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  • [Solved] question assigment

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    Executive Solution Overview

    – 2 years ago **files (2)** – ## ASSESSMENTANDDIFFERENTIATIONCHART1.pptx – ## Module4PracticingAuthenticAssessmentDifferentiatedInstruction.docx **## ASSESSMENTANDDIFFERENTIATIONCHART1.pptx** STEP BY STEP ASSESSMENT & DIFFERENTIATION CHART DIFFERENTIATEDKINDERGARTEN.COM TIERED ACTIVITY WHOLE GROUP I…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## ASSESSMENTANDDIFFERENTIATIONCHART1.pptx

    – ## Module4PracticingAuthenticAssessmentDifferentiatedInstruction.docx

    **## ASSESSMENTANDDIFFERENTIATIONCHART1.pptx**

    STEP BY STEP ASSESSMENT & DIFFERENTIATION CHART
    DIFFERENTIATEDKINDERGARTEN.COM

    TIERED ACTIVITY

    WHOLE GROUP INTRO ACTIVITY

    KEY CONCEPT: Use a NYS Common Core Standard

    WHAT WILL ALL STUDENTS DO?

    PRE-ASSESSMENT ACTIVITY

    Tier 1

    Tier 2

    Tier 3

    ## image1.jpg

    ## image2.jpg

    **## Module4PracticingAuthenticAssessmentDifferentiatedInstruction.docx**

    **Module 4**: Practicing Authentic Assessment & Differentiated Instruction

    Module 4: Creating an Environment for Learning-3

    **Learning Objectives**

    1. Discuss  the importance of teaching children to appreciate similarities and differences within themselves and others.

    2. Identify ways in which teachers can value and teach diversity in the classroom.

    3. Explain some of the unique needs children with disabilities, including some of the characteristics.

    4. Describe the techniques for creating a diverse curriculum and classroom.

    5. Practice using authentic assessments to plan for the unique differences in students.

    6. Identify ways in which teachers can incorporate the National Council for Social Studies (NCSS) standards into the curriculum.

    7. Discuss strategies for teaching and promoting pro-social skills.

    **Creating an Environment for Learning**

    These are the topics that we will discuss during class.

    · Appreciating Differences

    · Authentic Assessment & Differentiated Instruction

    · Planning an Environment Conducive to Learning

    **Reading**

    Please read the following BEFORE class.

    · Read Chapter 5

    **Today's Task**

    High quality early childhood instruction must be driven by timely and accurate child assessment data.  To learn more about this please:

    1. Read the assigned chapter

    2. Watch the Authentic Assessment video

    3. Complete the Assessment & Differentiated Instruction Chart Assignment

    **Authentic Assessment**

    Watch the Wiggins Authentic Assessment video during class, before completing the Assessment & Differentiated Instruction Chart Assignment. This video  will prepare participants to complete the chart assignment, as they will hear about the purposes of Authentic Assessment. It will also clarify what Authentic Assessment is not.

    **PART I:** Watch the
    [Wiggins Authentic Assessment videoLinks to an external site.](https://youtu.be/c_gibuFZXZw) before completing the Assessment & Differentiated Instruction Chart Assignment. This video will prepare you to complete the chart assignment, as you will hear about the purposes of Authentic Assessment. It will also clarify what Authentic Assessment is not.

    **PART II:** Complete the Authentic
    [Assessment & Differentiated Instruction Chart](https://molloy.instructure.com/courses/37943/files/4085923?wrap=1)

    [Actions](https://molloy.instructure.com/courses/37943/assignments/499878?module_item_id=1137638)

    by using the Step-by-Step Guide in Slide 1.
    **_When you are done, upload your work here_.  Assignment will be graded "complete/incomplete."**

    **## Module4PracticingAuthenticAssessmentDifferentiatedInstruction.docx**

    **Module 4**: Practicing Authentic Assessment & Differentiated Instruction

    Module 4: Creating an Environment for Learning-3

    **Learning Objectives**

    1. Discuss  the importance of teaching children to appreciate similarities and differences within themselves and others.

    2. Identify ways in which teachers can value and teach diversity in the classroom.

    3. Explain some of the unique needs children with disabilities, including some of the characteristics.

    4. Describe the techniques for creating a diverse curriculum and classroom.

    5. Practice using authentic assessments to plan for the unique differences in students.

    6. Identify ways in which teachers can incorporate the National Council for Social Studies (NCSS) standards into the curriculum.

    7. Discuss strategies for teaching and promoting pro-social skills.

    **Creating an Environment for Learning**

    These are the topics that we will discuss during class.

    · Appreciating Differences

    · Authentic Assessment & Differentiated Instruction

    · Planning an Environment Conducive to Learning

    **Reading**

    Please read the following BEFORE class.

    · Read Chapter 5

    **Today's Task**

    High quality early childhood instruction must be driven by timely and accurate child assessment data.  To learn more about this please:

    1. Read the assigned chapter

    2. Watch the Authentic Assessment video

    3. Complete the Assessment & Differentiated Instruction Chart Assignment

    **Authentic Assessment**

    Watch the Wiggins Authentic Assessment video during class, before completing the Assessment & Differentiated Instruction Chart Assignment. This video  will prepare participants to complete the chart assignment, as they will hear about the purposes of Authentic Assessment. It will also clarify what Authentic Assessment is not.

    **PART I:** Watch the
    [Wiggins Authentic Assessment videoLinks to an external site.](https://youtu.be/c_gibuFZXZw) before completing the Assessment & Differentiated Instruction Chart Assignment. This video will prepare you to complete the chart assignment, as you will hear about the purposes of Authentic Assessment. It will also clarify what Authentic Assessment is not.

    **PART II:** Complete the Authentic
    [Assessment & Differentiated Instruction Chart](https://molloy.instructure.com/courses/37943/files/4085923?wrap=1)

    [Actions](https://molloy.instructure.com/courses/37943/assignments/499878?module_item_id=1137638)

    by using the Step-by-Step Guide in Slide 1.
    **_When you are done, upload your work here_.  Assignment will be graded "complete/incomplete."**

    **## ASSESSMENTANDDIFFERENTIATIONCHART1.pptx**

    STEP BY STEP ASSESSMENT & DIFFERENTIATION CHART
    DIFFERENTIATEDKINDERGARTEN.COM

    TIERED ACTIVITY

    WHOLE GROUP INTRO ACTIVITY

    KEY CONCEPT: Use a NYS Common Core Standard

    WHAT WILL ALL STUDENTS DO?

    PRE-ASSESSMENT ACTIVITY

    Tier 1

    Tier 2

    Tier 3

    ## image1.jpg

    ## image2.jpg

    **## Module4PracticingAuthenticAssessmentDifferentiatedInstruction.docx**

    **Module 4**: Practicing Authentic Assessment & Differentiated Instruction

    Module 4: Creating an Environment for Learning-3

    **Learning Objectives**

    1. Discuss  the importance of teaching children to appreciate similarities and differences within themselves and others.

    2. Identify ways in which teachers can value and teach diversity in the classroom.

    3. Explain some of the unique needs children with disabilities, including some of the characteristics.

    4. Describe the techniques for creating a diverse curriculum and classroom.

    5. Practice using authentic assessments to plan for the unique differences in students.

    6. Identify ways in which teachers can incorporate the National Council for Social Studies (NCSS) standards into the curriculum.

    7. Discuss strategies for teaching and promoting pro-social skills.

    **Creating an Environment for Learning**

    These are the topics that we will discuss during class.

    · Appreciating Differences

    · Authentic Assessment & Differentiated Instruction

    · Planning an Environment Conducive to Learning

    **Reading**

    Please read the following BEFORE class.

    · Read Chapter 5

    **Today's Task**

    High quality early childhood instruction must be driven by timely and accurate child assessment data.  To learn more about this please:

    1. Read the assigned chapter

    2. Watch the Authentic Assessment video

    3. Complete the Assessment & Differentiated Instruction Chart Assignment

    **Authentic Assessment**

    Watch the Wiggins Authentic Assessment video during class, before completing the Assessment & Differentiated Instruction Chart Assignment. This video  will prepare participants to complete the chart assignment, as they will hear about the purposes of Authentic Assessment. It will also clarify what Authentic Assessment is not.

    **PART I:** Watch the
    [Wiggins Authentic Assessment videoLinks to an external site.](https://youtu.be/c_gibuFZXZw) before completing the Assessment & Differentiated Instruction Chart Assignment. This video will prepare you to complete the chart assignment, as you will hear about the purposes of Authentic Assessment. It will also clarify what Authentic Assessment is not.

    **PART II:** Complete the Authentic
    [Assessment & Differentiated Instruction Chart](https://molloy.instructure.com/courses/37943/files/4085923?wrap=1)

    [Actions](https://molloy.instructure.com/courses/37943/assignments/499878?module_item_id=1137638)

    by using the Step-by-Step Guide in Slide 1.
    **_When you are done, upload your work here_.  Assignment will be graded "complete/incomplete."**

    **## ASSESSMENTANDDIFFERENTIATIONCHART1.pptx**

    STEP BY STEP ASSESSMENT & DIFFERENTIATION CHART
    DIFFERENTIATEDKINDERGARTEN.COM

    TIERED ACTIVITY

    WHOLE GROUP INTRO ACTIVITY

    KEY CONCEPT: Use a NYS Common Core Standard

    WHAT WILL ALL STUDENTS DO?

    PRE-ASSESSMENT ACTIVITY

    Tier 1

    Tier 2

    Tier 3

    ## image1.jpg

    ## image2.jpg

    **## Module4PracticingAuthenticAssessmentDifferentiatedInstruction.docx**

    **Module 4**: Practicing Authentic Assessment & Differentiated Instruction

    Module 4: Creating an Environment for Learning-3

    **Learning Objectives**

    1. Discuss  the importance of teaching children to appreciate similarities and differences within themselves and others.

    2. Identify ways in which teachers can value and teach diversity in the classroom.

    3. Explain some of the unique needs children with disabilities, including some of the characteristics.

    4. Describe the techniques for creating a diverse curriculum and classroom.

    5. Practice using authentic assessments to plan for the unique differences in students.

    6. Identify ways in which teachers can incorporate the National Council for Social Studies (NCSS) standards into the curriculum.

    7. Discuss strategies for teaching and promoting pro-social skills.

    **Creating an Environment for Learning**

    These are the topics that we will discuss during class.

    · Appreciating Differences

    · Authentic Assessment & Differentiated Instruction

    · Planning an Environment Conducive to Learning

    **Reading**

    Please read the following BEFORE class.

    · Read Chapter 5

    **Today's Task**

    High quality early childhood instruction must be driven by timely and accurate child assessment data.  To learn more about this please:

    1. Read the assigned chapter

    2. Watch the Authentic Assessment video

    3. Complete the Assessment & Differentiated Instruction Chart Assignment

    **Authentic Assessment**

    Watch the Wiggins Authentic Assessment video during class, before completing the Assessment & Differentiated Instruction Chart Assignment. This video  will prepare participants to complete the chart assignment, as they will hear about the purposes of Authentic Assessment. It will also clarify what Authentic Assessment is not.

    **PART I:** Watch the
    [Wiggins Authentic Assessment videoLinks to an external site.](https://youtu.be/c_gibuFZXZw) before completing the Assessment & Differentiated Instruction Chart Assignment. This video will prepare you to complete the chart assignment, as you will hear about the purposes of Authentic Assessment. It will also clarify what Authentic Assessment is not.

    **PART II:** Complete the Authentic
    [Assessment & Differentiated Instruction Chart](https://molloy.instructure.com/courses/37943/files/4085923?wrap=1)

    [Actions](https://molloy.instructure.com/courses/37943/assignments/499878?module_item_id=1137638)

    by using the Step-by-Step Guide in Slide 1.
    **_When you are done, upload your work here_.  Assignment will be graded "complete/incomplete."**

  • [Solved] article review

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    brief summary of article – 2 years ago **files (2)** – ## STUDINotes_Article.docx – ScreenShot2025-01-24at7.33.16PM.png **## STUDINotes_Article.docx** **EEX 3226** **\* STŬDI Note Template for Monograph Article Reading**: INSERT ARTICLE TITLE AND AUTHOR(S) HERE **Name:** INSERT YOUR NAME HERE **I…

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    Assignment Prompt & Instructions

    brief summary of article

    – 2 years ago

    **files (2)**

    – ## STUDINotes_Article.docx

    – ScreenShot2025-01-24at7.33.16PM.png

    **## STUDINotes_Article.docx**

    **EEX 3226**
    **\* STŬDI Note Template for Monograph Article Reading**: INSERT ARTICLE TITLE AND AUTHOR(S) HERE

    **Name:** INSERT YOUR NAME HERE

    **Instructions:**
    1. Read the assigned article;
    2. Think about how you might succinctly summarize the article;
    3. Complete the table below and bring the typed, printed table to class.

    | |
    | — |
    | A. <br>**Conceptual link:** Describe 2-3 ways the information in this article links to the foundational information for this course (e.g. to one or more of the ideas in the corresponding textbook chapter, PowerPoint lecture, Types of assessment, etc.).<br>Insert Information here; limit your information to 5 or less sentences. |
    | B. <br>**(Original) Generalized example:** Generate 1-2 (in complete sentences) original (not otherwise discussed in class) example(s) exemplifying the concept(s)/main points you gained from the assigned reading. Think about and use your own or hypothetical experience/example to explain the contents of the reading.<br> <br>Insert Information here |

    ***STŬDI** is an acronym for
    **_S_** _ynthesized_
    _**T** o_
    _**U** nderstand and_
    _**D** igest_
    _**I** nformation_. These
    **STUDI** notes are to be completed and used as a tool to increase your engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker, 1962/2010).

    Page 1 of 1

    **ScreenShot2025-01-24at7.33.16PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-01-24at7-33-16pm-png)

    **ScreenShot2025-01-24at7.33.16PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-01-24at7-33-16pm-png)

    **## STUDINotes_Article.docx**

    **EEX 3226**
    **\* STŬDI Note Template for Monograph Article Reading**: INSERT ARTICLE TITLE AND AUTHOR(S) HERE

    **Name:** INSERT YOUR NAME HERE

    **Instructions:**
    1. Read the assigned article;
    2. Think about how you might succinctly summarize the article;
    3. Complete the table below and bring the typed, printed table to class.

    | |
    | — |
    | A. <br>**Conceptual link:** Describe 2-3 ways the information in this article links to the foundational information for this course (e.g. to one or more of the ideas in the corresponding textbook chapter, PowerPoint lecture, Types of assessment, etc.).<br>Insert Information here; limit your information to 5 or less sentences. |
    | B. <br>**(Original) Generalized example:** Generate 1-2 (in complete sentences) original (not otherwise discussed in class) example(s) exemplifying the concept(s)/main points you gained from the assigned reading. Think about and use your own or hypothetical experience/example to explain the contents of the reading.<br> <br>Insert Information here |

    ***STŬDI** is an acronym for
    **_S_** _ynthesized_
    _**T** o_
    _**U** nderstand and_
    _**D** igest_
    _**I** nformation_. These
    **STUDI** notes are to be completed and used as a tool to increase your engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker, 1962/2010).

    Page 1 of 1

    **ScreenShot2025-01-24at7.33.16PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-01-24at7-33-16pm-png)

    **## STUDINotes_Article.docx**

    **EEX 3226**
    **\* STŬDI Note Template for Monograph Article Reading**: INSERT ARTICLE TITLE AND AUTHOR(S) HERE

    **Name:** INSERT YOUR NAME HERE

    **Instructions:**
    1. Read the assigned article;
    2. Think about how you might succinctly summarize the article;
    3. Complete the table below and bring the typed, printed table to class.

    | |
    | — |
    | A. <br>**Conceptual link:** Describe 2-3 ways the information in this article links to the foundational information for this course (e.g. to one or more of the ideas in the corresponding textbook chapter, PowerPoint lecture, Types of assessment, etc.).<br>Insert Information here; limit your information to 5 or less sentences. |
    | B. <br>**(Original) Generalized example:** Generate 1-2 (in complete sentences) original (not otherwise discussed in class) example(s) exemplifying the concept(s)/main points you gained from the assigned reading. Think about and use your own or hypothetical experience/example to explain the contents of the reading.<br> <br>Insert Information here |

    ***STŬDI** is an acronym for
    **_S_** _ynthesized_
    _**T** o_
    _**U** nderstand and_
    _**D** igest_
    _**I** nformation_. These
    **STUDI** notes are to be completed and used as a tool to increase your engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker, 1962/2010).

    Page 1 of 1

    **ScreenShot2025-01-24at7.33.16PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-01-24at7-33-16pm-png)

  • [Solved] respond to discussion 3AM

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## Responses3.docx **## Responses3.docx** Responses Jerome, Effective error correction is crucial in supporting English Language Learners (ELLs) as they develop language proficiency. Implementing appropriate strategies not only aids in correcting mistakes but also foste…

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    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Responses3.docx

    **## Responses3.docx**

    Responses

    Jerome,

    Effective error correction is crucial in supporting English Language Learners (ELLs) as they develop language proficiency. Implementing appropriate strategies not only aids in correcting mistakes but also fosters a positive learning environment that encourages risk-taking and active participation. One such strategy is recasting, where the teacher implicitly corrects a student's error by restating the incorrect sentence in its correct form. For example, for example, if a student says, "She go to school every day," the teacher responds, "Yes, she goes to school every day." This method provides the correct language model without directly highlighting the error, allowing students to notice and internalize the correct structure in a non-threatening manner. Another effective strategy is delayed correction, which involves noting errors during an activity and addressing them afterward, rather than interrupting the student's flow of speech. This approach is particularly beneficial during communicative exercises where fluency is prioritized over accuracy. For example, after an activity, the teacher can discuss common errors with the class or provide individual feedback, allowing students to reflect on their mistakes and understand the correct forms. In applying these strategies in the classroom, consider a scenario where students are engaged in a group discussion. As they converse, the teacher listens attentively, noting any recurring errors. Instead of interrupting, the teacher waits until the discussion concludes to address the errors collectively, perhaps by writing them on the board and eliciting corrections from the students.

    [**Shellarella Nealy**](https://nsu.instructure.com/courses/2537764/users/8722363)

    Here is a brief overview of the Error Correction strategy and two other methods and how I could apply them in the classroom with English Language Learners (ELLs):

    Error Correction strategy involves providing constructive feedback to help students learn from their mistakes without discouraging them. For ELLs, it is essential to focus on significant errors (e.g., those that hinder understanding) rather than minor ones to build confidence. I would incorporate into my classroom the following ways:

    · When using this strategy in the classroom, I would correct errors in a supportive tone and provide direct corrections for repeated errors.

    · Incorporate peer review or self-assessment activities so students can identify errors in their work and learn with each other.

    Scaffolding Writing strategy involves providing step-by-step guidance to help students complete writing tasks they may not be able to independently. Scaffolding gradually reduces support as students gain skills. I would incorporate into my classroom the following ways:

    · I would use graphic organizers such as story maps and sentence frames) to guide brainstorming and structuring ideas.

    · I would also model writing tasks by composing an example on the board with student input.

    · I will also provide sentence starters or word banks to help ELLs create complex sentences. As students develop writing confidence, I will gradually reduce the scaffolding.

    Modeling strategy allows students to observe and learn through examples or demonstrations provided by the teacher. Modeling is especially effective for ELLs who benefit from clear, visual, and auditory input. I would incorporate into my classroom the following ways:

    · Demonstrate specific language skills, such as constructing a paragraph or using transition words effectively.

    · Model speaking, reading, and writing tasks in real-time, thinking aloud to show your process.

    · Incorporate visual aids (e.g., anchor charts, realia, or videos) to support understanding.

    · Encourage students to practice modeled skills in pairs or small groups before working independently.

    By combining these strategies, you can create a supportive and structured environment that meets ELLs' diverse language needs and helps them build confidence and proficiency in English.

    **## Responses3.docx**

    Responses

    Jerome,

    Effective error correction is crucial in supporting English Language Learners (ELLs) as they develop language proficiency. Implementing appropriate strategies not only aids in correcting mistakes but also fosters a positive learning environment that encourages risk-taking and active participation. One such strategy is recasting, where the teacher implicitly corrects a student's error by restating the incorrect sentence in its correct form. For example, for example, if a student says, "She go to school every day," the teacher responds, "Yes, she goes to school every day." This method provides the correct language model without directly highlighting the error, allowing students to notice and internalize the correct structure in a non-threatening manner. Another effective strategy is delayed correction, which involves noting errors during an activity and addressing them afterward, rather than interrupting the student's flow of speech. This approach is particularly beneficial during communicative exercises where fluency is prioritized over accuracy. For example, after an activity, the teacher can discuss common errors with the class or provide individual feedback, allowing students to reflect on their mistakes and understand the correct forms. In applying these strategies in the classroom, consider a scenario where students are engaged in a group discussion. As they converse, the teacher listens attentively, noting any recurring errors. Instead of interrupting, the teacher waits until the discussion concludes to address the errors collectively, perhaps by writing them on the board and eliciting corrections from the students.

    [**Shellarella Nealy**](https://nsu.instructure.com/courses/2537764/users/8722363)

    Here is a brief overview of the Error Correction strategy and two other methods and how I could apply them in the classroom with English Language Learners (ELLs):

    Error Correction strategy involves providing constructive feedback to help students learn from their mistakes without discouraging them. For ELLs, it is essential to focus on significant errors (e.g., those that hinder understanding) rather than minor ones to build confidence. I would incorporate into my classroom the following ways:

    · When using this strategy in the classroom, I would correct errors in a supportive tone and provide direct corrections for repeated errors.

    · Incorporate peer review or self-assessment activities so students can identify errors in their work and learn with each other.

    Scaffolding Writing strategy involves providing step-by-step guidance to help students complete writing tasks they may not be able to independently. Scaffolding gradually reduces support as students gain skills. I would incorporate into my classroom the following ways:

    · I would use graphic organizers such as story maps and sentence frames) to guide brainstorming and structuring ideas.

    · I would also model writing tasks by composing an example on the board with student input.

    · I will also provide sentence starters or word banks to help ELLs create complex sentences. As students develop writing confidence, I will gradually reduce the scaffolding.

    Modeling strategy allows students to observe and learn through examples or demonstrations provided by the teacher. Modeling is especially effective for ELLs who benefit from clear, visual, and auditory input. I would incorporate into my classroom the following ways:

    · Demonstrate specific language skills, such as constructing a paragraph or using transition words effectively.

    · Model speaking, reading, and writing tasks in real-time, thinking aloud to show your process.

    · Incorporate visual aids (e.g., anchor charts, realia, or videos) to support understanding.

    · Encourage students to practice modeled skills in pairs or small groups before working independently.

    By combining these strategies, you can create a supportive and structured environment that meets ELLs' diverse language needs and helps them build confidence and proficiency in English.

  • [Solved] DQRESPONSE

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## DiscussionReplies.docx **## DiscussionReplies.docx** **Directions:** You must respond to the 2 classmates replies below of at least 100 words each. To encourage an atmosphere of a conversational discussion, citations and references are not required for the reply post…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## DiscussionReplies.docx

    **## DiscussionReplies.docx**

    **Directions:** You must respond to the 2 classmates replies below of at least 100 words each. To encourage an atmosphere of a conversational discussion, citations and references are not required for the reply posts. However, any sources cited must have been published within the last five years unless the student is citing classic or historical theoretical information or research. Acceptable sources include course materials, scholarly peer-reviewed sources, and/or the Bible, in current APA format, with at least 1 of the sources being from course materials or scholarly, peer-reviewed articles or texts. Each reply must be labeled in order to identify the classmate you are responding to.

    **Classmate One:**

    I found the materials in Modules 1 and 2 to be very interesting and thought-provoking. It has been a very long time since I took my undergraduate developmental psychology course (around 1993). That is a long way back to remember the specifics of a course. Still, I can distinctly recall when learning about developmental theories with split approaches (nature versus nurture), such as the Five Factor Theory (FFT) view of personality (nature side) and Vygotsky’s views (nurture side), wondering why someone would limit their thinking to just one side or the other. I recall having to defend a “side” with real-life examples (I am probably showing my age here). It has always seemed to me that both nature and nurture interact to influence an individual’s development through their lifetime.

    I do not recall learning about the relational developmental systems (RDS) based model of development in 1993, but I am very excited to expand my understanding of human development through that lens this semester. The discussion regarding the bi-directional relation between development and evolution was most intriguing about RDS in our readings thus far. Specifically, Lerner (2018) discussed Robert Lickliter’s view that not only does development influence the features of an individual that emerge across ontogeny, but it also influences evolution. Lickliter, as cited by Lerner (2018, p.33), notes that there is research to suggest “that cells can transmit information to daughter cells through non-DNA, epigenetic means.” Therefore, an organism's physical and behavioral characteristics develop from the interactions among genes, cells, and the physical and social environments in which the organism exists. From my understanding of the readings, this is foundational to RDS. Lerner et al. (2015) suggest the RDS-based approach to human development aims to produce impactful, evidence-based research that addresses and ideally eliminates challenges to healthy development for diverse children, families, and communities.

    References

    Lerner, R. M. (2018). Concepts and theories of human development (4th ed.). Routledge.

    Lerner, R. M., Johnson, S. K., Buckingham, M. H., Lerner, R. M., Johnson, S. K., & Buckingham, M. H. (2015). Relational Developmental Systems‐Based Theories and the Study of Children and Families: Lerner and Spanier (1978) Revisited. Journal of Family Theory & Review., 7(2), 83–104.
    [https://doi.org/10.1111/jftr.12067](https://doi.org/10.1111/jftr.12067)

    **Classmate two:**

    Developmental psychology looks at growth and development across the lifespan, while focusing on areas such as social, cognitive, and physical changes that can occur. Developmental psychologist and science are the individuals responsible for making advances through questions and research (Lerner, 2018). Developmental science offers the ability to empirically add to or substantiate theories and ideas that can help us better understand and aid in understanding growth and development (Lerner, 2018). These are tools that can help make great strides in helping professions such as medicine, counseling, psychology, etc.

    I find that I always enjoy reading about early philosophers and their contribution to science. It is the ability to go back to the beginning and see how the field has grown and how many of the ideas of early philosophers paved the way for research today. I think the most surprising thing I discover when reading about development is the vast amount of contribution and theory out there.

    Plato was a major contributor to developmental science as we know it because he created a solid line between mind and body, offering insight into not only what humans are like, but also considering how nature-nurture plays into human development (Lerner, 2018). Sproul (2000) described Plato’s work as attempting to find a way to combine “being and becoming” and “change and permanence” (p. 33). A lot of the work I do as a therapist involves working with clients, which a lot of these early philosophers were trying to do the same. Think of how different the science of development would be if we did not have so many avenues of seeing and understanding the person and body as a whole. Without the early philosophers, science would likely not have rooted itself in understanding the age-old questions surrounding the understanding of mind, body, and spirit.

    References

    Lerner, R. M. (2018). Concepts and theories of human development. Routledge. New York.

    Sproul, R. C. (2000). The consequences of ideas. Crossway. Illinois.

    **## DiscussionReplies.docx**

    **Directions:** You must respond to the 2 classmates replies below of at least 100 words each. To encourage an atmosphere of a conversational discussion, citations and references are not required for the reply posts. However, any sources cited must have been published within the last five years unless the student is citing classic or historical theoretical information or research. Acceptable sources include course materials, scholarly peer-reviewed sources, and/or the Bible, in current APA format, with at least 1 of the sources being from course materials or scholarly, peer-reviewed articles or texts. Each reply must be labeled in order to identify the classmate you are responding to.

    **Classmate One:**

    I found the materials in Modules 1 and 2 to be very interesting and thought-provoking. It has been a very long time since I took my undergraduate developmental psychology course (around 1993). That is a long way back to remember the specifics of a course. Still, I can distinctly recall when learning about developmental theories with split approaches (nature versus nurture), such as the Five Factor Theory (FFT) view of personality (nature side) and Vygotsky’s views (nurture side), wondering why someone would limit their thinking to just one side or the other. I recall having to defend a “side” with real-life examples (I am probably showing my age here). It has always seemed to me that both nature and nurture interact to influence an individual’s development through their lifetime.

    I do not recall learning about the relational developmental systems (RDS) based model of development in 1993, but I am very excited to expand my understanding of human development through that lens this semester. The discussion regarding the bi-directional relation between development and evolution was most intriguing about RDS in our readings thus far. Specifically, Lerner (2018) discussed Robert Lickliter’s view that not only does development influence the features of an individual that emerge across ontogeny, but it also influences evolution. Lickliter, as cited by Lerner (2018, p.33), notes that there is research to suggest “that cells can transmit information to daughter cells through non-DNA, epigenetic means.” Therefore, an organism's physical and behavioral characteristics develop from the interactions among genes, cells, and the physical and social environments in which the organism exists. From my understanding of the readings, this is foundational to RDS. Lerner et al. (2015) suggest the RDS-based approach to human development aims to produce impactful, evidence-based research that addresses and ideally eliminates challenges to healthy development for diverse children, families, and communities.

    References

    Lerner, R. M. (2018). Concepts and theories of human development (4th ed.). Routledge.

    Lerner, R. M., Johnson, S. K., Buckingham, M. H., Lerner, R. M., Johnson, S. K., & Buckingham, M. H. (2015). Relational Developmental Systems‐Based Theories and the Study of Children and Families: Lerner and Spanier (1978) Revisited. Journal of Family Theory & Review., 7(2), 83–104.
    [https://doi.org/10.1111/jftr.12067](https://doi.org/10.1111/jftr.12067)

    **Classmate two:**

    Developmental psychology looks at growth and development across the lifespan, while focusing on areas such as social, cognitive, and physical changes that can occur. Developmental psychologist and science are the individuals responsible for making advances through questions and research (Lerner, 2018). Developmental science offers the ability to empirically add to or substantiate theories and ideas that can help us better understand and aid in understanding growth and development (Lerner, 2018). These are tools that can help make great strides in helping professions such as medicine, counseling, psychology, etc.

    I find that I always enjoy reading about early philosophers and their contribution to science. It is the ability to go back to the beginning and see how the field has grown and how many of the ideas of early philosophers paved the way for research today. I think the most surprising thing I discover when reading about development is the vast amount of contribution and theory out there.

    Plato was a major contributor to developmental science as we know it because he created a solid line between mind and body, offering insight into not only what humans are like, but also considering how nature-nurture plays into human development (Lerner, 2018). Sproul (2000) described Plato’s work as attempting to find a way to combine “being and becoming” and “change and permanence” (p. 33). A lot of the work I do as a therapist involves working with clients, which a lot of these early philosophers were trying to do the same. Think of how different the science of development would be if we did not have so many avenues of seeing and understanding the person and body as a whole. Without the early philosophers, science would likely not have rooted itself in understanding the age-old questions surrounding the understanding of mind, body, and spirit.

    References

    Lerner, R. M. (2018). Concepts and theories of human development. Routledge. New York.

    Sproul, R. C. (2000). The consequences of ideas. Crossway. Illinois.

  • [Solved] week 4 discussion 1

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    ## **Identifying the Target Audience** Prior to beginning work on this discussion forum, – Read Chapter 4: Finding Solutions and Gaining Support of the course textbook _One Step at a Time:_ _A Roadmap for Problem Solving & Making a Difference._ – Read [_A Closer Look: Week 4: Identifying the Target …

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    Assignment Prompt & Instructions

    ## **Identifying the Target Audience**

    Prior to beginning work on this discussion forum,

    – Read Chapter 4: Finding Solutions and Gaining Support of the course textbook _One Step at a Time:_ _A Roadmap for Problem Solving & Making a Difference._
    – Read [_A Closer Look: Week 4: Identifying the Target Audience_](https://uagc.instructure.com/courses/141283/modules/items/7190208) _._

    Examining the audience demographics and psychographics can help formulate an approach that will help your audience know what the problem is, have empathy for the problem, and ultimately become part of the potential solution. In this discussion forum, you will identify individuals and/or groups who are interested in the problem, people who _should_ be interested in the problem, and people who can be part of the potential solution.

    In your discussion post,

    – Restate your problem statement.
    – Describe the predicted demographics of your target audience based on the context of the problem, the environment, and your prior research. Include as many of the following details as you can identify:
    – Age
    – Gender
    – Culture
    – Religious beliefs
    – Education level
    – Occupation
    – Describe the possible psychographic concerns your target audience may have. Consider the following:
    – Preexisting ideas about the issue.
    – Personal or group biases.
    – Prior experiences with the issue.
    – Based on possible psychographic concerns you find, formulate a communication plan based on what you want your audience to know about the problem. As stated in the course textbook,
    – _Know_ is to create a persuasive message that is informative and fact-based from the data collected about the problem.
    – _Feel_ is to influence the audience’s emotions by appealing to their interests, passions, and concerns.

    Your initial discussion post should be a minimum of 150 words and is due on Day 3 (Thursday).

    – 2 years ago

  • [Solved] new work 3

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  • [Solved] Discussion

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    Factors affecting Lifestyle in urban areas must be 1000 words please in need of clean work – 2 years ago

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    Factors affecting Lifestyle in urban areas

    must be 1000 words

    please in need of clean work

    – 2 years ago

  • [Solved] week 11

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  • [Solved] PLAGIARISM FREE “A” WORK WEEK 5 DISCUSSION

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    PLEASE "A " WORK ASSIGNMENT – 2 years ago

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    PLEASE  "A " WORK ASSIGNMENT

    – 2 years ago

  • [Solved] U edwards

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    Please see attachment – 2 years ago **files (1)** – ## AnnotatedBibliographyAssignmentInstructions8.docx **## AnnotatedBibliographyAssignmentInstructions8.docx** BUSI 701 ## **Annotated Bibliography Assignment Instructions** **Overview** In preparation for writing each of your Discussions, you shoul…

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    Please see attachment

    – 2 years ago

    **files (1)**

    – ## AnnotatedBibliographyAssignmentInstructions8.docx

    **## AnnotatedBibliographyAssignmentInstructions8.docx**

    BUSI 701

    ## **Annotated Bibliography Assignment Instructions**

    **Overview**

    In preparation for writing each of your Discussions, you should submit your
    **Annotated Bibliography Assignment** on the topic that is being covered for the week (Marketing, Accounting, Finance, Management, Economic Data Analysis, International Business).

    **Instructions**

    An annotated bibliography is a list of sources (books, journals, Web sites, periodicals, etc.) one has used for researching a topic (Annotated Bibliographies, 2020).

    For all sources used in your Discussion forum (minimum of 5) you should:

    · Provide an APA formatted Citation (this should look like what you would include in a normal reference section.

    ·
    **Summarize** the source and discuss the research study that was conducted and what the findings were.

    ·
    **Assess** the source and discuss how useful it is and how it compares with other sources in your paper.

    ·
    **Reflect** on how the source will be useful to you in your discussion. How does it help to shape your argument and how are you using it to shape your writing?

    **Annotated bibliography format**

    Each annotation should look be formatted as follows:

    Author (year). Title of article.
    _Title of Journal, Vol no_(issue). page number – page number. Doi number

    A paragraph that includes a summary, assessment, and reflection of the source.

    **Example Annotation**

    Coleman, R. & Donoher, W. (2022). Looking beyond the dyad: How transformational
    leadership affects leader-member exchange quality and outcomes
    _. Journal of_
    _Leadership Studies, 15_(4), 6-17. https://doi.org/10.1002/jls.21792.

    **Instructions on constructing your paragraph**

    In your summary, you will begin with a discussion of the research question the study is attempting to answer. You will summarize the research that was conducted and the specific findings that were uncovered. You will then provide a summary of what this means for the topic.

    Next, you will discuss how the source compares with other sources in your paper and how useful is the source in attributing to your writing. You won’t use an in-text citation to reference the other source here. You should simply refer to the general topics the other sources are discussing and how this article fits with those.

    Finally, you will discuss how the source is useful in your discussion. You will need to be specific on why it is important to use and exactly how you will use it in your writing to shape your arguments.

    \* You should use current sources written in the last five years.

    \* Do not use “I” in any of the annotations.

    \* Do not include an outline, you only need your annotation and paragraph (which will cover, summarize, assess, and reflect).

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## AnnotatedBibliographyAssignmentInstructions8.docx**

    BUSI 701

    ## **Annotated Bibliography Assignment Instructions**

    **Overview**

    In preparation for writing each of your Discussions, you should submit your
    **Annotated Bibliography Assignment** on the topic that is being covered for the week (Marketing, Accounting, Finance, Management, Economic Data Analysis, International Business).

    **Instructions**

    An annotated bibliography is a list of sources (books, journals, Web sites, periodicals, etc.) one has used for researching a topic (Annotated Bibliographies, 2020).

    For all sources used in your Discussion forum (minimum of 5) you should:

    · Provide an APA formatted Citation (this should look like what you would include in a normal reference section.

    ·
    **Summarize** the source and discuss the research study that was conducted and what the findings were.

    ·
    **Assess** the source and discuss how useful it is and how it compares with other sources in your paper.

    ·
    **Reflect** on how the source will be useful to you in your discussion. How does it help to shape your argument and how are you using it to shape your writing?

    **Annotated bibliography format**

    Each annotation should look be formatted as follows:

    Author (year). Title of article.
    _Title of Journal, Vol no_(issue). page number – page number. Doi number

    A paragraph that includes a summary, assessment, and reflection of the source.

    **Example Annotation**

    Coleman, R. & Donoher, W. (2022). Looking beyond the dyad: How transformational
    leadership affects leader-member exchange quality and outcomes
    _. Journal of_
    _Leadership Studies, 15_(4), 6-17. https://doi.org/10.1002/jls.21792.

    **Instructions on constructing your paragraph**

    In your summary, you will begin with a discussion of the research question the study is attempting to answer. You will summarize the research that was conducted and the specific findings that were uncovered. You will then provide a summary of what this means for the topic.

    Next, you will discuss how the source compares with other sources in your paper and how useful is the source in attributing to your writing. You won’t use an in-text citation to reference the other source here. You should simply refer to the general topics the other sources are discussing and how this article fits with those.

    Finally, you will discuss how the source is useful in your discussion. You will need to be specific on why it is important to use and exactly how you will use it in your writing to shape your arguments.

    \* You should use current sources written in the last five years.

    \* Do not use “I” in any of the annotations.

    \* Do not include an outline, you only need your annotation and paragraph (which will cover, summarize, assess, and reflect).

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.