you are providing the governor the information s/he needs to answer the question.
The question:
As governor, how will your administration improve cybersecurity for the state's Critical Infrastructures?
The CoS asked you to research and prepare a draft for the background briefing. Your draft must provide enough information that the CoS and the Governor understand key terms that you use in your explanations. To that end, your draft briefing must answer the following questions:
What is meant by "cybersecurity" for critical infrastructures?" Give examples of critical infrastructure associated with a specific state.
What is meant by "Threats" (i.e. individual hackers, politically motivated hacktivists, criminal enterprises, and unfriendly "nation state" actors), countermeasures, and safeguards? Explain technical terms and examples.
What are the three most important actions that the governor's administration should take to help improve the security of critical infrastructures in the state? (You should identify and discuss these in greater detail than your response to the first two bullet points.)
Provide in-text citations and references for 3 or more authoritative sources. Put the reference list at the end of your posting.
.
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You are working at Johnson and Cohen law firm and have recently been assigned to lead the appeal of a man convicted of first degree murder and sentenced to death.
The defendant has never had an IQ test, but friends and family insist that he has always been a little “slow“ his entire life. He was also diagnosed with autism earlier in his life and many of his former acquaintances thought he had psychiatric problems when they knew him.
These factors were never brought up at trial by the defendant's previous defense team because they wanted to focus on mitigating circumstances surrounding the crime that was committed rather than confusing the issue with too many different defenses.
Based on the Case Study for this week, submit a 6 page case analysis using Microsoft Word that answers the following questions:
How would your team argue during the appeal that the defendant's constitutional rights were violated?
What evidence would be required for your defendant to be considered mentally retarded under
Atkins v. Virginia
and
Penry v. Lynaugh (1989)
?
Assess whether or not that evidence can be presented in this case.
What evidence would be required for your defendant to be considered insane under
Ford v. Wainwright (1986)
? Assess whether or not that evidence can be presented in this case.
Do you believe that bringing up the defendant's diagnosis of autism could have aided in the defense in the sentencing phase? Would the contention that he was mentally slow have helped? Provide rationale for your answers.
Identify other aspects of the case not mentioned in the scenario that could benefit the defendant. For instance, consider whether the Supreme Court has found it unconstitutional to apply the death penalty in other circumstances.
If you succeed in your appeal, what would be the next steps to occur?
.
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You are working for a community counseling agency, and you are tasked with training new counseling interns on effective counseling skills.
Create
a 1- to 2-page informational training paper on the role of effective counseling skills on the counseling relationship. Describe how each of the following affects the counseling relationship:
Characteristics of an effective helper
Attending and observation skills
Initiation of client-counselor rapport and trust
Maintaining boundaries and self-awareness
Transference and countertransference
Factors associated with age, culture, and diversity
.
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You are working as the software tester for a big enterprise company. Your company is working on the following architecture:
(Daniel, 2016)
Address the following, and complete all of the sections based on the above architecture:
Submit a System Test Plan document that contains the following:
Purpose of the document
Functional scope
Testing strategy
System testing entrance criteria
Test data
Suspension criteria
Execution plan
Defect reporting
Test schedule
Environment
Risks
Assumption
Who-to-call list
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You are working as an APRN in your local primary care office. The rural town of Maynard has 300 people, a post office, doctor’s office, and a gas station. The primary source of income is farming or driving 45 minutes to a somewhat larger town. With the blizzard coming, all your patients except two have cancelled for the morning. Jose is scheduled at 0900; he is a nine-year-old Hispanic male born in Mexico. He and his family (Mom, Dad, and six siblings, ages six months to 14 years) moved into the area just a few months ago. Jose’s mother reported that he had nearly died at two months after contracting pertussis.
Your final patient of the morning is Irena, a 15-year-old teenage female who lives with her aunt in Maynard. Irena is Romanian and barely speaks any English. Her aunt has been your patient for the past few years, and she told you that Irena had been abducted in Romania at the age of 10. Irena’s parents found her quite by accident when a sex trafficking ring dumped all their “product” in a refugee camp in Serbia just a few months ago. Irena’s parents are still in Romania, but they sent Irena here to live with her aunt.
Having discussed many guidelines throughout this term, consider the content you have explored. Using this knowledge, answer the following questions related to your chosen scenario. Note: please try to choose a topic for your initial post that you did not choose previously during the semester or aren’t as familiar with so you can gain additional knowledge as we finish up this course
Discuss the guidelines assigned with your scenario.
Will both patients be treated in the same manner? Why or why not?
What would your treatment plan be for each of the individuals in your scenario?
Please include at least three scholarly sources within your initial post.
.
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You are the new Public Information Officer (PIO) assigned by the Chief of Police. You work for a mid-sized metropolitan police agency that has always relied on the utilization of a city information officer for any media or public communication. Until now, your agency never had an assigned public information officer specifically for the police department. Your agency is growing and is expected to add an additional 25 patrol officers in the next two years.
These added officer positions are in addition to a newly created Federal Task Force, where two new detective positions were added. These positions will create a larger budget for the police department and you have been informed that taxpayers are not necessarily receptive to these costs. As the new PIO, you are required to submit a written communication plan to the Chief of Police detailing how you would draft public notification of the departmental growth and change, reassignments of patrol areas, and overall agency changes occurring in relation to these positions.
Write
a 1,400- to 1,750-word paper that addresses the following:
Describe the genre of communication you would use such as a paper format, social media, public announcement, press release, or a televised media conference.
If increased social media, such as Facebook and Twitter, required for the departmental growth.
How far ahead of these positions being hired would you relay the message?
What do you do with citizens who communicate an opposition the hiring of additional officer causing extra taxes?
Who are your stakeholders in this public notice?
What are the differing concerns of internal communication versus external communication on this issue?
How often would you follow up on the notification? Quarterly, monthly, or annually?
Cite
at least one source other than the textbook.
Format
your paper in proper APA format.
.
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You are welcome to go to the San Diego Zoo any time you would like to work on your project. However, you would have to pay for a student ticket or buy a membership. However, I will make an announcement soon about a couple of dates where we get in for a discounted price if we enter as a class. Once inside, you can go off on your own to work on your projects.
1. First, make note of the day(s) you attended the San Diego Zoo, the time you spent there (specific hours), and the weather conditions.
2. Select a
total of 5 primates
from the following list to observe. Please note: not all of these primates will be on display all of the time. You do not need to choose one from each group...you can focus on ANY five species.
3. Focusing on the 5 primates you have selected, note the following aspects about each of them.
Scientific name & common name
Where the species is found at the SD Zoo (Monkey Trail, etc.)
Taxonomic category (prosimian, NW monkey, OW monkey, or ape)
Geographic location
Diet
Dental formula
Sexual dimorphism
Locomotor style
Type of nose
Body size
Any unusual features
Endangered status
4.
Focusing on the 5 primates you have selected, describe and analyze the primates’ behaviors you witnessed during your visit. This is the part you should spend the most time on!!
5. Finally, you should note what you personally gained from the experience, and what your attitude is regarding the Zoo and the care of the animals.
Request
Weather, time, and date of visit
Bullet point answers for 5 primate species (2 points per species)
Analysis of behaviors observed...why are the animals doing what they're doing (5 points per species)
Concluding thoughts of the zoo and the project
.
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You are visiting one of your organization’s plants in a poor nation. You discover a young girl (under the age of 16) is working on the factory floor. The company has a strict prohibition on child labor. You remind the plant manager of the policy and insist that she should go back to the local school. The plant manager tells you the girl is an orphan, has no other means of support, and the country has no social services to provide for her. As the executive, what should you do? Explain your answer with a well-constructed and cogent response.
.
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You are to write a four-page (typed, double-spaced) essay addressing the following question. The exam is open-book, open notes.
Discuss the impact of geography on the civilizations of Mesopotamia, Egypt, Greece, China, sub-Saharan Africa, and pre-Colombian America
(please write on a doc. and do please make sure give me on time)
.
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You are to write a 7-page Biographical Research Paper of
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:
*Include a Title Page (not counted as one of the 7 pages)
*Include a “Sources Cited” page (not counted as one of the 7 pages)
*MLA Format or Professor approved format
Use the following Outline: (St Francis of Assisi or St Clare)
I. The Major Events of their life
II. Their Impact on society and the church in their lifetime
III. Their Legacy today…how they still inspire us
IV. Your personal reflections
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You are to write a
1050 to 1750 word literature review
(in addition to the title page and references page) on the articles you selected for Week 2, synthesizing the findings in the articles that you found on your topic. You may incorporate other articles or references to support your discussion, as needed. Use APA citation and reference guidelines.
What is a literature review?
A literature review is a synthesis and critique of the published research in a given area of research. Your focus is on the findings of the studies you are exploring – their methods, approach, results, and implications – rather than the broad topic overall. It should synthesize findings in specific areas. Thus, you should look for themes in the range of articles and write about them as you group common themes.
Synthesize the material you found. In other words, find connected themes in the different areas you cover. Occasionally you might discuss individual articles, but only if the article is very unique and no other article has similar findings. The synthesis should focus strictly on existing, published research.
What else should you include besides a synthesis of research?
Be sure to include in your review other potential areas that still need to be explored. What unanswered questions are there? What holes are in the research that you have not yet found answers to? What contradictions are in the research will you seek to explore?
Examples of Synthesized Findings for Literature Review:
College students were found to have a large number of conflicts with roommates (Darsey, 2003; Smith, 2001; Yarmouth, 2005). Researchers also found that roommate conflicts were most frequent during the first semester of college (Lotspiech, 2004; Nominskee, 2001; Zackarov, 2000). Morissey (2004) found a reduction of roommate conflicts continued as students progressed from freshman to seniors, with seniors having the fewest roommate conflicts. However, Ellensworth (2001) found no correlation with year in school and frequency of roommate conflict. The contradiction between Ellensworth’s and Morissey’s findings suggest that additional research is needed in this area.
Ellensworth’s (2001) research was strictly quantitative, lacking a full picture of the contexts or reasons for the specific conflicts. It asked people to mark the frequency of their conflicts and types of people with whom they typically disputed. Morissey (2004) conducted interviews that allowed participants to provide an explanation for the reasons for the conflicts, and the contexts (dorm roommates, apartment roommates, house roommates, etc.). However, she interviewed far fewer people than Ellensworth surveyed.
Combining Ellensworth’s surveys with Morissey’s interview questions and utilizing a research team to increase the number of interviews could provide more details about the conflicts and contexts, and allow us to further look into the question of year in school and conflict behavior.
DeSoto (2005) and Craig (2.
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You are to take the uploaded assignment and edit it. The title should be changed for better clarification, something like SCHOOL DISTRICTS TRAINING THEIR TEACHERS WHO ARE ALREADY IN SERVICE.
Include more expressions of how these children have been failed in the past.
Change up wording and use stronger and more concise word choices.
AGAIN ALL THIS WILL BE DONE FROM OFF THE ASSIGNMENT THAT'S BEEN UPLOADED.
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You are to use a topic for the question you chose.
WORD REQUIREMENT IS 300 Words
1. Jean Jacque Rousseau was a Frenchman who wrote the Rights of Man. After viewing the film on the French Revolution, how much of the Rights of Man were followed, especially during the Reign of Terror? Give examples.
2. This week, we read about liberalism and conservatism, two terms that are by no means new to use today. Per your readings discuss the premise of liberalism. Has this ideology changed over time? Can we see elements of this in today’s society? Examples.
3. Per your readings this week, discuss the views of conservatism. Has this ideology changed over time? Do we see some elements of this in today’s society? Examples.
4. Doyle discusses the reasons for the French Revolution. In your mind, which do you believe is the most important and why. Examples.
5. Discuss the issues that led to the American Revolution. Example.
6. Prior to its revolution, Haiti was one of the wealthiest colonies in the world. The French reaped those rewards. So what happened? Why a revolution? Why a violent revolution? Give examples.
7. Discuss Polverel’s interpretation of the French giving Haitian slave emancipation and discuss what he hoped to accomplish. Examples.
8. Agriculture Revolution had a great impact on European society, it has many great accomplishments but there were a few downfalls. Discuss these downfalls. Examples.
9. There was a change in Dynasties in China, the Manchu’s came to power. Discuss the organization of the Manchu Dynasty. Was this effective? Examples.
10. Discuss the foreign relations of the Chinese Empire with its European counter parts. Discuss whether or not this experience was positive or negative. Give examples.
11. Discuss the most important issue that was the foundation for the 1848 Revolutions. Examples.
.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
SECTION 1A. Journal Week 2Chapter 4 in Affirming Diversity pag.docx
1. SECTION 1
A. Journal Week 2
Chapter 4 in Affirming Diversity pages 65-91.
1. How might you make a convincing argument that all students
should have equal access and opportunity to algebra or its
integrated counterpart in grade 8 and advanced placement
courses in high school?
Reflect upon the following curriculum questions:
· In what ways is the mathematics curriculum limiting or
detrimental?
· In what ways is the mathematics curriculum beneficial?
· Does the classroom teacher make his/her own mathematics
curriculum and if so how is it evaluated in terms of student
achievement?
· Have you and/or your colleagues been involved in developing
the curriculum or do you rely on the textbooks?
Reflect upon the following pedagogy questions:
· What might you look for in order to identify the philosophical
framework of a practitioner's pedagogy?
· How can pedagogical strategies reflect or promote anti-bias,
equity, or social justice?
· What do you need to know in order to identify and claim your
own pedagogy?
Read the Case Study: Linda Howard. Chapter 4, pages 91-101.
Answer the following questions in your journals:
1. If you were one of Linda's teachers, how might you show her
that you affirm her identity? Provide specific examples.
2. What kind of teachers have most impressed Linda? Why?
What can you learn from this in our own teaching?
3. What skills do you think teachers need if they are to face the
concerns of race and identity effectively?
2. B. Journal Week 3—ANSWER QUESTIONS & REFLECT
A group of students were asked to compare the following ratios
which represent the amount of orange concentrate mixed with
the amount of water. The students needed to determine which of
the mixes was the most 'orangey." The students were also told
they could not convert the ratios to decimals or percents, nor
could they use calculators.
Orange Mix
Water
a.
1
to
3
b.
2
to
5
c.
3
to
7
d.
4
to
11
One student responded as follows:
3. What does the evidence in this work tell you about the student's
understanding of comparing ratios? How would you respond to
the student?
C. Journal week 7---REFLECTION ON ARTICLE
D. JOURNAL WEEK 8
"Each student, regardless of disability, difference, or diversity,
needs access to the curriculum that is meaningful and that
allows the student to use his or her strengths."
Earlier in this course we examined templates for multiple
representations and for vocabulary development. Examine the
following graphic organizer:
From Math for All: Differentiation Instruction, Grades 3 - 5, pg.
143.
Complete this graphic organizer or one of your choosing for the
Speeding Ticket problem.
How do you think using a graphic organizer will help your
students? Would you require all students to use a graphic
organizer or only certain students? Explain your thinking.
SECTION 2
A. REPLIES
ELIZABETH:You cannot take a smaller number from a larger
4. number.
I’m thinking this must be a typo. It should read you couldn’t
take a larger number from a smaller number. This is of course
not true. A number line that goes beyond zero into the negative
numbers would illustrate that. When you multiply the number
gets bigger and when you divide the number gets smaller.
This might work for whole numbers, but not a general rule for
all. Fractions and decimals yield a smaller product.
Multiplying is repeated addition of equal groups and division is
taking the whole amount and grouping it into equal groups.
Two negatives make a positive.
Also not a good general rule as it only applies to
multiplication. Adding and subtracting integers is always more
tricky for my students. I have a large number line on the floor
and students practice walking the line.
Always reduce fractions to lowest terms.
Students must be given clear explanations of lowest terms and
simplest form and they need to know if a fraction is in simplest
form or not and how to tell. It is good practice to reduce, but
“always” not so. Students should be able to solve a problem
involving fractions and keep the fraction in the terms that relate
to the context of the problem. If the problem is asking how
many eighths for instance, their answer shouldn’t be ½, but 4/8.
Always change an improper fraction to a mixed number.
Again, the “always” is misleading. Students should be guided
when to change to a mixed number and when to keep it as an
improper fraction.
When solving a proportion cross-‐multiply first.
Students may be able to learn the rule, but not understand the
problem. They also will need to be able to correctly align the
proportions with the same units as numerators, etc. Some
students may be able to solve the problem by making a table
instead; this might make more visual sense to them.
To multiply mixed numbers always convert them to improper
fractions first.
Is this a bad idea? I tried several ways of multiplying mixed
5. numbers and the only way I could get the correct answer was to
convert first. Maybe if the mixed number isn’t in simplest
form?
To multiply binomials always use FOIL.
Wouldn’t this depend on the equation? If it is just binomials
using FOIL makes sense. But as the equations become more
complex, other steps may need to be completed first. Again, the
use of “always” may not lead students in the right direction.
When solving an equation first, always bring the variable to one
side of the equation.
This is not the best short cut, as sometimes the variable doesn’t
move at all. Students will need to given clear explanations
about isolating the variable.
Always do the operation inside the parenthesis first.
What about if there isn’t an operation in the parenthesis, they
are used for a different purpose or if a fraction is being raised
to a power? Also, in algebra, sometimes we can isolate a
variable by dividing by the entire parenthesis unit and not
solving it first.
When adding numbers always line up the digits starting at the
right.
Students should line up their numbers according to place value,
not so they are aligned to the right. This would then solve
problems with decimal addition.
B. REPLIES APPLICATIONS
KRISTEN
Problem: 3 more than 5 times 6
Correct
6. Solution
: 3+ (5x6) = 33
My students would not be able to solve the “3 more than 5 times
6” problem since they don't know how to multiply. However, I
would imagine that 3rd graders, or even fourth graders, would
work left to right using the rules of literacy. They would assume
the problem means “3 more than 5” and then multiply that by
“6”. Therefore, they would solve 8 x 6 = 48. Like student A.
Students B , C, and D didn’t understand what to multiply and
what to add. Student D, however, did try to group part of the
problem using parentheses. I would argue that student A’s
answer would be the most correct since the work showed
technically matches the written word. To address issues, I
would want to first sit with each student to hear his/her
thinking. Then, I would possibly try the following suggestions.
One way to modify the problem would be to provide it in
numeric form, not written in words or spoken orally where there
could be a misunderstanding. Instead, I would show 3 + (5 x 6)
= ?. Now, students can understand what is being done. Or, I
could break the problem down into steps 1. Five times six. 2.
7. Three more than five times six.
The number of speeding tickets in Quincy have dropped from
210 tickets in October to 190 tickets in November. What is the
percent of decrease?
a. 5% - I am not sure where this error comes from.
b. 10% - This error probably stems from the fact that the student
knows that that there are 20 less tickets, and they probably
calculated 20 tickets/190 tickets is about 10.5% decrease.
c. 20%- This error may stem from the fact that there were 20
less tickets given so the student assumed it meant a 20%
decrease.
d. 90% - This error probably stems from the fact that the
student figured out that 190 tickets is 90% of 210 tickets. They
may not have understood the calculations they made.
I think students need to have a clearer picture of what is
happening. Perhaps I would scale the numbers back to 21 tickets
and 19 tickets to make it easier to model. We could use
manipulatives. I would also want to revisit how to solve
8. percents and percent decreases. I think my exact strategies
would truly depend on which students I was addressing in my
small group and how they got to their answer in the first place
since I only made guesses on what would have led to the
common misconceptions.
SECTION 3
Blog Post
Reflect on your growth and understanding of Data Analysis and
Statistics at this point in the course. What has been new for
you? What connections can you make to previous knowledge?
What themes are emerging in the course? How are concepts
connected to each other? to other areas of mathematics and the
world around us? What growth do you see in your own
mathematical thinking? What connections do you see to your
teaching practice? What questions have are you still pondering?
Compose a blog entry of at least 500 words. This piece should
be more formal than a weekly reflection, with clear connections
to the content of Data Analysis & Statistics. It should be
specific to your perspectives in the course - your growth, your
questions, big ideas and connections you see. It is a synthesis of
your experiences in the past six weeks of the course, with an
emphasis on your work in Weeks 3 - 6.
RUBRIC
9. POSSIBLE DETAILS TO USE FOR THE BLOG ARE
ATTACHED
Blog Post
Reflect on your growth and understanding of Data Analysis and
Statistics at this point in the course. What has been new for
you? What connections can you make to previous knowledge?
What themes are emerging in the course? How are concepts
connected to each other? To other areas of mathematics and the
world around us? What growth do you see in your own
mathematical thinking? What connections do you see to your
teaching practice? What questions have are you still pondering?
Compose a blog entry to share with at least 500 words. This
piece should be more formal than a weekly reflection, with clear
connections to the content of Data Analysis & Statistics. It
should be specific to your perspectives in the course - your
growth, your questions, big ideas and connections you see. It is
a synthesis of your experiences in the past six weeks of the
course, with an emphasis on your work in Weeks 3 - 6.
RUBRIC
DOCUMENTS TO USE….BELOW
10. · Module Four: Quantifying Spread
Module Five: Normal Distributions & Hypothesis Testing
· Module Six: Association of Quantitative Variables
· Thread:
· Baines-Initial Post
· Post:
· RE: Baines-Initial Post
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 8, 2014 11:29 PM
· Status:
· Published
· I agree with this because the higher the life expectancy the
smaller the number of people per TV and thus there is a
relationship between the number of people per TV and life
expectancy. Life expectancy is affected by factors like health
care, nutrition and hygiene and thus with low life expectancy
must be developing countries and those that have high life
expectancy are developed countries.
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
11. · Sparks-initial response
· Post:
· RE: Sparks-initial response
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 8, 2014 11:28 PM
· Status:
· Published
· I agree with this because countries with low life expectancy
have low GDP which means most of the population is made of
poor. Thus they are not able to afford TV thus that why there
are large number of people per TV. Country like Yemen which
has low life expectancy and small number of people per TV
when removed the correlation coefficient increases towards the
negative.
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· E5
· Post:
· RE: E5
· Author:
12. · Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 8, 2014 11:26 PM
· Status:
· Published
· I agree with this because in this example population of a
country was not put into consideration. High life expectancy
was associated with developed countries while low life
expectancy was associated with developing countries. Health
facilities and care, food and economy should be put into
consideration instead of TV.
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· DOW#6- Exercise B4- Stacy Ribolini
· Post:
· RE: DOW#6- Exercise B4- Stacy Ribolini
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 8, 2014 11:23 PM
· Status:
13. · Published
· I agree with this because the correlation coefficient was -
0.8…. which is a strong negative. There is one cluster on the
left where there is high life expectancy and small number of
people per TV. There was one outliner which was for the
country called Yemen; it had low life expectancy and small
number of people per TV as well. After removing Yemen, the
correlation coefficient increased towards the negative side and
thus proving that it was an outliner.
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· B3 and B4 - Pam
· Post:
· RE: B3 and B4 - Pam
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 8, 2014 11:21 PM
· Status:
· Published
· Hi Pam,
· As I looked at your last section:
14. · As far as calculating a coefficient for DoW #6, I do not see
where we were given instructions on how to do that. There are
instructions later in the module. I will answer this in the general
form that we have been working with so far. There is a negative
correlation for DoW #6, but it is not strongly negative. On my
scatter plot, the data seems to have two clusters. One is on the
left where the life expectancy is high (in the 70’s) and the
People/TV is low (in the single digits). The other is on the right
where the life expectancy is low and the People/TV is high. I
did not see any outliers.
· I disagree with this because the correlation coefficient was -
0.8…. which is a strong negative. There is one cluster on the
left where there is high life expectancy and small number of
people per TV. There was one outliner which was for the
country called Yemen; it had low life expectancy and small
number of people per TV as well.
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· Sparks-initial response-B3
· Post:
· RE: Sparks-initial response-B3
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
15. Monfort
· Posted Date:
· August 8, 2014 11:16 PM
· Status:
· Published
· I agree with this. As the correlation coefficient value becomes
closer to 1 it becomes stronger because scattered data points
show that the correlation is weak.
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· E5
· Post:
· E5
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 5, 2014 10:43 PM
· Status:
· Published
· Yes, there is a relationship because the countries with higher
life expectancy have few people per Tv compared to the
countries with low life expectancy.
16. · There is a negative correlation between the life expectancy
and the number of people per TV in the given countries.
· This is because there is a higher number of people per TV in
the countries with lower life expectancy. Could the country's
population affect the number of people per TV?
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
17. ·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
· There is a negative correction coefficient from this data.
Countries with low life expectancy have more people per TV.
· From this data the developed countries have a higher life
expectancy compared to the developing countries.
·
·
24. · ReplyQuoteMark as Unread
·
· Thread:
· B4--Nerlande
· Post:
· B4--Nerlande
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 5, 2014 10:35 PM
· Status:
· Published
· -0.80380974
· the correlation coefficient is a negative value which justifies
our conclusion that the higher the life expectancy the lower the
number of people per TV.
·
·
·
·
·
·
·
·
25. ·
·
·
·
·
· -0.85729528
· the value of correlation coefficient changes slightly to a
stronger negative value after excluding the outlier.
·
·
·
·
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· Bobby's Scores
· Post:
· RE: Bobby's Scores
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 5, 2014 11:38 AM
· Status:
26. · Published
· Hi Catherine,
· I basically came up with the same thing. I had a graph that
could not be uploaded.
· -3 σ
· -2 σ
· -1 σ
· μ
· 1 σ
· 2 σ
· 3 σ
· 374
· 548
· 722
· 896
· 1070
· 1244
· 1418
· Ideally his score is slightly above 1 σ from the μ. The
probability that somebody scores better than him is about 16%
representing the 13.5% plus 2.5% of the data that lies above
slightly more than 1 σ of the μ.
· Tags: None
· ReplyQuoteMark as Unread
·
27. · Thread:
· Bobby's Scores- Stacy Ribolini
· Post:
· RE: Bobby's Scores- Stacy Ribolini
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 5, 2014 11:34 AM
· Status:
· Published
· Hi Stacy,
· 1. Bobby’s ACT score is actually located approximately 2 σ to
the right of the μ. His SAT score is however slightly above 1 σ
above the μ. The further right (above the μ) his score is the
more gets towards the top of the class. The people who
performed better than him in the ACT are approximately 2.5%
of the class by the Three-Sigma Rule implying he did better
than approximately more than 97.5% of his classmates. As for
he did better than approximately 85% of the students with whom
he took the SAT test. His ACT score is thus better than his SAT
and should thus send it. Nerlande
· Tags: None
· ReplyQuoteMark as Unread
·
28. · Thread:
· Week 5: SAT Test Discussion
· Post:
· RE: Week 5: SAT Test Discussion
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 5, 2014 11:31 AM
· Status:
· Published
· Hi Nitha,
· 1. In the face of the available information I think there is no
sufficient evidence that SAT prep improves SAT scores. The
random sample of 50 students may of be sufficient to point at
the characteristics of the entire population. But, based on the
plots containing the means collected from 355 samples of 50
SAT scores, it points at an unlikelihood that no students would
score 1000 yet we know there are those who scored above this.
Nerlande
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· Week 5: SAT Test Discussion
29. · Post:
· RE: Week 5: SAT Test Discussion
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 5, 2014 11:29 AM
· Status:
· Published
· Hi Catherine,
· 1. I do agree with you there, from the graph of the means from
355 samples of 50SAT scores, there is a high unlikelihood that
50 randomly selected students could average 1000. Actually,
none of the samples hits this score. With the given probability
of 0.00118%, the SAT program is significantly effective.
· Nerlande
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· Week 5: SAT Test Discussion
· Post:
· RE: Week 5: SAT Test Discussion--Nerlande
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
30. Monfort
· Posted Date:
· August 5, 2014 8:27 AM
· Status:
· Published
· In the face of the available information I think there is no
sufficient evidence that SAT prep improves SAT scores. The
random sample of 50 students may of be sufficient to point at
the characteristics of the entire population. But, based on the
plots containing the means collected from 355 samples of 50
SAT scores, it points at an unlikelihood that no students would
score 1000 yet we know there are those who scored above this.
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· C3
· Post:
· RE: C3
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 4, 2014 8:54 AM
· Status:
31. · Published
· Sorry guys, it has been an hectic back to school, I hope this
clarifies my explanation.
· Exercise C3: Bobby’s Test Scores: In DoW #5
· For SAT:
· The first half of the normal distribution is 50% and is
corresponding to 896, one standard deviation to the right of this
is 34% away which is 1070 which is still less than what Bobby
could have scored. This is 10(1080-1070) scores less than what
Bobby scored. 1080 falls in the 2-standard deviation (which
represent 13.5%) but its exact position assuming symmetry of
the scores is given by:
· 50% + 34% + = 84.78%
· For ACT
· The first half of the normal distribution is 50% and is
corresponding to 20.6, one standard deviation to the right of
this is 34% away which is 25.8 which is still less than what
Bobby could have scored. This is 4.2(30-25.8) scores less than
what Bobby scored. 30 falls in the 2-standard deviation (which
represent 13.5%) but its exact position assuming symmetry of
the scores is given by:
· 50% + 34% + (30-25.8) / 5.2 * 13.5% = 94.91%
· Tags: None
· ReplyQuoteMark as Unread
·
32. · Thread:
· Week 5: SAT Test Discussion
· Post:
· RE: Week 5: SAT Test Discussion--Nerlande
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 29, 2014 2:39 PM
· Status:
· Published
· I added E2 because that is why I ended up with E3. I could not
paste my pic for E2.
· Exercise E2:Complete the Central Limit Theorem
· PART I
· The data is randomly distributed and seem to have a large
standard deviation. Again, there is no symmetry of data on
either side of the mean.
· PART II
· The distribution of the sample means of the SAT scores are
considerably near normal. Compared with the distribution in
Part I, this one are concentrated around the mean, 896. There
are no large deviations from this value and the data to the right
of the mean looks quite similar in number to those on the left
side.
33. · The mean of the sample mean is 895.587 and the standard
deviation is 24.80.
· The mean is statistically the same as the population mean. The
standard deviation is smaller than that of the population. The
standard deviation is unique to the sample.
· The mean score of 1000 would fall on the red bold line on the
graph as shown below.
· The result that the sample of the 50 students has mean scores
of 1000 is very likely. This is likely if the sample selection was
biased in favor of those with better performances. But the mean
of 1000 is not statistically different from 896.
· Exercise E3: In Exercise E2
· Yes I think there is sufficient evidence.
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· C3
· Post:
· C3
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 29, 2014 2:29 PM
34. · Status:
· Published
· Exercise C3: Bobby’s Test Scores: In DoW #5
· For SAT:
· 50% + 34% + = 84.78%
· For ACT
· 50% + 34% + (30-25.8) / 5.2 * 13.5% = 94.91%
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· E3 - Pam
· Post:
· RE: E3 - Pam
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 29, 2014 2:19 PM
· Status:
· Published
· Hi Pam,
· Great explanation, I love the details you provided. A lot of
your explanations make sense to me.
· Nerlande
35. · Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· Activity E4
· Post:
· RE: Activity E4
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 29, 2014 2:17 PM
· Status:
· Published
· Hi Richard,
· I think class C was pretty understandable. Great job on your
explanation.
· Nerlande
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· Cummins - Variation
· Post:
· RE: Cummins - Variation
36. · Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 28, 2014 12:05 AM
· Status:
· Published
· Hi Cummins,
· I agree with your review but I am left with one particular
question which is how did you come up with the conclusion that
a small range and IQR means that the data is very concentrated
around the center. I can fully understand how the large range
and IQR mathe data more spread out.
· Nerlande
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· A6
· Post:
· RE: A6
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
37. · July 28, 2014 12:00 AM
· Status:
· Published
· Hi Christine,
· I also thought that Class I shows the highest variation and
Class C shows the least variation. It was hard for to determine
the least variance even when I ended up with C.
· Nerlande
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· Mean and Mads
· Post:
· RE: Mean and Mads
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 27, 2014 11:43 PM
· Status:
· Published
· Hi Nitha,
· Great review on the article. MAD really got my attention and I
also wonder the same question as you and hope Mr. Deeter will
38. probably dosome clarification on that.
· Nerlande
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· Thread:
· Deviation - Cummins
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· RE: Deviation - Cummins
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 27, 2014 11:37 PM
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· Published
· Hi Cummins,
· This is my first year in middle school b ut not teaching Math.
I can see why the six graders have to be exposed to it and really
do the concept in 7th grade. I also do believe technology makes
a lot of things easier.
· Nerlande
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39. · Thread:
· Deviations and MAD
· Post:
· Deviations and MAD
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 25, 2014 9:13 AM
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· Published
· These concepts are not new to me. I have not worked with
them though but I am of the apprehension that they are applied
when analyzing the course results and many other statistical
applications. These concepts are important to my application as
a student since in handling data it is important to be of the
understanding of how they are distributed especially when
equity is the objective of the distribution.
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· E3
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· E3
40. · Author:
· Access the profile card for user: Nerlande Monfort Nerlande
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· Posted Date:
· July 23, 2014 11:45 PM
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· Published
· The answer is most clear for Class C, Class G and Class H.
The less the Range and IQR, the more clearly the question can
be answered.
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· Thread:
· A6----NERLANDE
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· A6----NERLANDE
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 21, 2014 7:15 AM
· Edited Date:
· July 23, 2014 8:20 PM
· Status:
41. · Published
· Class I shows the highest variation and Class C shows the
least variation.
· For Class F, Class G and Class H it is less clear as to how
their variation compares with each other and that to the other
classes.
· Range and Histogram best allows to see the variation in the
data set.
· The range doesn’t tell us about how the middle values of the
data are distributed. The IQR doesn’t tell us about the extreme
values of the data.
· We need to calculate variance and standard deviation for
better understanding of the spread of the data in DoW #4.
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· Thread:
· Week 3 Research Draft
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· RE: Week 3 Research Draft
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· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 21, 2014 12:05 AM
42. · Status:
· Published
· Hi Clayton,
· I am not a dancer nor I was never one, but I can tell you right
now that your research will be interesting to read. Also, I thing
you might be able to check on past and current articles. Try to
find retired dancers, you will be surprised to the amount of info
you will find.
· Nerlande
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· Thread:
· Week 3 Research Draft
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· RE: Week 3 Research Draft
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 21, 2014 12:01 AM
· Status:
· Published
· Hi Nitha,
· Your plan is well done. Your strategy for assessment using a
43. scoring system will be very effective.
· nerlande
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