My Blog

Category: Education

  • [Solved] Vision for Learning Article Critique 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Article 1 Using all library databases available to you, locate a journal article that relates to school leadership. Read it carefully and reflect on it, then follow the attached rubric to help craft your critique. Articles should not be older than two years old – [\ \ ArticleCritiqueGuidelinesRubr…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Article 1

    Using all library databases available to you, locate a journal article that relates to school leadership. Read it carefully and reflect on it, then follow the attached rubric to help craft your critique. Articles should not be older than two years old

    – [\
    \
    ArticleCritiqueGuidelinesRubric3.pdf](https://www.sweetstudy.com/files/articlecritiqueguidelinesrubric3-pdf "ArticleCritiqueGuidelinesRubric3.pdf")

    – 2 years ago

  • [Solved] SCHOLARLY WORKS SYNTHESIS

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    How to guide my assignment? – 2 years ago

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    How to guide my assignment?

    – 2 years ago

  • [Solved] Response 2 707

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## Response2707.docx **## Response2707.docx** 200 word response 1 reference/intext citation Due 4/4/2025 Sharon 1. **Stakeholders include parents, community leaders, business partners, teachers, district leaders, and all staff members, all of whom play a crucial role i…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Response2707.docx

    **## Response2707.docx**

    200 word response 1 reference/intext citation

    Due 4/4/2025

    Sharon

    1.
    **Stakeholders include parents, community leaders, business partners, teachers, district leaders, and all staff members, all of whom play a crucial role in the success of educating children and driving positive changes within the school district. Stakeholders help with educational change by assisting in the decision-making process, providing support and resources for schools and staff, and aiding in the implementation of the changes. Top level leaders like superintendents and school board members make sure educational changes align with the district’s goals and vision, meet community needs, and most importantly, student needs. According to Fullan (2016), superintendents make key decisions, help resolve conflicts, and support the growth of principals, teacher leaders, and school board members. Superintendents and the school board, create and implement policies, follow state and federal educational guidelines, and allocate funding. Funding can become an issue if the two parties do not agree on the amount allocated for implementing the change.**

    **## Response2707.docx**

    200 word response 1 reference/intext citation

    Due 4/4/2025

    Sharon

    1.
    **Stakeholders include parents, community leaders, business partners, teachers, district leaders, and all staff members, all of whom play a crucial role in the success of educating children and driving positive changes within the school district. Stakeholders help with educational change by assisting in the decision-making process, providing support and resources for schools and staff, and aiding in the implementation of the changes. Top level leaders like superintendents and school board members make sure educational changes align with the district’s goals and vision, meet community needs, and most importantly, student needs. According to Fullan (2016), superintendents make key decisions, help resolve conflicts, and support the growth of principals, teacher leaders, and school board members. Superintendents and the school board, create and implement policies, follow state and federal educational guidelines, and allocate funding. Funding can become an issue if the two parties do not agree on the amount allocated for implementing the change.**

  • [Solved] Response 1 707

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## response1.707.docx **## response1.707.docx** 100 word response 1 reference/intext citation Due 4/4/2025 A. Johnson Stakeholders and top-level leaders are key to change initiatives. Stakeholders include those that have a vested interest in the day-to-day functions of …

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## response1.707.docx

    **## response1.707.docx**

    100 word response 1 reference/intext citation

    Due 4/4/2025

    A. Johnson

    Stakeholders and top-level leaders are key to change initiatives. Stakeholders include those that have a vested interest in the day-to-day functions of the school: parents/families, students, staff members and community members. Leaders have a responsibility to build trust with the stakeholders before implementing changes. Once stakeholders are aware of why a change is taking place, how it will affect them and how it will be implemented, leaders have a better chance of gaining support for change and future endeavors. Stakeholders that feel underappreciated, uninformed and undervalued can make implementing change nearly impossible. Top-level leaders might recognize an issue and embark on a series of actions to correct or address the issue. Stakeholders, however, coming from a different point of view, may present a challenge simply because there has been a breakdown in communication.

    **## response1.707.docx**

    100 word response 1 reference/intext citation

    Due 4/4/2025

    A. Johnson

    Stakeholders and top-level leaders are key to change initiatives. Stakeholders include those that have a vested interest in the day-to-day functions of the school: parents/families, students, staff members and community members. Leaders have a responsibility to build trust with the stakeholders before implementing changes. Once stakeholders are aware of why a change is taking place, how it will affect them and how it will be implemented, leaders have a better chance of gaining support for change and future endeavors. Stakeholders that feel underappreciated, uninformed and undervalued can make implementing change nearly impossible. Top-level leaders might recognize an issue and embark on a series of actions to correct or address the issue. Stakeholders, however, coming from a different point of view, may present a challenge simply because there has been a breakdown in communication.

  • [Solved] Catherine Owens

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Catherine Owens.

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Education Help with an assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Help with case observation, education – 2 years ago

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Help with case observation, education

    – 2 years ago

  • [Solved] NEED IN 10 HOURS or LESS

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    PLEASE UPLOAD EACH RESPONSE SEPARATELY. Your responses should be at least 150 words Each. – 2 years ago

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    PLEASE UPLOAD EACH RESPONSE SEPARATELY.  Your responses should be at least 150 words Each.

    – 2 years ago

  • [Solved] Education week 3 assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ### Observation Tools in Action This week is observation week! You will observe in the learning environment you identified in week two of class. As you are learning, using observation tools to assess student development and progress is one way teachers can gather important information in a child’s n…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    ### Observation Tools in Action

    This week is observation week! You will observe in the learning environment you identified in week two of class. As you are learning, using observation tools to assess student development and progress is one way teachers can gather important information in a child’s natural setting. Teachers collect information about children through many different lenses using a variety of methods. There is no single method that a teacher can use to understand the whole child. Instead, they use a variety of tools to gather a bigger picture of childhood development.

    For your assignment this week, you will select at least one observation tool that you can use during your scheduled observation. You will conduct an observation using the selected tool and then reflect on your learning from the observation. Plan to conduct your observation for at least 30 minutes. If you are not able to conduct an assessment in a classroom environment, please navigate to the alternate video assessment tab.

    #### Assignment Instructions

    In your paper, use the following bullets to plan and reflect on your observation this week:

    – Identify the age of the children included in your observation.
    – Describe the scenario for the observation in terms of where it occurred, how many children were present, the activity type, and any other relevant information.
    – Explain the observation tool you selected to use for this assignment and the process of using the selected tool in real life during your observation experience.
    – Analyze your notes and information in one or two paragraphs.
    – Outline two findings of a child/children from your observation that you would want to document for future planning.
    – Summarize one learning activity you might use with the child or children to support their developmental needs based on your findings.

    #### Prepare

    To prepare for this assignment,

    – Read Chapters 7 and 8 of your course text.
    – Review the video, [_How to Observe_Links to an external site.](https://www.youtube.com/watch?v=D2BrIHkx4aw).
    – Read the [_Milestone Moments Checklist_Links to an external site.](https://www.cdc.gov/ncbddd/actearly/pdf/LTSAE-Checklist_COMPLIANT_30MCorrection_508.pdf).
    – Consider the age group you will be observing and what type of activity will be taking place. Select one tool you could use to assess a student you identify with during the scheduled observation. You may choose any of the following templates and customize them as needed or create your own.

    – [_Anecdotal Notes_](https://uagc.instructure.com/courses/144088/files/22985157?wrap=1) [Download Anecdotal Notes](https://uagc.instructure.com/courses/144088/files/22985157/download?download_frd=1) Template
    – [_Photo Documentation_](https://uagc.instructure.com/courses/144088/files/22985203?wrap=1) [Download Photo Documentation](https://uagc.instructure.com/courses/144088/files/22985203/download?download_frd=1) Template (Please do not show any child’s face in your images by either cropping out faces or placing an emoji or other image in place of the face)
    – [_Event Sampling_](https://uagc.instructure.com/courses/144088/files/22985168?wrap=1) [Download Event Sampling](https://uagc.instructure.com/courses/144088/files/22985168/download?download_frd=1) Template
    – [_Blank Behavior and Work Habits Checklist_](https://uagc.instructure.com/courses/144088/files/22985162?wrap=1) [Download Blank Behavior and Work Habits Checklist](https://uagc.instructure.com/courses/144088/files/22985162/download?download_frd=1) Template
    – [_Letters and Numbers Checklist_](https://uagc.instructure.com/courses/144088/files/22985175?wrap=1) [Download Letters and Numbers Checklist](https://uagc.instructure.com/courses/144088/files/22985175/download?download_frd=1) Template
    – Familiarize yourself with some of the typical developmental needs of children in your age range, if you’re not familiar with those already. You can review developmental milestones for children in this resources:

    – [_CDC’s Developmental Milestones_Links to an external site.](https://www.cdc.gov/ncbddd/actearly/milestones/index.html)
    – [_Growth & Development: 6 to 12 Years (School Age)_Links to an external site.](https://www.choc.org/primary-care/ages-stages/6-to-12-years/)
    – If you are unsure of this information, consider reaching out to the teacher to ask if they have any information to share in terms of a specific child they may suggest you observe or you can identify one who stands out to you during your time observing.
    – Choose one of the following tools to present your work on this assignment:
    – [_Observation Tools in Action_](https://uagc.instructure.com/courses/144088/files/22985184?wrap=1) [Download Observation Tools in Action](https://uagc.instructure.com/courses/144088/files/22985184/download?download_frd=1) Word document template
    – [_Observation Tools in Action_](https://uagc.instructure.com/courses/144088/files/22985196?wrap=1) [_Download Observation Tools in Action_](https://uagc.instructure.com/courses/144088/files/22985196/download?download_frd=1) Power Point template

    #### Alternate Video Assessment

    Choose one of the following videos as an alternative to an in-person classroom visit. This option is reserved for students who have received prior permission from the instructor.

    – [_Demonstration of Pyramid Model Practices: A Typical Day in a Toddler Classroom_Links to an external site.](https://vimeo.com/180297918)
    – [_Demonstration of Pyramid Model Practices: A Typical Day in a Preschool Classroom_Links to an external site.](https://vimeo.com/180313975)
    – [_Kindergarten Mathematics_Links to an external site.](https://www.youtube.com/watch?v=D2o6MDpL1v0)

    **Note**: You may not learn the child’s name through the video, so feel free to describe a child as, for instance, Boy in Blue Shirt.

    – [\
    \
    ObservationToolsinAction.pptx](https://www.sweetstudy.com/files/observationtoolsinaction-pptx "ObservationToolsinAction.pptx")
    – [\
    \
    ObservationToolsinAction.docx](https://www.sweetstudy.com/files/observationtoolsinaction-docx "ObservationToolsinAction.docx")
    – [\
    \
    LettersandNumbersChecklist.docx](https://www.sweetstudy.com/files/lettersandnumberschecklist-docx "LettersandNumbersChecklist.docx")
    – [\
    \
    BlankBehaviorandWorkHabitsChecklist.docx](https://www.sweetstudy.com/files/blankbehaviorandworkhabitschecklist-docx "BlankBehaviorandWorkHabitsChecklist.docx")
    – [\
    \
    EventSampling.docx](https://www.sweetstudy.com/files/eventsampling-docx "EventSampling.docx")
    – [\
    \
    PhotoDocumentation.docx](https://www.sweetstudy.com/files/photodocumentation-docx "PhotoDocumentation.docx")
    – [\
    \
    AnecdotalNotes.docx](https://www.sweetstudy.com/files/anecdotalnotes-docx "AnecdotalNotes.docx")
    – [\
    \
    LTSAE-Checklist_COMPLIANT_30MCorrection_508.pdf](https://www.sweetstudy.com/files/ltsae-checklist-compliant-30mcorrection-508-pdf "LTSAE-Checklist_COMPLIANT_30MCorrection_508.pdf")

    – 2 years ago

  • [Solved] Analysis Project

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Analysis Project – 2 years ago **files (4)** – ## AnalysisProject_Template2.docx – ## Analysisexxtrainformationandtopic.docx – ## AnalysisProject_Graduate.docx – ## AnalysisRubic.docx **## AnalysisProject_Template2.docx** [*If using the template, remove all notes in brackets [] before submiss…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Analysis Project

    – 2 years ago

    **files (4)**

    – ## AnalysisProject_Template2.docx

    – ## Analysisexxtrainformationandtopic.docx

    – ## AnalysisProject_Graduate.docx

    – ## AnalysisRubic.docx

    **## AnalysisProject_Template2.docx**

    [*If using the template, remove all notes in brackets [] before submission]

    **Introduction**

    **Header #1** [Reason #1- rename to your first reason]

    **Header #2** [Reason #2- rename to your first reason]

    **Header #3** [Reason #3- rename to your first reason]

    **Header #4** [Historical Context- can came before Header #1, if this fits the flow of your paper & argument]

    **Header #5** [Solution(s)]

    **Conclusion**

    **## Analysisexxtrainformationandtopic.docx**

    Topic- Education for Children living in Poverty

    The Analysis paper focuses on one topic (such as poverty) and then how it others (race, gender, crime, etc.) run through it. Your final, on the other hand, will take a different approach and focus on several topics equally and their intersection.

    These are a few things could be included in the Analysis:

    · Lower quality of education/ less likely to get a bachelor’s degree

    · Mental health-

    · Laws put in place that hinder children living in poverty

    A few notes:

    · Papers should be uploaded as a .doc, .docx, or .pdf file.

    · Papers should be in Times New Roman, 12-point font, with 1-inch margins.

    · Your paper should be about 10 to 12 pages in length.

    · As a graduate student- 9 total academic articles with the book included

    Introduction- 1-2 paragraph

    2-3 paragraph under each header

    Historical context- @ least 3 paragraphs

    2-3 academics articles per header, including the book under each header and historical context

    Make sure everything is cited

    **## AnalysisProject_Graduate.docx**

    Social Problems

    Graduate

    **Analysis Project**

    **From the Syllabus**:

    Students will complete a project that analyzes a current event from a sociological lens regarding a social problem in the U.S. or globally. Papers should be approximately ten to twelve pages in length, and students should demonstrate an ability to explain, analyze, and provide potential solutions to their chosen problem. Students should also explain and assess how their problem fits into the larger historical context.

    Approximately one-third of the way through the semester, students should contact the instructor to set up a meeting to discuss their project. The project will be due one week before finals. More information will be provided on Canvas in the link to the description of the project.

    _Late Projects_: the case study project is a significant part of the student grade. As such, students will be able to turn in the case study late for
    _partial credit_ up to one week after the project is due.

    **Instructions**:

    The case study project gives you an opportunity to explore in more depth any
    _one_ social problem in the U.S. or globally of your choosing. In the paper, you will analyze, synthesize, and evaluate the material on your topic.

    You should find eight to twelve (8-12) academic articles that discuss the social problem you would like to explore. You can find academic literature in the DSU libraries or on the library website online. In addition, you should cite the course material, and readings using the concepts, terms, and/or theories discussed to support your analysis.

    Analysis Paper Outline: Choose eight to twelve articles discussing one social problem that you think is of critical importance to American or Global society.

    · First, introduce your issue with a statement of topic.

    · Second, discuss three reasons you think the topic is important (explain and analyze), drawing on information from the articles you chose and the course material.

    · Third, discuss how your chosen problem fits into the larger historical context

    · Finally, conclude your paper with two proposed solutions that consider the issues and context you addressed in your paper (analysis). Your paper should support your conclusions.

    Formatting: Papers should be Times New Roman, 12-point font, and double spaced with one-inch margins. Papers should be about 10-12 pages in length.

    Citing: You must cite all sources (articles and course materials) within the body of your paper using in-text citations when paraphrasing and using quotes. Be sure to include a bibliography at the end of your paper. I do not require that you use any particular citation style but ask that you use the style you feel most comfortable with and use it consistently throughout the paper. If you have any questions, see the Perdue Website listed in the module with this assignment. If you still have any questions, please ask.

    Case Study Rubric (100 points total):

    · 5 points – statement of the topic

    · 30 points – three reasons why the topic is important

    · 25 points – how your chosen problem fit into the larger historical context

    · 25 points – conclusions and two proposed social changes

    ·
    10 points – citations and use of course material and academic articles

    · 5 points – grammar, spelling, formatting, and organization

    **## AnalysisRubic.docx**

    | | | |
    | — | — | — |
    | **Analysis Paper [Graduate]** |
    | **Criteria** | **Ratings** | **Pts** |
    | Statement of Topic<br>**view longer description** | **5 pts**<br>**Full Marks**<br>The statement of topic fully introduces the topic.<br>**3 pts**<br>**Average**<br>The statement of topic does not fully introduce the topic<br>**0 pts**<br>**No Marks**<br>The paper does not have a statement of topic or the introduction is not distinct from the rest of the paper. | / 5 pts |
    | 3 Reasons<br>**view longer description** | **30 pts**<br>**Full Marks**<br>The paper includes three distinct, fully developed reasons.<br>**25 pts**<br>**Very Good**<br>The paper has three reasons, but the reasons are missing some detail.<br>**20 pts**<br>**Good**<br>The paper contains two developed reasons.<br>**15 pts**<br>**Average**<br>The paper has three undeveloped reasons – two underdeveloped reasons – or one developed reason.<br>**10 pts**<br>**Poor**<br>The paper has one underdeveloped reason. | / 30 pts |
    | Historical Context<br>**view longer description** | **20 pts**<br>**Full Marks**<br>**15 pts**<br>**Very Good**<br>Includes a historical background for the topic.<br>**10 pts**<br>**Good**<br>The paper includes a historical context, but the background does not help develop the paper further.<br>**0 pts**<br>**No Marks** | / 20 pts |
    | Conclusions/Solutions<br>**view longer description** | **25 pts**<br>**Full Marks**<br>The paper includes both a conclusion and two proposed solutions.<br>**20 pts**<br>**Good**<br>The paper includes a conclusion and one proposed solution.<br>**15 pts**<br>**Average**<br>The paper is missing either a conclusion or two solutions.<br>**0 pts**<br>**No Marks** | / 25 pts |
    | Citations<br>**view longer description** | **15 pts**<br>**Full Marks**<br>**10 pts**<br>**Good**<br>**5 pts**<br>**Average**<br>**0 pts**<br>**No Marks** | / 15 pts |
    | Mechanics<br>**view longer description** | **5 pts**<br>**Full Marks**<br>**3 pts**<br>**Average**<br>**0 pts**<br>**No Marks** | / 5 pt |

    **## AnalysisRubic.docx**

    | | | |
    | — | — | — |
    | **Analysis Paper [Graduate]** |
    | **Criteria** | **Ratings** | **Pts** |
    | Statement of Topic<br>**view longer description** | **5 pts**<br>**Full Marks**<br>The statement of topic fully introduces the topic.<br>**3 pts**<br>**Average**<br>The statement of topic does not fully introduce the topic<br>**0 pts**<br>**No Marks**<br>The paper does not have a statement of topic or the introduction is not distinct from the rest of the paper. | / 5 pts |
    | 3 Reasons<br>**view longer description** | **30 pts**<br>**Full Marks**<br>The paper includes three distinct, fully developed reasons.<br>**25 pts**<br>**Very Good**<br>The paper has three reasons, but the reasons are missing some detail.<br>**20 pts**<br>**Good**<br>The paper contains two developed reasons.<br>**15 pts**<br>**Average**<br>The paper has three undeveloped reasons – two underdeveloped reasons – or one developed reason.<br>**10 pts**<br>**Poor**<br>The paper has one underdeveloped reason. | / 30 pts |
    | Historical Context<br>**view longer description** | **20 pts**<br>**Full Marks**<br>**15 pts**<br>**Very Good**<br>Includes a historical background for the topic.<br>**10 pts**<br>**Good**<br>The paper includes a historical context, but the background does not help develop the paper further.<br>**0 pts**<br>**No Marks** | / 20 pts |
    | Conclusions/Solutions<br>**view longer description** | **25 pts**<br>**Full Marks**<br>The paper includes both a conclusion and two proposed solutions.<br>**20 pts**<br>**Good**<br>The paper includes a conclusion and one proposed solution.<br>**15 pts**<br>**Average**<br>The paper is missing either a conclusion or two solutions.<br>**0 pts**<br>**No Marks** | / 25 pts |
    | Citations<br>**view longer description** | **15 pts**<br>**Full Marks**<br>**10 pts**<br>**Good**<br>**5 pts**<br>**Average**<br>**0 pts**<br>**No Marks** | / 15 pts |
    | Mechanics<br>**view longer description** | **5 pts**<br>**Full Marks**<br>**3 pts**<br>**Average**<br>**0 pts**<br>**No Marks** | / 5 pt |

    **## AnalysisProject_Template2.docx**

    [*If using the template, remove all notes in brackets [] before submission]

    **Introduction**

    **Header #1** [Reason #1- rename to your first reason]

    **Header #2** [Reason #2- rename to your first reason]

    **Header #3** [Reason #3- rename to your first reason]

    **Header #4** [Historical Context- can came before Header #1, if this fits the flow of your paper & argument]

    **Header #5** [Solution(s)]

    **Conclusion**

    **## Analysisexxtrainformationandtopic.docx**

    Topic- Education for Children living in Poverty

    The Analysis paper focuses on one topic (such as poverty) and then how it others (race, gender, crime, etc.) run through it. Your final, on the other hand, will take a different approach and focus on several topics equally and their intersection.

    These are a few things could be included in the Analysis:

    · Lower quality of education/ less likely to get a bachelor’s degree

    · Mental health-

    · Laws put in place that hinder children living in poverty

    A few notes:

    · Papers should be uploaded as a .doc, .docx, or .pdf file.

    · Papers should be in Times New Roman, 12-point font, with 1-inch margins.

    · Your paper should be about 10 to 12 pages in length.

    · As a graduate student- 9 total academic articles with the book included

    Introduction- 1-2 paragraph

    2-3 paragraph under each header

    Historical context- @ least 3 paragraphs

    2-3 academics articles per header, including the book under each header and historical context

    Make sure everything is cited

    **## AnalysisProject_Graduate.docx**

    Social Problems

    Graduate

    **Analysis Project**

    **From the Syllabus**:

    Students will complete a project that analyzes a current event from a sociological lens regarding a social problem in the U.S. or globally. Papers should be approximately ten to twelve pages in length, and students should demonstrate an ability to explain, analyze, and provide potential solutions to their chosen problem. Students should also explain and assess how their problem fits into the larger historical context.

    Approximately one-third of the way through the semester, students should contact the instructor to set up a meeting to discuss their project. The project will be due one week before finals. More information will be provided on Canvas in the link to the description of the project.

    _Late Projects_: the case study project is a significant part of the student grade. As such, students will be able to turn in the case study late for
    _partial credit_ up to one week after the project is due.

    **Instructions**:

    The case study project gives you an opportunity to explore in more depth any
    _one_ social problem in the U.S. or globally of your choosing. In the paper, you will analyze, synthesize, and evaluate the material on your topic.

    You should find eight to twelve (8-12) academic articles that discuss the social problem you would like to explore. You can find academic literature in the DSU libraries or on the library website online. In addition, you should cite the course material, and readings using the concepts, terms, and/or theories discussed to support your analysis.

    Analysis Paper Outline: Choose eight to twelve articles discussing one social problem that you think is of critical importance to American or Global society.

    · First, introduce your issue with a statement of topic.

    · Second, discuss three reasons you think the topic is important (explain and analyze), drawing on information from the articles you chose and the course material.

    · Third, discuss how your chosen problem fits into the larger historical context

    · Finally, conclude your paper with two proposed solutions that consider the issues and context you addressed in your paper (analysis). Your paper should support your conclusions.

    Formatting: Papers should be Times New Roman, 12-point font, and double spaced with one-inch margins. Papers should be about 10-12 pages in length.

    Citing: You must cite all sources (articles and course materials) within the body of your paper using in-text citations when paraphrasing and using quotes. Be sure to include a bibliography at the end of your paper. I do not require that you use any particular citation style but ask that you use the style you feel most comfortable with and use it consistently throughout the paper. If you have any questions, see the Perdue Website listed in the module with this assignment. If you still have any questions, please ask.

    Case Study Rubric (100 points total):

    · 5 points – statement of the topic

    · 30 points – three reasons why the topic is important

    · 25 points – how your chosen problem fit into the larger historical context

    · 25 points – conclusions and two proposed social changes

    ·
    10 points – citations and use of course material and academic articles

    · 5 points – grammar, spelling, formatting, and organization

    **## AnalysisRubic.docx**

    | | | |
    | — | — | — |
    | **Analysis Paper [Graduate]** |
    | **Criteria** | **Ratings** | **Pts** |
    | Statement of Topic<br>**view longer description** | **5 pts**<br>**Full Marks**<br>The statement of topic fully introduces the topic.<br>**3 pts**<br>**Average**<br>The statement of topic does not fully introduce the topic<br>**0 pts**<br>**No Marks**<br>The paper does not have a statement of topic or the introduction is not distinct from the rest of the paper. | / 5 pts |
    | 3 Reasons<br>**view longer description** | **30 pts**<br>**Full Marks**<br>The paper includes three distinct, fully developed reasons.<br>**25 pts**<br>**Very Good**<br>The paper has three reasons, but the reasons are missing some detail.<br>**20 pts**<br>**Good**<br>The paper contains two developed reasons.<br>**15 pts**<br>**Average**<br>The paper has three undeveloped reasons – two underdeveloped reasons – or one developed reason.<br>**10 pts**<br>**Poor**<br>The paper has one underdeveloped reason. | / 30 pts |
    | Historical Context<br>**view longer description** | **20 pts**<br>**Full Marks**<br>**15 pts**<br>**Very Good**<br>Includes a historical background for the topic.<br>**10 pts**<br>**Good**<br>The paper includes a historical context, but the background does not help develop the paper further.<br>**0 pts**<br>**No Marks** | / 20 pts |
    | Conclusions/Solutions<br>**view longer description** | **25 pts**<br>**Full Marks**<br>The paper includes both a conclusion and two proposed solutions.<br>**20 pts**<br>**Good**<br>The paper includes a conclusion and one proposed solution.<br>**15 pts**<br>**Average**<br>The paper is missing either a conclusion or two solutions.<br>**0 pts**<br>**No Marks** | / 25 pts |
    | Citations<br>**view longer description** | **15 pts**<br>**Full Marks**<br>**10 pts**<br>**Good**<br>**5 pts**<br>**Average**<br>**0 pts**<br>**No Marks** | / 15 pts |
    | Mechanics<br>**view longer description** | **5 pts**<br>**Full Marks**<br>**3 pts**<br>**Average**<br>**0 pts**<br>**No Marks** | / 5 pt |

    **## AnalysisProject_Template2.docx**

    [*If using the template, remove all notes in brackets [] before submission]

    **Introduction**

    **Header #1** [Reason #1- rename to your first reason]

    **Header #2** [Reason #2- rename to your first reason]

    **Header #3** [Reason #3- rename to your first reason]

    **Header #4** [Historical Context- can came before Header #1, if this fits the flow of your paper & argument]

    **Header #5** [Solution(s)]

    **Conclusion**

    **## Analysisexxtrainformationandtopic.docx**

    Topic- Education for Children living in Poverty

    The Analysis paper focuses on one topic (such as poverty) and then how it others (race, gender, crime, etc.) run through it. Your final, on the other hand, will take a different approach and focus on several topics equally and their intersection.

    These are a few things could be included in the Analysis:

    · Lower quality of education/ less likely to get a bachelor’s degree

    · Mental health-

    · Laws put in place that hinder children living in poverty

    A few notes:

    · Papers should be uploaded as a .doc, .docx, or .pdf file.

    · Papers should be in Times New Roman, 12-point font, with 1-inch margins.

    · Your paper should be about 10 to 12 pages in length.

    · As a graduate student- 9 total academic articles with the book included

    Introduction- 1-2 paragraph

    2-3 paragraph under each header

    Historical context- @ least 3 paragraphs

    2-3 academics articles per header, including the book under each header and historical context

    Make sure everything is cited

    **## AnalysisProject_Graduate.docx**

    Social Problems

    Graduate

    **Analysis Project**

    **From the Syllabus**:

    Students will complete a project that analyzes a current event from a sociological lens regarding a social problem in the U.S. or globally. Papers should be approximately ten to twelve pages in length, and students should demonstrate an ability to explain, analyze, and provide potential solutions to their chosen problem. Students should also explain and assess how their problem fits into the larger historical context.

    Approximately one-third of the way through the semester, students should contact the instructor to set up a meeting to discuss their project. The project will be due one week before finals. More information will be provided on Canvas in the link to the description of the project.

    _Late Projects_: the case study project is a significant part of the student grade. As such, students will be able to turn in the case study late for
    _partial credit_ up to one week after the project is due.

    **Instructions**:

    The case study project gives you an opportunity to explore in more depth any
    _one_ social problem in the U.S. or globally of your choosing. In the paper, you will analyze, synthesize, and evaluate the material on your topic.

    You should find eight to twelve (8-12) academic articles that discuss the social problem you would like to explore. You can find academic literature in the DSU libraries or on the library website online. In addition, you should cite the course material, and readings using the concepts, terms, and/or theories discussed to support your analysis.

    Analysis Paper Outline: Choose eight to twelve articles discussing one social problem that you think is of critical importance to American or Global society.

    · First, introduce your issue with a statement of topic.

    · Second, discuss three reasons you think the topic is important (explain and analyze), drawing on information from the articles you chose and the course material.

    · Third, discuss how your chosen problem fits into the larger historical context

    · Finally, conclude your paper with two proposed solutions that consider the issues and context you addressed in your paper (analysis). Your paper should support your conclusions.

    Formatting: Papers should be Times New Roman, 12-point font, and double spaced with one-inch margins. Papers should be about 10-12 pages in length.

    Citing: You must cite all sources (articles and course materials) within the body of your paper using in-text citations when paraphrasing and using quotes. Be sure to include a bibliography at the end of your paper. I do not require that you use any particular citation style but ask that you use the style you feel most comfortable with and use it consistently throughout the paper. If you have any questions, see the Perdue Website listed in the module with this assignment. If you still have any questions, please ask.

    Case Study Rubric (100 points total):

    · 5 points – statement of the topic

    · 30 points – three reasons why the topic is important

    · 25 points – how your chosen problem fit into the larger historical context

    · 25 points – conclusions and two proposed social changes

    ·
    10 points – citations and use of course material and academic articles

    · 5 points – grammar, spelling, formatting, and organization

    **## AnalysisRubic.docx**

    | | | |
    | — | — | — |
    | **Analysis Paper [Graduate]** |
    | **Criteria** | **Ratings** | **Pts** |
    | Statement of Topic<br>**view longer description** | **5 pts**<br>**Full Marks**<br>The statement of topic fully introduces the topic.<br>**3 pts**<br>**Average**<br>The statement of topic does not fully introduce the topic<br>**0 pts**<br>**No Marks**<br>The paper does not have a statement of topic or the introduction is not distinct from the rest of the paper. | / 5 pts |
    | 3 Reasons<br>**view longer description** | **30 pts**<br>**Full Marks**<br>The paper includes three distinct, fully developed reasons.<br>**25 pts**<br>**Very Good**<br>The paper has three reasons, but the reasons are missing some detail.<br>**20 pts**<br>**Good**<br>The paper contains two developed reasons.<br>**15 pts**<br>**Average**<br>The paper has three undeveloped reasons – two underdeveloped reasons – or one developed reason.<br>**10 pts**<br>**Poor**<br>The paper has one underdeveloped reason. | / 30 pts |
    | Historical Context<br>**view longer description** | **20 pts**<br>**Full Marks**<br>**15 pts**<br>**Very Good**<br>Includes a historical background for the topic.<br>**10 pts**<br>**Good**<br>The paper includes a historical context, but the background does not help develop the paper further.<br>**0 pts**<br>**No Marks** | / 20 pts |
    | Conclusions/Solutions<br>**view longer description** | **25 pts**<br>**Full Marks**<br>The paper includes both a conclusion and two proposed solutions.<br>**20 pts**<br>**Good**<br>The paper includes a conclusion and one proposed solution.<br>**15 pts**<br>**Average**<br>The paper is missing either a conclusion or two solutions.<br>**0 pts**<br>**No Marks** | / 25 pts |
    | Citations<br>**view longer description** | **15 pts**<br>**Full Marks**<br>**10 pts**<br>**Good**<br>**5 pts**<br>**Average**<br>**0 pts**<br>**No Marks** | / 15 pts |
    | Mechanics<br>**view longer description** | **5 pts**<br>**Full Marks**<br>**3 pts**<br>**Average**<br>**0 pts**<br>**No Marks** | / 5 pt |

  • [Solved] human services

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## humanservices-final.docx **## humanservices-final.docx** **Part one-The movie [1 1/2 pages]** 1. Select a movie from the attached list or decide on your own movie idea. (The movie must have an ethical dilemma as its main theme. Please run ideas by Shantih). 2. Sp…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## humanservices-final.docx

    **## humanservices-final.docx**

    **Part one-The movie [1 1/2 pages]**

    1. Select a movie from the attached list or decide on your own movie idea. (The movie must have an ethical dilemma as its main theme. Please run ideas by Shantih).

    2. Spend time watching the movie (and taking notes). (You may need to watch it more than once.)

    3. Respond to these questions after you have watched the movie:

    a. What movie did you select and why.

    b. What is the movie about? In your own words.

    c. A movie review: Find a movie review and include a paragraph from the review. Make sure to cite your source!

    d. Please give two or three examples of ethical dilemmas that you saw in the movie. What were the characters struggling with? Be specific and cite your movie.

    **Part two: Create a Counseling Session from the movie [1 page]**

    1. Imagine you are a social worker or counselor assigned to work with a character/characters in the movie, please respond to these questions:

    a. What would be challenging and why?

    b. What would be exciting and why?

    c. What ethical questions would you bring to your supervisor?

    d. Give 2 examples of how the NASW Code of Ethics could help you in your work with the client/clients. (Cite your sources. Give 1-2 examples from your class readings.)

    e. Give specific examples from the movie.

    **Part three: Your reflections [1 page]**

    1. What did you learn about Human service Ethics from watching the movie and responding to these questions?

    2. Would you recommend this movie to someone else studying ethics?

    3. What else would you like to add?

    **References must include:**

    1.
    **The movie or book**

    2.
    **The movie or book review**

    3.
    **NASW Code of Ethics**

    4.
    **Two additional chapters or articles from our class**

    The Movie of choice

    ## 1. **_Never Rarely Sometimes Always:_** Seventeen-year-old Autumn Callahan suspects she is pregnant and goes to a [crisis pregnancy center](https://en.wikipedia.org/wiki/Crisis_pregnancy_center). At the center, she takes a drugstore test that confirms she is pregnant. She is told she is 10 weeks along, given literature on adoption, and shown an anti-abortion video. After learning that she cannot get an [abortion in Pennsylvania](https://en.wikipedia.org/wiki/Abortion_in_Pennsylvania) without parental consent, she tries to [induce a miscarriage](https://en.wikipedia.org/wiki/Self-induced_abortion) by swallowing pills and punching herself in the stomach. When those methods fail, she tells her cousin, Skylar, that she is pregnant. Skylar steals cash from the grocery store where they work, and the two buy bus tickets to New York City. On the bus they meet Jasper, a young man persistently interested in Skylar even though she tries to blow him off.

    **Reading list from module**

    NASW Code of Ethics

    Dickson, D. T. (2009). When Law and Ethics Collide: Social Control in Child Protective Services. Ethics and Social Welfare, 3(3), 264–283.
    [https://doi.org/10.1080/17496530903209485](https://doi.org/10.1080/17496530903209485)

    McDonald, D., Boddy, J., O’Callaghan, K., & Chester, P. (2015). Ethical Professional Writing in Social Work and Human Services. Ethics and Social Welfare, 9(4), 359–374.
    [https://doi.org/10.1080/17496535.2015.1009481](https://doi.org/10.1080/17496535.2015.1009481)

    Witherell, C. S. (1997). “Real World” Ethics: Frameworks for Educators and Human Service Professionals. Journal of Moral Education, 26(2), 227–

    Ng, W. (2008). Virtual teamwork: students studying about ethics in an online environment. Research in Science & Technological Education, 26(1), 13.
    [https://sunyempire.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/virtual-teamwork-students-studying-about-ethics/docview/218196304/se-2](https://sunyempire.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/virtual-teamwork-students-studying-about-ethics/docview/218196304/se-2)

    Lee, M. Y., Mickelson, J., Quijada, L., & Orr, L. (2021). Transforming Lives of Former Foster Youths: A Campus-Based Support Program Grounded in Social Work Values. Social Work (New York), 66(3), 217–225.
    [https://doi.org/10.1093/sw/swa](https://doi.org/10.1093/sw/swa)

    Dore, I. (2019). Doing Knowing Ethically – Where Social Work Values Meet Critical Realism. Ethics and Social Welfare, 13(4), 377–391.
    [https://doi.org/10.1080/17496535.2019.1598458b024l](https://doi.org/10.1080/17496535.2019.1598458b024l)

    **## humanservices-final.docx**

    **Part one-The movie [1 1/2 pages]**

    1. Select a movie from the attached list or decide on your own movie idea. (The movie must have an ethical dilemma as its main theme. Please run ideas by Shantih).

    2. Spend time watching the movie (and taking notes). (You may need to watch it more than once.)

    3. Respond to these questions after you have watched the movie:

    a. What movie did you select and why.

    b. What is the movie about? In your own words.

    c. A movie review: Find a movie review and include a paragraph from the review. Make sure to cite your source!

    d. Please give two or three examples of ethical dilemmas that you saw in the movie. What were the characters struggling with? Be specific and cite your movie.

    **Part two: Create a Counseling Session from the movie [1 page]**

    1. Imagine you are a social worker or counselor assigned to work with a character/characters in the movie, please respond to these questions:

    a. What would be challenging and why?

    b. What would be exciting and why?

    c. What ethical questions would you bring to your supervisor?

    d. Give 2 examples of how the NASW Code of Ethics could help you in your work with the client/clients. (Cite your sources. Give 1-2 examples from your class readings.)

    e. Give specific examples from the movie.

    **Part three: Your reflections [1 page]**

    1. What did you learn about Human service Ethics from watching the movie and responding to these questions?

    2. Would you recommend this movie to someone else studying ethics?

    3. What else would you like to add?

    **References must include:**

    1.
    **The movie or book**

    2.
    **The movie or book review**

    3.
    **NASW Code of Ethics**

    4.
    **Two additional chapters or articles from our class**

    The Movie of choice

    ## 1. **_Never Rarely Sometimes Always:_** Seventeen-year-old Autumn Callahan suspects she is pregnant and goes to a [crisis pregnancy center](https://en.wikipedia.org/wiki/Crisis_pregnancy_center). At the center, she takes a drugstore test that confirms she is pregnant. She is told she is 10 weeks along, given literature on adoption, and shown an anti-abortion video. After learning that she cannot get an [abortion in Pennsylvania](https://en.wikipedia.org/wiki/Abortion_in_Pennsylvania) without parental consent, she tries to [induce a miscarriage](https://en.wikipedia.org/wiki/Self-induced_abortion) by swallowing pills and punching herself in the stomach. When those methods fail, she tells her cousin, Skylar, that she is pregnant. Skylar steals cash from the grocery store where they work, and the two buy bus tickets to New York City. On the bus they meet Jasper, a young man persistently interested in Skylar even though she tries to blow him off.

    **Reading list from module**

    NASW Code of Ethics

    Dickson, D. T. (2009). When Law and Ethics Collide: Social Control in Child Protective Services. Ethics and Social Welfare, 3(3), 264–283.
    [https://doi.org/10.1080/17496530903209485](https://doi.org/10.1080/17496530903209485)

    McDonald, D., Boddy, J., O’Callaghan, K., & Chester, P. (2015). Ethical Professional Writing in Social Work and Human Services. Ethics and Social Welfare, 9(4), 359–374.
    [https://doi.org/10.1080/17496535.2015.1009481](https://doi.org/10.1080/17496535.2015.1009481)

    Witherell, C. S. (1997). “Real World” Ethics: Frameworks for Educators and Human Service Professionals. Journal of Moral Education, 26(2), 227–

    Ng, W. (2008). Virtual teamwork: students studying about ethics in an online environment. Research in Science & Technological Education, 26(1), 13.
    [https://sunyempire.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/virtual-teamwork-students-studying-about-ethics/docview/218196304/se-2](https://sunyempire.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/virtual-teamwork-students-studying-about-ethics/docview/218196304/se-2)

    Lee, M. Y., Mickelson, J., Quijada, L., & Orr, L. (2021). Transforming Lives of Former Foster Youths: A Campus-Based Support Program Grounded in Social Work Values. Social Work (New York), 66(3), 217–225.
    [https://doi.org/10.1093/sw/swa](https://doi.org/10.1093/sw/swa)

    Dore, I. (2019). Doing Knowing Ethically – Where Social Work Values Meet Critical Realism. Ethics and Social Welfare, 13(4), 377–391.
    [https://doi.org/10.1080/17496535.2019.1598458b024l](https://doi.org/10.1080/17496535.2019.1598458b024l)