Category: Education

  • [Solved] week 4 Journal

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    Assessment and Intervention Reflection To provide children with a safe and supportive learning environment, and maintain instructional effectiveness, it is important to incorporate observation, documentation, and assessment into your daily routine. It is equally important that teachers acknowledge t…

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    Assignment Prompt & Instructions

    Assessment and Intervention Reflection

    To provide children with a safe and supportive learning environment, and maintain instructional effectiveness, it is important to incorporate observation, documentation, and assessment into your daily routine. It is equally important that teachers acknowledge their own biases to remain open-minded and objective during assessments and truly understand the development and needs of children.

    Prepare

    To prepare for this journal,

    – Complete the [Program Feedback SurveyLinks to an external site.](https://uarizona.co1.qualtrics.com/jfe/form/SV_3w92Qnty0xn4V5s).
    – Review the six-minute video, [_Recognizing Bias and Promoting Equity in Early Childhood Settings_Links to an external site.](https://www.youtube.com/watch?v=PJs1aByD2Ao).
    – Read the fact sheet, [_Performance-Based Learning and Assessment_Links to an external site.](https://www.nysed.gov/sites/default/files/programs/plan-pilot/fact-sheet-performance-based-learning-assessment.pdf).
    – Use the [_Assessment and Intervention Reflection journal_](https://uagc.instructure.com/courses/144088/files/22985207?wrap=1) [Download Assessment and Intervention Reflection journal](https://uagc.instructure.com/courses/144088/files/22985207/download?download_frd=1) template.

    In your journal,

    – Describe how the information you have learned in your courses here at UAGC has helped prepare you to support the needs of the diverse learners you will work with.
    – Discuss three ideas that you learned about assessment and documentation that will benefit your future work with children.
    – Explain your understanding of using assessment to drive your instruction planning.
    – Summarize the steps that you will take to acknowledge your own biases so that they do not impact your objective assessment of children.

    – [\
    \
    AssessmentandInterventionReflectionJournal.docx](https://www.sweetstudy.com/files/assessmentandinterventionreflectionjournal-docx "AssessmentandInterventionReflectionJournal.docx")

    – 2 years ago

  • [Solved] Education Help with an assignment

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    I need help with one of my assignments. – 2 years ago

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    Assignment Prompt & Instructions

    I need help with one of my assignments.

    – 2 years ago

  • [Solved] assitant needed kenniqua

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    please see attachment – 2 years ago **files (1)** – ## newtestiment.docx **## newtestiment.docx** II. Ethical Reasoning Paper: Making New Testament Connections to the 21st Century Objectives: To help students reflect biblically and ethically on the issue of civil discourse and the New Testament and …

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    Assignment Prompt & Instructions

    please see attachment

    – 2 years ago

    **files (1)**

    – ## newtestiment.docx

    **## newtestiment.docx**

    II. Ethical Reasoning Paper:

    Making New Testament Connections to the 21st Century

    Objectives: To help students reflect biblically and ethically on the issue of civil discourse and the New Testament and apply those findings to the world today. All CHS 121 face-to-face and online instructors will use the ethical reasoning assignment to generate comparative analytical data regarding student responses, which will then be reported to the General Education Committee.

    The Question: Path(s) to Civil Discourse in the Apostle Paul

    It's not unusual to find differences of opinion in many areas of life: within families, churches, local communities, and national affairs. When these differences of opinion harden into angry disagreement, everyone is affected, and the community is weakened.

    How can we avoid the downsides of disagreement? How can we listen to another’s viewpoint? How can we live together in peace, even when we disagree strongly? Are we capable of holding strong views and remaining unified? Does the New Testament address such concerns, and if so, how? What does the apostle Paul teach us about civil discourse?

    Assignment:

    In your written response, first, discuss your own tendencies, that is, how do you evaluate others' positions, and do you tend to demonize those with whom you disagree (1-2 paragraphs)? Second, what specifically do you find in one or more of the selections below from the apostle Paul that may help in moving toward civil discourse and building stronger communities? (3-4 paragraphs). Be as specific as possible in your responses. The assignment is due by the end of class on, Friday, March 28, by 12:30 pm and is worth a total of 25 possible points.

    In the course of your paper, you should include what you learned particularly from Paul’s New Testament letters that touch on civil discourse that helped you formulate your answer. You will also need to use at least one (1) of the secondary resources listed below in bold font and found in the links under "Course Resources" at the top of the Moodle webpage.

    Supporting Resources and How to Cite Them Parenthetically Within Your Response:

    Use these New Testament resources from the letters of the apostle Paul:

    Paul’s letters of Galatians, 1 Corinthians, Colossians, and Romans (abbreviate, respectfully, in your response as Gal, 1 Cor, Col, and Rom [and then the chapter and verse(s)], e.g., (Rom 12:16).

    From Galatians 3:26-29:

    26 So in Christ Jesus you are all children of God through faith, 27 for all of you who were baptized into Christ have clothed yourselves with Christ. 28 There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus. 29 If you belong to Christ, then you are Abraham’s seed, and heirs according to the promise.

    From 1 Corinthians 1:10-17:

    10 I appeal to you, brothers and sisters, in the name of our Lord Jesus Christ, that all of you agree with one another in what you say and that there be no divisions among you, but that you be perfectly united in mind and thought. 11 My brothers and sisters, some from Chloe’s household have informed me that there are quarrels among you. 12 What I mean is this: One of you says, “I follow Paul”; another, “I follow Apollos”; another, “I follow Cephas”; still another, “I follow Christ.”

    13 Is Christ divided? Was Paul crucified for you? Were you baptized in the name of Paul? 14 I thank God that I did not baptize any of you except Crispus and Gaius, 15 so no one can say that you were baptized in my name. 16 (Yes, I also baptized the household of Stephanas; beyond that, I don’t remember if I baptized anyone else.) 17 For Christ did not send me to baptize, but to preach the gospel—not with wisdom and eloquence, lest the cross of Christ be emptied of its power.

    From Colossians 3:5-11:

    5 Put to death, therefore, whatever belongs to your earthly nature: sexual immorality, impurity, lust, evil desires and greed, which is idolatry. 6 Because of these, the wrath of God is coming. 7 You used to walk in these ways, in the life you once lived. 8 But now you must also rid yourselves of all such things as these: anger, rage, malice, slander, and filthy language from your lips. 9 Do not lie to each other, since you have taken off your old self with its practices 10 and have put on the new self, which is being renewed in knowledge in the image of its Creator. 11 Here there is no Gentile or Jew, circumcised or uncircumcised, barbarian, Scythian, slave or free, but Christ is all and is in all.

    From Romans 12:14-21:

    14 Bless those who persecute you; bless and do not curse. 15 Rejoice with those who rejoice; mourn with those who mourn. 16 Live in harmony with one another. Do not be proud, but be willing to associate with people of low position. Do not be conceited. 17 Do not repay anyone evil for evil. Be careful to do what is right in the eyes of everyone. 18 If it is possible, as far as it depends on you, live at peace with everyone. 19 Do not take revenge, my dear friends, but leave room for God’s wrath, for it is written: “It is mine to avenge; I will repay,” says the Lord. 20 On the contrary: “If your enemy is hungry, feed him; if he is thirsty, give him something to drink. In doing this, you will heap burning coals on his head.” 21 Do not be overcome by evil, but overcome evil with good.

    Choose also to use in your paper at least one (1) of the three (3) following resources (found in the links that are available at the top of the Moodle course website under the "Course Resources" heading) . . .

    James Herrick, "Healing Words: Biblical Models of Civil Discourse": Abbreviate in your response as (“Herrick, HW”).

    Samuel James, “The Case for Civility”: Abbreviate in your response as (“James, TCC”).

    Jonathan Six, "7 Steps to Help Restore Civil Discourse": Abbreviate in your response as (“Six, 7 Steps”).

    **## newtestiment.docx**

    II. Ethical Reasoning Paper:

    Making New Testament Connections to the 21st Century

    Objectives: To help students reflect biblically and ethically on the issue of civil discourse and the New Testament and apply those findings to the world today. All CHS 121 face-to-face and online instructors will use the ethical reasoning assignment to generate comparative analytical data regarding student responses, which will then be reported to the General Education Committee.

    The Question: Path(s) to Civil Discourse in the Apostle Paul

    It's not unusual to find differences of opinion in many areas of life: within families, churches, local communities, and national affairs. When these differences of opinion harden into angry disagreement, everyone is affected, and the community is weakened.

    How can we avoid the downsides of disagreement? How can we listen to another’s viewpoint? How can we live together in peace, even when we disagree strongly? Are we capable of holding strong views and remaining unified? Does the New Testament address such concerns, and if so, how? What does the apostle Paul teach us about civil discourse?

    Assignment:

    In your written response, first, discuss your own tendencies, that is, how do you evaluate others' positions, and do you tend to demonize those with whom you disagree (1-2 paragraphs)? Second, what specifically do you find in one or more of the selections below from the apostle Paul that may help in moving toward civil discourse and building stronger communities? (3-4 paragraphs). Be as specific as possible in your responses. The assignment is due by the end of class on, Friday, March 28, by 12:30 pm and is worth a total of 25 possible points.

    In the course of your paper, you should include what you learned particularly from Paul’s New Testament letters that touch on civil discourse that helped you formulate your answer. You will also need to use at least one (1) of the secondary resources listed below in bold font and found in the links under "Course Resources" at the top of the Moodle webpage.

    Supporting Resources and How to Cite Them Parenthetically Within Your Response:

    Use these New Testament resources from the letters of the apostle Paul:

    Paul’s letters of Galatians, 1 Corinthians, Colossians, and Romans (abbreviate, respectfully, in your response as Gal, 1 Cor, Col, and Rom [and then the chapter and verse(s)], e.g., (Rom 12:16).

    From Galatians 3:26-29:

    26 So in Christ Jesus you are all children of God through faith, 27 for all of you who were baptized into Christ have clothed yourselves with Christ. 28 There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus. 29 If you belong to Christ, then you are Abraham’s seed, and heirs according to the promise.

    From 1 Corinthians 1:10-17:

    10 I appeal to you, brothers and sisters, in the name of our Lord Jesus Christ, that all of you agree with one another in what you say and that there be no divisions among you, but that you be perfectly united in mind and thought. 11 My brothers and sisters, some from Chloe’s household have informed me that there are quarrels among you. 12 What I mean is this: One of you says, “I follow Paul”; another, “I follow Apollos”; another, “I follow Cephas”; still another, “I follow Christ.”

    13 Is Christ divided? Was Paul crucified for you? Were you baptized in the name of Paul? 14 I thank God that I did not baptize any of you except Crispus and Gaius, 15 so no one can say that you were baptized in my name. 16 (Yes, I also baptized the household of Stephanas; beyond that, I don’t remember if I baptized anyone else.) 17 For Christ did not send me to baptize, but to preach the gospel—not with wisdom and eloquence, lest the cross of Christ be emptied of its power.

    From Colossians 3:5-11:

    5 Put to death, therefore, whatever belongs to your earthly nature: sexual immorality, impurity, lust, evil desires and greed, which is idolatry. 6 Because of these, the wrath of God is coming. 7 You used to walk in these ways, in the life you once lived. 8 But now you must also rid yourselves of all such things as these: anger, rage, malice, slander, and filthy language from your lips. 9 Do not lie to each other, since you have taken off your old self with its practices 10 and have put on the new self, which is being renewed in knowledge in the image of its Creator. 11 Here there is no Gentile or Jew, circumcised or uncircumcised, barbarian, Scythian, slave or free, but Christ is all and is in all.

    From Romans 12:14-21:

    14 Bless those who persecute you; bless and do not curse. 15 Rejoice with those who rejoice; mourn with those who mourn. 16 Live in harmony with one another. Do not be proud, but be willing to associate with people of low position. Do not be conceited. 17 Do not repay anyone evil for evil. Be careful to do what is right in the eyes of everyone. 18 If it is possible, as far as it depends on you, live at peace with everyone. 19 Do not take revenge, my dear friends, but leave room for God’s wrath, for it is written: “It is mine to avenge; I will repay,” says the Lord. 20 On the contrary: “If your enemy is hungry, feed him; if he is thirsty, give him something to drink. In doing this, you will heap burning coals on his head.” 21 Do not be overcome by evil, but overcome evil with good.

    Choose also to use in your paper at least one (1) of the three (3) following resources (found in the links that are available at the top of the Moodle course website under the "Course Resources" heading) . . .

    James Herrick, "Healing Words: Biblical Models of Civil Discourse": Abbreviate in your response as (“Herrick, HW”).

    Samuel James, “The Case for Civility”: Abbreviate in your response as (“James, TCC”).

    Jonathan Six, "7 Steps to Help Restore Civil Discourse": Abbreviate in your response as (“Six, 7 Steps”).

  • [Solved] Education Consensus Roading Map Assignment

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    – 2 years ago **files (2)** – ## CensusAssignment.docx – ## EthiccDilemna.pdf **## CensusAssignment.docx** You will complete this assignment as if you have been asked to provide an engaging and informative help resource for new administrators that addresses the following topics: 1. How to navigate …

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    – 2 years ago

    **files (2)**

    – ## CensusAssignment.docx

    – ## EthiccDilemna.pdf

    **## CensusAssignment.docx**

    You will complete this assignment as if you have been asked to provide an engaging and informative help resource for new administrators that addresses the following topics:

    1. How to navigate the needs and expectations of differing stakeholders: recognize and strategize for a win-win every time

    2. Conflicting values and principles of different groups: what to look for, how to empathize, and adjusting your approach

    3. Ethical dilemmas: what to expect, what to do, and what not to do

    Each point should receive a response between 300-400 words and should be informed by the textbook which I attached a portion of it and two other references.

    **## EthiccDilemna.pdf**

    2089255 – Taylor and Francis ©

    This was initially limited to a small segment of U.S. population who were chronically ill due to
    kidney failure and were on hemodialysis.

    Shifting Donor Ethics
    Every donor determination of brain death needs to be assessed by a different team not
    involved in the care of the patient.
    As the demand for donor organs has increased, the profile of the cadaveric donor has
    changed over time. Early donors were young individuals usually involved in vehicular motor
    accidents or the victims of trauma. Recently, the profile of the cadaveric donor has shifted to
    the older donor whose death is more likely secondary to cerebral vascular accident or of
    cardiac origin. This distinction is essential in the context of organ distribution as the outcome
    of organ transplantation from the older donor is less ideal than the result from the younger
    donor.

    United Network of Organ Sharing (UNOS) System
    Because of the multiple problems that the United States face regarding organ transplants,
    the UNOS made guidelines.
    Donor family must be given adequate informed consent;
    Be aware of the potential risk and understand this risk;
    There is a system for the end stage of disease called the Mayo Model for End-Stage Liver
    Disease (MELD) system.
    For the distribution of organs, the petitioner is assigned points based on objective promises
    that taken together dictate their chance of dying without transplantation.
    The altruistic method is in place and continues to be the driving force in United States.
    Organ distribution would be to assign a place in line to the most gravely ill patients. This
    method of delivery underlies the use of the MELD system for liver distribution.

    Supply Demands
    Supply and demand correlate economics with payment for transplantation. Organ availability
    is limited.
    One argument against the buying and selling of organs is that this practice will undermine
    the system that currently exists, which is based on altruism.
    The commercialization of the organ is not ethical and not taken into consideration.
    The change in demographics of the cadaveric donor population raised additional issues in
    organ allocation. As older donors are accepted for transplantation, it has been established
    that kidneys and livers fare less well than organs from younger donors.

    Ethics Issues
    Transplant Tourism

    Transplant tourism was developed for organ selling. This brought about ethical issues related to
    paying donors for their body parts.

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-3](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-3)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-4](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-4)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-5](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-5)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-6](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-6)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-7](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-7)

    2089255 – Taylor and Francis ©

    In certain countries, sometimes it’s been oversight and therefore led many patients the United
    States to travel to other countries this country to receive an organ.

    Remuneration
    The U.S. law doesn’t allow the exchange of organ for remuneration.
    The proposals of donor rumination is still in discussion.
    Paying to eliminate the waiting list for organ transplantation will direct most of the
    transplants to high society and middle class and will eliminate the lower class.

    A weak or disadvantaged individual has the right to determine whether he/she exchanges a
    kidney for money. Furthermore, it is argued that the paternalistic attitude that the poor should
    not profit from the sale of their organs does not attempt to find other solutions for the economic
    disparities which exist among different groups within societies.

    Many U.S. physicians feel obligated to inform patients that a life-saving organ is more readily
    available in another country through the existing program of allocation.

    The UNOS Ethics Committee has issued the following statement regarding transplant tourism:

    the Committee would be remiss in failing to observe that the practice of transplant tourism might
    not exist but for the growing disparity between the demand for and supply of organs. It is the solemn
    obligation of the transplant community, not only to publicly condemn the exploitative practices of
    transplant tourism but to endorse ethically defensible policies, which will ultimately render such
    exercise unnecessary.

    Living Related
    Allocation of organ is difficult and complex and raised many ethical issues.
    Living related donors open different ethical issues.
    Using a living related donor is becoming more common in organ transplants.
    Usually, it is a relative donating to another relative.
    In Germany and France altruistic donors are not used readily.
    In Germany and France, donor recipients are required to prove a long-standing relationship
    with their donors.

    The increasing disparity between the waiting list for solid organs and the cadaveric organs
    available has once again made live donors an increasingly important source of solid organs
    in the United States. In 2002, the number of live donors for transplant exceeded the number
    of cadaveric transplants done.

    The U.S. UNOS guidelines dictates that the donor must be given adequate informed
    consent with clearly articulated potential risks and must understand these risks and that
    there is “donor benefit” in a donation. Presumably, this relates to psychological benefit
    regarding improved self-esteem for being of help to another person.

    Prisoners
    Federal law prohibits the sale of organs in the United States. The U.S. prohibition of the sale
    of organs dates to 1984. The World Health Organization issued a similar ban in 1994. The
    lack of observance of these prohibitions in other countries has led to the widespread
    commercialization of organs in those countries.

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-8](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-8)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-9](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-9)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-10](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-10)

    2089255 – Taylor and Francis ©

    The Chinese transplant community has used the organs from executed prisoners as a source
    for transplantation; the government has stated that both the prisoners and their families
    have given consent to organ donation, but the issue of the use of organs without permission,
    the crimes for which execution is employed in China and the use of political prisoners for
    organ donation have all been raised as questions in the lay press.
    Recent events in China have opened the door for transplant tourism.
    The Chinese transplantation committee uses organs from executed prisoners as a source of
    transplantation.
    The government has stated that both the prisoner and their family have given consent to
    organ donation.
    But without consent it is a crime and is being over overseen by the government.

    Donor Strict Evaluation
    A potential solution is a nonprofit entity or governmental agency to conduct evaluation of
    donor requirements.
    Psychological state.
    The motivation of the donor needs to be addressed – sometimes the reasons are financial
    and sometimes they can be pressure.

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-11](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-11)

    **## EthiccDilemna.pdf**

    2089255 – Taylor and Francis ©

    This was initially limited to a small segment of U.S. population who were chronically ill due to
    kidney failure and were on hemodialysis.

    Shifting Donor Ethics
    Every donor determination of brain death needs to be assessed by a different team not
    involved in the care of the patient.
    As the demand for donor organs has increased, the profile of the cadaveric donor has
    changed over time. Early donors were young individuals usually involved in vehicular motor
    accidents or the victims of trauma. Recently, the profile of the cadaveric donor has shifted to
    the older donor whose death is more likely secondary to cerebral vascular accident or of
    cardiac origin. This distinction is essential in the context of organ distribution as the outcome
    of organ transplantation from the older donor is less ideal than the result from the younger
    donor.

    United Network of Organ Sharing (UNOS) System
    Because of the multiple problems that the United States face regarding organ transplants,
    the UNOS made guidelines.
    Donor family must be given adequate informed consent;
    Be aware of the potential risk and understand this risk;
    There is a system for the end stage of disease called the Mayo Model for End-Stage Liver
    Disease (MELD) system.
    For the distribution of organs, the petitioner is assigned points based on objective promises
    that taken together dictate their chance of dying without transplantation.
    The altruistic method is in place and continues to be the driving force in United States.
    Organ distribution would be to assign a place in line to the most gravely ill patients. This
    method of delivery underlies the use of the MELD system for liver distribution.

    Supply Demands
    Supply and demand correlate economics with payment for transplantation. Organ availability
    is limited.
    One argument against the buying and selling of organs is that this practice will undermine
    the system that currently exists, which is based on altruism.
    The commercialization of the organ is not ethical and not taken into consideration.
    The change in demographics of the cadaveric donor population raised additional issues in
    organ allocation. As older donors are accepted for transplantation, it has been established
    that kidneys and livers fare less well than organs from younger donors.

    Ethics Issues
    Transplant Tourism

    Transplant tourism was developed for organ selling. This brought about ethical issues related to
    paying donors for their body parts.

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-3](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-3)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-4](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-4)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-5](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-5)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-6](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-6)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-7](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-7)

    2089255 – Taylor and Francis ©

    In certain countries, sometimes it’s been oversight and therefore led many patients the United
    States to travel to other countries this country to receive an organ.

    Remuneration
    The U.S. law doesn’t allow the exchange of organ for remuneration.
    The proposals of donor rumination is still in discussion.
    Paying to eliminate the waiting list for organ transplantation will direct most of the
    transplants to high society and middle class and will eliminate the lower class.

    A weak or disadvantaged individual has the right to determine whether he/she exchanges a
    kidney for money. Furthermore, it is argued that the paternalistic attitude that the poor should
    not profit from the sale of their organs does not attempt to find other solutions for the economic
    disparities which exist among different groups within societies.

    Many U.S. physicians feel obligated to inform patients that a life-saving organ is more readily
    available in another country through the existing program of allocation.

    The UNOS Ethics Committee has issued the following statement regarding transplant tourism:

    the Committee would be remiss in failing to observe that the practice of transplant tourism might
    not exist but for the growing disparity between the demand for and supply of organs. It is the solemn
    obligation of the transplant community, not only to publicly condemn the exploitative practices of
    transplant tourism but to endorse ethically defensible policies, which will ultimately render such
    exercise unnecessary.

    Living Related
    Allocation of organ is difficult and complex and raised many ethical issues.
    Living related donors open different ethical issues.
    Using a living related donor is becoming more common in organ transplants.
    Usually, it is a relative donating to another relative.
    In Germany and France altruistic donors are not used readily.
    In Germany and France, donor recipients are required to prove a long-standing relationship
    with their donors.

    The increasing disparity between the waiting list for solid organs and the cadaveric organs
    available has once again made live donors an increasingly important source of solid organs
    in the United States. In 2002, the number of live donors for transplant exceeded the number
    of cadaveric transplants done.

    The U.S. UNOS guidelines dictates that the donor must be given adequate informed
    consent with clearly articulated potential risks and must understand these risks and that
    there is “donor benefit” in a donation. Presumably, this relates to psychological benefit
    regarding improved self-esteem for being of help to another person.

    Prisoners
    Federal law prohibits the sale of organs in the United States. The U.S. prohibition of the sale
    of organs dates to 1984. The World Health Organization issued a similar ban in 1994. The
    lack of observance of these prohibitions in other countries has led to the widespread
    commercialization of organs in those countries.

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-8](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-8)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-9](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-9)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-10](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-10)

    2089255 – Taylor and Francis ©

    The Chinese transplant community has used the organs from executed prisoners as a source
    for transplantation; the government has stated that both the prisoners and their families
    have given consent to organ donation, but the issue of the use of organs without permission,
    the crimes for which execution is employed in China and the use of political prisoners for
    organ donation have all been raised as questions in the lay press.
    Recent events in China have opened the door for transplant tourism.
    The Chinese transplantation committee uses organs from executed prisoners as a source of
    transplantation.
    The government has stated that both the prisoner and their family have given consent to
    organ donation.
    But without consent it is a crime and is being over overseen by the government.

    Donor Strict Evaluation
    A potential solution is a nonprofit entity or governmental agency to conduct evaluation of
    donor requirements.
    Psychological state.
    The motivation of the donor needs to be addressed – sometimes the reasons are financial
    and sometimes they can be pressure.

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-11](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-11)

    **## CensusAssignment.docx**

    You will complete this assignment as if you have been asked to provide an engaging and informative help resource for new administrators that addresses the following topics:

    1. How to navigate the needs and expectations of differing stakeholders: recognize and strategize for a win-win every time

    2. Conflicting values and principles of different groups: what to look for, how to empathize, and adjusting your approach

    3. Ethical dilemmas: what to expect, what to do, and what not to do

    Each point should receive a response between 300-400 words and should be informed by the textbook which I attached a portion of it and two other references.

    **## EthiccDilemna.pdf**

    2089255 – Taylor and Francis ©

    This was initially limited to a small segment of U.S. population who were chronically ill due to
    kidney failure and were on hemodialysis.

    Shifting Donor Ethics
    Every donor determination of brain death needs to be assessed by a different team not
    involved in the care of the patient.
    As the demand for donor organs has increased, the profile of the cadaveric donor has
    changed over time. Early donors were young individuals usually involved in vehicular motor
    accidents or the victims of trauma. Recently, the profile of the cadaveric donor has shifted to
    the older donor whose death is more likely secondary to cerebral vascular accident or of
    cardiac origin. This distinction is essential in the context of organ distribution as the outcome
    of organ transplantation from the older donor is less ideal than the result from the younger
    donor.

    United Network of Organ Sharing (UNOS) System
    Because of the multiple problems that the United States face regarding organ transplants,
    the UNOS made guidelines.
    Donor family must be given adequate informed consent;
    Be aware of the potential risk and understand this risk;
    There is a system for the end stage of disease called the Mayo Model for End-Stage Liver
    Disease (MELD) system.
    For the distribution of organs, the petitioner is assigned points based on objective promises
    that taken together dictate their chance of dying without transplantation.
    The altruistic method is in place and continues to be the driving force in United States.
    Organ distribution would be to assign a place in line to the most gravely ill patients. This
    method of delivery underlies the use of the MELD system for liver distribution.

    Supply Demands
    Supply and demand correlate economics with payment for transplantation. Organ availability
    is limited.
    One argument against the buying and selling of organs is that this practice will undermine
    the system that currently exists, which is based on altruism.
    The commercialization of the organ is not ethical and not taken into consideration.
    The change in demographics of the cadaveric donor population raised additional issues in
    organ allocation. As older donors are accepted for transplantation, it has been established
    that kidneys and livers fare less well than organs from younger donors.

    Ethics Issues
    Transplant Tourism

    Transplant tourism was developed for organ selling. This brought about ethical issues related to
    paying donors for their body parts.

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-3](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-3)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-4](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-4)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-5](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-5)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-6](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-6)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-7](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-7)

    2089255 – Taylor and Francis ©

    In certain countries, sometimes it’s been oversight and therefore led many patients the United
    States to travel to other countries this country to receive an organ.

    Remuneration
    The U.S. law doesn’t allow the exchange of organ for remuneration.
    The proposals of donor rumination is still in discussion.
    Paying to eliminate the waiting list for organ transplantation will direct most of the
    transplants to high society and middle class and will eliminate the lower class.

    A weak or disadvantaged individual has the right to determine whether he/she exchanges a
    kidney for money. Furthermore, it is argued that the paternalistic attitude that the poor should
    not profit from the sale of their organs does not attempt to find other solutions for the economic
    disparities which exist among different groups within societies.

    Many U.S. physicians feel obligated to inform patients that a life-saving organ is more readily
    available in another country through the existing program of allocation.

    The UNOS Ethics Committee has issued the following statement regarding transplant tourism:

    the Committee would be remiss in failing to observe that the practice of transplant tourism might
    not exist but for the growing disparity between the demand for and supply of organs. It is the solemn
    obligation of the transplant community, not only to publicly condemn the exploitative practices of
    transplant tourism but to endorse ethically defensible policies, which will ultimately render such
    exercise unnecessary.

    Living Related
    Allocation of organ is difficult and complex and raised many ethical issues.
    Living related donors open different ethical issues.
    Using a living related donor is becoming more common in organ transplants.
    Usually, it is a relative donating to another relative.
    In Germany and France altruistic donors are not used readily.
    In Germany and France, donor recipients are required to prove a long-standing relationship
    with their donors.

    The increasing disparity between the waiting list for solid organs and the cadaveric organs
    available has once again made live donors an increasingly important source of solid organs
    in the United States. In 2002, the number of live donors for transplant exceeded the number
    of cadaveric transplants done.

    The U.S. UNOS guidelines dictates that the donor must be given adequate informed
    consent with clearly articulated potential risks and must understand these risks and that
    there is “donor benefit” in a donation. Presumably, this relates to psychological benefit
    regarding improved self-esteem for being of help to another person.

    Prisoners
    Federal law prohibits the sale of organs in the United States. The U.S. prohibition of the sale
    of organs dates to 1984. The World Health Organization issued a similar ban in 1994. The
    lack of observance of these prohibitions in other countries has led to the widespread
    commercialization of organs in those countries.

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-8](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-8)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-9](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-9)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-10](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-10)

    2089255 – Taylor and Francis ©

    The Chinese transplant community has used the organs from executed prisoners as a source
    for transplantation; the government has stated that both the prisoners and their families
    have given consent to organ donation, but the issue of the use of organs without permission,
    the crimes for which execution is employed in China and the use of political prisoners for
    organ donation have all been raised as questions in the lay press.
    Recent events in China have opened the door for transplant tourism.
    The Chinese transplantation committee uses organs from executed prisoners as a source of
    transplantation.
    The government has stated that both the prisoner and their family have given consent to
    organ donation.
    But without consent it is a crime and is being over overseen by the government.

    Donor Strict Evaluation
    A potential solution is a nonprofit entity or governmental agency to conduct evaluation of
    donor requirements.
    Psychological state.
    The motivation of the donor needs to be addressed – sometimes the reasons are financial
    and sometimes they can be pressure.

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-11](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-11)

    **## CensusAssignment.docx**

    You will complete this assignment as if you have been asked to provide an engaging and informative help resource for new administrators that addresses the following topics:

    1. How to navigate the needs and expectations of differing stakeholders: recognize and strategize for a win-win every time

    2. Conflicting values and principles of different groups: what to look for, how to empathize, and adjusting your approach

    3. Ethical dilemmas: what to expect, what to do, and what not to do

    Each point should receive a response between 300-400 words and should be informed by the textbook which I attached a portion of it and two other references.

    **## EthiccDilemna.pdf**

    2089255 – Taylor and Francis ©

    This was initially limited to a small segment of U.S. population who were chronically ill due to
    kidney failure and were on hemodialysis.

    Shifting Donor Ethics
    Every donor determination of brain death needs to be assessed by a different team not
    involved in the care of the patient.
    As the demand for donor organs has increased, the profile of the cadaveric donor has
    changed over time. Early donors were young individuals usually involved in vehicular motor
    accidents or the victims of trauma. Recently, the profile of the cadaveric donor has shifted to
    the older donor whose death is more likely secondary to cerebral vascular accident or of
    cardiac origin. This distinction is essential in the context of organ distribution as the outcome
    of organ transplantation from the older donor is less ideal than the result from the younger
    donor.

    United Network of Organ Sharing (UNOS) System
    Because of the multiple problems that the United States face regarding organ transplants,
    the UNOS made guidelines.
    Donor family must be given adequate informed consent;
    Be aware of the potential risk and understand this risk;
    There is a system for the end stage of disease called the Mayo Model for End-Stage Liver
    Disease (MELD) system.
    For the distribution of organs, the petitioner is assigned points based on objective promises
    that taken together dictate their chance of dying without transplantation.
    The altruistic method is in place and continues to be the driving force in United States.
    Organ distribution would be to assign a place in line to the most gravely ill patients. This
    method of delivery underlies the use of the MELD system for liver distribution.

    Supply Demands
    Supply and demand correlate economics with payment for transplantation. Organ availability
    is limited.
    One argument against the buying and selling of organs is that this practice will undermine
    the system that currently exists, which is based on altruism.
    The commercialization of the organ is not ethical and not taken into consideration.
    The change in demographics of the cadaveric donor population raised additional issues in
    organ allocation. As older donors are accepted for transplantation, it has been established
    that kidneys and livers fare less well than organs from younger donors.

    Ethics Issues
    Transplant Tourism

    Transplant tourism was developed for organ selling. This brought about ethical issues related to
    paying donors for their body parts.

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-3](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-3)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-4](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-4)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-5](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-5)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-6](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-6)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-7](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-7)

    2089255 – Taylor and Francis ©

    In certain countries, sometimes it’s been oversight and therefore led many patients the United
    States to travel to other countries this country to receive an organ.

    Remuneration
    The U.S. law doesn’t allow the exchange of organ for remuneration.
    The proposals of donor rumination is still in discussion.
    Paying to eliminate the waiting list for organ transplantation will direct most of the
    transplants to high society and middle class and will eliminate the lower class.

    A weak or disadvantaged individual has the right to determine whether he/she exchanges a
    kidney for money. Furthermore, it is argued that the paternalistic attitude that the poor should
    not profit from the sale of their organs does not attempt to find other solutions for the economic
    disparities which exist among different groups within societies.

    Many U.S. physicians feel obligated to inform patients that a life-saving organ is more readily
    available in another country through the existing program of allocation.

    The UNOS Ethics Committee has issued the following statement regarding transplant tourism:

    the Committee would be remiss in failing to observe that the practice of transplant tourism might
    not exist but for the growing disparity between the demand for and supply of organs. It is the solemn
    obligation of the transplant community, not only to publicly condemn the exploitative practices of
    transplant tourism but to endorse ethically defensible policies, which will ultimately render such
    exercise unnecessary.

    Living Related
    Allocation of organ is difficult and complex and raised many ethical issues.
    Living related donors open different ethical issues.
    Using a living related donor is becoming more common in organ transplants.
    Usually, it is a relative donating to another relative.
    In Germany and France altruistic donors are not used readily.
    In Germany and France, donor recipients are required to prove a long-standing relationship
    with their donors.

    The increasing disparity between the waiting list for solid organs and the cadaveric organs
    available has once again made live donors an increasingly important source of solid organs
    in the United States. In 2002, the number of live donors for transplant exceeded the number
    of cadaveric transplants done.

    The U.S. UNOS guidelines dictates that the donor must be given adequate informed
    consent with clearly articulated potential risks and must understand these risks and that
    there is “donor benefit” in a donation. Presumably, this relates to psychological benefit
    regarding improved self-esteem for being of help to another person.

    Prisoners
    Federal law prohibits the sale of organs in the United States. The U.S. prohibition of the sale
    of organs dates to 1984. The World Health Organization issued a similar ban in 1994. The
    lack of observance of these prohibitions in other countries has led to the widespread
    commercialization of organs in those countries.

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-8](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-8)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-9](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-9)

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-10](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-10)

    2089255 – Taylor and Francis ©

    The Chinese transplant community has used the organs from executed prisoners as a source
    for transplantation; the government has stated that both the prisoners and their families
    have given consent to organ donation, but the issue of the use of organs without permission,
    the crimes for which execution is employed in China and the use of political prisoners for
    organ donation have all been raised as questions in the lay press.
    Recent events in China have opened the door for transplant tourism.
    The Chinese transplantation committee uses organs from executed prisoners as a source of
    transplantation.
    The government has stated that both the prisoner and their family have given consent to
    organ donation.
    But without consent it is a crime and is being over overseen by the government.

    Donor Strict Evaluation
    A potential solution is a nonprofit entity or governmental agency to conduct evaluation of
    donor requirements.
    Psychological state.
    The motivation of the donor needs to be addressed – sometimes the reasons are financial
    and sometimes they can be pressure.

    [file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-11](file://view/books/9780429015830/epub/OEBPS/xhtml/contents.html#re_ch-26-sec-11)

  • [Solved] question assigment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## Module12DiscussionDataAnalysisandProbabilityInstruction.docx **## Module12DiscussionDataAnalysisandProbabilityInstruction.docx** Module 12 Discussion: Data Analysis and Probability Instruction **Module 12 Discussion: Data Analysis and Probability Instruction** After …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Module12DiscussionDataAnalysisandProbabilityInstruction.docx

    **## Module12DiscussionDataAnalysisandProbabilityInstruction.docx**

    Module 12 Discussion: Data Analysis and Probability Instruction

    **Module 12 Discussion: Data Analysis and Probability Instruction**

    After reading Chapter 13 of our text, post an initial discussion and follow-up to at least two peers, responding to the following questions:

    1. Give an example of data analysis and probability instruction you have seen or experienced in an early childhood classroom.

    2. From your point of view why was it/not effective

    3.
    **Reference:**

    4.
    **Eliason, C., & Jenkins, L. (2016).**
    **_A Practical Guide to Early Childhood Curriculum, (10ed_.). Pearso**

    1.Response Classmate CV

    During student teaching, I led a 3rd-grade bar graph lesson that incorporated data analysis in a hands-on and engaging way. Each student received a bag of colored chips containing a different mix of red, blue, green, and yellow. Students sorted their chips by color and used the data to create their bar graphs. Afterward, they completed an exit ticket using the bar graph that they created. Which consisted of comparison questions such as “How many more red chips than blue?” or “Which color has the least?” This helped students visually organize data while strengthening their reasoning and critical thinking skills.

    The students enjoyed the interactive aspect of using real objects, and it gave them a concrete way to explore numbers, quantities, and differences. According to the text, “Young children are very interested in exploring and experimenting with numbers; thus, math should be concrete and manipulative.”  (Eliason, C., & Jenkins, L., 2016). This lesson aligned well with that belief, as it offered a developmentally appropriate and engaging approach to early math.

    Additionally, the activity supported key concepts within numbers and operations such as counting, comparing, grouping, and simple addition and subtraction, which are foundational in early childhood math (Eliason, C., & Jenkins, L., 2016). Providing these opportunities through hands-on learning helped foster early number knowledge in a meaningful and memorable way. Overall, I believe this was effective and met its learning objectives. It also allowed me to observe how students process information, represent data, and apply number sense in a real-world context.

    Reference:

    Eliason, C., & Jenkins, L. (2016). A practical guide to early childhood curriculum (10th ed.).

    2.Calssmate Response A.D

    I have observed a few different different examples of data analysis and probability in early childhood classrooms. In my classroom we graph the weather every day. We look outside, discuss the weather, and graph it on our weather chart. Then we discuss what weather happened the most and least so far in each week.

    A more interactive data analysis and probability lesson I have seen in an early childhood classroom was having students sort out different colored blocks. Each table received a bin of blocks of all different colors. They had to work together to sort the different blocks by color. After the blocks were sorted, they had to each count the number of blocks in each group. They wrote the numbers down on a paper and then the class came back together to graph the number of groups. Each group had the same number of colored blocks and they made a bar graph along with the teacher. The discussions that followed included what color had the most amount of blocks and what color had the least amount of blocks.

    I do think that this example that I observed was effective because it was interactive, collaborative, and hands- on. The teacher allowed them a chance to work as a group as well as to come back and talk as a class since graphing at such a young age can be overwhelming. The textbook states that, "Teachers must be intentional in finding ways to clearly teach data analysis" (Eliason & Jenkins, 2016 ). This is what the teacher that I observed did. She was intentional when she planned this lesson because she thought out the different challenges, took notes while walking around, and used this information to plan for future lessons on data analysis and probability instruction.

    **## Module12DiscussionDataAnalysisandProbabilityInstruction.docx**

    Module 12 Discussion: Data Analysis and Probability Instruction

    **Module 12 Discussion: Data Analysis and Probability Instruction**

    After reading Chapter 13 of our text, post an initial discussion and follow-up to at least two peers, responding to the following questions:

    1. Give an example of data analysis and probability instruction you have seen or experienced in an early childhood classroom.

    2. From your point of view why was it/not effective

    3.
    **Reference:**

    4.
    **Eliason, C., & Jenkins, L. (2016).**
    **_A Practical Guide to Early Childhood Curriculum, (10ed_.). Pearso**

    1.Response Classmate CV

    During student teaching, I led a 3rd-grade bar graph lesson that incorporated data analysis in a hands-on and engaging way. Each student received a bag of colored chips containing a different mix of red, blue, green, and yellow. Students sorted their chips by color and used the data to create their bar graphs. Afterward, they completed an exit ticket using the bar graph that they created. Which consisted of comparison questions such as “How many more red chips than blue?” or “Which color has the least?” This helped students visually organize data while strengthening their reasoning and critical thinking skills.

    The students enjoyed the interactive aspect of using real objects, and it gave them a concrete way to explore numbers, quantities, and differences. According to the text, “Young children are very interested in exploring and experimenting with numbers; thus, math should be concrete and manipulative.”  (Eliason, C., & Jenkins, L., 2016). This lesson aligned well with that belief, as it offered a developmentally appropriate and engaging approach to early math.

    Additionally, the activity supported key concepts within numbers and operations such as counting, comparing, grouping, and simple addition and subtraction, which are foundational in early childhood math (Eliason, C., & Jenkins, L., 2016). Providing these opportunities through hands-on learning helped foster early number knowledge in a meaningful and memorable way. Overall, I believe this was effective and met its learning objectives. It also allowed me to observe how students process information, represent data, and apply number sense in a real-world context.

    Reference:

    Eliason, C., & Jenkins, L. (2016). A practical guide to early childhood curriculum (10th ed.).

    2.Calssmate Response A.D

    I have observed a few different different examples of data analysis and probability in early childhood classrooms. In my classroom we graph the weather every day. We look outside, discuss the weather, and graph it on our weather chart. Then we discuss what weather happened the most and least so far in each week.

    A more interactive data analysis and probability lesson I have seen in an early childhood classroom was having students sort out different colored blocks. Each table received a bin of blocks of all different colors. They had to work together to sort the different blocks by color. After the blocks were sorted, they had to each count the number of blocks in each group. They wrote the numbers down on a paper and then the class came back together to graph the number of groups. Each group had the same number of colored blocks and they made a bar graph along with the teacher. The discussions that followed included what color had the most amount of blocks and what color had the least amount of blocks.

    I do think that this example that I observed was effective because it was interactive, collaborative, and hands- on. The teacher allowed them a chance to work as a group as well as to come back and talk as a class since graphing at such a young age can be overwhelming. The textbook states that, "Teachers must be intentional in finding ways to clearly teach data analysis" (Eliason & Jenkins, 2016 ). This is what the teacher that I observed did. She was intentional when she planned this lesson because she thought out the different challenges, took notes while walking around, and used this information to plan for future lessons on data analysis and probability instruction.

  • [Solved] Personal Finance Basics

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need this assignment completed by tomorrow 4/12/25 before 11:00 P.m. – 2 years ago **files (3)** – ## PersonalFinanceBasicsassessmentdescription.docx – ## Rubricpersonalfinance.docx – ## UNV-303-RS-T6-PersonalFinanceBasics_Online.docx **## PersonalFinanceBasicsassessmentdescription.docx** **Perso…

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    Assignment Prompt & Instructions

    I need this assignment completed by tomorrow 4/12/25 before 11:00 P.m.

    – 2 years ago

    **files (3)**

    – ## PersonalFinanceBasicsassessmentdescription.docx

    – ## Rubricpersonalfinance.docx

    – ## UNV-303-RS-T6-PersonalFinanceBasics_Online.docx

    **## PersonalFinanceBasicsassessmentdescription.docx**

    **Personal Finance Basics**

    Assessment Description

    The purpose of this assignment is to broaden your knowledge on how to manage your money, as this is an essential skill needed to survive college and life after college. Too many college students and graduates do not have the budgeting skills they need, to make sure they are using money wisely. In this assignment, you will investigate aspects of personal finance, weekly spending, and credit card knowledge.

    Use the attached worksheets to complete this assignment.

    APA style is not required, but solid academic writing is expected.

    You are not required to submit this assignment to LopesWrite.

    **## Rubricpersonalfinance.docx**

    Rubric

    **Rubric Criteria**

    collapse all Rubric CriteriaCollapse All

    **Spending Log Reflection**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Reflection is within the 250-300-word range, thoroughly discusses personal budgeting, the influence of role models, and current strategies for money management; well-organized and coherent.

    **4. Acceptable**

    11.48 points

    Reflection is within the word range, clear, and organized with good discussion on budgeting, role models, and learning strategies but with minor gaps.

    **3. Approaching**

    10.13 points

    Reflection is within the word range but lacks depth or completeness in discussing budgeting, role models, and learning strategies; some issues with organization.

    **2. Insufficient**

    8.78 points

    Reflection is somewhat outside the 250-300-word range, with vague discussion on budgeting, role models, and learning strategies; lacks clarity and coherence.

    **1. Unsatisfactory**

    0 points

    Reflection is significantly outside the 250-300-word range, poorly written, and lacks discussion on budgeting, role models, and money management strategies.

    **Credit Card Research**

    6.75 points

    **Criteria Description**

    **5. Target**

    6.75 points

    Includes clear and correct information such as APR, APR penalties, annual fee, late fee, transactional fees, method of computing account balance, over-the-limit fees, and rewards and purpose for three credit card companies.

    **4. Acceptable**

    5.74 points

    Includes information such as APR, APR penalties, annual fee, late fee, transactional fees, method of computing account balance, over-the-limit fees, and rewards and purpose for three credit card companies with minor errors.

    **3. Approaching**

    5.06 points

    Includes information such as APR, APR penalties, annual fee, late fee, transactional fees, method of computing account balance, over-the-limit fees, and rewards and purpose for three credit card companies with several inaccuracies.

    **2. Insufficient**

    4.39 points

    Includes incorrect or incomplete information such as APR, APR penalties, annual fee, late fee, transactional fees, method of computing account balance, over-the-limit fees, and rewards and purpose for three credit card companies.

    **1. Unsatisfactory**

    0 points

    Does not include information such as APR, APR penalties, annual fee, late fee, transactional fees, method of computing account balance, over-the-limit fees, and rewards and purpose for three credit card companies.

    **Reflection Responses**

    22.5 points

    **Criteria Description**

    **5. Target**

    22.5 points

    Thorough and insightful responses to all reflection questions, demonstrating deep understanding and critical thinking.

    **4. Acceptable**

    19.13 points

    Reflection questions are answered clearly with good insight but minor gaps in depth.

    **3. Approaching**

    16.88 points

    Reflection questions are answered but with limited depth and insight.

    **2. Insufficient**

    14.63 points

    Reflection questions are answered but lack clarity or completeness.

    **1. Unsatisfactory**

    0 points

    No reflection questions answered.

    **Mechanics of Writing**

    2.25 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    2.25 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    **4. Acceptable**

    1.91 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    1.69 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    **2. Insufficient**

    1.46 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    **1. Unsatisfactory**

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    **Total** 45 points

    **## UNV-303-RS-T6-PersonalFinanceBasics_Online.docx**

    ![](https://www.sweetstudy.com/questions/personal-finance-basics-20898871)

    Name:

    Course:

    Date:

    Instructor:

    **Topic 6: Personal Finance Basics**

    This assignment is broken down into two parts; please complete each part according to the specific instructions.

    **Part 1: Spending Log & Reflection Summary**

    **Directions:** Keep a spending log for one week on the attached Word document, “Spending Log” to track how you are spending money. At the end of the week, look back and reflect on
    _how (was this on a whim or planned?)_ and
    _where (was this a need or a want?)_ you spent your money.

    _Be sure to complete the Spending Log (attached Word document) to record your spending for the week._

    Include all spending in the Spending Log document. The document has multiple categories in order to record the various areas where you spend money.

    **Spending Log Reflection Summary:**

    Write a 250-300-word reflection summary on how and where you spent your money. Your summary should include reflection on:

    · Whether you budgeted wisely or whether you could have done a better job at your personal spending.

    · If anyone has taught and modeled good money management with you in your life. If so, who was this person or people and how/what did they teach you? If not, what can you do now to make up for not learning money management earlier?

    Please use the area below to write your reflection; the box will expand as needed. Solid academic writing is expected.

    **Summary:**

    | |
    | — |
    | |

    **Part 2: Credit Card Evaluation Activity**

    **Directions:** Research three different credit card companies and answer the questions in the table below for each. After you review and answer all the questions, you will evaluate which card and company offered the best financing option.

    | | | | |
    | — | — | — | — |
    | Questions to Consider: | Card A | Card B | Card C |
    | Is the annual percentage rate (APR) fixed or variable? | | | |
    | What is the APR penalty of the card? Does it trigger events when it is charged? | | | |
    | What is the annual fee? | | | |
    | What is the late fee? | | | |
    | What are the transactional fees of the card? <br>_This could be in regards to balance transfers, cash advances, etc._ | | | |
    | What is the method of computing the account balance in the card? | | | |
    | What is the over-the-limit fee? | | | |
    | Does the card have rewards for use? What are they used for? | | | |

    **Reflection Questions:**

    1. Which of the three cards had the best offer?

    2. Why is it important to know if a credit card is at a fixed or variable APR?

    3. What is a positive in having a credit card? What is a negative?

    4. Why is it important to establish credit?

    5. How can you keep your credit in good standing?

    _\* Note: there are several credit reporting agencies (some are free) that you can use to review your credit standing. If you are curious to find out your standing, talk to your banking institution for suggestions._

    ## image1.png

    **## UNV-303-RS-T6-PersonalFinanceBasics_Online.docx**

    ![](https://www.sweetstudy.com/questions/personal-finance-basics-20898871)

    Name:

    Course:

    Date:

    Instructor:

    **Topic 6: Personal Finance Basics**

    This assignment is broken down into two parts; please complete each part according to the specific instructions.

    **Part 1: Spending Log & Reflection Summary**

    **Directions:** Keep a spending log for one week on the attached Word document, “Spending Log” to track how you are spending money. At the end of the week, look back and reflect on
    _how (was this on a whim or planned?)_ and
    _where (was this a need or a want?)_ you spent your money.

    _Be sure to complete the Spending Log (attached Word document) to record your spending for the week._

    Include all spending in the Spending Log document. The document has multiple categories in order to record the various areas where you spend money.

    **Spending Log Reflection Summary:**

    Write a 250-300-word reflection summary on how and where you spent your money. Your summary should include reflection on:

    · Whether you budgeted wisely or whether you could have done a better job at your personal spending.

    · If anyone has taught and modeled good money management with you in your life. If so, who was this person or people and how/what did they teach you? If not, what can you do now to make up for not learning money management earlier?

    Please use the area below to write your reflection; the box will expand as needed. Solid academic writing is expected.

    **Summary:**

    | |
    | — |
    | |

    **Part 2: Credit Card Evaluation Activity**

    **Directions:** Research three different credit card companies and answer the questions in the table below for each. After you review and answer all the questions, you will evaluate which card and company offered the best financing option.

    | | | | |
    | — | — | — | — |
    | Questions to Consider: | Card A | Card B | Card C |
    | Is the annual percentage rate (APR) fixed or variable? | | | |
    | What is the APR penalty of the card? Does it trigger events when it is charged? | | | |
    | What is the annual fee? | | | |
    | What is the late fee? | | | |
    | What are the transactional fees of the card? <br>_This could be in regards to balance transfers, cash advances, etc._ | | | |
    | What is the method of computing the account balance in the card? | | | |
    | What is the over-the-limit fee? | | | |
    | Does the card have rewards for use? What are they used for? | | | |

    **Reflection Questions:**

    1. Which of the three cards had the best offer?

    2. Why is it important to know if a credit card is at a fixed or variable APR?

    3. What is a positive in having a credit card? What is a negative?

    4. Why is it important to establish credit?

    5. How can you keep your credit in good standing?

    _\* Note: there are several credit reporting agencies (some are free) that you can use to review your credit standing. If you are curious to find out your standing, talk to your banking institution for suggestions._

    ## image1.png

    **## PersonalFinanceBasicsassessmentdescription.docx**

    **Personal Finance Basics**

    Assessment Description

    The purpose of this assignment is to broaden your knowledge on how to manage your money, as this is an essential skill needed to survive college and life after college. Too many college students and graduates do not have the budgeting skills they need, to make sure they are using money wisely. In this assignment, you will investigate aspects of personal finance, weekly spending, and credit card knowledge.

    Use the attached worksheets to complete this assignment.

    APA style is not required, but solid academic writing is expected.

    You are not required to submit this assignment to LopesWrite.

    **## Rubricpersonalfinance.docx**

    Rubric

    **Rubric Criteria**

    collapse all Rubric CriteriaCollapse All

    **Spending Log Reflection**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Reflection is within the 250-300-word range, thoroughly discusses personal budgeting, the influence of role models, and current strategies for money management; well-organized and coherent.

    **4. Acceptable**

    11.48 points

    Reflection is within the word range, clear, and organized with good discussion on budgeting, role models, and learning strategies but with minor gaps.

    **3. Approaching**

    10.13 points

    Reflection is within the word range but lacks depth or completeness in discussing budgeting, role models, and learning strategies; some issues with organization.

    **2. Insufficient**

    8.78 points

    Reflection is somewhat outside the 250-300-word range, with vague discussion on budgeting, role models, and learning strategies; lacks clarity and coherence.

    **1. Unsatisfactory**

    0 points

    Reflection is significantly outside the 250-300-word range, poorly written, and lacks discussion on budgeting, role models, and money management strategies.

    **Credit Card Research**

    6.75 points

    **Criteria Description**

    **5. Target**

    6.75 points

    Includes clear and correct information such as APR, APR penalties, annual fee, late fee, transactional fees, method of computing account balance, over-the-limit fees, and rewards and purpose for three credit card companies.

    **4. Acceptable**

    5.74 points

    Includes information such as APR, APR penalties, annual fee, late fee, transactional fees, method of computing account balance, over-the-limit fees, and rewards and purpose for three credit card companies with minor errors.

    **3. Approaching**

    5.06 points

    Includes information such as APR, APR penalties, annual fee, late fee, transactional fees, method of computing account balance, over-the-limit fees, and rewards and purpose for three credit card companies with several inaccuracies.

    **2. Insufficient**

    4.39 points

    Includes incorrect or incomplete information such as APR, APR penalties, annual fee, late fee, transactional fees, method of computing account balance, over-the-limit fees, and rewards and purpose for three credit card companies.

    **1. Unsatisfactory**

    0 points

    Does not include information such as APR, APR penalties, annual fee, late fee, transactional fees, method of computing account balance, over-the-limit fees, and rewards and purpose for three credit card companies.

    **Reflection Responses**

    22.5 points

    **Criteria Description**

    **5. Target**

    22.5 points

    Thorough and insightful responses to all reflection questions, demonstrating deep understanding and critical thinking.

    **4. Acceptable**

    19.13 points

    Reflection questions are answered clearly with good insight but minor gaps in depth.

    **3. Approaching**

    16.88 points

    Reflection questions are answered but with limited depth and insight.

    **2. Insufficient**

    14.63 points

    Reflection questions are answered but lack clarity or completeness.

    **1. Unsatisfactory**

    0 points

    No reflection questions answered.

    **Mechanics of Writing**

    2.25 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    2.25 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    **4. Acceptable**

    1.91 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    1.69 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    **2. Insufficient**

    1.46 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    **1. Unsatisfactory**

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    **Total** 45 points

    **## UNV-303-RS-T6-PersonalFinanceBasics_Online.docx**

    ![](https://www.sweetstudy.com/questions/personal-finance-basics-20898871)

    Name:

    Course:

    Date:

    Instructor:

    **Topic 6: Personal Finance Basics**

    This assignment is broken down into two parts; please complete each part according to the specific instructions.

    **Part 1: Spending Log & Reflection Summary**

    **Directions:** Keep a spending log for one week on the attached Word document, “Spending Log” to track how you are spending money. At the end of the week, look back and reflect on
    _how (was this on a whim or planned?)_ and
    _where (was this a need or a want?)_ you spent your money.

    _Be sure to complete the Spending Log (attached Word document) to record your spending for the week._

    Include all spending in the Spending Log document. The document has multiple categories in order to record the various areas where you spend money.

    **Spending Log Reflection Summary:**

    Write a 250-300-word reflection summary on how and where you spent your money. Your summary should include reflection on:

    · Whether you budgeted wisely or whether you could have done a better job at your personal spending.

    · If anyone has taught and modeled good money management with you in your life. If so, who was this person or people and how/what did they teach you? If not, what can you do now to make up for not learning money management earlier?

    Please use the area below to write your reflection; the box will expand as needed. Solid academic writing is expected.

    **Summary:**

    | |
    | — |
    | |

    **Part 2: Credit Card Evaluation Activity**

    **Directions:** Research three different credit card companies and answer the questions in the table below for each. After you review and answer all the questions, you will evaluate which card and company offered the best financing option.

    | | | | |
    | — | — | — | — |
    | Questions to Consider: | Card A | Card B | Card C |
    | Is the annual percentage rate (APR) fixed or variable? | | | |
    | What is the APR penalty of the card? Does it trigger events when it is charged? | | | |
    | What is the annual fee? | | | |
    | What is the late fee? | | | |
    | What are the transactional fees of the card? <br>_This could be in regards to balance transfers, cash advances, etc._ | | | |
    | What is the method of computing the account balance in the card? | | | |
    | What is the over-the-limit fee? | | | |
    | Does the card have rewards for use? What are they used for? | | | |

    **Reflection Questions:**

    1. Which of the three cards had the best offer?

    2. Why is it important to know if a credit card is at a fixed or variable APR?

    3. What is a positive in having a credit card? What is a negative?

    4. Why is it important to establish credit?

    5. How can you keep your credit in good standing?

    _\* Note: there are several credit reporting agencies (some are free) that you can use to review your credit standing. If you are curious to find out your standing, talk to your banking institution for suggestions._

    ## image1.png

    **## PersonalFinanceBasicsassessmentdescription.docx**

    **Personal Finance Basics**

    Assessment Description

    The purpose of this assignment is to broaden your knowledge on how to manage your money, as this is an essential skill needed to survive college and life after college. Too many college students and graduates do not have the budgeting skills they need, to make sure they are using money wisely. In this assignment, you will investigate aspects of personal finance, weekly spending, and credit card knowledge.

    Use the attached worksheets to complete this assignment.

    APA style is not required, but solid academic writing is expected.

    You are not required to submit this assignment to LopesWrite.

    **## Rubricpersonalfinance.docx**

    Rubric

    **Rubric Criteria**

    collapse all Rubric CriteriaCollapse All

    **Spending Log Reflection**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Reflection is within the 250-300-word range, thoroughly discusses personal budgeting, the influence of role models, and current strategies for money management; well-organized and coherent.

    **4. Acceptable**

    11.48 points

    Reflection is within the word range, clear, and organized with good discussion on budgeting, role models, and learning strategies but with minor gaps.

    **3. Approaching**

    10.13 points

    Reflection is within the word range but lacks depth or completeness in discussing budgeting, role models, and learning strategies; some issues with organization.

    **2. Insufficient**

    8.78 points

    Reflection is somewhat outside the 250-300-word range, with vague discussion on budgeting, role models, and learning strategies; lacks clarity and coherence.

    **1. Unsatisfactory**

    0 points

    Reflection is significantly outside the 250-300-word range, poorly written, and lacks discussion on budgeting, role models, and money management strategies.

    **Credit Card Research**

    6.75 points

    **Criteria Description**

    **5. Target**

    6.75 points

    Includes clear and correct information such as APR, APR penalties, annual fee, late fee, transactional fees, method of computing account balance, over-the-limit fees, and rewards and purpose for three credit card companies.

    **4. Acceptable**

    5.74 points

    Includes information such as APR, APR penalties, annual fee, late fee, transactional fees, method of computing account balance, over-the-limit fees, and rewards and purpose for three credit card companies with minor errors.

    **3. Approaching**

    5.06 points

    Includes information such as APR, APR penalties, annual fee, late fee, transactional fees, method of computing account balance, over-the-limit fees, and rewards and purpose for three credit card companies with several inaccuracies.

    **2. Insufficient**

    4.39 points

    Includes incorrect or incomplete information such as APR, APR penalties, annual fee, late fee, transactional fees, method of computing account balance, over-the-limit fees, and rewards and purpose for three credit card companies.

    **1. Unsatisfactory**

    0 points

    Does not include information such as APR, APR penalties, annual fee, late fee, transactional fees, method of computing account balance, over-the-limit fees, and rewards and purpose for three credit card companies.

    **Reflection Responses**

    22.5 points

    **Criteria Description**

    **5. Target**

    22.5 points

    Thorough and insightful responses to all reflection questions, demonstrating deep understanding and critical thinking.

    **4. Acceptable**

    19.13 points

    Reflection questions are answered clearly with good insight but minor gaps in depth.

    **3. Approaching**

    16.88 points

    Reflection questions are answered but with limited depth and insight.

    **2. Insufficient**

    14.63 points

    Reflection questions are answered but lack clarity or completeness.

    **1. Unsatisfactory**

    0 points

    No reflection questions answered.

    **Mechanics of Writing**

    2.25 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    2.25 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    **4. Acceptable**

    1.91 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    1.69 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    **2. Insufficient**

    1.46 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    **1. Unsatisfactory**

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    **Total** 45 points

    **## UNV-303-RS-T6-PersonalFinanceBasics_Online.docx**

    ![](https://www.sweetstudy.com/questions/personal-finance-basics-20898871)

    Name:

    Course:

    Date:

    Instructor:

    **Topic 6: Personal Finance Basics**

    This assignment is broken down into two parts; please complete each part according to the specific instructions.

    **Part 1: Spending Log & Reflection Summary**

    **Directions:** Keep a spending log for one week on the attached Word document, “Spending Log” to track how you are spending money. At the end of the week, look back and reflect on
    _how (was this on a whim or planned?)_ and
    _where (was this a need or a want?)_ you spent your money.

    _Be sure to complete the Spending Log (attached Word document) to record your spending for the week._

    Include all spending in the Spending Log document. The document has multiple categories in order to record the various areas where you spend money.

    **Spending Log Reflection Summary:**

    Write a 250-300-word reflection summary on how and where you spent your money. Your summary should include reflection on:

    · Whether you budgeted wisely or whether you could have done a better job at your personal spending.

    · If anyone has taught and modeled good money management with you in your life. If so, who was this person or people and how/what did they teach you? If not, what can you do now to make up for not learning money management earlier?

    Please use the area below to write your reflection; the box will expand as needed. Solid academic writing is expected.

    **Summary:**

    | |
    | — |
    | |

    **Part 2: Credit Card Evaluation Activity**

    **Directions:** Research three different credit card companies and answer the questions in the table below for each. After you review and answer all the questions, you will evaluate which card and company offered the best financing option.

    | | | | |
    | — | — | — | — |
    | Questions to Consider: | Card A | Card B | Card C |
    | Is the annual percentage rate (APR) fixed or variable? | | | |
    | What is the APR penalty of the card? Does it trigger events when it is charged? | | | |
    | What is the annual fee? | | | |
    | What is the late fee? | | | |
    | What are the transactional fees of the card? <br>_This could be in regards to balance transfers, cash advances, etc._ | | | |
    | What is the method of computing the account balance in the card? | | | |
    | What is the over-the-limit fee? | | | |
    | Does the card have rewards for use? What are they used for? | | | |

    **Reflection Questions:**

    1. Which of the three cards had the best offer?

    2. Why is it important to know if a credit card is at a fixed or variable APR?

    3. What is a positive in having a credit card? What is a negative?

    4. Why is it important to establish credit?

    5. How can you keep your credit in good standing?

    _\* Note: there are several credit reporting agencies (some are free) that you can use to review your credit standing. If you are curious to find out your standing, talk to your banking institution for suggestions._

    ## image1.png

  • [Solved] for anyone

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    Executive Solution Overview

    I need a guy who will do a recording in kutura. Write an paper of 7-8 paragraphs and record a 4-6 minute speech based on your paragraphs . Your paragraphs and recording should relate sociological principles to the essential learning outcomes and your own personal and professional life, and identify …

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    Assignment Prompt & Instructions

    I need a guy who will do a recording in kutura.

    Write an paper of 7-8 paragraphs and record a 4-6 minute speech based on your paragraphs . Your paragraphs  and recording should relate sociological principles to the essential learning outcomes and your own personal and professional life, and identify a sociological research question based on your experiences. First, write your paragraph using The Story of You Template [DOCX] (uploaded below).  Download The Story of You Template [DOCX], and then record the speech. You will submit two files (your Word document and your audio or audiovisual file). Complete the following steps:

    Describe three sociological concepts or theories that connect to your personal or professional life. Following the template, include an introduction (one paragraph) in which you identify these concepts and theories in boldface. Your introduction should also include a clear thesis statement (the main idea of your speech).You can choose to relate these concepts and theories to your personal life (your experiences in your family, neighborhood, or schools you attended, for example) or to your career. Explain how sociological concepts or theories connect to your personal or professional life. Following the template, write one paragraph for each concept or theory (three paragraphs total), applying the concepts or theories to your experiences or observations. Include examples from your personal or professional life to illustrate each concept or theory. Relate sociological concepts or theories to essential learning outcomes. Following the template, explain (in one or two paragraphs) how an understanding of one or more of the sociological concepts or theories you have discussed can help you improve your ability to collaborate with others and further develop one or more of the three essential learning outcomes: personal and social responsibility, problem solving, and relationship building. Use evidence from the course materials or other sources to support your points. Identify a sociological research question based on your observations or experiences. Following the template, include a sociological research question that is based on your story and reflects something you are interested in learning more about. For example, if you wrote about some of the challenges you faced in the education system, your research question might be: What programs or policies have been found to improve the quality of K–12 education in impoverished areas? If you wrote about your frustration with groupthink in the workplace, your question could be: What are the best strategies for reducing the negative aspects of groupthink in today's workplace? Describe how you would use the scientific method to study your proposed research question. Following the template, write a paragraph in which you discuss steps you would take to answer your research question, based on your understanding of the scientific method. Following the template, include a conclusion that sums up what you have learned and/or what your audience has learned about you. Demonstrate effective audio presentation skills. Use Kaltura to record an audio file to accompany your paper. You also have the option to record a video (with audio) if you prefer. Refer to Using Kaltura if you need help using this course room tool. In your recording, include the following elements: Name the three concepts or theories you focused on, with an example of how you applied one of them to your personal or professional life Describe how your understanding of one of these concepts or theories can help you improve or develop one of the skills you explored in this course (problem solving, personal and social responsibility, and relationship building).Discuss the research question you chose and your ideas for how to answer that question. Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics. Your template submission should meet the following requirements:

    – **Length of audio**: 4–6 minutes.

    I HAVE UPLOAD THE ASSIGNMENT BELOW

    – [\
    \
    cf_the_story_of_you_template_FP11.docx](https://www.sweetstudy.com/files/cf-the-story-of-you-template-fp11-docx "cf_the_story_of_you_template_FP11.docx")

    – 2 years ago

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

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    – 2 years ago **files (1)** – ## AssignmentIIIEarlyChildhoodReflectiononProfessionalEvolution.20.docx **## AssignmentIIIEarlyChildhoodReflectiononProfessionalEvolution.20.docx** **_Assignment III: Early Childhood Reflection on Professional Evolution. (20%)_** **_Resources:_** Eliason, C., & Jenkins,…

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    – 2 years ago

    **files (1)**

    – ## AssignmentIIIEarlyChildhoodReflectiononProfessionalEvolution.20.docx

    **## AssignmentIIIEarlyChildhoodReflectiononProfessionalEvolution.20.docx**

    **_Assignment III: Early Childhood Reflection on Professional Evolution. (20%)_**

    **_Resources:_**

    Eliason, C., & Jenkins, L. (2016).
    _A practical guide to early childhood curriculum_ (10th ed.). Pearson.

    [_https://youtu.be/bXOzi88CIC8_](https://youtu.be/bXOzi88CIC8)

    _Now, let's culminate our experiences!  You were asked to_ read selected chapters and articles
    _, r_ espond to discussion prompts, view videos, and actively participate as a member of our learning community.
    _Now, you will…_

    ·
    **Recall** your learning experiences

    ·
    **Refer** to what you gained from assigned readings, videos, articles, and discussions

    ·
    **Reflect** upon your learning experience in this course thus far by submitting a 6-8-page reflective paper documenting your growth as an early childhood educator.
    _To the best extent possible, avoid 1st and 2nd person language. Simply state the information you have gleaned as fact and support with cited sources and relevant theoretical connections._ Thorough familiarity with discussion points, assigned readings, and all major early childhood concepts presented in the class must be evident.

    **View Rubric**

    | | | |
    | — | — | — |
    | Rubric: Early Childhood Early Childhood Reflection on Professional Evolution Research Paper (20%) (BENCHMARK PERFORMANCE) (1) |
    | | | |
    | **Rubric: Early Childhood Early Childhood Reflection on Professional Evolution Research Paper (20%) (BENCHMARK PERFORMANCE) (1)** |
    | **Criteria** | **Ratings** | **Pts** |
    | ORGANIZATION Coherent and cohesive sentences and paragraphs:<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
    | CONTENT ANALYSIS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
    | THEORETICAL CONNECTIONS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
    | LANGUAGE USE AND CONVENTIONS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
    | APA STYLE<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
    | Total Points: 0 |

    **Choose a submission type**

    **## AssignmentIIIEarlyChildhoodReflectiononProfessionalEvolution.20.docx**

    **_Assignment III: Early Childhood Reflection on Professional Evolution. (20%)_**

    **_Resources:_**

    Eliason, C., & Jenkins, L. (2016).
    _A practical guide to early childhood curriculum_ (10th ed.). Pearson.

    [_https://youtu.be/bXOzi88CIC8_](https://youtu.be/bXOzi88CIC8)

    _Now, let's culminate our experiences!  You were asked to_ read selected chapters and articles
    _, r_ espond to discussion prompts, view videos, and actively participate as a member of our learning community.
    _Now, you will…_

    ·
    **Recall** your learning experiences

    ·
    **Refer** to what you gained from assigned readings, videos, articles, and discussions

    ·
    **Reflect** upon your learning experience in this course thus far by submitting a 6-8-page reflective paper documenting your growth as an early childhood educator.
    _To the best extent possible, avoid 1st and 2nd person language. Simply state the information you have gleaned as fact and support with cited sources and relevant theoretical connections._ Thorough familiarity with discussion points, assigned readings, and all major early childhood concepts presented in the class must be evident.

    **View Rubric**

    | | | |
    | — | — | — |
    | Rubric: Early Childhood Early Childhood Reflection on Professional Evolution Research Paper (20%) (BENCHMARK PERFORMANCE) (1) |
    | | | |
    | **Rubric: Early Childhood Early Childhood Reflection on Professional Evolution Research Paper (20%) (BENCHMARK PERFORMANCE) (1)** |
    | **Criteria** | **Ratings** | **Pts** |
    | ORGANIZATION Coherent and cohesive sentences and paragraphs:<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
    | CONTENT ANALYSIS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
    | THEORETICAL CONNECTIONS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
    | LANGUAGE USE AND CONVENTIONS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
    | APA STYLE<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
    | Total Points: 0 |

    **Choose a submission type**

  • [Solved] communicating with parents

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    iew this video and jot down 5 best practices exhibited (by both the parent and teacher) https://www.youtube.com/watch?v=4JaPUDa1ck4 – 2 years ago

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    Assignment Prompt & Instructions

    iew this video and jot down 5 best practices exhibited (by both the parent and teacher)

    https://www.youtube.com/watch?v=4JaPUDa1ck4

    – 2 years ago