Tag: Education

  • [Solved] dionne

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    **Assignment Prompt and Instructions:** This week you will be searching the internet for two resources by Chase on Demystifying Demand Forecasting. Start your search by first listing key search terms you will use to locate two resources. Then, search in YouTube, Google, Bing, or any other search eng…

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    Assignment Prompt & Instructions

    **Assignment Prompt and Instructions:** This  week you will be searching the internet for two resources  by Chase on Demystifying Demand Forecasting.   Start your search by first listing key search terms you will use to  locate two resources. Then, search in YouTube, Google,  Bing, or any other search engine for a resource that adds to your  knowledge of forecasting. **Do not source "for-purchase options" such as consultancies or statistical software.**  As an example, you could source a YouTube video that expands your  understanding of the basics of forecasting demand from either the demand  or supply side.

    1. Overview of subject(s) searched for including key-terms used to search
    2. Resource 1: Hyperlink the title of the resource, then complete a thorough review of the content
    3. Resource 2: Hyperlink the title of the resource, then complete a thorough review of the content
    4. Summarize what you learned that added to your understanding of forecasting

    – Utilize  the template attached below

    – [\
    \
    SCMG305Assignment1Template.docx](https://www.sweetstudy.com/files/scmg305assignment1template-docx-10264433 "SCMG305Assignment1Template.docx")

    – 2 years ago

  • [Solved] dionne

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    Provide a report, incorporating up to three themes that are shared in the development of SCRM as a discipline in the years between 2009-2013 – 2 years ago

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    Assignment Prompt & Instructions

    Provide a  report, incorporating up to three themes that are shared in the  development of SCRM as a discipline in the years between 2009-2013

    – 2 years ago

  • [Solved] anna

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    As we begin to learn about play and therapeutic play, it is important to have a firm understanding of the two concepts. Do some additional research outside of our readings and respond to the questions below: 1. What is play? List 10 statements that describe/define play. 2. What is therapeutic play? …

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    As  we begin to learn about play and therapeutic play, it is important to  have a firm understanding of the two concepts. Do some additional  research outside of our readings and respond to the questions below:

    1. What is play? List 10 statements that describe/define play.
    2. What is therapeutic play? List 5 statements that describe/define therapeutic play
    3. What are some concepts about therapeutic play that you would like to  learn in this class? List 5  ideas of what would be beneficial for your  to learn in this class.
    4. Discuss any experiences that you have had with therapeutic play.   The experiences can be information and do not have to have been in a  professional capacity.

    – 2 years ago

  • [Solved] Conceptual Draft Chapter 1

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    Please see attachment – 2 years ago **files (1)** – SEdwardsChapter1.docx **SEdwardsChapter1.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sedwardschapter1-docx) **SEdwardsChapter1.docx** This file is too large to display. [View in new window](https:…

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    Please see attachment

    – 2 years ago

    **files (1)**

    – SEdwardsChapter1.docx

    **SEdwardsChapter1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sedwardschapter1-docx)

    **SEdwardsChapter1.docx**

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  • [Solved] 4 discussion

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    After reading _Grecian Urn_ and Attention to Meaning modules explain how you can avoid creating Grecian Urn lesson plans? – **Read:** Design & Deliver Ch 5 Action & expression – **Read:** Rethinking Disability Ch 6 _Creating a dynamic classroom culture: “How can I be sure that I reach everybody?”_ -…

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    After reading _Grecian Urn_ and Attention to Meaning modules explain how you can avoid creating Grecian Urn lesson plans?

    – **Read:** Design & Deliver Ch 5 Action & expression
    – **Read:** Rethinking Disability Ch 6 _Creating a dynamic classroom culture: “How can I be sure that I reach everybody?”_
    – **Read:** Rethinking Disability Ch 7 _Assessing student knowledge and skills in the inclusive classroom: “How do I know they all got it?_
    – **Watch:** Teachings in Education. (2021). Lesson Planning: Development 101. Retrieved from [https://youtu.be/aKRXzHfl1vo](https://youtu.be/aKRXzHfl1vo).
    – **Watch:** Edutopia. (2021). Education Buzzwords Defined: What is Differentiation? Retrieved from

    [https://www.edutopia.org/video/educational-buzzwords-defined-what-differentiation](https://www.edutopia.org/video/educational-buzzwords-defined-what-differentiation). (1:21)
    – **Browse:** Resources about Bloom’s Taxonomy

    – Iowa State University. (1995-2021). Revised Bloom’s Taxonomy. Retrieved from [https://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/](https://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/).
    – TeachThought. (2021). Bloom’s Taxonomy Digital Planning Verbs. Retrieved from [https://www.teachthought.com/learning/what-is-blooms-taxonomy-a-definition-for-teachers/](https://www.teachthought.com/learning/what-is-blooms-taxonomy-a-definition-for-teachers/)
    – Bloom’s Taxonomy. (n.d.) What is Bloom’s Taxonomy? Retrieved from [https://www.bloomstaxonomy.net](https://www.bloomstaxonomy.net/)
    – **Browse:** Resources about feedback

    – Eckert, J. (2021). 8 Steps to Making Feedback More Effective. _Edutopia._ Retrieved from [https://www.edutopia.org/article/8-steps-making-feedback-more-effective](https://www.edutopia.org/article/8-steps-making-feedback-more-effective).
    – Goldman, S. (2021). Can We Stop Calling Them Careless Mistakes? _Edutopia._ Retrieved from [https://www.edutopia.org/article/can-we-stop-calling-them-careless-mistakes](https://www.edutopia.org/article/can-we-stop-calling-them-careless-mistakes).
    – Crockett, L. (2021). Giving Student Feedback: 7 Best Practices for Success. _Future Focused Learning_. Retrieved from [https://wabisabilearning.com/blogs/assessment/giving-student-feedback-7-best-practices](https://wabisabilearning.com/blogs/assessment/giving-student-feedback-7-best-practices).
    – **Browse:**

    Resources about assessment

    – [https://www.edutopia.org/assessment](https://www.edutopia.org/assessment)
    – [https://wabisabilearning.com/blogs/assessment/5-challenging-formative-assessment-problems-how-to-fix-them](https://wabisabilearning.com/blogs/assessment/5-challenging-formative-assessment-problems-how-to-fix-them)
    – [https://www.edutopia.org/article/5-ways-help-students-focus-learning-rather-grades](https://www.edutopia.org/article/5-ways-help-students-focus-learning-rather-grades)

    Objective Writing

    – [https://www.thoughtco.com/lesson-plan-step-1-objectives-and-goals-2081856](https://www.thoughtco.com/lesson-plan-step-1-objectives-and-goals-2081856)
    – [https://eclearn.emmanuel.edu/courses/1285497/pages/how-to-write-measurable-learning-objectives/](https://eclearn.emmanuel.edu/courses/1285497/pages/how-to-write-measurable-learning-objectives/)

    Learning Standards:

    – [http://www.corestandards.org/](http://www.corestandards.org/)

    – 2 years ago

  • [Solved] 506 C4

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    #### **Analysis of the Greatest Threat to Student Safety on Campus and Fourth Amendment Implications** **Objective:** To analyze the greatest threat to student safety on campus in the context of PK-12 schools or colleges/universities, and to discuss the implications of the Fourth Amendment related t…

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    #### **Analysis of the Greatest Threat to Student Safety on Campus and Fourth Amendment Implications**

    **Objective:** To analyze the greatest threat to student safety on campus in the context of PK-12 schools or colleges/universities, and to discuss the implications of the Fourth Amendment related to student and campus safety in education.

    #### **Instructions:**

    **Topic:** Identify and analyze the greatest threat to student safety on campus within the context of either PK-12 schools or colleges/universities.

    **Fourth Amendment Implications:** Discuss the implications of the Fourth Amendment concerning student and campus safety in education. Consider how Fourth Amendment rights impact safety measures, searches and seizures, and student privacy on campus.

    **Introduction:** Provide an introduction to the topic and the significance of addressing student safety on campus within the chosen educational context.

    **Identification of Greatest Threat:** Clearly identify and analyze the greatest threat to student safety on campus in PK-12 schools or colleges/universities.

    **Discussion of Fourth Amendment Implications:** Discuss the implications of the Fourth Amendment on student and campus safety, focusing on its impact on safety measures, searches, seizures, and student privacy.

    **Supporting Evidence:** Reference a minimum of three scholarly sources to support your stance on the greatest threat to student safety and the Fourth Amendment implications.

    **Conclusion:** Summarize key findings and insights from the analysis.

    – 2 years ago

  • [Solved] 2.

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    ## Model 2 Exit Slip: Attention to Meaning Vignettes Hide Assignment Information **Instructions** **Analyzing Teaching Practice: Attention to Meaning (Elementary Literacy)** Consider the vignettes in the attachment (ATM vignette table). A second-grade teacher is guiding a read aloud on The Stories J…

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    ## Model 2 Exit Slip: Attention to Meaning Vignettes

    Hide Assignment Information **Instructions**

    **Analyzing Teaching Practice: Attention to Meaning (Elementary Literacy)**

    Consider the vignettes in the attachment (ATM vignette table). A second-grade teacher is guiding a read aloud on The Stories Julian Tells. In this story, Julian tricks his younger brother into keeping quiet, to avoid getting in trouble with Dad. The lesson supports CCSS.RL.2.3: _Describe how characters in a story respond to major events and challenges._

    **In the template use the criteria below to rank the vignettes into three categories and respond to the questions: High**(Meets all 3 criteria), **Mid**(Meets 2 criteria), & **Low**(Meets only 1 or none)

    ● The lesson has a clear, achievable, grade-level, observable and measurable learning goal

    ● Each individual task or activity in the lesson focuses student attention on the meaning of to-be-learned content

    ● All learners, not just a subset, are engaged in thinking about the meaning of to-be-learned content

    **Rating**

    **Vignette #**

    **Rationale**

    **1.**

    **HIGH**

    _Which vignette meets all 3 criteria?_

    What specific details from the vignette support this teacher meeting each of the criterion? _Give specific details from the vignette for each criterion._

    **2.**

    **MID**

    _Which vignette meets 2 of the 3 criteria?_

    Which vignette did you select for MID ranking (meets 2 criteria)? Compared to the HIGH vignette why is this one a lesser example? _Give specific details from the vignette for each criterion._

    **3.**

    **LOW**

    _Which vignette meets 1 of the 3 criteria?_

    Why is this vignette the LOW ranked option? For each criterion, why did this teacher fail to meet the criterion? _Give specific details from the vignette for each criterion._

    **4.**

    Which of these criteria do you feel most clear on how to enact? Which are you still uncertain about and why?

    **5.**

    After this lesson, how are you thinking differently about how teachers can and should draw student attention to meaning of content?

    **Analyzing Teaching Practice: Attention to Meaning (Elementary Literacy)**

    Consider the vignettes below. A second-grade teacher is guiding a read aloud on The Stories Julian Tells. In this story, Julian tricks his younger brother into keeping quiet, to avoid getting in trouble with Dad. The lesson supports CCSS.RL.2.3: _Describe how characters in a story respond to major events and challenges._

    **In the template use the criteria below to rank the vignettes into three categories and respond to the questions: High** (Meets all 3 criteria), **Mid** (Meets 2 criteria), & **Low** (Meets only 1 or none)

    ● The lesson has a clear, achievable, grade-level, observable and measurable learning goal

    ● Each individual task or activity in the lesson focuses student attention on the meaning of to-be-learned content

    ● All learners, not just a subset, are engaged in thinking about the meaning of to-be-learned content

    **Rating**

    **Vignette #**

    **Rationale**

    **1.**

    **HIGH**

    _Which vignette meets all 3 criteria?_

    What specific details from the vignette support this teacher meeting each of the criterion? _Give specific details from the vignette for each criterion._

    **2.**

    **MID**

    _Which vignette meets 2 of the 3 criteria?_

    Which vignette did you select for MID ranking (meets 2 criteria)? Compared to the HIGH vignette why is this one a lesser example? _Give specific details from the vignette for each criterion._

    **3.**

    **LOW**

    _Which vignette meets 1 of the 3 criteria?_

    Why is this vignette the LOW ranked option? For each criterion, why did this teacher fail to meet the criterion? _Give specific details from the vignette for each criterion._

    **4.**

    Which of these criteria do you feel most clear on how to enact? Which are you still uncertain about and why?

    **5.**

    After this lesson, how are you thinking differently about how teachers can and should draw student attention to meaning of content?

    – [\
    \
    Module2ATMExitSlip.docx](https://www.sweetstudy.com/files/module2atmexitslip-docx "Module2ATMExitSlip.docx")

    – 2 years ago

  • [Solved] Conceptual Draft Chapter 2

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    Please see attachment – 2 years ago **files (1)** – ## ResearchPaperAssignmentInstructions.docx **## ResearchPaperAssignmentInstructions.docx** CJUS 740 **Research Paper Assignment Instructions** **Overview** In this course, you will build the outline for your dissertation. Your dissertation consist…

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    Assignment Prompt & Instructions

    Please see attachment

    – 2 years ago

    **files (1)**

    – ## ResearchPaperAssignmentInstructions.docx

    **## ResearchPaperAssignmentInstructions.docx**

    CJUS 740

    **Research Paper Assignment Instructions**

    **Overview**

    In this course, you will build the outline for your dissertation. Your dissertation consists of five chapters, each containing sections, and the student will set up only the first three chapters in this class. These do NOT have to be finished copies, however, the basis of the dissertation will be set up, so you may have a basic framework moving forward in your studies.

    NOTE: You will resubmit the same document throughout this course. You will add onto the dissertation with each course milestone (each module). Hence, all the instructions for each part are contained in this document.

    NOTE 2: Your committee chair may ask you to add sections or rearrange sections, which is acceptable. This course follows the text’s outline and will not necessarily produce a final dissertation copy, but a framework to present to the chair of the committee. Every dissertation is different, so the length is a guideline. There is no maximum length of each section, unless noted differently.

    NOTE 3: For this class, you will use the Dissertation Template given in this Module: Week. Your paper should be a running paper through the first five Modules: Weeks.

    .

    Conceptual Draft of Chapter 2 (Literature Review) Instructions

    This chapter of the paper is the longest and usually the most difficult for students. Only two prescribed sections are included in chapter 2 as this presents the student’s research into what has been written about the topic. Chapter 2 will begin with an introduction and the student’s strategies to finding literature. The student must give a percentage ratio of his/her sources since 85% of the references in any dissertation must come from peer-reviewed research and 15% may come from other sources.

    Page 2 of 2

    **## ResearchPaperAssignmentInstructions.docx**

    CJUS 740

    **Research Paper Assignment Instructions**

    **Overview**

    In this course, you will build the outline for your dissertation. Your dissertation consists of five chapters, each containing sections, and the student will set up only the first three chapters in this class. These do NOT have to be finished copies, however, the basis of the dissertation will be set up, so you may have a basic framework moving forward in your studies.

    NOTE: You will resubmit the same document throughout this course. You will add onto the dissertation with each course milestone (each module). Hence, all the instructions for each part are contained in this document.

    NOTE 2: Your committee chair may ask you to add sections or rearrange sections, which is acceptable. This course follows the text’s outline and will not necessarily produce a final dissertation copy, but a framework to present to the chair of the committee. Every dissertation is different, so the length is a guideline. There is no maximum length of each section, unless noted differently.

    NOTE 3: For this class, you will use the Dissertation Template given in this Module: Week. Your paper should be a running paper through the first five Modules: Weeks.

    .

    Conceptual Draft of Chapter 2 (Literature Review) Instructions

    This chapter of the paper is the longest and usually the most difficult for students. Only two prescribed sections are included in chapter 2 as this presents the student’s research into what has been written about the topic. Chapter 2 will begin with an introduction and the student’s strategies to finding literature. The student must give a percentage ratio of his/her sources since 85% of the references in any dissertation must come from peer-reviewed research and 15% may come from other sources.

    Page 2 of 2

  • [Solved] Catherine Owens- 5.1/5.2 (New)

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    In-depth study guidance and analytical solution covering Catherine Owens- 5.1/5.2 (New).

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    Assignment Prompt & Instructions

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

  • [Solved] #572. 3 please dodnt use chatgpt

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    ## Module 3 Discussion: Learning Context – Why does it matter? # Create a **visual representation or written expression** reflecting your thoughts on the importance of understanding the learning context of students. Why does this matter? [https://nl.idm.oclc.org/login?url=https://search.ebscohost.co…

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    ## Module 3 Discussion: Learning Context – Why does it matter?

    # Create a **visual representation or written expression** reflecting your thoughts on the importance of understanding the learning context of students. Why does this matter?

    [https://nl.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1236710&site=ehost-live&scope=site&ebv=EB&ppid=pp_52](https://nl.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1236710&site=ehost-live&scope=site&ebv=EB&ppid=pp_52)

    Wendy W. Murawski, & Kathy Lynn Scott. (2017). Chapter 6 Culturally responsive teaching to support all learners in _What Really Works With Exceptional Learners_ (Vol. 1st). Corwin. [https://nl.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2524745&site=ehost-live&scope=site&ebv=EB&ppid=pp_100](https://nl.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2524745&site=ehost-live&scope=site&ebv=EB&ppid=pp_100)

    – **Watch:** Edutopia. (2021). Getting to Know Your Students in a Million Words or Less. Retrieved from [https://www.edutopia.org/video/getting-know-your-students-million-words-or-less](https://www.edutopia.org/video/getting-know-your-students-million-words-or-less) (1:54)

    – 2 years ago