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ASH ESE 633 Entire Course Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-entire-class ESE 633 Week 1 Assignment Assessing Conflict Styles ESE 633 Week 1 DQ 1 History and Service Delivery Options for Students with Disability ESE 633 Week 2 Assignment Developing Curriculum Design ESE 633 Week 2 DQ 1 Non-Verbal Communication ESE 633 Week 3 DQ 1 Concerns of the General Educator in the Co-Teaching Environment ESE 633 Week 3 DQ 2 Collaborative Consultation Model ESE 633 Week 4 Assignment Helping Parents Promote Independence ESE 633 Week 4 DQ 1 Transition Planning ESE 633 Week 5 Assignment Collaborative Problem Solving ESE 633 Week 5 DQ 1 Discussion on Co-Teaching ESE 633 Week 6 Assignment Final Project ESE 633 Week 6 DQ 1 Course Reflection Discussion ESE 633 Week 6 DQ 2 Creating a Collaborative School Culture For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 1 DQ 1 History and Service Delivery Options for Students with Disability Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-1-dq-1-history-and-service-delivery-options-for-students-with-disability This discussion is your opportunity to achieve the week’s learning objective to examine the history and service delivery options for students with a disability. This discussion aligns with Course Learning Outcome 3 and reinforces MAED Program Learning Outcome 2. This week’s readings provided you with a look into the history of individuals who addressed the academic interests of children with disabilities. These individuals accepted many roles during the process because often there were no legal safeguards against social, academic, or legal injustices. Starting in the United States in the 1960s, advocates for children with disabilities began a strong campaign for equality. The Education for All Handicapped Children Act (EAHCA) was passed in 1975 with reauthorizations, updates, and refinements occurring continuously. Contemporary special educators continue to serve in multiple roles advocating for equality in schools, communities, and workplaces. Although the federally mandated role of special educators has evolved notably, public education for children with disabilities continues to be a dynamic and progressive area of practice. Initial Post - Begin by reading Chapter 1 in Murawski and Spenser (2011). Next, using the Ashford University Library or another source for scholarly, conduct additional research to explore the trends since 1950 in the United States related to service and delivery options for students with disabilities. Then, construct a one paragraph response for each of the following: (a) examine how the special educator’s role has evolved as student rights have changed, including consideration for compulsory education, education placement, and education rights protected by federal law; (b) examine trends in special education and the special educators’ role in public education historically and hypothesize how that role might change in the next decade; and (c) identify leaders and other notable figures who have advanced legislation for and practice of special education since the 1950s. For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 2 Assignment Developing Curriculum Design Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-2-assignment-developing-curriculum-design In this assignment you will demonstrate your understanding of the following learning objective: • Identify the various roles of team members in providing academic support in an inclusive environment. The assignment represents your mastery of the Course Learning Outcome 4. Murawski and Spencer (2011) define inclusion as “an academic setting that provides support and service in the general education classroom so that students with a disability have equitable access to the same curriculum as their peers” (p. 19). Inclusion can consist of one class period up to a full day (i.e., “full inclusion”). Regardless of the time spent within the general education classroom, the overarching theme of inclusive education is collaboration between the general educator, the special educator, service providers, and paraprofessionals/instructional assistants to provide meaningful and engaging curriculum for all students. Strategies for creating materials and providing instructional delivery vary depending on your role in the collaborative education team. One method for developing and teaching lessons is through Universal Design for Learning (UDL), which is used “to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start” (National Center on Universal Design for Learning, 2012, para. 2). Team members involved in this type of planning and delivery include the general educator and any other education or service providers who support students with disabilities in the general classroom. Another method that can be incorporated with UDL is Differentiated Instruction (DI), whereby “teachers can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom”(Willoughby, 2005). This means that teachers provide learning options, challenge levels, and assessment choices in order to engage all students according to their needs and ability levels. For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 2 DQ 1 Non-Verbal Communication Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-2-dq-1-non-verbal-communication Initial Post: Review the information, photos, and videos posted on the Creating Communication website. Specifically, scroll down the page and view the two Amy Cuddy videos: Game changer: Amy Cuddy, Power Poser and Amy Cuddy: Your body language shapes who you are. After watching the videos above, examine each of the photos for the non-verbal messages the body postures convey. Next, visit a busy public place or watch a television show or movie and observe people for 30-minutes. Take note of body language, nonverbal cues, and any other valuable environmental information. Then, construct one paragraph summary for each of the following: • Where, when, and what you observed; • What you learned from your observation such as how nonverbal cues were used and how they were interpreted; • Nuances you were more aware of having completed this week’s reading; • Explain how you will use this experience and this week’s information to more effectively communicate with other educators, administrators, parents and community members in the role of a special educator. Provide specific examples. For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 3 DQ 1 Concerns of the General Educator in the Co-Teaching Environment Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-3-dq-1-concerns-of-the-general-educator-in-the-co-teaching-environment This discussion is your opportunity to demonstrate mastery of the objective analyze ways to create a collaborative school culture to promote professional growth and leadership and analyze the value of co-teaching as an inclusion model of instructional delivery. The discussion represents your mastery of the Course Learning Outcomes 1 & 2 and MAED Program Learning Outcome 8 and reinforces your competency with the MAED Program Learning Outcome 7. Before the reauthorization of IDEA in 2004, schools were implementing inclusion, but it was not necessarily the ‘norm’; instead, children with a disability were educated in a self-contained classroom within the general school population. Included with the most updated changes was a closer alignment with NCLB (No Child Left Behind) requirement for data-based decisions, more rigorous standards and highly qualified teachers (No Child Left Behind, 2013). Teachers new to the field of education are being taught during their coursework how to implement inclusive, co-teaching practices and are therefore unfamiliar with past teaching practices. On the other hand, teachers who have been practicing for more than 10 years have experiences in both education environments. While it is clear that co-teaching is not the most popular method of instructional delivery for all teachers, viewpoints have been made clear and with good reasoning for use of this method. To prepare for this discussion, it is recommended you review Co-Teaching in Inclusive Classrooms: The Pros and Cons, where the author concisely lists each point of view and teaching suggestions related thereto. You will see that co-teaching has many benefits from reviewing that resource in conjunction with your reading of the opening the “Voices from the Field” provided as an introduction to chapter seven in the Murawski and Spencer (2011) textbook for our course. Initial Post - Imagine you are in a Professional Learning Community that promotes inclusive education and co-teaching. Imagine further that your principal has asked your group to talk with the faculty about the inclusive initiative and boosting teacher morale. Using the first initial of your last name as a guide, select a concern below about co-teaching. In your response, explain why the teacher may have felt that way and describe how collaborative efforts between the two teachers could have proceeded differently. If your last name begins with the letters N – Z: You will address the concerns of the general educator in the co-teaching environment when you hear statements such as “Co-teaching? No thanks. I don’t really see the benefit of having another adult in the room if he or she doesn’t’ know the content. Plus I hear horror stories of co-teachers always coming late, leaving early, or missing class altogether” (Murawski & Spencer, 2011, p. 93). For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 3 DQ 2 Collaborative Consultation Model Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-3-dq-2-collaborative-consultation-model This discussion is your opportunity to demonstrate mastery of the objectives; analyze the value of co-teaching as an inclusion model of instructional delivery; analyze the value of collaborative consultation as an inclusion model of instructional delivery; and analyze the range of placements and services offered to students who have a disability. The discussion represents your mastery of the Course Learning Outcomes 1 & 4 and Program Learning Outcome 8 and reinforces your competency with the MAED Program Learning Outcome 7. Hallahan, Kauffman, and Pullen (2012) definecollaborative consultation as when "...the special education teacher or psychologist acts as an expert who provides advice to the general education teacher," (p. 37). The key to the success of this model is “collaboration” of the general education teacher’s content knowledge and the special educator’s curriculum delivery expertise. The special educator’s role is to provide strategies to the general educator, outside of class time, on curriculum accommodations, meeting and documenting the IEP goals, and review student progress for those who have an identified disability (Why Co-Teaching and Collaborative Consultation, 2008). The special educator and general educator must acknowledge their individual and team value in providing an equal contribution in the student’s education, recognize personal areas of strength and weakness, and share an open line of communication and honesty (Facilitating Collaborative Consultation, 2009). Additional explanations for the purpose and roles involved in the Collaborative Consultation model visit Inclusion in the Secondary Classroom (Collaborative Consultation, n.d.). Initial Post - Either choose the prompt to explain the difference between the collaborative consultation model and the co-teaching model, or the prompt to weigh the pros and cons of each teaching model. Explain how the collaborative consultation model is different than the co-teaching model of inclusive education including its strengths and weakness in providing equal education to all students within the general education classroom. Be sure to cite at least two outside sources not included in this week’s required or recommended reading. Your goal is to remain unbiased while presenting the facts to your peers. Compare and contrast the pros and the cons of collaborative consultation model with the co-teaching model of inclusive education making sure to cite at least two outside sources not included in this week’s required or recommended reading. Your goal is to remain unbiased while presenting the facts to your peers. For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 4 Assignment Helping Parents Promote Independence Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-4-assignment-helping-parents-promote-independence In this assignment you will demonstrate your understanding of the following learning objective: Justify the collaborative role of transition team members who actively participate in transition meetings and examine the steps required in a transition-planning meeting. The assignment represents your mastery of the Course Learning Outcome 5. In this assignment you will consider a hypothetical transition meeting. To make this meeting more productive, you have decided to create an informational brochure or handout that you would want others in the meeting to understand. For example, as a special educator, what would you want the general educator to know about the transition process, or what would you want the parents to know? To prepare for this assignment, view the video below titled Be a Superstar - Take the Survey - Student. This video interviews high school graduates one year post-graduation to ask “Where are You Now?” Next, reflect on how creating a realistic and attainable transition from high school to post-graduation independence takes time, planning, and a strong team of professionals and family who all have the student’s best interest at heart. The transition meeting can include the school principal (who may have links to community agencies), representatives from community agencies, a school counselor or psychologist (who was involved in assessments and interest inventories), the special educator, a general educator (who may have a role in the student’s education), the parents, and the student. In addition, parents can invite anyone else they believe will add value to their child’s independence (Levinson & Palmer, 2005). https://youtu.be/ERtdvLnS9LA Instructions Your assignment must be submitted in a brochure or handout format. Access several free examples by visiting Microsoft Office Templates or create your own template. Use the following guidelines for creating your brochure/handout. Content Definition (2 Points): Include a definition of special education transition services with a foundation in IDEA. Role (2 Points): Provide an explanation of the role of the team member you chose. For example, if you choose the child’s parents, their role is as the child’s advocate, to share with the team members what their child enjoys at home, and to keep a record of follow up information learned during the meeting.Steps (3 Points): Include each of the steps involved in the transition process with a brief explanation of how the chosen team member is a contributor at each stage.Questions (3 Points): Create at least three common questions that may be asked of this team member, including their possible answers. For example, a transition team will commonly ask parents what their child enjoys at home or where they see their child in five years. Written Communication APA Formatting (1 point): Use APA formatting consistently throughout the assignment.Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.Source Requirement (1 point): Reference six scholarly sources in addition to the course textbook that provide compelling evidence to support your ideas. All sources on the references page need to be used and cited correctly within the body of the assignment. The source for any images must be included with the brochure/handout references. For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 4 DQ 1 Transition Planning Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-4-dq-1-transition-planning This discussion is your opportunity to demonstrate your understanding of the objective justify the collaborative role of transition team members who actively participate in transition meetings. The discussion represents your mastery of the Course Learning Outcome 5 and the MAED Program Learning Outcome 8. Federal guidelines require children who have an Individual Education Plan (IEP) to have a Transition Plan for post-graduation beginning after their 16th birthday and, in some cases, as early as after their 14th birthday. This meeting is separate from the IEP meeting and focuses on the student’s interests, independence, and self-determination (Wright & Darr-Wright, 2013). The purpose of the Transition Plan meeting is for all stakeholders in the student’s education to help plan an independent future for the student. According to IDEA 2004, Transition Services refers to: is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests; includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. (As cited in Wright & Darr-Wright, 2013, para 1).As noted above, IDEA has outline what is required, but parents oftentimes find the transition meeting overwhelming and intimidating with so many team member experts involved in the transition process and with unclear terms and ‘jargon’ (Bangser, 2008). Initial Post - Imagine you are a parent of a child with a disability who is preparing for a transition meeting. Read the resource IDEA 2004 Close Up: Transition Planning (Cortiella, 2007). In your post, write a question for three different transition team members (3 questions total) about topics that may not have been addressed or that need additional follow-up answers. Additionally, provide an answer to your questions with at least one scholarly resource that supports your chosen answer. For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 5 Assignment Collaborative Problem Solving Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-5-assignment-collaborative-problem-solving In this assignment you will demonstrate your understanding of the following learning objectives: Analyze ways to create a collaborative school culture to promote professional growth and leadership; Determine some of the causes of education-based conflict. Evaluate problem solving and negotiation strategies to resolve education-based conflict. Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Justify the collaborative role of transition team members who actively participate in transition meetings. Additionally, the assignment represents your mastery of Course Learning Outcomes 1, 2, & 3. Providing tools for academic success to students with disabilities is a collaborative effort. Sometimes however, individuals within the collaborative team face conflict due to a strong emotional or professional investment from a particular member. Examples of education-based conflict include disagreements over the allocation of limited resources and funding, differing curriculum delivery methods, class behavior management styles, misinterpreted conversations (due to cultural differences, communication styles, personal or professional backgrounds, and other differences), and misunderstanding of professional roles, school policy, and other school or district-based guidelines. Chapter 9 in your Murawski and Spencer (2011) text outlines the causes of conflict and how to problem-solve through negotiation strategies with peers and in a collaborative team setting. Instructions: Content The collaboration steps, as defined by Windle and Warren’s (n.d.) Collaborative Problem Solving: Steps in the Process, are listed below. Use the headings named in this section within your paper. Before the Meeting - Interests and Options (1 point): Windle and Warren (n.d.) suggest that interests are the “underlying need, want, or desire that we are trying to satisfy with our position (solution)” Consider that statement, then: Identify each team member’s interest in Lily’s post-graduation goals, including options that may be available given each team member’s point of view. During the Meeting - Perception/Emotions (1 point): Remember that by sharing why your perception is important and relevant, the team will understand why each member has a certain perspective. In this section of your assignment: Hypothesize each team member’s perceptions and the emotions tied to those perceptions, including an explanation that supports your rationale for the perception and associated emotions. During the Meeting - Define the Issue (2 points):Windle and Warren (n.d.) suggest that an issue “may be defined as an element of the dispute that represents a party’s need or interest.” Consider that statement, then: Identify one issue that the team will discuss, including a supporting rationale for your choice of this issue over others. During the Meeting - Generate Options/ Brainstorming (2 points): Windle and Warren (n.d.) suggest that “Most of us are not accustomed to inventing options and we slip easily into critiquing and judging as soon as possibilities are put on the board.” Consider this statement, then: Using each team member’s ideas, perceptions, and the overall issue, describe at least five options that may satisfy the interest of all the team members, including a rationale for your chosen options. During the Meeting - Objective Criteria/ Reach Agreement (1 point): After you have generated a list of brainstorming options, in this section of your assignment you will: Decide which option is the most agreeable to everyone, including a justification of how this agreement meets each team member’s interests, options, and perceptions. During the Meeting - Self-Reflection (2 points):Using what you learned about yourself from the Week 1 self-assessment and other knowledge you have acquired throughout the course: Write a self-reflection about the strengths and weaknesses you have in relation to the case study for this assignment. Be sure to consider what you know about how you can leverage your personal strengths as a team leader in the transition meeting in the role of special educator. For more classes visit www.assignmentcloud.com ASH ESE 633 Week 4 DQ 1 Transition Planning Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-4-dq-1-transition-planning This discussion is your opportunity to demonstrate your understanding of the objective justify the collaborative role of transition team members who actively participate in transition meetings. The discussion represents your mastery of the Course Learning Outcome 5 and the MAED Program Learning Outcome 8. Federal guidelines require children who have an Individual Education Plan (IEP) to have a Transition Plan for post-graduation beginning after their 16th birthday and, in some cases, as early as after their 14th birthday. This meeting is separate from the IEP meeting and focuses on the student’s interests, independence, and self-determination (Wright & Darr-Wright, 2013). The purpose of the Transition Plan meeting is for all stakeholders in the student’s education to help plan an independent future for the student. According to IDEA 2004, Transition Services refers to: is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests; includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. (As cited in Wright & Darr-Wright, 2013, para 1).As noted above, IDEA has outline what is required, but parents oftentimes find the transition meeting overwhelming and intimidating with so many team member experts involved in the transition process and with unclear terms and ‘jargon’ (Bangser, 2008). Initial Post - Imagine you are a parent of a child with a disability who is preparing for a transition meeting. Read the resource IDEA 2004 Close Up: Transition Planning (Cortiella, 2007). In your post, write a question for three different transition team members (3 questions total) about topics that may not have been addressed or that need additional follow-up answers. Additionally, provide an answer to your questions with at least one scholarly resource that supports your chosen answer. For more classes visit www.assignmentcloud.com, Ash ESE 633 Week 5 DQ 1 Discussion on Co-Teaching Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-5-dq-1-discussion-on-co-teaching This discussion is your opportunity to demonstrate your understanding of the objectives; Analyze the value of co-teaching as an inclusion model of instructional delivery; Determine some of the causes of education-based conflict, and evaluate problem solving; Evaluate problem solving and negotiation strategies to resolve education-based conflict;, and Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Additionally, the discussion represents your mastery of the Course Learning Outcomes 1, 2, 3 and the MAED Program Learning Outcome 8. In previous weeks, you learned about the value of co-teaching including the benefit to the all the students in the classroom. However, many special educators feel that they are not a content-area expert, that they are seen as a “helper teacher”, or there is not enough planning time to properly define roles and responsibilities (Co-Teaching, 2013). Some may simply default to the classroom teacher because they do not yet have tenure, are unsure of how to approach the topic, or are simply uncomfortable with conflict and want to avoid it. To develop a successful co-teaching environment, the National Education Association (NEA) lists six steps to facilitate the collaboration between the special and general education teachers: establishing rapport, blend teaching styles, leverage strengths and weaknesses, For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 6 DQ 1 Course Reflection Discussion Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-6-dq-1-course-reflection-discussion This discussion is your opportunity to demonstrate your understanding of the objectives; Analyze ways to create a collaborative school culture to promote professional growth and leadership; and Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Additionally, the discussion represents your master of the Course Learning Outcomes 1, 2, 3 and the MAED Program Learning Outcome 8. Throughout the course you have learned the importance of collaboration between teachers in an inclusive teaching environment, how each person plays an important role as part of a team effort, and how an array of opinions can be united into one common goal using proactive problem-solving strategies. The same foundational theories can be applied to a larger system when creating a proactive school culture that is fully inclusive, and requires each stakeholder to play an important role in the team and to use proactive problem-solving to avoid potential conflicting situations. According to Nadine Engels article Principals in Schools With a Positive School Culture (as cited in School Culture Matters, (2013), contributing factors to positive culture include “a shared sense of purpose and values, norms of continuous learning and improvement, collaborative collegial relationships... and sharing experiences” (para. 4). Furthermore, according to chapter eight in Murawski and Spencer (2011), creating a collaborative school culture is akin to writing an IEP, where team members evaluate the school’s present level of performance; create a long-term goal to be reevaluated annually and short term, scaffolded objectives for meeting the long-term goal (p. 139). As Murawski and Spencer (2011) explain, we begin by thinking about where the school is in its current condition as a social culture, the parent/teacher collaboration dynamic, the emotional environment, and overall instructional practices. Then, using proactive problem-solving steps, stakeholders will share perceptions and emotions of their “Collaborative Culture” vision. Using that shared information, the overall issue will be identified (i.e., the long-term goal), and the team will brainstorm ideas for how to accomplish it. Finally, the team will determine how the school’s culture will be improved over a period of time (short term objectives) and each person’s role in the team’s success. For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 6 DQ 2 Course Reflection Discussion Ash ESE 633 Week 6 DQ 2 Creating a Collaborative School Culture Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-6-dq-2-creating-a-collaborative-school-culture ESE 633 Week 6 DQ 2 Creating a Collaborative School Culture For more classes visit www.assignmentcloud.com, Ash ESE 633 Week 6 Final Paper Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-6-final-paper After completing this assignment, you will have demonstrated your understanding of the following objectives: Analyze the value of co-teaching as an inclusion model of instructional delivery. Analyze the value of collaborative consultation as an inclusion model of instructional delivery. Analyze ways to create a collaborative school culture to promote professional growth and leadership. Determine some of the causes of education-based conflict. Evaluate problem solving and negotiation strategies to resolve education-based conflict. Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Evaluate verbal, non-verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members. Analyze the range of placements and services offered to students who have a disability. Additionally, this assignment demonstrates your mastery of the Course Learning Outcomes 1, 2, 3, 4, & 5 and the MAED Program Learning Outcomes 2 & 8 and will have reinforced your competency with the MAED Program Learning Outcome 7. As you have learned throughout this course, it takes a team to educate a student. The team is composed of stakeholders who have a professional and/or emotional investment in the student’s education and post-graduation success. Although everyone has the same destination in mind, their paths may differ. Being a proactive problem-solver means recognizing a disagreement or differing of opinions and finding an amicable solution through understanding and compromise. To further your abilities with these essential skills for a special educator, you will complete this comprehensive final assignment. For more classes visit www.assignmentcloud.com

2017-03-22 • 13 Cards

ese 631,ash ese 631,ash ese 631 complete course,ash ese 631 entire course

ESE 631 Complete Class To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-complete-class-Guide-ASH For more classes visit www.ese631assignment.com, ESE 631 Week 1 Assignment Special Education Law Review To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-1-Assignment-Special-Education-Law-Review For more classes visit www.ese631assignment.com Business - General Business Special Education Law Review. Using this information from the readings for this week, prepare a three- to four-page written paper summarizing IDEA, CLB, ADA and Section 504 of the Rehabilitation Act. Include a discussion on the following elements: a. The purpose or main function of each law b. The six principles of IDEA c. The six principles of NCLB d. The important elements of Section 504 and ADA. Discuss the difference between Section 504 and IDEA e. The significance of educators having knowledge of these laws when educating students with disabilities The paper must be three to four pages in length and formatted according to APA style. You must use at least two scholarly sources, in addition to the textbook, to support your claims. Cite your sources within the text of your paper and on the references page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar in your online course., ESE 631 Week 1 DQ 1 LRE and FAPE Please read the article “Least Restrictive Environment: How Do We Prepare Both Our Special Educators and Our General Educators to Comply with the Provision?” (Keuhne, 1998). According to IDEA, what do the terms Least Restrictive Environment (LRE) and Free and Appropriate Public Education (FAPE) mean? How does inclusion fit into the big picture of LRE? Further, also discuss the legal ramifications of the LRE provision as mandated by IDEA, the relative and dynamic properties of LRE, and the collaborative dimension of implementing LRE for students in special education. Lastly, discuss any of your own personal experiences in being a part of an IEP team for a student where LRE was determined or any insights you might have on ensuring LRE and FAPE for all students To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-1-DQ-1-LRE-and-FAPE For more classes visit www.ese631assignment.com, ESE 631 Week 1 DQ 2 Importance of IEP Review the article from the National Dissemination Center for Children with Disabilities (NICHCY), "Contents of the IEP." Summarize these components and explain the purpose and importance of the IEP in supporting the student’s educational outcomes. Explain the role of the family in the IEP process. To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-1-DQ-2-Importance-of-IEP For more classes visit www.ese631assignment.com, ESE 631 Week 2 DQ 1 Compare and Contrast LD and CD Consider the characteristics of a student with a learning disability (LD) and a student with a communication disorder (CD). Compare and contrast the following aspects of LD and CD: a. Definition of each disability b. Characteristics of each disability c. Evaluation of each disability area d. Research-based effective instructional strategies, supports, and services What are your experiences with working with a student or individual with a learning disability or communication disorder? Have you found the characteristics discussed in the readings to be accurate? What further suggestions might you have for teaching students with LD. To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-2-DQ-1-Compare-and-Contrast-LD-and-CD For more classes visit www.ese631assignment.com, ESE 631 Week 2 Assignment Adapting Lesson Plans for an Inclusive Classroom To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-2-Assignment-Adapting-Lesson-Plans-for-an-Inclusive-Classroom For more classes visit www.ese631assignment.com Business - General Business Adapting Lesson Plans for an Inclusive Classroom. Using one (or more) of the free resources below, write a three- to four-page critique of three lesson plans (one Grade K-5 lesson, one Grade 7-8 lesson, and one high school lesson) in regard to addressing the needs of students with LD or CD. Make sure to include at least one additional resource beyond the above sources for lesson plans. Your critique should address the following elements: a. Determine the elements of the lesson that would be specifically helpful in addressing the needs of a student with LD or CD. b. Generate ideas for adaptations that you might make to the lesson to more effectively support students with disabilities. Discuss research-based strategies that could be used to enhance learning in the lesson. c. Identify potential accommodations, modifications or supplemental services, within the context of the lesson that could support the needs of students with LD or CD. d. Generate at least five ways that a teacher could leverage learning strategies, social interactions, and behavior supports within the lesson to address student needs. Sources for lesson plans: a. Classroom Resources b. Discovery Education c. Digital History d. Hotchalk Lesson Plans Page e. Lessons f. Lessons Plans g. PBS Teachers, ESE 631 Week 2 DQ 2 Response to Intervention Choose one of the research articles/presentations available through the National center on response to intervention: Research website. Summarize the research article you reviewed for your classmates and then discuss your insights on how the RTI model differs from the discrepancy model of identifying a learning disability. What are the strengths and needs of both models? What challenges exist in implementing the RTI model in schools? To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-2-DQ-2-Response-to-Intervention For more classes visit www.ese631assignment.com, ESE 631 Week 2 Journal Educator Reflections Educator Reflections. This week we have discussed learning disabilities and communication disorders. As you may have noticed, most students with these disabilities are in the general education classroom either part of, or most of, the school day. What is your comfort level with teaching students with learning disabilities and/or communication disorders in the general education setting? What challenges do you think you might experience? What actions can you take to mitigate these potential challenges? Journal options: a. Create a written reflection journal b. Create a Jing reflection using a screencast c. Create a Voki reflection using a talking avatar d. Participate in a peer dialogue reflection, where you discuss the questions above with a peer or colleague and write a reflection based on your discussion To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-2-Journal-Educator-Reflections For more classes visit www.ese631assignment.com, ESE 631 Week 3 Assignment Accommodation Support Plan To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-3-Assignment-Accommodation-Support-Plan For more classes visit www.ese631assignment.com Accommodation Support Plan. Read “An ADHD Case Study” and “Teaching Students with Attention-Deficit/Hyperactivity Disorder.” Create a fictional student in your classroom with either an emotional or behavioral disorder and create an accommodation/support plan. Include: a. The child’s name, grade, and disability. b. An analysis of the needs of the student, including the student’s areas of strength, areas of interest, areas of concern that might affect his or her ability to learn and interact, and the areas of organization that need to be a priority for this student. Be sure to include how you observed the different areas. c. At least two goals and specific accommodations he/she will need to be supported. Include a rationale for why each of the accommodations is the best fit., ESE 631 Week 3 DQ 1 Emotional Disorders Read "Emotional Disturbance." Define and discuss the characteristics of emotional/behavioral disabilities (EBD). Next, explain the educational implications and how IDEA plays a role in ensuring students are given the appropriate support in the classroom. Further, discuss any of your own personal insights and/or strategies for teaching students with EBD. What challenges have you typically found or would anticipate with teaching students with EBD? How can these challenges be mitigated? To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-3-DQ-1-Emotional-Disorders For more classes visit www.ese631assignment.com, ESE 631 Week 4 Assignment Research Paper To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-4-Assignment-Research-Paper For more classes visit www.ese631assignment.com Research Paper. For this assignment, you will write a five-to six-page paper on intellectual disabilities, including information from at least three peer-reviewed articles and the class text. The paper must include: a. Basic facts pertaining to the disability, including the legal definition, characteristics, and limitations in intellectual functioning and adaptive behavior. b. Ways to address the needs of students within this disability category (strategies, accommodations, modifications, assistive technology). c. Supplementary aids and services and/or related services that may be included on the IEP. d. Community resources, services, or agencies available for students and families for the selected disability category. e. Transition planning considerations for students with intellectual disabilities. f. Inclusion tips to foster the concept of a least restrictive environment., ESE 631 Week 4 DQ 1 Planning for Students with Intellectual Disabilities To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-4-DQ-1-Planning-for-Students-with-Intellectual-Disabilities For more classes visit www.ese631assignment.com Please read “Intellectual disability: Matthew’s story." Discuss what it means to have an intellectual disability and how this might impact Matthew’s overall education. Then, based on his interests and needs, discuss the supplementary supports and services that could be integrated into his IEP to support his success in school. Further, discuss specific ways in which interagency collaboration and community-based instruction could support Matthew in achieving his goals and dreams beyond high school. If applicable, share any personal or professional experiences you have had with working with students with an intellectual disability Please read “Intellectual disability: Matthew’s story." Discuss what it means to have an intellectual disability and how this might impact Matthew’s overall education., ESE 631 Week 4 DQ 2 Supporting Students with Physical Impairments To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-4-DQ-2-Supporting-Students-with-Physical-Impairments For more classes visit www.ese631assignment.com Consider the characteristics of an individual with physical disabilities. Choose one physical disability area you are interested in learning more about (e.g. spina bifida or cerebral palsy) to elaborate on. How might the characteristics of your chosen disorder affect development and learning? What accommodations could an educator make to address the needs of a student with a physical disability? What related services might support the needs of a student with this disability? What assistive technology tools or devices might provide greater access and independence for students? Consider the characteristics of an individual with physical disabilities. Choose one physical disability area you are interested in learning more about (e.g. spina bifida or cerebral palsy) to elaborate on., ESE 631 Week 5 DQ 1 Families and Autism Watch the video Families of Kids with Autism Talk about Their Successes. Post your reaction to the video, and then discuss how families of children with autism partner with educators to provide appropriate accommodations for learning and development. Imagine yourself in the role of a teacher of a child with autism in your classroom. Generate a list of research-based best practices for collaborating with the family to build a strong school-family partnership. To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-5-DQ-1-Families-and-Autism For more classes visit www.ese631assignment.com, ESE 631 Week 5 DQ 2 Transition and Self-Determination Read the articles, "Designing Individualized Education Program (IEP) transition plans" and "Self-Determination and the Education of Students with Disabilities." Identify and discuss the elements of an IEP transition plan, as well as the importance of promoting self-determination in the transition plan and process. Discuss your experiences and insights on effective strategies to teach self-determination skills to a student with a disability and what challenges you might anticipate when teaching these skills. How would you overcome these challenges to ensure students are well prepared for life beyond high school? To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-5-DQ-2-Transition-and-Self-Determination For more classes visit www.ese631assignment.com

2017-03-22 • 19 Cards

ece 332,ash ece 332,ash ece 332 complete course,ash ece 332 entire course

ASH ECE 332 Complete Class Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-ash-complete-class ECE 332 Week 1 Assignment Theory Summary ECE 332 Week 1 DQ 1 Benefits of Preschool ECE 332 Week 1 DQ 2 Theory and Behavior ECE 332 Week 2 DQ 1 Nature vs. Nurture ECE 332 Week 2 DQ 2 Conception to Birth ECE 332 Week 2 Journal Point of View ECE 332 Week 3 Assignment Developmental Milestones ECE 332 Week 3 DQ 1 Early Language Development ECE 332 Week 3 DQ 2 Optimal Brain Development ECE 332 Week 4 DQ 1 Gender Development ECE 332 Week 4 DQ 2 Brain Development ECE 332 Week 5 DQ 1 The Importance of Play ECE 332 Week 5 DQ 2 Life ECE 332 Week 5 Final For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 1 Assignment Theory Summary Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-1-assignment-theory-summary Using the concept summary in Chapter 2 of the required text, fill in the blanks for each of the developmental theories in the table provided. (This table can be accessed in the online course.) Provide examples from your own experience or the textbook in the last column. These examples can be written or can be an image, illustration, or case scenario. In the last row, describe your ideal theory of child development, combining the elements that you believe encapsulate your own beliefs and experiences For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 1 DQ 1 Benefits of Preschool Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-1-dq-1-benefits-of-preschool As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool education For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 1 DQ 2 Theory and Behavior Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-1-dq-2-theory-and-behavior After reading Chapters 1 and 2 select a Theorist whose work most closely aligns with your thoughts regarding early development. Describe the theorist’s work and discuss how their work aligns with your own understanding and beliefs. For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 2 DQ 1 Nature vs. Nurture Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-2-dq-1-nature-vs-nurture The debate concerning the influence of inherited traits and abilities compared to the influence of environment on human development has been argued for decades. The required reading this week provides information on the extent of which human development and behavior is the result of nature (heredity) and of nurture (environmental influences). In this discussion you will debate nature vs. nurture. Below is your assigned debate grouping by the first letter of your last name: a. A-M: Proponent of Nature b. N-Z: Proponent of Nurture For this debate, you must develop a persuasive, research-based argument showing the extent to which your assigned influence affects development. Be sure to utilize both the course text as well as other scholarly resources to support your argument. Remember, you are arguing that either nature or nurture is the most important influence on development. For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 2 DQ 2 Conception to Birth Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-2-dq-2-conception-to-birth There are three major stages from conception to birth. They are the germinal stage (first two weeks following conception); the embryonic stage (until the end of the eighth week); and the fetal stage (until birth). Complete a table, like the one below, making sure to identify the development that happens in each stage and how the development is affected by outside influences, both positive and negative. Finally, list your recommendations for the healthy development of a child For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 2 Journal Point of View Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-2-journal-point-of-view ou are a parent of a child who has a serious peanut allergy. You are meeting with your child’s new teacher to explain this allergy and what specific needs your child has. Your goal for this meeting is to ensure your child’s comfort and safety in the classroom by communicating your expectations to the teacher. For your journal entry, reflect on the following questions: a. How do you expect your child to be treated not only by his teacher, but by the rest of the school staff? b. How would you want the school staff to talk with the other children about your child’s specific needs and accommodations? c. In addition to the teacher, who else should be involved in ensuring the safety of your child? For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 3 Assignment Developmental Milestones Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-3-assignment-developmental-milestones The purpose of this assignment is to creatively demonstrate an understanding of infant developmental milestones as they pertain to cognition, motor skills, sensation, and perception. Using information from Chapter 5 of your text, write a short story about a child’s journey from birth to age 1. This can be a fictional child, or can be based on a real child. The story should be three to five pages in addition to the title page and the reference page. Use at least one reference in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center. a. Describe the child’s sensory experiences at birth (e.g. sight, hearing, movement). b. Analyze how these senses develop and become more evolved? At the age of 6 months, identify what this same child can hear, see, and do? c. Describe what a day in this child’s life might look like by age 1. Include pictures in your Word document or compose your story using Storybird. Watch the video, Storybird Quick Tour, for assistance. If you choose to create your story in Storybird, you may collaborate with a partner in class by using the collaboration tool. Make sure to notify your instructor of your collaboration and make sure both of you submit your Storybird link in a Word document for grading. Include the following developmental milestones in your story: a. Social and Emotional § Enjoys imitating people in his play. § Shows specific preferences for certain people and toys. § Tests parental responses to his actions during feedings. § Tests parental responses to his behavior. § Prefers mother and/or regular caregiver over all others. § Repeats sounds or gestures for attention. § Finger-feeds himself. § Extends arm or leg to help when being dressed. b. Cognitive § Explores objects in many different ways (shaking, banging, throwing, dropping). § Finds hidden objects easily. § Looks at correct picture when the image is named. § Imitates gestures. § Begins to use objects correctly (drinking from cup, brushing hair, dialing phone, listening to receiver). c. Language § Pays increasing attention to speech. § Responds to simple verbal requests. § Responds to “no.” § Uses simple gestures, such as shaking head for “no.” § Babbles with inflection (changes in tone). § Says “dada” and “mama.” § Uses exclamations, such as “Oh-oh!” § Tries to imitate words. d. Motor § Reaches sitting position without assistance. § Crawls forward on belly. § Assumes hands-and-knees position. § Creeps on hands and knees. § Gets from sitting to crawling or prone (lying on stomach) position. § Pulls self up to stand. § Walks holding on to furniture. § Stands momentarily without support. § May walk two or three steps without support. e. Hand and Finger Skills § Uses pincer grasp. § Bangs two objects together. § Puts objects into container. § Takes objects out of container. § Lets objects go voluntarily. § Pokes with index finger. § Tries to imitate scribbling. For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 3 DQ 1 Early Language Development Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-3-dq-1-early-language-development The purpose of this assignment is to creatively demonstrate an understanding of infant developmental milestones as they pertain to cognition, motor skills, sensation, and perception. Using information from Chapter 5 of your text, write a short story about a child’s journey from birth to age 1. This can be a fictional child, or can be based on a real child. The story should be three to five pages in addition to the title page and the reference page. Use at least one reference in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center. a. Describe the child’s sensory experiences at birth (e.g. sight, hearing, movement). b. Analyze how these senses develop and become more evolved? At the age of 6 months, identify what this same child can hear, see, and do? c. Describe what a day in this child’s life might look like by age 1. Include pictures in your Word document or compose your story using Storybird. Watch the video, Storybird Quick Tour, for assistance. If you choose to create your story in Storybird, you may collaborate with a partner in class by using the collaboration tool. Make sure to notify your instructor of your collaboration and make sure both of you submit your Storybird link in a Word document for grading. Include the following developmental milestones in your story: a. Social and Emotional § Enjoys imitating people in his play. § Shows specific preferences for certain people and toys. § Tests parental responses to his actions during feedings. § Tests parental responses to his behavior. § Prefers mother and/or regular caregiver over all others. § Repeats sounds or gestures for attention. § Finger-feeds himself. § Extends arm or leg to help when being dressed. b. Cognitive § Explores objects in many different ways (shaking, banging, throwing, dropping). § Finds hidden objects easily. § Looks at correct picture when the image is named. § Imitates gestures. § Begins to use objects correctly (drinking from cup, brushing hair, dialing phone, listening to receiver). c. Language § Pays increasing attention to speech. § Responds to simple verbal requests. § Responds to “no.” § Uses simple gestures, such as shaking head for “no.” § Babbles with inflection (changes in tone). § Says “dada” and “mama.” § Uses exclamations, such as “Oh-oh!” § Tries to imitate words. d. Motor § Reaches sitting position without assistance. § Crawls forward on belly. § Assumes hands-and-knees position. § Creeps on hands and knees. § Gets from sitting to crawling or prone (lying on stomach) position. § Pulls self up to stand. § Walks holding on to furniture. § Stands momentarily without support. § May walk two or three steps without support. e. Hand and Finger Skills § Uses pincer grasp. § Bangs two objects together. § Puts objects into container. § Takes objects out of container. § Lets objects go voluntarily. § Pokes with index finger. § Tries to imitate scribbling. For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 3 DQ 2 Optimal Brain Development Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-3-dq-2-optimal-brain-development The human brain is highly dependent on experiences for development. Discuss your role as a teacher or caregiver in a child’s life in terms of promoting optimal brain development through exposure to various experiences. Give three examples of appropriate stimulation (activities) you can employ in the classroom or daycarecenter to promote learning. How can you include activities outside the classroom that will reinforce the learning? How can you involve the parents and community resources (i.e., fieldtrips)? Lastly, include information on a field trip you could take your class on in your local area that would extend the learning that you included in one of your sample activities. Relate experiences from your own schooling such as field trips, community events, and activities that connected your learning to both the community and your home. For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 4 DQ 2 Brain Development Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-4-dq-2-brain-development Brain-based education suggests that physical exercise is important for brain development. Research has shown that in addition to physical exercise, other activities focus on stimulating the social development and intellectual development of young children. Gerry, who is still incapable of jumping with both feet, may not be invited to join in a game of jump rope. This is an example of how a child’s individual characteristics (motor skills in this case) can affect context (social environment) and influence development (LeFrancois, 2012). Reflect back on your own development as a child, or on the development of a child you know, and provide an example of how individual characteristics affected development. Using the text and other scholarly resources, provide some suggested activities or strategies that would provide the necessary support to enhance the affected development. For example, Gerry’s teacher notices she is being excluded from the game of jump rope and intervenes by showing Gerry how to twirl the rope. Gerry is now included socially, despite her delayed motor development. For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 5 DQ 1 The Importance of Play Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-5-dq-1-the-importance-of-play Children learn as they play and, while playing, they learn how to learn. Take a moment to read the article “The Importance of Play – Activities for Children.” Then, think about the childhood games that you played. Share your favorite playtime activity with your classmates and explain why it was your favorite. Describe what you learned from your play and how it enhanced your development as a child. Using your own experience with play and the information in the reading, also describe five takeaways from each article that you will use to support play and enhance the development of children under your supervision. For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 5 DQ 2 Life Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-5-dq-2-life Life as we know it will change for the next generation, and those changes must be accounted for in child development. Today, television and media, the changing nuclear family, and new parenting styles play a large part in the life of a child. Research tells us that viewing violent television programs or playing violence-themed games contributes to increased aggressiveness in children. We also know that the break-up of the nuclear family and “super-parenting” can have detrimental effects on a child’s emotional and social development. It may sound difficult, but as a caregiver, you will need to find the positive influences that can enhance development and learning in all situations. Explain what you can do to help prevent the negative influences of media, parenting, and the nuclear family, and ensure their positive influence on child growth and development. Share your own beliefs about these three areas, and how you will avoid any personal bias in your approach. For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 5 Final Paper Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-5-final-paper For the Final Project, you will demonstrate your understanding of the material in this course by developing a classroom plan for either an infant/toddler childcare facility or for a preschool classroom, based on Piaget’s Stage Theory. For this project, include: a. Summarize Piaget’s Stage Theory in your own words. b. Identify and describe the developmental characteristics of the selected age group. c. Design and describe the physical layout of facility or classroom that aligns with Piaget’s Stage Theory. Use evidence from the text or other scholarly resources when describing your layout. (You may use a software application that provides graphic layouts like Classroom Architect, or create your layout in a word document.) d. Create one activity for each developmental domain. Make sure to include a detailed description with a step-by-step procedure that includes required materials (i.e. clay, puzzles, etc.). Discuss how each of these activities maximizes development and align to Piaget’s Stage Theory. For more classes visit http://www.ece332entirecourse.com

2017-03-22 • 15 Cards

ash env 333,ash env 333,ash env 333 complete course,ash env 333 entire course

ASH ENV 333 Entire Course Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-complete-course ENV 333 Week 1 DQ 1 NEPA ENV 333 Week 1 DQ 2 Environmenta Assessment(EA) and Environmental Impact-Statements (EIS) ENV 333 Week 1 Quiz ENV 333 Week 2 Assignment Socioeconomic Factors ENV 333 Week 2 DQ 1 Land Use and Development ENV 333 Week 2 DQ 2 Economics ENV 333 Week 3 DQ 1 Air Quality ENV 333 Week 3 DQ 2 Public Participation ENV 333 Week 3 Final Paper Outline ENV 333 Week 4 Assignment Environmental Impact Statements ENV 333 Week 4 DQ 1 Geology and Soils ENV 333 Week 4 DQ 2 Water Resources ENV 333 Week 5 DQ 1 Sorting through it All ENV 333 Week 5 DQ 2 Overall Impressions ENV 333 Week 5 Final Paper For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 1 DQ 1 NEPA Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/ENV-333-Week-1-DQ--1-NEPA The purpose of NEPA is: To declare a national policy which will encourage productive and enjoyable harmony between man and his environment; to promote efforts which will prevent or eliminate damage to the environment and biosphere and stimulate the health and welfare of man; to enrich the understanding of the ecological systems and natural resources important to the Nation; and to establish a Council on Environmental Quality. NEPA applies to most federal agencies projects or those receiving federal funding. Do you believe that NEPA was a step forward in environmental regulations? Explain your answer. What are the most important aspects of this regulation? Should NEPA be expanded to incorporate all projects, not just those with ties to the federal government? Why or why not? Support your position with substantive facts. For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 1 DQ 2 Environmenta Assessment (EA) and Environmental Impact-Statements (EIS) Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-1-dq-2-environmenta-assessment-%28ea%29-and-environmental-impact-statements-%28eis%29 Environmental Assessment (EA) and Environmental Impact Statements (EIS). NEPA requires all projects that may adversely impact the environment to undergo the development of an EA or EIS. The initial scoping process is critical in determining how to proceed with a project. Do you think the scoping process entails too much research or does it not require enough? For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 1 Quiz Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-1-quiz For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 2 Assignment Socioeconomic Factors Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-2-assignment-socioeconomic-factors For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 2 DQ 1 Land Use and Development Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-2-dq-1-land-use-and-development Land-use and development is classified as a socioeconomic impact in regards to the proposed project characteristics. Choose a project that has occurred in your local area. Describe the project and discuss a minimum of three (3) direct land-use and three (3) indirect land-use impacts. Explain how and why they are classified as direct or indirect impacts. Economics. Economists and environmentalists are often on opposite sides of the debate when discussing the impacts caused by human interaction. When developing an Environmental Impact Statement (EIS) the direct and indirect economic impacts are heavily considered. Should the various components of economics that were discussed in Chapter Seven potentially prevent or permit a project? For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 2 DQ 2 Economics Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-2-dq-2-economics Marriott explains, “The discussion of land-use and development impacts are often combined with community effects, relocations, travel patterns, and economic effects under an umbrella term of socioeconomic impacts” (1997, p. 61). Choose one of these factors, which are found in Chapters Five through Nine. Discuss the importance of evaluating the chosen factor within the context of a proposed project. Discuss any difficulties that might be present when determining the cumulative impacts. Provide a minimum of one example from a project within your local area. For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 3 DQ 1 Air Quality Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-3-dq-1-air-quality Air quality is vitally important for human health and the environment. Since the 1970’s, various regulations and amendments have been enacted to ensure an increase in air quality across the nation. The amount of regulations and constraints that pertain to the development of an Environmental Impact Statement (EIS) is daunting. Discuss several of the challenges when addressing Air Quality in both attainment and non-attainment areas. For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 3 DQ 2 Public Participation Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-3-dq-2-public-participation One of the benefits of the NEPA process is the incorporation of public participation. There are numerous ways in which the average citizen can participate in the process. Which two (2) processes do you think are the most important? Which process do you think has the least impact on the overall EIS? Why? How could it be utilized better? For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 3 Final Paper Outline Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-3-final-paper-outline For your Final Paper you must select one (1) of the scenarios below. Scenario 1 You are attempting to build a wastewater treatment plant in a newly developed urban area. The site is located in an attainment area. There is a local waterway that runs through the site. The area is heavily populated. Scenario 2 You are proposing to build a power plant in an industrialized area. The site is located in an attainment area but local regulations require offsets be incorporated into the plan. The closest waterway is 1.5 miles away. The gradient of the land slopes towards the water. There is a small population of people that surrounds the industrial area. Scenario 3 You are proposing to build a recycling center in a rural area. The area consists of numerous waterways. There are many farms in the area. The population is medium in size and spread throughout the area. The area is in a nonattainment area. Scenario 4 You are proposing to build a shopping mall in a heavily populated rural area. The area adjacent to the site consists of a nature preserve. The main road into and out of the site is a single lane road in each direction. The area of the site is in an attainment area. Develop a scoping plan for the scenario of your choice. Include a minimum of three (3) alternatives as well as the no build alternative. Discuss a minimum of three (3) important criteria from each chapter regarding your proposed site (i.e., discuss land-use and development, social and neighborhood effects, economic factors, relocations, traffic and transportation, energy, historic and archaeological resources, visual resources, air quality, noise, geology and soils, water resources, floodplains and coastal areas, wetlands, and vegetation and wildlife). It is understandable that every category may not be affected by your proposed project. However, you must indicate the category and include a brief statement as to why certain criteria do not apply. Since the scenarios provided may not address every situation that could arise, you may extrapolate and be creative regarding the surrounding area. Make sure that you support any decision that you make by explaining its importance in regards to the site and the community. Provide evidence throughout your paper to support your statements. For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 4 Assignment Environmental Impact Statements Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-4-assignment-environmental-impact-statements Case Study: Environmental Impacts. Search the Internet for an EIS that has been written in your local area. If one is not present in your local area, expand your search to include your county or state. Note: You are not required to read the entire EIS. These can run several hundred pages. Address the following: Briefly describe the proposed project. Does the overall format of the EIS meet the requirements discussed in Environmental Impact Assessment: A Practical Guide? Does the EIS address each of the main chapter categories (i.e., transportation, energy,air quality, noise, public safety, and water resources) Look at the alternatives. How many were originally proposed? How many were ruled out due to other constraints? Of those remaining, briefly discuss the preferred alternative. Discuss your overall impression of the specific EIS as well as the EIS process For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 4 DQ 1 Geology and Soils Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-4-dq-1-geology-and-soils The Farmland Protection Policy Act of 1981 (FPPA) (amended in 1987) provides specific criteria for projects that attempt to convert viable agricultural land to nonagricultural purposes. The impetus is the protection of a potential food source for an expanding population. The federal government can halt any project if a Section 1006 score is near 160 (out of 260 points). On the other hand, environmentalists endeavor to ensure that natural lands are afforded the same stringent protection. Review the FPPA in Chapter Sixteen of Environmental Impact Assessment: A Practical Guide. Is it important to provide a special section for protecting farmland within the NEPA regulations? Does it appear that these two purposes contradict one another by protecting open farmland and potentially disrupting natural lands? Explain your answer. For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 4 DQ 2 Water Resources Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-4-dq-2-water-resources The vast majority of public opinion indicates that the protection of water resources should be high on the concerns of environmental protection. Water resources include all components associated groundwater, surface water, and marine environments. In addition to determining the impacts in relation to NEPA, there are numerous other regulations that must be considered including the Safewater Drinking Act, Clean Water Act, and the Rivers and Harbors Act. Review the flow charts (Figure 18.5a and Figure 18.5b) in “18.6 – Summary of Water-Related Permits and Legislation” of Environmental Impact Assessment: A Practical Guide. Explain one concern that NEPA preparers may have when evaluating the impacts of a proposed project in relationship to these acts. Select two (2) different acts and discuss the importance of these acts in association to NEPA and water resources. For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 5 DQ 1 Sorting through it All Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-5-dq-1-sorting-through-it-all The purpose of an Environmental Assessment (EA) and/or Environmental Impact Statement (EIS) is to provide a harmonious union between human’s interactions and the environment. One EIS can take, on average, two to three years to complete. The volumes of data collection can be overwhelming, yet it is important to present the information in a way that the public can comprehend. What do you think are the most important components of the comparative evaluation process? Explain your answer and provide a minimum of two examples to support your statement. For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 5 DQ 2 Overall Impressions Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-5-dq-2-overall-impressions The EA/EIS process is one of length and detail. After learning the components of the entire process, the role of public participation, and examining actual completed EIS, what are your overall impressions of the process? What do you believe could improve the entire process and purpose of the environmental documents? For more classes visit http://www.assignmentcloud.com

2017-03-22 • 16 Cards

engl 135,devry engl 135,devry engl 135 complete course,devry engl 135 entire course

ASH ENGL 135 Complete Week 1 Check this A+ tutorial guideline at http://www.assignmentcloud.com/engl-135/engl-135-complete-week-1 For more classes visit http://www.assignmentcloud.com ENGL 135 Week 1 Assignment Topic Selection ENGL 135 Week 1 DQ 1 Exploring the Course Themes ENGL 135 Week 1 DQ 2 Starting Your Research Process, ASH ENGL 135 Complete Week 3 Check this A+ tutorial guideline at http://www.assignmentcloud.com/engl-135/engl-135-complete-week-3 For more classes visit http://www.assignmentcloud.com ENGL 135 Week 3 Assignment APA Module Alternate ENGL 135 Week 3 Assignment Proposal Pitch for Texting and Driving-Outline ENGL 135 Week 3 DQ 1 Presenting Ideas ENGL 135 Week 3 DQ 2 Organizational Patterns in Argument, ASH ENGL 135 Complete Week 4 Check this A+ tutorial guideline at http://www.assignmentcloud.com/engl-135/engl-135-complete-week-4 For more classes visit http://www.assignmentcloud.com ENGL 135 Week 4 Assignment Annotated Bibliography ENGL 135 Week 4 DQ 1 Annotated Bibliography Entries ENGL 135 Week 4 DQ 2 Argumentative Strategies, ASH ENGL 135 Complete Week 5 Check this A+ tutorial guideline at http://www.assignmentcloud.com/engl-135/engl-135-complete-week-5 For more classes visit http://www.assignmentcloud.com ENGL 135 Week 5 Assignment Course Project First Draft Texting and Driving ENGL 135 Week 5 DQ 1 Analyzing a Sample Argument, ASH ENGL 135 Complete Week 6 Check this A+ tutorial guideline at http://www.assignmentcloud.com/engl-135/engl-135-complete-week-6 For more classes visit http://www.assignmentcloud.com ENGL 135 Week 6 Assignment Course Project Second Draft Texting and Driving ENGL 135 Week 6 DQ 1 Rebuttals and Refutations ENGL 135 Week 6 DQ 2 Designing Your Course Project, ASH ENGL 135 Complete Week 7 Check this A+ tutorial guideline at http://www.assignmentcloud.com/engl-135/engl-135-complete-week-7 For more classes visit http://www.assignmentcloud.com ENGL 135 Week 7 DQ 1 APA Workshop ENGL 135 Week 7 DQ 2 Peer Review ENGL 135 Week 7 Peer Review, ASH ENGL 135 Entire Course Check this A+ tutorial guideline at http://www.assignmentcloud.com/engl-135/engl-135-entire-class For more classes visit http://www.assignmentcloud.com ENGL 135 Week 1 Assignment Topic Selection ENGL 135 Week 1 DQ 1 Exploring the Course Themes ENGL 135 Week 1 DQ 2 Starting Your Research Process ENGL 135 Week 2 Assignment Information Literacy Module Assignment ENGL 135 Week 2 Assignment Source Summary ENGL 135 Week 2 DQ 1 Argumentative Strategies ENGL 135 Week 2 DQ 2 Internet Reliability ENGL 135 Week 3 Assignment APA Module Alternate ENGL 135 Week 3 Assignment Proposal Pitch for Texting and Driving-Outline ENGL 135 Week 3 DQ 1 Presenting Ideas ENGL 135 Week 3 DQ 2 Organizational Patterns in Argument ENGL 135 Week 3 DQ 2 Preparing the Research Proposal ENGL 135 Week 4 Assignment Annotated Bibliography ENGL 135 Week 4 DQ 1 Annotated Bibliography Entries ENGL 135 Week 4 DQ 2 Argumentative Strategies ENGL 135 Week 5 Assignment Course Project First Draft Texting and Driving ENGL 135 Week 5 DQ 1 Analyzing a Sample Argument ENGL 135 Week 6 Assignment Course Project Second Draft Texting and Driving ENGL 135 Week 6 DQ 1 Rebuttals and Refutations ENGL 135 Week 6 DQ 2 Designing Your Course Project ENGL 135 Week 7 DQ 1 APA Workshop ENGL 135 Week 7 DQ 2 Peer Review ENGL 135 Week 7 Peer Review ENGL 135 Week 8 Final Assignment Course Project Final Draft Tex, ASH ENGL 135 Week 8 Final Assignment Course Project Final Draft Texting and Driving Check this A+ tutorial guideline at http://www.assignmentcloud.com/engl-135/engl-135-week-8-final-assignment-course-project-final-draft-texting-and-driving For more classes visit http://www.assignmentcloud.com ENGL 135 Week 8 Final Assignment Course Project Final Draft Texting and Driving

2017-03-22 • 8 Cards

eng 225 new,ash eng 225 new,ash eng 225 new complete course,ash eng 225 new entire course

ASH ENG 225 Complete Course NEW Check this A+ tutorial guideline at http://www.assignmentcloud.com/eng-225-ash/eng-225-entire-course ENG 225 Week 1 DQ Effective Use of Aesthetic Choices ENG 225 Week 2 Assignment Genres and Genre Film ENG 225 Week 2 DQ Genre Theory ENG 225 Week 3 Assignment Establishing Theme ENG 225 Week 3 DQ The Impact of Cinematography and Editing Optionsdocx ENG 225 Week 4 Assignment Final Film Critique Preparation ENG 225 Week 4 DQ The Cinematic Auteur Theory ENG 225 Week 5 DQ 1 The Impact of Evolving Technologies ENG 225 Week 5 DQ 2 Film Analysis and Its Applications ENG 225 Week 5 Film Critique Final Paper For more classes visit http://www.assignmentcloud.com, ASH ENG 225 Week 1 DQ 1 Effective Use of Aesthetic Choices NEW Check this A+ tutorial guideline at http://www.assignmentcloud.com/eng-225-ash/eng-225-week-1-dq-1-effective-use-of-aesthetic-choices-new Effective Use of Aesthetic Choices. Think about how you watch film and how the aesthetic elements work together to create meaning for the viewer audience. Some of the important elements to consider are: editing, cinematography, and lighting. Analyze each of these aesthetic choices by following the instructions below. Editing: visual transitions between shots that work to move the story forward. Watch the following clips. Each demonstrates the effective use of editing. The baptism murders – The Godfather (8/9) movie clip (1972) HD A Beautiful Mind (4/11) movie clip – Nash cracks the code (2011) HD § The shower – Psycho (5/12) movie clip (1960) HD Choose one of the clips and analyze the effective use of editing in one short paragraph. In your analysis, describe the transitions between specific shots and the overall effect this has on the scene. Cinematography: camera angles, types of shots, framing, and color all working to set a particular mood. a. Watch the following clips. Each demonstrates the effective use of cinematography. Manhattan – The bridge scene Miriam‟s last breath – Strangers on a Train (4/10) movie clip (1951) Goodfellas – Copacabana nightclub tracking shot (HQ) b. Choose one of the clips and analyze the effective use of cinematography in one short paragraph. In your analysis, describe the way specific shots are composed, paying particular attention to the camera angles, types of shots, framing, color, and the overall effect this has on the scene. Lighting: light and shadow used to affect the mood, the way we view characters, and set the overall tone of the film. Watch the following clips. Each demonstrates the effective use of lighting. Jurassic Park (10/10) movie clip – Raptors in the kitchen (1993) HD Lost in Translation (7/10) movie clip – Bob and Charlotte meet (2003) HD The stuff that dreams are made of – The Maltese Falcon (10/10) movie clip (1941) HD Choose one of the clips and analyze the effective use of lighting in one short paragraph. In your analysis, describe the way the light looks in specific shots, how it affects the mood and the way we view characters, and how it sets the overall tone of the film. Your initial post should be at least 200 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. By Day 7, respond to at least two classmates who analyzed at least one different clip than you did in your initial post focusing on the clip that you did not discuss. In your responses, reference your initial post and show how your ideas relate to those of your peers. Each response should be at least 125 words in length. For more classes visit http://www.assignmentcloud.com, ASH ENG 225 Week 2 Assignment Genres and Genre Film NEW Check this A+ tutorial guideline at http://www.assignmentcloud.com/eng-225-ash/eng-225-week-2-assignment-genres-and-genre-film-new Genres and Genre Film. After reviewing the discussion of genre in Chapter 8 of Film: From Watching to Seeing, demonstrate your understanding of one selected genre using a feature-length film. Note: Several films are listed in Chapter 8 as emblematic of a specific genre. You are allowed to choose a film or genre not mentioned in Chapter 8, but you are strongly encouraged to email your professor to receive approval before doing so. In 800 to 1200 words: Explain genre theory and, using Chapter 8 of the text as a reference, thoroughly describe the conventions and attributes of your selected genre. Identify a feature-length film that fits this genre and provide a basic summary of the movie. As you develop this summary, remember the differences between a film’s story and a film’s plot and how these differences can lead to the inclusion of genre elements. Interpret at least two genre conventions exhibited in your chosen feature-length film that help classify it in the selected genre. Be sure to provide a specific example of each convention (e.g., a particular scene or plot component). Provide an example of a third convention from your chosen feature-length film and explain how this convention expands the boundaries of the specified genre. Your paper should be organized around a thesis statement that focuses on how your chosen feature-length film both aligns with and expands upon your chosen genre. The paper must be 800 to 1200 words in length (excluding title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center. You must use at least two scholarly sources other than the textbook to support your claims. Cite your sources (including the feature-length film) within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar, in your online course. Please note that if you opt to write about the same film in your Final Film Critique, applicable pieces of this assignment can be used to write that assignment. Please also note that you should reflect on and revise this assignment based on the instructor’s feedback before you incorporate it into the Final Film Critique. For more classes visit http://www.assignmentcloud.com, ASH ENG 225 Week 2 DQ Genre Theory NEW Check this A+ tutorial guideline at http://www.assignmentcloud.com/eng-225-ash/eng-225-week-2-dq-genre-theory-new Genre Theory. Genre, a category of artistic production characterized by similarities in composition and style, is a term used to discuss literature, music, art, and film. It is particularly useful in critical applications because it distinguishes a work within a context of similar works. In film, we are familiar with certain broad genre categories such as horror, science-fiction, romance, or drama. Understanding genre helps provide the viewer with certain expectations about the film. For instance, the film The Conjuring trailer (Version 2) is of the horror genre and thus can be discussed in context with other horror films. More specifically, it is of the sub-genre, supernatural horror, so it can be discussed in context with, say, The Exorcist trailer. Making this distinction enables the audience to situate their reaction within a particular framework. That framework is important to our work here. In this discussion: Identify a film and classify it according to its genre (or sub-genre). Include a link(s) to a trailer or scene(s) from the film. Discuss the conventions that are typical in films of that genre (or sub-genre). Explain how this specific film meets the expectations of its genre. Include the name or partial name of the film you identified in the “Subject” line of your discussion. Your initial post should be at least 150 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. By Day 7, respond to at least two classmates, making sure to respond to classmates who have chosen a different film than you did (though it is acceptable to respond to a classmate who chose the same genre). In your responses, reference your initial post and show how your ideas relate to those of your peers. Each response should be at least 125 words in length. For more classes visit http://www.assignmentcloud.com, ASH ENG 225 Week 3 Assignment Establishing Theme Check this A+ tutorial guideline at http://www.assignmentcloud.com/eng-225-ash/eng-225-week-3-assignment-establishing-theme Establishing Theme. Select a movie from AFI’s 10 Top 10 lists and explain how three cinematic techniques and/or design elements have helped establish a major theme in that film. In 800 to 1200 words: Describe a major theme of the movie you have selected using evidence from the movie itself as well as course resources and other scholarly sources to support your position. Identify at least three techniques (cinematography, lighting, acting style, or direction) and/or design elements (set design, costuming, or hair and makeup), and explain how these techniques and/or design elements contribute to the establishment of the theme. Reference particular scenes or sequences in your explanations. State your opinion regarding the mise-en-scène, including: How do the elements work together? § How congruent the design elements are with the theme of the movie? § Whether or not other techniques would be as effective (Explain your reasoning). Note: According to Goodykoontz and Jacobs (2011), “A theme is an idea, subject, or topic of some kind that pervades the plot” (section 2.4, para. 1). As the authors explain, “It is not so much what „happens,‟ but rather what the movie is „about,‟ part of the meaning you are expected to take away from the work” (section 2.4, para. 1). Your paper should be organized around a thesis statement that focuses on how the elements of your chosen feature-length film both establish and maintain one of its major themes. The paper must be 800 to 1200 words in length and formatted according to APA style as outlined in the Ashford Writing Center. You must use at least two scholarly sources other than the textbook to support your claims. Cite your sources within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar, in your online course. Please note that if you opt to write about the same film in your Final Film Critique, applicable pieces of this assignment can be used to write that assignment. Please also note that you should reflect on and revise this assignment based on the instructor’s feedback before you incorporate it into the Final Film Critique. For more classes visit http://www.assignmentcloud.com, ASH ENG 225 Week 3 DQ The Impact of Cinematography and Editing Options NEW Check this A+ tutorial guideline at http://www.assignmentcloud.com/eng-225-ash/eng-225-week-3-dq-the-impact-of-cinematography-and-editing-options The Impact of Cinematography and Editing Options. Explore movie clips from the Movieclips website or the Internet Movie Database –IMDB. Choose a clip that you wish to analyze. The clip you choose must be from a film (preferably from a film with which you are familiar) – not a film trailer or a mash- up. Re-watch your chosen movie clip while closely observing the mise en scène, making sure to analyze the placement and movement of characters and props in the scene as they relate to camera shots, color, and lighting, and other elements of cinematography. In your discussion, analyze at least three elements of cinematography and editing (e.g., lighting, color, shots, focus, transitions, and types of cuts) by evaluating the dramatic impact of the scene. Interpret the scene based on your analysis. In your view, what mood, symbolism, or meaning results from the scene’s creative editing and cinematography? Include the name or partial name of the film clip you analyzed in the “Subject” line of your discussion. Include the link to your film clip in the body of your post. Your initial post should be at least 200 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. By Day 7, respond to at least two classmates who reviewed a different clip than your own. After watching the movie clips reviewed by your classmates, compare how the scenes would be different had the editors or cinematographers chosen other options. Each response should be a minimum of 125 words. For more classes visit http://www.assignmentcloud.com, ASH ENG 225 Week 4 Assignment Final Film Critique Preparation NEW Check this A+ tutorial guideline at http://www.assignmentcloud.com/eng-225-ash/eng-225-week-4-assignment-final-film-critique-preparation-new Final Film Critique Preparation. Look ahead at the Final Film Critique and review the instructions carefully. Use this time to prepare for the completion of your project. Review the feedback from your Week Two and Week Three assignments and integrate the suggested changes. Be sure to reach out to your instructor if you have questions. For more classes visit http://www.assignmentcloud.com, ASH ENG 225 Week 4 DQ The Cinematic Auteur Theory NEW Check this A+ tutorial guideline at http://www.assignmentcloud.com/eng-225-ash/eng-225-week-4-dq-the-cinematic-auteur-theory-new he Cinematic Auteur. Auteur theory in film suggests not only that a director is the primary author of a film, but also that the film must be analyzed within the context of the director’s other films. Directors create certain expectations with their films much in the same way authors create certain expectations with their writing. As you construct your initial post, focus on the importance of auteur theory in film analysis and interpretation. Name a director who you would consider an auteur and explain your reasoning. Discuss the arguments against auteur theory and provide examples to support your points. Examine how the auteur theory influences audiences and critics, using examples from film criticism, film marketing campaigns, and your own personal experience. Include the name of the director you identified in the “Subject” line of your discussion. Your initial post should be at least 200 words in length. Support your claims with examples from the required material(s) and/or other scholarly sources, and properly cite any references. By Day 7, respond to at least two of your classmates who have named a different director than you. In each response, discuss whether or not you agree with your classmate’s assertion that the director being considered is an auteur, and be sure to provide examples to support your position. Each response should be a minimum of 125 words. For more classes visit http://www.assignmentcloud.com, ASH ENG 225 Week 5 DQ 1 The Impact of Evolving Technologies NEW Check this A+ tutorial guideline at http://www.assignmentcloud.com/eng-225-ash/eng-225-week-5-dq-1-the-impact-of-evolving-technologies-new The Impact of Evolving Technologies. There are many ways in which technology is affecting the production, distribution, and appreciation of films. According to the first letter of your last name, respond to your designated topic. Indicate Topic A or Topic B in the “Subject” of your post. Topic A (Last names beginning with A through M) Think of how CGI, animation, and other advances in digital technology have changed the ways in which stories are told on film. Choose a film and discuss the importance of these advancements to its success as a mode of storytelling. How might it have been told differently, for better or worse, without these technological advancements? Topic B (Last names beginning with N through Z) Consider how the Internet has changed the way we access, evaluate, and discuss films. Choose a film that gained notoriety due to the Internet and discuss how social media and other instant modes of communication have changed the ways in which we approach, appreciate, and consume films. What do these changes imply about the future of film distribution and audience participation in the film’s lifespan? Indicate Topic A or Topic B in the “Subject” of your post. Your initial post should be at least 200 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. By Day 7, reply to a post by at least one classmate who was assigned to the topic group you were not. For example, if you wrote your initial post on Topic A, then choose a classmate who responded to Topic B. In your reply, provide your opinion on the topic and discuss how it is similar or different than your classmate’s. Each response must be a minimum of 125 words. For more classes visit http://www.assignmentcloud.com, ASH ENG 225 Week 5 DQ 2 Film Analysis and Its Applications NEW Check this A+ tutorial guideline at http://www.assignmentcloud.com/eng-225-ash/eng-225-week-5-dq-2-film-analysis-and-its-applications-new Film Analysis and Its Applications. As you have learned in this class, film is a far- reaching medium with the potential to affect the greater fabric of our culture. Our understanding this potential and our ability to analyze it reach far beyond just this medium and into all areas of our social structures and culture. For example, the practice of closely analyzing particular films, which we’ve honed in this course, is the same practice of analysis which you will find in other courses – or in learning any new skill.Based on the films you have watched and the ways you have learned to interpret meaning in them, discuss your ideas about how films engage social concerns and have lasting effects on society. Pick a film (or films) as evidence of this dynamic and describe the social and cultural resonance you see. Your initial post should be at least 150 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. By Day 7, respond to at least two classmates who referenced different films than those you have chosen. In your responses, compare the film you discussed as having a lasting effect on society with the films noted in your classmates’ posts. For more classes visit http://www.assignmentcloud.com, ASH ENG 225 Week 5 Film Critique Final Paper NEW Check this A+ tutorial guideline at http://www.assignmentcloud.com/eng-225-ash/eng-225-week-5-film-critique-final-paper-new Focus of the Final Film Critique Throughout this course, you have been compiling a blog and writing essays that analyze various elements of film such as theme, cinematic techniques, and genre. It is now time to combine those elements into a comprehensive analysis of one movie. You will be completing this assignment in two stages: for the first stage (1500 to 1800 words), you will analyze an entire movie; in the second stage (300 to 600 words), you will reflect on how you analyzed the movie as well as how your ability to analyze film in general has evolved. You are encouraged to incorporate writing from your Week Two Assignment and your Week Three Assignment if (a) you have reflected on the instructor’s feedback, (b) you have revised the relevant parts of the essays accordingly, and (c) the essays discuss the same film that you discuss here. Stage 1: Analysis For this stage, you will be analyzing a movie selected from the AFI’s 10 Top 10 list. The film you choose can be one that you have previously analyzed in this course. The analysis portion of your paper should be 1500 to 1800 words in length. You should analyze the film through the lens of one of the broad theories you have learned about in class (auteur theory, genre theory, formalist theory). Your analysis must address four main areas (contextual information, story / plot, aesthetic choices, and social/personal impact) and how these areas work together to develop the theme of the movie. As you construct your analysis, assume that your reader is not familiar with this film. Use your analysis to explain why your reader why they should watch this film. In addition to the film you are analyzing, you must use three scholarly sources to support your arguments. List these sources on your references page and provide in-text citations for quoted, paraphrased, or summarized content in the body of your paper. Cite your sources according to APA style as outlined in the Ashford Writing Center. Your analysis must address these four components: Contextual Information – In this area, you will provide some of the basic identifying information of the film. This includes: Title Director, cinematographer, major actors/actresses. Be sure to describe their roles in the overall design process. Year of release Type of film (blockbuster, indie, documentary, etc.) Genre Story/Plot – In this area, you should offer a brief summary of the film, and then show how it was deployed in the narrative structure of the film. Explain the difference between the film’s story and its plot. This area can be addressed as a separate paragraph, or can be threaded throughout your analysis of the film. Aesthetic Choices – In this area, you will assess the efficacy of specific techniques and design elements employed in the film as they apply to the overarching narrative and theme of the film. These elements include: Mise en scène (lighting, sound, composition of frame, costuming) Editing (cuts and transitions, shots used, angles) Technology (Analyze the impact of any notable technological effects: film stock, targeted release venue, special effects, etc.) Social/Personal Impact – In this area, you will critically address the following questions: What impact did this film have on society (politically or culturally, positive or negative)? The impact can be as major as inspiring political or social changes or as minor as inspiring the production of toys or lunchboxes. How did society affect this film (i.e., what currents in society led to the creation of the film)? If you are unable to find any information about the social impact of the film, explain the personal impact it has had on you. Note: Not every bullet point under the four listed components will necessarily apply to your movie. However, you will still need to discuss each of the four main components thoroughly, which means that you may need to explain a concept even if it can‟t be directly applied to your movie. Your paper should be organized around a thesis statement that clarifies what you will attempt to accomplish in your paper, and how you will proceed. Additionally, you must conclude with a restatement of the thesis and a conclusion paragraph. Stage 2: Reflection After completing your movie analysis, you will reflect on the analysis process and how you have learned to more thoroughly analyze film as well as how rigorous study of film enhances your development as a student and thinker. In this 300- to 600-word reflection, review your initial post from the “Post Your Introduction” discussion in Week One, and consider how your ability to analyze movies has changed or grown. Append your reflection to the analysis portion of your paper. Your reflection should be personal and exploratory in nature. For more classes visit http://www.assignmentcloud.com

2017-03-22 • 11 Cards

edu 695 new,ash edu 695 new,ash edu 695 new complete course,ash edu 695 new entire course

ASH EDU 695 All Assignments - Week 1 to Week 6 - NEW Check this A+ tutorial guideline at http://www.edu695assignment.com/edu-695-ash/edu-695-all-assignments-week-1-to-week-6-new For more classes visit http://www.edu695assignment.com EDU 695 Week 1 Assignment 21st Century Framework Revision NEW EDU 695 Week 2 Assignment 21st Century Skills and Standards NEW EDU 695 Week 3 Assignment Learning and Innovation Skills and Student Assessment NEW EDU 695 Week 4 Assignment Research and Educational Change NEW - Only Cover Letter - NO Personal CV EDU 695 Week 5 Assignment Leadership in the 21st Century Support Systems NEW EDU 695 Week 6 Assignment Final Paper and ePortfolio NEW, ASH EDU 695 Entire Course NEW Check this A+ tutorial guideline at http://www.edu695assignment.com/edu-695-ash/edu-695-entire-course-new For more classes visit http://www.edu695assignment.com EDU 695 Week 1 Assignment 21st Century Framework Revision NEW EDU 695 Week 1 DQ 1 Diversity Through 21st Century Teaching and Learning NEW EDU 695 Week 2 Assignment 21st Century Skills and Standards NEW EDU 695 Week 2 DQ 1 Common Core State Standards NEW EDU 695 Week 2 DQ 2 Common Core Presentation NEW EDU 695 Week 3 Assignment Learning and Innovation Skills and Student Assessment NEW EDU 695 Week 3 DQ 1 Critical Thinking and Problem Solving NEW EDU 695 Week 3 DQ 2 Creativity and Innovation NEW EDU 695 Week 4 Assignment Research and Educational Change NEW - Only Cover Letter - NO Personal CV EDU 695 Week 4 DQ 1 Share Your Action Research Study NEW EDU 695 Week 5 Assignment Leadership in the 21st Century Support Systems NEW EDU 695 Week 5 DQ 1 Working Together to Achieve a Common Goal NEW EDU 695 Week 5 DQ 2 Professional Learning Communities NEW EDU 695 Week 5 DQ 3 Link Your ePortfolio NEW EDU 695 Week 6 Assignment Final Paper and ePortfolio NEW EDU 695 Week 6 DQ 1 Reflecting on Your Coursework NEW, ASH EDU 695 Week 1 Assignment 21st Century Framework Revision NEW Check this A+ tutorial guideline at http://www.edu695assignment.com/edu-695-ash/edu-695-week-1-assignment-21st-century-framework-revision-new For more classes visit http://www.edu695assignment.com This assignment re-introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your ePortfolio (Pathbrite). Specifically, after reviewing the Framework for 21st century learning, you will redesign or modify a prior assignment from one of your courses in the MAED program that represents your mastery of the MAED program learning outcomes 1, 2, and 3. An assignment you may want to redesign could be in the form of a lesson plan or teaching unit you previously created for a course. Your redesign of the assignment must show a representation of 21st-century learning through incorporation of student outcomes and support systems, which are defined as follows: • Student Outcomes: Learning and Innovations Skills (critical thinking, communication, collaboration, and creativity), Core Subjects 3Rs and 21st Century Themes, Information, Media, and Technology Skills, Life and Career Skills. • Support Systems: Standards and assessments, curriculum and instruction, professional development, learning environments. When selecting an assignment to redesign, think about how the assignment should consider the diverse strengths, differences, cultures, and communities of students while offering a safe, collaborative, engaging, and inclusive learning environment. If you do not have previous work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to the MAED program learning outcomes (PLOs) list. Create your assignment to meet the content and written communication expectations noted below. Content Expectations The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment. • Redesign – Outcomes (2 Points): Redesign of the lesson plan or teaching unit includes at least one component of the following 21st Century Student Outcomes: Core Subjects and 21st Century Themes, Learning and Innovation Skills, Information, Media, and Technology Skills, and Life and Career Skills. • Redesign – Support Systems (1 Point): Redesign of the lesson plan or teaching unit includes at least one component of the following 21st Century Support Systems: 21st Century Standards, Assessment for 21st Century Skills, 21st Century Curriculum and Instruction, and 21st Century Learning Environments. • Summary – Introduction/Conclusion (1 Point): A one paragraph introduction to the summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points. • Summary – Modification (1 Point): For each revision, summarize in a paragraph how you revised the activity to address the components of 21st Century Student Outcomes and 21st Century Support systems. Explicitly state how your redesign assignment provides evidence of mastery of PLO’s 1, 2, and 3. • Summary – Reflection (1 Point): In one page, reflect on your experience with the redesign in terms of challenges you encountered and how you overcame those challenges, including any difficulties experienced in revising to address the components of 21st Century Student Outcomes and 21st Century Support systems. Written Communication Expectations • Page Requirement (.5 points): Two to four pages, not including title and references pages. • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment. • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar. • Source Requirement (.5 points): Reference three scholarly sources in addition to the course textbook. All sources on the references page need to be used and cited correctly within the body of the assignment. For information related to APA style, including samples and tutorials, please, ASH EDU 695 Week 1 DQ 1 Diversity Through 21st Century Teaching and Learning NEW Check this A+ tutorial guideline at http://www.edu695assignment.com/edu-695-ash/edu-695-week-1-dq-1-diversity-through-21st-century-teaching-and-learning-new For more classes visit http://www.edu695assignment.com Diversity Through 21st-Century Teaching and Learning There is a broad range of experiences brought to the school every day by cultural, linguistic, and ethnically diverse students. These unique diversities compel the development and use of different teaching strategies to target each student as an individual. In this discussion, you will explore the concept of supporting diversity through 21st-century teaching and learning. This discussion is also intended to support your performance on the Week One Assignment. Initial Post - Select three of the five prompts below, and then discuss how the Framework for 21st century learning can be applied to each prompt using specific examples of the actions you would take to apply the framework. Your response to each of the three prompts should be one paragraph. a. Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom. b. Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups. c. Discuss how you would differentiate instruction for the inclusion of various learning styles. d. Reflect on ways in which you would modify instruction for special education students. e. Discuss how you would modify instruction to meet the needs of students who are designated second language learners. Guided Response: Respond to at least two peers. Ask questions of your peers about their responses to encourage further conversation. In your responses, consider including a question about the inclusion of 21st-century skills in a diverse classroom. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic., ASH EDU 695 Week 2 Assignment 21st Century Skills and Standards NEW Check this A+ tutorial guideline at http://www.edu695assignment.com/edu-695-ash/edu-695-week-2-assignment-21st-century-skills-and-standards For more classes visit http://www.edu695assignment.com 21st-Century Skills and Standards In this assignment, you need to think about 21st century support systems, the Common Core State Standards (CCSS), and International Society for Technology in Education Student (ISTE-S) standards and their relationship with quality instructional planning, delivery, and learner achievement. Using the Framework for 21st century learning as a resource, you will redesign or modify a prior activity, such as a lesson plan or curriculum project, that you created in a prior course. The redesigned coursework need to be a representation of your mastery of the MAED program learning outcomes 5 and 7. This assignment will be uploaded to the course for evaluation and to your ePortfolio (Pathbrite). If you do not have previous projects to use in this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to the MAED program learning outcomes (PLOs) list. Create your assignment to meet the content and written communication expectations below. Content Expectations The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment. • Redesign – ISTE-S Standard (1 Point): Redesign a lesson plan or curriculum project that reflects a minimum of one ISTE-S standard labeled with number, title, and objective(s). For example: Creativity and Innovation o Apply existing knowledge to generate new ideas, products and processes. • Redesign – Grade Level / CCSS Alignment (1 Point): Redesign a lesson plan or curriculum project that clearly labels a grade level and content specific CCSS (Math or English Language Arts) which is aligned with a minimum of one Core Subject and 21st Century Themes and a minimum of one Learning and Innovation Skill, one Information, Media, & Technology Skill, and evidence of at least one Life and Career Skill. • Summary – Introduction/Conclusion (1 Point): In one paragraph, provide an introductory summary that concisely presents the scope and organization of the summary writing and a one-paragraph conclusion that summarizes the key points of your summary. • Summary – Modification (1 Point): In one paragraph, summarize the changes you made to address ISTE-S, CCSS, and 21st Century Skills and how your activity addresses each. Explicitly state how your redesign assignment provides evidence of master of PLO’s 5 and 7. • Summary – Evaluation (1 Point): In one paragraph, evaluate the appropriate 21st century support system components that align with your redesigned activity and, using examples, evaluate how each influences learner-centered instruction and the creation of a technology-enriched learning environment promoting learner achievement and innovations. 21st century support systems include: 21st century standards, assessment for 21st century skills, 21st century curriculum and instruction, and 21st century learning environments. • Summary – Reflection (1 Point): In one paragraph, summarize your experience with the redesign in terms of challenges you encountered and how you overcame those challenges. Written Communication Expectations • Page Requirement (.5 points): Two to four pages, not including title and references pages. • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment. • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar. • Source Requirement (.5 points): Reference three scholarly sources in addition to the course textbook. All sources on the references page need to be used and cited correctly within the body of the assignment. For information related to APA style, including samples a, ASH EDU 695 Week 2 DQ 1 Common Core State Standards NEW Check this A+ tutorial guideline at http://www.edu695assignment.com/edu-695-ash/edu-695-week-2-dq-1-common-core-state-standards-new For more classes visit http://www.edu695assignment.com Common Core State Standards Common Core State Standards (CCSS) establish clear expectations for student learning and are the standards for a set of learning for all students in the United States regardless of geographic location. This discussion is focused on CCSS and the role these standards take in the school setting. There are two parts to this discussion as explained below. • Part One: First, in one paragraph, summarize your understanding of the foundation of the CCSS for Math and English Arts. Next, adopting the perspective of a teacher leader, in at least two paragraphs, evaluate how CCSS (Math and English Language Arts) can be used to influence the use of technology-enhanced differentiated instructional strategies to support the needs of all learners. Finally, in one paragraph, justify why it is important to have purposeful planning of differentiated instructional strategies to promote student learning and provide at least one specific example to support your justification. • Part Two: Include a link to your ePortfolio (Pathbrite) in your initial post along with a one-paragraph reflection about your experience with the redesign for the Week One Assignment in terms of challenges you encountered and how you overcame those challenges. Be sure to include any difficulties you experienced in revising to meet the components of 21st century student outcomes and 21st century support systems. Guided Response: Respond to at least two peers. In your responses, include a question about your peer’s technology-enhanced instructional strategies and offer an additional resource that supports an alternative viewpoint. Additionally, discuss your peer’s point of view and whether it is in direct correlation or contrast to yours about the CCSS. Finally, address your peer’s discussion of the challenges he or she faced in the redesign for the Week One Assignment offering supportive ideas for how your peer could overcome these challenges for future redesigns in this course. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic., ASH EDU 695 Week 2 DQ 2 Common Core Presentation NEW Check this A+ tutorial guideline at http://www.edu695assignment.com/edu-695-ash/edu-695-week-2-dq-2-common-core-presentation-new For more classes visit http://www.edu695assignment.com Common Core Presentation In the Common Core State Standards discussion for Week Two, you describe the foundation of CCSS and discuss how CCSS can be used to influence the use of technology-enhanced instructional strategies to support the needs of all learners. Here, you continue the discussion on CCSS, but from the perspective of linking report cards to the CCSS. It is common to think about how creating report cards that are linked to CCSS will define expectations for student learning, communicate student progress to parents, provides a consistent approach to assessment evaluations, and focuses on academic achievement. As needed, review the Hunt Institute video below (click this link to view the video transcript), which covers the history and development of the CCSS. For this discussion, you will adopt the role of a school leader and create a digital presentation using the software of your choice (e.g., PowerPoint, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program). Your audience for this presentation can be either a school board or a stakeholder directly in the school setting, such as teachers, other staff, or students. If you use software other than PowerPoint, submit notes for each slide as part of your post. If you use PowerPoint, be sure to include notes for each talking point on slides in the notes section for each slide. The presentation needs to be six to eight slides, excluding the title and references slides, and cite at least one scholarly source in addition to the required resources for this week. Ensure that your presentation: • Explains the purpose of CCSS. • Explains how the CCSS are used within a school for teaching and learning. • Justifies why creating report cards based on the CCSS is important in the school or district (depending on the role you chose to take as noted in the initial post directions above). • Summarizes your understanding of how embedding evidence-based assessment in the curriculum can help guide teachers and learners in decision making. Guided Response: Respond to at least two peers. Ask questions of your peers about their responses to encourage further conversation about their presentation in relation to yours. Critically discuss the variations in your presentation content and what may account for those differences aside from intended audience. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic., ASH EDU 695 Week 3 Assignment Learning and Innovation Skills and Student Assessment NEW Check this A+ tutorial guideline at http://www.edu695assignment.com/edu-695-ash/edu-695-week-3-assignment-learning-and-innovation-skills-and-student-assessment-new For more classes visit http://www.edu695assignment.com Learning and Innovation Skills and Student Assessment This assignment requires you to make connections between high-quality assessment and learning and innovation skills. Additionally, using the Framework for 21st century learning as a resource, you will redesign or modify a prior activity from one of your courses in the MAED program representing program learning outcome 3, 4, 5, and 7. There are several approaches you could take with this assignment. For example, you may redesign an instructional plan with assessment plans embedded throughout or a full assessment plan including a summative assessment you may have constructed. These are just two ideas out of numerous possibilities. If you do not have previous assignments to use in this assignment, please contact your instructor for guidelines on how to proceed. Refer to the MAED program learning outcomes (PLOs) list as needed. Upload your assignment to the course for evaluation and to your ePortfolio (Pathbrite). Create your assignment to meet the content and written communication expectations below. Content Expectations The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment. • Redesign - Alignment and Mastery (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include alignment between specific skills, CCSS, and objectives and includes criteria for mastery. • Redesign - Learning and Innovation Skills (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include specific learning and innovation skills from either/each of; creativity and innovation, critical thinking and problem solving, and/or communication and collaboration. • Summary – Introduction/Conclusion (1 Point): A one paragraph introduction to a summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points. • Summary – Modification (1 Point): In one paragraph summarize the changes you made to your activity to meet the redesign expectations for this assignment. Explicitly state how your redesign assignment provides evidence of mastery of PLO’s 3, 5, and 7. • Summary – Evaluation (1 Point): In one paragraph, evaluate how your assessment promotes Learning & Innovation Skills, assess how it could be used as a tool for ongoing evaluation of student progress, and evaluate how it could be used as a guide for teacher and student decision making. • Summary – Reflection (1 Point): Summarize, in one paragraph, your experience with the redesign in terms of challenges you encountered and how you overcame those challenges. Written Communication Expectations • Page Requirement (.5 points): Two to four pages, not including title and references pages. • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment. • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar. • Source Requirement (.5 points): References three scholarly sources in addition to the course textbook. All sources on the references page need to be used and cited correctly within the body of the assignment. For information related to APA style, including samples a, ASH EDU 695 Week 3 DQ 1 Critical Thinking and Problem Solving NEW Check this A+ tutorial guideline at http://www.edu695assignment.com/edu-695-ash/edu-695-week-3-dq-1-critical-thinking-and-problem-solving-new For more classes visit http://www.edu695assignment.com Critical Thinking and Problem Solving In Week Two, you created a presentation on why linking assessments with report cards that reflect CCSS is imperative. In this discussion, you expand on your knowledge about CCSS and debate the idea of whether creating high-quality assessments is necessary. Note that some educators argue that it is not enough to just create a link between assessments and report cards, but that assessments need to be high level and should require students to synthesize their learning instead of only demonstrating mastery by rote memory. Alternatively, some educators argue that high-quality assessments cost more than lower quality assessments (Eisner, 2001; Matthews, 2006; Pulfrey, Buch, & Butera, 2011). One possible reason for this viewpoint is that higher-level assessments often include performance tasks and/or essays that require teacher scoring, and thus a great deal of time is spent on evaluating students’ work. Conversely, lower-level assessments measuring basic knowledge through multiple-choice and true/false responses; they can be measured using technology and take considerably less time and resources to measure. First, choose a side from the two opposing viewpoints described above and discuss one of these two points: a. Can the American education system afford assessments for deeper learning? b. Can the American education system afford not to have such high-quality assessments? Next, discuss if it is necessary to share assessment items, rubrics and 21st-century practices with fellow colleagues. Guided Response: Respond to at least two peers. Find one peer who has the same argument you chose and one peer who chose the viewpoint you did not. Debate how your viewpoint is different. If your viewpoint is similar to that of your peers discuss the similarities. Evaluate your peers’ responses to the use of multimedia resources with regard to critical thinking and problem solving. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic., ASH EDU 695 Week 3 DQ 2 Creativity and Innovation NEW Check this A+ tutorial guideline at http://www.edu695assignment.com/edu-695-ash/edu-695-week-3-dq-2-creativity-and-innovation-new For more classes visit http://www.edu695assignment.com Creativity and Innovation Educators strive to create a classroom that instills creativity and innovation. In this discussion, you will think about the creative and innovative instructional approach known as the the flipped classroom while making direct connections to the Common Core State Standards and teacher decision making based on student assessments. Reflecting on your previous discussion on CCSS in Week Two as well as your previous discussions from EDU671: Fundamentals of Educational Research about the flipped classroom, you will complete the three parts of this discussion’s initial post. There are three parts to this discussion, which are described below. Part 1 • Discuss how the flipped classroom idea can be used in conjunction with CCSS (Math or English Language Arts) • Describe ways you could incorporate technology used in the flipped classroom idea to support the Framework for 21st century learning in the classroom as it relates to decision making based on student assessments. Part 2 Now, think about assessments you have created or used in the past to address the following: • Discuss if a school or teacher should use a multimedia resource that is absolutely amazing in delivering both content and assessment, but is not accessible. • Evaluate whether the resource must be excluded from a course if there are no reasonably equivalent accessible alternatives. Part 3 • Attach a link to your electronic portfolio. • In one paragraph, reflect on your experience with the redesign in terms of challenges you encountered during the Week Two Assignment and how you overcame those challenges including any difficulties experienced in revising to meet the components of one ISTE-S standard and the CCSS (Math or English Language Arts) which are aligned with a minimum of one Core Subject and 21st Century Themes and a minimum of one Learning and Innovation Skill, one Information, Media, & Technology Skill, and evidence of at least one Life and Career Skill. Guided Response: Respond to at least two peers. Your replies should include a question about the incorporation of CCSS and the Framework for 21st Century learning in your peers’ posts and should offer an additional resource for consideration that supports an alternative viewpoint. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your con, ASH EDU 695 Week 4 Assignment Research and Educational Change NEW Check this A+ tutorial guideline at http://www.edu695assignment.com/edu-695-ash/edu-695-week-4-assignment-research-and-educational-change-new For more classes visit http://www.edu695assignment.com Ashford 5: - Week 4 - Assignment Research and Educational Change One aspect of professional development that educators can participate in is that of educational conferences. While you may at some point have participated in an educational conference as an attendee, you have the opportunity in this assignment to think as a presenter! This assignment will also provide you the opportunity to create a Curriculum Vitae (CV) and cover letter. In this assignment, you will take your discussion presentation you prepared for the staff meeting and convert it into a poster that you could use at an academic conference. As well, often when submitting a poster proposal you include a CV and cover letter that highlight your experience and research interests. Historically, a conference poster session involves use of a large poster-board style document as a reference when speaking with conference attendees about your research or practical experiences with a topic. Increasingly, the poster session involves handouts in digital format transferred through QR codes or another medium and may involve a television or other screen display to communicate your research at an academic conference. Always, your poster presentation contains a title, introduction to your question, overview of your approach, results from your study or experience, and your planned next steps in applying or expanding the study or experience. Additionally, the poster provides information about literature related to the poster topic, usually a selected listing of previously published articles that are important to your research, and a brief acknowledgement to those who helped you with the study. Your poster, in whatever format it is presented at the conference, is effective if it can be scanned and comprehended at a high level in around five minutes. Usually you will be present with your poster to explain points and answer questions in an authentic conference experience. Using the Poster Presentation Template, create your assignment to meet the content and written communication expectations below. Upload your assignment to the course for evaluation and to your ePortfolio (Pathbrite). Note: Including your CV or Cover Letter in your ePortfolio is optional. Content Expectations - Two Parts Part One: • Introduction (1 point): In 100-200 words, use this section to interest your audience in the issue or question of your study while using minimal background information and definitions. • Materials and Methods (1 point): In 50-100 words, describe the procedure you used to collect data. • Study Results (1 point): In 50-100 words, state your research questions, describe how they were supported by your research, and then include visuals (e.g., graphic/charts/diagrams) to illustrate the parts or results of your study. • Conclusion (1 point): In no more than 200 words, provide the concluding remarks about your study while explaining your major result in such a way as to convince your audience why the outcome is interesting. Describe the relevance of your findings to the field of education and/or beyond, describe other directions this study could lead to, and summarize the changes you would make to the study in retrospect. • Relevant Literature Cited (.5 points): Use full citations in APA for all primary works you consulted from the literature to inform and support the purpose of your study. • Acknowledgement (.5 points): In 30-50 words, provide an acknowledgement to individuals or groups who supported or contributed to your study. Part Two: • Create – Curriculum Vitae (.5 points): In three to four pages your CV should include your name, an overview of your education, your academic and related employment (especially teaching, editorial, or administrative experience), your research projects and/or research interests (including conference papers and publications), and your departmental and community service. • Create – Cover Letter (1.5 points): In no more than one page your cover letter should include; heading, introduction, argument and closing. Written Communication Expectations • APA Formatting (.25 points): Use APA formatting consistently throughout the assignment. • Syntax and Mechanics (.25 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. • Page Requirement (.25 points): Includes a CV and Cover Letter that are no more than 4 to 5 pages in length. • Source Requirement (.25 points): References three scholarly sources in addition to the course textbook. All sources on the references page need to be used and cited correctly within the body of the assignment. For information related to APA style, including samples and tutorials, please visit the Ashford Writing Center. Next Steps: Review and Submit the Assignment, ASH EDU 695 Week 4 DQ 1 Share Your Action Research Study NEW Check this A+ tutorial guideline at http://www.edu695assignment.com/edu-695-ash/edu-695-week-4-dq-1-share-your-action-research-study-new For more classes visit http://www.edu695assignment.com Share Your Action Research Study Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. In this discussion, you will create a presentation using the software of your choice (e.g., PowerPoint, Google Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program) to present your findings to your school at an after school staff meeting. Include speaker notes if using PowerPoint. If using a program other than PowerPoint, submit a document with speaker notes included for each slide. There are two parts to this discussion. Part 1: Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum: • Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences). • Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences) • Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences) • Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences) • Explain why this study is important to the school and the students. ( two to three sentences) • Explain why this study is important it is important for teachers and other educational practitioners to become researchers of their own practice. (two to three sentences) Part 2: • Attach a link to your ePortfolio (Pathbrite). • In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress. Use the PowerPoint Template as a guide to help create a high quality presentation. Alternate: If you do not have your own completed action research to utilize, you will take a slightly different approach to complete this discussion: Using the Ashford University Library, locate and analyze a peer-reviewed educational action research study. You will follow the same guidelines in Part 1 of the discussion to create a presentation to share in the discussion forum. An added part to your presentation is reference to the article. Guided Response: Respond to at least two peers. In your replies, take on the role of a teacher listening to the presentation. Ask questions about your peer’s action research study and offer an additional resource for consideration that supports an alternative viewpoint. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this, ASH EDU 695 Week 5 Assignment Leadership in the 21st Century Support Systems NEW Check this A+ tutorial guideline at http://www.edu695assignment.com/edu-695-ash/edu-695-week-5-assignment-leadership-in-the-21st-century-support-systems-new For more classes visit http://www.edu695assignment.com Leadership in the 21st-Century Support Systems This assignment requires you to make connections between 21st-century support systems, specifically 21st Century Professional Development components. As the emphasis is on professional development, consider prior coursework that included collaboration, self-reflection, and other components pertaining to your growth as a practitioner and how that may contribute to student outcomes. There are several approaches you could take with this assignment. However, it is recommended the assignment you select to redesign includes at least one of the components of 21st Century Professional Development (as listed below): a. Highlights ways teachers can seize opportunities for integrating 21st century skills, tools, and teaching strategies into their classroom practice — and help them identify what activities they can replace/de-emphasize. b. Balances direct instruction with project-oriented teaching methods. c. Illustrates how a deeper understanding of subject matter can actually enhance problem-solving, critical thinking, and other 21st century skills. d. Enables 21st century professional learning communities for teachers that model the kinds of classroom learning that best promotes 21st century skills for students. e. Cultivates teachers’ ability to identify students’ particular learning styles, intelligences, strengths, and weaknesses. f. Helps teachers develop their abilities to use various strategies (such as formative assessments) to reach diverse students and create environments that support differentiated teaching and learning. g. Supports the continuous evaluation of students’ 21st century skills development. h. Encourages knowledge sharing among communities of practitioners, using face-to-face, virtual, and blended communications. i. Uses a scalable and sustainable model of professional development. For example, you may redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan including a summative assessment that demonstrates either points f or g, both focusing on student assessment. On the other hand, you might select a previous assignment that focused on professional collaboration and/or PLCs and modify it to support points d, h, or i. If you do not have previous assignments to use in this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to the MAED program learning outcomes (PLOs) list as needed. Upload your assignment to the course for evaluation and to your ePortfolio (Pathbrite). Create your assignment to meet the content and written communication expectations below. Content Expectations The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment. • Redesign – 21st Century Professional Development (3 Points): Redesign of an instructional plan with assessment plans embedded throughout, or a full assessment plan with a summative assessment that includes integration of 21st Century Skills, teaching strategies, project-oriented teaching methods, problem-solving, and critical thinking. • Summary – Introduction/Conclusion (1 Point): A one paragraph introduction to the summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points. • Summary – Modification (1 Point): In one paragraph, summarize the changes you made to your activity to meet the redesign expectations for this assignment. Explicitly state how your redesign assignment provides evidence of mastery of PLOs 5 and 7 • Summary – Reflection (1 Point): Summarize, in one paragraph, your experience with the redesign in terms of challenges you encountered and how you overcame those challenges. Written Communication Expectations • Page Requirement (.5 points): Two to four pages, not including title and references pages. • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment. • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar. • Source Requirement (.5 points): References three scholarly sources in addition to the course textbook. All sources on the references page need to be used and cited correctly within the body of the assignment. For information related to APA style, including samples, ASH EDU 695 Week 5 DQ 1 Working Together to Achieve a Common Goal NEW Check this A+ tutorial guideline at http://www.edu695assignment.com/edu-695-ash/edu-695-week-5-dq-1-working-together-to-achieve-a-common-goal-new For more classes visit http://www.edu695assignment.com Working Together to Achieve a Common Goal In this discussion, your instructor will assign and post your mock professional learning community (PLC) group of approximately two to three peers. Once your group has been identified, begin collaborating with the group in this discussion and in the Professional Learning Communities discussion for this week. In this discussion, your first step is to get to know your partners in your mock PLC. Post a brief introduction of your professional and/or educational background and current grade you teach or would like to teach. Guided Response. As a group, identify a leader. The leader will then: a. Complete and attach the Group Agreement document. b. Post your group name. c. List each member of your group and which of the bulleted points listed in discussion two each member of the group will be working on. d. Identify what mode of communication you will use to work together to complete and disseminate the discussion points. Use the Group Agreement document as your guide for your collaboration. Individually, you will attach and post your section in the Professional Learning Communities discussion for this week., ASH EDU 695 Week 5 DQ 2 Professional Learning Communities NEW Check this A+ tutorial guideline at http://www.edu695assignment.com/edu-695-ash/edu-695-week-5-dq-2-professional-learning-communities-new For more classes visit http://www.edu695assignment.com Professional Learning Communities One component of the 21st Century Professional Development framework encourages sharing knowledge with fellow faculty, using face-to-face, virtual and blended communications. When we think of sharing knowledge, we often think of using professional learning communities. In several of your courses, the concept of a professional learning community (PLC) is presented and elaborated on. A professional learning community consists of individuals with an interest in eduction. The focus of a professional learning community can be taking measures to ensure students learn, creating a culture of collaboration in the school, for school improvement and more (DuFour, 2004). In this discussion, you will deliberate about the use of professional learning communities as they relate to the 21st Century Professional Development framework with an emphasis on technology. Initial Post: Think about the 21st Century Professional Development framework and technology when working in your mock professional learning community. Next, imagine your state legislatures have asked the non-partisan Legislative Analyst’s Office to advise them regarding the creation of a blended professional learning community across the districts within the state. As an educator who is well versed in employing critical thinking, problem solving and 21st-century skills in the classroom, you have been selected to participate with a group of other teachers to inform and persuade the Analyst’s Office of why the incorporation of technology to work collaboratively with other teachers in the state is important. Work with your mock PLC group to come up with a supported argument based on personal experiences and scholarly literature in which you: • Discuss how you could incorporate and implement the use of technology to create a blended professional learning community across districts within your state to share knowledge with fellow faculty on how a deeper understanding of subject matter can actually enhance problem solving, critical thinking, and other 21st-century skills. • Discuss how creating a professional learning community can increase the ways teachers seize opportunities for integrating 21st-century skills, tools and teaching strategies into their classroom practice — and help them identify what activities they can replace or de-emphasize. Guided Response: Respond to at least two peers. In your responses, ask a question about the 21st Century Professional Development framework with regard to professional learning communities and offer an additional resource for consideration that supports an alternative viewpoint. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise

2017-03-22 • 18 Cards

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ASH EDU 675 Entire Course NEW Check this A+ tutorial guideline at http://www.edu675assignment.com/edu-675-new/edu-675-entire-course-new For more classes visit http://www.edu675assignment.com EDU 675 Week 1 Assignment Action Research Consent NEW EDU 675 Week 1 Assignment Data Collection Strategies Value and Appropriateness NEW EDU 675 Week 1 DQ 1 Building Capacity in the Collaborative Process - What's Your Focus (NEW) EDU 675 Week 2 Assignment Action Research Project NEW EDU 675 Week 2 DQ 1 Action Research - What it Means to You (NEW) EDU 675 Week 3 Assignment Ongoing Analysis and Reflection NEW EDU 675 Week 3 DQ 1 Leadership Conference Poster Session EDU 675 Week 4 Assignment Formative Evaluation Interpretation NEW EDU 675 Week 4 DQ 1 Observation Reconnaissance NEW EDU 675 Week 5 DQ 1 School Leaders - Engage NEW EDU 675 Week 5 DQ 2 Data Analysis and Early Feedback NEW EDU 675 Week 6 DQ 1 Impact Reflection NEW EDU 675 Week 6 Final Project Action Research Formal Presentation of Findings NEW, ASH EDU 675 Week 1 Assignment Action Research Consent NEW Check this A+ tutorial guideline at http://www.edu675assignment.com/edu-675-new/edu-675-week-1-assignment-action-research-consent-new For more classes visit http://www.edu675assignment.com Obtaining Informed Consent Mills (2014) states, “The role of ethics in action research can be considered in terms of how each of us treats the individuals with whom we interact at our school setting…” (p. 38). As such, the participants must be informed of the nature of the research that is to involve them. Additional and important components of ethical considerations of action research are freedom from harm, anonymity, and confidentiality. Typically, the process of obtaining Institutional Review Board (IRB) approval is required for action research as well as other types of research in the field of education for the purpose of protecting human research participants (Brydon-Miller & Greenwood, 2006). However, IRB approval for your action research project conducted in this class only will not be required since the consent form will be used. The process of obtaining permission by the participant and submitting a completed Consent Form is pivotal to the continuation of this research project and in the successful completion of this course. Some students received approval for the Informed Consent process from your EDU671 Instructor. If this is the case, please submit the approved Informed Consent document only. If you have had a change to your organization, research, or parties, you are required to submit a revised Action Research Informed Consent Form or Informed Consent Alternative for your Instructor’s review. Submit Consent Form (4 points): Submit a completed and accurate Informed Consent Form signed by the research participant in your study no later than Day 7. For some of you, you will upload the form approved in EDU671. For others of you who have made a change to your research proposal, the revised Informed Consent form is required to be submitted. For example, if you are observing a teacher, you are required to have that teacher review and provide their signature on the Informed Consent Form. Reminder: You are expected to follow your proposed intervention or innovation previously approved during your enrollment in EDU671 and for which your Action Research Proposal describes and your signed informed consent form represents and was approved. If a change to your setting or circumstances has occurred since EDU 671, you will work with your instructor to propose a different action research focus and intervention/innovation in time to stay on track with the course work in this course (EDU 675). If you previously proposed performing your action research intervention or innovation within your own home with your family members, your signed Action Research Informed Consent Form still applies with your signature as the researcher and participant, granting permission for your minor child(ren). Carefully review the Grading Rubric for the criteria used to evaluate your assignment., ASH EDU 675 Week 2 Assignment Action Research Project NEW Check this A+ tutorial guideline at http://www.edu675assignment.com/edu-675-new/edu-675-week-2-assignment-action-research-project-new For more classes visit http://www.edu675assignment.com How is My Research Relevant? A Work in Progress Recall, action research focuses on enabling teachers, researchers and leaders to be continuous learners (Mills, 2014). By this, action research is considered a “work in progress” (Brydon-Miller, Greenwood, & Maguire, 2003, p. 10) and is considered a “common formative assessment” (Buczynski & Hansen, 2014, p. 352). The process of deliberate and repeated fine-tuning to the design is critical to successful implementation of action research. Therefore, part of the purpose of this assignment is to ensure relevancy of your research and to deepen the research endeavor. Your final project in this course involves preparing a comprehensive presentation of your findings. This assignment is the first step in putting your final project together. Through the collaborative conversations that occur during this week’s discussions, you will gain helpful information from classmates that may prompt a need for refining your research design as it evolves. Remember, it is important that the data collection is aligned with the research question(s), which was required in the matrix from EDU671. Therefore, another purpose for this assignment is for you to use this assignment as an opportunity to revise and adjust the data collection portion of your study. Effective action research practice includes ongoing and deliberate thought in order to positively inform your study. Revisions are required as part of this action research process. Consequently, incorporating this information is essential to a comprehensive data collection process and presentation of findings that is due in Week Six. For this assignment, you summarize the necessary modifications you made to your action research between the proposal process from EDU671 to this second week as you begin implementation of your study. Please address each of the components listed below in the content expectations and write your paper to meet the written communication expectations below. If modifications were not needed to a particular component, share what was in place originally and label it with the words NO CHANGE. Content Expectations • Research Focus (1 Points): Describe the current area of focus for the research including required revisions thus far. • Literature (2 Points): Synthesize the literature you have found in addition to your matrix developed in EDU 671 that supports your proposal. • Defining Variables (1 Points): Describe your defining variables in specific and operational terms. • Research Questions (.5 Points): State your research question(s) in a list format making sure that there is a clear relationship through clear and concise wording to the action research project. • Intervention/Innovation (2 Points): Analyze the intervention/innovation as it pertains to the connection of the action research project to the field of education, the specific community, non-educational, or individual personal issue in which you are studying. • Data Collection (.5 points): Describe the type of data collection tools to be used in the study. Written Communication Expectations • Page Requirement (.5 points): Two-to-three pages, not including title and references pages. • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment. • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. • Source Requirement (.5 points): Include a minimum of two scholarly sources in addition to the course textbook, providing compelling evidence to support ideas. All sources on the references page need to be used and cited correctly within the body of the assignment., ASH EDU 675 Week 2 DQ 1 Action Research - What it Means to You (NEW) http://www.edu675assignment.com/edu-675-new/edu-675-week-2-dq-1-action-research-what-it-means-to-you Action Research - What it Means to You You already learned that action research is a type of inquiry used to describe professionals studying their own practice for the purpose of inspiring the change process. According to the North Central Regional Educational Laboratory as cited by ("Action Research", n.d., para 1), "Action research is inquiry or research in the context of focused efforts to improve the quality of an organization and its performance. It typically is designed and conducted by practitioners who analyze the data to improve their own practice." This week you begin the implementation of your action research. Congratulations! You have spent a considerable amount of time in the thoughtful planning and development of your study. Now is the exciting time to begin collecting data. Furthermore, in one of the discussions in Week Four, you explain key leadership styles, strategies and responsibilities of the school personnel, community organization, or own children with which you are observing during the implementation of your action research project. Initial Post: Include a paragraph describing your interpretation of the Action Research (n.d.) quote above for this discussion including how it specifically relates to your action research proposal. Then, in one-to-two paragraphs, explain the ways you envision your research might assist with implementing the change you desire in your selected organization. Start by stating briefly what the intervention/innovation is then explain the ways you envision it implementing a desired change. Guided Response: Respond to at least two peers. In responses, consider asking questions of your peers about their responses to encourage further conversation. Select responses that resonate with your own thoughts and comment on similarities to your own initial post. Provide specific recommendations and feedback regarding their actual intervention/innovation. Comment on their thoughts regarding how their research might promote the positive change they envision. Ask questions if anything is unclear to you. Again, though two responses is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you including the instructor before the last day of the discussion to further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic., ASH EDU 675 Week 3 Assignment Ongoing Analysis and Reflection NEW Check this A+ tutorial guideline at http://www.edu675assignment.com/edu-675-new/edu-675-week-3-assignment-ongoing-analysis-and-reflection-new For more classes visit http://www.edu675assignment.com Ongoing Analysis and Reflection Action research methodology can provide valuable assessment information regarding the outcome of your research. The major purpose of this assignment is to begin to identify significant themes that are becoming evident in the implementation of your action research project and your data collection. The key is to begin to discover trends in your data without making premature decisions; however minor adjustments can be made next week. Action research provides correlative and data driven information that can be used to make positive changes in the teaching and learning environment (Buczynski & Hansen, 2014); Mills, 2014). Additionally, thinking about the key stakeholders and their role in your research is important as well. In summary, this assignment is a preliminary interpretation of the various data obtained thus far. Without committing to initial assumptions, you are to begin to identify the key patterns that are emerging. To prepare for this assignment, view the Silva (2011) video, Action Research @ a Glance. Next, construct your written assignment to meet the content and written communication expectations stated below. Content Expectations • Video Reflection (2 Points): In at least one paragraph, reflect on the knowledge you gained or that was reinforced for you by watching the Silva (2011) video. • Research Question (2 Points): Analyze to what extent your research question(s) is still answerable or worth answering and how you might defend that your research question(s) is/are worth answering. • Data Collection (3 Points): Justify whether your data collection techniques will provide the kind of data you need to address your questions and whether you are effectively filtering out data that you do not need. Written Communication Expectations • Page Requirement (.5 points): Two pages, not including title and references pages. • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment. • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. • Source Requirement (.5 points): Include at least two scholarly sources providing compelling evidence to support ideas. All sources on the references page need to be used and cited correctly within the body of the assignment. Next Steps: Review and Submit the Assignment Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment to the course room for evalua, ASH EDU 675 Week 4 Assignment Formative Evaluation Interpretation NEW Check this A+ tutorial guideline at http://www.edu675assignment.com/edu-675-new/edu-675-week-4-assignment-formative-evaluation-interpretation-new For more classes visit http://www.edu675assignment.com Formative Evaluation - Interpretation In EDU671, you identified the type of data, the frequency of collection, tools and have also explored topics related to ethical consideration of this information. You are in the process of collecting data for your action research in the field at this time. Be reminded that you’re the approved Action Research Informed Consent allows your implementation of this action research intervention or innovation in a specialized setting as follows: • Those currently employed in a classroom setting. • Those currently employed in a non-classroom or educational setting. • Those not employed but implementing the intervention or innovation with family members, yourself, or your own children. You are also in the final week of your action research intervention. Through this process, your experience reinforces action research as being cyclical (Buczynski & Hansen, 2014; Mills, 2014) and for the best outcome we must engage in critical reflection of the data (Volante & Beckett, 2011). Vital to the process of collecting data is the continual alignment to your research question(s). Equally important is how you will systematically collect multiple sources of data and present the finding to arise at comprehensive conclusions at the termination of your study. The quality of your data analysis is a strong predictor of the ease with which you can manage the data but how you can develop sound findings at the end of your study. Consider: How will you triangulate this information? How will you continue to build upon this information in order to make sense and correlate your data to your outcomes? The focus of this assignment is to reflect on the data and to prepare for how to analyze in order to answer the research question. We want to answer the question of “So what?” (Mills, 2014, p.132) This is a critical stage of your action research! In this assignment, you evaluate the main themes emerging from your data thus far and how they are or are not supporting your research questions. For example, depending on what you are seeing in the data, you may have assessed that your research question should have been stated in a slightly different manner in order to more authentically capture the specific data. Or, perhaps the data tells you that one of your questions was irrelevant or that an additional question with a slightly different focus should have been asked. Construct your assignment to meet the content and written communication expectations below. Content Expectations • Themes (2 points): Describe the themes emerging from the data collection. • Personal Experiences (2 points): Analyze how the preliminary findings relate to your personal experiences using specific examples. • Implications. (3 points): Describe the implications of your data that can be used to answer your research question(s). Written Communication Expectations • Page Requirement (.5 points): Three-to-four pages, not including title, references, and appendix pages. • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment. • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. • Source Requirement (.5 points): Use no less than two scholarly sources in addition to the Buczynski and Hansen (2014) and Mills (2009) textbooks, providing compelling evidence to support ideas, and if applicable, reference to original project if enhancement of existing project occurred. All sources on the reference page need to be used and cited correctly within the body of the assignment. Next Steps: Review and Submit the Assignment, ASH EDU 675 Week 3 DQ 1 Leadership Conference Poster Session Check this A+ tutorial guideline at http://www.edu675assignment.com/edu-675-new/edu-675-week-3-dq-1-leadership-conference-poster-session For more classes visit http://www.edu675assignment.com Leadership Conference Poster Session This discussion provides an opportunity to connect your personalized leadership strengths and motivation with your skills as a leader to further develop into an efficient change agent. Being an effective leader who successfully implements change in a school or other organization can be a challenge! Kouzes and Posner (2007) claimed “leadership is an identifiable set of skills that are available to all of us, not just a few charismatic men and women” (p.20). While this may be true, it takes work and inspiration to learn about yourself and the characteristics that build an effective leader. There are multiple theories that indicate that effective leaders can be cultivated through the deliberate acquisition of certain skills (Senge, 1990). According to Senge (1990, p.3): …organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. By cultivating these abilities and knowing our own strengths, we can become leaders who can have a significant impact on our classroom, school site, or other organization. You previously read chapter two of Buczynski and Hansen (2014), which discussed the various types of leadership and the mix of behaviors and other skills that are necessary to be an effective leader. Lord and Hall, as cited in Buczynski and Hansen (p. 57) suggest the “leadership role must become part of one’s self-identity.” Chapter two is an effective source of information for this discussion as well. Digital poster presentations are increasingly the norm in the field of education as well as other professions. The use of technology in these types of forums is becoming essential in staying updated and competitive in the field. It is essential that you have experience in creating a digital poster presentation. Here you imagine you are presenting a high quality digital presentation to a group of key stakeholders regarding your action research. Therefore, the purpose of this discussion is to link your personalized leadership motivation into your skills as a leader in order to further develop into an efficient change agent. In this case, the change you are instigating is conducted through your action research. This process, in turn, greatly affects your followers, and the organization in which you work. Being motivated to understand and invest in your strengths and areas of challenges greatly informs your practice (Rath & Conchie, 2008). Initial Post: Imagine you are selected from a large pool of applicants to participate in a distinguished conference poster session focusing on leadership strategies in action research. Your goals are to create a one page digital poster that includes three leadership and motivation themes identified from this week’s readings and your experiences, including a one-sentence explanation of each selected theme, and stating the ways leadership and motivational traits are represented in your action research study. Be sure to design the poster so that it is professional in appearance and therefore appropriate for presentation at the conference poster session. As you create your poster, consider what you have learned about what makes professional presentations effective and appealing to an audience. In this case, there will be well-known authors, experts in the field, and influential participants present including stakeholders in your own action research study. Use Glogster, Word, PowerPoint, or other software of your choice to create the poster and post the link to the flyer in your initial post or attach the poster to your initial post, whichever is most appropriate for the technology you chose. Guided Response: As an instructional leader, you are embedding your leadership and motivational traits into your own continuous development as you complete this course and move towards the attainment of your own professional goals. Your action research is a part of this continuous development. For responses to this discussion, review the digital posters created and posted by your classmates in the discussion board. You are to select at least two to provide constructive feedback on the following: a. the content, b. how leadership would affect the change process, and c. use of effective technology and/or critique of layout, design, and use of graphics in creating the flyer. In your responses, consider items such as: a. professional appearance, b. quality of responses to the prompts, and c. overall presentation. Remember, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you including the instructor before the last day of the discussion. This will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic., ASH EDU 675 Week 4 DQ 1 Observation Reconnaissance NEW Check this A+ tutorial guideline at http://www.edu675assignment.com/edu-675-new/edu-675-week-4-dq-1-observation-reconnaissance-new For more classes visit http://www.edu675assignment.com Observation Reconnaissance Research supports the contention that formative assessment has a direct impact on student learning (Volante and Beckett, 2011) which is also a goal of action research. Formative assessment of data is a reevaluation process that is conducted by the researcher for the purpose of continual improvement (Buczynski & Hansen, 2014). The function of this practice is to help researchers and leaders make adjustment that will best inform and change educational outcomes (Mills, 2014). This research, paired with the successful exercise of leadership practices improves the teaching and learning process because it causes us to respond to the needs of the educational environment. In this discussion, you have the opportunity to think about this iterative process of your research process. Initial Post: Buczynski and Hansen (2014, p. 31) share important points to consider regarding effective leadership practices that yield results in the differentiated learning environment. This is affectionately termed, the change leader which is what you are becoming! Here, you discuss the status of your action research implementation focusing your discussion on the following questions: • Are you closer to answering your research question(s)? Why or why not? • To what degree are your data collection instruments yielding the information you’d hoped for in answering your research questions? Why or why not? and • How have your leadership skills been put to work specifically, as you have participated as a researcher? Guided Response: Respond to at least two peers. In your responses, consider asking questions of your peers about their responses to encourage further conversation. Consider selecting a peer whose response or experience differs from your own experiences thus far in the field. Provide feedback regarding your peers’ reasons for identifying these observations and provide thoughtful suggestions for their continued implementation of their research. Use your text and other resources to support your responses. How might you contribute to your peers’ analysis of the formative data, leadership, or other decisions that will be made about their findings? Though two responses is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you including the instructor to further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic., ASH EDU 675 Week 5 DQ 1 School Leaders - Engage NEW Check this A+ tutorial guideline at http://www.edu675assignment.com/edu-675-new/edu-675-week-5-dq-1-school-leaders-engage-new For more classes visit http://www.edu675assignment.com School Leaders - Engage! Action research has long been the research method used in education and in many organizations for the purpose improving the art of teaching and leading. However, there are those that strongly criticize this research method. Proponents of traditional research methods argue that the data that is collected in action research is not reliable and does not yield valid results in part, because of possible research bias (Mckay & Marshall, 2001). Initial Post: Read the articles from Fitchman-Dana (n.d) and Eikeland (2003) and explain in your post how action research will benefit your setting/organization by granting teachers and other leaders the ability to identify and solve their own problems. Consider, too, the arguments opposing the use of action research as a validated research methodology. The second article is a controversial narrative where the author responds to a previous writing which has highlighted the reasons that action research is not a viable research method. Post your summary of the importance of action research as depicted in these articles and what points resonate during the implementation of your research. • Eikeland, O. (2003). Unmet challenges and unfulfilled promises in action research. Concepts & Transformation, 8(3), 265-273. Retrieved from EBSCOhost database. • Fitchman-Dana, N. (n.d.). Top 5 reasons for school leaders to engage in action research. Retrieved from http://www.aasa.org/content.aspx?id=12826 Guided Response: Respond to at least two peers. In your responses, consider asking questions of your peers about their responses to encourage further conversation. Responses will be most effective if they ask a question about your peer’s experiences and the benefits of your action research project. Your responses may offer additional resource for consideration that supports an alternative viewpoint and critical thinking skills. Again, though two responses is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you including the instructor to further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic., ASH EDU 675 Week 5 DQ 2 Data Analysis and Early Feedback NEW Check this A+ tutorial guideline at http://www.edu675assignment.com/edu-675-new/edu-675-week-5-dq-2-data-analysis-and-early-feedback-new For more classes visit http://www.edu675assignment.com Data Analysis and Early Feedback School leaders have found many benefits from the implementation of action research methodology to initiate the change process (Buczynski & Hansen, 2014; Mills, 2014). It has been stated that action research “has been and continues to be a process of practical and grounded inquiry that reflects in its origins the empowerment of teacher to identify and solve their own problems” (Stringer, 2007, p. 32). Further, Buczynski and Hansen (2014 p. 365) explain that action research provides a clear path to understanding change because it is a “powerful tool” that guides our decisions and practices. As you have now finished implementing your intervention/innovation directly, this discussion provides the opportunity to prepare your data analysis as is expected for the final project, and to share it in the discussion forum for the purpose of providing and receiving feedback from your peers. This collaboration and preparation will further inform your analysis and revisions in preparation for the final project in Week Six. Initial Post: Post your data analysis as an attachment following the format outlined below: • Data Collection Strategies: In one-to-two pages, describe the data obtained through the observations. Charts, diagrams, or other visual depictions of your data may be included. • Outcome Analysis: In one-to-two pages, present your conclusions of your data analysis. Explain the specific strategies that were successful, which strategies did not work as well as was anticipated? Additionally, explain how the strategies support the research questions. Guided Response: You are encouraged to respond as quickly as possible on or even before Day 3, as the information you provide and receive from others will help refine the analysis in Week Six. In responses to two of your peers, comment on the data analysis presented in the initial post. Ask questions for clarification from your peers to encourage continued conversation and provide feedback about their data analysis, themes, trends that will assist them in developing their final analysis and action plan. Again, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you including the instructor to further the conversation while giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic., ASH EDU 675 Week 6 DQ 1 Impact Reflection NEW Check this A+ tutorial guideline at http://www.edu675assignment.com/edu-675-new/edu-675-week-6-dq-1-impact-reflection-new For more classes visit http://www.edu675assignment.com Impact Reflection As you have learned throughout your program, action research is primarily about encouraging teachers and other leaders to be continuous and reflective learners in their specific practice. Action research is considered a work in progress. It is iterative. Action research has strong implications for various types of organizations and can be an incentive in improving student learning, specifically. As part of becoming a reflective practitioner, you will engage in the process of deep thought and deliberation of the ways that you can become problem solvers and change agents (Buczynski & Hansen, 2014). Initial Post: Prepare for your initial post by reflecting on all you have learned through this course. In your post, explain in at least one paragraph and using scholarly resources to support your assertions how the continuous improvement efforts through the use of action research can inform progress of a school/community/organization. Then, in at least two paragraphs, describe how the action research implemented in this study will generally improve student learning. Guided Response: Respond to at least two peers. In your responses, consider asking questions of your peers about their responses to encourage further conversation. In your replies, look through the lens of the lens of the teacher, administrator, or other personnel that was involved in your study. Consider what their perception or reaction may be in response to the action research study that was implemented. As has been the advice throughout this course, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you including the instructor to further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic., ASH EDU 675 Week 6 Final Project Action Research Formal Presentation of Findings NEW Check this A+ tutorial guideline at http://www.edu675assignment.com/edu-675-new/edu-675-week-6-final-project-action-research-formal-presentation-of-findings-new For more classes visit http://www.edu675assignment.com Action Research Formal Presentation of Findings This Final Project is designed to report what you have learned and to apply the information obtained from your action research in its entirety including the proposal, observations, data collection, analysis, sharing, and feedback acquired through collaboration with your peers. As a scholarly practitioner, you have had the opportunity to continue your exploration of action research principles and implement your intervention/innovation in the setting of your choice. To clarify, the planned action research intervention or innovation will occur in the approved setting while you are enrolled in EDU675. You will again submit the Informed Consent form during Week One of EDU675, verifying approval to conduct their AR intervention/innovation. The available settings for your research are limited depending on your personal situation: • Employed in a classroom setting: • Employed in a non-classroom setting: • Not employed: As you have learned, the rationale of this type of research is to discover evidence that examines perceived problems in a given setting. Recall, the purpose of action research is to improve practice or to implement change for the purpose of professional development. Mills (2014) states ". . . educational change that enhances the lives of children is a main goal of action research. But action research can also enhance the lives of professionals" (p.13). Furthermore, action research is the process of telling the story of your research journey. This final project is your opportunity to tell the story of your research experience in the Masters of Arts in Education (MAED) Program. Writing the Final Project Construct your final project to meet the content and written communication expectations below. Content Expectations • Introduction (1 point): Create a one-to-two paragraph introduction that provides a succinct overview of the scope and organization of the assignment. • Context (2 points): In one-to-two paragraphs, explain what the reader must know about the organization/school setting to enrich their understanding of the intervention/innovation. (e.g., details about the organization/school, staff, number and type of learners/employees, programs, ages, locale, and any other pertinent details regarding the specific content of the project). • Literature Review (3 points): In two-to-three pages, summarize the literature related to the problem using 4-5 scholarly resources including a brief historical overview and that expands the introduction and presents the current research published about the problem. • Area of Focus Statement (1 point): In one-to-two sentences, discuss the issues that were addressed, how they emerged, and the goal of your research. • Research Questions (1 point): State one-to-three questions addressed by the research in list format. • Intervention/Innovation Description (3 points): In one page, describe the intervention applied for your action research study including comments on the type of adjustments you may have had to make to the intervention. • Data Collection Strategies (2 points): In one-to-two pages, describe the data obtained through the observations using charts, diagrams, or other visual depictions of your data to supplement the description. • Outcome Analysis (2 points): In one-to-two pages, explain the conclusions of the data analysis addressing the specific strategies that were successful, which strategies did not work as well as was anticipated, and how the strategies support the research questions. • Learning Themes (2 points): In one-to-two pages, reflect on the research themes, including the unintended/unexpected outcomes, what worked well, what worked less well, and any process you would conduct differently. • Action Plan (3 points): In one-to-two pages, explain the anticipated steps that are necessary to continue with this change initiative and the leadership strategies needed to implement them action plan. • Conclusion (2 points): In two-to-three paragraphs, summarize the major outcome and analysis of the project including the gaps that were uncovered providing insight into the relationship between the topic of the literature review and your overall findings. Written Communication Expectations • Page Requirement (.5 points): 18-to-20 pages, not including title and references pages. • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment. • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. • Source Requirement (.5 points): References five scholarly sources in addition to the course textbook, providing compelling evidence to support ideas. All sources on the references page need to be used and cited correctly within the body of the assignment. Next Steps: Review and Submit the Assignment Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the

2017-03-22 • 12 Cards

edu 671 new,ash edu 671 new,ash edu 671 new complete course,ash edu 671 new entire course

ASH EDU 671 Entire Course NEW Check this A+ tutorial guideline at http://www.edu671assignment.com/edu-671-ash/edu-671-entire-course-new EDU 671 Week 1 Assignment Trends in Educational Action Research EDU 671 Week 1 DQ 1 Understanding Action Research EDU 671 Week 1 DQ 2 Early Action Research Ideas EDU 671 Week 2 Assignment Action Research Project EDU 671 Week 2 Assignment Literature Review Matrix EDU 671 Week 2 DQ 1 The Literature Review Debate EDU 671 Week 3 Assignment Action Research Plan EDU 671 Week 3 Assignment Leadership Conference Poster EDU 671 Week 3 DQ 1 Triangulation EDU 671 Week 3 DQ 2 Ethics in Research EDU 671 Week 4 Assignment Intervention Innovation Method EDU 671 Week 4 DQ 1 Data Analysis Practice EDU 671 Week 4 DQ 2 Your Intended Intervention/Innovation EDU 671 Week 5 Assignment Sample Action Research Report Evaluation EDU 671 Week 5 DQ 2 Writing Rituals and the Value of Writing About Action Research EDU 671 Week 6 Assignment Action Research Proposal EDU 671 Week 6 DQ 1 Action Planning for Education Change For more classes visit www.edu671assignment.com, ASH EDU 671 Week 1 Assignment Trends in Educational Action Research NEW Check this A+ tutorial guideline at http://www.edu671assignment.com/edu-671-ash/edu-671-week-1-assignment-trends-in-educational-action-research Instructions: For this assignment, you will create a document that includes both the Early Action Research Plan and criteria for your area of focus. The plan you share is the same one posted in the Early Action Research Ideas discussion from this week. Please be sure to consider the feedback you received from peers and your instructor and make necessary changes before including this plan in your assignment submission. For the criteria part of the assignment, consider what you read in "Themes in Education: Action Research" and “Current Trends in Education.” What topics did you see and read about that lead you toward clarifying a general idea and establishing an area of focus for research? Please refer to the “Research in Action Checklist Three – One” (Mills, 2014, p. 44) to establish criteria for your area of focus. Note that writing in the first-person voice during the criteria section of this assignment is acceptable. Content The assignment needs to include the following areas of content. For more classes visit www.edu671assignment.com, ASH EDU 671 Week 1 DQ 1 Understanding Action Research NEW Check this A+ tutorial guideline at http://www.edu671assignment.com/edu-671-ash/edu-671-week-1-dq-1-understanding-action-research Part One: According Eileen Ferrance (2000) in Themes in education: Action research, action research “involves people working to improve their skills, techniques, and strategies. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students” (p. 9). Considering this perspective as well as the information in Chapter 1 of Action Research: A Guide for the Teacher Researcher, what factors bring value to action research, differentiating it from traditional educational research? Include at least three factors that are beneficial or lend credibility. Part Two: Ferrance (2000) adds, “One of the drawbacks of individual research is that it may not be shared with others unless the teacher chooses to present findings at a faculty meeting, make a formal presentation at a conference, or submit written material to a listserv, journal, or newsletter” (p. 9). Considering that your Final project will be an action research proposal presentation, how will this lead you to improve your practice and make changes to instruction to positively impact students? Part Three: Visit the Ashford University Library. Locate a full-text article that addresses Part One, providing additional comparisons between action and traditional research, or find an article that discusses Part Two, sharing research findings. Share at least one point from your article that adds to what you learned from our assigned readings. Be sure to cite your article according to APA standards. For more classes visit www.edu671assignment.com, ASH EDU 671 Week 1 DQ 2 Early Action Research Ideas NEW Check this A+ tutorial guideline at http://www.edu671assignment.com/edu-671-ash/edu-671-week-1-dq-2-early-action-research-ideas Familiarize yourself with the nine steps that Mills (2014) presents in Chapter 3, pp. 69-70, in order to complete the first three steps of your Final Project, Action Research Plan. Follow the directions below as they differ from the steps on page 69. As well, review Mills (2014) Informed Consent and Protection from Harm in Chapter 2, pp. 32-36, in order to discuss the need for completion of informed consent as it relates to your action research proposal. At this point, you are presenting early ideas that are not concrete, as you have not conducted a review of literature yet. Therefore, your responses should be in outline form only. (You will make these three steps more concrete and formal in structure in Week Three). For now, you will briefly explain the problem or situation. 1. Current Work Setting o Describe your current professional setting, if applicable, whether you are working in a school setting, other educational setting, or organization not related to education. 2. Potential Population Effected o Keeping the focus relatively small, describe whether the potential population of interest includes a group of students and what their grade or age level includes. If you currently work with adults in a non-educational setting, include who in your workplace is impacted. If you are currently unemployed, include who may benefit from a potential change or intervention (i.e. your child, a related child, an adult in the family, etc.). Avoid the use of specific names, rather describe the group or individuals who would be influenced or involved in the action research project. o Based on what you learned by reading the selection in Mills, discuss the importance of and need to communicate and acquire informed consent. When contemplating where your study may occur and who it may involve, who (person’s professional role) do you anticipate will need to sign an informed consent form for your study? If no signatures are needed, clearly state why not. 3. Area of Focus o Identify your early idea of what the purpose of your study may be. 4. Explanation of Problem o Statement of problem or si For more classes visit www.edu671assignment.com, ASH EDU 671 Week 2 Assignment Literature Review Matrix NEW Check this A+ tutorial guideline at http://www.edu671assignment.com/edu-671-ash/edu-671-week-2-assignment-literature-review-matrix Instructions: You will conduct a web search on your area of focus using Google, Bing, Yahoo, or any other major search engine. Be sure to take the time to inform yourself on sound research sources including use of peer reviews as listed in the recommended and required resources for the week. To get you started, view What is a Scholarly Journal Article?. Next, you will analyze the first five results that appear from your search in a table format using Microsoft Word. Then, using the same keywords you used to search the Web, you will conduct a search in the Ashford University Library using one of the academic databases (ERIC, ProQuest, EBSCOhost, and so forth) and create a table using Microsoft Word. Finally, you will select two sources from either table that you feel are the best overall based on currency, credibility, authority, and academic integrity and construct a summary. For each article in your tables, use the following format: APA Citation Source Type (e.g., journal article, magazine article, book, and so forth) Annotation (e.g., two to three sentences summarizing the contents of the source) Content The assignment needs to include the following areas of content. • Web Search (2 points): Construct a table that includes an APA citation, source type, and a two- to three-sentence annotation for five scholarly sources gathered from an open Web search. • Library Search (2 points): Construct a table that inclides an APA citation, source type, and a two- to three-sentence annotation for five scholarly sources gathered from a library search. • Summary – Source Selection (1 point): State the two sources you have selected and in one paragraph evaluate what factors influenced your decision to select these articles over the others from your search results. • Summary – Learning (5 points): In a paragraph, explain what you learned through this process of selecting articles and what was most informative for you about this experience. • Summary – Adaptations (.5 points): In a paragraph, explain the adaptations you will make in your search and evaluation process as a result of what you located during this assignment. • Summary – Application (.5 points): In a paragraph, explain how you will use the information you found to help inform your ideas about your action research proposal. Written Communication The assignment needs to adhere to the following areas for written communication. • Page Requirement (.5 points): Your assignment must be three to four pages, not including title and references pages. • APA Formatting (.5 points): Use APA formatting consistently throughout. • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Your written work should contain no errors and be very easy to understand. Review and Submit the Assignment Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment to the course room for evaluation no later than day 7 of the week. Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment. For more classes visit www.edu671assignment.com, ASH EDU 671 Week 2 DQ 1 The Literature Review Debate NEW Check this A+ tutorial guideline at http://www.edu671assignment.com/edu-671-ash/edu-671-week-2-dq-1-the-literature-review-debate In Chapter 3 of Action Research: A Guide for the Teacher Researcher, the debate over the role of the literature process is discussed. Mills (2014) remarks, Some researchers have argued that reviewing the literature curtails inductive analysis—using induction to determine the direction of the research—and should be avoided at the early stages of the research process. Others suggest that the review of related literature is important early in the action research process because it helps action researchers identify underlying assumptions behind their research questions and helps the researcher refine research questions and embed them in guiding hypotheses that provide possible direction to follow (p.74). At this early stage of action research as you prepare to search for credible sources of information to help you build an action research proposal, discuss which viewpoint on these two perspectives you lean toward and why. How do you intend to use what you learned concerning best practices for research from the chapter and the web-based resources to help you search effectively and efficiently? Guided Response: When reading your peers’ responses to the question, identify a peer who has responded with a perspective that is different from your own. Now, instead of countering their analysis, attempt to support it. Then, find someone who agrees with your point of view and challenge his/her perspective. *It is expected you follow up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking. For more classes visit www.edu671assignment.com, ASH EDU 671 Week 3 Assignment Action Research Plan NEW Check this A+ tutorial guideline at http://www.edu671assignment.com/edu-671-ash/edu-671-week-3-assignment-action-research-plan Instructions: You will construct the draft of your action research plan using the headings provided in the Content section below. Remember to write clearly and succinctly using active and not passive language and to write in a professional tone. Content The assignment needs to include the following areas of content. • Area of Focus Statement (1 point): In two to three sentences, describe the purpose of your study. Begin by writing a statement that starts with, “The purpose of this study is to…” • Problem - Interest (.5 points): In half of a page, describe the observations that led to your interest in this action research project (e.g. student interactions, review of data, etc.). • Problem – Background (1 point): In one page, explain the background or history of the situation in your classroom/school context or work place. • Problem – Prior Interventions (1 point): In half of a page, explain what you have tried or what others have tried in relation to the problem and what has worked or not worked. • Participant Description (1 point): In no more than one page, describe each participant selected for this study. • Participant Justification (1 point): In no more than one page, justify why you are working with these participants in this study. For more classes visit www.edu671assignment.com, ASH EDU 671 Week 3 Assignment Leadership Conference Poster NEW Check this A+ tutorial guideline at http://www.edu671assignment.com/edu-671-ash/edu-671-week-3-assignment-leadership-conference-poster EDU 671 Week 3 Assignment Leadership Conference Poster. For more classes visit www.edu671assignment.com, ASH EDU 671 Week 3 DQ 1 Triangulation NEW Check this A+ tutorial guideline at http://www.edu671assignment.com/edu-671-ash/edu-671-week-3-dq-1-triangulation In Chapter 4 of Action Research: A Guide for the Teacher Researcher, Mills (2014) shares that “ the strength of educational research lies in its triangulation, collecting information in many ways rather than relying solely on one” (p. 104). Complete the Data collection worksheet to include the following: 1. Area of focus statement 2. Brief description of proposed intervention 3. Table The following table provides a completed sample of: 1. Up to three research questions (you will have between one and three questions for your study). 2. An appropriately aligned data collection tool. 3. An explanation as to how the tool will help you answer your research question. Will the incorporation of project-based learning improve students’ state assessment scores as it relates to the Common Core State Standards in comprehending non-fiction text? Will the inclusion of project-based learning improve student application of comprehending non-fiction text at a high depth of knowledge level? How does project-based learning integrate clear expectations and essential criteria and remain successful? For more classes visit www.edu671assignment.com, ASH EDU 671 Week 3 DQ 2 Ethics in Research NEW Check this A+ tutorial guideline at http://www.edu671assignment.com/edu-671-ash/edu-671-week-3-dq-2-ethics-in-research Briefly describe the population from which data will be collected from during future implementation of the action research study. View the Belmont Report, Ethical Principles and Guidelines for the Protection of Human Subjects of Research. Then watch the following videos*: *WARNING: The following videos contain strong or potentially offensive language. a. Obedience to Authority_Stanley Milgram Experiment b. Feature Film – The Stanford Prison Experiment (Documentary) c. Apology to survivors of the Tuskegee syphilis experiment According to Mills (2014), “all research studies involve ethical considerations. Therefore, all researchers must be aware of and attend to the ethical considerations related to their studies” (p. 27). Therefore, identify the potential ethical concerns associated with the topic you selected in Week One in collecting the type of data you plan to collect from this particular population. How will you address those ethical concerns when designing your action research project around this topic? Be sure to keep in mind the big three ethical principles: respect for persons, beneficence, and justice, as well as informed consent, assessment of risk, and selection of subjects as discussed in the Belmont Report and to refer to them in your response. Having no ethical considerations is not an option. Guided Response: Take on the role of fellow teacher, building or district/regional administrator, parent, IRB, or other role. Respond to at least two of your classmates, and imagine you are listening to your co-worker explain via their initial post the ethical issues they need to be aware of and/or address when framing their action research study. What insight can you provide based on what you learned from your study of ethical rules and procedures in research involving human subjects? What did they miss? How might they handle a potentially sticky ethical concern? *It is expected you follow up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking. For more classes visit www.edu671assignment.com, ASH EDU 671 Week 4 Assignment Intervention Innovation MethodNEW Check this A+ tutorial guideline at http://www.edu671assignment.com/edu-671-ash/edu-671-week-4-assignment-intervention-innovation-method Instructions: For this assignment, you will write a method paper than contains the items listed in the content below. Content The assignment needs to include the following areas of content. • Intervention - Overview (.5 points): In no more than one page, explain your proposed intervention. • Intervention – Literature Review (1 point): In no more than one page, discuss your literature review and how it informs your proposed intervention. • Intervention – Benefits (.5 points): In no more than one page, explain why you think your population will benefit from the intervention. Ensure your explanation draws on the literature you are using to support this choice of intervention. • Intervention Plan (2 points): In one- to two-pages, describe in chronological order how you will implement your intervention and provide a hypothetical yet practical timeframe for these steps. • Ethics – Philosophy (.5 points): In one- to two-paragraphs, explain how this intervention fits within your philosophy of teaching. You may have written a philosophy in EDU623 or another prior course. • Ethics – Social Principles (.5 points): In one- to two-paragraphs, explain how this intervention relates to your social principles as an educator. • Ethics – Harm (1 point): In one- to two-paragraphs, explain how the literature you reviewed leads you to believe what you are doing is an appropriate intervention. • Ethics – Protection (.5 points): In one- to two-paragraphs, explain your planned measures to ensure you are protecting the study participants and doing no harm. • Ethics – Bias (.5 points): In one- to two-paragraphs, explain your planned measures to ensure the study yields unbiased results. • Data Collection Procedures (1 point): In one page, revise your triangulation matrix from the Week Three Triangulation discussion adding a column that includes how and when you will collect your data. This timeline will be hypothetical and approximate. The Data Collection Procedures section can follow this example: For more classes visit www.edu671assignment.com, ASH EDU 671 Week 4 DQ 1 Data Analysis Practice NEW Check this A+ tutorial guideline at http://www.edu671assignment.com/edu-671-ash/edu-671-week-4-dq-1-data-analysis-practice Mills (2014) shares in Chapter 6, “the interpretation of qualitative data is the researcher’s attempt to find meaning, to answer the ‘So what?’ in terms of the implications of the study’s findings” (p. 133). He adds that data analysis and interpretation is “. . . a process of digesting the contents of your qualitative data and finding related threads in it” (133). Analyze the middle school scenario, Flipped Math Class. Explain your process for coding and categorizing the qualitative data. What patterns and/or themes did you discover? Answer the “So What” for your team of teacher-researchers based on your findings. What steps does your team need to take to address these issues before implementing the innovation of a flipped classroom? Pages 138-139 in Action Research: A Guide for the Teacher Researcher provide an example of coding from a transcript. Guided Response: Consider the analysis and interpretation of at least two of your classmates. Did you find similar themes or patterns? Examine their interpretation of the data. Did they discover something you didn’t? Is there something you think is lacking in their interpretation? Provide specific feedback by asking a probing question and/or providing your interpretation of their analysis and next steps. *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking. For more classes visit www.edu671assignment.com, ASH EDU 671 Week 4 DQ 2 Your Intended Intervention/Innovation NEW Check this A+ tutorial guideline at http://www.edu671assignment.com/edu-671-ash/edu-671-week-4-dq-2-your-intended-intervention-innovation Consider first, the written assignment for this week. Following the same outline, but with less detail at this point, share your intervention plan with the class including: a. Your research question(s) o What do you want to answer in the study? b. A brief overview of your intervention and how students will benefit o This reinforces your identified problem. c. How you propose to implement it o How much time will it take and in what sequence? d. The ethical considerations you will address o “None” is not an option. There are always ethical considerations, some smaller/larger than others. e. How you plan on collecting data o Both quantitative and qualitative? Guided Response: Read and respond to at least two classmates and provide specific, constructive feedback that may help guide them in their process and present their formal assignment with clarity, accuracy, and depth. What questions are you left with as you read their plan? What suggestions can you make to perhaps, give a different perspective? *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking. For more classes visit www.edu671assignment.com, ASH EDU 671 Week 5 Assignment Sample Action Research Report Evaluation NEW Check this A+ tutorial guideline at http://www.edu671assignment.com/edu-671-ash/edu-671-week-5-assignment-sample-action-research-report-evaluation The purpose of this assignment is for you to review a FINISHED action research report showing the entire planning process and allowing you to put together visibly, what a finished action research proposal consists of including the planning stage you are responsible for in this course as well as the results portion of the report for which you will be responsible for in EDU675 (MAED students). Having this exposure to a finished report should help you make connections with what you’ve been planning as well as what you will be actually implementing through your proposed intervention/innovation once you begin EDU675. According to Mills (2014), “To evaluate a research study competently, you must have knowledge of each component of the research process” (p. 215). For this assignment, you will consider all that you have learned and practiced up to this point in our course and apply criteria for evaluating action research to the following: Sample Action Research Report 1: Effect of Technology in Enthusiasm for Learning Science. Finally, you will include a self-reflection. Note that it is acceptable to write in the first-person voice in the reflection. Content The assignment needs to include the following areas of content. • Area of Focus (1 point): Describe the area of focus and whether it involves teaching and learning. Include support from the literature where appropriate. • Research Questions (0.5 points): List the research questions and discuss whether the researcher states questions that were answerable given the researcher’s expertise, time, and resources. • Locus of Control (1 point): Discuss the locus of control and whether the area of focus was within the researcher’s locus of control. • Data Collection (1 point): Describe the data collection techniques and whether the researcher used appropriate data collection techniques to answer the study’s research questions (e.g., qualitative and/or quantitative). Include support from the literature in your description. • Ethics (1 point): Describe the ethical challenges the researcher faced and how they were resolved. • Reflective Stance (1.5 point): Explain the ways the action research effort contributed to the researcher’s reflective stance on the ways teaching and learning are viewed. • Action (0.5 points): Describe the actions that resulted from the study. • Action-Data Connection (1.5 points): Describe how the proposed action connects to the study’s data analysis and interpretation. • Reflection - Learning (0.5 points): Describe what you learned from this study and the process of evaluating it, considering what insight this researcher gave you indirectly regarding the process of action research. • Reflection – Application (0.5 points): Describe what you have taken away from this experience for use in your Final Project in this course. Written Communication The assignment needs to adhere to the following areas for written communication. • Page Requirement (0.25 points): The assignment must be three to five pages, not including title and references pages. • APA Formatting (0.25 points): Use APA formatting consistently throughout. For more classes visit www.edu671assignment.com, ASH EDU 671 Week 5 DQ 2 Writing Rituals and the Value of Writing About Action Research NEW Check this A+ tutorial guideline at http://www.edu671assignment.com/edu-671-ash/edu-671-week-5-dq-2-writing-rituals-and-the-value-of-writing-about-action-research Consider the image/quote below. For more classes visit www.edu671assignment.com

2017-03-22 • 17 Cards

edu 644,ash edu 644,ash edu 644 entire course,ash edu 644entire class

ASH EDU 644 Entire Course Check this A+ tutorial guideline at http://www.edu644entirecourse.com/edu-644-new/edu-644-entire-course For more classes visit http://www.edu644entirecourse.com, ASH EDU 644 Week 1 DQ 1 What It Means to Be At - Risk and Why It Matters Check this A+ tutorial guideline at http://www.edu644entirecourse.com/edu-644-new/edu-644-week-1-dq-1-what-it-means-to-be-at--risk-and-why-it-matters For more classes visit http://www.edu644entirecourse.com It is likely that you have at least heard the term at-risk used in a variety of contexts, but you may not know exactly what is meant by this commonly used term. When working in a community or educational environment, one must be aware of the scope of at-risk groups so as to implement or guide them toward appropriate and effective supports or services. In this discussion, you will analyze a variety of descriptions of at-risk groups and behaviors associated with them for the purpose of acquiring your own working definition. You will include this definition in your website that is created throughout the course and finalized during the Week Six Final Project and make adjustments to your working definition during Week Six when you reflect upon how your definition has expanded. Prepare for this discussion by reading the Week One Instructor Guidance and reviewing the following resources that provide descriptions of at-risk groups and the behaviors associated with them: U.S. Department of Health & Human Services: At-Risk Individuals • A website defining at-risk individuals. U.S Department of Health & Human Services: Factors That Contribute to Child Abuse and Neglect • A website about child abuse and neglect. American Academy of Child and Adolescent Psychiatry • An article describing violent behavior in children and adolescents. Teachnology • A website defining the concept of being at-risk. National Center for School Engagement • A website offering descriptions for youth at risk. Initial Post: Considering the descriptions in the websites provided above, create an initial post that addresses the following: a. Discuss which of the websites most effectively described the term at-risk as it relates to establishing and enhancing your understanding of the phrase. b. Write a working definition of the term at-risk in your own words. Review the Week One Instructor Guidance for what constitutes a working definition. c. Explain what the personal value is in having knowledge of groups at risk in relation to your current or anticipated future work with children and/or families. Guided Response: Respond to at least two peers. In your responses, discuss how your peers’ selections of effective website descriptions compare to your own and offer feedback on their definition of “at-risk” giving specific suggestions that will enhance their definition. Additionally, consider your peers’ explanations of the value of having awareness of groups at risk and discuss how their ideas for this value differ from your own. Asking questions of peers that clarify points from their initial posts is also encouraged. Though two replies is the basic expectation for this discussion, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Remember that for all discussions in this course, continuing to engage with peers and the instructor beyond the minimum requirements will further the conversation and provide opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with the discussion topics., ASH EDU 644 Week 1 DQ 2 Evaluating the Impact of Poverty A Review of Quality Online Resources Check this A+ tutorial guideline at http://www.edu644entirecourse.com/edu-644-new/edu-644-week-1-dq-2-evaluating-the-impact-of-poverty-a-review-of-quality-online-resources For more classes visit http://www.edu644entirecourse.com Post Due by Day 3.An important part of assisting at-risk children and families is having knowledge of the resources and programs available as sources of support. As such, a significant part of your course work in EDU644 involves discovering, analyzing, and creating resources! In your analysis of various descriptions of at-risk this week in Discussion 1, you discovered that those living in poverty are at-risk, with significant factors impacting their well-being and ability to thrive. In this discussion, you will examine online resources with information and supports for individuals and groups in poverty. Using what you discover, start developing your ideas for the website you will begin to create in Week Two.. Therefore, during your investigation, it is important that you take note of how the websites are organized and the way content is presented. Considering what makes a resource effective will help you design comparable organization and content structures in your own website. To prepare for this discussion, examine the Poverty USA website. Additionally, review the Week One Instructor Guidance, making sure to review the intellectual elaboration and the section dedicated to guidance for the assessments. Initial Post: Create an initial post addressing the following: a. Summarize what you learned from the Poverty USA website and how this knowledge will be useful to you in your current or future professional practice. b. Summarize the statistical data from the Poverty USA website that explains the impact poverty has on children and families and include at least one example of a program, policy, or resource that provides support. Be sure to explain how the example provides support and cite where the information is located on the Poverty USA website. c. Describe the organizational and content features of the Poverty USA website that were particularly helpful, innovative, interactive, or that otherwise caught your attention and that you might emulate when creating your own website in this course. d. Using your preferred search engine, locate at least one additional website focused on groups in poverty and cite the website in your initial post. Include a two-to-three sentence description of the type of information included in the website. e. Describe the organizational and content features of the website you located that were particularly helpful, innovative, interactive, or that otherwise appealed to you and that you might emulate when creating your own website in this course. Guided Response: Respond to a minimum of two peers. In your responses, compare your peers’ summaries of the Poverty USA website to your own and discuss how your summaries differed and what may account for those differences. Review the additional resource your peers’ provide and consider their description. What else might effectively describe the type of information in the resource? Finally, discuss the resources reviewed and the organizational and content features your peers’ said they might emulate, considering whether you might also emulate those design features in your website. Though two replies is the basic expectation, for deeper engagement and learning you are encouraged to respond to any comments or questions others have provided to you., ASH EDU 644 Week 2 Assignment Supporting Families At Risk - Website Construction Check this A+ tutorial guideline at http://www.edu644entirecourse.com/edu-644-new/edu-644-week-2-assignment-supporting-families-at-risk-website-construction For more classes visit http://www.edu644entirecourse.com This assignment provides you the opportunity to begin early construction of your website by building a foundation from which to continue development during the remaining weeks of this course and finalize in the Week Six Final Project. To prepare for this assignment, review the website creation options listed in the Recommended Resources for Week Two and the Week Two Instructor Guidance. Next, begin creation of your website using the content and written communication instructions below. Note that for the two topics learned thus far; poverty and child protection, only pages with placeholders are created. Summarized information and artifacts pertaining to these topics will only be evaluated in the Week Six Final Project. However, at any point during the course, you may consult the Final Project requirements and add things at your own pace. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, please contact the instructor using the Ask Your Instructor discussion. In a single-page Word document, include a link to your website and the title of your website. Also include your definition of at risk. Submit your assignment to the course for evaluation. Content Instructions • Website Title – Homepage (1 point): A descriptive title for the website located on the homepage of the website. • Definition of At Risk - Homepage (2 points): Your working definition of the term “at-risk” located on the homepage of the website crafted during Week One. • Poverty Page (1 point): Create a page including section headings for an Overview of Poverty, Support, and Resources. Be sure to link the page to the homepage. • Child Protection Services & Child Maltreatment Page (1 point): Create a page including section headings for an Overview of Child Protection Services and Maltreatment, Support, and Resources. Be sure to link the page to the homepage. • Homelessness Page (1 point): Create a page including section headings for an Overview of Homelessness, Support, and Resources. Be sure to link this page to the homepage. • Students at Risk Page (1 point): Create a page including the following section headings; Professional Presentation and Professional Application. Be sure to link this page from the homepage. Written Communication Instructions • Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand. Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment., ASH EDU 644 Week 2 DQ 1 Child Protection Agencies Infographics Check this A+ tutorial guideline at http://www.edu644entirecourse.com/edu-644-new/edu-644-week-2-dq-1-child-protection-agencies-infographics For more classes visit http://www.edu644entirecourse.com In this discussion, the focus is on examining agencies responsible for child protection. You will sharpen your technology skills by creating an infographic about a specific agency. Infographics are a way to visualize data and information using text and graphics and can be powerful instructional tools, as noted in the Teaching With Infographics presentation and further explained in the Week Two Instructor Guidance. Prepare for this discussion by reading Rubin (2012) Chapter 1, the Principles and Philosophy resource, and the Week Two Instructor Guidance. Then, using the software of your choosing, be sure to attach or link to your infographic in your initial post. Your infographic will be included in the Week Six Final Project. Initial Post: Create an infographic using the software of your choice that includes the following: a. An engaging title for the infographic. b. A summary of a specific child protection agency’s vision, mission, guiding principles, or philosophies. c. A summary of how the agency’s philosophies, principles, and key policies support or align with the philosophical tenets promoted by the Adoption and Safe Families Act (ASFA) 1997. d. At least one image in the infographic. e. A references section that cites all information summarized in the infographic, including the child protection agency you researched and at least one other local, state, national, for-profit or non-profit organization. Guided Response: Respond to a minimum of two peers. In your responses, discuss the design of the infographic (e.g., colors, layout, graphics) and the quality of the information shared. Make recommendations to peers about how they might enhance their infographic, drawing on the principles discussed in the Teaching With Infographics presentation for design of infographics, and about the content summarized. Though two replies is the minimum expectation for this discussion, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have provided to you to further the conversation. Remember, this continued engagement also provides you with opportunities to demonstrate your content expertise, critical thinking, and any real world experiences you may have with the topic of child protection agencies., ASH EDU 644 Week 2 DQ 2 Role-Play! Which Programs Will We Keep Check this A+ tutorial guideline at http://www.edu644entirecourse.com/edu-644-new/edu-644-week-2-dq-2-role-play-which-programs-will-we-keep For more classes visit http://www.edu644entirecourse.com In this discussion, you will continue examining child protection services by evaluating the effectiveness of child protection resources from organizations that provide information and support for at-risk families. Specifically, we assess the outcomes of parenting programs for at-risk families using role-play. To prepare for this discussion, review any of the various chapters from Rubin (2012) listed in the Recommended Resources for Week Two, as well as the Week Two Instructor Guidance. When responding to this discussion, depending on the first letter of your last name, you will select either the California Department of Health Care Services website or the Los Angeles County Department of Child and Family Services website and speak from a specific role about whether to keep or terminate a specific program that supports at-risk children and families. • If your last name begins with A-M, speak from the role of a Los Angeles County Department of Child and Family Services official who wants to maintain an existing parenting program that supports at-risk children and families. • If your last name begins with N-Z, speak from the role of a State of California Director of Health Services who wants to eliminate a specific parenting program that supports at-risk children and families to reduce costs for the state. Initial Post: Speaking from the role you are assigned, write an initial post about whether to keep or eliminate a specific program that supports at-risk children and families. Use the two websites listed above, the recommended Rubin (2012) readings for Week Two, and at least one additional scholarly source to provide support for your argument. Be sure to state which role you are assuming in this role-play activity and the specific program you are discussing at the beginning of your initial post. Next, write your argument as a formal letter to the citizens of your assigned locality (i.e., either LA County or the State of California). Your letter should be written succinctly (i.e., it should not be lengthy) and persuasively and include a specific call to action (i.e., to either keep or eliminate a specific program). Guided Response: Respond to a minimum of two peers. In each response, assume the role of a press agent for a local newspaper and interview your peer. You can do so by asking questions about the ramifications of keeping or terminating the program. This will elicit further critical thought from peers about their arguments. Though personal opinions may be expressed in the replies, it is expected that you will write an objective response that is designed, again, to promote further critical thinking by peers about their arguments. Please keep personal opinions about the programs discussed to a minimum and focus on evidence-based responses. As with other discussions, though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have provided for you to further the conversation and demonstrate critical thinking on this topic., ASH EDU 644 Week 3 Assignment Child Maltreatment Policies Brochure Check this A+ tutorial guideline at http://www.edu644entirecourse.com/edu-644-new/edu-644-week-3-assignment-child-maltreatment-policies-brochure For more classes visit http://www.edu644entirecourse.com This assignment focuses on analyzing policies about child maltreatment in the United States where, as noted in the Week Three Instructor Guidance and the Rubin (2012) recommended readings for Week Three, it is a growing national issue. This assignment is another opportunity to further apply 21st century technology skills as you create an informational brochure meant to inform the public in a variety of potential environments about child maltreatment in the United States and in a specific state of your choosing. Your finished brochure will be included in your website as part of the Week Six Final Project. Beyond reading the Week Three Instructor Guidance and the recommended chapters from Rubin (2012), review the State of California (2014) website resources for services related to children’s and youth health, the CDCP (2014) website about preventing child maltreatment, the Child Help (2014) website programs page, and the CAPA (2014) webpage about their programs and services to learn about child maltreatment and policies related thereto. Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Three Instructor Guidance and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion. Additionally, add the flyer as a link or attachment to the page on your website titled Child Protection Services & Child Maltreatment. Content Instructions Using a digital software program such as Microsoft Publisher or Lucidpress.com, create a single-page, 3-panel, front-to back brochure that informs the public about the realities of child maltreatment in the United States and a specific state of your choosing. The brochure should be designed to appeal to audiences in a variety of settings, such as offices of school counselors or nurses, community centers and outreach facilities, public health facilities, and social services departments. Use the “Save As” option to save your brochure as a PDF. Submit the PDF version as your assignment for evaluation and include the attachment or link if constructed from an online source such as Lucidpress to your website. • Title (1 point): Include an engaging title for the brochure. • Maltreatment Information (2 points): Include a description of what constitutes child maltreatment, abuse, or neglect; tips for prevention, tips for parents or caregivers, and reporting abuse. Include at least two supporting resources cited in-text and in a References section. • Statistical Data (1 point): Include at least three items of statistical data, audience-appropriate graphics, and two-to-three points about child maltreatment in the United States and your selected state. Include at least two supporting resources cited in-text and in a References section. • Policy or Program Resource (3 points): Describe at least two policies, programs, models, or other source of support for parents, caregivers, schools, or others. Include at least two supporting resources cited in-text and in a References section. • References: (1 point): Include a references section with at least four scholarly sources in addition to the Rubin (2012) textbook for any summarized, paraphrased, or quoted material in your brochure, including images and graphics. All sources in the references section should be used and cited correctly within the body of the assignment. • Formatting (1 points): Brochure is a PDF, 8.5x11 inches in size, single-page, 3-panel, front-to-back design that uses graphics, and has a consistent theme/format to augment the readability of the brochure. Written Communication Instructions • Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand., ASH EDU 644 Week 3 DQ 1 Website Sharing and Feedback Check this A+ tutorial guideline at http://www.edu644entirecourse.com/edu-644-new/edu-644-week-3-dq-1-website-sharing-and-feedback For more classes visit http://www.edu644entirecourse.com EDU 644 Week 3 DQ 1 Website Sharing and Feedback This discussion provides an opportunity for you to participate in reciprocal feedback regarding the website created in the Week Two Assignment. The feedback you give and receive will support enhancements to your website as you continue to develop it throughout the course leading up to the final evaluation in Week Six. Review the Week Three Instructor Guidance for further details about participating in this discussion. Initial Post: Create an initial post that includes a link to your website created for the Week Two Assignment and that addresses the following: a. Discuss your experience creating the website. Note any challenges you experienced and how you overcame them. b. Share something that you learned while constructing your own website and discuss what you have enjoyed or disliked most about the process of creating the website thus far. c. Reflecting on what your finished website will look like, describe your vision for the website’s design and content and how you can potentially use this as a personal resource or in your current or anticipated professional practice. Guided Response: Respond to a minimum of two peers. Make an effort to respond to two peers that you didn’t engage with in the previous discussions. In responses, provide feedback to your peers about their website’s design and their working definition of at-risk. Additionally, provide constructive recommendations for how your peers can enhance their websites and definitions to meet the expectations for the final submission in Week Six. Though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you., ASH EDU 644 Week 3 DQ 2 Tale of Two Cities and Homelessness Check this A+ tutorial guideline at http://www.edu644entirecourse.com/edu-644-new/edu-644-week-3-dq-2-tale-of-two-cities-and-homelessness For more classes visit http://www.edu644entirecourse.com EDU 644 Week 3 DQ 2 Tale of Two Cities and Homelessness This discussion is an opportunity to compare and contrast policies and resources that support homeless children and families from two different cities, New York and Chicago. The information you analyze will either support a recommendation you make to either city or an idea for potential application of supports elsewhere. Additionally, the graphic will be included as part of your Week Six Final Project Prepare for this discussion by reviewing the required resources listed below for each city and by reviewing the Week Three Instructor Guidance. • Chicago Resources: Review the All Chicago website, the Chicago Coalition for the Homelesswebsite, and the newspaper articles from Hirst (2013) and Steinberg (2012) about homelessness in Chicago. • New York Resources: Review the Covenant House website, the Safe Horizon (2014) homeless youth facts page, and the Saulny (2012) newspaper article about homeless youth in New York. Initial Post: Review the resources provided above. Create an initial post that includes the two parts described below. Visual: Use a visual graphic of your choice such as a Venn diagram or chart using PowerPoint, SmartArt features in Microsoft Word, or Thinking maps® to compare and contrast the following five factors pertaining to homelessness: a. Statistical data about the prevalence of youth homelessness in New York and Chicago. b. Statistical data regarding populations of homeless, including youth. c. Types/levels of supports available including, but not limited to, shelters, community and school-based supports, etc. d. The policies supporting homelessness in each state. e. At least one other interesting statistic or learned information of your choice about homelessness. Description: Along with the attachment of your graphic, describe in one to two paragraphs the information about homelessness in New York and Chicago that interested or surprised you. Discuss how the information enhanced what you already knew about homelessness. Additionally, describe your viewpoint about the programs, policies, supports, or resources explored in terms of their overall effectiveness or potential for effectiveness. Finally, either suggest one recommendation for the cities of New York and Chicago about how they can serve groups and individuals, including homeless youth, or discuss how one policy or resource you discovered could potentially benefit another city such as one you reside in or that is familiar to you. Guided Response: Respond to a minimum of two peers. In your responses, discuss how the information in your peer’s visual comparison varies from your own. Did your conclusions about the policies in these states vary? If yes, discuss what might account for those variations. Respond to those areas your peers found surprising as well as their recommendation for improvement. You are encouraged to ask a question for clarification or to stimulate further thinking about their idea. Though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you to further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with the topic of homelessness., ASH EDU 644 Week 4 Assignment School-Based Efforts A Plan to Support At-Risk Youth Check this A+ tutorial guideline at http://www.edu644entirecourse.com/edu-644-new/edu-644-week-4-assignment-school-based-efforts-a-plan-to-support-at-risk-youth For more classes visit http://www.edu644entirecourse.com EDU 644 Week 4 Assignment School-Based Efforts A Plan to Support At-Risk Youth This assignment is an opportunity for you to apply what you learned from this week’s discussions in a relevant way based on your own preferred area of focus. In this assignment, you will look through the lens of a particular professional role that you either have related experience in or intend to take in an anticipated professional practice. The roles to select from relate to one or more professions that are integral to assisting children and families at risk. Assuming the role of the professional you have identified, your task in this assignment is to prepare a professional presentation for a diverse group of professionals, such as school principals or district administrators, social service providers or community outreach providers, medical professionals, and other related service providers. Using the information gleaned from the two discussions this week and the National Center for School Engagement website, as well as the three articles listed under Required Resources as supporting research, you will prepare a professional presentation with the purpose of informing participants of facts pertaining to youth at risk as it relates to student academic success. Additionally, your goal is to not only bring awareness to the forefront regarding truancy, parental involvement, special education and more, but to show the relationship each group of professionals has to the subject of academic success for students at risk—the role they play in contributing to that success. Moreover, the presentation offers an opportunity for the various professionals to collaborate in an effort to problem-solve or devise potential solutions to any of the specific areas identified as being problematic. Your presentation will be included in the Week Six Final Project and should include enhancements based on the feedback gained from its evaluation during Week Four. Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Four Instructor Guidance page and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion. Additionally, this assignment will be added to your website. Content Instructions Use the presentation software of your choice or consider one of the recommendations in the Recommended Resources for Week Four. Submit your presentation for evaluation to the Week Four Assignment location and upload it as an attachment or link to your Students at Risk page in your website. • Introduction (1 points): Create an introduction that states the role you have assumed, the audience your presentation is for, and the purpose of the presentation. • Youth At Risk (3 points): Present at least eight indicators (examples) of youth at risk, such as those shared by SchoolEngagement.org,LDonline.org, those listed as Recommended Resources, or others discussed during Weeks One thru Four of this course, citing the National Center for School Engagement website and at least one additional scholarly source. Students with learning disabilities must be included as one of the eight indicators. • Effects and Implications (2 point): Present seven-to-eight behaviors associated with being at-risk and three potential short- and long-term implications of these behaviors on a student’s ability to achieve academic success. Cite the National Center for School Engagement website and at least one additional scholarly source. • Solutions - Create a Framework (2 points): Present three points related to the school’s role in establishing youth development philosophies, such as approaches for creating a positive school climate that encouraging positive relationships between adults and youth and professional to professional. Cite the National Center for School Engagement website and at least one additional scholarly source. • Solutions: Integrating a Framework (2 points): Present what schools can do specifically to integrate the framework with staff, community, and parental support/involvement. Include a successful program, model, strategy, or approach to serve as an example of a potential solution. Cite theNational Center for School Engagement website, the source of your example, and at least one additional scholarly source. • Participant Activity (2 points): Construct an engaging activity that encourages the audience for the presentation to provide feedback regarding their own respective, potential role in supporting a school’s efforts to create and integrate a framework for students at risk, that encourages ideas for potential solutions, and states how participants will interact, collaborate, and share ideas to all in attendance. • Slide Design (1 points): Seven-to-ten slides that use relevant graphics, sound, and/or animation that assist in presenting the overall main point. Slides have a consistent theme, format, and font that augment the readability of the presentation. Written Communication Instructions • Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand. • Source Requirement (1 points): Utilize at least two additional scholarly sources in addition to the National Center for School Engagementwebsite and required articles. All sources on the references page need to be used and cited correctly within the body of the assignment., ASH EDU 644 Week 4 DQ 1 Making a Difference - Biotech Academy Check this A+ tutorial guideline at http://www.edu644entirecourse.com/edu-644-new/edu-644-week-4-dq-1-making-a-difference-biotech-academy For more classes visit http://www.edu644entirecourse.com EDU 644 Week 4 DQ 1 Making a Difference - Biotech Academy At-riskchildren benefit from access to specific programs that support their success in a school environment. By providing opportunities that students can connect with, the probability of them staying in school and matriculating to a two- or four-year college or university will increase. Biotech Academy in San Jose, California is an interdisciplinary program that focuses on bioscience. The program and its faculty, however, provide supports for at-risk students that go far beyond academics. To prepare for this discussion, watch the nearly 10-minute video Biotech Academy: A catalyst for change. Note that this video can also inform your completion of the Week Four Assignment. Initial Post: Create an initial post that addresses the following: a. Share a minimum of three things you observed showing how teachers at Biotech Academy instigate and maintain student support and success. Be sure to consider what characteristics they have to have and what behaviors and practices they need to present to their students. b. Describe the impact collaboration between teachers, parents, and students has on student success as well as having a spirit of cooperation instead of competition between students. c. Discuss two to three observations you made that show relevancy between Biotech Academy instruction & supports and what students need in post-secondary education and employment. Be sure to address how having such relevancy for student learning impacts their ultimate success. d. Discuss how traditional school environments might learn from Biotech Academy and employ in their school culture so as to potentially increase graduation rates and matriculation to post-secondary education and employment for at-risk students. Guided Response: Respond to a minimum of two peers. In your replies, consider how your peers’ observations and impressions compare to yours. For example, what did your peers observe that you did not or that you agree with but did not share in your initial response? Provide specific feedback to your peers’ regarding the relevancy between Biotech Academy and post-secondary education and employment, as well as to your peers’ perspectives regarding traditional school environments adopting strategies similar to those demonstrated by Biotech Academy teachers. As mentioned in prior discussions, though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have provided you to further the conversation., ASH EDU 644 Week 4 DQ 2 School District and School Building Supports Check this A+ tutorial guideline at http://www.edu644entirecourse.com/edu-644-new/edu-644-week-4-dq-2-school-district-and-school-building-supports For more classes visit http://www.edu644entirecourse.com EDU 644 Week 4 DQ 2 School District and School Building Supports There are many risk indicators impacting not only a student’s ability to succeed in a school environment, but also the ability for a school and/or district to make progress and meet the achievement expectations at state or federal levels. To prepare for this discussion, beyond reviewing the Week Four Instructor Guidance, you will investigate general at-risk groups and behaviors, as well as information pertaining to students with disabilities. Begin by investigating the National Center for School Engagement website to gain insight as to various risk indicators commonly observed in at-risk youth in school environments. This resource also provides strategies for re-engagement that support the building of student resilience including parental involvement, truancy, youth development philosophies & approaches, and reengagement supports or strategies. Next, access your state’s Department of Education website, specifically for their special education link (which may also be titled something similar to Exceptional Student Services). Read the mission statements; notice that your state’s website may have a far-reaching statement as well as specific missions for funding, programming, and resources. Investigate some of the programs and resources available from your state and review the methods the state uses to provide assistance to schools. Now, investigate a school district website in your local community or state. Look for information similar to what you observed in the National Center for School Engagement that describes supports for a variety of at-risk groups. In most cases, district-based websites include direct links to the individual schools located in the district. Therefore, you may find a special program or intervention model offered at a specific school that would help inform your response to this discussion. Additionally, look for information pertaining to special education. You may find this information under a link titled “Departments” or something similar. Read the mission of the school district. Look specifically for programs and approaches offered for students with disabilities. Initial Post: Create an initial post that addresses the following: a. Cite the website for the school district you evaluated. b. Describe at least one school- or district-level program, model, or approach showcased regarding parental involvement, truancy, reengagement supports or strategies, or youth development. c. Discuss how the school district’s special education mission statement either supports or differs from what was observed from the state’s special education mission. d. Share an example of a program or policy from the district or a particular school that supports what was stated in the state’s website and explain how the program or policy aligns with that of the state’s positions or policies. e. Describe your impressions of the types and levels of supports offered in the school district, sharing something that impressed or surprised you as well as anything you found to be lacking from the supports offered. Guided Response: Respond to a minimum of two peers. In replies, consider the differences and similarities between your observations and impressions and that of your peers. As mentioned in prior discussions, though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you to further the conversation. This continued interaction gives you more opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic., ASH EDU 644 Week 5 Assignment Group At-Risk Specialization Mind Map Check this A+ tutorial guideline at http://www.edu644entirecourse.com/edu-644-new/edu-644-week-5-assignment-group-at-risk-specialization-mind-map For more classes visit http://www.edu644entirecourse.com EDU 644 Week 5 Assignment Group At-Risk Specialization Mind Map This assignment provides the opportunity for you to specifically plan the Final Project in Week Six by brainstorming and outlining each required component of your website using a mind map. For this assignment you will select a specific group at risk as a specialization. There are additional groups identified this week and listed as recommended resources to select from. These groups include child immigrants of Central America, homeless veterans, and sub-groups relating to poverty. You may also elect to focus on one of the groups or a sub-group of those already researched during Weeks One thru Five, which comprise the sections of your website. You will then plan your content and design of this assignment using a digital mind mapping tool, such as bubble.us, coggle, Popplet, Mural.ly, or any other free digital mapping tool of your choosing. Remember to view the privacy policies of each mind mapping option, which are linked with the Recommended Resource description for each recommended tool. If you are unable to complete this assignment using a mind mapping tool, communicate the issue with your instructor before the assignment due date. Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page, the Week Six Final Project description, and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion. Content Instructions Using one of the recommended mind mapping tools or another of your own selection, create your assignment to include the following content components. Criterion labels from this list should be used as markers for your mind map to organize your information. A sample mind map using Poppletis available in the Instructor Guidance for this week. • Central Marker: Group at Risk Specialization (1 point): State the group at risk you have chosen as your specialization. • Marker: Overview Page Components (3 points): Include notes for each required component for the specialization overview page including; the targeted populations website is intended for, associated risk indicators and implications of the selected group at risk, statistical data, and supporting resources. • Marker: Strategies Page Components (4 points): Include notes for each required component for the specialization strategies page including; resilience indicators, three strategies (including one from Rubin (2012) and one team-based approach), potential/intended outcomes, and supporting resources. • Marker: Resources Page Components (1 point): Include a minimum of ten recommended resources for the specialization resources page. A combination of research-based, scholarly literature including but not limited to resources included in the course work and electronic resources from organizations related to your selected group at risk are represented. Written Communication Instructions • Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand., ASH EDU 644 Week 5 DQ 1 More Website Sharing and Feedback Check this A+ tutorial guideline at http://www.edu644entirecourse.com/edu-644-new/edu-644-week-5-dq-1-more-website-sharing-and-feedback For more classes visit http://www.edu644entirecourse.com EDU 644 Week 5 DQ 1 More Website Sharing and Feedback This discussion provides a second opportunity to share your website. Again, sharing your website for feedback provides you with perspectives on your design and content to consider for enhancing your website before you finalize it during Week Six. To prepare for this discussion, construct a mission statement and add it to the homepage of your website. To construct your mission statement, consider the models you reviewed during the Week Four assessments and the tips for writing an effective mission statement from Education World. Next, update your working definition of at-risk. Then, be sure you have created pages for and linked to your Week Three Child Maltreatment Brochure and the Week Four School-Based Efforts: A Plan to Support At-Risk Youth assignment. Finally, if you have not already, adjust your website’s design using the feedback from peers and the instructor received during Week Three. Initial Post: Create an initial post that includes a link to your website and addresses the following: a. Describe the inspiration behind the design of your own mission statement. b. Discuss the changes made to your working definition of at-risk and how you believe the changes improved upon your original draft. If you made no changes, explain why not. c. Explain where and how you made revisions to any artifacts and/or the design of your website based on the feedback previously received from peers or your instructor’s evaluation of the work. d. Introduce peers to the Child Maltreatment Brochure you developed during Week Three by briefly describing what you learned about the topic and about designing an effective brochure while creating it. Discuss any challenges associated with designing the brochure as well as what you like best about your creation. e. Introduce peers to the School-Based Efforts: A Plan to Support At-Risk Youth assignment you developed in Week Four. Briefly discuss some of the most important concepts learned while researching and preparing this assignment. What do you like best about this creation or the process of creating it? f. Describe what you like so far about the process of gradually adding to your website and sharing so as to participate in reciprocal feedback. Guided Response: Respond to a minimum of two peers after reviewing their websites and initial post messages. Provide specific feedback including questions to your peer regarding their mission statement, revisions to their working definition of at-risk, and the Week Three and Week Four assignments. Provide a recommendation for possible enhancements or improvements that could enhance their website’s design and/or content. Continued engagement with peers and the instructor about feedback received is encouraged to maximize your learning from this discussion., ASH EDU 644 Week 6 Final Creating a Web-Based Resource for a Population At Risk Check this A+ tutorial guideline at http://www.edu644entirecourse.com/edu-644-new/edu-644-week-6-final-creating-a-web-based-resource-for-a-population-at-risk For more classes visit http://www.edu644entirecourse.com EDU 644 Week 6 Final Creating a Web-Based Resource for a Population At Risk Throughout this course, you have had the opportunity to examine various populations at risk and learn about strategies and resources to support these groups. You have reviewed many websites that offer services for a variety of populations at risk as well, which have hopefully served as models for your website that is finalized for this Final Project. In the Final Project, you will demonstrate mastery of the five course learning outcomes by completing the website resource you have been designing throughout the course that describes what you learned about children and families at risk as well as a specific population you selected as a focus during Week Five. Additionally, the website you create here may be an effective artifact to include in your MAED program eportfolio during your enrollment in the Capstone, EDU695, and will likely be useful to you as a resource for future professional work with your chosen population at risk from this project. Create your Final Project to using the content and written communication instructions below. Use the Grading Rubric to review your Final Project before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Six Instructor Guidance page and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion before the last day of the course when this Final Project is due. Content Instructions You must use the same website that you have been constructing throughout the course for this Final Project. Your website will have several “pages” or links including: a. Homepage/General Information Page (2 points): Create a homepage or opening page that includes; o A title for the page. o Your working definition of at risk. o A professional mission statement, which is your statement about your current or anticipated professional role working with children and families at risk. o An Autobiography, which is a brief introduction about you including professional or volunteer experiences related to social, educational, or other related fields pertaining to groups at risk and your professional goals. In this autobiography, share how you intend to use what you know about groups at risk in your current or future professional role. If you lack experience in related fields, share your professional goals including the field and/or role you intend to pursue and how you intend to use what you know about groups at risk in that role. As an option, include a picture of yourself. Ensure the image is one you would want visible on the website, which may be viewed by potential employers. o A logically organized menu list that links to the pages in the website. b. Page--Poverty (2 points): Summarize what you learned from the Week One Discussion; Evaluating the Impact of Poverty including; (a) an overview of the impact poverty has on children and families, (b) a description of at least one source of support such as a program, policy, or model, or approach, and (c) the additional resource previously located and shared during Week One. Consider the feedback provided during the discussion to enhance your original thinking and response. A distinguished response would also describe how this knowledge will serve you professionally when working with children or families at risk. c. Page--Child Protection Services & Child Maltreatment (2 points): Include (a) an Overview that is one-to-two paragraphs and describes the role of child protection agencies and policies that protect children, (b) support your overview with an example of a parenting program that you reviewed in Week Two Discussion Two, and (c) resources, including at least one source to support the description and one from the Rubin (2012) text supporting the parental program. Add the Child Protection Agencies Infographic. The Child Maltreatment brochure from Week Three will already have been uploaded as an attachment or link during Week Three. A distinguished response would also describe how this knowledge will serve you professionally when working with children or families at risk. d. Page--Homelessness (2 points): Use what was discussed in Week Three role-play discussion to inform this page. Include; (a) an Overview that is one-to-two paragraphs summarizing what you learned while comparing and contrasting issues of homelessness in New York and Chicago. A distinguished response will include enhancements to your original discussion response from Week Three based on the reciprocal feedback received during the discussion; (b) your perspective about the supports reviewed such as programs or policies and their overall effectiveness as well as either the recommendation you made for the cities or your ideas for potentially applying what you learned to another city; (c) at least three resources, including at least one resource from your own state or city of residence, and last, (d) the visual compare/contrast graphic created during Week Three. e. Page—Students At-Risk (1 point): Include an introduction of the School-Based Efforts: A Plan to Support Youth At-Risk assignment completed during Week Four that describes changes or enhancements you made to the presentation following its evaluation and the feedback you received during Week Four. Also, describe how the information learned about students at risk will serve you professionally when working with children or families at risk. Include your presentation as an attachment or link on this page. f. Specialization Pages Instructions: Create three additional pages in your website linked from the Homepage. Title the pages specifically for your selected group at risk as shown in Content Expectations below. g. Page-- Specialization Group: Overview (4 points): Create a page titled with the name of your Specialization Group (e.g.: Child Refugees: Overview). Include a two-to-three paragraph description of the chosen population at risk including risk indicators, statistical data, and associated short and long-term implications and at least one suitable graphic. A minimum of two references must be cited in-text. h. Page--Specialization Group: Strategies (4 points): Create a page titled Strategies that is linked from the Homepage. Include on this page o resilience indicators that may target solutions. o a description of at least two strategies (i.e., frameworks, models, approaches, strategies, programs, or interventions) that can be used to effectively work with the chosen population at risk including at least one derived from the Rubin (2012) text. o explanation of the potential or intended outcomes of the two strategies. o supporting evidence from at least two additional scholarly sources to support the explanations i. Page--Specialization Group: Resources (4 points): Create a page titled Resources that provides a minimum of five resources including the Rubin (2012) text, offering information and support for the chosen population at risk. Ensure this page includes resources appropriate for an audience of educational and/or community-based professionals serving the chosen population at risk as well as members of the population and that these resources are formatted in APA. Each resource must be annotated with a two-to-three sentence description saying what the resource is and how it might be used for supporting or for direct support to the chosen population at risk. j. Text Version (3 points): Provide a text version of the website in a Microsoft Word document that includes a link to the website you created for this final project. The text version of your website or other multimedia creation will be eight-to-ten pages in length if you have created the content requested. The purpose of the text version is to provide a document to check the content of your site for originality through the TurnItIn software and to provide a place for your instructor to give you embedded feedback comments about the content of your website.

2017-03-22 • 16 Cards

edl 535,uop edl 535,uop edl 535 complete course,uop edl 535 entire course

EDL 535 Complete Class EDL 535 Legal and Ethical Issues in Education Version 3 Check this A+ tutorial guideline at http://www.edl535entirecourse.com/EDL-535/EDL-535-Complete-Class. For more classes visit http://www.edl535entirecourse.com, EDL 535 Week 1 DQ 1 What impact has NCLB and common core had in your school and district? Describe the cause and effect of these changes and how you can attribute them solely to NCLB and/or common core? Check this A+ tutorial guideline at http://www.edl535entirecourse.com/EDL-535/EDL-535-Week-1-DQ-1 For more classes visit http://www.edl535entirecourse.com, EDL 535 Week 1 DQ 2 What is “due process” and why is it important? Check this A+ tutorial guideline at http://www.edl535entirecourse.com/EDL-535/EDL-535-Week-1-DQ-2 For more classes visit http://www.edl535entirecourse.com, EDL 535 Week 1 DQ 3 Does or should a teacher have the freedom of expression in school? Just as student rights continue in school with limitations, teacher individual rights continue as well. What are the limitations that could be placed on teacher freedom of expression? What are the limitations (if any) on teacher behavior outside of school? What does nexus mean? Check this A+ tutorial guideline at http://www.edl535entirecourse.com/EDL-535/EDL-535-Week-1-DQ-3 For more classes visit http://www.edl535entirecourse.com, EDL 535 Week 1 DQ 4 Outline and define the four distinct elements of negligence then create an example of when a student might be injured in some way at school (i.e. a door slams shut from the wind and glass breaks, cutting a child’s arm; a bee is in the classroom and stings a child allergic to bee stings; or think of one of your own or from the text). Discuss whether or when school personnel might be held responsible for these injuries Check this A+ tutorial guideline at http://www.edl535entirecourse.com/EDL-535/EDL-535-Week-1-DQ-4 For more classes visit http://www.edl535entirecourse.com, EDL 535 Week 1 Individual Review of Teacher Contract • Locate a sample teacher contract from a school district. • Review the teacher contract to determine the legal responsibilities and obligations under the contract; view carefully for expected contents as well as any surprises. • Write a 700-word paper detailing your findings and your reflections. • Format according to APA guidelines. Check this A+ tutorial guideline at http://www.edl535entirecourse.com/EDL-535/EDL-535-Week-1-Individual-Review-of-Teacher-Contract For more classes visit http://www.edl535entirecourse.com, EDL 535 Week 2 DQ 1 Discuss the powers of the local school board and how the decisions made affect education in your school. Check this A+ tutorial guideline at http://www.edl535entirecourse.com/EDL-535/EDL-535-Week-2-DQ-1 For more classes visit http://www.edl535entirecourse.com, EDL 535 Week 2 DQ 2 What liability issues affect you as a teacher? Check this A+ tutorial guideline at http://www.edl535entirecourse.com/EDL-535/EDL-535-Week-2-DQ-2 For more classes visit http://www.edl535entirecourse.com, EDL 535 Week 2 DQ 3 How have school safety issues changed since you were in elementary school? Check this A+ tutorial guideline at http://www.edl535entirecourse.com/EDL-535/EDL-535-Week-2-DQ-3 For more classes visit http://www.edl535entirecourse.com, EDL 535 Week 2 DQ 4 What are some examples of intentional and unintentional torts? Check this A+ tutorial guideline at http://www.edl535entirecourse.com/EDL-535/EDL-535-Week-2-DQ-4 For more classes visit http://www.edl535entirecourse.com, EDL 535 Week 2 Individual Decision-Making Flow Chart Resources: Textbooks, Internet, state department of education, local school districts.Create a flow chart that shows how the decision-making process works from the state, district, and school levels. Identify who has the decision-making power and responsibilities at each level. Provide an example of a decision and how it affects the educational system. Check this A+ tutorial guideline at http://www.edl535entirecourse.com/EDL-535/EDL-535-Week-2-Individual-Decision-Making-Flow-Chart For more classes visit http://www.edl535entirecourse.com, EDL 535 Week 2 Learning Team Topic Selection Resources: Course textbooks and Internet search Select a topic for the staff training session assignment (due in Week 6). Submit a first and second topic choice for faculty approval in Week Two. Upload to Assignments Page Check this A+ tutorial guideline at http://www.edl535entirecourse.com/EDL-535/EDL-535-Week-2-Learning-Team-Topic-Selection For more classes visit http://www.edl535entirecourse.com, EDL 535 Week 3 DQ 1 Why are school leaders, principals, and teachers held to a higher standard of conduct in the community than people in other professions? Do you think this is right? What are your thoughts on how this might affect your own personal decisions? Identify situations where a teacher’s personal life might be in conflict with professional expectations. How can these situations be resolved? Check this A+ tutorial guideline at http://www.edl535entirecourse.com/EDL-535/EDL-535-Week-3-DQ-1 For more classes visit http://www.edl535entirecourse.com, EDL 535 Week 3 DQ 2 School-sponsored prayer and Bible reading are among the most emotional and controversial issues concerned with religion in the schools. What is your position on these issues? What is the position you must take as an educator/teacher leader given the prevailing law? What about religious student groups? Are these allowed in schools? When and how? Check this A+ tutorial guideline at http://www.edl535entirecourse.com/EDL-535/EDL-535-Week-3-DQ-2 For more classes visit http://www.edl535entirecourse.com, EDL 535 Week 3 DQ 3 What is ethical behavior? Should there be an ethical behavior standard that applies to all schools? Defend your response. Check this A+ tutorial guideline at http://www.edl535entirecourse.com/EDL-535/EDL-535-Week-3-DQ-3 For more classes visit http://www.edl535entirecourse.com

2017-03-22 • 33 Cards

econ 545,devry econ 545,devry econ 545 complete course,devry econ 545 entire course

UOP ECON 545 Entire Course and Final Exam Check this A+ tutorial guideline at http://www.econ545assignment.com/econ-545/econ-545-entire-course For more classes visit http://www.econ545assignment.com, UOP ECON 545 Week 1 DQ 1 Supply and Demand Check this A+ tutorial guideline at http://www.econ545assignment.com/econ-545/econ-545-week-1-dq-1-supply-and-demand For more classes visit http://www.econ545assignment.com Let's discuss the tutorial Understanding and Applying Supply and Demand in our Lecture this week. What is the difference between a change in demand versus a change in quantity demanded? A change in supply versus a change in quantity supplied? Why is it so important to differentiate between these similar-sounding terms?, UOP ECON 545 Week 1 DQ 2 Elasticity and the Minimum Wage Check this A+ tutorial guideline at http://www.econ545assignment.com/econ-545/econ-545-week-1-dq-2-elasticity-and-the-minimum-wage For more classes visit http://www.econ545assignment.com What are your thoughts about minimum wage legislation? What kind of a price-control policy is this? Who gains? Who loses? Are there alternatives to this legislation for achieving the same policy objectives? What role do demand and supply elasticities play in determining outcomes?, UOP ECON 545 Week 2 DQ 1 Marginal Analysis Check this A+ tutorial guideline at http://www.econ545assignment.com/econ-545/econ-545-week-2-dq-1-marginal-analysis For more classes visit http://www.econ545assignment.com Why is marginal analysis important in economics? How do the tutorials Basics of Marginal Analysis and Understanding and Applying Marginal Analysis at the end of this week's lecture reinforce the concepts of marginal analysis? How can any firm find the right production level which guarantees maximum profit (or minimum loss)?, UOP ECON 545 Week 2 DQ 2 Controlling Costs Check this A+ tutorial guideline at http://www.econ545assignment.com/econ-545/econ-545-week-2-dq-2-controlling-costs For more classes visit http://www.econ545assignment.com Name some of the ways firms attempt to control their costs. How does your firm control costs? The key here in keeping this question interesting is that reducing the workforce or having one person do the work of three people are not the only ways to control costs. I'm looking for more creative ways. Maybe you can think of some that your firm is not currently using. Be creative here., UOP ECON 545 Week 2 Project Part 1 Check this A+ tutorial guideline at http://www.econ545assignment.com/econ-545/econ-545-week-2-project-part-1 For more classes visit http://www.econ545assignment.com ECON 545 Week 2 Project Part 1, UOP ECON 545 Week 3 DQ 1 Mergers Acquisitions Check this A+ tutorial guideline at http://www.econ545assignment.com/econ-545/econ-545-week-3-dq-1-mergers-acquisitions For more classes visit http://www.econ545assignment.com Have you ever been involved in a merger or acquisition? If so, tell us about your experiences. If not, comment on this week's tutorial, "The Private Sector.", UOP ECON 545 Week 3 DQ 2 Antitrust Policy Check this A+ tutorial guideline at http://www.econ545assignment.com/econ-545/econ-545-week-3-dq-2-antitrust-policy For more classes visit http://www.econ545assignment.com Is Microsoft a monopoly? In what ways could it be considered a monopoly? What markets are involved? What anti-trust legislation would apply? Is anti-trust legislation "fair" to firms like Microsoft? Why or why not?, UOP ECON 545 Week 3 Quiz Check this A+ tutorial guideline at http://www.econ545assignment.com/econ-545/econ-545-week-3-quiz For more classes visit http://www.econ545assignment.com ECON 545 Week 3 Quiz, UOP ECON 545 Week 4 DQ 1 Current Topic in Macroeconomics Check this A+ tutorial guideline at http://www.econ545assignment.com/econ-545/econ-545-week-4-dq-1-current-topic-in-macroeconomics For more classes visit http://www.econ545assignment.com Scour the national news media (many good sources are available online) for a juicy story in which Chapter 15 or Chapter 16 material is at the heart of the matter. The article does not have to be current. Say what the story is about and be sure to cite the source and date so that others might find it easily. Refer to the textbook sections that apply., UOP ECON 545 Week 4 DQ 2 Healthcare Check this A+ tutorial guideline at http://www.econ545assignment.com/econ-545/econ-545-week-4-dq-2-healthcare For more classes visit http://www.econ545assignment.com The healthcare sector is often cited as being fraught with just about every economic imperfection that is known to humankind. Can you identify and briefly describe ONE of these imperfections? Do you know of any examples?, UOP ECON 545 Week 5 Course Project Part 2 Check this A+ tutorial guideline at http://www.econ545assignment.com/econ-545/econ-545-week-5-course-project-part-2 For more classes visit http://www.econ545assignment.com ECON 545 Week 5 Course Project Part 2, UOP ECON 545 Week 5 DQ 1 Trade Deficits Check this A+ tutorial guideline at http://www.econ545assignment.com/econ-545/econ-545-week-5-dq-1-trade-deficits For more classes visit http://www.econ545assignment.com What have been some major causes of the large U.S. trade deficits since 1992? What is a major benefit (you could address that issue) or a major cost (or you could address that issue) associated with trade deficits?, UOP ECON 545 Week 5 DQ 2 Exchange Rates Check this A+ tutorial guideline at http://www.econ545assignment.com/econ-545/econ-545-week-5-dq-2-exchange-rates For more classes visit http://www.econ545assignment.com Do a little research about foreign exchange traders. It's a big business; how do they make money? What is the relationship between FX rates and interest rates?, UOP ECON 545 Week 6 DQ 2 Monetary Policy Check this A+ tutorial guideline at http://www.econ545assignment.com/econ-545/econ-545-week-6-dq-2-monetary-policy For more classes visit http://www.econ545assignment.com What are the monetary policies required to fight unemployment? What about those required to fight inflation? What are some of the downside risks and potential problems involved when using monetary policy?

2017-03-22 • 20 Cards

eco 450,eco 450 entire course,eco 450 stayer,stayer eco 450,eco 450 week 5 midterm

STAYER ECO 450 Entire Course And Final Exam Check this A+ tutorial guideline at http://www.eco450entirecourse.com/eco-450/eco-450-entire-course For more classes visit http://www.eco450entirecourse.com ECO 450 Week 2 Quiz 1 Ch. 1 ECO 450 Week 3 Quiz 2 Ch. 2 and 3 ECO 450 Week 4 Assignment 1 Social Security Insolvency ECO 450 Week 4 Quiz 3 Ch. 4 and 5 ECO 450 Week 5 Midterm Exam ECO 450 Week 6 Quiz 4 Ch. 8 and 9 ECO 450 Week 7 Quiz 5 Ch. 10 ECO 450 Week 8 Assignment 2 The Value-Added Tax Is It Good for the United States ECO 450 Week 8 Quiz 6 Ch. 11 and 12 ECO 450 Week 9 Quiz 7 Ch. 13 and 14 ECO 450 Week 10 Quiz 8 Ch. 15 and 16 ECO 450 Week 11 Final Exam, STAYER ECO 450 Week 2 Quiz 1 Ch. 1 Check this A+ tutorial guideline at http://www.eco450entirecourse.com/eco-450/eco-450-week-2-quiz-1-ch-1 For more classes visit http://www.eco450entirecourse.com 1. On average, persons in the United States devote more of their annual budgets to taxes than they do to food. 2. A universally observed function of government is the establishment of property rights. 3. The total share of GDP accounted for by government spending in the United States has declined significantly since 1980. 4. In 1929, the federal government spent more than was spent by state and local governments. 5. Since 1930, the percent of GDP devoted to government expenditures has more than tripled. 6. The costs imposed by government regulations on business firms are included in budget data on government expenditures. 7. Government consumption does not require resources to be reallocated from private to government use. 8. Since 1959, the percent of federal government expenditures devoted to transfers has increased by more than 50 percent. 9. Transfer payments, including Social Security and welfare and medical assistance, account for nearly 60 percent of federal government expenditures. 10. Interest on the federal government’s debt accounts for about 20 percent of federal government expenditure. 11. Federal grants-in-aid to state and local governments finance about 20 percent of annual spending by these governments. 12. The federal government allocates about 10 percent of its budget to Social Security. 13. State and local governments in the United States spend a bit more than one-third of their budgets on education. 14. Sales taxes account for about 22 percent of state and local government revenue in the United States. 15. The federal government obtains about half of its revenue annually from retail sales taxes. 16. State governments do not fund any part of Medicaid. 17. The social compact is an 18th century idea by political theorists. 18. The proportion of revenue received by the federal government from payroll taxes is higher than the proportion of revenue received by state and local governments from payroll taxes. Multiple Choice Questions 1. The real cost of government goods and services is: a. money. b. taxes. c. the private goods and services foregone. d. inflation., STAYER ECO 450 Week 3 Quiz 2 Ch. 2 and 3 Check this A+ tutorial guideline at http://www.eco450entirecourse.com/eco-450/eco-450-week-3-quiz-2-ch-2-and-3 For more classes visit http://www.eco450entirecourse.com 1. The normative approach to public finance prescribes certain actions to achieve predetermined criteria. 2. Positive economic analysis is based on underlying value judgments. 3. “The government should abolish tariffs to achieve efficiency” is a normative statement. 4. It is possible for efficiency not to be attained even if all production is carried on without waste. 5. Efficiency is attained when resources are used each year in such a way that no further net gain is possible. 6. The efficient annual output of any given good is attained if that good is made available in amounts up to the point at which the total social benefit of the good equals the total social cost. 7. If the marginal social benefit of smoke detectors exceeds its marginal social cost, then additional net gains are possible from an increased annual smoke detector production. 8. Monopoly power causes losses in efficiency because the marginal social benefit of output exceeds its marginal social cost at the monopoly output. 9. Government regulations that require airlines to serve routes for which the maximum price that pas¬sengers are willing to pay for a trip fall short of the minimum price that sellers are willing to accept are likely to cause losses in efficiency. 10. Points lying below a utility possibility curve are efficient. 11. Government programs can achieve efficiency when the gains to gainers from those policies exceed the losses to those who bear the costs. 12. If the marginal social cost of beer production exceeds its marginal social benefit, then more than the efficient about of beer is being produced. 13. Efficient outcomes are often viewed as inequitable. 14. If it is not possible to make someone better off without harming another, then resource allocation is efficient. 15. Compensation criteria are used to argue that changes in resource allocation should be made if the gains to some groups outweigh the losses to others, even though compensation for losses is not actually made. 16. All points on a utility possibility curve are efficient but differ in terms of the distribution of well-being. 17. A tax on a product shifts the demand curve. 18. A government subsidized price for a commodity that is higher than the market driven price results in oversupply relative to the efficient allocation. 19. When comparing the allocation of two goods relative to two consumers with individual utility functions, multiple points of Pareto efficiency can exist. Multiple Choice Questions 1. Positive economics: a. makes recommendations designed to achieve certain goals. b. establishes cause-and-effect relationships between economic variables. c. is based on value judgments. d. can never be used to make predictions. 2. If the efficient output of a good is produced each week, then the: a. marginal social benefit of the good equals its marginal social cost each week. b. marginal social benefit of the good is at a maximum. c. total social benefit of the good is at a maximum. d. total social benefit of the good equals its total social cost. 3. If the marginal social benefit of a good exceeds the marginal social cost at the current monthly output, then: a. it will be possible to make buyers of the good better off without harming sellers of the good. b. it will be possible to make sellers of the good better off without harming buyers of the good. c. either (a) or (b) d. a reduction in monthly output will be required for efficiency. 4. The marginal social cost of bread exceeds the marginal social benefit at the current weekly output. Therefore, a. the marginal net benefit of bread is positive. b. the output of bread is efficient. c. a reduction in weekly output of bread is necessary to achieve efficiency. d. an increase in weekly output of bread is necessary to achieve efficiency. 5. The total social benefit of automobiles equals the total social cost at current annual output. Then it follows that: a. the annual output of automobiles is efficient. b. the annual output of automobiles exceeds the efficient amount. c. less than the efficient annual output of automobiles is produced. d. it is not possible to make buyers of automobiles better off without harming sellers. e. both (a) and (d) 6. Eggs are sold in a perfectly competitive market. No persons other than the buyers and sellers of eggs are affected in any way when eggs are traded in the market. Then it follows that: a. the price of eggs equals the marginal social cost of eggs. b. the price of eggs equals the marginal social benefit of eggs. c. the price of eggs exceeds the marginal social benefit of eggs. d. both (a) and (b) 7. Diamonds are sold by a monopoly firm that maximizes profits. Then it follows that: a. the marginal social benefit of diamonds exceeds its marginal social cost. b. the marginal social cost of diamonds excee, STAYER ECO 450 Week 4 Assignment 1 Social Security Insolvency Check this A+ tutorial guideline at http://www.eco450entirecourse.com/eco-450/eco-450-week-4-assignment-1-social-security-insolvency For more classes visit http://www.eco450entirecourse.com ECO 450 Week 4 Assignment 1 Social Security Insolvency, STAYER ECO 450 Week 4 Quiz 3 Ch 4 and 5 Check this A+ tutorial guideline at http://www.eco450entirecourse.com/eco-450/eco-450-week-4-quiz-3-ch-4-and-5 For more classes visit http://www.eco450entirecourse.com 1. Bread is an example of a good that is nonrival in consumption. 2. A pure public good is one for which it is easy to exclude consumers from benefits if they refuse to pay. 3. The marginal social cost of producing another unit of a pure public good will always be positive. 4. To obtain a demand curve for a pure public good, the marginal benefit of each consumer must be summed for each possible quantity produced per time period. 5. If the efficient amount of a pure public good is produced, each person consumes it up to the point at which his or her marginal benefit equals the marginal social cost of the good. 6. In a Lindahl equilibrium, each consumer of a pure public good consumes the same quantity and pays a tax share per unit of the good equal to his or her marginal benefit. 7. If the marginal social cost of a pure public good exceeds its marginal social benefit, additional units of the good can still be financed by voluntary contributions. 8. The free-rider problem is less acute in small groups than it is in large groups. 9. A congestible public good is one for which the marginal cost of allowing an additional consumer to enjoy the benefits of a given quantity is always zero. 10. Television programming is a good example of a price-excludable public good. 11. It is possible to price a pure public good and sell it by the unit. 12. The demand curve for a pure public good is obtained by adding the quantities demanded by each individual consumer at each possible price. 13. A Lindahl equilibrium usually has each participant paying the same tax share per unit of a public good even though their marginal benefit of that unit varies. 14. Internet service is an example of a price-excludable public good. 15. Clubs are a means of providing congestible public goods through markets. 16. A common way to fund a public good is through a government that raises funds through taxation. 17. Private education is an example of a price-excludable public good. 18. A congestible good has no limits in how much it can be consumed. Multiple Choice Questions 1. A pure public good is: a. one that can easily be sold by the unit. b. one that is nonrival in consumption. c. one whose benefits are not subject to exclusion. d. both (b) and (c) 2. The marginal cost of providing a certain quantity of a pure public good to an additional consumer after it is provided to any one consumer is: a. zero. b. positive and increasing. c. positive and decreasing. d. positive and constant. 3. The nonrival property of pure public goods implies that the: a. benefits enjoyed by existing consumers decline as more consumers enjoy a given quantity of the good. b. benefits enjoyed by existing consumers are unaffected as more consumers enjoy a given quan¬tity of the good. c. good cannot be priced. d. marginal cost of producing the good is zero. 4. The demand curve for a pure public good is: a. a horizontal line. b. obtained by adding the quantities individual consumers would purchase at each possible price. c. obtained by adding the marginal benefit obtained by each consumer at each possible quantity. d. the marginal cost curve for the pure public good. 5. The efficient output of a pure public good is achieved at the point at which: a. the marginal benefit obtained by each consumer equals the marginal social cost of producing the good. b. the sum of the marginal benefits of all consumers equals the marginal social cost of producing the good. c. the marginal benefit of each consumer equals zero. d. the marginal social cost of producing the good is zero. e. both (c) and (d) 6. The monthly rental rate for a satellite dish antenna is $200. The maximum marginal benefit that any resident of a condominium community will obtain per month from the antenna is $50. There are 100 residents in the community, none of whom values the antenna at less than $25 per month. Assuming that the antenna is a pure public good for residents of the community, a. each resident of the community will rent his own antenna. b. it is inefficient for the community to rent an antenna. c. it is efficient for the members of the community to rent an antenna for their common use. d. it is efficient for each resident to rent his own antenna. 7. In a Lindahl equilibrium, a. each consumer purchases a pure public good up to the point at which his or her marginal bene¬fit equals the marginal social cost of the good. b. each person pays a tax per unit of the pure public good equal to his or her marginal benefit. c. the sum of the marginal benefits of all consumers equals the marginal social cost of the good. d. both (a) and (c) e. both (b) and (c), STAYER ECO 450 Week 5 Midterm Exam Check this A+ tutorial guideline at http://www.eco450entirecourse.com/eco-450/eco-450-week-5-midterm-exam For more classes visit http://www.eco450entirecourse.com Many Other Questions are also Included 1. On average, persons in the United States devote more of their annual budgets to taxes than they do to food. 2. A universally observed function of government is the establishment of property rights. 3. The total share of GDP accounted for by government spending in the United States has declined significantly since 1980. 4. In 1929, the federal government spent more than was spent by state and local governments. 5. Since 1930, the percent of GDP devoted to government expenditures has more than tripled. 6. The costs imposed by government regulations on business firms are included in budget data on government expenditures. 7. Government consumption does not require resources to be reallocated from private to government use. 8. Since 1959, the percent of federal government expenditures devoted to transfers has increased by more than 50 percent. 9. Transfer payments, including Social Security and welfare and medical assistance, account for nearly 60 percent of federal government expenditures. 10. Interest on the federal government’s debt accounts for about 20 percent of federal government expenditure. 11. Federal grants-in-aid to state and local governments finance about 20 percent of annual spending by these governments. 12. The federal government allocates about 10 percent of its budget to Social Security. 13. State and local governments in the United States spend a bit more than one-third of their budgets on education. 14. Sales taxes account for about 22 percent of state and local government revenue in the United States. 15. The federal government obtains about half of its revenue annually from retail sales taxes. 16. State governments do not fund any part of Medicaid. 17. The social compact is an 18th century idea by political theorists. 18. The proportion of revenue received by the federal government from payroll taxes is higher than the proportion of revenue received by state and local governments from payroll taxes. Multiple Choice Questions 1. The real cost of government goods and services is: a. money. b. taxes. c. the private goods and services foregone. d. inflation. 2. If the economy is currently operating on a point on the production possibility curve for government goods and services versus private goods and services, a. an annual increase in government goods and services can be obtained without any sacrifice of annual private goods and services. b. it will be impossible to increase annual output of government goods and services. c. a decrease in the annual output of government goods and services will have no effect on the annual output of private goods and services. d. a decrease in the annual output of government goods and services will allow an increase in annual output of private goods and services. 3. Government goods and services are usually: a. not rationed by prices. b. sold in markets. c. made available to persons according to their willingness and ability to pay. d. financed by revenue obtained from sales. 4. Taxes: a. are prices paid for the right to consume government goods and services. b. are compulsory payments not directly related to the benefits received from government goods and services. c. never affect economic incentives. d. are used by private firms to raise revenue. 5. A mixed economy is one in which:, STAYER ECO 450 Week 6 Quiz 4 Ch 8 and 9 Check this A+ tutorial guideline at http://www.eco450entirecourse.com/eco-450/eco-450-week-6-quiz-4-ch-8-and-9 For more classes visit http://www.eco450entirecourse.com 1. The Social Security pension system is a fully funded retirement plan. 2. Social Security pension benefits are transfers from workers to retirees. 3. Social Security pensions are financed by voluntary contributions by workers. 4. The gross replacement rate measures the ratio of taxes paid per year by workers to their annual Social Security pension when they retire. 5. In the year prior to retirement, a worker earned $20,000 and paid $5,000 in taxes on those earnings. His annual Social Security pension is $10,000 per year. Then it follows that his net replacement rate is 50 percent. 6. The gross replacement rate for Social Security pensions is the same for all workers independent of their preretirement earnings. 7. The annual growth in wages subject to Social Security taxes is 3 percent. Given the payroll tax rate, the growth in funds available to pay pension benefits is also 3 percent. 8. The asset-substitution effect of Social Security pensions discourages saving. 9. The availability of Social Security pensions to workers over normal retirement age results in an income effect unfavorable to work but no substitution effect. 10. The bequest effect of Social Security encourages workers to save less. 11. The normal retirement age for Social Security old-age pensions is 67 for people born in the United States in 1960 or later. 12. Workers in the United States can retire under Social Security at age 62 with lower pensions than they would receive at their normal retirement age. 13. As of 2009, retired workers between the ages of 62 and their normal retirement age were subject to an “earnings test” that reduced their pension by $1 for each $2 of earnings after a certain minimum level of earnings. 14. Reducing the replacement rate will have no effect on the tax rate necessary to finance pensions under a pay-as-you-go, tax-financed pension system. 15. Workers who quit their jobs are eligible for unemployment insurance benefits in the United States. 16. By 2050, the expected percentage of the U.S. population that is considered elderly will be less than 20%. 17. Social Security was created in 1965. 18. On average, the elderly are less likely to be poor when compared to the rest of the U.S. population. Multiple Choice Questions 1. The Social Security retirement system: a. is a fully funded pension system. b. is a tax-financed system that pays benefits from taxes that are invested to return principal and interest to workers when they retire. c. is a tax-financed retirement system that finances pensions by taxing workers each year and transferring the bulk of revenues obtained directly to retirees. d. does not use taxes on workers to pay pensions to retirees. 2. The gross replacement rate: a. measures a worker’s monthly retirement benefit divided by monthly earnings before taxes in the year prior to retirement. b. measures a worker’s monthly retirement benefit divided by monthly earnings after taxes in the year prior to retirement. c. is an increasing function of gross monthly earnings prior to retirement. d. is independent of gross monthly earnings prior to retirement. 3. A worker earns $2,000 per month before taxes. He pays $140 per month payroll tax on those wages. In addition, the income taxes on those wages are $360 per month. On retirement, the worker receives a Social Security pension of $750 per month. Which of the following statements is true? a. The worker’s gross replacement rate is 50 percent. b. The worker’s net replacement rate is 50 percent. c. The worker’s net replacement rate is 38 percent. d. The worker’s net replacement rate is 75 percent. 4. The growth in hourly wages over the past 50 years has averaged about 2 percent per year. How¬ever, the growth in Social Security pensions has far exceeded this 2-percent rate. The growth in tax revenue to finance Social Security benefits in excess of 2 percent per year can be accounted for by: a. increases in payroll tax rates. b. use of other taxes beside the payroll tax to pay Social Security benefits. c. an increase in the number of workers paying Social Security taxes. d. either (a) or (b) e. either (a) or (c) 5. Given the structure and level of gross replacement rates and the expected future growth of labor earnings subject to the payroll tax, the tax rates used to tax payrolls were increased in the 1980s because: a. the number of retirees per worker will increase. b. the number of retirees per worker will decrease. c. wages are expected to decline. d. the size of the work force is expected to increase., STAYER ECO 450 Week 7 Quiz 5 Ch 10 Check this A+ tutorial guideline at http://www.eco450entirecourse.com/eco-450/eco-450-week-7-quiz-5-ch-10 For more classes visit http://www.eco450entirecourse.com 1. Taxes simultaneously ration and finance government goods and services. 2. The federal government finances only half of its expenditures with taxes. 3. The benefit principle argues that the means of financing government goods and services should be linked to the benefits received from those goods and services. 4. Horizontal equity is achieved when individuals of the same economic capacity pay the same amount of taxes over a given period. 5. A flat-rate income tax is a proportional tax on an income base. 6. The marginal tax rate will eventually exceed the average tax rate if the tax rate structure is propor¬tional. 7. The marginal tax rate for a payroll tax is 7 percent on all wages up to $60,000 per year. The marginal tax rate for wages in excess of $60,000 per year is zero. The payroll tax is therefore a regressive tax. 8. Tax evasion would be less of a problem if tax rates were lowered. 9. The user charge for a congestible public good should be zero at all times. 10. Zero prices for price-excludable government services provide benefits only to the poor. 11. The gasoline tax is an example of a general tax on consumption. 12. For a proportional tax, the marginal tax rate is always equal to the average tax rate. 13. Tax avoidance is an illegal activity in the United States. 14. An increase in marginal tax rates is likely to increase tax evasion. 15. Most studies indicate that state-run lotteries are equivalent to a progressive tax on gambling. 16. Government activity requires the reallocation of resources from government to private use. 17. A flat income tax (i.e. a fixed amount paid by every taxpayer) is an example of a selective tax. 18. The average tax rate and marginal tax rate are the same under a progressive tax rate structure. Multiple Choice Questions 1. According to the benefit principle, a. taxes should be distributed according to ability to pay. b. user charges are an ideal source of finance for government goods and services. c. the progressive income tax represents the ideal way of distributing taxes among citizens. d. flat-rate taxes are always the best kind. 2. If horizontal equity is achieved in taxation, a. vertical equity will also be achieved. b. individuals of equal economic capacity will pay equal taxes. c. a flat-rate tax will be used. d. the tax system will not result in losses in efficiency in markets. 3. The tax base of a payroll tax is: a. consumer expenditures. b. interest income. c. labor income. d. both (b) and (c) 4. A 5-percent retail sales tax on all consumer purchases in a state is imposed. The sales tax is: a. a flat-rate tax. b. a tax with a regressive rate structure. c. levied on an income base. d. all of the above 5. A tax on the value of real estate holdings is a: a. selective tax on wealth. b. general tax on wealth. c. general tax on income. d. selective tax on income. 6. An excise tax is a: a. general consumption tax. b. selective consumption tax. c. general wealth tax. d. selective tax on wealth., STAYER ECO 450 Week 8 Assignment 2 The Value Added Tax Is It Good for the United States Check this A+ tutorial guideline at http://www.eco450entirecourse.com/eco-450/eco-450-week-8-assignment-2-the-value-added-tax-is-it-good-for-the-united-states For more classes visit http://www.eco450entirecourse.com ECO 450 Week 8 Assignment 2 The Value Added Tax Is It Good for the United States, STAYER ECO 450 Week 8 Quiz 6 Ch 11 and 12 Check this A+ tutorial guideline at http://www.eco450entirecourse.com/eco-450/eco-450-week-8-quiz-6-ch-11-and-12 For more classes visit http://www.eco450entirecourse.com 1. A lump-sum tax results in both income and substitution effects. 2. A consumer currently pays $500 a year retail sales taxes. She would be better off if she paid the same amount annually as a lump-sum tax. 3. Clothing is sold in perfectly competitive markets where no externalities prevail. An excise tax on clothing will result in a market price for clothing that equals the marginal social benefit and mar¬ginal social cost of service. 4. Assuming that the income effects are negligible and that beer is sold in a competitive market, a 10 cent per can tax on beer that causes a 10,000 can per month decline in sales will result in an excess burden of $1,000 per month. 5. A tax on land results in an income effect on landlords but no substitution effect. Then it follows that the excess burden of a tax on land will be zero. 6. The excess burden of a tax on interest income is $5 billion per year. Total interest income per year is $50 billion. The tax currently collects $15 billion in revenue per year. The efficiency-loss ratio of the tax is therefore 0.33. 7. A payroll tax results in a difference between the gross wages paid by employers and the net wages received by workers. 8. If the market supply of labor services is perfectly inelastic, a tax on labor income will reduce the net wages received by workers by the full amount of the tax per labor hour. 9. If a $10 per unit tax is levied on the output of a monopolist, more of that tax will be shifted to con¬sumers than would be the case if the same good were produced by a competitive industry. 10. A study indicates that taxes in the United States reduce the Gini coefficient for the nation by 10 percent. This implies that taxes make the income distribution more equal. 11. A lump-sum tax only results in income effects. 12. An income tax is an example of a price-distorting tax. 13. The more price-elastic the demand of a taxed item, the lower the excess burden of a tax on the sale of that item. 14. If the tax on the sale of gasoline is doubled from 20 cents per gallon to 40 cents per gallon, the excess burden of the tax will quadruple. 15. If the compensated elasticity of supply of labor is zero, then a tax on labor earnings will have zero excess burden. 16. Lump-sum taxes do not prevent prices from equaling the marginal social cost and benefit of any goods and services. 17. Lump-sum taxes can vary in amount based on income level. 18. A lump-sum tax can distort prices and affect consumption behavior. Multiple Choice Questions 1. A lump-sum tax: a. distorts market prices so that they do not simultaneously equal MSB and MSC. b. can result in price changes but does not prevent prices from simultaneously being equal to MSB and MSC. c. results in substitution effects that change prices. d. results in both substitution effects and income effects that change prices. 2. The current price of compact discs, which are traded in perfectly competitive markets, is $10. A $1 per unit tax is levied on the discs. Annual record sales decline from five million to four million as a result of the tax. Assuming that the income effect of the tax-induced price change is negligible, the excess burden of the tax will be: a. $500,000 per year. b. $1 million per year., STAYER ECO 450 Week 9 Quiz 7 Ch 13 and 14 Check this A+ tutorial guideline at http://www.eco450entirecourse.com/eco-450/eco-450-week-9-quiz-7-ch-13-and-14 For more classes visit http://www.eco450entirecourse.com 1. The actual federal income tax currently taxes all income irrespective of its source or use at the same tax rate. 2. Comprehensive income excludes unrealized capital gains. 3. Under a comprehensive income tax, transfer payments received by Social Security recipients would be fully taxable. 4. Homeowners earn rental income-in-kind from their home that would be taxable under a compre¬hensive income tax. 5. A comprehensive income tax is a lump-sum tax. 6. A comprehensive income tax will result in a divergence between gross wages paid by employers and net wages received by workers. 7. A comprehensive income tax will always reduce work effort by taxpayers. 8. The substitution effect of a tax-induced decline in wages always leads workers to work less. 9. The market wage elasticity of labor is zero. If this is the case, the excess burden of a tax on labor income will also be zero. 10. Points on a compensated labor supply curve are always more elastic than points for corresponding wage levels on a regular labor supply curve. 11. Comprehensive income is the sum of annual consumption and the change in net worth. 12. A tax on interest income does not prevent credit market from efficiently allocating resources. 13. If an individual is subject to a 30-percent income tax, then the net interest on a certificate of deposit yielding 5 percent would be 3.5 percent after taxes. 14. Because a tax on interest income results in income and substitution effects, it is not possible to pre¬dict the effect it will have on saving. 15. Most empirical studies indicate that the interest elasticity of supply of savings is close to zero. 16. Income tax became a permanent fixture in the United States starting in the early nineteenth century. 17. The Haig-Simons definition of income is different from comprehensive income. 18. Comprehensive income equals consumption plus the change in net worth. Multiple Choice Questions 1. Comprehensive income: a. is the sum of annual consumption and realized capital gains. b. is the sum of annual consumption and changes in net worth. c. excludes corporation income. d. is the sum of annual consumption and net worth. 2. A tax on labor income: a. results only in an income effect that always decreases hours worked per year. b. results in a substitution effect that always decreases hours worked per year. c. results in an income effect that increases hours worked per year if leisure is a normal good. d. both (a) and (b) e. both (b) and (c) 3. The market supply of labor is perfectly inelastic. Then it follows that: a. the substitution effect of wage changes is zero. b. the income effect of wage changes is zero. c. leisure is a normal good and the income effect of wage changes exactly offsets the substitution effect. d. the excess burden of a tax on labor income will be zero. 4. The compensated labor supply curve: a. will always be vertical. b. will always be upward sloping. c. will always be downward sloping. d. reflects both the income and substitution effects of wage changes. 5. Using a regular labor supply curve instead of a compensated supply curve to calculate the excess burden of a tax on labor income will: a. result in an accurate estimate of the excess burden. b. overestimate the excess burden. c. underestimate the excess burden., STAYER ECO 450 Week 10 Quiz 8 Ch 15 and 16 Check this A+ tutorial guideline at http://www.eco450entirecourse.com/eco-450/eco-450-week-10-quiz-8-ch-15-and-16 For more classes visit http://www.eco450entirecourse.com 1. The corporate income tax in the United States is levied only on economic profits. 2. Imputed interest from retained earnings are not deducted when computing taxable corporate income. 3. In general, the shorter the depreciation period allowed for tax purposes, the higher the tax burden on corporations. 4. Accelerated depreciation allows a firm to deduct more than the actual economic depreciation from its income each year. 5. Inflation causes an understatement of true depreciation cost. 6. If a corporation maximizes profits, an ad valorem tax on its profits will result in a reduction in output in the short run. 7. Assuming that the corporate income tax is not shifted to consumers in the short run, the long-run effect will be a reduction in the return to investment in both the corporate and noncorporate sector. 8. The excess burden of the corporate income tax stems from a misallocation of investment between the corporate and noncorporate sectors when the supply of savings is perfectly inelastic. 9. When the supply of savings is not perfectly inelastic, the corporate income tax can be shifted to workers. 10. In the long run the corporate income tax has no effect on the price of products produced by corporations. 11. The corporate income tax in the United States is levied on the sum of economic and normal profits. 12. The corporate income tax is levied only on retained earnings with dividends paid out exempt from taxation. 13. Because the corporate income tax base includes dividends, those dividends are taxed twice if they are also included in the personal income tax base. 14. Because the opportunity cost of a corporate equity is not tax deductible, the corporate income tax encourages borrowing, which allows interest cost to be deducted from corporate income. 15. If the corporate income tax is not shifted in the short run, then in the long run it will reduce the return to capital in the corporate sector only. 16. Depreciation is based on historic cost. 17. During periods of inflation historic cost overstates replacement cost. 18. Corporate dividends are paid from post-tax income. Multiple Choice Questions 1. The tax base for the corporate income tax in the United States is: a. the sum of normal and economic profits of corporations. b. economic profits of corporations. c. normal profits of corporations. d. retained earnings of corporations. 2. Accelerated depreciation allows corporations to: a. earn more interest on their capital costs. b. reduce capital costs to zero. c. reduce labor costs. d. increase the time period over which assets are depreciated. 3. If corporations maximize profits, the short-run incidence of a tax on its profits will be borne by: a. consumers. b. all investors. c. corporate shareholders. d. workers. 4. Assuming that corporations maximize profits and investors seek to maximize the return to their investments, the long-run impact of a corporate income tax is to: a. reduce the incomes of corporate shareholders only., STAYER ECO 450 Week 11 Final Exam Check this A+ tutorial guideline at http://www.eco450entirecourse.com/eco-450/eco-450-week-11-final-exam For more classes visit http://www.eco450entirecourse.com (Many other Questions are also Included) 1. The Social Security pension system is a fully funded retirement plan. 2. Social Security pension benefits are transfers from workers to retirees. 3. Social Security pensions are financed by voluntary contributions by workers. 4. The gross replacement rate measures the ratio of taxes paid per year by workers to their annual Social Security pension when they retire. 5. In the year prior to retirement, a worker earned $20,000 and paid $5,000 in taxes on those earnings. His annual Social Security pension is $10,000 per year. Then it follows that his net replacement rate is 50 percent. 6. The gross replacement rate for Social Security pensions is the same for all workers independent of their preretirement earnings. 7. The annual growth in wages subject to Social Security taxes is 3 percent. Given the payroll tax rate, the growth in funds available to pay pension benefits is also 3 percent. 8. The asset-substitution effect of Social Security pensions discourages saving. 9. The availability of Social Security pensions to workers over normal retirement age results in an income effect unfavorable to work but no substitution effect. 10. The bequest effect of Social Security encourages workers to save less. 11. The normal retirement age for Social Security old-age pensions is 67 for people born in the United States in 1960 or later. 12. Workers in the United States can retire under Social Security at age 62 with lower pensions than they would receive at their normal retirement age. 13. As of 2009, retired workers between the ages of 62 and their normal retirement age were subject to an “earnings test” that reduced their pension by $1 for each $2 of earnings after a certain minimum level of earnings. 14. Reducing the replacement rate will have no effect on the tax rate necessary to finance pensions under a pay-as-you-go, tax-financed pension system. 15. Workers who quit their jobs are eligible for unemployment insurance benefits in the United States. 16. By 2050, the expected percentage of the U.S. population that is considered elderly will be less than 20%. 17. Social Security was created in 1965. 18. On average, the elderly are less likely to be poor when compared to the rest of the U.S. population. Multiple Choice Questions 1. The Social Security retirement system: a. is a fully funded pension system. b. is a tax-financed system that pays benefits from taxes that are invested to return principal and interest to workers when they retire. c. is a tax-financed retirement system that finances pensions by taxing workers each year and transferring the bulk of revenues obtained directly to retirees. d. does not use taxes on workers to pay pensions to retirees. 2. The gross replacement rate: a. measures a worker’s monthly retirement benefit divided by monthly earnings before taxes in the year prior to retirement. b. measures a worker’s monthly retirement benefit divided by monthly earnings after taxes in the year prior to retirement. c. is an increasing function of gross monthly earnings prior to retirement. d. is independent of gross monthly earnings prior to retirement. 3. A worker earns $2,000 per month before taxes. He pays $140 per month payroll tax on those wages. In addition, the income taxes on those wages are $360 per month. On retirement, the worker receives a Social Security pension of $750 per month. Which of the following statements is true? a. The worker’s gross replacement rate is 50 percent. b. The worker’s net replacement rate is 50 percent. c. The worker’s net replacement rate is 38 percent. d. The worker’s net replacement rate is 75 percent. 4. The growth in hourly wages over the past 50 years has averaged about 2 percent per year. How¬ever, the growth in Social Security pensions has far exceeded this 2-percent rate. The growth in tax revenue to finance Social Security benefits in excess of 2 percent per year can be accounted for by: a. increases in payroll tax rates. b. use of other taxes beside the payroll tax to pay Social Security benefits. c. an increase in the number of workers paying Social Security taxes. d. either (a) or (b) e. either (a) or (c) 5. Given the structure and level of gross replacement rates and the expected future growth of labor earnings subject to the payroll tax, the tax rates used to tax payrolls were increased in the 1980s because: a. the number of retirees per worker will increase. b. the number of retirees per worker will decrease. c. wages are expected to decline. d. the size of the work force is expected to increase. 6. Which of the following is likely to increase the net federal debt as a share of GDP? a. a federal budget surplus.

2017-03-22 • 13 Cards

eco 370,uop eco 370,uop eco 370 complete course,uop eco 370 entire course

ECO 370 Complete Class Check this A+ tutorial guideline at http://www.eco370entirecourse.com/ECO-370/ECO-370-Complete-Class-Guide For more classes visit http://www.eco370entirecourse.com, ECO 370 Week 1 DQ 1 Describe an industry that is linked to a natural resource economy. What economic advantages can be realized for that industry by functioning in a sustainable manner? What costs could this industry face in implementing a sustainable business model? Do you think those costs are justified? Why or why not? Check this A+ tutorial guideline at http://www.eco370entirecourse.com/ECO-370/ECO-370-Week-1-DQ-1 For more classes visit http://www.eco370entirecourse.com, ECO 370 Week 1 DQ 2 Consider two methods for achieving less water use in a community. The first method includes trying to convince people to apply water conservation measures and to use less water at current prices. The second method involves driving up the price of water. Discuss the merits of both approaches. Which one do you think would be more effective? Why? Check this A+ tutorial guideline at http://www.eco370entirecourse.com/ECO-370/ECO-370-Week-1-DQ-2 For more classes visit http://www.eco370entirecourse.com, ECO 370 Week 1 Individual Assignment Economics and the Environment Worksheet Complete the Material : Economics and the Environment Worksheet. Respond to each question with a 150- to 250-word paragraph. Check this A+ tutorial guideline at http://www.eco370entirecourse.com/ECO-370/ECO-370-Week-1-Individual-Assignment-Economics-and-the-Environment-Worksheet For more classes visit http://www.eco370entirecourse.com, ECO 370 Week 2 DQ 1 Provide an example of a company that is considering reducing air pollution emissions. How might the company analyze short- and long-term costs and benefits? Check this A+ tutorial guideline at http://www.eco370entirecourse.com/ECO-370/ECO-370-Week-2-DQ-1 For more classes visit http://www.eco370entirecourse.com, ECO 370 Week 2 DQ 2 Why is environmental and economic impact analysis important? What information is important for decision makers to consider when evaluating new development project proposals. Check this A+ tutorial guideline at http://www.eco370entirecourse.com/ECO-370/ECO-370-Week-2-DQ-2 For more classes visit http://www.eco370entirecourse.com, ECO 370 Week 2 Individual Assignment Impact Classification Environmental Impact Assessment and Economic Impact Assessment Check this A+ tutorial guideline at http://www.eco370entirecourse.com/ECO-370/ECO-370-Week-2-Individual-Assignment-Impact-Classification-Environmental-Impact-Assessment-and-Economic-Impact-Assessment Resources: Final Programmatic Environmental Impact Statement for Geothermal Leasing in the Western United States from the Bureau of Land Management’s website, Ch. 5 & 6 of the text, and this week’s Electronic Reading Reserves Choose one of the following chapters of the Final Programmatic Environmental Impact Statement for Geothermal Leasing in the Western United States: • Chapter 11: Tongass National Forest/Anchorage District Leases in Alaska • Chapter 12: El Centro Field Office Leases in Southern California • Chapter 13: Modoc National Forest/Surprise Field Office Leases in Northeastern California • Chapter 14: Humboldt-Toiyabe National Forest/Battle Mountain District Leases in Nevada • Chapter 15: Mount Hood National Forest/Prineville Field Office Leases in Oregon • Chapter 16: Willamette National Forest/Salem District Leases in Oregon • Chapter 17: Mount Baker-Snoqualmie National Forest/Spokane District Leases in Washington Read your chosen chapter and review the Executive Summary of the Final Programmatic Environmental Impact Statement for Geothermal Leasing in the Western United States. Research the economic and environmental impacts of geothermal energy. Summarize the environmental and economic impacts of the leases evaluated in your chosen chapter with a 1,050- to 1,750-word report. This report must communicate the environmental and economic impacts of the proposed geothermal leases to local stakeholders and to members of the American public. Identify the community members who will be most affected by each environmental or economic impact. Include the following information in your report: • Briefly introduce your chosen chapter and the proposed geothermal leases evaluated in this chapter. • Categorize the environmental impacts of the proposed actions: o What environmental impacts are significant? What environmental impacts are insignificant? o What environmental impacts are short-term? What environmental impacts are long-term? o Is each environmental impact a positive impact or a negative impact? Explain. • Categorize the economic impacts of the proposed actions: o What economic impacts are significant? What economic impacts are insignificant? o What economic impacts are short-term? What economic impacts are long-term? o Identify whether each economic impact is a positive impact or an adverse impact, and explain. Write a conclusion that summarizes the economic and environmental impacts of the proposed actions. Cite at least three peer-reviewed references. Format your report consistent with APA guidelines. For more classes visit http://www.eco370entirecourse.com, ECO 370 Week 3 DQ 1 Define property rights in the context of environmental systems. In a society without private or collective property rights, how would the environment suffer? Check this A+ tutorial guideline at http://www.eco370entirecourse.com/ECO-370/ECO-370-Week-3-DQ-1 For more classes visit http://www.eco370entirecourse.com, ECO 370 Week 3 DQ 2 How can emission charges encourage businesses to be innovative? Provide a specific example of this. Compare this approach with a standard regulation from a central authority. Check this A+ tutorial guideline at http://www.eco370entirecourse.com/ECO-370/ECO-370-Week-3-DQ-2 For more classes visit http://www.eco370entirecourse.com, ECO 370 Week 3 Learning Team Assignment Benefit Cost Analysis Presentation Check this A+ tutorial guideline at http://www.eco370entirecourse.com/ECO-370/ECO-370-Week-3-Learning-Team-Assignment-BenefitCost-Analysis-Presentation Research your chosen proposed surface mine. Choose an interest group to whom you will address your presentation. The Learning Team will play the role of a team of environmental analysts reporting on the costs and benefits of this mining proposal to the concerned interest group. Address the concerns of this interest group. Recommended interest groups include the following: • Local governments for the regions in or near which the mine is proposed • Labor unions or organizers from the regions in or near which the mine is proposed • Recreation groups that use the region for camping, fishing, hunting, hiking, bicycling, skiing, or bird-watching • Indigenous peoples from the regions in or near which the mine is proposed • The chamber of commerce for the nearest city to the proposed mine Prepare a 10- to 15-slide Microsoft® PowerPoint® presentation summarizing the costs and benefits of the proposed mine. Include the following elements: • Summarize the benefits of the proposed action. Estimate a dollar value for each benefit and total the estimated benefits. • Incorporate at least one image and at least one chart or graph illustrating project benefits. • Summarize the costs of the proposed action. Estimate a dollar value for each cost and total the estimated costs. • Incorporate at least one image and at least one chart or graph illustrating project costs. • Summarize the factors influencing the environmental choice of your chosen proposed surface mine. • Conclude with an explanation of whether your chosen proposed surface mine is economically feasible and environmentally viable. Present the Benefit-Cost Analysis Presentation. For Online and Directed Study students, these are Microsoft® PowerPoint® presentations with notes. For more classes visit http://www.eco370entirecourse.com, ECO 370 Week 4 DQ 1 What are the advantages and disadvantages of transferable discharge permits? Was the approach taken with the 1990 Clean Air Act transferable discharge permit program appropriate? Why or why not? What alternative approach do you recommend? Check this A+ tutorial guideline at http://www.eco370entirecourse.com/ECO-370/ECO-370-Week-4-DQ-1 For more classes visit http://www.eco370entirecourse.com, ECO 370 Week 4 DQ 2 What factors might undermine a water quality trading program? What are some characteristics that successful water quality trading programs share? Check this A+ tutorial guideline at http://www.eco370entirecourse.com/ECO-370/ECO-370-Week-4-DQ-2 For more classes visit http://www.eco370entirecourse.com, ECO 370 Week 4 Individual Assignment Policy Implications and Evaluation Matrix Choose a local government and a national government on which to focus your policy evaluation. Complete the Policy Implications and Evaluation Matrix. For each row on the matrix, evaluate one policy for each of your chosen governments. Check this A+ tutorial guideline at http://www.eco370entirecourse.com/ECO-370/ECO-370-Week-4-Individual-Assignment-Policy-Implications-and-Evaluation-Matrix For more classes visit http://www.eco370entirecourse.com, ECO 370 Week 4 Learning Team Assignment City of Kelsey Energy Policy Presentation Check this A+ tutorial guideline at http://www.eco370entirecourse.com/ECO-370/ECO-370-Week-4-Learning-Team-Assignment-City-of-Kelsey-Energy-Policy-Presentation Help the City of Kelsey become a pioneer in energy efficiency by proposing and defending an incentive-based policy. This way, Kelsey can lead the way toward responsible and sustainable growth while decreasing greenhouse gas emissions and negative environmental consequences. The Learning Team will play the role of a team of environmental analysts presenting a proposal to the Kelsey City Council. Resources: the City of Kelsey on the Virtual Organizations Portal, Memo: Energy Policy Presentation from the City Government section of the City of Kelsey site on the Virtual Organizations portal Research your chosen policy, instances in which similar approaches have been tried, and alternative approaches to increasing energy efficiency. Prepare a 10- to 15-slide Microsoft® PowerPoint® presentation supporting your chosen incentive-based policy. Include the following elements: • Describe your chosen policy proposal. • Contrast the economics of your chosen policy proposal with the current energy policy in Kelsey. • Contrast the economics of your chosen policy proposal with a decentralized approach to energy policy. • Contrast the economics of your chosen policy proposal with a standards-based approach to energy policy. • Summarize the economic and environmental benefits of your chosen policy proposal. • Summarize the economic and environmental costs of your chosen policy proposal. • Compare your chosen policy proposal with a similar program in another location. Summarize the economic results from the other location and explain whether similar results can be expected in Kelsey. • Explain the purpose of your incentive-based approach and why the city council should adopt your chosen policy proposal. Present the City of Kelsey Energy Policy Presentation. For Online and Directed Study students, these are Microsoft® PowerPoint® presentations with notes. For more classes visit http://www.eco370entirecourse.com, ECO 370 Week 5 DQ 1 Check this A+ tutorial guideline at http://www.eco370entirecourse.com/ECO-370/ECO-370-Week-5-DQ-1 As you know, we do not have discussion questions in Week 5 so you can focus on your assignments. But you are still need to gain participate points this week by posting this forum. I have following topics that you can discuss. Feel free to post any topics that you find interesting. 1. Regarding global environmental policies, why do you think Kyoto Protocol failed? 2. With the shifting of manufacturing to developing countries, their environments have been polluted. Do you think it is fair, what can countries like U.S. do to help? 3. Regarding the debate around global warming, are those based on science? Why or why not? 4. Practices in everyday life that we can do to help environment 5. What knowledge you can take from this class to apply to your work? 6. Any other topic you find interesting? For more classes visit http://www.eco370entirecourse.com

2017-03-22 • 17 Cards

eco 365,uop eco 365,uop eco 365 complete course,uop eco 365 entire course

ECO 365 Complete Class + Final Exam Check this A+ tutorial guideline at http://www.eco365entirecourse.com/ECO-365/ECO-365-Complete-Class-Final-Exam For more classes visit http://www.eco365entirecourse.com, ECO 365 Complete Class Check this A+ tutorial guideline at http://www.eco365entirecourse.com/ECO-365/ECO-365-Complete-Class For more classes visit http://www.eco365entirecourse.com, ECO 365 Final Exam Guide 24/30 Check this A+ tutorial guideline at http://www.eco365entirecourse.com/ECO-365/ECO-365-Final-Exam-Guide 1) An economist who is studying the relationship between the money supply,interest rates, and the rate of inflation is engaged in A. microeconomic research B. macroeconomic research C. theoretical research, because there is no data on these variables D. empirical research, because there is no economic theory related to these variables 2) A basic difference between microeconomics and macroeconomics is that microeconomics A. focuses on the choices of individual consumers, while macroeconomics considers the behavior of large businesses B. focuses on financial reporting by individuals, while macroeconomics focuses on financial reporting by large firms C. examines the choices made by individual participants in an economy, while macroeconomics considers the economy's overall performance D. focuses on national markets, while macroeconomics concentrates on international markets 3) The distinction between supply and the quantity supplied is best made by saying that A. the quantity supplied is represented graphically by a curve and supply as a point on that curve associated with a particular price B. supply is represented graphically by a curve and the quantity supplied as a point on that curve associated with a particular price C. the quantity supplied is in direct relation with prices, whereas supply is in inverse relation D. the quantity supplied is in inverse relation with prices, whereas supply is in direct relation 4) After several years of slow economic growth, world demand for petroleum began to rise rapidly in the 1990s. Much of the increase in demand was met by additional supplies from sources outside the Organization of Petroleum Exporting Countries (OPEC). OPEC, during this time, was unable to restrain output among members in its effort to lift oil prices. What best describes these events? A. The rise in demand shifted the demand for oil to the right. OPEC actions shifted the demand for oil back to the left. B. The rise in demand shifted the demand for oil to the right. As price rose, the supply of oil also rose. C. The rise in demand shifted the demand for oil to the right. As price rose, the quantity of oil supplied rose. D. The rise in demand reflects a movement down along the demand curve as supply shifted to the right when suppliers produced more oil. 5) Price elasticity of demand is the: A. change in the quantity of a good demanded divided by the change in the price of that good B. change in the price of a good divided by the change in the quantity of that good demanded C. percentage change in price of that good divided by the percentage change in the quantity of that good demanded D. percentage change in quantity demanded of a good divided by the percentage change in the price of that good 6) If average movie ticket prices rise by about 5 percent and attendance falls by about 2 percent, other things being equal, the elasticity of demand for movie tickets is about: A. 0.0 B. 0.4 C. 0.6 D. 2.5 7) When labor is the variable input, the average product equals the A. marginal product divided by the number of workers B. marginal product multiplied by the number of workers C. number of workers divided by the quantity of output D. quantity of output divided by the number of workers 8) The increase in output obtained by hiring an additional worker is known as A. the average product B. the marginal product C. the total product D. value added 9) Which of the following is the best example of a long-run decision? A. An automobile manufacturing company is considering whether or not to invest in robotic equipment to develop a more cost-effective production technique. B. An automobile manufacturing company is considering whether or not to expand its existing workforce, while keeping the same factory and equipment. C. A business consulting firm is considering whether or not to hire interns to assist with research and data processing. D. A business consulting firm is considering whether or not to add new computers while maintaining the same number of employees. 10) Other things being equal, when average productivity falls, A. average fixed cost must rise B. marginal cost must rise C. average total cost must rise D. average variable cost must rise 11) According to economist Colin Camerer of the California Institute of Technology, many New York taxi drivers decide when to finish work by setting an income goal for themselves. If this is true, then on busy days when the effective hourly wage is higher, taxi drivers will A. work the same number of hours as they will on slower days B. work fewer hours than they will on slower days C. work more hours than they will on slower days D. not work any hours 12) A firm's demand for labor is derived from the A. opportunity costs associated with labor and leisure B. desires and needs of the entrepreneur C. cost of labor inputs D. demand for its output 13) Owen runs a delivery business and currently employs three drivers. He owns three vans that employees use to make deliveries, but he is considering hiring a fourth driver. If he hires a fourth driver, he can schedule breaks and lunch hours so all three vans are in constant use, allowing him to increase deliveries per day from 60 to 75. This will cost an additional $75 per day to hire the fourth driver. The marginal cost per delivery of increasing output beyond 60 deliveries per day A. is $0 because Owen does not have to purchase another van B. is $5 C. is $75 D. cannot be calculated without knowing Owen's total fixed costs 14) Expected economic profit per unit is equal to A. expected price B. expected average total cost C. the difference between expected average price and expected average total cost D. the difference between expected total revenue and expected total cost 15) If a firm in a perfectly competitive market experiences a technological breakthrough, A. other firms would find out about it eventually B. other firms would find out about it immediately C. other firms would not find out about it D. some firms would find out about it, but others would not 16) A significant difference between monopoly and perfect competition is that A. free entry and exit is possible in a monopolized industry, but impossible in a competitive industry B. competitive firms control market supply, but monopolies do not C. the monopolist's demand curve is the industry demand curve, while the competitive firm's demand curve is perfectly elastic D. profits are driven to zero in a monopolized industry, but may be positive in a competitive industry. 17) A monopoly firm is different from a competitive firm in that A. there are many substitutes for a monopolist's product while there are no substitutes for a competitive firm's product B. a monopolist's demand curve is perfectly inelastic while a competitive firm's demand curve is perfectly elastic C. a monopolist can influence market price while a competitive firm cannot D. a competitive firm has a U-shaped average cost curve while a monopolist does not 18) The difference between a perfectly competitive firm and a monopolistically competitive firm is that a monopolistically competitive firm faces a A. horizontal demand curve and price equals marginal cost in equilibrium B. horizontal demand curve and price exceeds marginal cost in equilibrium C. downward-sloping demand curve and price equals marginal cost in equilibrium D. downward-sloping demand curve and price exceeds marginal cost in equilibrium 19) As long as marginal cost is below marginal revenue, a perfectly competitive firm should A. increase production B. hold production constant C. decrease production D. reconsider past production decisions 20) Because a monopolistic competitor has some monopoly power, advertising to increase that monopoly power makes sense as long as the marginal A. benefit of advertising is positive B. cost of advertising is positive C. benefit of advertising exceeds the marginal cost of advertising D. cost of advertising exceeds the marginal benefit of advertising 21) In the Flint Hills area of Kansas, proposals to build wind turbines to generate electricity have pitted environmentalist against environmentalist. Members of the Kansas Sierra Club support the turbines as a way to reduce fossil fuel usage, while local chapters of the Nature Conservancy say they will befoul the landscape. The Sierra Club argues that wind turbines A. are a source of negative externalities B. reduce negative externalities elsewhere in the economy C. create a free-rider problem D. are a way of solving a free-rider problem 22) When negative externalities are present, market failure often occurs because A. the marginal external cost resulting from the activity is not reflected in the market price B. the marginal external cost resulting from the activity is reflected in the market price C. the existence of imports from foreign countries takes jobs and income away from U.S. citizens D. consumers will consume the good at a level where their individual marginal benefits exceed the marginal costs borne by the firm producing the good 23) A merger between a textile mill and a clothing manufacturing company would be considered a A. horizontal merger B. vertical merger C. conglomerate merger D. diagonal merger 24) A merger between a baby food company and a life insurance company would be considered a A. horizontal merger B. vertical merger C. conglomerate merger D. diagonal merger 25) From the point of view of consumer and producer surplus, what problem may be created when a country subsidizes the cost of energy to consumers to help alleviate the burden of higher energy costs? A. It hurts the poor and benefits the rich. B. It leads to less fuel being used than the amount that maximizes consumer surplus. C. It encourages the consumption of too much fuel at the expense of other goods. D. It has no effect; consumers gain a surplus, but taxpayers lose the same amount because they must finance the subsidy. 26) Suppose people freely choose to spend 40 percent of their income on health care, but the government decides to tax 40 percent of a person's income to provide the same level of coverage as before. What can be said about deadweight loss in each case? A. Taxing income results in deadweight loss, while purchasing health care on one's own does not result in deadweight loss. B. Taxing income results in less deadweight loss, because government knows better what health care coverage is good for society. C. There is no difference because the goods are purchased in the market in either case. D. There is no difference because the total spending remains the same and the health care purchased remains the same. 27) The U.S. textile industry is relatively small because the US imports most of its clothing. A clear result of the importation of clothing is A. there is less variety available than there would be without imports B. the quality of clothing is lower than it would be without imports C. the price of clothing is higher than it would be without imports D. the price of clothing is lower than it would be without imports 28) Countries can expect to gain from international trade as long as they A. keep production diversified B. specialize according to their comparative advantage C. produce only those goods for which they have a relatively high opportunity cost D. use trade restrictions to reduce competition for domestic producers 29) Which of the following is an example of the law of one price? A. Exchange rates tend to have equivalent values. For example, one Italian lire equals one U.S. dollar. B. Because people have essentially the same basic needs wherever they live, they tend to buy the same bundle of goods. C. Because wages are so much lower in China, eventually all U.S. jobs will be outsourced to China, leaving the US to import all goods at one price. D. Because their countries have similar institutions, the price paid for a computer in Germany and the United States are about the same when converted into the same currency. 30) The fact that U.S. managers' salaries are substantially greater than those of comparable managers in Japan may be related to A. an increase in the demand for CEOs B. an increase in the supply of CEOs C. the comparatively greater competitive markets in Japan D. the greater number of public goods provided in the United States For more classes visit http://www.eco365entirecourse.com, ECO 365 Week 1 DQ 1 What is the definition of price elasticity of demand? What is the relationship between price elasticity of demand and total revenue? How does price elasticity of demand affect a firm’s pricing decisions? How does the availability of substitutes affect the price elasticity of demand? Provide a real-world example that illustrates your points. Check this A+ tutorial guideline at http://www.eco365entirecourse.com/ECO-365/ECO-365-Week-1-DQ-1 For more classes visit http://www.eco365entirecourse.com, ECO 365 Week 1 DQ 2 Identify a good or service with which you are familiar. What factors have contributed to changes in the supply of and demand for that good or service? What was the effect on the equilibrium price and quantity? How do you expect changes in the microeconomy and macroeconomy to affect future supply of and demand for that good or service? Do you expect the equilibrium price to increase or decrease as a result? Check this A+ tutorial guideline at http://www.eco365entirecourse.com/ECO-365/ECO-365-Week-1-DQ-2 For more classes visit http://www.eco365entirecourse.com, ECO 365 Week 1 DQ 3 What is economics? What role does economics play in your personal and organizational decisions? Provide an example of the role of economics in decision making. Check this A+ tutorial guideline at http://www.eco365entirecourse.com/ECO-365/ECO-365-Week-1-DQ-3 For more classes visit http://www.eco365entirecourse.com, ECO 365 Week 1 DQ 4 What is the difference between a movement along and shift of the demand curve? What would cause the demand curve to shift and provide an example. Explain how the availability of substitutes affect the price elasticity of demand? Provide examples for all. Check this A+ tutorial guideline at http://www.eco365entirecourse.com/ECO-365/ECO-365-Week-1-DQ-4 For more classes visit http://www.eco365entirecourse.com, ECO 365 Week 1 DQ 5 a.) Identify a recent purchase in which the price of the product was an important consideration in the decision making process related to the purchasing of the product. What other factors affected your decision? b.) How important was your income as a factor? c.) How important was the price of other goods as a factor? Check this A+ tutorial guideline at http://www.eco365entirecourse.com/ECO-365/ECO-365-Week-1-DQ-5 For more classes visit http://www.eco365entirecourse.com, ECO 365 Week 1 DQ 6 a.) According to the Federal Housing Finance Agency house price index, U.S. housing prices declined throughout 2008 and 2009. What are two demand determinants and two supply determinants that might explain the broad decline in house prices that occurred in those years? b.) Is the market currently in equilibrium? Check this A+ tutorial guideline at http://www.assignmentcloud.com/ECO-365/ECO-365-Week-1-DQ-6 For more classes visit http://www.assignmentcloud.com, ECO 365 Week 1 Individual Article Analysis Check this A+ tutorial guideline at http://www.eco365entirecourse.com/ECO-365/ECO-365-Week-1-Individual-Article-Analysis Research the University Library and Internet, and select a recent news article concerning trends in consumption patterns of a specific product, such as gasoline, oil, grain, or coffee. The following article which is located in the Electronic Reserve Readings on the student website is an example of trends in consumption patterns: Hauser, C. (2011, August 24). Sales of new homes fell again in July. The New York Times. p. 6. Retrieved from EBSCOhost. Write a 700 – 1,050-word paper in which you do the following: Analyze the basis for the trends in consumption patterns, as discussed in the article you selected. • Consider the utility derived from a product or service mentioned in the article. • Describe what has occurred to change the demand for the product or service and its market and equilibrium prices. Assume that supply remains the same. • Describe what has occurred to change the supply of the product or service and its market and equilibrium prices. Assume that demand remains the same. • In your opinion, is demand for this product or service price elastic or inelastic? What does this imply about how consumers respond to changes in the price of this product or service? Support your determination of the price elasticity of demand with a reference. Format your paper consistent with APA guidelines. For more classes visit http://www.eco365entirecourse.com, ECO 365 Week 2 DQ 1 What is the relationship between average and marginal productivity? What would happen to average and marginal productivity if a technological innovation is introduced to the production process? Provide an example. Check this A+ tutorial guideline at http://www.eco365entirecourse.com/ECO-365/ECO-365-Week-2-DQ-1 For more classes visit http://www.eco365entirecourse.com, ECO 365 Week 2 DQ 2 Under what conditions will a firm shut down operations in the short run? Identify an example you are familiar with, or have identified through research, of a business that has temporarily shut down operations in the short run. What led to this decision? Did the firm resume operations at a later date? Check this A+ tutorial guideline at http://www.eco365entirecourse.com/ECO-365/ECO-365-Week-2-DQ-2 For more classes visit http://www.eco365entirecourse.com, ECO 365 Week 2 DQ 3 What is average productivity? What is marginal productivity? Explain the relationship between average and marginal productivity. What would happen to average and marginal productivity if a technological innovation is introduced to the production process? Why do economists say that it is important to "think on the margin?" Check this A+ tutorial guideline at http://www.eco365entirecourse.com/ECO-365/ECO-365-Week-2-DQ-3 For more classes visit http://www.eco365entirecourse.com, ECO 365 Week 2 DQ 4 Why is the demand of labor a derived demand? Explain the shape of the supply of labor curve. What is the relationship between productivity and the wages earned by an employee? What are some factors that determine the level of your income? Check this A+ tutorial guideline at http://www.eco365entirecourse.com/ECO-365/ECO-365-Week-2-DQ-4 For more classes visit http://www.eco365entirecourse.com, ECO 365 Week 2 DQ 5 a.) What is the law of diminishing marginal productivity? b.) How does the law of diminishing marginal productivity affect the costs of production? c.) Provide an example of the law of diminishing marginal productivity from your workplace. Check this A+ tutorial guideline at http://www.eco365entirecourse.com/ECO-365/ECO-365-Week-2-DQ-5 For more classes visit http://www.eco365entirecourse.com

2017-03-22 • 39 Cards