fill out chart
Ellen, I’m really worried. I came back today. I had CCL and when I came back Miss Doyle was subbing in my room. Peter was outside of the classroom. I said, “Peter what’s going on”. “Oh that substitute teacher, and I’m not listening to her. I’m listening to anybody”. I said,” okay. Calm down. Let’s go in. Let me find out what happened with Miss Doyle”. I said, “I need you to come back into the classroom”. “I’m not going in there. I’m not looking at that woman any more”. So I easily try to kind of coach him. “Come on, let’s come into our room. We can talk about this. Don’t worry about it”. He basically, threw my hand down and he took off. I didn’t know what to do.
>> One of the roles that I serve is to provide the support around either all of classroom management issues or particular issues with particular children. And we often find that kids come to school really with a lot of things that they’re trying to deal with along with learning.
>> I know you know that Peter’s going through a very hard time right now. And if you don’t, I can fill you in on that. But just let me tell you, he was very upset today. And Chuck, did you see him today?
>> I had him the period before. And he wasn’t too much different than what you’re describing. I mean I can imagine he probably did some of the same things. Because, he came in to Math. I mean, and you know what, he actually came in okay. I mean I thought it was going to be a good day because we were going to, we were using the manipulatives today. So we had the blocks and things that we were going to use because we were doing the arrays. And thought this would be perfect. This is something hands-on. He does good with hands-on stuff a lot of times. But something happened halfway into the lesson because he just kind of flung his book across the table onto the floor. Wouldn’t pick it up. I mean we went there and I said,” okay, well maybe I can redirect”. Because you know we talked about the things. Sometimes they need a change of venue. They can’t address the thing that they’ve just done. Try and pick something else that they can focus on to kind of get themselves recentered. So I said, “all right, well maybe if I ask him, Peter would you go ahead and pick up the blocks for your group, that would work”. That was a mistake. The blocks didn’t make it to the table. They made it to the floor.
>> My personal approach when I was a classroom teacher and what I continued, I helped new teachers and seasoned teachers with, is using all of what we know from social learning theory, about what helps children to feel safe and connected to the people who are working with them every day. So it really is a combination of strategies around behavioural structures and then, the interventions and what is at the bottom of the interventions. Making every child feel capable and connected and contributing to their social group which is the classroom.
>> I’m not surprised at that reaction because when I was called upstairs, he was pretty agitated. But I was able to sort of move him a little bit, to speak to him one on one right into his eyes and I said, “you know what. I know that you’re having a hard time right and I really want to help you get through the afternoon. So please, if you would please, walk with me downstairs we can have a conversation and I can help you to get back on track”. I really stopped my conversation at that point. Let him think about what he was saying. Just let him feel the calm hopefully that I brought to the situation. And after a few minutes he moved a couple of inches so I moved with him. I said, “oh great, I’m so glad you’re ready to move downstairs with me. You know, let’s walk. Maybe walking will help you to feel better”. So we eventually did make our way downstairs and halfway down the stairs, I could see that he was crying. So I acknowledged that. And I said, “I see that you’re really, really upset and I’m sorry about that. And if you come with me, I can get you some water and we can talk”. So he did. That sort of broke the momentum of his anger and his feeling frustrated. We came down to my office and I got him some water and shut the door. And he burst out crying. And he said, “you don’t know what it’s like. Nobody knows what it’s like to be me”. And I said, “you know what Peter. You are so right. I really don’t know what it’s like to be you. But can I just tell you something? The people who know what you’re going through, right now, and your teachers in particular, have very big hearts for you. And we understand that this is a very difficult situation that you’re in. We want to help you as much as we can. We can’t go through the same situation for you, but we are here to support you. And I hope that everything we do and say to you every day makes that message very clear to you”. So he really broke down at that point and cried and cried and cried and we talked a little bit about his situation. But I really felt as though acknowledging the fact, that he is really having a difficult time and it impacts his school day and how he relates to his classmates and how he relates to his teachers, was really an acknowledgement, well, thank you for acknowledging it. I know. I really made a…
>> These pieces of information that are related to the student outside of school become important when you want to have dialogue or you want to kind of get to the heart of the matter. And so for me, having been establishing those relationships were really helpful.
>> As I had done some of those things — because I actually said to him. I said, “you know, I can see you’re really having a tough time right now. And you know you’ve had a bad time in this classroom. Maybe you’re having a bad day”. It didn’t seem to help him. It actually seemed to make him more upset and now I’m thinking, because you mentioned that when you took him downstairs to the room and you sat down with him, it was just you and him.
>> Right.
>> And I was talking to him in front of everybody. Maybe that’s part of what was …
>> My philosophy would be that you have the structures in place throughout the whole school, and then you have your own classroom rituals which intersect with and support the school wide rules, and then you have your particular style of connecting with each and every child. Whatever that takes. However long it takes for you to establish that. That these children, yes they are a class of yours, but each of them individually, all have something to contribute to this class. So it’s really more about personal belief and how you connect with children, and then also having the supports and the strategies that social learning tells us helps children to learn in a social way.
Author: admin
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“Classroom Management and Supporting Students in Crisis: A Teacher’s Perspective” “Building Relationships with Students: A Personal Approach to Supporting Social Learning”
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Title: Improving Health Outcomes for LGBTQ+ Communities: Addressing Two Critical Health Issues
For this assignment, you will develop two separate infographics (informative posters) to discuss two separate health issues relevant to the LGBTQ+ communities. In each infographic, you will discuss:
What is the health problem?
Which group(s) are most likely to be at risk?
What social/behavioral/health system determinants affect this?
Identify at least two potential interventions/activities the community, community health agency, or community health nurse could offer to prevent and or support this health issue
What resistance might be met in implementing the intervention/activity?
View the links in additional resources on how to create infographics.
You should submit two infographics and one reference list containing at least three scholarly sources. These can be submitted as three separate files.
The following specifications are required for this assignment:
Length: 2 infographics; answers must thoroughly address the questions in a clear, concise manner
Structure: Infographic page or poster style.
References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims.
Format: Save your assignment as a Microsoft Word document (.doc or .docx) or PowerPoint (.ppt). These can be submitted as three separate files. -
“Evaluating a Book: A Comprehensive Guide to Writing a Book Review”
Format
Papers should be 5-7 pages (about 1,500 words) long, with additional cover sheet, endnotes, and bibliography. They should be typed and double-spaced. Use the Chicago citation style in crafting your review. Use reasonable margins and type-size. Bibliographical information for the book should be provided, as follows:
Author. Title. Place of Publication: Publisher, Year Published.
Number the pages of your review in the lower right-hand corner of each page.
Proofread your paper to check for spelling and grammatical errors. Make sure that nouns agree with pronouns, possessives and verb forms. Keep verb tenses consistent. Watch out for homonyms (such as to, two, and too). Content and writing ability will both be evaluated. Do not use “you” or “I.” Do not use others’ reviews.
Writing the Book Review
Some issues to analyze are the author’s thesis, use of sources, clarity, bias, credentials, and organization. How does this book complement other information you have learned from the textbook, in class, or from outside sources? Is your book well-written? Interesting? Would you recommend this book to others?
You should make sure that your review is above all an evaluation of your author’s performance, using the criteria I’ve assigned, with many examples. A typical book review is organized like this:
I. Introduction: author’s name, title, sense of whether you like the book, foreshadow the outline of your paper to come.
II. Body
A. Author’s Credentials (use your own words to describe his education, books he’s written, and other important experience. Provide lots of examples. Use your own words , and provide a citation about where you found out about him. This section should be only one paragraph (perhaps 1/4 page) long.
B. Author’s Thesis and is it Believable (one short paragraph)
C. Author’s Use of Sources (one-two paragraphs) Tell me which types of sources he uses, and provide multiple examples of each. Be specific.
D. Author’s Organizational Style (one paragraph) Provide multiple examples.
E. Author’s Bias/Neutrality (one-two paragraphs) Provide examples.
F. How does this book complement any other material (assigned films, assigned readings, or common sense) on this topic. Provide specific examples.
G. Is it well-written? Provide examples
H. Is it interesting? Provide examples
I. Does your author provide the reader with assistance? Provide examples of maps, charts, glossaries…)
J. Other evaluative areas, as appropriate.
III. Conclusion (one paragraph) Briefly restate your main points, using slightly different language, and give me the bottom line: Do you recommend this book?
Other important directions: Don’t collaborate with anyone to write your paper. Use Chicago-style citation (see chicagomanualofstyle.org), and don’t use personal pronouns. Follow the directions in your modules. -
“The Power of Visuals and Words: An Analysis of the Connection between Photographs and Text in Memory by Bernadette Mayer and Milk and Honey by Rupi Kaur”
analyzes the connection between a photograph or group of photographs in Memory and the text that coincides with the photographs. How do the aesthetics of the photos and the text work together? What effects do they produce in proximity to one another?
Ultimately, the essay will need to articulate how Mayer’s engagement with the visual differs from Kaur’s.
Here are the links to the needed sources:
https://uwf.instructure.com/users/615/files/12496062?verifier=PfbzLMU6xYgKUTwvcXSPVb0LvrjKqyAJJtH2fG1O&wrap=1
https://uwf.instructure.com/users/615/files/12683217?verifier=qMoW4mEiRXwJTWl6c4Unk5k6qkb7EfHA5O24EUaR&wrap=1
Milk and Honey should be found online. -
Sustainability Project: Addressing Environmental Quality Issues in a College Campus Community Part One: Sustainable Practices In the context of a college campus community, environmental systems play a crucial role in shaping human behavior. These systems include the physical environment, such as the Title: Sustainability Practices and Cultural Bias in a Chosen Group: A Three-Part Analysis and Action Plan.
Throughout this course, you have explored how sustainability can be considered in various contexts and within the three pillars of business, social justice, and environmental quality. In previous modules, you have explored these pillars, drafted parts that will be included in this project, and received feedback on that work. For your project, you will incorporate the knowledge gained and the feedback given on your drafts for one of the following scenarios and its related profile. You will also look at actionable steps that others have taken that could be looked at for your chosen group.
Scenario #1: Business
You were recently hired as Director of Sustainability at McBurrow Mining, a local mining company. In this role, you will be working to guide the Board of Directors to understand how policies, vision, and manufacturing processes relate to sustainability and environmental issues. Once they gain that understanding, they will want to see how this has worked in other companies facing similar issues. By reading the McBurrow Mining profile linked in the Supporting Materials section, you will learn about an example that highlights sustainability in action. In the template, you will describe some actionable steps the board could take for each pillar of sustainability.
Scenario #2: Social Justice
You live in a neighborhood with an active community organization. You and your neighbors are very concerned about inequity, as the city is spending money on improving road conditions in some areas, but not others. One of your neighbors asked you to join them in attending a Community Action Meeting to address these observations in the form of an informational campaign. By reading the Elm Glen city profile linked in the Supporting Materials section, you will learn about an example that highlights sustainability in action. In the template, you will describe some actionable steps the community group could take for each pillar of sustainability.
Scenario #3: Environmental Quality
You are a member of your college’s Environmental Science Quality Club. The group has decided they’d like to move forward with a campaign to help inform and educate the campus community on what environmental quality is, how it should look on campus, and what actionable steps the campus community could take to encourage environmental quality practices. By reading the Environmental Science Quality Club profile linked in the Supporting Materials section, you will learn about an example that highlights sustainability in action. In the template, you will describe some actionable steps the club could take for each pillar of sustainability.
Directions
Based on your chosen scenario, respond to each part below by completing the Project Template. Each scenario will require you to demonstrate your understanding of sustainable practices, the potential impacts and influences on decisions made in sustainability, and the actionable steps you could take to address sustainable issues for your chosen group. You will use the Scenario Profiles linked in the Supporting Materials section to support your work on the project. This document contains descriptions of the related group for each scenario, as well as a relevant case study that relates to the sustainability issue.
Specifically, you must address the following:
Part One: Sustainable Practices
In this section, you will look at the interconnectedness of environmental issues and human behavior as it relates to your chosen scenario. To do this, you will look at both how the environmental systems in use impact the community as well as how the community use impacts the environmental systems in place. You will also look at the group’s overall bias in addressing sustainability in your community.
Describe how environmental systems in use in your chosen scenario impact human behavior.
Consider ecosystems, cultural systems, and organizational systems in your response.
Describe the impact of the current resource use on the environment.
What resources does the group in your scenario use?
What is the impact on the environment?
Describe how human ideology impacts behavior regarding environmental systems.
What policies or vision impacts the environmental systems in use within your chosen group?
Think about your chosen group; what behaviors do they practice regarding the environmental systems?
Explain the role of cultural bias in your chosen group’s approach to global sustainability.
What are some of the biases within the group that impact the use of the resources discussed in the scenario?
Part Two: Profile
In this section, you will use a provided profile related to your chosen group to consider how organizations or groups mentioned in the profile have improved (or not improved) their sustainability practices.
Describe the value of sustainability practices in human and environmental systems.
What are the short-term benefits of implementing sustainable practices in your chosen group’s related profile?
What are the long-term benefits of implementing these sustainable practices?
Explain the relationship between sustainable systems and human equity in the context of the related profile.
In what ways did your profile highlight the relationship between sustainable practices and human equity?
Describe how conflict resolution is used in the profile to support sustainability.
What examples of conflict resolution were evident in your profile?
How were the conflicts resolved (or not) in your profile? How did resolving conflicts impact sustainable practices?
Explain how cultural systems relate to sustainability within the profile.
What cultural systems were predominant in your profile? What role did culture play in sustainability efforts in your profile?
Part Three: Actionable Steps
In this section, you will focus on describing actionable steps related to sustainability for your chosen group. To do this, you will highlight the current state of your chosen group’s sustainability practice and then describe actionable steps for each pillar of sustainability.
Explain why sustainability improvement is needed in your chosen group.
What areas of sustainability are needed in your chosen group?
What are the benefits for your chosen group if they improve sustainability practices?
Describe how the perspectives of the various stakeholders of your chosen group provide a context to improve sustainability practices related to the concerns of the group.
How do the perspectives within the group influence efforts made to improve sustainability practices?
Explain how cultural diversity in your chosen group can be of value in addressing sustainability issues.
Recommend actionable steps your chosen group could take for each pillar of sustainability.
Reflect on what you know about your chosen group and sustainability. What are some actions that could be taken to improve sustainability?
For each pillar of sustainability, what are some benefits of improving sustainability practices within your chosen group?
Submit your completed Project Template for grading. No sources are required. However, if you choose to use sources, they should be cited according to APA style. -
Title: The Internal Factors and Long War of East Asia: A Historical Analysis
*** READ INSTRUCTIONS CAREFULLY
*** SEE ATTACHED FILE
*** You can search up keywords on the file if it’s easier
*** THIS ASSIGNMENT HAS TWO PARTS
Part 1: 2 Short answers
Part 2: Essay
Part 1
“5 SENTENCES ONLY”
“See attached file to answer questions”
1. Discuss some of internal factors that led to the Korean War.
2. What was East Asia’s long war? Describe one of its major conflicts.
*** THE DARK VALLEY ARTICLE
PART 2
*** SEE ATTACHED PHOTO
*** ONLY ANSWER QUESTION “2” -
“Exploring Child Development: A Comprehensive Analysis from Prenatal to Adolescence”
link for articles
https://www.cdc.gov/
https://www.mayoclinic.org/
see attachments
text book is free
understanding the whole child prenatal development through adolescence -
Title: The Validity of Possession and Exorcism: A Critical Analysis of Two Documentaries Introduction: Possession and exorcism have been controversial topics, with some believing in their reality while others dismissing them as superstition or mental
After viewing the two documentaries on exorcism, complete the following,
Write a Level One heading
Write TWO paragraphs, at least five sentences each, explaining whether you think possession and exorcism are or are not valid realities.
WRITE ONE PARAGRAPH FOR EACH RESEARCHER
Write a THIRD paragraph, Conclusion, summarizing the prior material -
“Utilizing Net Present Value (NPV) as the Sole Basis for Capital Budgeting Decisions: Factors and Examples”
In what types of situations would capital budgeting decisions be made solely on the basis of project’s net present value (NPV)? Identify potential reasons that might drive higher NPV for a given project. Substantiate your response by providing an example to explain your thought process.
Submitted on:
Jun 20, 2024, 8:37 AM
VIEW DQ RESPONSECC
Clover CreightonJun 20, 2024, 10:43 PM
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Dr. Baker, Companies often use net present value as a capital budgeting method because it is a useful method to evaluate whether to invest in a new capital project. It is refined from both a mathematical and time-value-of-money point of view than either the payback period or discounted payback period methods. It is also more insightful in certain ways than the profitability index or internal rate of return calculations. Net present value uses discounted cash flows in the analysis, which makes the net present value more precise than of any of the capital budgeting methods as it considers both the risk and time variables (Carlson, 2022). Net present value also has its own decision rules if the project is independent or mutually exclusive. Independent projects: If NPV is greater than $0, accept the project. Mutually exclusive projects: If the NPV of one project is greater than the NPV of the other project, accept the project with the higher NPV. If both projects have a negative NPV, reject both projects.
Situations that capital budgeting decisions are made solely based on a project’s NPV would be when a company has limited capital available for the investment and cannot fund all potential projects. So the deciding factor would be the project with the highest NPV. Another situation would be an independent project that have no affect or doesn’t compete with another project or if risk is being considered and equal between projects the higher NPV could be the deciding factor. Ways that NPV might be higher for a given project is if it is a larger project then naturally this would drive up the NPV because there is a direct relationship to sales (Gallant, 2024). Thank you for reading, Clover Creighton
Carlson, R. (2022, November 30). Net present value (NPV) as a capital budgeting method. The Balance. https://www.thebalancemoney.com/net-present-value-npv-as-a-capital-budgeting-method-392915
Gallant, C. (2024, April 17). Disadvantages of net present value (NPV) for investments. Investopedia. https://www.investopedia.com/ask/answers/06/npvdisadvantages.asp#:~:text=Investment%20Size&text=If%20there%20are%20two%20investments,result%20in%20a%20larger%20number. -
“Living with Disability: A Personal Reflection and Presentation on Understanding the Challenges Faced by Individuals with Disabilities”
Short Paper and 20 min Presentation
Each student will select a disability that they have no first-hand experience with. Your job is to “live” with that disability as much as possible for 1 week. By that I mean, spend time reflecting on how your everyday experience would be different if you had that disability. For example, at the end of each day, write down what you did. How would that activity have gone differently if you were disabled? What aspects did you take for granted that someone with a disability might not be able to? Would you have needed support to achieve everything you did? What supports would you have needed, and are those things that are accessible to you? If you’re able, you may also want to follow disabled individuals on social media to gain a better understanding of what navigating daily life is like for them, and so that you’re able to see the breadth and heterogeneity within the group of “disability.”
At the end of the week, you should write a short paper (4-5 pages double spaced) that provides a brief background of the disability you focused on including its prevalence, symptoms, challenges faced by those with the disability as well as your own personal reflections on how your life would be different if you were living with the disability. You will present what you learn in an ~20 minute class presentation.