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Sophia's Introduction to Ethics course explores philosophical approaches to understanding morality and evaluating moral actions. In this course, you will learn about a variety of normative ethical theories, and apply these theories to real-world ethical issues. With an understanding of the strengths and weaknesses of major approaches to ethics, you will build the critical thinking skills necessary to justify ethical positions. This is a pass/fail course. You must complete 11 Challenge assessments (these are like quizzes) and 4 Milestone assessments (these are like tests) with an overall score of 70% or better. .

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Special Purpose Districts (SPD) have been relied on heavily in Texas to provide essential goods to local citizens. Given the size of such districts and the local nature of their function, it is often believed that SPD's provide a clear democratic advantage to larger, more broadly defined governments such as a county or the state. However, evidence suggest that individuals seem to participate the least in these types of governments. What is the most significant reasons SPD's garner (gather or collect) such limited attention? General Guidelines: -Minimum of 750 words in length. -Revised and edited. -Incorporates assigned article, the textbook, and other academic sources to affirm or reject various points. -Clearly answers the question posed. -Organized well and concisely written. -All source material cited. .

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Special Prison Populations (Significant Case) For this assignment complete an essay detailing the significance of the case assigned (not a brief, but an essay). Include why the offender was arrested and a brief description of there journey through the criminal justice system. Most significantly, include what effects this case has had on the criminal justice system, if any. Some states have used civil commitment proceedings to remove habitual sex offenders from society for extended periods of time, often indefinitely. In The United States Supreme Court case of Kansas v. Hendricks (1997) the Court ruled that such laws do not violate the Constitution's double jeopardy or ex post facto clauses. What reasoning did the Court use to arrive at this conclusion? Also, in the case of Kansas v. Hendricks (1997) explain the reasoning the court used to differentiate between a civil commitment and life in prison. Please answer both parts of the question. 1. Need 2 to 3 pages 2. Need to have book Book title: Corrections Today, 4th Edition ISBN number: 978-1-337-09185-5 .

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SPECIAL NOTE: Due to the World Health Organization and Centers for Disease Control and Prevention's current recommendations on social distancing, this assignment will be modified. Students will not be expected to conduct an interview or visit a public health organization during the Spring 2020 session. This assignment has been modified for this course session. Assignment 6.2 Public Health Assessment Part 1 By now, you should have a firm grasp on why increasing diversity and cultural awareness in public health organizations is critical. You have read, watched, studied, reflected on, and written about many public health initiatives working to improve inclusion and cultural awareness in public health organizations. Now is your opportunity to discover a public health organization that is working to increase diversity and inclusion! We are looking for those “bright spot” organizations that are intentionally working to increase cultural awareness. Research and then identify a public health organization that has implemented strategies, initiatives, or programs with the goal to increase diversity and inclusion. Access the template below and completely answer all questions/prompts. We are looking forward to hearing about the organization you selected and all they are doing in diversity and inclusion! Part 2 We are living in an unprecedented time in our world with the novel coronavirus COVID-19 becoming a pandemic. There are many instances of how culture has impacted this crisis. Reflect upon this public health crisis and answer the following questions. Complete the following template with three to five sentences for each question/prompt. Submit a Microsoft Word document. Carefully review the grading rubric for this assignment. .

SPECIAL NOTE Due to the World Health Organization and Centers for D.docx

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Special Events Site Inspection Form Special events can encompass a wide variety of needs, from open spaces to arenas, from ballrooms to unique venues. Therefore, it is not possible to create an inspection form that includes all possible needs without it becoming ungainly in length. The following items are for consideration of a one location, one day or evening program, including food and beverage, and excluding any overnight guest accommodations. (Note that the items in italics will be difficult or impossible for you to assess in your site visit – they are included as they would need to be considered prior to any contract were to be signed) OUTSIDE BUILDING AND GROUNDS OF PROPERTY * Traffic on main arteries to facility during the starting time of the event? * Is there both self-service and valet parking? Is it adequate for anticipated crowd? Are there other possible spill-over parking options? Prices? * Neighborhood – safe? Appealing? * Building appearance – does it appear well maintained? * Porte cochere – organized or chaotic? Good signage? * Valet efficient and welcoming? Are you offered assistance or directions? * Doors staffed? Doormen friendly and welcoming? * Is there a loading dock? Truck clearance, maximum truck size & height limits, charges/fees? What are the hours of dock operation? * Is there a freight elevator needed to access event space? Number, dimensions, weight limits, proximity and route to function space? PUBLIC SPACES or PRE-FUNCTION SPACE (there may or may not be this space, or it may be outside courtyard area, main dining area of a restaurant, bar, etc., depending upon site) * Is area comfortable and welcoming? Adequate seating? Noise level? Pleasant lighting? * Is there a reader board? Is it easy to locate and current? * Elevators – if needed to access events space, how many, how fast, how clean? * Signage adequate to find directions? * How easy will it be to move masses of people? * Décor, furnishings and colors? * Is there a cloak room or coat racks available (not important in Florida, but valuable in other climates)? FACILITY FEATURES: * Permanent (built-in) Bars/lounges – capacities, atmosphere, hours? * Portable bar sets – draped tables or designed portable bar unit? * Size, dimensions, of each room/space available. Suggested capacities. Ceiling height, chandeliers, columns/pillars, décor and color, flooring, dance floor? Floor load limits? * Number of entrances to event space? Size of the largest entrance? * Variety of built-in lighting options? Ceiling rigging points for lighting trusses? * Computer hook-ups? (especially helpful for registration or check-in table) * Location of temperature controls? * Proximity to rest rooms? Rest room capacity? Cleanliness? * Location for a registration area? Are electric and internet available at that location? * Presence of windows? Do they have black-out curtains? * Built in stage? Size? Backstage area? Green room? Fly space? * Presence of air w.

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Special Needs Post initial response by Tueday Post all responses by Saturday How does a teacher make modifications and/or accommodations for children with special needs? In particular, how do you believe this can be done in a classroom for grades 1 -3? Focus on three of the following areas and discuss either how you would make a modification in this area, what you have seen other teachers do to make modifications, or what you have done in the past to make a modification. classroom environment classroom routines learning activities student groupings teaching strategies instructional materials assessments homework assignments Lastly, how can we assist students to show social acceptance of their classmates with special needs? Please title your thread using your name. Thank you! This discussion links to the following course objectives: Put into practice the principal of developmentally appropriate practice. Analyze the influence the classroom environment, daily schedule, and thoughtful planning teachers have on the healthy growth and development of young children .

Special NeedsPost initial response by TuedayPost all respons.docx

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Special education teachers often provide training and support to general education teachers to promote successful inclusive practices in their classrooms. Understanding expectations, facilitating social skills, and designing and evaluating the effectiveness of positive learning environments helps all students, especially those with disabilities, learn and be productive in school. Create a 12-15 slide digital presentation, to be given to general classroom teachers in a professional development setting, on inclusion and classroom management strategies that can be incorporated into classrooms. Include a title slide, reference slide, and presenter's notes. The presentation should help the general education teachers build their skills in the following areas: Identifying realistic expectations for the personal and social behaviors of students with mild to moderate disabilities in a general education inclusive classroom. Assisting individuals with mild to moderate disabilities to develop their interpersonal skills for educational and other social environments. Designing learning environments that motivate and encourage active participation in individual and group activities for individuals with and without disabilities. Organizing, developing, and sustaining learning environments that support positive multicultural experiences. Using collaborative learning groups and project-based activities to help individuals with and without disabilities practice self-determination and self-advocacy skills. Support your findings with a 3-5 scholarly resources. .

Special education teachers often provide training and support to.docx

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Special education teachers are part of the assessment team that determines eligibility for special education services. There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). Special educators must have general knowledge of the guidelines for eligibility, the characteristics, causes, and effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents. Use the “IDEA Disability Category Comparison Template” to outline information for the categories of disability under IDEA. The first category, Autism, is completed for you. APA format is not required, but solid academic writing is expected. .

Special education teachers are part of the assessment team that dete.docx

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Special education teachers are called upon to make legal and eth.docx

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Speccy-the-prof, please accept the assignment. Answer your questio.docx

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Special education provides educational opportunities for students wh.docx

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Special education teachers are part of the assessment team that .docx

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Spearman proposed general intelligence whereas other psychologists s.docx

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SPECIAL ARTICLE For editorial comment, see page 269 From the Department Psychiatry & Psychology (T.A.R.) and Departmen Internal Medicine (M.C. Mayo Clinic, Rochester and Department of Inte Medicine, Mayo Clinic, sonville, FL (N.L.D.). 344 How Good Intentions Contributed to Bad Outcomes: The Opioid Crisis of t of B.), , MN; rnal Jack- Teresa A. Rummans, MD; M. Caroline Burton, MD; and Nancy L. Dawson, MD Abstract The opioid crisis that exists today developed over the past 30 years. The reasons for this are many. Good intentions to improve pain and suffering led to increased prescribing of opioids, which contributed to misuse of opioids and even death. Following the publication of a short letter to the editor in a major medical journal declaring that those with chronic pain who received opioids rarely became addicted, prescriber attitude toward opioid use changed. Opioids were no longer reserved for treatment of acute pain or terminal pain conditions but now were used to treat any pain condition. Governing agencies began to evaluate doctors and hospitals on their control of patients’ pain. Ultimately, reimbursement became tied to patients’ perception of pain control. As a result, increasing amounts of opioids were prescribed, which led to dependence. When this occurred, patients sought more in the form of opioid prescriptions from providers or from illegal sources. Illegal, unregulated sources of opioids are now a factor in the increasing death rate from opioid overdoses. Stopping the opioid crisis will require the engagement of all, including health care providers, hospitals, the pharmaceutical industry, and federal and state government agencies. ª 2017 Mayo Foundation for Medical Education and Research n Mayo Clin Proc. 2018;93(3):344-350 T here is no debate that the United States is in the midst of an opioid crisis. Between 1999 and 2014, drug overdose deaths nearly tripled.1 In 2016, more than 60,000 people died from drug overdoses, and opioids were responsible for most of these deaths.2 For the first time since 1999, life expectancy decreased for US citizens compared with citizens of other developed countries, and opioid overdoses were a factor.3 This crisis includes both prescription and nonprescription (illegal) use of opioid drugs. Prescription opioids include natural and semi- synthetic opioids such as codeine and morphine, and synthetic opioids such as methadone, fentanyl, and tramadol. Many of the synthetic agents such as fentanyl are man- ufactured and distributed illegally. With the increased availability of both prescribed and illegally obtained opioids over the past 30 years, there has been an increase in misuse and deaths (Figure).4 Various opioids have been available for more than a century, and opioid misuse has occurred during that time. Following the Civil War, veterans who suffered severe injuries were given morphine for pain relief. In the late 1800s, pharmaceutical companies began Mayo Clin Proc. n March 201 www.m.

SPECIAL ARTICLEFor editorialcomment, seepage 269From.docx

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Special Anniversary Section The Social Psychology of Sex and Gender: From Gender Differences to Doing Gender Stephanie A. Shields 1 and Elaine C. Dicicco 1 The social psychology of gender is a major, if qualified, success story of contemporary feminist psychology. The breadth and intellectual vigor of the field is reflected in the following six commentaries in the broadly defined area of the Social Psychology of Gender which were commissioned for this third of four 35th anniversary sections to feature brief retrospectives by authors of highly cited PWQ articles. Our goal in this section’s introduction is to provide a brief history of the development of this area, placing the articles described in the commentaries into this historical context. The six articles in this special section, individually and taken together, identify significant turning points in the social psychology of gender. We focus on how, within a few brief years, the study of gender in psychology underwent massive transformation. 1 The social psychology of gender has grown to become a thriving, scientifically sound research theme that encom- passes a wide variety of topics and questions. The story of how this came to be has been told from a number of perspectives (e.g., Crawford & Marecek, 1989; Deaux, 1999; Rutherford, Vaughn-Blount, & Ball, 2010; Unger, 1998). Here, we focus on how, from psychology of gender’s murky beginnings in early 20th century Freudian personality theory and even deeper roots in androcentric paternalism of 19th century science (Shields, 1975, 1982; Shields & Bhatia, 2009), feminist psychologists have shaped how sex and gender are scientifically defined, theorized, and studied. Over the course of the second half of the 20th century, feminist psychologists challenged psychology’s long-standing equation of female with defect and the psychology of gender with cat- aloging sex differences (Marecek, Kimmel, Crawford, & Hare-Mustin, 2003; Rutherford & Granek, 2010). We identify three intertwined streams of investigation from which the contemporary psychology of gender grew: (a) research focusing on gender identity as a feature of personality, (b) research on behavioral sex differences, and (c) research on gender roles and the study of gender in social context. We interweave into this story how each of the six key articles highlighted in this special section illustrate turning points in that history. We then describe the critical importance of networks and mentors toward making the research reported in those articles possible. We conclude with our thoughts on future directions in the social psychology of gender. Three Streams of Research Personality and Gender Identity Sigmund Freud’s visit to the United States in 1909 (at G. Stanley Hall’s invitation) was a signal moment for both Freu- dian and American psychology. Although many American scientists were disdainful of Freud’s ideas, he found a c.

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Speaking with Confidence Discuss speaking with confidence. First, generate a list of the factors or situations that account for your own nervousness or confidence in public speaking situations. Next, think about the confidence factors you have read about in your course materials. Finally, describe yourself as a confident or nervous speaker and discuss how you might enhance your own confidence based on these factors. Remember that your discussion response must include the following: A reflection on the concept we are discussing. Give us a summary of things you learned about this concept from your assigned chapter readings. A thorough example/discussion to support your reflection. A final statement that tells us what you take away from this week's lesson. Properly formatted in-text citations and references. Strong grammar, spelling, and mechanics. In total your discussion should be at least 250 words .

Speaking with ConfidenceDiscuss speaking with confidence. First,.docx

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Speaker Profession Xiomara Mejia, Melanie Sanoff, Claudia Lemanski, Zijie Yuan, Angelique Desjardins, Martin Prokai, Gabrielle Peterson Chidera Udeh Crystal Akers () - Add your name to the group's slide, and someone should write the research question here. What is the exact wording of the research question(s) you would like to investigate? What kind of study do you propose? Are you analyzing screen data? Conducting interviews? Presenting an experimental survey with a stimulus you've designed? What is your hypothesis? How does your study relate to our course? Consider connections to methods of the study, the linguistic variable in the study (words? phrasing? sounds?) and how the social factor you've selected into (Participants/ Setting / Topic/ Function) relates to linguistic variable. Crystal Akers () - Use your responses from Collab 3 to ensure some consensus on these questions. Then, each person should post a new slide, following the instructions in Collab 4. Research Question How does the profession of a speaker influence their formality on social media platforms? Crystal Akers () - Just go with it! :) MELANIE SANOFF () - Is everyone okay with this final question? ANGELIQUE DESJARDINS () - I like this form of the question! Hypothesis If the formality of a speaker on social media is greater, then their profession is more formal than someone with less formal speaking. This will be seen in the data through: Number of sentences Hashtags Word choice Emojis etc. Crystal Akers () - Everyone can add their own slides showing different screen data accounts and how they are analyzed. See Xio's slides for some examples of how this can work. Study Type Analysis of screen data (Twitter Data) Data Collection Collect Data from social media Twitter/Facebook Collection of: Number of Abbreviation Number of Emojis used Punctuation Grammar (Errors made) Complexity of Words chosen Ex: Would someone with no higher education be able to understand a politician's word choices without the help of a dictionary. Crystal Akers () - Analyze these sample slides. What linguistic data do you receive from them? Showing a table would be great to let your viewers understand what you're examining (say, # of words/sentence?) and what the exact figures are (how many words/sentence, precisely?) DataTwitter HandleTotal # sentences in setTotal # of words in setTotal # of hashtags in setTotal # of emoji in setTotal # of abbreviations in setGrammar Errors in setPunctuation in setCristine Rotenberg @nailogical21903110Governor Phil Murphy @GovMurphy 58700005 Politicians vs Celebrities Politicians tweets vs Celebrity tweets iamcardib @iamcardib ·Mar 27 We are not in great shape . Bernie Sanders @BernieSanders ·22h There are people today who may well have symptoms of coronavirus, but who have to go to work because they don’t have any paid family or medical leave. How does that happen in t.

Speaker Profession Xiomara Mejia, Melanie Sanoff, Claudia Le.docx

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Speakers and Presentations Please respond to ONE of the following: Question A Is it easier to criticize a speaker’s delivery than his or her message content? Please explain your response. What are some ways a speaker might minimize audience criticism? Question B Conduct an Internet search to locate a PowerPoint presentation. Please offer an analysis of its strengths and weaknesses. Please provide the link to your chosen PowerPoint so that you peers are able to view it. View your discussion rubric . .

Speakers and PresentationsPlease respond to ONE of the follo.docx

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Speaking with a Stranger: Intercultural Classrooms' Tensions And Managing Strategies .Journal of College Teaching and Learning; Littleton (Sep 2011): 9-17. An increasing number of Thai students are enrolling in international programs recently with the expectation of real-life intercultural learning experiences. Most teachers in intercultural classrooms in Thailand are native English-speaking teachers who come from different cultures and have different perspectives. These teachers' roles, teaching styles and relationships with their Thai students all impact instructional success and achievement in an intercultural classroom. Conflicts and tensions are expected in an intercultural classroom where diverse cultures meet. In order to enhance the quality of international education and explore classroom interactions, relationships, and conflicts; this study used qualitative in-depth inten'iews with 20 native Englishspeaking teachers and 20 Thai students at four international colleges in Thailand. The results indicate that when native English-speaking teachers and Thai students interacted, they encountered 3 dialectical tensions: stability/change, openness/closedness, and separation/connection. Additionally, they employed 6 different strategies; selection, cyclical alteration, segmentation, integrative reframing, integrative moderation, and indifference; to negotiate those tensions. Keywords: Intercultural Classroom; Dialectical Tension; Native-English Speaking Teacher; Thai Student INTRODUCTION An effective educational system allows people to have a higher quality of life because higher educational attainment enables students to have more opportunities at their desired careers. Accordingly, most countries try to improve their educational system in order to help their people realize their desired career goals. The expected educational system must attempt to provide all levels of students with high-quality and valuable opportunities for education in order to enable them to acquire occupational competencies (Hamilton & Hurrelmann, 1994). Realizing the importance of job opportunities caused by the quality of good education, international programs in Thailand are emerging. International schools are believed to provide high quality education because they feature rigorous academic programs while at the same time exposing students to more global perspectives. Students who study at international schools are, therefore, expected to be good at cultural adaptation and proficient in the primary language taught at schools. In Thailand, the international education system has received a tremendous boost due to the Thai economic boom in the early 1990s (Monthienvichienchai, Bhibulbhanuwat, Kasemsuk, & Speece, 2002). Since then, international schools have been increasingly prevalent along with the continuing need for teachers who are native speakers of English. As a result, sojourners becoming teachers in international schools in Thailand are mostly from the native.

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Speaker Denise Froning is from the Heritage Foundation. What type of organization is the Heritage Foundation? Is it considered a “liberal” or a “conservative” institution? Summarize her views of the NAFTA deal. How do her views of NAFTA align with the policies of the Heritage Foundation? What types of policies and changes were called for by Republicans when they won the House of Representatives in 1994? (These policies were often called the “Contract with America,” which you can see as the backdrop in some of the footage shown) Were Newt Gingrich’s plans enacted into law? What changes were made in Clinton’s “Welfare to Work” program? How did conservatives view previous government initiatives such as affirmative action and anti-poverty programs? What is the WTO? Why do we see people protesting at WTO meetings? What issues are the protestors (and other Americans) concerned about when it comes to globalization ? How is globalization similar to imperialism? .

Speaker Denise Froning is from the Heritage Foundation. What type .docx

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Spanish I: The Verb SER Directions: On your own paper, write the following sentences and conjugate the verb SER in the appropriate form. Translate the sentences to English. Example: Los chicos son guapos. The boys are handsome. 1. María _______ muy alta. 2. *Yo _________francés. 3. *Mis amigos ________de Cuba. 4. Ustedes ____are_____ jóvenes. 5.*Hoy ______ sábado. 6. Tú ________ muy hermosa. 7. Nosotros ________ viejos. 8. *El coche/carro ________ negro. 9. *Mis amigos ________ inteligentes. 10. Mis padres ________ médicos. 11. *La casa _________ amarilla. 12. *El muchacho _______ muy serio. 13. *(Tu) no ________ feo. 14. (Nosotros) ________ de los Estados Unidos. 15. Mis primos ________ abogados. 16. Nosotros _______ de Barcelona. 17. *Ellas ________ estudiantes. 18. *Ustedes no _______ de aquí. 19. *(Yo) ________ alemán. 20.* _______ yo. * .

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