You are an administrator for an early childhood program, and you.docx
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You are an administrator for an early childhood program, and you plan to develop a parent PowerPoint presentation for Meet-the-Teacher Night that explains how your program meets the needs of children. Reflect on what you have learned about early childhood education and developmentally appropriate practices and family, school, and community partnerships. State the driving philosophy behind your program and focus on how it is developmentally appropriate. Think about who your target audience is and how your topic affects them. Consider some of the following elements in your presentation: Rigid/flexible planning Play Whole/small group Cooperative learning Multiple intelligences theory Field trips Technology Family involvement Incorporate appropriate animations, transitions, and graphics as well as “speaker notes” for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists. Support your presentation with at least five scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included. Length: 10-15 slides (with a separate reference slide). Notes Length: 50-100 words for each slide. Your presentation should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your presentation should reflect scholarly writing and current APA standards where appropriate. Be sure to adhere to Northcentral University's Academic Integrity Policy. .
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Ash ece 313 week 5 final project director
ece 313 week 5 discussion 1 self image social competence and self efficacy,ece 313 week 5 final project directors presentation,ece 313 week 5 discussion 2 diversity and common obstacles,ash ece 313 week 5,ece 313 week 5,ash ece 313, ece 313,ash ece 313 week 5 tutorial,ece 313 week 5 assignment,ash ece 313 week 5 help
Cultural presentationI am the team leader of this group project..docx
Cultural presentation
I am the team leader of this group project. I just need to do the title page, introduction, and conclusion, and if there are any references for myt portion. Please include the GRAPHICS and reference and citations, and include speaker notes for introduction and conclusion. 1 slide title, 1 slide intro, 1 slide conclusion, 1 slide reference.
Imagine a local company has contacted you regarding new employees from a different culture.
Choose a culture outside of those represented in your Learning Team.
Create an 8- to 10-slide Microsoft® PowerPoint®, research-based presentation to help employees understand cultural differences in the expression of emotion and the interpretation of behaviors and traditions. Include the following in your presentation:
Discuss research findings on cultural differences in the expression of emotion, interpretation of behavior, and traditions
Translate the research results into everyday terms, as your audience will be people unfamiliar with psychological jargon.
Apply the research findings to your chosen culture.
Include a minimum of three credible, peer-reviewed resources in your presentation.
Format the citations in your presentation consistent with APA guidelines
.
Being an effective early childhood professional requires more than a.docx
Being an effective early childhood professional requires more than a passion for teaching or ability to work well with children. In the first five years of life, the most critical skills are formed by creating synaptic connections that are key to cognitive, social, physical, and emotional development. Because of their developmental stage, the environment you provide as an early educator will set the foundation for each child’s K- 12 learning experience and beyond. However, as an early childhood professional, you will not work in isolation. Other professionals contribute to service provided to this population, including speech and language pathologists, occupational therapists, school psychologists, and educational advocates. Therefore, it is essential that as an early childhood professional you are able to communicate effectively with other professionals.
Scenario:
The principal from a local school district was impressed with the proposal you wrote for him about the role families and communities play in promoting optimal cognitive development. Based on your proposal, they have offered you a spot as a key presenter at a district-wide professional development workshop for teachers, where you will share your knowledge regarding cognitive development. All of these ideas will come together as you design your Professional Development Experience project.
In order to develop this comprehensive workshop for the targeted professional development population, the principal has given you specific talking points that must be addressed. You will use these talking points to guide your creation of a presentation using PowerPoint or Google Slides. In the slide notes section, please make sure to support the information you have shared on each slide. Finally, make sure to include a title and reference slide for your presentation.
The Professional Development Experience must include the following:
Theoretical Framework:
Explain a theoretical framework that supports early childhood cognitive development in a classroom environment.
Language and Cognitive Development:
Describe at least three ways language development impacts cognitive development using the theoretical framework you have identified.
Motor and Cognitive Development:
Describe at least three ways motor development impacts cognitive development using the theoretical framework you have identified.
Motor or Speech delay:
Explain at least three ways a delay in speech or motor functioning impacts learning and cognitive development. Describe the area of the brain responsible for these functions.
Interplay of Genes, Biology, and Environment:
Analyze the interplay of genetics, biology, and environmental factors on brain functioning and cognitive development by providing at least three examples.
Neuroplasticity and Trauma:
Apply the concept of neuroplasticity by providing one example from your current or future professional work. Discuss the impact that trauma has on the developing brain.
.
To complete this assignmentDevelop your own definition of the ter.docx
To complete this assignment:
Develop your own definition of the term
strengths-based approach/perspective
with regard to culturally and linguistically diverse populations in early childhood settings.
Describe at least six to eight factors that you perceive as strengths of culturally and linguistically diverse populations. (Note: Consider including quotes from the articles you read and/or people you know. Be sure to cite all sources.)
Select images
*
that you feel visually convey your definition and selected factors.
Create a PowerPoint presentation that includes your definition, factors, and visual imagery.
*Note: You may search online for free public domain photos and images that can be used for non-commercial purposes. Also, if you need help using the Microsoft Powerpoint program, you can use an online search engine and search the term "Powerpoint Tutorials" and find many resources. Alternately, the Powerpoint program offers tutorials through its Help menu.
Assignment length: approximately 8-10 PowerPoint slides
Submit this assignment by
Sunday
of this week.
.
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Ash ece 313 week 5 final project director
ece 313 week 5 discussion 1 self image social competence and self efficacy,ece 313 week 5 final project directors presentation,ece 313 week 5 discussion 2 diversity and common obstacles,ash ece 313 week 5,ece 313 week 5,ash ece 313, ece 313,ash ece 313 week 5 tutorial,ece 313 week 5 assignment,ash ece 313 week 5 help
Cultural presentationI am the team leader of this group project..docx
Cultural presentation
I am the team leader of this group project. I just need to do the title page, introduction, and conclusion, and if there are any references for myt portion. Please include the GRAPHICS and reference and citations, and include speaker notes for introduction and conclusion. 1 slide title, 1 slide intro, 1 slide conclusion, 1 slide reference.
Imagine a local company has contacted you regarding new employees from a different culture.
Choose a culture outside of those represented in your Learning Team.
Create an 8- to 10-slide Microsoft® PowerPoint®, research-based presentation to help employees understand cultural differences in the expression of emotion and the interpretation of behaviors and traditions. Include the following in your presentation:
Discuss research findings on cultural differences in the expression of emotion, interpretation of behavior, and traditions
Translate the research results into everyday terms, as your audience will be people unfamiliar with psychological jargon.
Apply the research findings to your chosen culture.
Include a minimum of three credible, peer-reviewed resources in your presentation.
Format the citations in your presentation consistent with APA guidelines
.
Being an effective early childhood professional requires more than a.docx
Being an effective early childhood professional requires more than a passion for teaching or ability to work well with children. In the first five years of life, the most critical skills are formed by creating synaptic connections that are key to cognitive, social, physical, and emotional development. Because of their developmental stage, the environment you provide as an early educator will set the foundation for each child’s K- 12 learning experience and beyond. However, as an early childhood professional, you will not work in isolation. Other professionals contribute to service provided to this population, including speech and language pathologists, occupational therapists, school psychologists, and educational advocates. Therefore, it is essential that as an early childhood professional you are able to communicate effectively with other professionals.
Scenario:
The principal from a local school district was impressed with the proposal you wrote for him about the role families and communities play in promoting optimal cognitive development. Based on your proposal, they have offered you a spot as a key presenter at a district-wide professional development workshop for teachers, where you will share your knowledge regarding cognitive development. All of these ideas will come together as you design your Professional Development Experience project.
In order to develop this comprehensive workshop for the targeted professional development population, the principal has given you specific talking points that must be addressed. You will use these talking points to guide your creation of a presentation using PowerPoint or Google Slides. In the slide notes section, please make sure to support the information you have shared on each slide. Finally, make sure to include a title and reference slide for your presentation.
The Professional Development Experience must include the following:
Theoretical Framework:
Explain a theoretical framework that supports early childhood cognitive development in a classroom environment.
Language and Cognitive Development:
Describe at least three ways language development impacts cognitive development using the theoretical framework you have identified.
Motor and Cognitive Development:
Describe at least three ways motor development impacts cognitive development using the theoretical framework you have identified.
Motor or Speech delay:
Explain at least three ways a delay in speech or motor functioning impacts learning and cognitive development. Describe the area of the brain responsible for these functions.
Interplay of Genes, Biology, and Environment:
Analyze the interplay of genetics, biology, and environmental factors on brain functioning and cognitive development by providing at least three examples.
Neuroplasticity and Trauma:
Apply the concept of neuroplasticity by providing one example from your current or future professional work. Discuss the impact that trauma has on the developing brain.
.
To complete this assignmentDevelop your own definition of the ter.docx
To complete this assignment:
Develop your own definition of the term
strengths-based approach/perspective
with regard to culturally and linguistically diverse populations in early childhood settings.
Describe at least six to eight factors that you perceive as strengths of culturally and linguistically diverse populations. (Note: Consider including quotes from the articles you read and/or people you know. Be sure to cite all sources.)
Select images
*
that you feel visually convey your definition and selected factors.
Create a PowerPoint presentation that includes your definition, factors, and visual imagery.
*Note: You may search online for free public domain photos and images that can be used for non-commercial purposes. Also, if you need help using the Microsoft Powerpoint program, you can use an online search engine and search the term "Powerpoint Tutorials" and find many resources. Alternately, the Powerpoint program offers tutorials through its Help menu.
Assignment length: approximately 8-10 PowerPoint slides
Submit this assignment by
Sunday
of this week.
.
Core Curriculum Assessment Current Events in Science Presentation.docx
Core Curriculum Assessment: Current Events in Science Presentation
Objective addressed:
1. Communication skills, including effective development, interpretation and expression of ideas through oral, visual, and written communication
2. Critical thinking skills, including creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
3. Teamwork skills, including group analysis, evaluation, and synthesis of information, as well as effective oral and visual presentation of that information.
Student learning outcome:
1. For oral and visual communication, students will be able to evaluate and interpret geologic and environmental problems, and communicate their analysis effectively to others.
2. For critical thinking skills students will be able to effectively evaluate the topic and extract the most critical information to inform their peers through presentation.
3. For teamwork skill, students will learn group workflow management skills and cooperation skills in a team environment.
Placement of activity within curriculum:
This activity can be incorporated at any point in the curriculum. Students may be allowed to choose their own topics, or be assigned specific topics according to the instructor’s wishes.
Assessment activity:
In this activity, student work groups will be asked to research a current event in science. The topic(s) may be delineated by the instructor, or left to the students. Each group will then create a Powerpoint presentation in which they (1) give a brief summary presentation of the research and findings, and (2) discuss the implications these findings will have for society, based on their reading, their own experiences, and/or information they learned in class.
The instructions for this assessment (to be given to students), as well as the rubric for grading are included here.
Criterion for successfully meeting objective:
At least 70% of students must demonstrate a proficiency of 3 or better on a scale of 1 to 5. In order to assess this objective, a rubric with this 5-point scale has been developed.
Current Events in Science Group Presentation
Purpose:
Science is an ongoing and dynamic process. Scientific research and discovery are still occurring today, and in ways that are and will affect our everyday lives, potentially even altering the structure of our government, society, and/or culture as it does so. The purpose of this activity is to explore current events in science, and analyze how new scientific research is impacting or will impact our society, and knowledgeably communicate this information through a combined oral and visual presentation.
Instructions:
Choose a research topic that interests you and has relevance to your life. Some examples of the types of issues you may want to choose:
Note that these are very large issues, and your presentation will NOT be able to address them in full. Rather, you will briefly summarize some of the current research, and prese.
Develop a 10- to12- slide PowerPoint Presentation designed for train
Develop a 10- to12- slide PowerPoint Presentation designed for training the staff at a local high school. The PowerPoint Presentation should focus on strategies that promote communication skills among adolescents.
Students are encouraged to approach the assignment creatively, adding graphics, visuals, charts and/or graphs to their work. Slides should be designed to address the selected topic clearly and concisely. Each slide should be developed with professional presentation style (e.g., bulleted items in brief statements rather than complete sentences). Notes should complement the slides and provide details useful to the speaker if an oral presentation were to be given.
Creating the PowerPoint Presentation
The PowerPoint Presentation:
Must be 10 to 12 slides, and formatted according to APA style as outlined by the Ashford Writing Center.
Must include a title slide with the following:
Title of the training
Student’s name
Course name and number
Instructor’s name
Date submitted
Must present a thesis statement regarding why social skills training would be appropriate for adolescents.
Must explain different types of communication (e.g., aggressive and assertive).
Must share four strategies on how adolescents could improve their communication skills.
Must create at least three hypothetical scenarios of problems that adolescents might encounter, including one that involves cultural/ethnic issues. The scenarios should show how adolescents could use improved communication skills to solve these problems.
Must develop conclusions that reiterate the opening thesis statement, include a summary of the social skills training discussed, and offer evidence of its effectiveness.
Must use at least four scholarly sources (in addition to the course text), including a minimum of two from the Ashford Online Library. References are to be provided as needed within the slides.
Must include a separate reference slide, formatted according to APA style as outlined in the Ashford Writing Center.
...
PowerPoint PresentationThe goal of the presentation is to demo
PowerPoint Presentation
The goal of the presentation is to demonstrate your understating of the fundamental role of learning and cognition in numerous processes and functions including perception, pattern recognition, attention, consciousness, learning, memory, concept formation, thinking, imaging, remembering, language, intelligence, emotions, and developmental processes, to name a few. This project is intended to provide you an opportunity to examine the concepts of cognition and learning that are of greatest interest to you, with the course content as a guide.
Drawing on your knowledge of course concepts,
identify a topic of interest related to cognitive psychology
.
Examples of topics
one might consider include learning disabilities, autism spectrum disorder, emotional regulation, memory enhancement, or learning a language.
In a PowerPoint presentation of at least 13 slides, not including title or reference slides, present your selected topic, demonstrating clear connections to cognitive psychology concept(s) introduced the course.
In your presentation, include the following elements:
· Identify, describe, define, and discuss, with detail, the selected topic related to a cognitive psychology concept.
o Provide critical analyses in the examination of the topic; the relevance of the topic on its own and its connection to cognitive psychology should be established early and effectually in the work.
o Note the topic’s relation to cognitive psychology, discussing the major functions/processes involved.
§ This may include multiple structures of the brain, functions, and processes of cognition; be thorough and inclusive.
· In the discussion, identify whether the topic is an occurrence of normal or abnormal cognitive functions/processes and how these functions/processes may be enhanced or impeded.
· Provide clear definitions and/or explanations for the cognitive psychology concepts included within the work as links to the selected topic are made.
· Close your work with the major take away points of the presentation.
· Include appropriate attributions to sources for photographic, artistic, and/or graphic depictions displayed within the presentation.
In developing your work, be sure to rely upon academic, scholarly sources to support the information included. Scholarly sources should be cited both in-text and on the reference slide of the submission. A minimum of three (3) academic, scholarly sources are required to be cited in the work.
Work should be submitted in a PowerPoint file or other compatible file, and be at least 20 slides in length, excluding the required title slide and separate reference slide. Detailed speaker notes should accompany slides containing mostly bullet point data to include the details expected in the instructions above.
The Week 7 assignment should be submitted by SUNDAY of Week 7, NLT 11:55 pm ET to the Week 7 Assignment Link accessed through the Assignments Link on the left of the main course scr ...
Develop a 10- to 12- slide PowerPoint Presentation designed for .docx
Develop a 10- to 12- slide PowerPoint Presentation designed for training the staff at a local high school. The PowerPoint Presentation should focus on strategies that promote communication skills among adolescents.
Students are encouraged to approach the assignment creatively, adding graphics, visuals, charts and/or graphs to their work. Slides should be designed to address the selected topic clearly and concisely. Each slide should be developed with professional presentation style (e.g., bulleted items in brief statements rather than complete sentences). Notes should complement the slides and provide details useful to the speaker if an oral presentation were to be given.
Creating the PowerPoint Presentation
The PowerPoint Presentation:
Must be 10 to 12 slides, and formatted according to APA style as outlined by the Ashford Writing Center.
Must include a title slide with the following:
Title of the training
Student’s name
Course name and number
Instructor’s name
Date submitted
Must present a thesis statement regarding why social skills training would be appropriate for adolescents.
Must explain different types of communication (e.g., aggressive and assertive).
Must share four strategies on how adolescents could improve their communication skills.
Must create at least three hypothetical scenarios of problems that adolescents might encounter, including one that involves cultural/ethnic issues. The scenarios should show how adolescents could use improved communication skills to solve these problems.
Must develop conclusions that reiterate the opening thesis statement, include a summary of the social skills training discussed, and offer evidence of its effectiveness.
Must use at least four scholarly sources (in addition to the course text), including a minimum of two from the Ashford Online Library. References are to be provided as needed within the slides.
Must include a separate reference slide, formatted according to APA style as outlined in the Ashford Writing Center.
.
Now is the time to place all of the pieces together that you have le.docx
Now is the time to place all of the pieces together that you have learned in this course into a comprehensive case study analysis. Assume you are an instructor presenting an unethical case study to your graduate students. Develop a PowerPoint presentation on the person/business of your choice. It may be one of those named previously in preparation of an assignment, or one found in your own research. Be certain to address the following key components for your student audience:
Brief historical summary on the individual or organization
Unethical behavior/event examined
Reflection on ethical standards
Influence of leadership
Social responsibility response (both actual and appropriate)
Related cultural, environmental, and legal implications
Impact on stakeholders
Outcome of event with a comparison of the consequences
Fairness of punishment
Your own recommendations for action, including recommendations for your students while completing their studies
Incorporate appropriate animations, transitions, and graphics as well as “speaker notes” for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.
Support your presentation with at least seven (7) scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.
Length: 15-20 slides (with a separate reference slide)
Notes Length: 200-350 words for each slide
Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate. Save the file as PPT with the correct course code information.
.
Professional Development ExperienceBeing an effective early .docx
Professional Development Experience
Being an effective early childhood professional requires more than a passion for teaching or ability to work well with children. In the first five years of life, the most critical skills are formed by creating synaptic connections that are key to cognitive, social, physical, and emotional development. Because of their developmental stage, the environment you provide as an early educator will set the foundation for each child’s K- 12 learning experience and beyond. However, as an early childhood professional, you will not work in isolation. Other professionals contribute to service provided to this population, including speech and language pathologists, occupational therapists, school psychologists, and educational advocates. Therefore, it is essential that as an early childhood professional you are able to communicate effectively with other professionals.
Scenario:
The principal from a local school district was impressed with the proposal you wrote for him about the role families and communities play in promoting optimal cognitive development. Based on your proposal, they have offered you a spot as a key presenter at a district-wide professional development workshop for teachers, where you will share your knowledge regarding cognitive development. All of these ideas will come together as you design your Professional Development Experience project. Before starting your Final Project, you are encouraged to view the Week Five Instructor Guidance for additional information, resources, and support, including a deeper look at the professionals you will work with in the field. Additionally, review the Grading Rubric for this assignment to understand how you will be evaluated and contact your instructor using the “Ask Your Instructor” tab before the due date with questions.
In order to develop this comprehensive workshop for the targeted professional development population, the principal has given you specific talking points that must be addressed. You will use these talking points to guide your creation of a presentation using PowerPoint or Google Slides. In the slide notes section, please make sure to support the information you have shared on each slide. Finally, make sure to include a title and reference slide for your presentation.
The Professional Development Experience must include the following:
Theoretical Framework (2 points):
Explain a theoretical framework that supports early childhood cognitive development in a classroom environment.
Language and Cognitive Development (2 points):
Describe at least three ways language development impacts cognitive development using the theoretical framework you have identified.
Motor and Cognitive Development (2 points):
Describe at least three ways motor development impacts cognitive development using the theoretical framework you have identified.
Motor or Speech delay (2 points):
Explain at least three ways a delay in speech or motor functioning impacts ...
Creative Teaching Designing Creative and Culturally Relevant In
Creative Teaching: Designing Creative and Culturally Relevant Instruction
For this final project, you will be a classroom teacher developing a creative and culturally relevant idea, concept, or movement for your school. Think about everything you have seen, heard, discussed, shared, and viewed over the past five weeks. What information stuck out as something you would want to implement in your school or classroom? Was there an idea that you wished you could share with your colleagues? What ideas did you discover that will help your students with being creative while also being culturally relevant? You are going to create a proposal for an idea that you would like to implement in your school. Think about to whom you would need to propose this idea? Your administrator? Colleague? PLC team? For a few more ideas to brainstorm, view this
Association of School and Curriculum DevelopmentLinks to an external site.
(ASCD) video.
Your presentation can be formatted in a way that is appropriate to your style of presentation. You can write an essay, create a PPT with a voiceover, record a presentation with an accompanying outline (with citations and resources), or use one of the other ideas presented during this course. Included in your presentation/proposal should be the following:
Content Expectations
Part I: Audience and Rationale
(2 points): Write an overview of the class/school/target population, including age ranges, grade(s), subject area(s), and relevant micro and macro cultural components. If you are not currently teaching, you may use a prior class, a colleague’s class, or invent demographic information.
Part II: Outcomes
(3 points): List the objectives of the instructional experience/idea/concept being proposed.
Content or Classroom Objectives
21st Century skills (emphasis on creativity)
Cultural competencies to be explicitly addressed with the experience/idea/concept
Part III: Context/Instructional Description
(3 points): Describe more specifically how the instructional experience/idea/or concept will be used in order to meet the Outcomes (listed above). Will it include:
Creativity – How will creativity be encouraged?
Problem solving – Will the activity focus on solving a problem?
AND/OR
Simulation – Will the students be involved with performing tasks that related to a real-world experience or activity?
Part IV: Culturally Relevant Pedagogy
(8 points). Describe how and which four (at least) of these will be included in the experience/idea/concept?
Maximizing academic success through relevant instructional experiences
Addressing cultural competence through reinforcing students’ cultural integrity
Involving students in the construction of knowledge
Building on students’ interests and linguistic resources
Tapping home and community resources
Understanding students’ cultural knowledge
Using interactive and constructivist teaching strategies
Exami ...
Culturally Relevant InspirationA number of important resourc.docx
Culturally Relevant Inspiration
A number of important resources supporting the design, development, implementation, and evaluation of culturally relevant instructional experiences are available online. Throughout this course, you have had many opportunities to view a number of such resources. This assignment encourages you to reflect on the key concepts presented in the course through the creation of a presentation that you can use in the future to support your teaching efforts. The goal is to showcase schools or programs representing what you have learned thus far regarding culturally relevant practices, creativity, and innovation. A plethora of options exists as you search for a model school or program. While the K-12 public school setting may be on the forefront of your mind, remember there are a variety of learning environments available, such as charter and private schools, technical programs, post-secondary education and training programs, schools and programs pertaining to the military, Sunday schools and other religious schools, and more. Therefore, expand your search efforts to gain a well-rounded perspective to share in your presentation. The resource you create can also be shared with colleagues (as well as the public in general) to advocate for implementing a more culturally-relevant instructional approach to professional practice.
A listing of free tools you might choose to use as you develop a website or presentation is presented in the Instructor Guidance. Each tool includes its own collection of help files and tutorials to support your creative endeavor. Similarly, there are numerous web-based tools that could be utilized to create an interactive presentation, such as Animoto, Knovio, Prezi, or PowToon. Use your creativity and try something new!
Review the Week Four Instructor Guidance for detailed assistance about preparing for and completing this assignment. Next, construct your assignment to meet the content and written communication expectations below. You will submit this assignment to two places in our course. First, submit the Assignment to Waypoint, as usual. Second, submit the Assignment to Doc Sharing. To access the Doc Sharing tool, select "Modules" in your left navigation menu. In the "Tools" module, you will find the Doc Sharing page.
Create a Presentation that includes each of the following items: (7 points)
A separate page/slide for each bullet point:
Name and location of the school with a link to the school or program
General demographic information about the students
A summary of why the school or program is innovative and/or unique
A description of the 21st century skills supported by the school or program.
Examination of how the learning experiences reflect culturally relevant pedagogy
Explanation of how the school and/or program promotes creativity in the classroom for both teachers and students
The presentation is well organized, formatted with.
Develop a 10- to12- slide PowerPoint Presentation designed for train.docx
Develop a 10- to12- slide PowerPoint Presentation designed for training the staff at a local high school. The PowerPoint Presentation should focus on strategies that promote communication skills among adolescents.
Students are encouraged to approach the assignment creatively, adding graphics, visuals, charts and/or graphs to their work. Slides should be designed to address the selected topic clearly and concisely. Each slide should be developed with professional presentation style (e.g., bulleted items in brief statements rather than complete sentences). Notes should complement the slides and provide details useful to the speaker if an oral presentation were to be given.
Creating the PowerPoint Presentation
The PowerPoint Presentation:
Must be 10 to 12 slides, and formatted according to APA style.
Must include a title slide with the following:
Title of the training
Student’s name
Course name and number
Instructor’s name
Date submitted
Must present a thesis statement regarding why social skills training would be appropriate for adolescents.
Must explain different types of communication (e.g., aggressive and assertive).
Must share four strategies on how adolescents could improve their communication skills.
Must create at least three hypothetical scenarios of problems that adolescents might encounter, including one that involves cultural/ethnic issues. The scenarios should show how adolescents could use improved communication skills to solve these problems.
Must develop conclusions that reiterate the opening thesis statement, include a summary of the social skills training discussed, and offer evidence of its effectiveness.
Must use at least four scholarly sources. References are to be provided as needed within the slides.
Must include a separate reference slide, formatted according to APA style
.
Ashford 5 - Week 4 - Discussion 1Your initial discussion .docx
Ashford 5: - Week 4 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Share Your Action Research Study
Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. In this discussion, you will create a presentation using the software of your choice (e.g., PowerPoint, Google Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program) to present your findings to your school at an after school staff meeting. Include speaker notes if using PowerPoint. If using a program other than PowerPoint, submit a document with speaker notes included for each slide.
There are two parts to this discussion.
Part 1:
Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum:
Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences).
Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences)
Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences)
Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences)
Explain why this study is important to the school and the students. ( two to three sentences)
Explain why this study is important it is important for teachers and other educational practitioners to become researchers of their own practice. (two to three sentences)
Part 2:
Attach a link to your
ePortfolio (Pathbrite)
.
In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress.
Use the
PowerPoint Template
as a guide to help create a high quality presentation.
Alternate:
If you do not have your own completed action research to utilize, you will take a slightly different approach to complete this discussion: Using the Ashford University Library, locate and analyze a peer-reviewed educational action research study. You will follow the same guidelines in Part 1 of the discussion.
Christian Schussele Men of ProgressOil on canvas, 1862Coope.docx
Christian Schussele Men of Progress
Oil on canvas, 1862
Cooper Union, New York, New York
Transfer from the National Gallery of Art; gift of Andrew W. Mellon, 1942
NPG.65.60
Edward Sorel, “People of Progress” 1999, Cooper Union, New York, New York
Syllabus
The clerks of the Department of State of the United States may be called upon to give evidence of transactions in the Department which are not of a confidential character.
The Secretary of State cannot be called upon as a witness to state transactions of a confidential nature which may have occurred in his Department. But he may be called upon to give testimony of circumstances which were not of that character.
Clerks in the Department of State were directed to be sworn, subject to objections to questions upon confidential matters.
Some point of time must be taken when the power of the Executive over an officer, not removable at his will, must cease. That point of time must be when the constitutional power of appointment has been exercised. And the power has been exercised when the last act required from the person possessing the power has been performed. This last act is the signature of the commission.
If the act of livery be necessary to give validity to the commission of an officer, it has been delivered when executed, and given to the Secretary of State for the purpose of being sealed, recorded, and transmitted to the party.
In cases of commissions to public officers, the law orders the Secretary of State to record them. When, therefore, they are signed and sealed, the order for their being recorded is given, and, whether inserted inserted into the book or not, they are recorded.
When the heads of the departments of the Government are the political or confidential officers of the Executive, merely to execute the will of the President, or rather to act in cases in which the Executive possesses a constitutional or legal discretion, nothing can be more perfectly clear than that their acts are only politically examinable. But where a specific duty is assigned by law, and individual rights depend upon the performance of that duty, it seems equally clear that the individual who considers himself injured has a right to resort to the laws of his country for a remedy.
The President of the United States, by signing the commission, appointed Mr. Marbury a justice of the peace for the County of Washington, in the District of Columbia, and the seal of the United States, affixed thereto by the Secretary of State, is conclusive testimony of the verity of the signature, and of the completion of the appointment; and the appointment conferred on him a legal right to the office for the space of five years. Having this legal right to the office, he has a consequent right to the commission, a refusal to deliver which is a plain violation of that right for which the laws of the country afford him a remedy.
To render a mandamus a proper remedy, the officer to whom it is directed must be one to who.
Christian EthicsChristian ethics deeply align with absolutism. E.docx
Christian Ethics
Christian ethics deeply align with absolutism. Ethical absolutism claims that moral principles do exist. According to Christians, God created moral absolutes. These absolutes can be seen in God’s revelation. God’s special and general revelation reveal his moral truths. This does not mean that only Christians can understand moral truths. Because humans are made in God’s image, they can recognize moral truths even if they do not believe in God
[1]
. These absolutes were instated by God. Therefore, they apply to all of humanity. This worldview is in direct opposition to the idea of relativism. Christian ethics cannot be viewed through a relativistic point of view. According to relativism, there is no moral truths. There is no absolute distinction between right and wrong within this way of thinking. Right and wrong can be decided by individuals or groups of people. Cultures decide what is right for themselves and their way of life. Even individuals have the ability to decide their own personal moral code. This can seem somewhat reasonable at times. Some things that were considered moral or immoral in the past are viewed differently today. Even with this understanding, Christians deny the idea of relativism. Christians hold to the belief that moral truths come from God. Therefore, these truths do not change. God himself never changes; therefore, his moral truths remain the same. According to Christian ethics, mankind is expected to hold to the moral absolutes mandated by God himself. This understanding is not compatible with relativism. Relativism makes no place of a God. From a relativistic point of view, mankind decides their own morality. Right and wrong are not fixed. In Christian ethics, right and wrong are permanently decided by the God of the universe.
The subjective aspects of Christian ethics can look similar to relativism. The areas that are somewhat subjective in Christian aspects are referred to as the liberties of a Christian. There are some matters that are not said to be morally wrong in the Bible. Some see these issues to be wrong; therefore, they are. Others do not find certain issues to be morally wrong. These individuals are claiming their Christian liberty. One of these issues is drinking alcohol. Some Christians believe that ingesting any amount of alcohol is morally wrong. According to the idea of Christian liberty, it would be wrong for the individuals who hold to this belief to drink alcohol. Others do not have this conviction and are not doing wrong by consuming alcohol. On the surface, the idea of Christian liberty can seem to be related to relativism, but upon closer inspection these ideas are not closely related. Christian liberty is a Biblical concept that harmonize well with the overall message of the Bible. Relativism is nowhere found in the Bible. The Bible is clear that there are universal moral laws. These laws are placed upon humanity by God himself. There are some areas where the Bible remain.
Christian Ethics BA 616 Business Ethics Definiti.docx
Christian Ethics
BA 616 Business Ethics
Definition of Christian Ethics
A system of values based upon the Judeo/Christian Scriptures
Principles of behavior in concordance with the behaviors of Christian teachings
Standards of thought and behavior as taught by Jesus.
Discussion
What are some of the “ethical” attributes presented in the teachings of Jesus?
What are some ethical attributes presented in the teachings of other religious persons?
Quotes about Christian Ethics
Quotes on Christian Ethics
Recognize the value of work
“And when you reap the harvest of your land, you shall not reap your field right up to its edge, nor shall you gather the gleanings after your harvest. You shall leave them for the poor and for the sojourner: I am the Lord your God.” (Leviticus 23:22).
Do not give the poor the food, rather allow the poor to work for themselves
Discussion
What are examples of the value of work?
Today, some U.S. state governors are trying to get those “able bodied” individuals to work for welfare. They are meeting great resistance politically, why do you think this is?
The value of work
Confirmed by Elton Mayo
Fulfills social, psychological and economic needs of the individual
“If a man will not work, he shall not eat” (2 Thessalonians 3:10)
Christian Ethics
The fruit of a people that have inwardly committed their lives to Christ and are outwardly aligning their actions with His teachings.
“May the favor of the Lord our God rest on us; establish the work of our hands for us— yes, establish the work of our hands” (Psalms. 90:17).
Employees with a Christian Code of Ethics
Welcome accountability
Happy to show their efforts
A system of checks and balances
Sees possible training moment
Fosters collaboration with management
“Those who work their land will have abundant food, but those who chase fantasies have no sense” (Proverbs 12:11)
Employees with a Christian Code of Ethics
Not motivated by greed
Work is its own reward
Measure success in a non-monetary way
Seek payment for the work they do
Money is second to obedience
“Whatever you do, work at it with all your heart, as working for the Lord, not for human masters” (Colossians 3:23).
Employees with a Christian Code of Ethics
Are highly productive
Are work focused
Work hard throughout the day
Find value in completing assigned tasks
Understand that they are there to work
“Diligent hands will rule, but laziness ends in forced labor” (Proverbs 12:24).
Employees with a Christian Code of Ethics
Have a strong work ethic
Believe in a Biblical perspective of work
Reliable
Recognize the value of work
Relate their job to their faith
“All hard work brings a profit, but mere talk leads only to poverty” (Proverbs 14:23)
Employees with a Christian Code of Ethics
Bring a cooperative spirit to the workplace
Supportive of management
Strong contribu.
CHPSI think you made a really good point that Howard lacks poli.docx
CH/PS
I think you made a really good point that Howard lacks political aspects-especially for presidency. I have no heard his speeches quite yet (since I tend to stray away from politics altogether because people are so aggressive), do you think he is a great leader-type and is he charismatic at all? Great leaders, especially for presidency, should be honest, charismatic, and not only cater to the audience's needs but to the entire country's needs without sugar coating things.
Also, I am not sure what you mean by "In order to improve his leadership style, Jeff should change his model of carrying out business activities. This is because it can be copied and imitated by other companies (Mauri, 2016)".- how can it be imitted by other companies? In what way?
Do you think Jeff Bezos is a bad leader? and why?
CH/AR
I found your comparison of Howard Schultz and Jeff Bezos interesting and compelling. When I was looking at the list of leaders to select from, it was staggering to me how many of the corporate leaders have run or are planning to run for political office. I'm not sure, given our current political environment, that running a large corporation is the right background and experience for the leader of the United States. We'll see what happens in the next year and a half!
Amazon is an amazing, transformative company to watch. I work in the financial services industry and one of our leaders recently described our competition not as other financial services firms but as Amazon. Financial services firms pretty much all offer the same products and services and at a very reasonable price point. Amazon, however, has excelled in service delivery. I would imagine that at sometime in the future, Amazon will partner with a financial service firm to deliver products and services. I'll admit that I was and still am skeptical about Amazon's purchase of Whole Foods, but Bezos seems to be up for trying just about anything.
In your analysis of the two leaders, you didn't mention directly the challenges faced by either the leaders or the organization. Last year, Starbucks was all over the news regarding the incident involving two African American gentlemen and how they were treated by a manger at Starbucks. I'm curious how you or others in the class through about how Schultz led the organization through that crisis. Bezos, as well, has not been immune to controversy with his recent affair and divorce becoming public. How do the personal lives and behaviors of leader impact the organizations they lead? Should it matter?
SO
The first leader I chose to research is Sundar Pichai, the CEO of Google. Sundar began to show in interest in technology at an early age, and eventually earned a degree in Metallurgy, and an M.B.A from the Wharton School of the University of Pennsylvania. He then began working at Google in 2004 as the head of product management and development (Shepherd). From there, he assisted in the development of many different departme.
Chrétien de Troyes, Lancelot, 1Chrétien de Troyes, Lancelo.docx
Chrétien de Troyes, Lancelot, 1Chrétien de Troyes, Lancelot, 2
Song of Roland, 1Song of Roland, 2
.
Chosen brand CHANELStudents are required to research a fash.docx
Chosen brand:
CHANEL
Students are required to research a fashion brand of their choice and analyze its positioning strategy in the market.
● The report will assess students’ ability to collect data, in an efficient manner and use this data to scrutinise the marketing aspects of a fashion brand.
● The report will be covering the following subjects:
1. Analysis Of The Macro And Micro-environment of the brand.
2. Positioning Strategy Of The Brand: Target Customer(Pen Portrait)
3. Competitor Analysis.
4. Critical evaluation of the marketing communications strategy of the brand
supporting the development of the individual report, using relevant PRIMARY and SECONDARY RESEARCH.
NB: Please kindly devise a survey (Google forms) and make up some responses to it so as to then incorporate PRIMARY results into the report. Thanks
see attached file
word count: 2000 words
.
Chose one person to reply to ALBORES 1. Were Manning’s acti.docx
Chose one person to reply to:
ALBORES
1. Were Manning’s actions legal under the Foreign Corrupt Practices Act, and what are the possible penalties for violating the act?
The Foreign Corrupt Practices Act states (1977) “It shall be unlawful for any issuer...to offer, payment, promise to pay, or authorization of the payment of any money, or offer, gift, promise to give... “. Manning assumed the duty of an issuer because he attended dinner with the prime minister to discuss the contract. Then, Manning offered to fly the prime minister to New York, which he then promised to pay for all of the prime minister's expenses. However, according to the Foreign Corrupt Practices Act (1977) a promise or offer is acceptable if the expense was ”reasonable and bona fide expenditure, such as travel and lodging expenses, incurred by or on behalf of a foreign official… was directly related to the promotion, demonstration, or explanation of products or services”. Manning promised to fly out the prime minister because he wanted to “discuss business further” (UMUC, 2019). Further, Manning used company funds to take the prime minister to luxurious activities and restaurants because he wanted to retain the contract from the prime minister.
Even though Manning did not directly give money to the prime minister, he authorized payment for the prime minster’s two-week stay, which did not involve discussing the contract. Out of the two weeks, business was only conducted for a day. In addition, Manning can be held responsible for bribing the customs officials at Neristan. According to the Foreign Corrupt Practices Act (1977), it is unlawful to influence “any act or decision of such foreign official in his official capacity... omit to do any act in violation of the lawful duty of such official”. Manning influenced the customs officials because Manning gave each custom official $100 to clear the shipment. Custom officials act on behalf of the Neristan government and sometimes require large shipments to be inspected. Manny will likely be held responsible for offering payment to the customs officials in exchange for expediting the company’s shipment.
If Manning violated the Foreign Corrupt Practices Act, he could face imprisonment. Also, the company may have to pay the penalty. The penalty for violating the act is “a fine of up to $2 million per violation. Likewise, an individual may face up to five years in prison and/or a fine of $250,000 per violation of the anti-bribery provision” (Woody, 2018, p. 275).
2. Were Manning’s actions legal under the UK Bribery Act and what are the possible penalties for violating the act?
Based on the UK Bribery Act (2010), an individual is guilty of bribing an official if “intention is to influence F (government official) in F's capacity as a foreign public official...intend to obtain or retain business, or an advantage in the conduct of business.”. Manning bribed the prime minister because he stated: “If, after we are done conducting busi.
Choosing your literary essay topic on Disgrace by J. M. Coetzee .docx
Choosing your literary essay topic on
Disgrace
by J. M. Coetzee is the first step to writing your literary analysis paper.
After reading the novel, you should be able to decide in which direction you'd like to take your paper.
Topics/ approaches
(Focus on only one of the following, though some may overlap):
Analyze one of the minor characters, such as Petrus.
Example
: Analyze not only the chosen characters' personality but also what role they played in advancing the overall theme of the novel.
The protagonist's conflict, the hurdles to be overcome, and how he resolves it.
Examples:
It could be hope for change, both in South Africa and in David Lurie. OR: the disgrace David Lurie has suffered over the affair with a student and how that matches the disgrace South Africa has suffered through apartheid.
The function of setting to reinforce theme and characterization.
Example
: post-apartheid South Africa is a setting arguably more important than anything else in the novel. Your outside sources would be a bit of history concerning apartheid.The use of literary devices to communicate theme: imagery, metaphor, symbolism, foreshadowing, irony
Symbolism in the novel--
Examples:
Determine if David Lurie represents the old, white authorities of South Africa, while Lucy represents the new white people of South Africa. OR: Analyze what dogs symbolize in this story. Another example: What is symbolized by the opera David Lurie is writing on Byron?
Careful examination of one or more central scenes and its/their crucial role in plot development, resolution of conflict, and exposition of the theme.
Example:
Analyze one or more scenes in which hope that change for the better is possible through a character's remorse and subsequent action, for example, the scene in which David Lurie apologizes to the parents OR the scene in which Lucy gets raped.
The possible issue to be addressed in introduction or conclusion:
Characteristics that make the work typical (or atypical) of the period, the setting, or the author that produced it. For this information, you must go to a library database (you must read "How to Access Miami Dade Databases" if you don't know how) or a valid search site, such as Google Scholar (there is often a fee for this one).
Do
not
open or close with biographical material on the author. Biographical material is important as it influences the author’s writing only and should not be a focus of your paper.
Guidelines for Literary Essay
Be aware that you will be writing about a novel, which in its broadest sense is any extended fictional narrative almost always in prose, in which the representation of character is often the focus. Good authors use the elements of fiction, such as plot, theme, setting etc. purposefully, with a very clear goal in mind. One of the paths to literary analysis is to discover what the author's purpose is with each of his choices. Avoid the problem th.
Choosing your Philosophical Question The Final Project is an opp.docx
Choosing your Philosophical Question
The Final Project is an opportunity for you to investigate one of the discussion questions to a much greater degree than in the forums. For your Final Project you will choose a philosophical question (stage 1), conduct an analysis of the claims and arguments relevant to the question by reading the primary texts of the philosopher (stage 2), and then take a position on the chosen question and offer an argument in support of your position (stage 3).
For this first stage of your Final Project assignment, (a) choose a question that appears as a discussion question (listed below, with some exceptions). You may choose one that you have previously begun to answer in the discussion forums, or one that you have yet to consider, then (b) explain briefly why you are interested in exploring this philosopher, the primary text and the question further. Submit this assignment on a Word .docx.
Week Four: Philosopher: Thomas Aquinas, Primary Text: Summa Theologica, Part 1, Question 2, Article 1-3
Q1. Does God really exist?
Question to write on, and answer the question fully in all its parts. Be mindful of the question. You are making a claim about something and offering support for it. Try to use examples from the Primary Texts you have read and/or your own experiences in that support.
DISCUSSION QUESTION CHOICE #1: Philosophy of Religion. Study Aquinas' five "ways" of demonstrating God's existence in the learning resources then engage in the study of ontology by examining your belief in God:
Answer the question: Does God really exist?
Use Aquinas and your own reasoning in your argument.
Kreeft, Peter. A Shorter Summa: The Essential Philosophical Passages of St. Thomas Aquinas'
Summa Theologica, Ignatius Press (San Francisco, 1993), chapter II.
Summa Theologica, Part 1, Question 2, Articles 1-3
The Existence of God
Because the chief aim of sacred doctrine is to teach the knowledge of God, not only as He is in
Himself, but also as He is the beginning of things and their last end, and especially of rational
creatures, as is clear from what has been already said, therefore, in our endeavor to expound this
science, we shall treat: (1) Of God; (2) Of the rational creature’s advance towards God; (3) Of
Christ, Who as man, is our way to God.
In treating of God there will be a threefold division: For we shall consider (1) Whatever concerns
the Divine Essence; (2) Whatever concerns the distinctions of Persons; (3) Whatever concerns the
procession of creatures from Him
Concerning the Divine Essence, we must consider: (1) Whether God exists? (2) The manner of His
existence, or, rather, what is not the manner of His existence; (3) Whatever concerns His
operations — namely, His knowledge, will, power.
Concerning the first, there are three points of inquiry: (1) Whether the proposition “God exists” is
self-evident? (2) Whether it is demonstrable? (3) Whether God exists?-
FIRST ARTICLE
Whether the Existence .
Choosing Your Research Method in a NutshellBy James Rice and.docx
Choosing Your Research Method in a Nutshell
By James Rice and Marilyn K. Simon
Research Method Brief Type
Action research Participatory ‐ problem identification, solution,
solution review
III
Appreciative inquiry Helps groups identify solutions III, IV
Case Study research Group observation to determine how and why a
situation exists
III
Causal‐comparative research Identify causal relationship among variable that
can't be controlled
IV
Content analysis Analyze text and make inferences IV
Correlational research Collect data and determine level of correlation
between variables
I
Critical Incident technique Identification of determining incident of a critical
event
III
Delphi research Analysis of expert knowledge to forecast future
events
I, IV
Descriptive research Study of "as is" phenomena I
Design based research/ decision analysis Identify meaningful change in practices II
Ethnographic Cultural observation of a group
Evaluation research Study the effectiveness of an intervention or
program
IV
Experimental research Study the effect of manipulating a variable or
variables
II
Factor analysis Statistically assess the relationship between large
numbers of variables
I
Grounded Theory Produce a theory that explains a process based on
observation
III, IV
Hermeneutic research Study the meaning of subjects/texts (exegetics is
text only) by concentrating on the historical
meaning of the experience and its developmental
and cumulative effects on the individual and society
III
Historical research historical data collection and analysis of person or
organization
IV
Meta‐analysis research Seek patterns in data collected by other studies and
formulate principals
Narrative research Study of a single person's experiences
Needs assessment Systematic process of determine the needs of a
defined demographic population
Phenomenography Answer questions about thinking and learning
Phenomenology Make sense of lived experiences of participants
regarding a specified phenomenon.
III, IV
Quasi‐experimental Manipulation of variables in populations without
benefit of random assignment or control group.
II
Q‐method A mixed‐method approach to study subjectivity ‐
patterns of thought
I
Regression‐discontinuity design (RD) Cut‐off score assignment of participants to group
(non‐random) used to study effectiveness of an
intervention
II
Repertory grid analysis Interview process to determine how a person
interprets the meaning of an experience
I
Retrospective record review Study of historic data collected about a prior
intervention (both effected and control group)
II
Semiology Studies the meaning of symbols II, III
Situational analysis Post‐modernist approach to grounded theory
(holistic view rather than isolated variables) by
studying lived experiences around a phenomenon
Trend Analysis research Formulate a f.
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Core Curriculum Assessment: Current Events in Science Presentation
Objective addressed:
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2. Critical thinking skills, including creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
3. Teamwork skills, including group analysis, evaluation, and synthesis of information, as well as effective oral and visual presentation of that information.
Student learning outcome:
1. For oral and visual communication, students will be able to evaluate and interpret geologic and environmental problems, and communicate their analysis effectively to others.
2. For critical thinking skills students will be able to effectively evaluate the topic and extract the most critical information to inform their peers through presentation.
3. For teamwork skill, students will learn group workflow management skills and cooperation skills in a team environment.
Placement of activity within curriculum:
This activity can be incorporated at any point in the curriculum. Students may be allowed to choose their own topics, or be assigned specific topics according to the instructor’s wishes.
Assessment activity:
In this activity, student work groups will be asked to research a current event in science. The topic(s) may be delineated by the instructor, or left to the students. Each group will then create a Powerpoint presentation in which they (1) give a brief summary presentation of the research and findings, and (2) discuss the implications these findings will have for society, based on their reading, their own experiences, and/or information they learned in class.
The instructions for this assessment (to be given to students), as well as the rubric for grading are included here.
Criterion for successfully meeting objective:
At least 70% of students must demonstrate a proficiency of 3 or better on a scale of 1 to 5. In order to assess this objective, a rubric with this 5-point scale has been developed.
Current Events in Science Group Presentation
Purpose:
Science is an ongoing and dynamic process. Scientific research and discovery are still occurring today, and in ways that are and will affect our everyday lives, potentially even altering the structure of our government, society, and/or culture as it does so. The purpose of this activity is to explore current events in science, and analyze how new scientific research is impacting or will impact our society, and knowledgeably communicate this information through a combined oral and visual presentation.
Instructions:
Choose a research topic that interests you and has relevance to your life. Some examples of the types of issues you may want to choose:
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Develop a 10- to12- slide PowerPoint Presentation designed for train
Develop a 10- to12- slide PowerPoint Presentation designed for training the staff at a local high school. The PowerPoint Presentation should focus on strategies that promote communication skills among adolescents.
Students are encouraged to approach the assignment creatively, adding graphics, visuals, charts and/or graphs to their work. Slides should be designed to address the selected topic clearly and concisely. Each slide should be developed with professional presentation style (e.g., bulleted items in brief statements rather than complete sentences). Notes should complement the slides and provide details useful to the speaker if an oral presentation were to be given.
Creating the PowerPoint Presentation
The PowerPoint Presentation:
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Must include a title slide with the following:
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Must present a thesis statement regarding why social skills training would be appropriate for adolescents.
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...
PowerPoint PresentationThe goal of the presentation is to demo
PowerPoint Presentation
The goal of the presentation is to demonstrate your understating of the fundamental role of learning and cognition in numerous processes and functions including perception, pattern recognition, attention, consciousness, learning, memory, concept formation, thinking, imaging, remembering, language, intelligence, emotions, and developmental processes, to name a few. This project is intended to provide you an opportunity to examine the concepts of cognition and learning that are of greatest interest to you, with the course content as a guide.
Drawing on your knowledge of course concepts,
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Examples of topics
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In a PowerPoint presentation of at least 13 slides, not including title or reference slides, present your selected topic, demonstrating clear connections to cognitive psychology concept(s) introduced the course.
In your presentation, include the following elements:
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§ This may include multiple structures of the brain, functions, and processes of cognition; be thorough and inclusive.
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Develop a 10- to 12- slide PowerPoint Presentation designed for .docx
Develop a 10- to 12- slide PowerPoint Presentation designed for training the staff at a local high school. The PowerPoint Presentation should focus on strategies that promote communication skills among adolescents.
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Creating the PowerPoint Presentation
The PowerPoint Presentation:
Must be 10 to 12 slides, and formatted according to APA style as outlined by the Ashford Writing Center.
Must include a title slide with the following:
Title of the training
Student’s name
Course name and number
Instructor’s name
Date submitted
Must present a thesis statement regarding why social skills training would be appropriate for adolescents.
Must explain different types of communication (e.g., aggressive and assertive).
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Must create at least three hypothetical scenarios of problems that adolescents might encounter, including one that involves cultural/ethnic issues. The scenarios should show how adolescents could use improved communication skills to solve these problems.
Must develop conclusions that reiterate the opening thesis statement, include a summary of the social skills training discussed, and offer evidence of its effectiveness.
Must use at least four scholarly sources (in addition to the course text), including a minimum of two from the Ashford Online Library. References are to be provided as needed within the slides.
Must include a separate reference slide, formatted according to APA style as outlined in the Ashford Writing Center.
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Now is the time to place all of the pieces together that you have le.docx
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Brief historical summary on the individual or organization
Unethical behavior/event examined
Reflection on ethical standards
Influence of leadership
Social responsibility response (both actual and appropriate)
Related cultural, environmental, and legal implications
Impact on stakeholders
Outcome of event with a comparison of the consequences
Fairness of punishment
Your own recommendations for action, including recommendations for your students while completing their studies
Incorporate appropriate animations, transitions, and graphics as well as “speaker notes” for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.
Support your presentation with at least seven (7) scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.
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Professional Development Experience
Being an effective early childhood professional requires more than a passion for teaching or ability to work well with children. In the first five years of life, the most critical skills are formed by creating synaptic connections that are key to cognitive, social, physical, and emotional development. Because of their developmental stage, the environment you provide as an early educator will set the foundation for each child’s K- 12 learning experience and beyond. However, as an early childhood professional, you will not work in isolation. Other professionals contribute to service provided to this population, including speech and language pathologists, occupational therapists, school psychologists, and educational advocates. Therefore, it is essential that as an early childhood professional you are able to communicate effectively with other professionals.
Scenario:
The principal from a local school district was impressed with the proposal you wrote for him about the role families and communities play in promoting optimal cognitive development. Based on your proposal, they have offered you a spot as a key presenter at a district-wide professional development workshop for teachers, where you will share your knowledge regarding cognitive development. All of these ideas will come together as you design your Professional Development Experience project. Before starting your Final Project, you are encouraged to view the Week Five Instructor Guidance for additional information, resources, and support, including a deeper look at the professionals you will work with in the field. Additionally, review the Grading Rubric for this assignment to understand how you will be evaluated and contact your instructor using the “Ask Your Instructor” tab before the due date with questions.
In order to develop this comprehensive workshop for the targeted professional development population, the principal has given you specific talking points that must be addressed. You will use these talking points to guide your creation of a presentation using PowerPoint or Google Slides. In the slide notes section, please make sure to support the information you have shared on each slide. Finally, make sure to include a title and reference slide for your presentation.
The Professional Development Experience must include the following:
Theoretical Framework (2 points):
Explain a theoretical framework that supports early childhood cognitive development in a classroom environment.
Language and Cognitive Development (2 points):
Describe at least three ways language development impacts cognitive development using the theoretical framework you have identified.
Motor and Cognitive Development (2 points):
Describe at least three ways motor development impacts cognitive development using the theoretical framework you have identified.
Motor or Speech delay (2 points):
Explain at least three ways a delay in speech or motor functioning impacts ...
Creative Teaching Designing Creative and Culturally Relevant In
Creative Teaching: Designing Creative and Culturally Relevant Instruction
For this final project, you will be a classroom teacher developing a creative and culturally relevant idea, concept, or movement for your school. Think about everything you have seen, heard, discussed, shared, and viewed over the past five weeks. What information stuck out as something you would want to implement in your school or classroom? Was there an idea that you wished you could share with your colleagues? What ideas did you discover that will help your students with being creative while also being culturally relevant? You are going to create a proposal for an idea that you would like to implement in your school. Think about to whom you would need to propose this idea? Your administrator? Colleague? PLC team? For a few more ideas to brainstorm, view this
Association of School and Curriculum DevelopmentLinks to an external site.
(ASCD) video.
Your presentation can be formatted in a way that is appropriate to your style of presentation. You can write an essay, create a PPT with a voiceover, record a presentation with an accompanying outline (with citations and resources), or use one of the other ideas presented during this course. Included in your presentation/proposal should be the following:
Content Expectations
Part I: Audience and Rationale
(2 points): Write an overview of the class/school/target population, including age ranges, grade(s), subject area(s), and relevant micro and macro cultural components. If you are not currently teaching, you may use a prior class, a colleague’s class, or invent demographic information.
Part II: Outcomes
(3 points): List the objectives of the instructional experience/idea/concept being proposed.
Content or Classroom Objectives
21st Century skills (emphasis on creativity)
Cultural competencies to be explicitly addressed with the experience/idea/concept
Part III: Context/Instructional Description
(3 points): Describe more specifically how the instructional experience/idea/or concept will be used in order to meet the Outcomes (listed above). Will it include:
Creativity – How will creativity be encouraged?
Problem solving – Will the activity focus on solving a problem?
AND/OR
Simulation – Will the students be involved with performing tasks that related to a real-world experience or activity?
Part IV: Culturally Relevant Pedagogy
(8 points). Describe how and which four (at least) of these will be included in the experience/idea/concept?
Maximizing academic success through relevant instructional experiences
Addressing cultural competence through reinforcing students’ cultural integrity
Involving students in the construction of knowledge
Building on students’ interests and linguistic resources
Tapping home and community resources
Understanding students’ cultural knowledge
Using interactive and constructivist teaching strategies
Exami ...
Culturally Relevant InspirationA number of important resourc.docx
Culturally Relevant Inspiration
A number of important resources supporting the design, development, implementation, and evaluation of culturally relevant instructional experiences are available online. Throughout this course, you have had many opportunities to view a number of such resources. This assignment encourages you to reflect on the key concepts presented in the course through the creation of a presentation that you can use in the future to support your teaching efforts. The goal is to showcase schools or programs representing what you have learned thus far regarding culturally relevant practices, creativity, and innovation. A plethora of options exists as you search for a model school or program. While the K-12 public school setting may be on the forefront of your mind, remember there are a variety of learning environments available, such as charter and private schools, technical programs, post-secondary education and training programs, schools and programs pertaining to the military, Sunday schools and other religious schools, and more. Therefore, expand your search efforts to gain a well-rounded perspective to share in your presentation. The resource you create can also be shared with colleagues (as well as the public in general) to advocate for implementing a more culturally-relevant instructional approach to professional practice.
A listing of free tools you might choose to use as you develop a website or presentation is presented in the Instructor Guidance. Each tool includes its own collection of help files and tutorials to support your creative endeavor. Similarly, there are numerous web-based tools that could be utilized to create an interactive presentation, such as Animoto, Knovio, Prezi, or PowToon. Use your creativity and try something new!
Review the Week Four Instructor Guidance for detailed assistance about preparing for and completing this assignment. Next, construct your assignment to meet the content and written communication expectations below. You will submit this assignment to two places in our course. First, submit the Assignment to Waypoint, as usual. Second, submit the Assignment to Doc Sharing. To access the Doc Sharing tool, select "Modules" in your left navigation menu. In the "Tools" module, you will find the Doc Sharing page.
Create a Presentation that includes each of the following items: (7 points)
A separate page/slide for each bullet point:
Name and location of the school with a link to the school or program
General demographic information about the students
A summary of why the school or program is innovative and/or unique
A description of the 21st century skills supported by the school or program.
Examination of how the learning experiences reflect culturally relevant pedagogy
Explanation of how the school and/or program promotes creativity in the classroom for both teachers and students
The presentation is well organized, formatted with.
Develop a 10- to12- slide PowerPoint Presentation designed for train.docx
Develop a 10- to12- slide PowerPoint Presentation designed for training the staff at a local high school. The PowerPoint Presentation should focus on strategies that promote communication skills among adolescents.
Students are encouraged to approach the assignment creatively, adding graphics, visuals, charts and/or graphs to their work. Slides should be designed to address the selected topic clearly and concisely. Each slide should be developed with professional presentation style (e.g., bulleted items in brief statements rather than complete sentences). Notes should complement the slides and provide details useful to the speaker if an oral presentation were to be given.
Creating the PowerPoint Presentation
The PowerPoint Presentation:
Must be 10 to 12 slides, and formatted according to APA style.
Must include a title slide with the following:
Title of the training
Student’s name
Course name and number
Instructor’s name
Date submitted
Must present a thesis statement regarding why social skills training would be appropriate for adolescents.
Must explain different types of communication (e.g., aggressive and assertive).
Must share four strategies on how adolescents could improve their communication skills.
Must create at least three hypothetical scenarios of problems that adolescents might encounter, including one that involves cultural/ethnic issues. The scenarios should show how adolescents could use improved communication skills to solve these problems.
Must develop conclusions that reiterate the opening thesis statement, include a summary of the social skills training discussed, and offer evidence of its effectiveness.
Must use at least four scholarly sources. References are to be provided as needed within the slides.
Must include a separate reference slide, formatted according to APA style
.
Ashford 5 - Week 4 - Discussion 1Your initial discussion .docx
Ashford 5: - Week 4 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Share Your Action Research Study
Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. In this discussion, you will create a presentation using the software of your choice (e.g., PowerPoint, Google Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program) to present your findings to your school at an after school staff meeting. Include speaker notes if using PowerPoint. If using a program other than PowerPoint, submit a document with speaker notes included for each slide.
There are two parts to this discussion.
Part 1:
Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum:
Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences).
Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences)
Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences)
Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences)
Explain why this study is important to the school and the students. ( two to three sentences)
Explain why this study is important it is important for teachers and other educational practitioners to become researchers of their own practice. (two to three sentences)
Part 2:
Attach a link to your
ePortfolio (Pathbrite)
.
In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress.
Use the
PowerPoint Template
as a guide to help create a high quality presentation.
Alternate:
If you do not have your own completed action research to utilize, you will take a slightly different approach to complete this discussion: Using the Ashford University Library, locate and analyze a peer-reviewed educational action research study. You will follow the same guidelines in Part 1 of the discussion.
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More from troutmanboris
Christian Schussele Men of ProgressOil on canvas, 1862Coope.docx
Christian Schussele Men of Progress
Oil on canvas, 1862
Cooper Union, New York, New York
Transfer from the National Gallery of Art; gift of Andrew W. Mellon, 1942
NPG.65.60
Edward Sorel, “People of Progress” 1999, Cooper Union, New York, New York
Syllabus
The clerks of the Department of State of the United States may be called upon to give evidence of transactions in the Department which are not of a confidential character.
The Secretary of State cannot be called upon as a witness to state transactions of a confidential nature which may have occurred in his Department. But he may be called upon to give testimony of circumstances which were not of that character.
Clerks in the Department of State were directed to be sworn, subject to objections to questions upon confidential matters.
Some point of time must be taken when the power of the Executive over an officer, not removable at his will, must cease. That point of time must be when the constitutional power of appointment has been exercised. And the power has been exercised when the last act required from the person possessing the power has been performed. This last act is the signature of the commission.
If the act of livery be necessary to give validity to the commission of an officer, it has been delivered when executed, and given to the Secretary of State for the purpose of being sealed, recorded, and transmitted to the party.
In cases of commissions to public officers, the law orders the Secretary of State to record them. When, therefore, they are signed and sealed, the order for their being recorded is given, and, whether inserted inserted into the book or not, they are recorded.
When the heads of the departments of the Government are the political or confidential officers of the Executive, merely to execute the will of the President, or rather to act in cases in which the Executive possesses a constitutional or legal discretion, nothing can be more perfectly clear than that their acts are only politically examinable. But where a specific duty is assigned by law, and individual rights depend upon the performance of that duty, it seems equally clear that the individual who considers himself injured has a right to resort to the laws of his country for a remedy.
The President of the United States, by signing the commission, appointed Mr. Marbury a justice of the peace for the County of Washington, in the District of Columbia, and the seal of the United States, affixed thereto by the Secretary of State, is conclusive testimony of the verity of the signature, and of the completion of the appointment; and the appointment conferred on him a legal right to the office for the space of five years. Having this legal right to the office, he has a consequent right to the commission, a refusal to deliver which is a plain violation of that right for which the laws of the country afford him a remedy.
To render a mandamus a proper remedy, the officer to whom it is directed must be one to who.
Christian EthicsChristian ethics deeply align with absolutism. E.docx
Christian Ethics
Christian ethics deeply align with absolutism. Ethical absolutism claims that moral principles do exist. According to Christians, God created moral absolutes. These absolutes can be seen in God’s revelation. God’s special and general revelation reveal his moral truths. This does not mean that only Christians can understand moral truths. Because humans are made in God’s image, they can recognize moral truths even if they do not believe in God
[1]
. These absolutes were instated by God. Therefore, they apply to all of humanity. This worldview is in direct opposition to the idea of relativism. Christian ethics cannot be viewed through a relativistic point of view. According to relativism, there is no moral truths. There is no absolute distinction between right and wrong within this way of thinking. Right and wrong can be decided by individuals or groups of people. Cultures decide what is right for themselves and their way of life. Even individuals have the ability to decide their own personal moral code. This can seem somewhat reasonable at times. Some things that were considered moral or immoral in the past are viewed differently today. Even with this understanding, Christians deny the idea of relativism. Christians hold to the belief that moral truths come from God. Therefore, these truths do not change. God himself never changes; therefore, his moral truths remain the same. According to Christian ethics, mankind is expected to hold to the moral absolutes mandated by God himself. This understanding is not compatible with relativism. Relativism makes no place of a God. From a relativistic point of view, mankind decides their own morality. Right and wrong are not fixed. In Christian ethics, right and wrong are permanently decided by the God of the universe.
The subjective aspects of Christian ethics can look similar to relativism. The areas that are somewhat subjective in Christian aspects are referred to as the liberties of a Christian. There are some matters that are not said to be morally wrong in the Bible. Some see these issues to be wrong; therefore, they are. Others do not find certain issues to be morally wrong. These individuals are claiming their Christian liberty. One of these issues is drinking alcohol. Some Christians believe that ingesting any amount of alcohol is morally wrong. According to the idea of Christian liberty, it would be wrong for the individuals who hold to this belief to drink alcohol. Others do not have this conviction and are not doing wrong by consuming alcohol. On the surface, the idea of Christian liberty can seem to be related to relativism, but upon closer inspection these ideas are not closely related. Christian liberty is a Biblical concept that harmonize well with the overall message of the Bible. Relativism is nowhere found in the Bible. The Bible is clear that there are universal moral laws. These laws are placed upon humanity by God himself. There are some areas where the Bible remain.
Christian Ethics BA 616 Business Ethics Definiti.docx
Christian Ethics
BA 616 Business Ethics
Definition of Christian Ethics
A system of values based upon the Judeo/Christian Scriptures
Principles of behavior in concordance with the behaviors of Christian teachings
Standards of thought and behavior as taught by Jesus.
Discussion
What are some of the “ethical” attributes presented in the teachings of Jesus?
What are some ethical attributes presented in the teachings of other religious persons?
Quotes about Christian Ethics
Quotes on Christian Ethics
Recognize the value of work
“And when you reap the harvest of your land, you shall not reap your field right up to its edge, nor shall you gather the gleanings after your harvest. You shall leave them for the poor and for the sojourner: I am the Lord your God.” (Leviticus 23:22).
Do not give the poor the food, rather allow the poor to work for themselves
Discussion
What are examples of the value of work?
Today, some U.S. state governors are trying to get those “able bodied” individuals to work for welfare. They are meeting great resistance politically, why do you think this is?
The value of work
Confirmed by Elton Mayo
Fulfills social, psychological and economic needs of the individual
“If a man will not work, he shall not eat” (2 Thessalonians 3:10)
Christian Ethics
The fruit of a people that have inwardly committed their lives to Christ and are outwardly aligning their actions with His teachings.
“May the favor of the Lord our God rest on us; establish the work of our hands for us— yes, establish the work of our hands” (Psalms. 90:17).
Employees with a Christian Code of Ethics
Welcome accountability
Happy to show their efforts
A system of checks and balances
Sees possible training moment
Fosters collaboration with management
“Those who work their land will have abundant food, but those who chase fantasies have no sense” (Proverbs 12:11)
Employees with a Christian Code of Ethics
Not motivated by greed
Work is its own reward
Measure success in a non-monetary way
Seek payment for the work they do
Money is second to obedience
“Whatever you do, work at it with all your heart, as working for the Lord, not for human masters” (Colossians 3:23).
Employees with a Christian Code of Ethics
Are highly productive
Are work focused
Work hard throughout the day
Find value in completing assigned tasks
Understand that they are there to work
“Diligent hands will rule, but laziness ends in forced labor” (Proverbs 12:24).
Employees with a Christian Code of Ethics
Have a strong work ethic
Believe in a Biblical perspective of work
Reliable
Recognize the value of work
Relate their job to their faith
“All hard work brings a profit, but mere talk leads only to poverty” (Proverbs 14:23)
Employees with a Christian Code of Ethics
Bring a cooperative spirit to the workplace
Supportive of management
Strong contribu.
CHPSI think you made a really good point that Howard lacks poli.docx
CH/PS
I think you made a really good point that Howard lacks political aspects-especially for presidency. I have no heard his speeches quite yet (since I tend to stray away from politics altogether because people are so aggressive), do you think he is a great leader-type and is he charismatic at all? Great leaders, especially for presidency, should be honest, charismatic, and not only cater to the audience's needs but to the entire country's needs without sugar coating things.
Also, I am not sure what you mean by "In order to improve his leadership style, Jeff should change his model of carrying out business activities. This is because it can be copied and imitated by other companies (Mauri, 2016)".- how can it be imitted by other companies? In what way?
Do you think Jeff Bezos is a bad leader? and why?
CH/AR
I found your comparison of Howard Schultz and Jeff Bezos interesting and compelling. When I was looking at the list of leaders to select from, it was staggering to me how many of the corporate leaders have run or are planning to run for political office. I'm not sure, given our current political environment, that running a large corporation is the right background and experience for the leader of the United States. We'll see what happens in the next year and a half!
Amazon is an amazing, transformative company to watch. I work in the financial services industry and one of our leaders recently described our competition not as other financial services firms but as Amazon. Financial services firms pretty much all offer the same products and services and at a very reasonable price point. Amazon, however, has excelled in service delivery. I would imagine that at sometime in the future, Amazon will partner with a financial service firm to deliver products and services. I'll admit that I was and still am skeptical about Amazon's purchase of Whole Foods, but Bezos seems to be up for trying just about anything.
In your analysis of the two leaders, you didn't mention directly the challenges faced by either the leaders or the organization. Last year, Starbucks was all over the news regarding the incident involving two African American gentlemen and how they were treated by a manger at Starbucks. I'm curious how you or others in the class through about how Schultz led the organization through that crisis. Bezos, as well, has not been immune to controversy with his recent affair and divorce becoming public. How do the personal lives and behaviors of leader impact the organizations they lead? Should it matter?
SO
The first leader I chose to research is Sundar Pichai, the CEO of Google. Sundar began to show in interest in technology at an early age, and eventually earned a degree in Metallurgy, and an M.B.A from the Wharton School of the University of Pennsylvania. He then began working at Google in 2004 as the head of product management and development (Shepherd). From there, he assisted in the development of many different departme.
Chrétien de Troyes, Lancelot, 1Chrétien de Troyes, Lancelo.docx
Chrétien de Troyes, Lancelot, 1Chrétien de Troyes, Lancelot, 2
Song of Roland, 1Song of Roland, 2
.
Chosen brand CHANELStudents are required to research a fash.docx
Chosen brand:
CHANEL
Students are required to research a fashion brand of their choice and analyze its positioning strategy in the market.
● The report will assess students’ ability to collect data, in an efficient manner and use this data to scrutinise the marketing aspects of a fashion brand.
● The report will be covering the following subjects:
1. Analysis Of The Macro And Micro-environment of the brand.
2. Positioning Strategy Of The Brand: Target Customer(Pen Portrait)
3. Competitor Analysis.
4. Critical evaluation of the marketing communications strategy of the brand
supporting the development of the individual report, using relevant PRIMARY and SECONDARY RESEARCH.
NB: Please kindly devise a survey (Google forms) and make up some responses to it so as to then incorporate PRIMARY results into the report. Thanks
see attached file
word count: 2000 words
.
Chose one person to reply to ALBORES 1. Were Manning’s acti.docx
Chose one person to reply to:
ALBORES
1. Were Manning’s actions legal under the Foreign Corrupt Practices Act, and what are the possible penalties for violating the act?
The Foreign Corrupt Practices Act states (1977) “It shall be unlawful for any issuer...to offer, payment, promise to pay, or authorization of the payment of any money, or offer, gift, promise to give... “. Manning assumed the duty of an issuer because he attended dinner with the prime minister to discuss the contract. Then, Manning offered to fly the prime minister to New York, which he then promised to pay for all of the prime minister's expenses. However, according to the Foreign Corrupt Practices Act (1977) a promise or offer is acceptable if the expense was ”reasonable and bona fide expenditure, such as travel and lodging expenses, incurred by or on behalf of a foreign official… was directly related to the promotion, demonstration, or explanation of products or services”. Manning promised to fly out the prime minister because he wanted to “discuss business further” (UMUC, 2019). Further, Manning used company funds to take the prime minister to luxurious activities and restaurants because he wanted to retain the contract from the prime minister.
Even though Manning did not directly give money to the prime minister, he authorized payment for the prime minster’s two-week stay, which did not involve discussing the contract. Out of the two weeks, business was only conducted for a day. In addition, Manning can be held responsible for bribing the customs officials at Neristan. According to the Foreign Corrupt Practices Act (1977), it is unlawful to influence “any act or decision of such foreign official in his official capacity... omit to do any act in violation of the lawful duty of such official”. Manning influenced the customs officials because Manning gave each custom official $100 to clear the shipment. Custom officials act on behalf of the Neristan government and sometimes require large shipments to be inspected. Manny will likely be held responsible for offering payment to the customs officials in exchange for expediting the company’s shipment.
If Manning violated the Foreign Corrupt Practices Act, he could face imprisonment. Also, the company may have to pay the penalty. The penalty for violating the act is “a fine of up to $2 million per violation. Likewise, an individual may face up to five years in prison and/or a fine of $250,000 per violation of the anti-bribery provision” (Woody, 2018, p. 275).
2. Were Manning’s actions legal under the UK Bribery Act and what are the possible penalties for violating the act?
Based on the UK Bribery Act (2010), an individual is guilty of bribing an official if “intention is to influence F (government official) in F's capacity as a foreign public official...intend to obtain or retain business, or an advantage in the conduct of business.”. Manning bribed the prime minister because he stated: “If, after we are done conducting busi.
Choosing your literary essay topic on Disgrace by J. M. Coetzee .docx
Choosing your literary essay topic on
Disgrace
by J. M. Coetzee is the first step to writing your literary analysis paper.
After reading the novel, you should be able to decide in which direction you'd like to take your paper.
Topics/ approaches
(Focus on only one of the following, though some may overlap):
Analyze one of the minor characters, such as Petrus.
Example
: Analyze not only the chosen characters' personality but also what role they played in advancing the overall theme of the novel.
The protagonist's conflict, the hurdles to be overcome, and how he resolves it.
Examples:
It could be hope for change, both in South Africa and in David Lurie. OR: the disgrace David Lurie has suffered over the affair with a student and how that matches the disgrace South Africa has suffered through apartheid.
The function of setting to reinforce theme and characterization.
Example
: post-apartheid South Africa is a setting arguably more important than anything else in the novel. Your outside sources would be a bit of history concerning apartheid.The use of literary devices to communicate theme: imagery, metaphor, symbolism, foreshadowing, irony
Symbolism in the novel--
Examples:
Determine if David Lurie represents the old, white authorities of South Africa, while Lucy represents the new white people of South Africa. OR: Analyze what dogs symbolize in this story. Another example: What is symbolized by the opera David Lurie is writing on Byron?
Careful examination of one or more central scenes and its/their crucial role in plot development, resolution of conflict, and exposition of the theme.
Example:
Analyze one or more scenes in which hope that change for the better is possible through a character's remorse and subsequent action, for example, the scene in which David Lurie apologizes to the parents OR the scene in which Lucy gets raped.
The possible issue to be addressed in introduction or conclusion:
Characteristics that make the work typical (or atypical) of the period, the setting, or the author that produced it. For this information, you must go to a library database (you must read "How to Access Miami Dade Databases" if you don't know how) or a valid search site, such as Google Scholar (there is often a fee for this one).
Do
not
open or close with biographical material on the author. Biographical material is important as it influences the author’s writing only and should not be a focus of your paper.
Guidelines for Literary Essay
Be aware that you will be writing about a novel, which in its broadest sense is any extended fictional narrative almost always in prose, in which the representation of character is often the focus. Good authors use the elements of fiction, such as plot, theme, setting etc. purposefully, with a very clear goal in mind. One of the paths to literary analysis is to discover what the author's purpose is with each of his choices. Avoid the problem th.
Choosing your Philosophical Question The Final Project is an opp.docx
Choosing your Philosophical Question
The Final Project is an opportunity for you to investigate one of the discussion questions to a much greater degree than in the forums. For your Final Project you will choose a philosophical question (stage 1), conduct an analysis of the claims and arguments relevant to the question by reading the primary texts of the philosopher (stage 2), and then take a position on the chosen question and offer an argument in support of your position (stage 3).
For this first stage of your Final Project assignment, (a) choose a question that appears as a discussion question (listed below, with some exceptions). You may choose one that you have previously begun to answer in the discussion forums, or one that you have yet to consider, then (b) explain briefly why you are interested in exploring this philosopher, the primary text and the question further. Submit this assignment on a Word .docx.
Week Four: Philosopher: Thomas Aquinas, Primary Text: Summa Theologica, Part 1, Question 2, Article 1-3
Q1. Does God really exist?
Question to write on, and answer the question fully in all its parts. Be mindful of the question. You are making a claim about something and offering support for it. Try to use examples from the Primary Texts you have read and/or your own experiences in that support.
DISCUSSION QUESTION CHOICE #1: Philosophy of Religion. Study Aquinas' five "ways" of demonstrating God's existence in the learning resources then engage in the study of ontology by examining your belief in God:
Answer the question: Does God really exist?
Use Aquinas and your own reasoning in your argument.
Kreeft, Peter. A Shorter Summa: The Essential Philosophical Passages of St. Thomas Aquinas'
Summa Theologica, Ignatius Press (San Francisco, 1993), chapter II.
Summa Theologica, Part 1, Question 2, Articles 1-3
The Existence of God
Because the chief aim of sacred doctrine is to teach the knowledge of God, not only as He is in
Himself, but also as He is the beginning of things and their last end, and especially of rational
creatures, as is clear from what has been already said, therefore, in our endeavor to expound this
science, we shall treat: (1) Of God; (2) Of the rational creature’s advance towards God; (3) Of
Christ, Who as man, is our way to God.
In treating of God there will be a threefold division: For we shall consider (1) Whatever concerns
the Divine Essence; (2) Whatever concerns the distinctions of Persons; (3) Whatever concerns the
procession of creatures from Him
Concerning the Divine Essence, we must consider: (1) Whether God exists? (2) The manner of His
existence, or, rather, what is not the manner of His existence; (3) Whatever concerns His
operations — namely, His knowledge, will, power.
Concerning the first, there are three points of inquiry: (1) Whether the proposition “God exists” is
self-evident? (2) Whether it is demonstrable? (3) Whether God exists?-
FIRST ARTICLE
Whether the Existence .
Choosing Your Research Method in a NutshellBy James Rice and.docx
Choosing Your Research Method in a Nutshell
By James Rice and Marilyn K. Simon
Research Method Brief Type
Action research Participatory ‐ problem identification, solution,
solution review
III
Appreciative inquiry Helps groups identify solutions III, IV
Case Study research Group observation to determine how and why a
situation exists
III
Causal‐comparative research Identify causal relationship among variable that
can't be controlled
IV
Content analysis Analyze text and make inferences IV
Correlational research Collect data and determine level of correlation
between variables
I
Critical Incident technique Identification of determining incident of a critical
event
III
Delphi research Analysis of expert knowledge to forecast future
events
I, IV
Descriptive research Study of "as is" phenomena I
Design based research/ decision analysis Identify meaningful change in practices II
Ethnographic Cultural observation of a group
Evaluation research Study the effectiveness of an intervention or
program
IV
Experimental research Study the effect of manipulating a variable or
variables
II
Factor analysis Statistically assess the relationship between large
numbers of variables
I
Grounded Theory Produce a theory that explains a process based on
observation
III, IV
Hermeneutic research Study the meaning of subjects/texts (exegetics is
text only) by concentrating on the historical
meaning of the experience and its developmental
and cumulative effects on the individual and society
III
Historical research historical data collection and analysis of person or
organization
IV
Meta‐analysis research Seek patterns in data collected by other studies and
formulate principals
Narrative research Study of a single person's experiences
Needs assessment Systematic process of determine the needs of a
defined demographic population
Phenomenography Answer questions about thinking and learning
Phenomenology Make sense of lived experiences of participants
regarding a specified phenomenon.
III, IV
Quasi‐experimental Manipulation of variables in populations without
benefit of random assignment or control group.
II
Q‐method A mixed‐method approach to study subjectivity ‐
patterns of thought
I
Regression‐discontinuity design (RD) Cut‐off score assignment of participants to group
(non‐random) used to study effectiveness of an
intervention
II
Repertory grid analysis Interview process to determine how a person
interprets the meaning of an experience
I
Retrospective record review Study of historic data collected about a prior
intervention (both effected and control group)
II
Semiology Studies the meaning of symbols II, III
Situational analysis Post‐modernist approach to grounded theory
(holistic view rather than isolated variables) by
studying lived experiences around a phenomenon
Trend Analysis research Formulate a f.
Choose two of the systems (education, work, the military, and im.docx
Choose
two
of the systems (education, work, the military, and immigration). Explain how they fit into the domain of social work and the social justice issues social workers should be aware of in these systems.
How does the education, military, workplace, or immigration system rely on social workers?
What is one social justice issue found in education, the military, the workplace, or immigration that influences the practice of social work?
.
Choose two disorders from the categories presented this week.C.docx
Choose
two disorders from the categories presented this week.
Create
a 15- to 20-slide Microsoft® PowerPoint® presentation that includes the following:
Describes the disorders and explains their differences
Discusses how these disorders are influenced by the legal system
Discusses how the legal system is influenced by these disorders
Include
a minimum of two peer-reviewed sources.
Format
your presentation consistent with APA guidelines.
Submit
your assignment.
*3 slides on How is the legal system influenced by schizophrenia with speaker notes*
.
Choose ONE of the following topics Length 750-900 words, .docx
Choose
ONE
of the following topics
Length:
750-900 words, double spaced, 12 pt. font
Identify the different forms of religious groups that are comprised in the typology outlined by the classic sociologists of religion. Explain the basic characteristics of each and provide examples.
Establish a distinction between the popular misuses of the term "myth" and its meaning in the scholarly context of Religious Studies. Explain the functions of myth according to the scholar Joseph Campbell.
.
Choose one of the following topicsAmerica A Narrative.docx
Choose
one
of the following topics
America: A Narrative History
notes Thomas Jefferson's election to the presidency set the tone of "republican simplicity". In what ways was this still true in 1850 following the "Market Revolution" and in what ways was it not?
Connect the technological improvements in water transportation of the early 19th century to the territory acquired in the LA Purchase.
.
Choose one of the following topics below. Comparecont.docx
Choose
one
of the following topics below.
Compare/contrast the role women played in Puritan Society in colonial Massachusetts with their role in the Great Awakening of the 18th century.
Why is the Declaration of Independence considered historically as a product of the Age of Enlightenment?
500 words
.
Choose one of the following topics below. Comparecon.docx
Choose
one
of the following topics below.
Compare/contrast the role women played in Puritan Society in colonial Massachusetts with their role in the Great Awakening of the 18th century.
Why is the Declaration of Independence considered historically as a product of the Age of Enlightenment?
requirement of this assignment
Write a 500 word essay
.
Choose one of the states of RacialCultural Identity Development.docx
Choose one of the states of Racial/Cultural Identity Developmental Model and reflect on how you will intervine with a client in that stage.
Stages:
Conformity
Dissonance and Appreciating
Resistance and immersion
Introspection
Integrative Awareness
.
Choose one of the following topicsNative AmericansWomenEnvi.docx
Choose
one of the following topics:
Native Americans
Women
Environment
Latin Americans
Sexual liberation
Read
at least three different newspaper articles between 1968 and 1980 that cover important changes affecting your topic. In the University Library, use the ProQuest
®
historical newspaper archive (available under
General Resources > ProQuest >
Advanced Search
>
Search Options
>
Source Type
), which includes the following major newspapers, among others:
New York Times
Washington Post
Wall Street Journal
Los Angeles Times
Christian Science Monitor
Write
a 700- to 1,050-word paper in which you describe the status of the chosen group or idea and how that group or idea was affected by the changes brought about during the 1960s. Include information gleaned from the newspaper articles as well as other material.
.
Choose one of the following films for review (with faculty’s appro.docx
Choose
one of the following films for review (with faculty’s approval). Put yourself in the movie by choosing one character to follow. What cultural issues would you face? What are cultural challenges? Write a short paper describing the film and your observations. Present your findings in class.
•
Secret Lives of Bees
•
Chocolate
•
Under the Same Moon
•
Maid in Manhattan
•
Walk in the Clouds
•
Get Rich or Die Trying (Gang Culture
) "I like this one"
•
Mu
lan
•
Mississippi Burning
•
A Time to Kill - "
I Also like this one
"
•
Only Fools Rush In
.
Choose and complete one of the two assignment options.docx
Choose
and
complete
one of the two assignment options:
Option 1: Forecasting Comparison Presentation
Identify
a state, local, or federal policy that impacts your organization or community.
Create
an 8- to 10-slide Microsoft® PowerPoint® presentation in which you complete the following:
Describe how forecasting can be used to implement this policy and highlight any limitations of the usage of forecasting.
Compare and contrast the different forms of forecasting used to aid decision-makers when evaluating policy outcomes.
Discuss the types of information needed to ensure forecasts are accurate.
Analyze the relationship between forecasting, monitoring of observed policy outcomes, and normative futures in goals and agenda setting.
Include
speaker notes with each slide. The presentation should also contain and at least four peer-reviewed references from the University Library.
I live in Lawrence, KS if you can find a policy within this community.
.
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KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
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http://sandymillin.wordpress.com/iateflwebinar2024
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