Tag: Curriculum & Instructional Design

  • [Solved] Sketch Leadership Powerpoint

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    Sketch Leadership Powerpoint – 2 years ago **files (1)** – ## powerpoint2.docx **## powerpoint2.docx** **Sketch of Leadership for Success** This assignment is aimed at providing opportunities to compose a sketch about your views for successful leadership in your professional field (high school teach…

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    Assignment Prompt & Instructions

    Sketch Leadership Powerpoint

    – 2 years ago

    **files (1)**

    – ## powerpoint2.docx

    **## powerpoint2.docx**

    **Sketch of Leadership for Success**

    This assignment is aimed at providing opportunities to compose a sketch about your views for successful leadership
    in your professional field (high school teacher).

    Imagine that you have been asked to outline the traits, skills, and characteristics describing a successful leader in your professional field. Considering your experiences and course readings, develop a sketch describing the traits, knowledge and skills defining leadership for individual in your field of work. Research the related professional literature and support your sketch with appropriate documentation (minimum 4 references).

    Present:

    ·  your sketch using PowerPoint (7-9 slides
    maximum)

    · provide a one-page summary (Word document) about your views on successful leadership.

    You will need to include the following in your PowerPoint:

    **1. Introduction:** provide a summary statement about the nature of your professional field.   Clearly describe the goals pursued by your profession and audience served.

    **2. Vision for successful leadership**: Describe the vision for leading successfully your organization. State the vision in one or two sentences.

    **3. Sketch of successful leadership:** Create your sketch by describing the following:

    – Specialized knowledge, preparation needed related to your professional field.

    – Leadership skills that you consider essential (3-4 considered most relevant)

    – Key traits of a successful leader in your professional area
    **:** Briefly, identify the key characteristics and explain why these are needed.

    **4. Supporting references:** Include references to support your description and overall sketch.

    **## powerpoint2.docx**

    **Sketch of Leadership for Success**

    This assignment is aimed at providing opportunities to compose a sketch about your views for successful leadership
    in your professional field (high school teacher).

    Imagine that you have been asked to outline the traits, skills, and characteristics describing a successful leader in your professional field. Considering your experiences and course readings, develop a sketch describing the traits, knowledge and skills defining leadership for individual in your field of work. Research the related professional literature and support your sketch with appropriate documentation (minimum 4 references).

    Present:

    ·  your sketch using PowerPoint (7-9 slides
    maximum)

    · provide a one-page summary (Word document) about your views on successful leadership.

    You will need to include the following in your PowerPoint:

    **1. Introduction:** provide a summary statement about the nature of your professional field.   Clearly describe the goals pursued by your profession and audience served.

    **2. Vision for successful leadership**: Describe the vision for leading successfully your organization. State the vision in one or two sentences.

    **3. Sketch of successful leadership:** Create your sketch by describing the following:

    – Specialized knowledge, preparation needed related to your professional field.

    – Leadership skills that you consider essential (3-4 considered most relevant)

    – Key traits of a successful leader in your professional area
    **:** Briefly, identify the key characteristics and explain why these are needed.

    **4. Supporting references:** Include references to support your description and overall sketch.

  • [Solved] Help with replies due in 24 hours

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    Executive Solution Overview

    attached – 2 years ago **files (1)** – ## REPLIESNotsurprisingly.docx **## REPLIESNotsurprisingly.docx** **Not surprisingly, the most effective responses to discussion questions well-exceed the minimum.** The minimum length for each of your replies to classmates in order to earn any credit is 150 wo…

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    Assignment Prompt & Instructions

    attached

    – 2 years ago

    **files (1)**

    – ## REPLIESNotsurprisingly.docx

    **## REPLIESNotsurprisingly.docx**

    **Not surprisingly, the most effective responses to discussion questions well-exceed the minimum.** The minimum length for each of your replies to classmates in order to earn any credit is 150 words.

    JUSTIN’S POST:

    **Section A**

         Durkheim highlights many interesting points in his work. In this week's reading, I picked out what I believed were the major ideas in each section. In
    _The Rules of Sociological Method_, Durkheim proposed the concept of social facts, that is, the things existing independent of individuals but exert control over them. Examples are norms, values, laws, and institutions. Social facts for Durkheim constitute the object of sociological study since they shape the behavior of each separate individual and form the basis upon which society as a whole exists. He insists that these facts be treated as "things," that is, they must be studied objectively and empirically, independent of the personal beliefs or biases of the researcher. It is this principle that constitutes the basis of Durkheim's scientific approach to sociology, which fundamentally differentiates sociology from other disciplines, such as psychology, which focuses on the individual (Garner and Hancock, 201, p. 76-78).

         In the Excerpts from
    _Suicide_, Durkheim applies the methodology to the concept of anomie, a state in which people become disconnected through the breakdown of social norms; hence, leading to feelings of pointlessness or disorientation. This state arises with periods of sudden social or economic change which disturb established norms and values as individuals lose the clear sense of what to do. For Durkheim, such unregulated experience would undermine the integration of individuals into society via social bonding; hence, increasing the probability for such behaviors like suicide. Indeed, he does illustrate how unexpected prosperity or sudden crisis of economy makes for an anomic setting due to people struggling to adapt with new situations when guided social structure is lacking or stable. By pointing to anomie, Durkheim shows how even an apparently very personal act depends on larger societal influences and the extent of normative regulation within a community (Garner and Hancock, 2014 p. 79-86)

         In
    _The Elementary Forms of Religious Life_, Durkheim turns his attention to religion as a fundamental social institution. He claims that religion is not a system of ideas about the supernatural, but a corpus of practices and symbols that provide social solidarity. Based on his study of totemism in Indigenous Australian societies, Durkheim argued that religious rituals and symbols symbolize the collective conscience of society, reinforcing social values and norms. Religion is thus both a reflection of and a force for social solidarity. Even in modern societies, where the traditional religions may die away, new forms of collective representation will be developed to carry out this indispensable function (Garner and Hancock, 2014, p. 86-90).

    **Section B**

         Applying Durkheim's ideas to crime in modern America, I found several topics that correlate to the concepts he proposed. One idea by Durkheim about social facts helps explain how the norms and values of society mold criminal behavior. Crime in itself can be viewed as one social fact since it occurs in all societies and is caused by forces of the collective rather than individual psychology. High rates of violent crime and mass incarceration in modern America are not a problem of individual choice but are imbedded in deep-seated structural problems of poverty, racial inequality, and breakdowns in community structures. For instance, the work of Robert Sampson and William Julius Wilson on social disorganization theory showed that neighborhoods characterized by high levels of economic deprivation and weakened social networks reported higher crime rates (Sampson & Wilson, 1995). Such conditions reflect the influence of social facts in that they shape the environment within which individuals make decisions.

         Anomie, however, has a special applicability to explaining types of criminality in American life, especially those types that are somehow related to the issues of economic inequality and rapid social change. Anomie arises where the rules of society are unable to guide behavior, resulting in feelings of dislocation and instability. In the United States, increasing rates of income and wealth disparity combined with a strong emphasis on individual success support an environment of perceived exclusion from attaining goals through social or legitimate methods. Building from Durkheim, Robert Merton's strain theory suggests that social emphasis placed on material achievement without providing the means to attain said goals results in the deviance of individuals from mainstream culture and criminality of its members (Merton, 1938). This can be seen through white-collar crime's prevalence among those seeking to maintain status and street crime in economically marginalized communities. For example, the opioid crisis could partially be elaborated with the help of anomie-the communities most devastated by an economic downturn lost their sense and regulation that started to balloon into addiction and crimes that accompany it (Quinones, 2015).

         Another valuable insight into the role of crime in society comes from Durkheim's concept of the collective conscience. Whereas the existence of crime is usually thought to undermine the orderly functioning of society, Durkheim believed that crime actually has a functional role to play in reinforcing societal norms and values. The public response to crime-through collective outrage and the legal system-serves to clarify what constitutes acceptable behavior and to reinforce social solidarity. Contemporary movements like Black Lives Matter have brought attention to the ways crime and justice are negotiated within society, highlighting injustices in policing and incarceration that challenge the collective conscience (Rios, 2011). These movements reflect the evolving nature of societal values, where collective outrage has the potential to redefine norms related to equity and justice.

    Garner, R. & Hancock, B. H. (2014).
    _Social theory a reader: Continuity and confrontation_(3rd ed.). University of Toronto Press.

    Merton, R. K. (1938). Social structure and anomie.
    _American Sociological Review, 3_(5), 672–682. https://doi.org/10.2307/2084686

    Quinones, S. (2015).
    _Dreamland: The true tale of America’s opiate epidemic_. Bloomsbury Press.

    Rios, V. M. (2011).
    _Punished: Policing the lives of Black and Latino boys_. NYU Press.

    Sampson, R. J., & Wilson, W. J. (1995). Toward a theory of race, crime, and urban inequality. In J. Hagan & R. D. Peterson (Eds.),
    _Crime and inequality_ (pp. 37–56). Stanford University Press.

    SHIMAINE’S POST:

    **A.**

    Durkheim’s concept of social solidarity explains how societies stay connected and cohesive through shared norms and interdependence. In The Division of Labor in Society, he identifies two types of solidarity: mechanical and organic. Mechanical solidarity exists in traditional societies where people share common values and a collective conscience. On the other hand, organic solidarity is found in modern, industrial societies where specialization and the division of labor lead people to rely on one another. Durkheim points out that diversity in modern societies can still work with solidarity as long as institutions provide a moral framework to guide behavior. In The Rules of Sociological Method, he emphasizes the importance of collective norms in maintaining stability: "It is impossible for all to be alike… among these divergences, there are some with a criminal character" (Durkheim, 1895, p. 77). These differences aren’t inherently bad, but they need to be regulated by societal norms to ensure cooperation. Organic solidarity, therefore, works by recognizing individual differences while maintaining a shared moral order.

    Anomie is another powerful idea Durkheim explored, especially in Suicide (1897). Anomie happens when social norms break down, leaving people without clear rules or direction. He explains that "society’s influence is lacking in the basically individual passions, thus leaving them without a check-rein" (Durkheim, in Garner & Hancock, 2014, p. 84-85). This breakdown can leave people feeling disconnected or lost, which is especially common in fast-changing, modern societies. Durkheim believed that this disconnection could lead to serious problems like crime or even higher suicide rates because people lose their sense of purpose and belonging.

    Durkheim also made the bold argument that crime is not just inevitable but necessary for society. In The Rules of Sociological Method (1895), he writes, "Crime is present not only in the majority of societies of one particular species but in all societies of all types" (Durkheim, 1895, p. 76). He believed that crime is normal because "a society exempt from it is utterly impossible" due to individual differences and variations in behavior (Durkheim, 1895, p. 76-77). What’s more, Durkheim saw crime as useful, arguing that "crime sometimes helps to determine the form" of needed societal changes (Durkheim, 1895, p. 77). For example, actions considered criminal, like heresy in medieval times, often paved the way for moral and legal reforms. When societies respond to crime, they reaffirm collective norms, strengthen social cohesion, and adapt to new conditions.

    **B.**

    Durkheim’s ideas are still incredibly useful for understanding crime in today’s America. His concept of social solidarity helps explain why some communities experience higher crime rates than others. In neighborhoods where people trust and support one another, crime is less likely because the collective effort to maintain safety is stronger. For example, research by Sampson (2012) shows that communities with high levels of collective efficacy where people share mutual trust and responsibility tend to have lower crime rates. Programs like community policing, which work to rebuild trust between police and residents, directly align with Durkheim’s idea that stronger social connections lead to less crime.

    Anomie also plays a big role in explaining modern crime. When people feel disconnected from society or like they don’t belong, it’s easier for them to drift into deviant behavior. This is exactly what Durkheim described as anomie a breakdown of norms. The opioid crisis is a perfect example of this. When people face job loss or social isolation, they often turn to substances to cope, which can lead to addiction and crime. According to the National Institute on Drug Abuse (2023), areas with high unemployment and weak social connections have significantly higher rates of substance abuse-related crimes. This shows how societal breakdowns can lead to real problems, highlighting the need for policies that strengthen community ties and create opportunities for connection.

    Durkheim’s idea that crime can push society forward is another way his work is relevant today. Think about the Black Lives Matter movement. While protests and civil disobedience might technically be labeled as crimes, they’ve forced people to confront systemic injustices and sparked meaningful conversations about change. Protests against police brutality, for example, have led to policy reforms and increased awareness about racial inequality. This fits perfectly with Durkheim’s view that crime isn’t just destructive, it’s also a way to challenge outdated norms and inspire progress (Durkheim, in Garner & Hancock, 2014, p. 78-79).

    **References**

    · Garner, R., & Hancock, B. H. (2014).
    _Social Theory: Continuity and Confrontation_ (3rd ed.). University of Toronto Press.

    · National Institute on Drug Abuse. (2023, August 2).
    _Only 1 in 5 U.S. adults with opioid use disorder received medications to treat it in 2021_.
    [https://nida.nih.gov/news-events/news-releases/2023/08/only-1-in-5-us-adults-with-opioid-use-disorder-received-medications-to-treat-it-in-2021Links to an external site.](https://nida.nih.gov/news-events/news-releases/2023/08/only-1-in-5-us-adults-with-opioid-use-disorder-received-medications-to-treat-it-in-2021)

    · Sampson, R. J. (2012).
    _Great American city: Chicago and the enduring neighborhood effect_. University of Chicago Press.

    PREVIOUS FEEDBACK:

    **Feedback**

    In this assignment, you discussed innovation, exploitation of workers, and class struggle. All of these are important ideas in the work of Karl Marx. And the information you provided in this initial assignment is accurate. The assignment is also clearly written. However, it is too brief to give you an opportunity to display your understanding of the work of Marx. It barely met the 600-word limit. As noted in the instructions for the assignment

    "The minimum length requirement for your responses to the discussion questions in order to earn any credit is 600 words (does not include references). Not surprisingly, the most effective responses to discussion questions well-exceed the minimum. "

    In moving forward, I need you to present more specific information Incorporated and cited from the course material. You only have a single piece of information in each of the first three paragraphs in Part A. Keep in mind that this course provides you with an opportunity to develop the ability to respond effectively to the questions on the comprehensive exam you will be taking at the end of your program. The more thorough and detailed your responses are to those questions, the more likely you are to have a successful outcome. And remember that when you take the exam you will not have access to notes or any other resources. I posted a sample student discussion question response for everyone to review to give them an idea of what the expectations are regarding successful analyses. Please make sure to review this essay before doing the assignment for next week.

    In Part B you demonstrated critical thinking in discussing each of the three concepts in the context of modern American capitalism. You also used information from all three required sources. To improve upon this in your future work I need you to more thoroughly cite the source of the information you present to support your opinion and explain what you mean. For instance, you wrote:

    "The free market makes it easy for organizations to exploit workers."

    This is a very good point but you need to tell your readers how the freeness of the market facilitates the exploitation of workers. What is it about the modern free market that allows companies to take advantage of the workers in those companies? Present the information on this and follow it with a citation.

    You earned credit for your replies to your classmates. But please keep in mind that to earn the maximum 30 points you must incorporate, cite, and reference at least two pieces of information from the course material in each of your replies, as per the grading rubric.

    If you have any questions, please don't hesitate to connect with me.

    **## REPLIESNotsurprisingly.docx**

    **Not surprisingly, the most effective responses to discussion questions well-exceed the minimum.** The minimum length for each of your replies to classmates in order to earn any credit is 150 words.

    JUSTIN’S POST:

    **Section A**

         Durkheim highlights many interesting points in his work. In this week's reading, I picked out what I believed were the major ideas in each section. In
    _The Rules of Sociological Method_, Durkheim proposed the concept of social facts, that is, the things existing independent of individuals but exert control over them. Examples are norms, values, laws, and institutions. Social facts for Durkheim constitute the object of sociological study since they shape the behavior of each separate individual and form the basis upon which society as a whole exists. He insists that these facts be treated as "things," that is, they must be studied objectively and empirically, independent of the personal beliefs or biases of the researcher. It is this principle that constitutes the basis of Durkheim's scientific approach to sociology, which fundamentally differentiates sociology from other disciplines, such as psychology, which focuses on the individual (Garner and Hancock, 201, p. 76-78).

         In the Excerpts from
    _Suicide_, Durkheim applies the methodology to the concept of anomie, a state in which people become disconnected through the breakdown of social norms; hence, leading to feelings of pointlessness or disorientation. This state arises with periods of sudden social or economic change which disturb established norms and values as individuals lose the clear sense of what to do. For Durkheim, such unregulated experience would undermine the integration of individuals into society via social bonding; hence, increasing the probability for such behaviors like suicide. Indeed, he does illustrate how unexpected prosperity or sudden crisis of economy makes for an anomic setting due to people struggling to adapt with new situations when guided social structure is lacking or stable. By pointing to anomie, Durkheim shows how even an apparently very personal act depends on larger societal influences and the extent of normative regulation within a community (Garner and Hancock, 2014 p. 79-86)

         In
    _The Elementary Forms of Religious Life_, Durkheim turns his attention to religion as a fundamental social institution. He claims that religion is not a system of ideas about the supernatural, but a corpus of practices and symbols that provide social solidarity. Based on his study of totemism in Indigenous Australian societies, Durkheim argued that religious rituals and symbols symbolize the collective conscience of society, reinforcing social values and norms. Religion is thus both a reflection of and a force for social solidarity. Even in modern societies, where the traditional religions may die away, new forms of collective representation will be developed to carry out this indispensable function (Garner and Hancock, 2014, p. 86-90).

    **Section B**

         Applying Durkheim's ideas to crime in modern America, I found several topics that correlate to the concepts he proposed. One idea by Durkheim about social facts helps explain how the norms and values of society mold criminal behavior. Crime in itself can be viewed as one social fact since it occurs in all societies and is caused by forces of the collective rather than individual psychology. High rates of violent crime and mass incarceration in modern America are not a problem of individual choice but are imbedded in deep-seated structural problems of poverty, racial inequality, and breakdowns in community structures. For instance, the work of Robert Sampson and William Julius Wilson on social disorganization theory showed that neighborhoods characterized by high levels of economic deprivation and weakened social networks reported higher crime rates (Sampson & Wilson, 1995). Such conditions reflect the influence of social facts in that they shape the environment within which individuals make decisions.

         Anomie, however, has a special applicability to explaining types of criminality in American life, especially those types that are somehow related to the issues of economic inequality and rapid social change. Anomie arises where the rules of society are unable to guide behavior, resulting in feelings of dislocation and instability. In the United States, increasing rates of income and wealth disparity combined with a strong emphasis on individual success support an environment of perceived exclusion from attaining goals through social or legitimate methods. Building from Durkheim, Robert Merton's strain theory suggests that social emphasis placed on material achievement without providing the means to attain said goals results in the deviance of individuals from mainstream culture and criminality of its members (Merton, 1938). This can be seen through white-collar crime's prevalence among those seeking to maintain status and street crime in economically marginalized communities. For example, the opioid crisis could partially be elaborated with the help of anomie-the communities most devastated by an economic downturn lost their sense and regulation that started to balloon into addiction and crimes that accompany it (Quinones, 2015).

         Another valuable insight into the role of crime in society comes from Durkheim's concept of the collective conscience. Whereas the existence of crime is usually thought to undermine the orderly functioning of society, Durkheim believed that crime actually has a functional role to play in reinforcing societal norms and values. The public response to crime-through collective outrage and the legal system-serves to clarify what constitutes acceptable behavior and to reinforce social solidarity. Contemporary movements like Black Lives Matter have brought attention to the ways crime and justice are negotiated within society, highlighting injustices in policing and incarceration that challenge the collective conscience (Rios, 2011). These movements reflect the evolving nature of societal values, where collective outrage has the potential to redefine norms related to equity and justice.

    Garner, R. & Hancock, B. H. (2014).
    _Social theory a reader: Continuity and confrontation_(3rd ed.). University of Toronto Press.

    Merton, R. K. (1938). Social structure and anomie.
    _American Sociological Review, 3_(5), 672–682. https://doi.org/10.2307/2084686

    Quinones, S. (2015).
    _Dreamland: The true tale of America’s opiate epidemic_. Bloomsbury Press.

    Rios, V. M. (2011).
    _Punished: Policing the lives of Black and Latino boys_. NYU Press.

    Sampson, R. J., & Wilson, W. J. (1995). Toward a theory of race, crime, and urban inequality. In J. Hagan & R. D. Peterson (Eds.),
    _Crime and inequality_ (pp. 37–56). Stanford University Press.

    SHIMAINE’S POST:

    **A.**

    Durkheim’s concept of social solidarity explains how societies stay connected and cohesive through shared norms and interdependence. In The Division of Labor in Society, he identifies two types of solidarity: mechanical and organic. Mechanical solidarity exists in traditional societies where people share common values and a collective conscience. On the other hand, organic solidarity is found in modern, industrial societies where specialization and the division of labor lead people to rely on one another. Durkheim points out that diversity in modern societies can still work with solidarity as long as institutions provide a moral framework to guide behavior. In The Rules of Sociological Method, he emphasizes the importance of collective norms in maintaining stability: "It is impossible for all to be alike… among these divergences, there are some with a criminal character" (Durkheim, 1895, p. 77). These differences aren’t inherently bad, but they need to be regulated by societal norms to ensure cooperation. Organic solidarity, therefore, works by recognizing individual differences while maintaining a shared moral order.

    Anomie is another powerful idea Durkheim explored, especially in Suicide (1897). Anomie happens when social norms break down, leaving people without clear rules or direction. He explains that "society’s influence is lacking in the basically individual passions, thus leaving them without a check-rein" (Durkheim, in Garner & Hancock, 2014, p. 84-85). This breakdown can leave people feeling disconnected or lost, which is especially common in fast-changing, modern societies. Durkheim believed that this disconnection could lead to serious problems like crime or even higher suicide rates because people lose their sense of purpose and belonging.

    Durkheim also made the bold argument that crime is not just inevitable but necessary for society. In The Rules of Sociological Method (1895), he writes, "Crime is present not only in the majority of societies of one particular species but in all societies of all types" (Durkheim, 1895, p. 76). He believed that crime is normal because "a society exempt from it is utterly impossible" due to individual differences and variations in behavior (Durkheim, 1895, p. 76-77). What’s more, Durkheim saw crime as useful, arguing that "crime sometimes helps to determine the form" of needed societal changes (Durkheim, 1895, p. 77). For example, actions considered criminal, like heresy in medieval times, often paved the way for moral and legal reforms. When societies respond to crime, they reaffirm collective norms, strengthen social cohesion, and adapt to new conditions.

    **B.**

    Durkheim’s ideas are still incredibly useful for understanding crime in today’s America. His concept of social solidarity helps explain why some communities experience higher crime rates than others. In neighborhoods where people trust and support one another, crime is less likely because the collective effort to maintain safety is stronger. For example, research by Sampson (2012) shows that communities with high levels of collective efficacy where people share mutual trust and responsibility tend to have lower crime rates. Programs like community policing, which work to rebuild trust between police and residents, directly align with Durkheim’s idea that stronger social connections lead to less crime.

    Anomie also plays a big role in explaining modern crime. When people feel disconnected from society or like they don’t belong, it’s easier for them to drift into deviant behavior. This is exactly what Durkheim described as anomie a breakdown of norms. The opioid crisis is a perfect example of this. When people face job loss or social isolation, they often turn to substances to cope, which can lead to addiction and crime. According to the National Institute on Drug Abuse (2023), areas with high unemployment and weak social connections have significantly higher rates of substance abuse-related crimes. This shows how societal breakdowns can lead to real problems, highlighting the need for policies that strengthen community ties and create opportunities for connection.

    Durkheim’s idea that crime can push society forward is another way his work is relevant today. Think about the Black Lives Matter movement. While protests and civil disobedience might technically be labeled as crimes, they’ve forced people to confront systemic injustices and sparked meaningful conversations about change. Protests against police brutality, for example, have led to policy reforms and increased awareness about racial inequality. This fits perfectly with Durkheim’s view that crime isn’t just destructive, it’s also a way to challenge outdated norms and inspire progress (Durkheim, in Garner & Hancock, 2014, p. 78-79).

    **References**

    · Garner, R., & Hancock, B. H. (2014).
    _Social Theory: Continuity and Confrontation_ (3rd ed.). University of Toronto Press.

    · National Institute on Drug Abuse. (2023, August 2).
    _Only 1 in 5 U.S. adults with opioid use disorder received medications to treat it in 2021_.
    [https://nida.nih.gov/news-events/news-releases/2023/08/only-1-in-5-us-adults-with-opioid-use-disorder-received-medications-to-treat-it-in-2021Links to an external site.](https://nida.nih.gov/news-events/news-releases/2023/08/only-1-in-5-us-adults-with-opioid-use-disorder-received-medications-to-treat-it-in-2021)

    · Sampson, R. J. (2012).
    _Great American city: Chicago and the enduring neighborhood effect_. University of Chicago Press.

    PREVIOUS FEEDBACK:

    **Feedback**

    In this assignment, you discussed innovation, exploitation of workers, and class struggle. All of these are important ideas in the work of Karl Marx. And the information you provided in this initial assignment is accurate. The assignment is also clearly written. However, it is too brief to give you an opportunity to display your understanding of the work of Marx. It barely met the 600-word limit. As noted in the instructions for the assignment

    "The minimum length requirement for your responses to the discussion questions in order to earn any credit is 600 words (does not include references). Not surprisingly, the most effective responses to discussion questions well-exceed the minimum. "

    In moving forward, I need you to present more specific information Incorporated and cited from the course material. You only have a single piece of information in each of the first three paragraphs in Part A. Keep in mind that this course provides you with an opportunity to develop the ability to respond effectively to the questions on the comprehensive exam you will be taking at the end of your program. The more thorough and detailed your responses are to those questions, the more likely you are to have a successful outcome. And remember that when you take the exam you will not have access to notes or any other resources. I posted a sample student discussion question response for everyone to review to give them an idea of what the expectations are regarding successful analyses. Please make sure to review this essay before doing the assignment for next week.

    In Part B you demonstrated critical thinking in discussing each of the three concepts in the context of modern American capitalism. You also used information from all three required sources. To improve upon this in your future work I need you to more thoroughly cite the source of the information you present to support your opinion and explain what you mean. For instance, you wrote:

    "The free market makes it easy for organizations to exploit workers."

    This is a very good point but you need to tell your readers how the freeness of the market facilitates the exploitation of workers. What is it about the modern free market that allows companies to take advantage of the workers in those companies? Present the information on this and follow it with a citation.

    You earned credit for your replies to your classmates. But please keep in mind that to earn the maximum 30 points you must incorporate, cite, and reference at least two pieces of information from the course material in each of your replies, as per the grading rubric.

    If you have any questions, please don't hesitate to connect with me.

  • [Solved] Traditional Organization

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    For a traditional organization to become a learning organization that is continually enhancing and promoting the capabilities of individual workers, a significant shift in organizational culture is required. What do you believe is the single most important change in culture that must occur to transf…

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    Assignment Prompt & Instructions

    For a traditional organization to become a learning organization that is continually enhancing and promoting the capabilities of individual workers, a significant shift in organizational culture is required. What do you believe is the single most important change in culture that must occur to transform a traditional organization to a learning organization? Why? What steps should a leader take to foster this change? Explain. To what extent, if at all, might the use of systems thinking influence the leader's actions in this transformation of organizational culture? Support your position. Including scholarly references

    – 2 years ago

  • [Solved] question assigment

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    – 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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    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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    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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    ## **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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    Assignment Prompt & Instructions

    Factors affecting Lifestyle in urban areas

    must be 1000 words

    please in need of clean work

    – 2 years ago