students should outline the main points of the readings and use .docx

•Download as DOCX, PDF•

0 likes•2 views

students should outline the main points of the readings and use this as the basis for a critical reflection . Critical reflections should demonstrate depth in thinking about the material they are learning, and evaluate critically how theories and practices of geography can influence their own lived experiences and observations about the world. Students are encouraged to draw on other sources in addition to course materials, including the weekly discussion postings from previous Units if applicable. All sources, including the course readings, lecture notes, and discussion postings must be properly cited using APA. Reflection papers are to be written according to academic scholarship standards (1,000 +/- 100 words excluding title page and references). .

Education

More from orlandov3

Students learn sociology by "doing" sociology, in addition to reading and thinking about it. Chapter 3 describes the different methods of sociological research. Since we are in the era of COVID-19, we will be doing an individual interview with someone who is in your social circle - or someone with whom you can use technology to interview. Your interview will begin with demographic characteristics: how do they identify in terrms of race, gender, age, religion (and so forth). The next part of your interview will focus on their perspectives of recent changes and challenges in our society. Be careful to be objective and ethical. Your discussion will first discuss interviews as part of a broader array of social research methods. You will then describe your interviewee's perspective. Last, you will discuss how you felt about the process and what you learned. .

Students learn sociology by doing sociology, in addition to re.docx

orlandov3

Students draft a formal case report exploring a real-world issue per.docx

orlandov3

Students learn in a variety of ways. It is important for teachers to be aware of the various learning theories and models mentioned in the text and topic materials related to the history of how students learn. This knowledge will provide a foundation in order to create learning experiences that promote student development and acquisition of knowledge. For this assignment, utilizing the topic materials and and your own research to create a brochure to be used as a resource for beginning teachers, describing how learning occurs and the different ways that students learn. Your brochure should include: Detailed descriptions of how students learn, including principles related to development and acquisition of knowledge. Strategies to teach collaboration in the classroom environment. Strategies for encouraging students to monitor their work and engage in self-reflection. A description of the type of teaching you prefer to demonstrate in the classroom environment. How your teaching practices will support the learning preferences of students based on researched learning theories. The importance for a teacher to assist diverse students’ learning. At least 3 scholarly resources .

Students learn in a variety of ways. It is important for teacher.docx

orlandov3

STUDENT'S JOURNAL ENTRY As I progressed in this class I tried applying what I was learning to the world around me and open my eyes to things I do not see or take for granted. I never really considered myself part of the dominant group as I felt separate from it growing up homeschooled in a Romanian immigrant community. Looking back in retrospection I now that I have benefited from being white in ways I never even realized. By learning how others have struggled to gain access to treatment I never had to think twice about was eye opening. I look white and have no accent, therefore there is nothing to set me apart from the dominant white culture around me. I never realized I was no different from them in their perspective but also from the perspective of other immigrants and minorities. I can relate to the struggle to fit in and find a place in society because in my childhood we were different. We had an accent, dressed differently, and were poor. However, I could not relate to how difficult it is for others to assimilate because as we lost our accents and entered the middle class the dominant group practically invited us in with open arms. I have opened my eyes to things I’ve never seen and see how much further we have to go to create a truly open and fair society. There is so much injustice around us that I have never seen before and I feel ashamed for my lack of empathy for those around me. Just to illustrate how blind I was to racism I have a little story. I have a Hispanic girlfriend, she is a Mexican immigrant in fact. Before taking this class she would occasionally express frustration with how she and her family were treated by hospital and school officials in her neighborhood. At the time I processed this as just people having a misunderstanding and that my girlfriend was probably overreacting. However as I started learning what racism in America really looks like, and that its not just hillbillies in pointy hats I began to notice things I never thought about. I could see how my girlfriend would sometimes get different service in a negative way that was racially motivated. I finally understood why she wanted me to go with her to certain places like the DMV or car dealerships. She has been talked down to by others because see is a Mexican immigrant. As my eyes opened to her plight I saw how different her immigration story was to mine. I asked her about the time she spent in Texas where she said her family was the most mistreated by whites. I understood why she had angst towards the idea of visiting my family in Tennessee because she is somewhat traumatized by her childhood experience of crossing into a new land and being mistreated and seen as a second class person because she was different. In hindsight I even noticed while taking this class that my treatment has changed because of her. Looking back at dates I have had in previous relationships I would occasio.

STUDENTS JOURNAL ENTRY As I progressed in this class I tried a.docx

orlandov3

Students at Northwood Middle School are given one class from List A and one class from List B every 12 weeks. List A: Visual Arts, Music Education, and Physical Education List B: World Languages, Technology Education, and Health Education 1) Create a tree diagram to represent the possible combinations of classes for the first 12 weeks. 2) Pick your favorite class from List A and your favorite class from List B. Using your tree diagram, what is the probability that you would get both of your favorite classes in the first 12 weeks if you were randomly assigned one class from each list? .

Students at Northwood Middle School are given one class from List A .docx

orlandov3

Students are typically consumers in the school community. To what ex.docx

orlandov3

Students are to watch Liberty: The American Revolution part 6 answer the following prompt. In your own words, state the true meaning of the American Revolution and its contribution to our understanding of what it means to be American, past, present, and future. Be warned ..... this is not a FLUFF question. Put significant effort into this prompt. Demonstrate critical thinking and writing in the highest order. ( 1 and half page) ( Also you need to watch the video first) .

Students are to watch Liberty The American Revolution part 6 answer.docx

orlandov3

Students are to write a four to five paper based on a current events article, applying theory to a specific subject/issue/event in today's society. Students will use this article as "data' on which they will seek to explain this current event through theory we have discussed this year in class (going from Tocqueville to Dubois). The article must be attached to the paper! The paper should include: 1) An intro, one or two paragraphs explaining the topic the student is writing on, the source of this information, and the theory they will be using 2) A summary and description of the article and the social issue it reports on (1-2 pages). 3) A discussion of how your theory explains this issue.(1-2 pages) 4) A conclusion, summing up your argument; why is the theory you chose important in dealing with this issue (1-2 paragraphs). 5) References. Must include at least a reference from the writings of the theorist (on Blackboard) and a secondary reference relating to this theorist and theory (for instance, a reference to an article by sociologist Robert Merton on Weber's Protestant Ethic thesis) Example's of Theorist: Marx, Max Weber, Du bois, Tocqueville. .

Students are to write a four to five paper based on a current events.docx

orlandov3

Students are to write a two-page narrative that summarizes the argum.docx

orlandov3

Students are to complete this assignment based on the movie: Losing Isaiah (1995). This assignment will focus on the components of the Helping Process, which covers Engagement through Termination. Watch Losing Isaiah (1995) and pay attention to details Paper · 7 pages (not including cover page and references) · Use headings · APA Format · This paper is supposed to be in the format as you (me) being the social worker and the character, Khailia Richards, being the client. Directions: 1. Introduce the individual (Khaila Richards) 2. Discuss each of the following practice areas as you experience using these techniques/skills at the micro-level. a. Exploring and Engaging - relationship building skills, interviewing skills, communication with empathy/authenticity, basic interviewing skills, clarifying roles and responsibilities. (Discuss engagement at the generalist level) b. Exploring, Assessing, and Planning - Develop goals c. Exploring and understanding the situation and clients’ strengths, interpersonal and environmental factors, and any other important factors . d. Assessing and Intervening – Identify any theory and conceptual frameworks that are relevant to the case. e. Planning and implementing – Incorporating theories, contracting/treatment planning, connecting needs to resources, creating goals, and evaluating goals. f. Terminating -Resolution of problems, reviewing treatment goals and successes, securing additional resources. 3. End by providing comments on what this process meant for your learning experience. 4. Identify 8 community resources in Chicago that relate to the problem(s) in the case and submit them in writing. Links that could possibly help! https://thehelpingprocess.weebly.com/ https://www.chegg.com/flashcards/chapter-1-introduction-to-social-work-and-the-helping-process-0d7dd03a-4a57-43ba-b9b0-984c74b5e175/deck .

Students are to complete this assignment based on the movie Losing .docx

orlandov3

Students are to have a titlecover page and bibliography page as wel.docx

orlandov3

Students are to observe two or more adults unknown to the observer. The student must not be able to hear the subjects being observed and those being observed must not be wearing a uniform of any kind as this would provide information about their occupation to the observer. Students must describe the environment and the people being observed, i.e., age, gender, dress, etc. Discuss the nonverbal communication, i.e. eye contact, body position and any other nonverbal behavior. Provide your interpretation of the relationship between those being observed. Be very discrete and do not have a conversation with those being observed. .

Students are to observe two or more adults unknown to the observ.docx

orlandov3

Students are asked to research and articulate the impact of AI either on a company in the finance industry. When writing your paper, pls use a "business report" style: about two to three pages long, with facts and figures, citing three to five sources, which can include general media and business media. Rubrics: Clearly presents a main idea appropriate to the topic/assignment and supports it throughout the paper. Exceptionally well presented and argued. Ideas are detailed, well developed, and supported with specific evidence and facts, as well as examples and specific details .

Students are asked to research and articulate the impact of AI eithe.docx

orlandov3

Students are required to maintain weekly reflective narratives throu.docx

orlandov3

Students are required to complete a policy analysis. Students will engage in critically analyzing a policy in understanding their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels, and ways they will actively engage in policy to effect change within practice settings. Students are required to: Select and study a specific social policy on the local, state, or federal level that promotes social, economic, environmental justice, peace, or equity. Research the existing literature on the issues of your selected policy. Discuss if the policy was developed by legislators, congressional persons, or interested parties who had a mutually agreed-on focus for its development with desired outcomes. Discuss advocacy skills that were evident in the literature that was used to advocate for human rights and social and economic, and environmental justice. Critically analyze the policy using cognitive and affective processes (e.g., thinking, reasoning, emotions, feelings, etc.) Write a 3-4 page critical analysis paper of the policy. In two paragraphs, briefly describe the policy content, level of government (local, state, federal) and main issue(s) and goals. Discuss and critically analyze the arguments for and against the issue (s), underlying values, beliefs, and assumptions reflected in the policy, how would you modify the policy to be more effectively meet its goals, and what makes the issue(s) political. Also discuss strategies within the policy to promote human and civil rights. Briefly discuss implications of the policy and ways social workers will use the policy to engage in practices to advocate and advance social, economic, and environmental justice. Listed are some (you may access others) Web Sites for background reading and research for policy analysis paper: National Poverty Center ………………. http://www.npc.umich.edu Michigan Program on Poverty and Social Welfare Policy ….http://www.fordschool.umich.edu/research/poverty/index.phpMDRC…………………http://www.mdrc.orgUrban Institute…………http://www.urban.orgAdministration for Children and Families………http://www.acf.dhhs.govAsst. Secy. Of HHS for Planning and Evaluation ………http://www.aspe.os.dhhs.govBrookings Institution………………………………http://ww.brookings.eduCensus Bureau……………………………………..http://www.census.govCenter for Law and Social Policy………………….http://www.clasp.orgFragile Families and Child Well-Being……………http://www.fragilefamilies.princeton.edu/Heritage Foundation………………………………..http://www.heritage.org .

Students are required to complete a policy analysis. Students will e.docx

orlandov3

Students are required to write a term paper. Students must follow, to the letter, the term paper requirements as outlined below. The term paper must be transmitted to the instructor as a “word” attachment via email. The minimum requirements for the term paper and the due dates are provided in the syllabus. Term Paper Requirements : The Term Paper is worth 25% of your grade. Your term paper topic is “Mass Incarceration” Assume the following: 1) you have been hired as a criminal justice expert by the Justice Department; 2) The Justice department would like you to research and report on the Causes of Mass Incarceration 3) Discuss the impact of Mass incarceration on the criminal justice system 4) Discuss the impact of Mass incarceration on minorities and marginal offenders 5) Explain whether mass incarceration can be avoided 6 ) You have until May 5, 2021 to submit your report to this authority. Please keep in mind that your report for must demonstrate your knowledge and understanding of the issues, and your familiarity with various viewpoints criminological literature and crime statistics. You may NOT write a term paper about any other topic. THIS IS A DIFFICULT ASSIGNMENT. BEGIN YOUR WORK NOW!!! This assignment is designed to teach students how to think and write like professionals. The Term Paper a/k/a "report" must meet the following MINIMUM REQUIREMENTS: 1. The term paper must be at least 12 pages in length. The term paper length does not include the title page, table of contents page, or reference page. 2. The term paper must have a title page The title page must have the title of the term paper, the student's name, the student's address, and the name of the course. 3. The term paper must have a table of contents. The table of contents must indicate the pages on which each portion or section of the paper begins. This will look like the table of contents of a book. 4. The term paper MAY have a "statement of the problem." The statement of the problem identifies the topic discussed and the issues pertaining thereto. For purposes of this term paper, it is a one or two paragraph long discussion of the topic and identification of major issues relating to the topic. 5. The "statement of the problem" section of the term paper might identify many issues relating to the topic. However, after the "statement of the problem" section, discuss only one or two of the major issues you identified. 6. The term paper MAY have a recommendation section. It should briefly summarize the issues raised in the term paper, discuss your recommendations, and note how your recommendations are or are not supported by the facts and expert opinion to which you refer in your paper. 7. There must be a reference section of the term paper, using the APA citation format. If you do not know what the APA citation format is, then look at your textbooks and see how these authors cite the works on which they relied to write their documents. If you still a.

Students are required to write a term paper. Students must follo.docx

orlandov3

Students are required to write a final research paper (2000words.docx

orlandov3

Student will write a report (APA format) describing a research study in their area of study. This report will include the introduction, participants/sampling method, procedures, data analysis, and results/conclusions. IMPORTANT NOTE: Please see the attached documents for project details and expectations, Please also see Final Project Rubric in the attachmed files. PLEASE READ THE 2 ATTACHMENTS. Thank you. .

Student will write a report (APA format) describing a research study.docx

orlandov3

student select one interest group from the following groups provided National Nurses United, what is their legislative agenda; how is the agenda developed; how is it communicated to members; how is their agenda pushed and promoted (i.e., mechanisms used to engage/attract and influence policy makers); In addition to investigating the interest group’s website and reviewing position statements and testimony, students should consult media reports to obtain more information on the group’s current lobbying efforts. .

student select one interest group from the following groups provide.docx

orlandov3

STUDENT CLINICAL REPLACEMENT PACKET Student Resources 2 vSim CLINICAL REPLACEMENT PACKET for STUDENTS STUDENT INSTRUCTIONS FOR VIRTUAL CLINICAL REPLACEMENT This activity packet is intended to be used with your assigned virtual patient found in vSim. The Six Step learn flow in vSim is to be followed as instructed below. Once you have completed the Six Steps, in additon to this Clinical Replacement Activity Packet, submit for grading as instructed in your syllabus. LEARN FLOW - STEP ONE  Finish the Suggested Readings, then complete the following four activities: o Clinical Worksheet o Plan of Care Concept Map o Pharm4Fun Worksheet (one per medication) o ISBAR Worksheet EST. TIME: 4 - 6 HOURS LEARN FLOW - STEP TWO  Take the Pre-Simulation Quiz o Student may take several times using the answer key to provide immediate remediation prior to the virtual simulation. Quiz is recorded as complete. LEARN FLOW - STEP THREE  Launch the virtual simulation o Suggest student complete the vSim Tutorial prior to launching Step Three. o Each clinical experience in the simulation lasts a maximum of 30 minutes. o Student is to complete the simulation as many times as it takes to meet an 80% benchmark. LEARN FLOW - STEP FOUR  Complete the Post-Quiz o The answer key is not visible to the student until after they have submitted the quiz. o The quiz grade is recorded as a percentage LEARN FLOW - STEP FIVE  Document o The student documents the clinical events that occurred during the simulation using the information contained in step five. o If using DocuCare, the instructor assigns the same vSim patient which can be found in DocuCare cases. LEARN FLOW - STEP SIX  Reflection Questions o Students are to complete the reflection questions and submit to instructor post clinical replacement (see syllabus for details). o The quiz grade is recorded as a percentage 2 1 3 4 5 6 STUDENT LEARNING OUTCOMES ASSIGNMENT This ac�vity creates an opportunity for you to organize the nursing care required for the pa�ent care presented in your assigned vSim. At the end of this ac�vity, student will be able to: 1. Describe pathological events associated with the pa�ent’s disease process or condi�on. 2. Create a plan of care and priori�zed nursing interven�ons based on pa�ent care needs. 3. Iden�fy an�cipated diagnos�c and physical assessment findings related to the iden�fied condition or disease process. 1. Log into thePoint and launch the assigned vSim, following all instruc�ons posted on your learning management system (LMS). 2. Review the informa�on contained in the pa�ent informa�on. 3. Review the smart sense links associated with Nursing Care, Diagnos�cs, and Pharmacology found in the suggested reading area. 4. Create the following “concept map”. List the pathophysiology associated with the pa�ent’s disease process or condi�on, the an�cipated physical assessment findings, vital signs, diagnos�cs, specific nursing int.

STUDENTCLINICAL REPLACEMENT PACKET Student Resourc.docx

orlandov3

More from orlandov3 (20)