Summary of observations Classroom Environment 15.0 Summary th.docx

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Summary of observations: Classroom Environment 15.0 Summary thoroughly describes classroom environment and explains in extensive detail how the strategies used by the teacher to create an environment conducive to group learning and communicate expectations. Summary of observations: Behavior situations 15.0 Behavior situations observed during group learning, OR strategies to prevent behavior situations, were creatively described. Interview: General Classroom Management 15.0 Interview summary insightfully describes teacher's experience in developing and executing a classroom management plan. Interview: Group Learning 15.0 Interview summary provide compelling details of teacher's group learning strategies. Application to Future Professional Practice 20.0 Conclusions and applications to future practice are innovative and specific. Organization 10.0 The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0 Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. .

Summary of observations: Classroom Environment
15.0
Summary thoroughly describes classroom environment and
explains in extensive detail how the strategies used by the
teacher to create an environment conducive to group learning
and communicate expectations.
Summary of observations: Behavior situations
15.0
Behavior situations observed during group learning, OR
strategies to prevent behavior situations, were creatively
described.
Interview: General Classroom Management
15.0
Interview summary insightfully describes teacher's experience
in developing and executing a classroom management plan.
Interview: Group Learning
15.0
Interview summary provide compelling details of teacher's
group learning strategies.
Application to Future Professional Practice
20.0
Conclusions and applications to future practice are innovative
and specific.
Organization
10.0
The content is well-organized and logical. There is a sequential
progression of ideas that relate to each other. The content is
presented as a cohesive unit and provides the audience with a
clear sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar,
language use)
10.0
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related

language. Sentence structures are varied and engaging.

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Similar to Summary of observations Classroom Environment 15.0 Summary th.docx

SPE-226 Educating the Exceptional Learner Benchmark Assessment and Rubric Targeted Essential Learning Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (InTASC 2; CEC 3, 4, 5) Assessment Tool Selected Project 0. Accommodations and Modification of Lesson Plan 0. Report - Reflective Analysis Specific Performance/Task(s) Implement lesson plans. (InTASC 2a) Select and utilize best practice implementation strategies appropriate to different developmental levels. (CEC 5.1) Implement differentiated strategies that address diverse learners. (CEC 3.2) Adapt instruction based on student needs. (InTASC 2b) Select and apply evidenced-based instructional strategies to serve students with specific disabilities. (CEC 5.0) Select, adapt, and use techniques to modify learning environments. (CEC 5.5) Design instruction to meet student needs. (InTASC 2f) Select, adapt, create, and use curricular materials. (CEC 3http://www.cec.sped.org/~/media/Files/Standards/Professional%20Preparation%20Standards/Initial%20Preparation%20Standards%20with%20Elaborations.pdf.2) Relevancy of Task to Teacher Candidate Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities. Assessment: Student Prompts/Teacher Directions 1. Individual: Teaching for Exceptionalities (Benchmark Assessment) 1. General Practicum information: 1. Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course. 1. Benchmark Assessment: 2. Contact a school, identify yourself as a GCU student, and request an opportunity to observe and participate in two different educational settings/grade levels that serve students with mild to moderate disabilities. Legally, you may not ask what the student’s disability is and you may not look at the IEP without parental permission. Of the total 15 hours required schedule to spend a minimum of 5 hours with the student during this practicum experience in one of the educational settings. 2. Spend a total of 15 hours, approximately 7.5 hours in two different grade levels. Each setting needs to serve students with mild to moderate disabilities. 2. During your initial observations of the student, take note of which modalities are strongest for the student (auditory, visual, kinesthetic, etc.). Also, note the curricular areas in which the student exhibits strengths and weaknesses. 2. Obtain a lesson plan that has been written by the teacher in a curricular area that is a challenge for the student (math, writing, reading, science, etc.). Make a copy of this lesson to submit with the Benchmark Assessment. Review the learning objective, activity/assignment description, and assessment (where applicable). 2. Write an Accommodation/L.

SPE-226 Educating the Exceptional LearnerBenchmark Assessm.docx

SPE-226 Educating the Exceptional LearnerBenchmark Assessm.docx

SPE-226 Educating the Exceptional LearnerBenchmark Assessm.docx

Formative evaluation.2

Formative evaluation.2

Formative evaluation.2

** Signature Assignment** 5: My Utopia Job Length: The guideline is 3 - 5 pages, double-spaced (Times Roman 12 font with standard 1” margins). Due: Week 7 by Midnight Sunday night Post: On-line, Week 7, Assignment 5 Addresses Learning Outcomes: 4 and 5. You may want to view this YouTube Video for some information: http://www.youtube.com/watch?v=D-6jocg8Zyk You may also want to view this: http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_your_present_and_futur e_self.html Students may submit an outline week 6 to the instructor for comments. Based upon: 1. What you have learned about yourself and your particular management strengths; 2. Two to three of the most useful management techniques that have been offered in the text and in class discussions; 3. What you have learned about the global marketplace. Using the above three criterion, design your ideal position. The purpose of this paper is for students to take management theories presented in this class and the text and apply them to themselves. Students are to identify their own particular management strengths and to consider two to three of specific management tools offered in this class. Students need to then apply that information and design and explain what they feel would be their ideal work role and environment. This is going to be a personal paper that is backed up by the data from this class. This paper is to address the following questions: • What are the student’s strengths? • What management concept best fits with the student’s strengths? • How would the management concepts in this class be utilized to create the utopia job for the student? • Why would the proposed role and environment best fit the student’s strengths? • What would be two to three specific boundaries, authority, role and tasks that would be a part of the utopian job? • How does this job fit in with the four responsibilities of management: Planning, Organizing, Controlling and Leading? Introduction (10%) • Is there a clear “Purpose Statement”? • Does the introduction explain what the paper is about – the main points of analysis? • Does it give a quick overview of the three to five points of analysis? Analysis (60%) • Does the paper have three to five main points of analyzing how the organization did or did not evolve as explained in the text on how the chosen organization did or did not follow the theories presented? • Does each of the main points have a citation back to the text with a page number and a direct (short – 3 to 5 words) quote? Conclusion (10%) • Is the conclusion a clear and concise recap of the analysis? http://www.youtube.com/watch?v=D-6jocg8Zyk http://www.youtube.com/watch?v=D-6jocg8Zyk http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_your_present_and_future_self.html http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_y ...

Signature Assignment 5 My Utopia Job Length .docx

Signature Assignment 5 My Utopia Job Length .docx

Signature Assignment 5 My Utopia Job Length .docx

40.0 %Summary of Field Experience ? Transition Assessments, Plans, Goals, Post-Secondary Transition Summary of the field experience is insightfully details how the candidate observed and collaborated with a special education teacher regarding transition assessments, plans, goals, and post-secondary life. All five required questions and two additional questions are comprehensively addressed in the summary. 40.0 %Conclusions and Applications to Future Practice Conclusions and applications to future practice are insightful, demonstrate a keen awareness of the needs of the students, and extensively reflect growth and development as a professional. 10.0 %Organization The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea. 10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. 100 %Total Weightage .

40.0 Summary of Field Experience Transition Assessments, Plans,.docx

40.0 Summary of Field Experience Transition Assessments, Plans,.docx

40.0 Summary of Field Experience Transition Assessments, Plans,.docx

REQUIREMENTS: POSSIBLE ACTUAL The reflection explains the characteristics of conscious leadership as defined by Mackey and Sisodia and compares them to the primary characteristics of two or three other leadership theories studied in the course. 20 The reflection describes the importance of self-awareness, self-concept, and emotional intelligence and the role they play in enabling effective conscious leadership. 20 The reflection briefly summarizes the results from each assessment and explains whether or not the results accurately reflect the student’s self-perception. 20 The reflection discusses insights gained from completion of the assessments and explains how those insights could influence the student’s values, attitude towards others, and how he/she might approach new tasks in the workplace. 20 The reflection discusses the significance of the self-assessment results in relation to the student’s individual behavior, behavior within groups, and behavior within organizations. It also identifies what the student has learned about his/her ability to manage self and others within the workplace. 20 Reflection is prepared according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. 10 Mechanics of Writing: · Student is clearly in control of standard, written American English. · All work includes correct spelling, punctuation, and grammar. 10 Language Use and Audience Awareness: · Student uses correct sentence construction, word choice, etc. · Student uses language in a manner that is appropriate to the purpose, discipline, and scope of the assignment. 10 TOTAL 130 MGT-605: Self-Assessment and Reflection Rubric © 2014. Grand Canyon University. All Rights Reserved. Running Head: JOB DESCRIPTION 1 Job Description Janquetta Wright BUS303: Human Resources Management (BFM1739B) Maria Kithcart October 10, 2017 - 1 - [no notes on this page] JOB DESCRIPTION 2 Introduction As much as people may disagree with me, I believe that the teaching profession is one of the noblest jobs that anyone can pursue. It involves shaping the lives of little ones by impacting knowledge that will guide them in their day to day lives. This is one of the motivating factors that have made me desire to become an English instructor once I graduate. I am more than committed to achieve a lot in this area even though people have already discouraged me that I cannot make it. To be a teacher, there are many requirements that one has to fulfill before they can qualify to teach and this is because the teaching profession has been in existence since the beginning of time and as a result there is a lot that pertains to it; Tasks As mentioned earlier on, the teaching profession is one that has been in existence fo ...

REQUIREMENTS POSSIBLEACTUALThe reflection explains th.docx

REQUIREMENTS POSSIBLEACTUALThe reflection explains th.docx

REQUIREMENTS POSSIBLEACTUALThe reflection explains th.docx

RTI Description, Progress Monitoring, and Data Use 25.0 Skillfully describes and explains the benefits and data collection of each tier in the RTI model, providing realistic examples of each. In-depth descriptions on how the classroom teacher interprets data from RTI’s and uses technology to make decisions around evidenced-based interventions are evident. Special Education Decisions, Pre-Referral, and Strategies 25.0 Summary includes substantial examples and details of how RTI data and pre-referral assessments are used in making eligibility, program, and placement decisions for individuals with disabilities. Contains excellent descriptions of strategies used by the teacher in communicating RTI results to various stakeholders. Conclusions and Applications to Future Practice 30.0 Conclusions including how data informs instruction and applications to future practice demonstrates a keen awareness of using data to inform instruction and strategy selection to support struggling readers, and clearly reflect growth and development as a professional. Organization 10.0 The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0 Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. ...

RTI Description, Progress Monitoring, and Data Use 25.0 Skillf.docx

RTI Description, Progress Monitoring, and Data Use 25.0 Skillf.docx

RTI Description, Progress Monitoring, and Data Use 25.0 Skillf.docx

TSL3143 Curriculum Studies Revision

TSL3143 Curriculum Studies Revision

TSL3143 Curriculum Studies Revision

Part 1: Interventions Based on RTI Data 15.0 Innovative interventions, based on RTI student assessment data, to support the progress of a student or students in the classroom, are described. Part 1: Intervention Descriptions 15.0 A thorough intervention description including roles of teacher, student, and family is provided. Part 1: RTI Intervention Implementation 15.0 Evidence of administration of the interventions with the selected student/s and the provision of student feedback on his or her performance are comprehensively described. Part 2: Reflection - Interventions 15.0 Reflection provides insightful information on experiences administering the interventions and providing the student feedback on his or her performance. Meaningful explanations on how the interventions met the needs of the student are offered; reflection significantly incorporates student assessment results. Part 2: Reflection -Conclusions and Applications to Future Practice 20.0 Conclusions and applications to future practice skillfully demonstrates a keen awareness of the needs of the students, and clearly reflect growth and development as a professional. Organization 10.0 The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0 Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. ...

Part 1 Interventions Based on RTI Data 15.0 Innovative interv.docx

Part 1 Interventions Based on RTI Data 15.0 Innovative interv.docx

Part 1 Interventions Based on RTI Data 15.0 Innovative interv.docx

Discussion 2 Professional Learning Communities One component of the 21st Century Professional Development framework encourages sharing knowledge with fellow faculty, using face-to-face, virtual and blended communications. When we think of sharing knowledge, we often think of using professional learning communities. In several of your courses, the concept of a professional learning community (PLC) is presented and elaborated on. A professional learning community consists of individuals with an interest in eduction. The focus of a professional learning community can be taking measures to ensure students learn, creating a culture of collaboration in the school, for school improvement and more (DuFour, 2004). In this discussion, you will deliberate about the use of professional learning communities as they relate to the 21st Century Professional Development framework with an emphasis on technology . Initial Post: Think about the 21st Century Professional Development framework and technology when working in your mock professional learning community. Next, imagine your state legislatures have asked the non-partisan Legislative Analyst’s Office to advise them regarding the creation of a blended professional learning community across the districts within the state. As an educator who is well versed in employing critical thinking, problem solving and 21st-century skills in the classroom, you have been selected to participate with a group of other teachers to inform and persuade the Analyst’s Office of why the incorporation of technology to work collaboratively with other teachers in the state is important. Work with your mock PLC group to come up with a supported argument based on personal experiences and scholarly literature in which you: Discuss how you could incorporate and implement the use of technology to create a blended professional learning community across districts within your state to share knowledge with fellow faculty on how a deeper understanding of subject matter can actually enhance problem solving, critical thinking, and other 21st-century skills . Discuss how creating a professional learning community can increase the ways teachers seize opportunities for integrating 21st-century skills, tools and teaching strategies into their classroom practice — and help them identify what activities they can replace or de-emphasize. Discussion 3 Link Your ePortfolio In this discussion, you will attach a link to your ePortfolio and reflect on your redesign activity from the Week Four Assignment. Your instructor will not post individual replies to all learners. Instead, the instructor will post a synthesis of the redesign activity on Day 7 (Monday). The instructor will find common themes and challenges associated with the assignment from Week Four to provide feedback to the class as a whole. Although your instructor will not provide individual feedback, you will be graded on whether or not you attached the link to your ePor.

Discussion 2Professional Learning Communities One co.docx

Discussion 2Professional Learning Communities One co.docx

Discussion 2Professional Learning Communities One co.docx

Instructional rounds will take place on two levels this year. First, rounds will be an important part of small group reflection, where a team of teachers who share a common planning hour observe two classrooms a month. In this format teachers will look for descriptive evidence and avoid subjective speculation about practice. Small groups will use our faculty protocol form and will also look for evidence in support of NEE indicators 1.2, 4.1, 5.1, and 7.4. Second, rounds will be used by department chairs as a school-wide strategy to identify problems of practice. As defined by Roberts: "a problem of practice is a statement that describes the instructional problem that a school is struggling with and that serves as a focus for classroom observations" (page 4). Department chairs will conduct rounds twice this year (once each semester) to support our progress toward our building goals. The purpose of this practice is not evaluative, this practice will report broad trends for staff reflection from a school-wide perspective; no individual teacher data will be reported. These slides were discussed during collaboration on September 19, 2013.

Instructional Rounds Training (Sept. 19, 2013)

Instructional Rounds Training (Sept. 19, 2013)

Instructional Rounds Training (Sept. 19, 2013)

Conduct research to identify techniques for maintaining participant interest in training. List a minimum of three specific techniques not found in the Blanchard and Thacker (2013) text and give a short explanation of each. Explain how these techniques can be used to deliver effective training, noting the learning style to which each technique appeals. Compare these three techniques with those identified in the course text, noting any differences or similarities. Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion. Week Lecture for review and information Implementation In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases. The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc. Styles of Learning People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories. Watch these videos on Adult Learning Styles. 4MAT 4Business. (2010, July 15). Three things every trainer should know about learning styles [Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs KroofConsulting. (2013, October 7). Adult learning styles [Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk Written Word - Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge. Auditory - Listening to presented information and retaining th.

Conduct research to identify techniques for maintaining participant .docx

Conduct research to identify techniques for maintaining participant .docx

Conduct research to identify techniques for maintaining participant .docx

DED107 Session03

DED107 Session03

DED107 Session03

Workshop_3

María de Los Angeles

Assessment is a common aspect of each and every classroom. In the twenty-first century classroom, assessment for learning is essential to ensure that students are mastering key skills. The video, Assessment for Learning (Links to an external site.)Links to an external site. , points out key strategies that can be employed in the classroom in order to ensure student success. After watching the video, share your thoughts on the structures and strategies a teacher needs to put into place in order to ensure that an effective classroom environment is created to foster twenty first century learning. Choose one of the following digital tools to enhance your written response ( Smore (Links to an external site.)Links to an external site. , Prezi (Links to an external site.)Links to an external site. , PowToon (Links to an external site.)Links to an external site. , Sliderocket (Links to an external site.)Links to an external site. , Screencast-O-matic (Links to an external site.)Links to an external site. , or other presentation software). Utilizing technology in this discussion will further prepare you for the Final Project in Week 6. Address and include the following: Key strategies from the video Your own ideas about both formative and summative assessments How both sets of ideas could be implemented to create an effective classroom environment Be sure to include examples to illustrate and support your ideas. Professor: We speak a great deal about assessment and accountability and how each has an integral role in student achievement. Yet, many are still left with the feeling our current level of testing is too rigid, too demanding, not differentiated.........basically a whole bunch of phrases which leaves many with the feeling the current assessments used in schools do not provide the "whole picture". The Partnership for 21st Century Skills (2007) suggests, "While the current assessment landscape is replete with assessments that measure knowledge of core content areas such as language arts, mathematics, science and social studies, there are a comparative lack of assessments and analyses focused on 21st century skills" (p. 1). Using either the article or your own thoughts and reflections, how should teachers assess 21st Century Learning Skills? 21st Century Skills Assessment (Links to an external site.)Links to an external site. Reference: Partnership for 21st Century Skills. (2007). 21st century skills assessment. Retrieved by http://www.p21.org/storage/documents/21st_Century_Skills_Assessment_e-paper.pdf Designing effective lessons Without question, one of the key points that make a class successful is having lessons that are engaging and effective. Creating these types of lessons does not happen overnight; planning requires time, focus and a careful eye to ensuring that the needs of each student are met. So, how does a teacher create a rigorous curriculum plan that leads to improved student perfo ...

Assessment is a common aspect of each and every classroom. In t

Assessment is a common aspect of each and every classroom. In t

Assessment is a common aspect of each and every classroom. In t

Maulina method

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Journal Study writeup

Journal Study writeup

Instructional Plan For Cognitive Lesson Yarelli

Instructional Plan For Cognitive Lesson Yarelli

Instructional Plan For Cognitive Lesson Yarelli

Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.

A descriptive study of language learning strategies taught to 11th graders at...

A descriptive study of language learning strategies taught to 11th graders at...

A descriptive study of language learning strategies taught to 11th graders at...

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Summarize the article in about 100 to 120 words. The summary should be clear, accurate, concise, and sufficiently complete. Readers should be able to read your summary and not need to read the original, but still not want for knowledge. Leonard Pitts, Don't Confuse Them with the Facts Don’t Confuse Them with the Facts By Leonard Pitts February 21, 2010 I got an e-mail the other day that depressed me. It concerned a piece I recently did that mentioned Henry Johnson, who was awarded the French Croix de Guerre in World War I for single-handedly fighting off a company of Germans (some accounts say there were 14, some say almost 30, the ones I find most authoritative say there were about two dozen) who threatened to overrun his post. Johnson managed this despite the fact that he was only 5-foot-4 and 130 pounds, despite the fact that his gun had jammed, despite the fact that he was wounded 21 times. My mention of Johnson’s heroics drew a rebuke from a fellow named Ken Thompson, which I quote verbatim and in its entirety: “Hate to tell you that blacks were not allowed into combat intell (sic) 1947, that fact. World War II ended in 1945. So all that feel good, one black man killing two dozen Nazi, is just that, PC bull.” In response, my assistant, Judi Smith, sent Mr. Thompson proof of Johnson’s heroics: a link to his page on the Web site of Arlington National Cemetery. She thought this settled the matter. Thompson’s reply? “There is no race on headstones and they didn’t come up with the story in tell (sic) 2002.” Judi: “I guess you can choose to believe Arlington National Cemetery or not.” Thompson: “It is what it is, you don’t believe either … “ At this point, Judi forwarded me their correspondence, along with a despairing note. She is probably somewhere drinking right now. You see, like me, she can remember a time when facts settled arguments. This is back before everything became a partisan shouting match, back before it was permissible to ignore or deride as “biased” anything that didn’t support your worldview. If you and I had an argument and I produced facts from an authoritative source to back me up, you couldn’t just blow that off. You might try to undermine my facts, might counter with facts of your own, but you couldn’t just pretend my facts had no weight or meaning. But that’s the intellectual state of the union these days, as evidenced by all the people who still don’t believe the president was born in Hawaii or that the planet is warming. And by Mr. Thompson, who doesn’t believe Henry Johnson did what he did. I could send him more proof, I suppose. Johnson is lauded in history books (“Before the Mayflower” by Lerone Bennett Jr., “The Dictionary of American Negro Biography” by Rayford Logan and Michael Winston) and in contemporaneous accounts (The Saturday Evening Post, The New York Times). I could also point out that blacks have fought in every war in American history, though before Harry Truman desegregated the military in 1948, t.

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summarize chapter 10 for psychology: first paragraph Introduction, second paragraph observation and third paragraph conclusion 1. Preoperational intelligence according to Piaget is thinking between ages of 2 and 6. This means that children cannot yet perform logical operations, that is they cannot use logical principles. 2. According to Vygotsky, children learn because adults present challenges, offer assistance, and encourage motivation. 3. The vocabulary of children consists primarily of verbs and concrete nouns. 4. Centration – the tendency of preoperational children to focus only on one aspect of a situation or object. 5. Egocentrism – thinking that is self-centered. In the preoperational period a child views the world exclusively from his or her own perspective. 6. Focus on appearance refers to the preoperational child’s tendency to focus only on apparent attributes and ignore all others. 7. Irreversibility is the characteristic of preoperational thought in which the young child fails to recognize that a process can be reversed to restore the original conditions of a situation .

summarize chapter 10 for psychology first paragraph Introduction, s.docx

summarize chapter 10 for psychology first paragraph Introduction, s.docx

summarize chapter 10 for psychology first paragraph Introduction, s.docx

SUMMARIZED ANNALYSIS of ANTI-PAMELA ednesday, March 18, 2015 ANTI-PAMELA by ELIZA HAYWOOD, SUMMARY and ANALYSIS ANTI-PAMELA by ELIZA HAYWOOD SUMMARY Syrena Tricksy is raised in London, GBR by her liaison mother to attract a wealthy husband. She is trained in acting and deception. When Syrena is older than 13 and her other friends are beginning to enter into apprenticeships, and other areas of employment, Syrena is sent off to serve as a maid for a wealthy mistress named Mrs. Martin whom she knows through family connections, and is expected to use her newfound position to attract a patron and lover. Immediately, Syrena is disgusted with the formality of her new family, and begs to be sent home. Syrena must miss a trip home because it is raining on the weekend, and boasts of deceiving a man into attraction for her on the next day in a letter that was sent on Monday. The man, named Vardine, vows to give all his money to her the next day. Syrena's mother who is named Ann applauds Syrena's receipt but cautions her optimism in trusting the new lover, and encourages her to increase the manipulation until the man is powerless. Syrena discovers the man has no estate and Ann cautions Syrena to shun the man completely. Because Syrena liked the man, she tricks Ann into letting her leave the Martins by claiming that someone has caught small pox in the house. Vardine meets Syrena in the park and they go out drinking alcohol together. Syrena finds a new lady named Mrs. L for whom to serve. Vardine tells Syrena that he will marry her at any time. Syrena tricks Vardine into giving her five guineas to repay a fictional debt from Ann to Mrs. Martin; Vardine only has 2 guineas then, and promises to obtain another 3 by Friday. On Friday, Vardine sends a note to her that he has been sent to Ireland in the English invading military and does not have the 3 guineas. Syrena writes to Ann that Thomas L, one of Syrena's new patrons, forced Syrena to kiss him and slipped 5 guineas down her blouse. Later, Thomas comes into Syrena's room and attempts to force himself on her, but she refuses. His son, referred to as Mr. L, jumps out of the closet as soon as Thomas leaves and condemns Thomas' behavior while praising Syrena. Syrena suspects Mr. L and his father are like-minded in their pursuit of her. Mr. L begins to kiss Syrena without her permission. Thomas accosts Syrena while she is hiding from Mr. L, and promises to show her his good intentions when they are away at the countryside together. When they go to the country Thomas tells Syrena he loves her, hinting that he will support her if she becomes his unwed lover, but Syrena refuses. Ann tells Syrena she should be less harsh toward Thomas, but focus her energy on manipulating Mr. L, who tells her that he cannot risk marrying her because Thomas would disapprove. Thomas draws Syrena a legal offer to pay her 100 pounds cash per year during Thomas' life and 50 pounds per year after Thomas' death, and ed.

SUMMARIZED ANNALYSIS of ANTI-PAMELAednesday, March 18, 2015ANT.docx

SUMMARIZED ANNALYSIS of ANTI-PAMELAednesday, March 18, 2015ANT.docx

SUMMARIZED ANNALYSIS of ANTI-PAMELAednesday, March 18, 2015ANT.docx

summarize the key point or points most critical to the intelligence cycle. --- > Also, summarize the key points in the following article Apply Crime Analysis & GIS mapping to understand its importance to identifying, disrupting and development of intervention strategies that can assist law enforcement with Domestic Violence and stalking crimes. Groff, E. R., Johnson, L., Ratcliffe, J. H., & Wood, J. (2013). Exploring the relationship between foot and car patrol in violent crime areas. Policing, 36 (1), 119-139. doi:http://dx.doi.org.ezproxy2.apus.edu/10.1108/13639511311302506 In doing so, write a summary review of the important materials presented. Following APA format (title page, content pages, reference page), double spaced, 12 pt font size, and common font style (Times New Roman). APA format is required of all Summary Paper assignments, including a cover page, in-text citations, and a full reference list. If tables, charts or images are used an Appendix is required. 2-pages of content maximum. .

summarize the key point or points most critical to the intellig.docx

summarize the key point or points most critical to the intellig.docx

summarize the key point or points most critical to the intellig.docx

Summarize your childhood and family. Include the following information: Where were you born (e.g., state, country, or geographical region)? Do you have siblings? Where do you fall in the birth order of your family? Where did you grow up? What was your childhood like? How did your understanding of self and gender begin to develop? What role did gender stereotypes play? What types of toys were you encouraged to play with? What activities were you encouraged to do? What was your adolescence like? Was it a time of storm and stress, or was it a smooth transition? Detail the nature versus nurture controversy from the scientific evidence. Address the following: Define nature and nurture. Describe which (either nature or nurture) you feel had a greater impact on your development. How did nature and nurture work together to influence who you are today in terms of personality, sexuality, and gender?...Black male raise in the country...five sisters one brother .

Summarize your childhood and family. Include the following informati.docx

Summarize your childhood and family. Include the following informati.docx

Summarize your childhood and family. Include the following informati.docx

Summarize, for a country of your choice: (India) group of non-communicable diseases: Cardiovascular Disease (Ischemic heart, stroke) Include in your presentation: the people most affected by this disease or diseases key risk factors the economic and social costs of the disease(s) what might be done to address the disease(s) in cost-effective ways. key organizations and institutions, their roles, and the manner in which they can cooperate to address these key global health issues Direction: 4 pages Use a minimum of three scholarly sources and cite your sources. Write in a professional manner with a logical sequence. No plagiarism APA format Textbook : Global Health 101 4th Edition Author: Richard Skolnik Publisher: Jones and Bartlett Learning Year: 2019 .

Summarize, for a country of your choice (India)group of non-c.docx

Summarize, for a country of your choice (India)group of non-c.docx

Summarize, for a country of your choice (India)group of non-c.docx

Summarize this documentary film about The Rite of Spring ballet by Igor Stravinsky. Include details about the construction of this masterwork, the difficulties the composer presents to both audience and performers, what took place at the premiere, and all other information you obtain from Michael Tilson Thomas’ excellent commentary. Watch the whole video and be specific. https://www.youtube.com/watch?v=nr_0ve2KFuk .

Summarize this documentary film about The Rite of Spring balle.docx

Summarize this documentary film about The Rite of Spring balle.docx

Summarize this documentary film about The Rite of Spring balle.docx

Summarize this paragraph in your own word when the american colonis.docx

Summarize this paragraph in your own word when the american colonis.docx

Summarize this paragraph in your own word when the american colonis.docx

Summarize the three (3) current competing theories of the origin of life on Earth: it arrived from an extraterrestrial source, it originated as a heterotroph, it originated as an autotroph. The answer to the question of the origin of life is a puzzle that scientists to this day cannot solve. Yet with continual research, scientists find evidence that will one day bring a solution. At present, there are three competing theories of how life came on Earth. All these theories but one of them states that life arrived here from an outside source. Swedish scientist Svante Arrhenius popularized the idea of panspermia in the early nineteen hundreds; this is the concept that life arose outside the Earth and that living things were transported to Earth to seed the planet with life. According to the passage, this theory does not explain how life arose originally and had little scientific support at that time. Arrhenius' theory however has been revived and modified after gaining new evidence from the examinations of meteorites and space explorations. Organic molecules are found in many meteorites, and this suggests that life may have existed elsewhere in the solar system. An analysis of a meteorite found in Antarctica in 1996 suggested that from its chemical make-up, it was a portion of Mars; also the presence of complex organic molecules and small globules resembled those found on earth. At the current moment, most scientists no longer agree that their structures are from microorganisms, but there are still groups of scientists who still believe that they are. Another hypothesis for the origin of life focuses on spontaneous generation. Spontaneous generation is the concept that living things arise from nonliving material. Aristotle proposed this concept between 384-322 B.C. and it was widely accepted until the seventeenth century. Many scientists support the idea that first living things on Earth were heterotrophs, which lived off organic molecules in the ocean. There is evidence to suggest that a wide variety of compounds were present in the early oceans, some of which could have been used, unchanged, by primitive cells. Because the earliest cells appear in the fossil record before any evidence of oxygen in the atmosphere, these early heterotrophs would have been anaerobic organisms. According to the heterotrophic hypothesis the first living beings were very simple organisms, i.e., not producers of their own food, which emerged from the gradual association of organic molecules into small organized structures (the coacervates). The first organic molecules in their turn would have appeared from substances of the earth's primitive atmosphere submitted to strong electrical discharges, to solar radiation and to high temperatures. Although the heterotrophic hypothesis for the origin living things was the prevailing theory for many years, recent discoveries have caused many scientists to consider an alternative that leads to the third hypothesis of how Earth.

Summarize the three (3) current competing theories of the origin of .docx

Summarize the three (3) current competing theories of the origin of .docx

Summarize the three (3) current competing theories of the origin of .docx

Summarize the process of a program’s development based on the program scenario you have used throughout the course from Appendix B. Include the following sections: Overview of the program Assessment Needs and problem statement Program planning Alternative funding Implementation Evaluation Write a 1,750- to 2,100-word paper that contains all of the above elements. Format your paper consistent with APA guidelines. Third person should be used, so that tone is formal. Appendix B Program Scenario Three PEACE Domestic Violence Agency Organization Mission PEACE’s mission is to reduce victim trauma, empower survivors, and promote recovery through direct services. PEACE is committed to reducing the incidence of sexual assault and domestic violence through education and strives to challenge societal norms and beliefs that condone and perpetuate violence in the community. Brief Community Description The city of Portland is similar to many other communities throughout the country. As a large metropolitan city, the region has experienced increasing reports of domestic and youth violence, spousal and child abuse, assault, and incidents of road rage over the last 5 years. Funding Opportunity The National Foundation’s funding program, Supporting Families, strives to fulfill the following objectives: · Promote the well-being of young men, women, and children whose lives have been affected by domestic violence, and to reduce the prevalence of domestic violence through increased service provision, education, and awareness. · Improve the quality of life of families with a member or members in prison , through the provision of services responsive to their needs. · Provide young people who are or have been involved with the criminal justice system with a rehabilitation program designed to obtain the skills, confidence, and personal support networks to enable them to lead fulfilled and successful lives. The foundation has two grant programs under which it provides funding to nonprofits : · The Small Grants Program offers one-time grants of up to $5,000 to registered charities with an annual budget under $500,000. · The Investor Program is an innovative funding program designed to support six organizations under each of the objectives of the Supporting Families program, with up to $150,000 a year for up to 3 years. .

Summarize the process of a program’s development based on the pr.docx

Summarize the process of a program’s development based on the pr.docx

Summarize the process of a program’s development based on the pr.docx

Summarize the key details about your chosen leader. Who is s/he? What is the organization? What are one or two important points you have learned so far in your study of the leader? This section of your paper should only be 1 or 2 paragraphs. Analyze the leader’s alignment to the four universal principles: integrity, responsibility, compassion, and forgiveness, citing examples and research to support your assessment. In essence, how did the leader demonstrate (or not demonstrate) those principles in his or her leadership practice? Analyze the different bases of power this leader used, citing examples and research to support your assessment. In essence, how did this leader demonstrate use of power and which bases of power did s/he use to influence others? Analyze the demonstrated beliefs of this leader, citing examples and research to support your assessment. In essence, what did the leader appear to believe about: people inside the organization, people outside the organization, power, processes and policies, profit (or other relevant outcomes). Analyze how this leader affected the culture of his or her organization, citing examples and research to support your assessment. In essence, How did this leader’s attitudes and actions affect followers? Which behaviors had a strong effect on followers? Was this leader credible? Based on what evidence? How did this leader’s attitudes and actions influence the organization’s ethical practices? Was the leader an ethical leader? Based on what evidence .

Summarize the key details about your chosen leader.Who i.docx

Summarize the key details about your chosen leader.Who i.docx

Summarize the key details about your chosen leader.Who i.docx

Summarize the PICO(T) components of the health care challenge presented in the following Vila Health scenario and qualitative research study, and write a PICO(T) question: Vila Health: The Best Evidence for a Health Care Challenge . Carlfjord, S., Öhrn, A., & Gunnarsson, A. (2018). Experiences from ten years of incident reporting in health care: A qualitative study among department managers and coordinators. BMC Health Services Research, 18 , 1–9. PLEASE SEE THE ATTACHED DOCUMENTS AN USE AT LEAST 4 SOURCES!!! PLEASE USE THE SOURCES LISTED ON THESE DOCUMENTS!!! MENTIONING VILA HEALTH .

Summarize the PICO(T) components of the health care challenge presen.docx

Summarize the PICO(T) components of the health care challenge presen.docx

Summarize the PICO(T) components of the health care challenge presen.docx

Summarize the process of a program’s development based on the program scenario you have used throughout the course from Appendix B. Include the following sections: · Overview of the program · Assessment · Needs and problem statement · Program planning · Alternative funding · Implementation · Evaluation Write a 1,750- to 2,100-word paper that contains all of the above elements. Format your paper consistent with APA guidelines. Post your paper as an attachment. .

Summarize the process of a program’s development based on the prog.docx

Summarize the process of a program’s development based on the prog.docx

Summarize the process of a program’s development based on the prog.docx

Summarize the influences of diversity within a workplace. Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Hartman, L., DesJardins, J., & MacDonald, C. (2014). 1. Business ethics: decision making for personal integrity and social responsibility (3rd ed., pp. 294-296 ). New York: McGraw-Hill. No Wiki, Dictionary.com or Plagiarism .

Summarize the influences of diversity within a workplace.Your .docx

Summarize the influences of diversity within a workplace.Your .docx

Summarize the influences of diversity within a workplace.Your .docx

Summarize the main theories of human deve.docx

Summarize the main theories of human deve.docx

Summarize the main theories of human deve.docx

summarize the facts about HIV: What is HIV, why is HIV a global public health issue, what are the global HIV statistics, where in the world is HIV most prevalent? Hypothesize an explanation of why there is so much disparity between developing and developed countries. How is HIV infection, transmission, and treatment influenced by the Determinants of Health? Do you think there is a connection between poverty and HIV? Why? What HIV interventions have been found to most effective? .

summarize the facts about HIV What is HIV, why is HIV a g.docx

summarize the facts about HIV What is HIV, why is HIV a g.docx

summarize the facts about HIV What is HIV, why is HIV a g.docx

Summarize the following subjects of Chapter 3 Different types of network circuits and media Digital transmission of digital data Analog transmission of digital data Digital transmission of analog data Analog and digital modems Multiplexing Discuss & Present TWO of the following subjects: 5- space-based global Internet service https://www.youtube.com/watch?v=hXa3bTcIGPU https://www.blueorigin.com/news/blue-origin-to-launch-telesats-advanced-global-leo-satellite-constellation https://www.starlink.com/ https://www.oneweb.world/ 6- Select and present a Network topic from IEEE Spectrum https://spectrum.ieee.org/computing/networks .

Summarize the following subjects of Chapter 3Different type.docx

Summarize the following subjects of Chapter 3Different type.docx

Summarize the following subjects of Chapter 3Different type.docx

Suhayb majid 17026353 land law exam Q4) EASMENTS This is the key elements for easements when doing the question: · 1) Identify the Easements · 2) Apply Ellenborough Park · 3) Decide on Acquisition (Apply the relevant criteria) · 4) Conclude The format in which these questions should be done is form of IRAC ISSUE RULE APPLICATION CONCLUSION Thank youuuuuu This is what ive done so far below if it helps Easement as a whole are defined as “A right of use over the property of another”[footnoteRef:1] as well as ‘to prevent others from utilising his land in a particular manner’[footnoteRef:2]. I will now begin this by looking into the 4 alleged easements are viable and capable of being an easement by meeting the criteria within Re Ellenborough park[footnoteRef:3] as this is where the key principle was created. There are 2 types of easements which are A positive easement which is concerning a right of way over someone else’s land as well as using it themselves. Secondly negative easement [1: https://legal-dictionary.thefreedictionary.com/easement ] [2: Halsbury’s Laws, 4th end, vol.14 para. 1] [3: (1995) 3 ALL ER 667, CA] Walking his dog across the path and in doing so has removed a fence panel Car parked on broadacre which is a positive easement Firstly, there must be a dominant and servient land (2 pieces of land) yes Secondly the right must accommodate the dominant land (land must be separate) Thirdly the dominant and servient tenements must not be occupied by the same individual (sufficiently close together) The right must be capable of being granted by deed… (it cannot be a purely personal benefit, the right must be certain) Coventry v Lawrence Easement act, trespasser can be allowed to use the 1 Chapter 13 Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. Dominant-Minority Relations in Cross National Perspective 2 2 Initial Contact Situation (Noel Hypotheses) Colonization intensifies negative experience of minority group (Blauner Hypotheses) Physical characteristics intensify barriers Relations affected by economic/political characteristics of larger society Mood of the dominant group Assimilation and pluralism model Minority group control improved since WWII Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. Major Analytical Themes 3 Artificial boundaries as a result of colonization and/or war created many modern nations and related problems Move from subsistence to industrialization to post industrialization intensifies issues Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. Snapshot 4 Resulting from colonization Canada Northern Ireland Rwanda Brazil South Africa Middle East Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. Global Tour 5 Germany Former Yugoslavia Middle East Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. Resulting From War 6 Problems Exist Worl.

Suhayb majid 17026353land law examQ4) EASMENTSThis is th.docx

Suhayb majid 17026353land law examQ4) EASMENTSThis is th.docx

Suhayb majid 17026353land law examQ4) EASMENTSThis is th.docx

Suicide Crisis By: Christina L. Lyons Pub. Date: July 12, 2019 Access Date: January 27, 2020 Source URL: http://library.cqpress.com/cqresearcher/cqresrre2019071200 ©2020 CQ Press, An Imprint of SAGE Publishing. All Rights Reserved. CQ Press is a registered trademark of Congressional Quarterly Inc. http://library.cqpress.com/cqresearcher/cqresrre2019071200 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..

Suicide CrisisBy Christina L. LyonsPub. Date July 12.docx

Suicide CrisisBy Christina L. LyonsPub. Date July 12.docx

Suicide CrisisBy Christina L. LyonsPub. Date July 12.docx

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