BIBL 104 Quiz 5 Liberty University

Quiz 5 Question 1 1 out of 1 points The writer of the Gospel of John identifies himself only as “the disciple Jesus loved.” Question 2 1 out of 1 points A slave’s birth was unimportant, so Mark does not include the birth of Christ. Question 3 1 out of 1 points The last twelve verses of Mark are included in the KJV but modern translations like the NASB, NKJV, ESV, HCSB, and NIV usually use footnotes or a combination of footnotes and brackets to indicate that some manuscripts lack the verses. Question 4 1 out of 1 points Which of the following is not a miracle that Jesus performed? Question 5 1 out of 1 points Which of the following books are Pauline Epistles? Question 6 1 out of 1 points John uses this central “I am” declaration to affirm the deity of Christ. One of these “I Am” declarations is: Question 7 1 out of 1 points The New Testament consists of twenty-seven books that were written in Koine Greek or common Greek. Question 8 0 out of 1 points Jesus asked James three times, “Do you love Me?” Upon Peter’s positive confession Jesus recommissioned him to service.
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Question 9 1 out of 1 points All of Jesus’ activity in Mark focus on His Judean ministry with the final week focused exclusively on activities in Jerusalem. Question 10 1 out of 1 points Because Matthew, Mark, and Luke have more stories in common with one another, these three Gospels are called the “_____________ Gospels.” Question 11 0 out of 1 points Which of the following books are General Epistles Question 12 0 out of 1 points Which of the following is not a parable of Jesus? Question 13 1 out of 1 points According to the Gospel of John Jesus’ mission to the Jews was highlighted by seven miraculous signs. One of these signs is Question 14 1 out of 1 points During Jesus’ post-resurrection appearances He comforted Mary, convinced Thomas of His resurrection, and reassured Peter that he was forgiven for denying Him. Question 15 0 out of 1 points John addresses his Gospel to Theophilus who may have been a Roman official or a nobleman who recently became a Christian. Question 16 0 out of 1 points Matthew’s Gospel opens with the genealogy of Jesus traced all the way back through King David and concluding with Isaac who was the child of promise. Question 17 1 out of 1 points The Acts of the Apostles covers the time from Pentecost to Paul’s imprisonment. Question 18 0 out of 1 points Mark recounts nearly _______ miracles of Jesus.
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Question 19 1 out of 1 points John sees prophetic fulfillment in the fact that when they pierced Jesus’ side with a spear both blood and water came out at once. Question 20 0 out of 1 points Matthew’s portrait of Christ is that of Question 21 1 out of 1 points In the Gospels, __________, Paul’s physician-missionary, writes with the Greek mentality in view. Question 22 1 out of 1 points The content of the New Testament Letters is doctrinal and personal. Question 23 1 out of 1 points John uses this central “I am” declaration to affirm the deity of Christ. One of these “I Am” declarations is: Question 24 1 out of 1 points John uses this central “I am” declaration to affirm the deity of Christ. One of these “I Am” declarations is: Question 25 1 out of 1 points In John 3 Jesus met _______________, a Jewish ruler in Jerusalem, to whom He explains what it means to be “born again.” Question 26 1 out of 1 points At his crucifixion Jesus asked for a drink. John view this as a prophetic fulfillment. Question 27 1 out of 1 points Which of the following is not a parable of Jesus? Question 28 1 out of 1 points The book of Revelation was written by John on the island of Question 29 1 out of 1 points In contrast to the Synoptic Gospels, the Gospel of John focuses more on the seven _________________ of Christ.
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Question 30 1 out of 1 points Matthew’s Gospel describes five extended teaching sessions, which are arranged in five major discourses. This was done so that readers could better follow what Jesus said about specific subjects. Question 31 1 out of 1 points John wants Theophilus and other readers to “know the certainty of the things about which you have been instructed.” Question 32 1 out of 1 points Matthew originally crafted this Gospel for a group of Christians who needed to become more familiar with the Old Testament. Question 33 1 out of 1 points The Gospel of Matthew provides some of Jesus’ most prominent sermons, parables, and miracles, plus a record of important messages such as the Sermon on the Mount, the parables of the kingdom, and the Olivet Discourse. Question 34 1 out of 1 points In the Gospels, _________, the travel companion of Paul and Peter, writes for the Roman mind. Question 35 1 out of 1 points Because Luke was a physician, there seems to be an interest in sickness and healing in the Third Gospel. Question 36 1 out of 1 points The book of Acts begins with the ascension of Christ and His commission to the apostles to take the gospel message from Jerusalem to the rest of the world. Question 37 1 out of 1 points According to our textbook, Mark’s theological purpose was to explain the most significant life in all of human history. Question 38 1 out of 1 points The Mark who authored the Gospel of Mark is not the John Mark that Paul did not want to take with him on his second missionary journey. Question 39 1 out of 1 points All the authors of the New Testament were Jews, with the possible exception of the Roman citizen Paul. Question 40 1 out of 1 points According to our textbook, the book of Revelation is written in apocalyptic symbolism and makes use of numbers, animals, and colors as graphic symbols of prophetic realties. Question 41 0 out of 1 points The typical letters of the Greco-Roman period included an address, a greeting, a body, and a conclusion. Question 42 1 out of 1 points Matthew’s Gospel names no audience for its message other than that which is implied in its Great Commission. Its message was ultimately intended to go to “all nations.” Question 43 0 out of 1 points John uses this central “I am” declaration to affirm the deity of Christ. One of these “I Am” declarations is: Question 44 0 out of 1 points Which of the following is not a parable of Jesus? Question 45 1 out of 1 points Jesus was buried in a new tomb by Nicodemus and Joseph of Arimathea. Question 46 1 out of 1 points In the Gospels, _____________, the Hebrew tax collector, writes for the Hebrew mind. Question 47 1 out of 1 points There is no purposeful arrangement to the letters as they are presented in the New Testament. Question 48 0 out of 1 points John uses this central “I am” declaration to affirm the deity of Christ. One of these “I Am” declarations is: Question 49 1 out of 1 points Mark’s writing is action packed, forceful, fresh, vivid, dramatic, realistic, graphic, simple, direct, swift, rough, brief, and to the point. Question 50 0 out of 1 points Mark’s portrait of Christ is that of
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CASE STUDY

PLEASE READ IT FIRST. Each activity should be consist on atleast 300 words ACTIVITY 1 : Choose a film that you have seen recently, and which you particularly enjoyed. Now find a friend or colleague who has seen the same film, and who hated it. Discuss your views of that particular film. What factors (age, sex, background, education, interest, values and beliefs, political views, past experience) can you identify that explain the differences in perception between you and your friend or colleague? ACTIVITY 2 : Visit www.greatplacetowork.co.uk and take a look at the UK’s 50 best places to work, as well as the 100 best workplaces in Europe. Find out what these companies do to motivate their staff ? ACTIVITY 3 : You need to answer three questions of a case study and i dont have that case study so i am going to attach a file in which you will find three questions and their answers,if you can answer those questions according to thier answers BUT in your own words,that will be great.(if you cannot answer these three questions then i can replace this activity with another one) ACTIVTY 4: Watch the following video: http://www.youtube.com/watch?v=XKUPDUDOBVo (Ten Leadership Theories in 5 minutes) Activity: Answer the following questions: 1. What is the difference between trait and behaviour theories of leadership? are the theories valid? 2.How can organisations select and develop effective leaders? provide 1 example. ACTIVITY 5 : Answers the following questions: 1. Identify three to five sustaining innovations that have affected you over the past year. 2. Identify three to five disruptive innovations that have affected you. Did you welcome these innovations because they were Beneficial’s, or did you have cause to complain?
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GEN 499 Week 4 – Critical Thinking Quiz

Critical Thinking Quiz The quiz contains 25 questions providing scenarios which will challenge you to use your critical thinking skills so that you can choose the best option. This quiz is worth 10% of your grade. The answers are not found in your required weekly sources, however they can be used for guidance on how to think critically. The quiz assesses your critical thinking skills and problem-solving abilities that you have developed throughout your college education.You will have 13 hours to complete the quiz and it must be taken in one sitting. Click on the Take the Quiz button when you are ready to start this exam. When finished, click on Submit Quiz. Attempt history Attempt Time Score LATEST Attempt 1 42 minutes 25 out of 25 Score for this quiz: 25 out of 25 Submitted 3 Jul at 9:49 This attempt took 42 minutes. Question 1 1 / 1 pts <11{1[2(06)06]}> Reporter: A new campaign finance reform bill being considered by Congress would limit the amount of campaign contributions that political candidates can receive. However, a survey of candidates running for mayor, governor, and senate seats shows that not one of them favors the bill. Clearly, there is no desire among politicians to limit campaign contributions. Which one of the following points out the flaw in the reporter’s argument above? ! The views of candidates currently running for office do not necessarily represent the views of all politicians. The reporter wrongly assumes that no politician has ever supported a bill intended to limit campaign contributions. The evidence provided by the reporter suggests that most politicians are in favor of the new bill. The reporter doesn’t indicate the amount that the new bill would limit campaign contributions.
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Question 2 1 / 1 pts <21{1[1(13)13]}> A recent study of 100 employees from six departments of a major corporation found 65% to be sleep deprived. The researchers concluded that the majority of corporate employees are sleep deprived. The researcher’s conclusion is suspect because it: ! relies on a sample that is too small to represent the entire corporate workforce. fails to describe the effects the sleep deprivation has. is based on evidence that is statistically impossible. assumes that corporate employees are more sleep deprived than other people. Question 3 1 / 1 pts <11{1[4(17)17]}> Mrs. Orlof teaches two history classes, one in the morning and one in the afternoon. Yesterday she gave the same test to both classes. Anyone who failed the test must take a retest. Since a greater percentage of students who took the morning test failed the test than students who took the afternoon test, more of Orlof’s morning history students than afternoon history students will have to take the retest. The conclusion above is not necessarily valid because: ! more students may have taken the test in the afternoon than in the morning. some of the students who passed the afternoon test may have received information about the test from morning students. some students may have been absent from both classes. more students in the morning class may have passed the test than failed the test. Question 4 1 / 1 pts <11{1[4(23)23]}> People have claimed that Jamie’s paintings have given them the blues. Clearly this cannot be entirely , since many of Jamie’s paintings contain no blue at all. The argument above is flawed because the author: is not a noted painting expert. relies on contradictory facts. ! misinterprets a key term. provides no evidence.
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Question 5 1 / 1 pts <21{1[2(24)24]}> The average height of members of the high school basketball team is six feet, three inches. Jerry is on the high school basketball team, so Jerry must be taller than six feet. The argument above is flawed because it confuses ! an average for the individuals that make up that average. people who are six feet three inches tall for people who are exactly six feet tall the members of one team with the members of another team Jerry with other members of the team Question 6 1 / 1 pts <21{1[1(01)01]}> Since Jessica’s participation in local politics increased significantly after she joined her school’s political science club, it is clear that her involvement in that club led her to take an interest in politics. The argument above is flawed because: it doesn’t say which political issues Jessica is interested in. it states that the only purpose of the political science club is to spark an interest in politics. it misuses the word “significantly.” ! it’s possible that an interest in politics caused Jessica to join the political science club. Question 7 1 / 1 pts <11{2[3(11)35]}> Some politicians claim to support the environment in speeches they make around the country. However, to get to those speeches they ride in gas guzzling, pollution creating private planes. They therefore clearly don’t believe a word of what they say and are actually making the environmental problem worse. Which one of the following, if true, would best weaken the argument above? ! Improvements to the environment brought about through the politicians’ public support of environmental regulations more than offset the damage done to the environment by the politicians’ private planes. A majority of voters surveyed agree that politicians sometimes make society’s problems worse. Most people who hear the politicians’ speeches on the environment are unconvinced by their arguments. Some of the politicians try to hide the fact that they travel by private plane to their speeches around the country.
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Question 8 1 / 1 pts <21{2[2(12)36]}> Career counselor: It is best for artists to build a practical and safe career that will guarantee them a secure income, and then pursue their art in their spare time. That way, they will be motivated to work hard at their day jobs to support their art making, and both their career and their art will thrive. Which one of the following, if true, would most weaken the argument? ! Splitting time between two pursuits in life often causes both to suffer. Having the time and money to make art doesn’t guarantee an artist commercial success. Many people who aren’t artists prefer to pursue practical and safe careers. Some forms of art making are expensive and require a good deal of money to pursue. Question 9 1 / 1 pts <21{2[1(01)25]}> The untimely death of Professor Hathaway halted his groundbreaking research into the uses of solar power. It therefore appears that Hathaway’s research will not result in practical applications. Which one of the following, if true, most seriously weakens the argument? Researchers at other universities are conducting research into the potential applications of solar power. Officials at Professor Hathaway’s university have refused requests to make Professor Hathaway’s research public. Not all professors at Professor Hathaway’s university knew that he was conducting research into the uses of solar power. ! Professor Hathaway’s research can be used by other scientists to create useful applications. Question 10 1 / 1 pts <21{3[2(08)44]}> Surveys show that people who use calorie information to decide which foods to eat consume on average 100 calories less than they would if they didn’t check calorie information before eating. Strangely though, people who use calorie information in this way weigh more on average than people who don’t check calorie information before eating. Which one of the following, if true, best explains the surprising statistic stated above? ! People with a weight problem are most likely to check calorie information before eating. Some people who check calorie information before eating don’t consume any fewer calories than they would if they didn’t check. People who usually check calorie information before eating consume more calories if they stop checking. There are fewer people who check calorie information before eating than people who don’t check calorie information before eating.
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Question 11 1 / 1 pts <11{3[1(07)43]}> As part of its reorganization, company X created five new positions within the company. However, after the reorganization was complete, company X had fewer employees than before the reorganization. Which one of the following, if true, would best explain the result described above? ! Some employees were laid off as a number of old positions were eliminated in the reorganization. The new positions were created to respond to a greater demand for company X’s products. Some employees who quit over dissatisfaction with the reorganization were immediately replaced by new hires. Some employees of the company were switched into new departments to fill the new positions. Question 12 1 / 1 pts <11{4[2(12)56]}> Choose the pair of words/phrases among the choices that exhibits the same logical relationship as the words/phrases in the following pair. building : blueprint guitar : song bridge : island ! cake : recipe ship : sea Question 13 1 / 1 pts <21{4[1(10)54]}> Choose the pair of words/phrases among the choices that exhibits the same logical relationship as the words/phrases in the following pair. heavy : weight color : size ! hot : temperature feather : scale dry : wet Question 14 1 / 1 pts <11{4[2(06)50]}> Choose the pair of words/phrases among the choices that exhibits the same logical relationship as the words/phrases in the following pair. gavel : judge ruler : math stop sign : driver symphony : composer ! baton : conductor
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Question 15 1 / 1 pts <11{5[1(05)61]}> Memmie: The greater the population near a restaurant, the more potential customers it has and the greater chance its popularity will spread through word-of-mouth. O’Sullivans Restaurant just opened in the very densely populated town of Redville, so its chances for success are great. Sam: But the more people living in an area, the more restaurants there are in that area, so the more competition each one faces. There are twelve other restaurants serving the people of Redville. Memmie and Sam seem to disagree about whether: O’Sullivans will serve a different kind of food than the other restaurants in Redville. O’Sullivans will fail in its first few months. word-of-mouth about a restaurant can spread in a densely populated town like Redville. ! the high population of Redville ensures that O’Sullivan’s has a great chance for success. Question 16 1 / 1 pts <21{5[1(03)59]}> Barney: Last winter, I slipped on the outside stairs of PineTree Café and broke my leg. My fall was caused by ice on the stairs that the restaurant failed to remove. Since the restaurant clearly did not provide a safe atmosphere for its customers, I am justified in taking it to court. Lydia: Unwarranted lawsuits are sweeping the country—lawsuits that have no legal merit and are brought simply to make lawyers and their clients rich. If this trend continues, soon our legal system will be swamped to the point where it won’t be able to administer justice to people who truly deserve it. You therefore should drop your case against PineTree Café. The speakers above appear to disagree on which one of the following points? The legal system will soon be unable to administer justice to people who deserve it. Many unwarranted lawsuits are sweeping the country. ! Barney’s lawsuit against Pinetree Café is unwarranted. Barney is likely to win his case against Pinetree Café. Question 17 1 / 1 pts <7{6[3(02)66]}> In a survey of 10 film historians, half voted for Nosferatu as the greatest vampire film ever made, and the other half voted for Dracula. However, when asked which lead vampire character they considered more charismatic, all of the film critics chose Dracula over Nosferatu. Based on the information above, it must be true that for some film critics, their feelings about the charisma of the lead character: ! is not the most important factor they consider when comparing two films. is the most important factor they consider when comparing two films. is the least important factor they consider when comparing two films. is the only factor they consider when comparing two films. Question 18 1 / 1 pts <11{6[1(07)71]}> The higher the price of an antique, the greater people’s expectation that the object is rare. That, in turn, makes the antique appear more valuable. If the statements above are , then offering an antique for sale at a bargain price: ! should be discouraged because it lessens a quality that makes that antique desirable. should be encouraged because it increases the likelihood that antique will be sold. will guarantee that the antique will not sell at a profit. will likely increase people’s expectations that the antique is valuable. Question 19 1 / 1 pts <11{6[2(03)67]}> Only circus animals with a clean bill of health will perform in today’s exhibition. A monkey, a poodle, and a horse will perform in today’s exhibition. No circus animals with a clean bill of health were prescribed medications this week. If the statements above are true, which one of the following must also be true on the basis of them? ! Neither the monkey nor the horse performing in today’s circus exhibition were prescribed medications this week. No more than two circus animals have a clean bill of health. No circus animals were prescribed medications this week. The monkey, poodle, and horse are the only animals performing in today’s circus exhibition.
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Question 20 1 / 1 pts <11{7[2(03)79]}> Looking to increase the profits of his lemonade stand, Johann doubled the price of a cup of lemonade from 25 cents to 50 cents. This clearly shows Johann’s lack of business sense, for now he’ll almost certainly sell fewer cups at the new price and therefore make less money than before. The argument above assumes that: even if Johann sells more cups at the new price than he did at the old price, he’ll still lose money on the lemonade stand. ! profits from the price increase will not offset the money lost when fewer cups are sold. the price increase will likely put Johann out of business. Johann is looking to double the profits of his lemonade stand. Question 21 1 / 1 pts <21{7[1(04)80]}> A company can either invest in employee training seminars or update its computer network. Since updating the computer network would result in more measurable benefits, the company would be best off updating its computer network. The argument above assumes that: the benefit of the company investing in employee training seminars cannot be measured at all. the employee training seminars would focus on teaching employees to use the updated computer network. ! the more measurable a benefit, the greater value that benefit has to a company. investing in employee training seminars would yield negative results for the company. Question 22 1 / 1 pts <11{7[3(08)84]}> The president spoke to 19 congressmen from Texas to encourage them to vote for a bill. Since four of the 19 congressmen went on to vote for the bill, it is clear that the president persuaded those four to vote the way they did. The argument above assumes that: ! the four Texas congressmen who voted for the bill were against it before they spoke to the president. the president did not try to influence the votes of any congressmen outside of Texas. the Texas congressmen who voted against the bill were persuaded by someone other than the president to vote the way they did. the bill will not pass because a majority of Texas congressmen did not vote for it.
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Question 23 1 / 1 pts <11{8[1(04)92]}> The very large increase in allergies over the last thirty years is due to the great success of immunizations administered over this time period. Since immunizations have nearly eliminated life-threatening diseases such as polio, the human immune system increasingly targets other environmental substances in order to keep working properly. Allergy symptoms such as runny nose and itchy eyes result when the immune system attacks pollen that is breathed in from the air. Which one of the following best expresses the main point of the passage above? ! The use of immunizations has led to an increase in allergies. Viruses that once caused polio now cause allergies. Immunizations have been very successful in eliminating life-threatening diseases. Immunizations often have surprising side effects. Question 24 1 / 1 pts <11{8[1(10)98]}> Sometimes people get caught in a “downward spiral,” a case in which something leads to a result which in turn leads to more of the original thing, bringing on more of the result. As the process continues, the result continually gets worse and worse. An example is when people turn to binge eating when depressed, which causes them to put on weight and feel unhealthy, which then makes them more depressed, leading to more overeating, and so on. The author is mainly concerned with: convincing people not to overeat. ! explaining the process of the “downward spiral.” showing how overeating can lead to depression. showing how some processes lead to surprising results. Question 25 1 / 1 pts <21{8[1(07)95]}> Political science professor: Many people insist that the Internet is revolutionizing the political process. They argue that Internet debates and online political polls and chat rooms give people greater access to political information. And they’re right that online political chatter increases daily. But offering or reading anonymous online opinions does not by itself make for active political participation. In the past one would attend a rally, protest, or town meeting to engage in real politics. Today, people sit passively in front of computer screens under the illusion that they are connecting with their fellow citizens. Which one of the following best expresses the main idea of the professor’s argument? Internet debates and online political polls and chat rooms give people greater access to political information. Political organizations of the past bear no resemblance to the political organizations of today. ! While the Internet has made more political content available, meaningful political involvement has decreased. The Internet has revolutionized the political process because it has allowed many more political viewpoints to be expressed.
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PHI208 W4 Discussion 1 & Discussion 2

Discussion 1 To ensure that your initial post starts its own unique thread, do not reply to this post. Instead, please click the “Reply” link above this post. Please read the general discussion requirements above, as well as the announcements explaining the discussion requirements and answering the most frequently asked questions. If you are still unsure about how to proceed with the discussion, please reply to one of those announcements or contact your instructor. Please carefully read and think about the entire prompt before composing your first post. This discussion will require you to have carefully read Chapter 4 of the textbook, as well as the assigned portions of Immanuel Kant’s (2008) Groundwork for the Metaphysics of Morals.
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Think of someone real or fictional whom some people regard as a “hero” for helping others, stopping something bad or evil, and so forth, even though by doing so they violated what would normally be considered a moral rule (focus on morality; don’t simply think of someone who broke the law). For example, they may have lied, broken a promise, stolen, harmed someone innocent, or even murdered, but done so with good intentions. (Be sure to clearly explain both sides of this example – what seems good and what seems morally questionable about the action.) Try to think of any example that we would either all be familiar with, or something we can easily look up (in other words, don’t just make something up or describe something generic). Think of characters in movies, TV shows, or books, people in the news, historical figures, etc. Please don’t use an example that someone else has already used! 1. Engage with the text: Once you have thought of your example, evaluate what they did according to Kant’s Categorical Imperative. First, explain the Categorical Imperative. Is what the person did moral, or immoral, according to the Categorical Imperative? (You may focus on either formulation.) 2. Reflect on yourself: Do you agree with this evaluation of the action? If you think Kant would regard it as immoral and you agree, how would you explain to the person in your own words why what they did was wrong despite the good intentions and effects? If you don’t agree, and think that what they did was morally right, how would you respond to the question, “what if everyone did that?” If you think Kant would regard it as moral, explain whether you agree or disagree, and consider how you would respond to someone who disagrees. Discussion 2 Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
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Week 3 Symposium [WLOs: 2, 3] [CLOs: 3, 4, 5] If you are having trouble starting this video, please access it here (Links to an external site.)Links to an external site.. Video transcript can be accessed herePreview the document. In the Ancient Greek world (the world of Socrates, Plato, and Aristotle, often regarded as the birthplace of philosophy) a “symposium” was a banquet held after a meal, an “after party” of sorts that usually included drinking, dancing, recitals and engaging conversations on the topics of the day. For our purposes in this course, the Symposium discussions will not involve dancing, recitals or a banquet, but they will provide food for thought on current ethical issues and direct application of the ethical theory discussed in each of these weeks. It is almost impossible these days to turn on the news or log onto social media without encountering a controversy that cries out for ethical discussion. For these Symposium discussions, your instructor will choose a topic of current ethical interest and a resource associated with it for you to read or watch. Your task is to consider how the ethical theory of the week might be used to examine, understand or evaluate the issue. This week, you will consider how deontology applies to a controversy, dilemma, event, or scenario selected by your instructor. It is a chance for you to discuss together the ethical issues and questions that it raises, your own response to those, and whether that aligns with or does not align with a deontological approach. The aim is not to simply assert your own view or to denigrate other views, but to identify, evaluate, and discuss the moral reasoning involved in addressing the chosen issue. Your posts should remain focused on the ethical considerations, and at some point in your contribution you must specifically address the way someone with a deontological view would approach this issue by explaining and evaluating that approach. If you have a position, you should strive to provide reasons in defense of that position. When responding to peers, you should strive to first understand the reasons they are offering before challenging or critiquing those reasons. One good way of doing this is by summarizing their argument before offering a critique or evaluation. o ensure that your initial post starts its own unique thread, do not reply to this post. Instead, please click the “Reply” link above this post. Please read the description above and/or watch the video explaining the symposium and its requirements. If you are still unsure about how to proceed with the discussion, please contact your instructor. This week, we will consider how deontology applies to immigration. Please familiarize yourself with the basic immigration laws in the United States. What are the duties of someone wanting to come into the this country? What are the duties of the United States regarding illegal immigration? Should these laws be changed based upon the categorical imperative? Why/why not? Your approach to this symposium discussion can be a bit more open-ended than the main discussion, remembering that our main goal is to work together to identify the main ethical questions and considerations, evaluate the strengths and weaknesses of the reasons for different positions one might hold, and come to a better understanding of deontological theory.
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Collaboration and Communication Action Plan

Complete a 750-1,000-word action plan and supporting rationale based on the following scenario: Mark is a Hispanic 8th grade student who has been identified as having an emotional/behavioral disorder, specifically Mood Disorder (Not otherwise specified). Currently, he participates in a general education inclusion classroom. During his annual IEP meeting, the team reviewed recent test scores and determined he qualifies for the gifted program in the area of ELA only. He will continue to participate in the inclusion classroom for the remainder of his courses. He is very successful in all of his inclusion classes. Mrs. Stone, the gifted teacher, was not able to be present during the IEP meeting. She has never worked with a student who has an IEP before. Mark is the only Hispanic student in the gifted class, which tends to make him uncomfortable. He says the teacher does not include him in the classroom conversations and speaks abruptly to him, but not to the other students.
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After one month of Mark being in the gifted class, Mrs. Stone has requested that a paraeducator be present to support Mark. The IEP team determined that this was necessary because in order to meet Mark’s needs. After the paraeducator was assigned, the principal did a walk through observation of the gifted classroom and he noticed that Mark was isolated in a corner and the teacher did not interact with him. In addition, the principal received a phone call from Mark’s parents stating Mrs. Stone told Mark, “You do not belong in this class!” Mark no longer wants to be in the class because he does not feel welcome. The principal has come to you, the special education teacher, for assistance with supporting Mrs. Stone and Mark in being successful. To assist the principal, create an action plan that includes goals and steps for achieving those goals and reporting progress. Specifically, the action plan should include one over-arching long-term goal and a minimum of four short-term goals related to the following considerations: Communication and collaboration between teachers of the student, specifying positives in working with the student in their classrooms, as well as challenges that may arise as a result of the complex human issues that interact with the delivery of special education services. Collaborative coaching for the gifted teacher to include research-based instructional strategies and recommendations that acknowledge that diversity is a part of families, cultures, and schools. Collaborative coaching and guidance for the paraeductor with the intention of providing support to the gifted teacher and student. Evaluating the implementation of the action plan activities and reporting back to administration.
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Communication strategies to use with the student’s parents that demonstrate elements of effective collaboration. Next, outline detailed action steps related to each identified goal utilizing the “Action Plan Template.”

Research Writing EXD 330-110

You have six months to complete this contract Module 1 Overview Research – it’s not a word that most of us like. Add “Research Paper” and many people break out in a cold sweat. Never fear! This course will cover the steps for writing a research paper ONE at a time. In Module 1, we will start by finding one current controversial article. By Module 4, an entire research paper will come together. Let’s call it an “Argumentative Synthesis” so no one breaks out in hives!
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Module 1 Objectives Upon completion of this module, you will be able to: · Demonstrate the ability to use The University of Alabama’s Scout search engine to find current, controversial sources. · Determine if the sources found are reliable and credible. · Identify the importance of highlighting and annotating possible sources. · Understand the importance of asking questions about your sources to establish credibility · Understand how to create an annotated bibliography. · Understand how to summarize and evaluate an article. Module 1 Readings *Example of MLA formatting used for first page of all writing assignments found on page 59 and 465. Read pages 357-375 & 375-389 – under Researching – green R Read pages 71-75 – under Academic Writing – yellow A Watch all video tutorials to learn how to use Scout and proper researching techniques. Module 1 Assignment 1: Research using Scout For this assignment, you will use the readings and videos to find your first current, controversial source. This assignment is worth 10 points. 1. 1. 1. 1. Review the videos and the tutorials on how to use the University of Alabama’s Scout search engine. 2. Choose a current, controversial topic. 3. Use Scout to locate one interesting article on your research topic. (The article should be in PDF format if possible and at least 2-5 pages in length. Also try to find articles published within the last six months if possible. You can stretch to a year if you must.) 4. Use the Email function in Scout to email the article to yourself. You should also e-mail the Works Cited entry. (Click on Cite at the top right of the screen. Choose MLA and the entry will come up.) 5. Use the Internet to locate information on the author of the article and the publication. It’s always good to know if the author or journal has a bias. 6. Submit the PDF of your article by clicking on the Module 1 Assignment 1 title above and using the Assignment Submission tool to attach your file. Module 1 Assignment 2: Evaluating the source For this assignment you will be using the article you selected in the first assignment and your text to answer questions. This assignment is worth 10 points. Directions: 1. 1. 1. 1. Create a document in a word processing program (e.g. Microsoft Word). As a UA student, you can download Microsoft 365 free of charge at the UA OIT website. You will need your CWID. 2. Copy the ten questions from p. 382 “Evaluating all sources” and then paste them into the Word document. 3. Answer each question as it relates to the article you found in Assignment 1. 4. Save the document as m1a2_yourname. 5. Submit your completed document by clicking on the Module 1 Assignment 2 title above and using the Assignment Submission tool to attach your file. Module 1 Assignment 3: Highlight and Annotate Review pages 71 -75. For this assignment, you will need to highlight and annotate your article. Every time you highlight a word or section, stop and explain why. You can highlight and annotate in a pdf file or in a Word file. This assignment is worth 10 points. 1. 1. 1. 1. Save the document as m1a3_yourname. 2. Submit your completed document by clicking on the Module 1 Assignment 3 title above and using the Assignment Submission tool to attach your file.
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Module 1 Assignment 4: Annotated Bibliography Review pages 369-389. For this assignment, you will start an annotated bibliography. See example on p. 387. Make sure to include the entry, a summary and an evaluation. Center Annotated Bibliography at the top of the page. Make sure to use double spacing and 12 point font in Times New Roman. This assignment is worth 30 points. Note: Your bibliographic entry will be done for you by UA Scout, but if you want to know why different parts are put in a particular order, you can look at pages 422-461 for a complete breakdown of all kinds of entries. A bibliography is a list of ALL sources consulted; a Works Cited is a list of only the sources used in a particular paper. Since we are using all five sources, the same sources will be listed for both of these assignments. 1. 1. 1. 1. Save the document as m1a4_yourname. 2. Submit your completed document by clicking on the Module 1 Assignment 4 title above and using the Assignment Submission tool to attach your file. Module 1 = 60 points Module 2 Overview After reading an article, if you can turn to a friend and summarize it, then you obviously understood what you read. Moreover, if you can explain what made the article effective, you can also decide if the article is relevant and helpful to your research. In this module, you will understand the importance of being able to summarize, analyze and use the writing process. Module 2 Objectives Upon completion of Module 2, you will be able to: · Review the importance of highlighting and annotating what you read. · Review the importance of asking questions about your sources to establish credibility. · Review the importance of being able to summarize what you read. · Understand how to create a written analysis of an article. · Identify the importance of using the writing process which includes: creating a working thesis and an organizational plan, highlighting and annotating a rough draft version, and revising a final draft. Module 2 Readings Review pages 71-77 yellow tab A and pages 357-389 green tab R. Read pages 75-88 yellow tab A. Module 2 Assignment 1: Research – two more articles For this assignment you will continue to use Scout. This time you will locate two additional articles on the same topic you selected in Module 1. This assignment is worth 20 points. (10 points per article) Directions 1. 1. 1. 1. Use Scout to locate two additional articles (PDF format) (approximately 2-5 pages each) on your research topic. 2. Highlight and annotate the articles as you did in Module 1 Assignment 4 and save the articles as m2article1_yourname and m2article2_yourname. 3. Use the Internet to locate additional information about the author(s) and publication. Consider the “Evaluating all sources” questions, but they are not required for submission. 4. Submit your completed assignment by clicking on the Module 2 Assignment 1 title above and attaching the following using the Assignment Submission tool: · Article 1 highlighted and annotated · Article 2 highlighted and annotated Module 2 Assignment 2: Add to Annotated Bibliography Add the two new articles to your Annotated Bibliography: Review 369-389. Make sure the summaries are comprehensive. This assignment is worth 40 points. 1. 1. 1. 1. Save the document as m2a2_yourname. 2. Submit your completed document by clicking on the Module 2 Assignment 2 title above and using the Assignment Submission tool to attach your file. Module 2 Assignment 3: Analysis Review pages 78-83 and write an analysis of ONE of your two new articles. Remember and analysis is different from a summary. You should include brief summary, but then then main focus is to decide if the article is effective. Is this a good article? This assignment is broken up into three sections, so I can make sure you are analyzing the article. Submit each section individually. Wait for feedback and a grade on one section before moving to the next section. The writing process is important. Create as working thesis and then create an organizational plan for your paragraphs. See page 83. 10 pts 1. 1. 1. 1. Save the document as m2a3_yourname. 2. Submit your completed document by clicking on the Module 2 Assignment 2 title above and using the Assignment Submission tool to attach your file. Module 2 Assignment 4: Analysis Rough Draft Create a rough draft of your analysis and then answer the seven questions found on page 83 under REVISE. Highlight and annotate your rough draft. Ask questions if you are unsure of how something should be done. Wait for feedback. 20 pts. 1. 1. 1. 1. Save the document as m2a4_yourname. 2. Submit your completed document by clicking on the Module 2 Assignment 4 title above and using the Assignment Submission tool to attach your file. Module 2 Assignment 5: Analysis Final Draft Using the instructor’s comments, revise your rough draft and create a final draft of your analysis. Use pages 80-81 as a model. Your analysis should be two to three pages long. Use MLA format: Times New Roman 12 point font, double spacing, a header with your last name and the page number, a centered title and a Works Cited page with the entry for the article. 70 pts. 1. 1. 1. Save the document as m2a5_yourname. 2. Submit your completed document by clicking on the Module 2 Assignment 5 title above and using the Assignment Submission tool to attach your file. E-mail me if you have questions. Module 2 = 160 points Module 3 Overview I am sure you can tell someone all about one published article that you read. However, how would you explain what you found in five published articles? You would be forced to write down information to keep them all straight. What if you wanted to use these five or six articles to discuss why Americans (should or should not) be allowed to have as many guns as they want? What you learn in Module 3 keeps you from plagiarizing. Every time you use information from a published source (print or web) you must give credit to the source. Plagiarism is a big “no – no.” Thank you Module 3! Module 3 Objectives Upon completion of this module, you will be able to: · Review the importance of highlighting and annotating what you read to help with critical reading. · Review the importance of asking questions about your sources to establish credibility. · Identify strategies to avoid plagiarism. · Understand the importance of using proper methods to quote and paraphrase information. · Describe how to use sources and properly document those sources using parenthetical citations. · Understand how to always give credit to the published source of information used. · Demonstrate how to create a Works Cited list for your paper. Module 3 Readings Read pages 399-412 MLA white tab: Citing sources; avoiding plagiarism and pages 412-422 MLA white tab: Documenting sources. Also use pages 422-464 as a reference for all the different kinds of Works Cited entries. However, since we have been working on an annotated bibliography, you will have your Works Cited entries in the correct format. The MLA white tabbed section contains the most important pages for this class. Module 3 Assignment 1: Research – two more articles For this assignment you will continue to use Scout. Locate two additional articles on the same topic you selected in Module 1 and 2. This assignment is worth 20 points. (10 points per article) Directions 1. 1. 1. 1. Use Scout to locate two additional articles (PDF format) (approximately 2-5 pages each) on your research topic. Highlight and annotate the articles as you did in Module 2 and save the articles as m3article1_yourname and m3article2_yourname. 2. Use the Internet to locate additional information about the author(s) and publication. Consider the “Evaluating all sources” questions, but they are not required for submission. 3. Submit your completed assignment by clicking on the Module 3 Assignment 1 title above and attaching the following using the Assignment Submission tool: · Article 1 highlighted and annotated · Article 2 highlighted and annotated
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Module 3 Assignment 2: Add to Annotated Bibliography Add the two new articles to your Annotated Bibliography: Review 369-389. Make sure the summaries are comprehensive. This assignment is worth 40 points. 1. 1. 1. 1. Save the document as m2a2_yourname. 2. Submit your completed document by clicking on the Module 2 Assignment 2 title above and using the Assignment Submission tool to attach your file. Module 3 Assignment 3: Summarizing and giving credit to the source Review pages 400-403 & 412. Find a long section of information in each of your new articles. Type the original section, and then type a summarized version. *Remember that a summary should be a condensed version, so the summary will be shorter than the original. Use an in-text citation at the end of the summary to give credit to the source. Use an MLA heading and MLA formatting. 10 pts. 1. 1. 1. 1. Save the document as m3a3_yourname. 2. Submit your completed document by clicking on the Module 3 Assignment 3 title above and using the Assignment Submission tool to attach your file. Module 3 Assignment 4: Paraphrasing and giving credit to the source Review pages 400-403 & 412. Find two interesting section of information in each of your new articles. Type the original section, and then type a paraphrased version. *Remember that paraphrased information is about the same length as the original. Use an in-text citation at the end to give credit to the source. Use an MLA heading and MLA formatting. 10 pts. 1. 1. 1. 1. Save the document as m3a4_yourname. 2. Submit your completed document by clicking on the Module 3 Assignment 4 title above and using the Assignment Submission tool to attach your file. Module 3 Assignment 5: Quoting and giving credit to the source Review pages 403-412. Find five interesting facts from each of your two new articles. (You probably highlighted many facts when you were reading the articles.) Type these ten facts as direct quotations from your articles. Use the integration methods, such as signal phrases, discussed in your book – paying close attention to page 406. Use an in-text citation at the end of each quotation to give credit to the source. Use an MLA heading and MLA formatting. 20 pts. 1. 1. 1. 1. Save the document as m3a5_yourname. 2. Submit your completed document by clicking on the Module 3 Assignment 5 title above and using the Assignment Submission tool to attach your file. Module 3 = 100 points Module 4 Overview You now have five good articles that you have thoroughly researched. It’s time to decide on a thesis and use your articles to present an argumentative synthesis. You have all the tools you need. It’s time to put it all together. Module 4 Objectives Upon completion of this module, you will be able to: · Review the importance of highlighting and annotating a rough draft version. · Identify the basic elements of writing an argumentative synthesis. · Create an argumentative synthesis. Module 4 Readings Read pages 7-20 and pages 30-60 yellow tab C Read pages 89-113 yellow tab A and pages 464-470 white tab MLA. Module 4 Assignment 1: Working thesis – Argumentative Synthesis. Review pages 9-12 and write a working thesis for your Argumentative Essay. 5 points 1. 1. 1. 1. Save the document as m4a1_yourname. 2. Submit your completed document by clicking on the Module 4 Assignment 1 title above and using the Assignment Submission tool to attach your file. Module 4 Assignment 2: Argument Points Come up with six to eight arguments to support your thesis. Type them considering the order in which they should be presented. Type them in order and then answer the first three questions on page 105 under “Anticipating and countering opposing arguments.” 20 points 1. 1. 1. 1. Save the document as m4a2_yourname. 2. Submit your completed document by clicking on the Module 4 Assignment 2 title above and using the Assignment Submission tool to attach your file. Module 4 Assignment 3: Rough Draft of Argumentative Synthesis Review pages 89-111. Create a rough draft of your Argumentative Synthesis. When you complete your rough draft, go back and highlight and annotate it with your own comments and questions. I will answer all questions in my grading comments. 40 points Paper Requirements: 5-8 pages in length including the Works Cited page. Double spaced, Times new Roman 12 point font, MLA formatting including the heading and header, and must integrate at least one summarized section, seven paraphrased sections, and five factual quotations. 1. 1. 1. 1. Save the document as m4a3_yourname. 2. Submit your completed document by clicking on the Module 4 Assignment 3 title above and using the Assignment Submission tool to attach your file. Module 4 Assignment 4: Works Cited Review page 470. Type a Works Cited list. This should be easy since you have been keeping an Annotated Bibliography. Follow the model. Pay attention to spacing and indentions. Make sure to alphabetize the entries by the first listed author’s last name. 15 points E-mail me if you have questions. 1. 1. 1. 1. Save the document as m4a4_yourname. 2. Submit your completed document by clicking on the Module 4 Assignment 4 title above and using the Assignment Submission tool to attach your file. Wait until you read the comments on this rough draft before you submit the final draft. Module 4 Assignment 5: Argumentative Synthesis – Final Draft Revise your essay based on the feedback and comments made on the rough draft. Proofread and edit. Submit a polished version. 100 points 1. 1. 1. 1. Save the document as m4a5_yourname. 2. Submit your completed document by clicking on the Module 4 Assignment 5 title above and using the Assignment Submission tool to attach your file. Module 4 = 180 points Total 500 points Applied Sciences Architecture and Design Biology Business & Finance Chemistry Computer Science Geography Geology Education
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Applying the “Eight Steps to Sound Ethical Decision Making” to a Real or Possible Ethical Situation

The point of studying ethics is to improve ethical decision-making. Given every ethical situation, a decision has to happen. Even indecision or inaction are ultimately decisions and actions. In order to be sure that you are clear on all points, it is good to apply some kind of problem solving approach when solving ethical dilemmas. There are a few methods to do so, but one widely accepted model is the “Eight Steps to Sound Ethical Decision Making” described in the text. The application of such an approach will make sure that all points and stakeholders are considered so that the best decision can be made.
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Let’s assume we find ourselves in the following scenario: In your spare time at work, you have developed a new spreadsheet program on your work computer in your office. It is even more powerful, yet easier to use than anything on the market. You share your new program with a friend who encourages you to market it on your own because you could probably make an incredible profit in a very short amount of time. This is a very attractive option, yet you developed it using company equipment and during time that you were at work. What do you do? Keep in mind the 8 Steps are: Step One; Gather the facts Step Two; Define the ethical issues Step Three; Identify the affected parties (stakeholders) Step Four; Identify the consequences Step Five; Identify the obligations Step Six; Consider your character and integrity Step Seven; Think creatively about potential actions Step Eight; Check your gut! Ok, for the scenario provided above we would begin by gathering the facts. We created something that could be very lucrative, but did so during company time with company equipment without permission. The potential ethical issue is that we “stole” time from our employer and used their equipment for our own benefit. The affected parties would be ourselves (we created the program), our company, other companies (as this new software could save time and help increase corporate profitability), and possibly future consumers who would use the software as well. The obligations we have could be to provide for our family with more stability if we can sell the software, an obligation to consumers and other companies that may benefit from using my software, and an obligation to our current employer to use their time wisely and not take advantage of work equipment for our own personal gain. In considering our character and integrity, we would evaluate our morals and what we “feel” is right and wrong. Next, we think about our choices, make a decision and check our gut. Let’s ask again, what would you do? Prompt In a properly IWG formatted essay of 600 words, including two IWG references (one may be your text), you will choose an actual or possible ethical dilemma or situation that is relevant for the chosen career path that you are studying for. You will analyze this possible ethical dilemma with the Eight Steps to Sound Ethical Decision Making,and decide what to do. Please be sure to complete each of the following steps in your 600 word essay: 1. Describe an ethical situation you or someone in your field of study or career path might face. You may use your own past experience, however, please do not use one shown in our Week 1 discussion videos. Then in a single sentence, state what you think you should do. 2. Next, analyze the situation you have chosen with the Eight Steps. 3. Discuss the course of action or solution that the process of analyzing the situation from the Eight Steps has led you to in this particular situation. 4. Conclude by comparing the outcomes recommended by the Eight Steps with your initial response stated in the first step. How are they similar? How are they different?
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Community Health Field Experience paper

I need assistance with a research paper. It is a Community Health Field Experience paper. The most difficult thing is that it requires 45 hours of “field hours”. The paper is really secondary, in my mind. I have attached here the information about the paper and “field experience” requirements. Let me know any questions you may have, and if you think you can help me with this. Thanks!
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CHILD OBSERVATION ASSIGNMENT REPORT

CHILD OBSERVTION REPORT DESCRIPTION: will write two separate child Observation Reports to fulfill these assignments involving observing a child of different ages (an infant OR toddler age and an early childhood OR a school-age child) and will then use the child observation notes as a basis for writing a report about the child’s development in the domains. Each report is worth 65 points. It is a course requirement that students complete both observation reports. If a student does not pass in the Observation Reports the notes will not be graded for credit. If a student does not pass in both observations any extra credit points will not be graded as part of the final grade. Students should use the Child Observation Grading Report Form for the report. Do not make your own form or copy/change the form in any way. Do not pass in a grading form that you have made a PDF document. FINAL CHILD OBSERVATION REPORT DUE DATES: Observation One-Choose either the Infant OR Toddler age for the observation report (4 months- 2.4 years). The Observation Notes Form is Due 7/26 and the Child Observation Report Grading Form is Due 7/29 by 11:30 PM. Submit the child observation notes form and the child observation report grading form titled with your name and the name of the observation on Moodle using the assignment link. The observation notes should be written as a separate document using the Observation Notes Form in the Observation folder. After submitting the Observation Notes Form, the notes should then be copied to the end of the Child Observation Report Grading Form that will be submitted later.
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Observation Two- Choose either the Early Childhood observation paper-(3 to 5 years) OR School-age observation paper (6-11 years). The Due Date for the Child Observation Report Notes is 8/17 by 11:30 PM. The Child Observation Two Grading Form with the notes copied to the end due date is 8/20 by 11:30 PM. Note: If you choose a child who is 2 years four months for Observation One do not do Observation Two on a 3 year old. **Note: All students should do Observation One on a child who is between 4 months and 2 years four months. For Observation Two students who are early childhood education majors should complete the early childhood observation (3-5 years). If you are an education major, you should complete the middle childhood age report (6-11 years) unless you cannot find a child of that age group and then you may do the report on the early childhood age. You may choose the early childhood or middle childhood age child if you are human services or another major. If a student does not have a child for the report, students may visit a referred child care site for an observation of a toddler and/or preschool age child. Students will need to sign up ahead of time with the course Professor and receive a letter of introduction to set up a visit to the referred child care center. Students will need to contact the center director to set up the observation time after the director is notified by the course Professor. A letter of introduction will need to be brought to the site with the student BHCC ID or driver’s license if not a regular BHCC student. Students should not contact the director of the center unless they have given their name and received a letter of introduction from the course professor. The address for the program will also be posted. CHILD OBSERVATION AND REPORT DESCRIPTION: Audience for this Assignment: You are to take the role of an observer spending a minimum at least 60 minutes observing each child and recording your observation notes for your report. You may also spend more time with the child and write the observation notes for sections of time. Each set of instructions below details the ages of children to be observed and other particulars to consider when looking for developmental trends as you observe children of different ages. Possible observation ideas are presented at the end of this assignment as an appendix for your use to assure strong, observational experiences. Set up these observations to get the most out your time to see as much about the child’s development as possible. Review the developmental child development information in your textbook, developmental checklists posted on Moodle or from other reliable resources for further ideas of what to look for before you observe the child. Sites for observations: You may use the following sites for observing your children for this assignment—child’s home, your home, child’s center or school, or other site i.e. playground. Students should not observe children in a public setting that they do not know Competencies from the course involved in this assignment: While this assignment involves most of the competencies listed on the syllabus, the primary objective for this assignment will allow you to meet the following competencies fully as you complete the course. Promoting Child development and learning: 1. Knowing and understanding children’s characteristics and needs. (Level I, II, & III) 2. Knowing and understanding the multiple influences on development and learning. (Level I, II, III) 3. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments. (Level I, II, III) Family and community relationships: 4. Knowing about and understanding diverse family and community characteristics. (Level I, II, III) Assessment and evaluation of young children: 5. Understanding the goals, benefits, and uses of assessment. 6. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches. (Level I, II, III) Using Developmentally Effective Approaches to Connect with Children and Families: 7. Understanding positive relationships and supportive interactions as a foundation of work with children. (Level I, II, III) 8. Using a broad repertoire of developmentally appropriate teaching/learning practices. (Level I, II, III) 9. Reflecting on their own practice to promote positive outcomes for each child. (Level I, II, III) Using Content Knowledge to Build Meaningful Curriculum 10. Knowing and using central concepts, inquiry tools and structures of content area and/or academic disciplines. 11. Using their own knowledge, appropriate early learning standards and other resources to design, implement, and evaluate meaningful, challenging curricula for each child. (Level I, II, III) Professionalism: 12. Engaging in continuous, collaborative learning to inform practice. (Level I, II, III) Process and Format for Completing Each of the Reports The process for observing involves the following: Make an appointment to observe your child, even if you are going somewhere that is familiar. Everyone involved should be informed as to your purpose in the observation. It may be required that you obtain written permission from a parent to observe the child. Check this ahead of time with the program, director, and/or the parent. Some programs have a blanket approval for all observations. You will be changing the child’s name and the names any other children in the observation or you may use initials. Plan your observation well ahead of the due date. All sorts of problems can occur with observations (you don’t get the information you need; the child is sick; the setting is chaotic the day you arrive, etc.) so you will need extra time to complete the assignment. Before you go to observe the child, be clear about the child you are going to observe and the setting in which you will observe. Who is the child, where will you be observing, what expectations does the setting have for your interaction with the child? You do not need to interact with the child to do the observation. Be careful if you know the child. This relationship often interferes with objectivity. If you are observing a child you are acquainted with, or know well, plan to be objective and to stay less emotionally attached than you might normally behave. You should only write about the behaviors you observed in the observation and not about other times you spent with the child. Have your note paper set up ahead of time and plan your observation activities so you know what you will do when you arrive to observe. Plan for all the supplies you need (i.e., paper, pencil(s), props to help child with play, if needed, etc.). If you are observing a child you do not know in a child care setting, you can observe the child without interacting with them. You should follow the direction of the staff at the child care center about how you should interact with the child during the observation time. You will need to write the observation anecdotal notes using objective statements using the child observation notes form before the report is written. The observation notes are used to identify the behaviors and the domains of development discussed in the observation report. Students should not write about any behaviors that were not observed during the observation time. Do not include any subjective statements i.e. child was angry, happy, sad and do not include your interpretations of the child’s behavior and development. The notes will also be submitted for credit as part of the observation report assignment. The notes should be written into complete sentences from the notes taken during the observation time. Use details and be descriptive in your writing so the child’s actions, behaviors, and activities are clear to the reader. You do not need to pass in the field notes. Students should complete the observation notes form that includes the information about the child and the setting etc. A copy should be downloaded from the Observation Folder on Moodle. Format for the Observation Report: The format for each report is discussed in detail below and you should follow this process for writing the report using the child observation grading form. · Use the Child Observation Notes form to submit your observation notes written in complete sentences. The form is found in the Observation Folder. · Use the Child Observation Report Grading Form to record your child observation report that can be downloaded from the Observation Folder. · The Child Observation Report Grading Form has seven sections. The sections are clearly explained below. Using the observation report answer form found in the week folder, follow the topic section headings in the report to ensure that you write all of the report. The answer form also has an overview file that includes the directions for writing the report. Student should follow the directions on the overview form when writing the report. · Students will be choosing three behaviors that each span two domains (biosocial, cognitive, language, social, emotional, cognitive, creative and self-help). The self-help domain information is located in the developmental checklist labeled Developmental Birth to Five Adapted and revised by the Mid-State Early Childhood Direction Center, 2012. These three behaviors will be the basis for your report and will be discussed using the same format. Do not use a behavior that is an example of one domain. The format will be discussed below. · The three behaviors will be labeled as Behavior One, Behavior Two and Behavior Three. The domains you can discuss are biosocial, cognitive, language, emotional, social, creative and self-help. Child Observation Report Grading Form Title: Your Name and Observation One Infant OR Toddler or Observation Two Early Childhood OR Middle Childhood Students should download the Child Observation Report Grading Form from Moodle Part One: Introduction Introduction Write an introductory paragraph that will state the purpose of your child observation report. You are observing a child to describe and explain domains of development and how these domains intersect with one another as the child grows. Give information about the child i.e. age, setting that was listed on the Observation Report Form. You can include other information if important to the observation report i.e. the child is bilingual. Do not describe any behaviors that were not observed in the observation time i.e. you know the child from birth and you discuss the child’s development from the past. Part Two: Behavior One Behavior One and Two Domains Choose one of the behaviors that span two domains taken directly from the observation notes. The behavior notes will be labeled as Behavior One. Use the exact notes from the observation written in objective statements and do not interpret or discuss the behavior in this paragraph. Identify two domains that the behavior is an example of. List the two domains that you will be discussing under the Domain One and Domain Two paragraphs. Behavior One Domain One Quote for Typical Development In this paragraph you will state the domain that you will be discussing for Behavior One Domain One. Then describe at least one quote that is a statement about what the typical development is in that domain for the child’s age and/or developmental level from the text, another reliable source (handout or website) or a developmental checklist. The course text must be used for some of the quotes and use (Santrock, pg. 100) to document where you got the quote in the text. You should also state the title of the handout or the title of the developmental checklist with the age. A quote that is a definition of the domain being discussed is not accepted as a quote for credit. If you do not use a quote about typical development, your discussion for the child’s development will be your opinion only and you will not get credit for the behavior domain discussion. It can be compared to writing a research paper without using any citations. More than one quote may be used. Students may get a total of three extra credit points for the entire report. Behavior One Domain One Analysis to the Quote for Typical Development In this paragraph the student will discuss how the behavior in the first domain described relates to developmental norms for the age of the child being observed or the quote about typical development from the text, handout or developmental checklist. Discuss how the observed behaviors are like or unlike the description about typical development that you quoted in the paragraph from the text or other reliable source. This paragraph should have at least four sentences.
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Behavior One Domain Two Quote for Typical Development In this paragraph the student will be use the same format as above to discuss Behavior One Domain Two that was identified in the Behavior One paragraph. In this paragraph state the second domain you will be discussing for Behavior One and then list the quote and resource about typical development that you found in the text, handout, or developmental checklist. Behavior One Domain Two Analysis to a Quote for Typical Development In this paragraph describe how the child’s behavior compares to the quote about typical development or is not typical compared to the quote about development. This paragraph should have at least four sentences. Part Three: Behavior Two Behavior Two and Two Domains Choose the second example of behavior labeled that spans two developmental domains from your observation notes and insert the behavior observation notes taken directly from the notes into the paragraph. State the two domains you will be discussing for Behavior Two Behavior Two Domain One Quote for Typical Development In this paragraph for Behavior Two Domain Two include a quote about typical development with a resource for where you got the quote. Behavior Two Domain One Analysis to a Quote for Typical Development In this paragraph you will then compare the child’s development to the quote about typical development or how the behavior is different from the quotes. This paragraph should be at least four sentences. Behavior Two Domain Two Quote for Typical Development In this paragraph describe Behavior Two Domain Two that includes a quote about typical development with a resource for where you got the quote. You are using the same behavior for Behavior One from above but are using a different domain. Behavior Two Domain Two Analysis to a Quote for Typical Development In this paragraph compare the child’s development to the quote about typical development or how the behavior is different from the quote. This discussion should be at least four sentences. Part Four: Behavior Three Behavior Three and Two Domains Then continue to the third example of behavior that spans two developmental domains taken directly from the observation notes. Describe the two domains that you will be discussing in the Behavior Three paragraphs. Behavior Three Domain One Quote for Typical Development In this paragraph insert a quote about typical development for Behavior Three Domain One and resource from the text, developmental checklist or handout. Behavior Three Domain One Analysis to a Quote for Typical Development In this paragraph include an analysis of how your child’s behavior compares to the statement about typical development or how the behavior is different than the behavior described in the quote. This paragraph should be at least four sentences. Behavior Three Domain Two Quote for Typical Development In this paragraph you will be using the same behavior for Behavior Two but will be discussing a second domain. List the Behavior Three Domain Two you will now be discussing. In this paragraph insert a quote about typical development for Behavior Three Domain Two with a resource from the text, developmental checklist or handout. Behavior Three Domain Two Analysis to a Quote for Typical Development In this paragraph include an analysis of how your child’s behavior compares to the statement about typical development or how the behavior is different than the behavior described in the quote. This paragraph should include four sentences. Part Five: Summary of the Child’s Growth and Development Complete your child observation report with a summary statement that restates your purpose drawing from your thesis in the introductory paragraph. “How is the whole child’s development progressing?” Consider what the observation tells you about the child’s development, what skills would be expected to emerge next, and how teachers and parents can help -the child to grow and develop these skills. Give examples from your report about the child’s development in the domains. Summarize and discuss the child’s growth development from the child observation report in all of the domains you observed. Give examples of what you learned about the child’s growth and development in the domains that were the most important to you as the observer. This paragraph should have at least 8 sentences. Part Six: Resources Students should list all of the resources used for the quotes about typical development. Include the following information for the resource list- the title of a text, author and edition, publisher and date of publication, title of handout and author, title of developmental checklist with source/author and title of website, website address and page resource used from the website with author if an article. You must use your text for some of the quotes.
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Part Seven: Observation Notes Form The Observation Notes Form found in the Observation Folder includes the information about the child who is being observed should be inserted at the end of the Child Observation Report Grading Form. The notes should be written in complete sentences using a story format. The statements about the child should be written using objective (fact) not subjective (opinion) language. The observation notes should be submitted separately as well before the child observation report grading form so the Professor knows the students has completed the observation and has written the notes. Observation Notes for Observation Assignment When observing each child for your Observation Assignment, you should record the behavior of the child using objective statements. An objective statement includes what you see the child doing or saying and not any of your interpretations or thoughts about the child’s behavior. You should include the physical, emotional, social and cognitive development including language. This form should be completed for each observation. It will be posted on Moodle in case you need to download it. Recorder’s Name: Child’s Name or Initial: Age of Child in Years/Months: Date of Observation: Beginning and Ending Time of Observation Setting: People Included in the Observation: Observation Notes- Include in the notes exactly what you see the child doing including language or sounds if an infant. Use sentences and not phrases. Do not include any of your interpretations about the child’s behavior that will be written as part of the Observation Report. OBSERVATION Examples for how to use the Headings for the Child Observation Reports for different ages are described under the specific ages below. SPECIFIC INSTRUCTIONS FOR WRITING ABOUT DIFFERENT AGE GROUPS Child Observation Report #1 Infant OR Toddler Observation Assignment: Spend at least 60 minutes observing a child who is an infant or toddler (from 4 months to 2 years four months). Keep a running record of what you are observing the child do in his environment. Include any sounds or words the child makes. Describe the behavior in objective terms described as facts writing exactly what you see the child doing and saying. Do not label the child’s behavior in subjective terms described as opinion. He is happy, selfish etc. Using these notes transcribe the phases from the notes taken during the observation time into complete sentences and insert the notes into the observation notes form. The behaviors you observe should show an intertwining of at least two development domains seen in growth and development, not just one simple behavior. For example, don’t just look at a child beginning to talk (a language/cognitive skill) with a simple babble, but describe the social domain that accompanies this as the infant tries to interact with others (a social/emotional skill), using his new language babbling skills. Some areas that might be interesting to look for when you observe (look at the infant toddler chapters in the text to consider what you might see before you go to observe): · Physical: Body changes in height, weight, and motor movement; gross and/or fine motor skills. · Cognitive: Sensorimotor levels/behaviors; object permanence skills; memory; language development. · Social-Emotional: Attachment; temperament; self-awareness; interaction with others; emotions · Self-help skills: See the developmental checklist of behaviors that are listed by age on the developmental checklist. The skills may be used as a domain i.e. self- feeding can be self-help as well as biosocial motor skill. Remember to connect your observation to explanations of multiple domains of development. For example: This Behavior Example with two domains for Sally (age 12 months) includes a paragraph with a quote about typical development and then another paragraph about how the child’s behavior compares to the quote about typical development. Two domains for the same behavior are discussed in separate paragraph. Your observation notes will be longer as you will be observing the child for at least 60 minutes. Anecdotal Observation Notes Sally (12 months) was sitting on the floor in the living room. Using her hands, arms and legs, she pulled herself up to stand balancing on the couch by holding on with both her hands. Smiling Sally held on to the couch cushion and lifted each hand and arm and moved each leg in a side step movement along the outside of couch cushions. Sally then moved to the end table putting out her left hand first and then her right hand. Sally stopped and then paused for 15 seconds. She took her hands off the table at the same time and quickly lowered herself to the floor. She said “Oh!” as she sat on the floor. Behavior One and Two Domains Behavior One is an example of both biosocial and cognitive development. “Smiling Sally (12 months) held on to the couch cushion and lifted each hand and arm and moved each leg in a side step movement along the outside of couch cushions.” Behavior One Domain One Quote for Typical Development In Behavior One Domain One, Sally has developed biosocial gross motor skills that are seen in older infants. Infants who are Sally’s age of 12 months are beginning to start to use their walking motor skills. According to the Developmental Checklist Birth to Five from the Mid-State Early Childhood Direction Center, infants from the age of 8-12 months will “walk and holding on to furniture (10-13 months)”. Infants may also “walk two or three steps without support (11-13 months)”. Behavior One Domain One Analysis to a Quote for Typical Development Using the gross motor skills for the biosocial domain, walking requires balance and integration of muscle control. Since Sally is now 12 months, she is demonstrating that she has achieved balance in her biosocial motor skills by her ability to walk holding onto the couch and table. Walking by holding onto an object is also an example of integration of motor skills that shows Sally is typically developing in her biosocial skills. Her ability to walk using an object like furniture is the beginning stage of walking independently for an infant who is 11-13 months. She has not yet developed independent walking skills that is also typical of a child who is age 12-14 months. Developmentally Sally could be walking independently at 12 months according to the developmental checklist. Behavior One Domain Two Quote for Typical Development The domain for Behavior One Domain Two is the cognitive domain. Sally also has demonstrated cognitive development by her ability to understand where and how to hold on to the furniture by using motor/muscle control to accomplish the walking task. According to Piaget’s Sensorimotor Sub Stage Four Secondary Circular Reactions (8-12 months), infants will become more deliberate and purposeful in responding to people and objects (Santrock, pg. 160). In Piaget’s Sensorimotor Sub Stage Four, infants will begin to use new adaptions and anticipation also called a means to an end. (Santrock pg. 160) Infants in this Sensorimotor Sub Stage Four will also work hard to achieve a goal. (Santrock, pg. 160). Behavior One Domain Two Analysis to a Quote for Typical Development In Behavior One Domain Two, Sally used the furniture to balance herself and then to walk sideways holding onto the furniture. The infant’s ability to use her body and objects to accomplish her goal of walking is an example of an infant using an object with a purpose that is typical as described in Piaget’s Sensorimotor Sub stage Four Secondary Circular Reactions. Since Sally was able to walk using support, her ability to accomplish this skill is an example of means to an end. Another characteristic of Piaget Sensorimotor Sub Stage Four Secondary Circular Reactions is the infant’s ability to achieve a goal. Sally’s success in walking with support is an example of her purposeful achievement of this skill that will later lead to independent walking. Child Observation Report #2-Choose either the Early Childhood Age 3-5 years or Middle Childhood Age 6-11 years The Early Childhood (Preschool/Kindergarten 3-5 Years) Observation Assignment: Spend at least 60 minutes observing a child between the ages of 3 and 5 years of age. Keep a running record of what you are observing the child do in his environment. Include any interaction the child has with other children and adults. Record any language for the child and anyone who is interacting with the child. After the observation time use the Observation Notes Form and write the observation notes in complete sentences using objective terms in a story format. Using three behaviors that span two domains from the observation notes, prepare the child’s observation report form using the same form used for Observation One. The behaviors you write about must show an intertwining of these behaviors not just one behavior. For example, don’t just look at a child beginning to express emotions using words (a social emotional skill) but involve the cognitive reasoning the child uses as he interact with others and negotiate his position. Some areas that might be interesting to look for when you observe (look at the preschool chapters in the text to consider what you might see before you go to observe): Physical: Body changes in height, weight, motor skills; eating, toileting, and sleeping routines; gross and/or fine motor skills Cognitive: Language development and usage; preoperational stages; information processing or memory; modeling of skills from others; cooperation and following directions/instructions; creativity in developing ideas beyond what is told to do Social-Emotional: Prosocial behaviors; empathy; sharing; aggression; gender identification; expression of emotions (both verbal and physical); play patterns and activities Self Help Skills-In the developmental checklists you will find a heading for self-help skills skills that may be used for this age group. An example would be self-dressing that would be both a biosocial motor skill but also a self-help skill, Remember to connect your observation to explanations of multiple domains of development. For example: Behavior One Example for Tommy age 4.2 years and his friend Ian age 4.6 years Observation Notes Tommy was playing with friends his classmate Ian in the block corner. They were using unit blocks to build a rectangle shaped building with 4 by 6 blocks (12 by 18 inches). Using his right hand, Tommy placed the blocks right beside each other in the rectangle formation. Using his right hand Tommy then placed another block directly on top of the previous block to make the block building higher. After the second level was completed, Tommy and Ian took turns placing the blocks on top of each other to make the building. After placing the block Tommy and Ian said, “It’s your turn now.” Behavior One and Two Domains In Behavior One Tommy and Ian took turns placing the blocks on top of each other to make the building. After placing the block Tommy and Ian said, “It’s your turn now.” This behavior is an example of biosocial development and social (play) development. Behavior One Domain One Quote for Typical Development From this behavior, I see that Tommy has developed biosocial fine motor skills that are refined and can be used to build elaborate structures using his right hand. In the Skills Builder Fine Motor Development 0-6 Years Handout a child who is 3-4 years will begin to have a strong preference for a lead/dominant hand but switching continues. Behavior One Domain One Analysis to Quote for Typical Development In this behavior domain description, Tommy is only using one dominant hand (his right hand) and does not switch to his left hand. Tommy is demonstrating his ability to use a dominant hand that is typically developing but does not use his other hand to switch off. The skill of not switching to his less dominant hand demonstrates his ability to only use his dominant hand. This behavior is not typical according to the listed handout that indicates children will use both hands of their body at this age. Behavior One Domain Two Quote for Typical Development The second domain for Behavior One is the social domain. In Mildred Parten’s Social Play Development from 1-6 years, cooperative play is described as children playing together, creating dramas or taking terms. (Kinds of Play class handout). Behavior One Domain Two Analysis to a Quote for Typical Development Tommy demonstrated that he was capable of cooperative play as he and his friend Ian took turns placing the blocks building the block structure. Cooperative play is typical for children who are early childhood age demonstrating the ability to work cooperatively by taking turns to complete a common goal that is described by Mildred Parten. Tommy has social skills that allow him to share materials and is able to cooperate in developing an idea from thought to an actual product. When playing in a cooperative way, children need to be able to work together and word towards a common goal. Both Tommy and Ian took turns placing the blocks and were able to design the block building together. This skill is a true characteristic of cooperative play.
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Child Observation Report Two: School Age Observation (6-11 years): Spend 60 minutes observing a child between the ages of 6 and 11 years of age. Do not choose a child that is age 12 as that age begins adolescence. Keep a running record of what you are observing the child do and say in his environment. Also record any interactions that the child has with other children or adults. Include conversation as well. After the observation time use the Observation Notes Form and write the observation notes in complete sentences using objective terms in a story forma. Using three behaviors that span two domains from the observation notes, prepare the child’s observation report form using the same form used for Observation One. The behaviors you write about must show an intertwining of these behaviors not just one behavior. For example, don’t just look at a child reasoning and arguing with his teacher about not wanting to do something (a cognitive skill) but involve the relational aspects of the two as they negotiate an outcome of the problem (a social emotional skill). Some areas that might be interesting to look for when you observe (look at the school-age chapters in the text to consider what you might see before you go to observe): Physical: Gross or fine motor skills; eating and sleeping routines Cognitive: Language development and usage; reading and writing skill development; concrete operational level; information processing or memory; modeling knowledge and skill levels from peers; creativity in work and need for conformity Social-Emotional: Moral skills- figuring out right from wrong; peer relationships; emotional changes in expression and feelings; preadolescent behaviors Remember to connect your observation to explanations of multiple domains of development. Behavior Observation example for a Middle Childhood age child: Jayne is 6 years old and has just enrolled in a new school in the first grade. Observation Notes Jayne is sitting in the back corner desk of the classroom and is not talking to any of the other children sitting around her. They did not talk to her. After a few minutes, she started to cry and the teacher went over and asked her, “Why are you crying Jayne?” Jayne said, “Nobody likes me at this school and I miss my old friends.” The teacher then said, “I know you miss your friends but you have new friends here to meet.” The teacher led Jayne to join a small group of girls reading in the book area. The teacher said to the group, “We have a new member of our class who would like to be your friend and read with you today. Her name is Jayne.” The children said, “Hello, Jayne.” The children made a place for her on the rug and they all started to read the books together. Behavior One and Two Domains The Behavior One that span two domains for the Middle Childhood Observation Report is “After a few minutes, she started to cry and the teacher went over and asked her, “Why are you crying Jayne?” Jayne said, “Nobody likes me at this school and I miss my old friends.” The teacher then said, “I know you miss your friends but you have new friends here to meet.” Behavior One is an example of the social domain as well as cognitive domain. Behavior One Domain One Quote for Typical Development In this behavior example for the social domain, children in middle childhood, “peers become increasingly important and they are aware of their classmate’s opinions, judgements and accomplishments.” (Berger, pg. 395). In addition, “Most children learn in middle childhood how to be a good friend.” (Berger, pg. 396.) Behavior One Analysis To a Quote for Typical Development Children, who are new to a school situation, may feel lonely for familiar peers and frightened about fitting in with peers in the new setting. It is typical development for Jayne to miss her old friends as well as want to seek out new friendships. In middle childhood it is important for children to be accepted by their peers as well as to have friendships. Behavior One Domain Two Quote for Typical Development This behavior is also an example of cognitive development. “Children want to be liked and they learn faster as well as feel happier when they have friends.” (Berger, pg. 396). In addition, “Social comparison is a consequence of concrete operational thought.” (Berger, pg. 395) Concrete operational thought is Piaget’s term for “the ability to reason logically about direct experience and perceptions.” (Berger, pg. 351) Behavior One Domain Two Analysis to Quote for Typical Development By crying and expressing her feelings of missing her friends, Jayne is aware of the importance of having friends. According to the quotes about cognitive development in middle childhood, children who have friends learn faster. It is important then for Jayne to be able to adjust to her new school and be able to feel like she is part of a new social group. In this behavior domain Jayne is also demonstrating concrete operational thought that is characteristic for this age group. This behavior demonstrates that she is aware of what she is missing by not being able to see her old friends and the fact that she does not yet have friends in her new school. Grading Rubric Description: Writing Matters: The Writing Standard Writing is a process. The more you practice the better you get. That means that you should never hand in a first writing as a final draft. Begin by just writing down your ideas freely as they come to you. Then organize them into paragraphs. Introduce your paper with a paragraph explaining what you are addressing. Then build your argument with well-organized paragraphs. Read the paper aloud. This will help you catch many of your mistakes like missing words or awkward incomplete or run on sentences. Check for spelling, capitalization and grammar. If you aren’t sure, use a dictionary or spell check on the computer. Remember that Bunker Hill offers tutorial support at the TASC and the Language Lab. Use these!! The final product must be neat and legible.
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Check these areas to assure you are getting as many points for writing as possible. Paper is well organized with seven sections including an introductory paragraph and conclusion as required above. The paragraphs have a heading for the section listed in the outline for the report. Ideas are clearly expressed. Paragraphs hang together cohesively around one or two main points. Each paragraph for the analysis has at least four sentences. Sentences are complete and well structured. Capitalization follows standard rules. Spelling and punctuation is standard. Process for completing the report · Use the observation report form with the headings for the report listed above. · The report should be word processed · The paper must describe and discuss in detail each part for the sections of the paper as outlined above. · Write the child observation report using sentences and paragraphs and give as much detail as you are able with the material you have. · DO NOT COPY MATERIALS FROM ANOTHER SOURCE. This means not from the Internet, from other students, or another writing. This is plagiarism and is a serious academic offense. Use your own words to express your thoughts. You must document your quote from the text properly and any other information that have come from materials beyond the text or lessons. Use a consistent style to cite these sources. (Author Name, page, #) A reference list should be included at the end with complete information about the references. Students must use the course text for some of the quotes. · When you are finished with your report first PROOF READ the paper at least twice and fix any errors. This is after you have spell checked and grammar check it at least twice. Then consider the grading rubric below to be assured that you have completed the assignment as required. · You will be able to redraft the papers up to one time if there are difficulties with your writing or the concepts expressed in the papers. Due to the time constraints of the session, students will only be able to rewrite the first report. The edited report should be submitted up to 5 days after the due date. You will be notified after submission if you need to do an edit. The observation notes should be submitted ahead of the child observation report but will then be copied to the end of the child observation report form. · See the Specific Instructions for what to include in the Behavior and Domain paragraphs with the examples of the behavior, quote about typical development and an analysis of how the child’s behavior compares to the typical development. You will not be able to receive a passing grade if you do not include the quote and analysis for the behaviors in the domains. This rubric describes how you will be graded. Please use the rubric as a guide in writing your paper. Students must use the Child Observation Report Grading Form for the Report submission. The point value of each observation report is worth 65 points. ü The anecdotal notes are submitted and graded for credit and must include objective statements describing the child’s behavior written in complete sentences 15 points ü The report includes an Introduction that discusses the observation process as well as shares information about the child that is the subject of the observation. 2 points ü At least 3 examples of behavior observed that describe behaviors from two different developmental domains (3 behaviors @ 2 pts) 6 points ü A quote(s) from the text/resource specifically relates to the example(s) of behavior that you observed. Documentation must be included for where the quote was found. (6 quotes @ 3 pts each) 18 points ü A clear and detailed discussion that compares the behavior observed to the developmental patterns quoted. The analysis should be complete so that someone with no child development experience can understand it. (6@ 3 pts) 18 points ü Summary Closing Paragraph about the Child’s Growth and Development 4 points ü Resource List that includes specific information about the resources used for the quotes about typical development (i.e. text, author, publisher, date of publication) 2 Points ü Points will also be taken off for spelling or punctuation. Please edit your report by conducting a spell check prior to passing in the report. *Note: Students who include more than the required 6 quotes for typical develop for the behavior domains will receive one extra credit for any additional quote up to 3 points for each observation. One point will be added for each additional quote that relates to the section on the child’s development in the domains being discussed. Quotes that are definitions for domains will not get extra credit. Students who pass in the report late will have 5 points taken from the total number of points. The second observation report will not be accepted for late submission as it is due during the last week of the course. Students will have the opportunity to edit the first observation report if the format has not been used or the student has issues related to the report content or writing.
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Developmentally Appropriate Activity Planning

The focus of the Final Project is to choose nine developmentally appropriate activities for young children. Your capability to effectively plan these activities demonstrates your mastery of the course learning outcomes and your ability to use your knowledge to plan effective activities for young children. Early childhood educators play an important role in the future success of children, and your ability to create effective curriculum experiences is a fundamental part of that. To prepare for this assignment, Please refer to the Week 5 Guidance for further tips and examples that will support your success with this discussion. Review and download the ECE 203 Activity Template. There are nine required sections total: Science/Sensory, Language and Literacy, Creativity, Fine motor (please choose an indoor activity), Gross motor (please choose an outdoor activity), Self-Concept, Emotional Skills/ Regulation, Social Skills, and Math. Read the required resources for this week and consider reviewing the recommended resources as well. Remember that any applicable resource used throughout this course can support the requirement for four scholarly resources for this assignment. If you did not begin the development of your ePortfolio in ECE 101, read Portfolium Student Guide to help you set up your ePortfolio. Choose an area of focus: Center-Based Preschool (3, 4, or 5 years old) Center-Based Infant/Toddler (young infants, mobile infants, or toddlers) Early Childhood (4–8 years old) In your assignment, create a nine-page Word document that addresses the following: For the Center-Based Preschool Option Complete each section of the ECE 203 Activity Template. To complete the sections for a Center-Based Preschool: Indicate the age group (3s, 4s or 5s). List the intended goals. List all of the materials that will be needed for each activity. Explain in detail the process/teaching strategies that will be used for each activity. Specify how each activity is developmentally appropriate for that age group. For the Center-Based Infant/Toddler Option Complete each section of the Activity Template. To complete the sections for a Center-Based Infant/Toddler: Indicate the age group (3s, 4s or 5s). Of the nine activities, three should be appropriate for young infants, three for mobile infants and three for toddlers. List the intended goals. List all of the materials that will be needed for each activity. Explain in detail the process/teaching strategies that will be used for each activity. Specify how each activity is developmentally appropriate for that age group.
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For the Early Childhood (4–8 Years Old) Option Complete each section of the Activity Template To complete the sections for Early Childhood: Indicate the age group (4, 5, 6, 7, 8). List the intended goals. List all of the materials that will be needed for each activity. Explain in detail the process/teaching strategies that will be used for each activity. Specify how each activity is developmentally appropriate for that age group. For this assignment, you must submit A link to your electronic portfolio in Portfolium. To do this you will copy and paste the Web address into the comments feature in Waypoint. A Word document including your completed assignment, as well as the link to your ePortfolio. Click on the Assignment Submission button. The Waypoint “Student Dashboard” will appear. Browse for your assignment. Click Upload. Confirm that your assignment was successfully submitted by viewing the appropriate week’s assignment tab in Waypoint, or clicking on Check Assignment Status within the Meet Your Instructor unit in the left navigation panel. The Developmentally Appropriate Activity Planning project: Must be nine double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in Ashford Writing Center (Links to an external site.)’s APA Style (Links to an external site.) 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 use at least three scholarly sources in addition to the course text. To assist you in completing the library research required for this assignment, view this Help! Need Article (Links to an external site.) tutorial, which can help you find a good starting place for your research. The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.) Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications
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