Blog

Book Chapter Analysis

Book Chapter Analysis (10%)
Book Chapter Analysis (10%)
Your paper should be 700-1000 words long.
Structure of your paper:
• Introduction
• Chapter summary
• Section that reflects your own opinion about that chapter
• Conclusion
• References

Book Chapter Analysis (10%)
For each day Book Chapter Analysis (10%)
the paper is late, 1 out of 10 points will be deducted.
This assignment should be uploaded on safeassign by 11:59pm on April 4, 2017.

Grading Rubric
Criteria Below expectations
Acceptable Exceeds Expectations
Points earned
Introduction:
Paper outline
/15
Chapter summary

/20
Personal reflection

/20
Conclusion:
Summary of main points

/15
Language (sentence structure, grammar, spelling)
/10
Overall paper layout:
Does the paper have subheadings? Is it well structured? Is it easy to follow the arguments?

/10
In-text citations /5
References /5

Total points: /100

Flannery O’Connor’s “A Good Man Is Hard to Find

Essay #2: Prose Fiction ENG 102
Essay – Prose Fiction: Prose is a form of language that has no formal metrical
structure. It applies a natural flow of speech and ordinary grammatical structure rather
than rhythmic structure (Literarydevices).
Prose fiction is an imaginary story, usually written down, that someone tells in everyday,
natural language (Wisegeek).
Assignment: Write a research-based analytical essay. Choose from one of the
following short stories discussed in class:
Flannery O’Connor’s “A Good Man Is Hard to Find”•
John Steinbeck’s “Chrysanthemums”•
William Faulkner’s “A Rose for Emily”•
Eudora Welty’s “A Worn Path”•
Charlotte Perkins Gilman’s “The Yellow Wallpaper”•
Shirley Jackson’s “The Lottery”•
Title: Your essay must include a creative title, something more than Essay #2 or Prose
Fiction Essay.
Thesis: The thesis statement announces your topic and indicates what points you want
to make about that topic. It is the one sentence that states what your essay is about.
Format: The essay must consist of at least six paragraphs with at least six to eight
sentences in each paragraph (about 1000 words).
Quoting, Sources, Works Cited: A minimum of two sources (besides the textbook)
must be used. Any information that is researched or that is not your own must be cited
in essay and on the works cited page. Include two direct quotes with proper
introductions and explanations.
Ideas for writing:
Analyze one or more of the elements of fiction, such as the characters, setting,•
plot, point of view, theme, symbolism, irony, imagery, etc…
Analyze• & research the author and short story

Being a CEO in a company

You are the CEO of a major consumer technology corporation. The company is global and offers remote employment, in addition to numerous physical locations. It distributes the products through different global wholesalers to reach retailers who in turn sell to the ultimate consumer. Your job is to find a new president for the organization. The past president has retired after 25 years of service. You will have to explain to the board of directors what criteria will be used in the search for a new company president. In your paper: Explain what being a leader is, and what traits are needed to be an effective leader. Describe the type of leadership style and skills needed for the position. Analyze the importance of attending to tasks and relationships. Explain the importance of a leader following and communicating a vision, and setting the tone. Examine the necessity for a leader to have good out-group member skills, as well as the ability to handle conflict and overcome obstacles. Justify the needed ethical leadership traits for this position The Final Paper Must be five to six double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center. Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must begin with an introductory paragraph that has a succinct thesis statement. Must address the topic of the paper with critical thought. Must end with a conclusion that reaffirms your thesis. Must use at least five scholarly sources, including a minimum of two from the Ashford University Library, in addition to the text. Wikipedia is not an acceptable source. Must document all sources in APA style as outlined in the Ashford Writing Center. Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Video Game Addiction

Assignment 2: Problems Children Face: – This assignment is due at the end Week 7. This assignment is a continuation of assignment one.

Assignment 2: Problems Children Face

Due: Sunday at 11:59 p.m. at the end of Week 7

Topic:

In Assignment 2: In Assignment one (1) you choose from the six (6) problems children experience daily. For this assignment, address the same issue from an applied perspective.

• What is being done to address this problem?
• Is there a consensus about how to improve this problem, or is there a great deal of controversy?
• What solutions have already been tried for this problem?
• How successful have these solutions been?
• What are the barriers to solving this problem?
• What resources are available in YOUR community to deal with this problem?
• Future approaches to the problem
• How will this problem be addressed in the future?
• How successful are these solutions likely to be?

Research Paper or Opinion Paper?

Research, NOT opinion

******Number of published, peer-reviewed sources required is “ive; must all be published within the last 8 years

• The textbook is one of the resources.

• Do not use any direct quotes from any sources

*****Length required (not including title page and references is 800-1200
• Tables, graphs, charts, lists, figures, etc. may be used, however do not count toward the length requirement

800-1200 words

****Reference style required

American Psychological Association, 6th edition

Submission requirements

Microsoft Word document submitted as attachment in Assignment Submission area. Do not attach to a Message or email, and do not paste into Submission text box.

CHFD307

GradingRubric

Student exhibits a defined and clear understanding of the assignment. The student provides a detailed description of one (1) of the problems children experience daily.

25 Points

Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications.

25 Points

Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.

20 Points

Evidence of research for materials/content is listed using APA format.

15 Points

Clarity of writing style Grammar/Punctuation/Spelling

15 Points

TOTAL

100 Points

Deontology discussion

Deontology Discussion Board
As Joe is trying to maintain order and follow orders to not allow more people into the already overcrowded Superdome, thousands more flock to the only place they believe they will be safe and where they expect to find shelter, food, clothing, medical supplies, and water.

Fights break out as people are turned away. Joe has a major problem on his hands. He has orders to turn people away so that those already inside the Superdome can be adequately cared for. Many others are outside violently oppose his orders. How can Joe follow his ethical beliefs?

How can you help Joe deal with this situation?

If Joe believes it is his duty to serve by following orders, what should he do?

What are Joe’s choices?

How would a deontologist, like Joe, make this decision?

It is Joe’s duty to come up with a plan on how the people outside can be calmed down to avoid chaos which may lead to the destruction of the premises and people being hurt. It is also his role to figure out how they can be organized such that the supplies are also dispensed with them easily, even without having to enter the super dome. Shelter, food, clothing, medical supplies, and water are all necessities that any human being cannot do without. According to Max (2016), a deontologist such as Joe moral action is guided by the rules. Therefore, Joe should do his best to make sure that no one gets into the super dome.

Joe can inform one of the members of the top management in charge of the operation on the ongoing chaos. Since people will more likely calm down when they get reassurance from the heads of the operation, Joe can request the head of the operation or member of the top management to talk calmly to the crowd and reassure them that they will still get the amenities.

Also, Joe can come up with strategies that can help even the people outside to acquire the supplies without having to go inside the dome. These can include having some of the personnel distributing a given proportion of the amenities to those outside and ensuring that the process is fast such that more people are served. The people can be informed of these strategies, which will, in turn, calm them down as they organize themselves to be served.

As the saying goes, “You catch more flies with honey than vinegar,” It would be advisable if Joe first talked calmly to a few members of the crowd. He can explain why they are not being let in and reassure them that they will also get the supplies as well. Also, he can ask the small group for the suggestions on how that outside can acquire the supplies as well.

Having a small proportion on his side will help in assuring the rest of the group that he has their best interests at heart. The small group can then assist in calming down the rest of the group by taking turns to speak to the crowd using the public address system. Joe can give the suggestions to the person in charge of the operation to see if they can be acted adopted.

Joe has the choice either to chase the people away, to convince them to be calm or just to let them in. Chasing the people away would be morally wrong since the people would lack basic amenities which would probably lead to starvation, diseases and eventually death. These consequences can, in turn, be blamed on Joe. Also, Joe would most probably feel guilty for the consequences.

Letting the people into the dome would be against the deontological ethics. Deontologists believe a moral behavior is one that follows the rules, obligations or duty (Carl, 2010). This would lead to Joe not only failing to fulfill his duties but also being at risk of losing his job. Calming the people down would be the optimal solution as they could eventually get the service they require and Joe would have fulfilled his duty.

Since his duty is to maintain order and to prevent people from getting into the super dome, Joe can calm the people down by talking to them calmly and reassuring them that they will all get a chance to be served. To create a good rapport with the mass, he can ask them for their suggestions regarding the situation. He can ask the crowd for suggestions on how they think they can be served better. Joe can reassure them that these suggestions will be put into consideration.

Morality demands that Joe does his best to ensure that the people outside get the supplies as well. Therefore, Joe can talk to the head of the operation on the suggestions given. He can also suggest that some of the personnel have a stand outside where the supplies can also be disbursed to those outside the dome. The crowd can be organized into a line to make it easier to serve them.

References

Carl Martin Allwood (2010) Decision Making, Dordrecht Springer: Netherlands

Max H Bazerman2016 Judgment in managerial decision making John Wiley: London

create a list of 20 childrens books

The Assignment:

Create a list of 20 children’s books addressing diversity. Include children’s books addressing only multicultural, diversity, special needs, variety of family structures, and divorce. Include title, author, illustrator, copyright, category (i.e. diversity, multicultural, special needs, variety of family structures, divorce), and a brief description (minimum length of 2 sentences) of the story. BOOKS MUST BE NUMBERED

Acceptable Length is a minimum of 2 sentences per book.

Grading Criteria

The summary is graded on a 100 point scale, it is worth 3% of your overall class grade.

Maximum points are given when 20 books are listed with the author, illustrator, copyright year, category, and brief description

Each book is worth 5 points of the total score. A point (1) will be deducted for each required component missing from each book.

Books not in one of the required categories will have 5 points deducted.

Resources
Amazon.com provides detailed information about children’s books.

To Submit
Create the list in Word and attach the file to the assignment link in Blackboard by clicking on Browse my Computer and attach file. A chart format is preferred for easy reading, but is not required.

Activity Plan Assignment

This assessment is used in every section of EDU 119
Assessment 1: EDU 119 Assignment Overview
EDU 119 Activity Planning project
This assignment meets the following NAEYC Standards:
NAEYC Standard 1: Promoting Child Development and Learning
Students prepared in early childhood degree pro­grams are grounded in a child development knowl­edge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s devel­opment and learning to create environments that are healthy, respectful, supportive, and challenging for each child.
Key Elements of Standard 1
1b: Knowing and understanding the multiple influ­ences on development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments

NAEYC Standard 3: Observing, Documenting and Assessing to Support Young Children and Families
Students prepared in early childhood degree pro­grams understand that child observation, docu­mentation, and other forms of assessment are central to the practice of all early childhood pro­fessionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documen­tation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.

Key Elements of Standard 3
3a: Understanding the goals, benefits, and uses of assessment
3b: Knowing about assessment partnerships with families and with professional colleagues
3c: Knowing about and using observation, docu­mentation, and other appropriate assessment tools and approaches
3d: Understanding and practicing responsible assessment to promote positive outcomes for each child

NAEYC Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
Students prepared in early childhood degree pro­grams understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, char­acteristics, and the settings within which teach­ing and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young chil­dren and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.
Key Element of Standard 4
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

NAEYC Standard 5: Using Content Knowledge to Build Meaningful Curriculum
Students prepared in early childhood degree pro­grams use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Students under­stand the importance of developmental domains and academic (or content) disciplines in an early childhood curriculum. They know the essential concepts, inquiry tools, and structure of con­tent areas, including academic subjects, and can identify resources to deepen their understand­ing. Students use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning out­comes for every young child.
Key Elements of Standard 5
5a: Understanding content knowledge and resources in academic disciplines
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child

NAEYC Supportive Skill
3. Written and Verbal Communication skills
4. Skills in making connections between prior knowledge/experience and new learning
5. Skills in identifying and using professional resources

Assignment Overview:
Develop two (2) activity plans, one (1) for each of the following age groups (Infant/Toddler and Pre-K).

Create an activity plan for children from each of the assigned age groups. The activities MUST be developmentally appropriate and encourage active exploration of materials and ideas. For the most part, the children should be able to do the activity with minimal guidance from their teachers, although teachers should interact with children, asking questions to encourage exploration, curiosity, problem solving, language development and deeper thinking. Dittos/coloring sheets, flash cards, product oriented projects, etc. will not be considered developmentally appropriate activities. The activities should be open-ended, encourage exploration, discovery, creativity and allow the children to build their own knowledge. These should also be planned for individual or small groups of children, not the entire class to do at the same time. They can (and should!!) take place in activity areas in the classroom or outside. Each plan should focus on a different area of development (Emotional and Social Development, Health and Physical Development, Approaches to Learning, Language Development and Communication, or Cognitive Development).

Each activity plan should include the following:

1) Title of the Activity and age of the children participating

2) Area of Development (Domain and Subdomain) (Emotional and Social Development, Health and Physical Development, Approaches to Learning, Language Development and Communication, or Cognitive Development) PLEASE CHOOSE ONLY ONE AREA.

3) Standard/Goal addressed (can also include indicator to be more specific) – This is what you want the children to learn from participating in the activity. It is also what you will be evaluating in section 6. If you do not have a standard listed, you cannot get points for section 3 or section 6, and only partial points for section 5. The age of the child for whom the activity is being planned will determine which document you will use to find the standard. For the Infant/Toddler or Preschool activity plans, you will need to refer to the North Carolina Foundations for Early Learning and Development. The link to this document will be given in class and can be found in the Course Documents tab of your Blackboard. Please list the page number as well as the standard worded EXACTLY as it is worded in the original document. You should list only ONE standard to be addressed in this activity.

For the Infant/Toddler or Preschool activity plans you will need to refer to Foundations: North Carolina Foundations for Early Learning and Development. Access them online at: http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf

Please write the full Domain, Subdomain, Goal, and Indicator for example: Domain: Approaches to Play and Learning (APL), Subdomain: Curiosity, Information-Seeking, and Eagerness, Goal APL-1: Children show curiosity and express interest in the world around them, Indicator: Show curiosity abouttheir surroundings(with pointing, facialexpressions, words).APL-1

4) Materials – List all of the materials you will need to do the activity. Pretend that you are planning an activity for a substitute to do in your classroom. He or she will not be familiar with the activity, so you will have to state everything for them.

5) Procedures – Step-by-step instructions for doing the activity. Also include how many children will be doing the activity with you. If it is for one child put one child. These should always be for an individual or small group of children (5 preschoolers, 3 toddlers). Write down the questions you will ask the children to encourage them to think about their activity and guide them toward meeting the standard. Please be sure to include what THE CHILDREN will do in the activity. Watching you do an activity is not an open-ended activity for the children. Again, think of that substitute. If you don’t tell him or her exactly what to do, they will not be able to do the activity. Write down everything!

6) Assessment of children’s progress – How will you document the children’s progress in meeting the standard you chose to focus on in the activity? (Examples include: Anecdotal notes, pictures, videos, voice recordings, work samples, checklists, but please, NO TESTS!) Be sure the assessment method you choose matches the standard you have chosen. While taking pictures of a child cutting will document a child’s scissor skills, you can’t take a picture of a child asking for a turn. You will have to document this with anecdotal notes or a voice recording. Be sure to include WHAT you are looking for when you assess the child!

7) Family Involvement and assessment partnership. – think of ways that children’s families could be involved in the activity, how they might do this activity (or something similar) at home, or at the very least, how you will let them know that their child participated in the activity and what they learned from doing it. Suggest 3 opportunities for families to observe children working on this standard in the home environment (can be natural activities or routines such as meals, bed time routines, etc, or planned activities they do with their children). List how families can share their assessment of their children’s progress with the teacher; examples include family teacher conference, informal conversations regarding progress, family shared pictures, etc.

The attached rubric will be used to grade this assignment.
This assessment is used in every section of EDU 119
Assessment 1: EDU 119 Assignment Overview
EDU 119 Activity Planning project
This assignment meets the following NAEYC Standards:
NAEYC Standard 1: Promoting Child Development and Learning
Students prepared in early childhood degree pro­grams are grounded in a child development knowl­edge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s devel­opment and learning to create environments that are healthy, respectful, supportive, and challenging for each child.
Key Elements of Standard 1
1b: Knowing and understanding the multiple influ­ences on development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments

NAEYC Standard 3: Observing, Documenting and Assessing to Support Young Children and Families
Students prepared in early childhood degree pro­grams understand that child observation, docu­mentation, and other forms of assessment are central to the practice of all early childhood pro­fessionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documen­tation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.

Key Elements of Standard 3
3a: Understanding the goals, benefits, and uses of assessment
3b: Knowing about assessment partnerships with families and with professional colleagues
3c: Knowing about and using observation, docu­mentation, and other appropriate assessment tools and approaches
3d: Understanding and practicing responsible assessment to promote positive outcomes for each child

NAEYC Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
Students prepared in early childhood degree pro­grams understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, char­acteristics, and the settings within which teach­ing and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young chil­dren and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.
Key Element of Standard 4
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

NAEYC Standard 5: Using Content Knowledge to Build Meaningful Curriculum
Students prepared in early childhood degree pro­grams use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Students under­stand the importance of developmental domains and academic (or content) disciplines in an early childhood curriculum. They know the essential concepts, inquiry tools, and structure of con­tent areas, including academic subjects, and can identify resources to deepen their understand­ing. Students use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning out­comes for every young child.
Key Elements of Standard 5
5a: Understanding content knowledge and resources in academic disciplines
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child

NAEYC Supportive Skill
3. Written and Verbal Communication skills
4. Skills in making connections between prior knowledge/experience and new learning
5. Skills in identifying and using professional resources

Assignment Overview:
Develop two (2) activity plans, one (1) for each of the following age groups (Infant/Toddler and Pre-K).

Create an activity plan for children from each of the assigned age groups. The activities MUST be developmentally appropriate and encourage active exploration of materials and ideas. For the most part, the children should be able to do the activity with minimal guidance from their teachers, although teachers should interact with children, asking questions to encourage exploration, curiosity, problem solving, language development and deeper thinking. Dittos/coloring sheets, flash cards, product oriented projects, etc. will not be considered developmentally appropriate activities. The activities should be open-ended, encourage exploration, discovery, creativity and allow the children to build their own knowledge. These should also be planned for individual or small groups of children, not the entire class to do at the same time. They can (and should!!) take place in activity areas in the classroom or outside. Each plan should focus on a different area of development (Emotional and Social Development, Health and Physical Development, Approaches to Learning, Language Development and Communication, or Cognitive Development).

Each activity plan should include the following:

1) Title of the Activity and age of the children participating

2) Area of Development (Domain and Subdomain) (Emotional and Social Development, Health and Physical Development, Approaches to Learning, Language Development and Communication, or Cognitive Development) PLEASE CHOOSE ONLY ONE AREA.

3) Standard/Goal addressed (can also include indicator to be more specific) – This is what you want the children to learn from participating in the activity. It is also what you will be evaluating in section 6. If you do not have a standard listed, you cannot get points for section 3 or section 6, and only partial points for section 5. The age of the child for whom the activity is being planned will determine which document you will use to find the standard. For the Infant/Toddler or Preschool activity plans, you will need to refer to the North Carolina Foundations for Early Learning and Development. The link to this document will be given in class and can be found in the Course Documents tab of your Blackboard. Please list the page number as well as the standard worded EXACTLY as it is worded in the original document. You should list only ONE standard to be addressed in this activity.

For the Infant/Toddler or Preschool activity plans you will need to refer to Foundations: North Carolina Foundations for Early Learning and Development. Access them online at: http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf

Please write the full Domain, Subdomain, Goal, and Indicator for example: Domain: Approaches to Play and Learning (APL), Subdomain: Curiosity, Information-Seeking, and Eagerness, Goal APL-1: Children show curiosity and express interest in the world around them, Indicator: Show curiosity abouttheir surroundings(with pointing, facialexpressions, words).APL-1

4) Materials – List all of the materials you will need to do the activity. Pretend that you are planning an activity for a substitute to do in your classroom. He or she will not be familiar with the activity, so you will have to state everything for them.

5) Procedures – Step-by-step instructions for doing the activity. Also include how many children will be doing the activity with you. If it is for one child put one child. These should always be for an individual or small group of children (5 preschoolers, 3 toddlers). Write down the questions you will ask the children to encourage them to think about their activity and guide them toward meeting the standard. Please be sure to include what THE CHILDREN will do in the activity. Watching you do an activity is not an open-ended activity for the children. Again, think of that substitute. If you don’t tell him or her exactly what to do, they will not be able to do the activity. Write down everything!

6) Assessment of children’s progress – How will you document the children’s progress in meeting the standard you chose to focus on in the activity? (Examples include: Anecdotal notes, pictures, videos, voice recordings, work samples, checklists, but please, NO TESTS!) Be sure the assessment method you choose matches the standard you have chosen. While taking pictures of a child cutting will document a child’s scissor skills, you can’t take a picture of a child asking for a turn. You will have to document this with anecdotal notes or a voice recording. Be sure to include WHAT you are looking for when you assess the child!

7) Family Involvement and assessment partnership. – think of ways that children’s families could be involved in the activity, how they might do this activity (or something similar) at home, or at the very least, how you will let them know that their child participated in the activity and what they learned from doing it. Suggest 3 opportunities for families to observe children working on this standard in the home environment (can be natural activities or routines such as meals, bed time routines, etc, or planned activities they do with their children). List how families can share their assessment of their children’s progress with the teacher; examples include family teacher conference, informal conversations regarding progress, family shared pictures, etc.

The attached rubric will be used to grade this assignment.

Tech Writing report

Make 2 pages the first one for letter and the second for half for emails and anther half for memory.
I will provide my resume u may need it. That u had already did it.
Thanks