If you are from a culture where Santa Claus is not a cultural icon think about whether there is a benevolent/magical character in your culture, most cultures have someone who is similar (briefly explain the character to me so I can understand). For each stage include:What might the individual in that stage do when confronted with a Santa Claus, say in a mall?What might the individual in that stage think about Santa Claus and Christmas?What might the individual in that stage tell others about Santa Claus and Christmas?
InstructionsIn this class we primarily look at one age group at a time. Sometimes the changes between age groups gets lost in this process. So, this group assignment lets you compare cognitive development applied to different age groups. Your task is to use what you have learned about each of Piagets major stages: sensorimotor stage, preoperational stage, concrete operational, and formal operational stage. Tell me how an individual in that stage would react to Santa Claus. You do not need to hone in on the substages within the major stages but include as much as seems appropriate from the major ways in which a child in that stage would think about, react to, and experience Santa Claus. Think about the differences as you go. If you are from a culture where Santa Claus is not a cultural icon think about whether there is a benevolent/magical character in your culture, most cultures have someone who is similar (briefly explain the character to me so I can understand). For each stage include:What might the individual in that stage do when confronted with a Santa Claus, say in a mall?What might the individual in that stage think about Santa Claus and Christmas?What might the individual in that stage tell others about Santa Claus and Christmas?
Revelation and science are means available for humans to reach the knowing |(that is to develop and construct knowledge). Why does one find that a confrontation exists between them? Furthermore, science and religion can go hand in hand in some societies while they confront each other in other societies. In an essay, comment on this statement in the light of what we discussed and in the light of the required readings
Revelation and science are means available for humans to reach the knowing |(that is to develop and construct knowledge). Why does one find that a confrontation exists between them? Furthermore, science and religion can go hand in hand in some societies while they confront each other in other societies. In an essay, comment on this statement in the light of what we discussed and in the light of the required readings
Considering political thought of American women from the American Revolution through the twentieth century, which time period(s) do you believe were the most difficult for them? Why?
Considering political thought of American women from the American Revolution through the twentieth century, which time period(s) do you believe were the most difficult for them? Why?
Discuss the potential impact on student learning addressing individual student needs provides. How does the reflective thinking process enhance teacher lesson design and implementation of instructional strategies and practices?
2. Mathematics Education for All Journal (FEAP 2d)Description: Equity in mathematics education requires high expectations and strong support for all students. Clinical experiences that focus on equitable practices promote the development of knowledge, skills, and disposition related to student diversity. In this assignment, the pre-service teacher will participate in a variety of guided clinical experiences in a K-12 mathematics classroom that focus on diversity and reflect on ways in which they can demonstrate respect for students cultural linguistics and family background.
Directions: In this assignment, the pre-service teacher will actively engage in the clinical school settings and complete journal entries following the guided field experiences described. The clinical experiences include:
Observation Entry 1: One Childs Experience
The purpose of this observation is to focus on one child who has a special need (e.g. gifted, LD, ELL) and observe his or her learning in a lesson. Remember to speak with the teacher about the purpose of the observation and have him or her assist in selecting the student. You will need to be careful that in observing the student you do not make him or her feel uncomfortable. You may use the 8.1 Observation Checklist from the Field Experience Guide as a resource (Bay-Williams, 2013, pg. 84).
Observation Entry 2: Culturally Responsive Instruction
Observe a mathematics classroom teacher to consider the extent to which the lesson is culturally responsive. The following are a few questions you may want to consider while observing Does the content include a balance of procedures and concepts? Are students expected to engage in problem solving and generate their own approaches to problems? Are connections made between mathematics topics? In what ways is the content related to familiar aspects of students lives? In what ways is prior knowledge elicited / reviewed so that all students can participate in the lesson? To what extent are students asked to make connections between school mathematics and mathematics in their own lives? How are the interests of students (events, issues, literature, or pop culture) used to build interest and mathematical meaning? In what ways are students invited to include their own experiences within a lesson? Are story problems generated from students and teachers? Do stories reflect the real experiences of students? Are individual student approaches presented and showcased so that each student sees their ideas as important to the teacher and their peers? Are alternative algorithms shared as a point of excitement and pride (as appropriate)? Are multiple modes used to demonstrate knowledge (e.g. visuals, explanations, and models) valued? Are students (rather than just the teacher) justifying the correctness of solutions? Are students invited to (expected to) engage in whole-class discussions where students share ideas and respond to each others ideas? In what ways are roles assigned so that every student feels that they contribute to and learn from other members of the class? Are students given a choice in how they solve a problem? How do they demonstrate their knowledge of the concept? (Bay-Williams, 2013, pg. 86).
Teacher Interview Entry 3: Student Diversity
Create a chart/table that identifies the class learner profile (gender, intellectual disabilities, gifted, culturally/ethnically diverse, English language learners, struggling/reluctant learners). Discuss possible adaptations or instructional strategies that can be implemented to ensure mathematics is accessible and meaningful to all students with the classroom teacher. Include which strategies are used to differentiate a lesson in order to meet the needs of all the diverse learners in the classroom. Include strategies that are used to make the content accessible, but still maintain high expectations for learning the intended objectives (Bay-Williams, 2013, pg. 87).
Teacher Interview Entry 4: Environment and Students
Ask a classroom teacher how they use knowledge of students, family, and community to make decisions for his or her mathematics teaching. Describe how he or she develops an environment with high expectations for all learners. This description might include student cultural or linguistic backgrounds; inclusion and involvement of family learning styles; learning differences; personalities; skills/backgrounds; local community interests/events; interests of individual students; and seasonal considerations (Bay-Williams, 2013, pg. 88).
Teaching Entry 5: Lesson Adaptations
The purpose of this experience is for you to apply what you know about students, what you know about adaptations for various special needs, and your knowledge of mathematics teaching. Adaptations include both accommodations and modifications. Create a three-column chart/table identifying specific accommodations and/or modifications that directly relate to at least five learners in the classroom. Design a task and plan a lesson for a small group of learners. (Bay-Williams, 2013, pg. 89).
Teaching Entry 6: Sheltering a Lesson for English Language Learners
The purpose of this field experience is to identify and incorporate those instructional strategies that can support an English Language Learner (ELL). Using an existing lesson from a textbook or teacher resource you will use the technique called sheltering; in other words you will take each component of the lesson (the objectives; the before, during, and after; and the assessment) and determine the accommodations or modifications necessary to make it accessible to an English Language Learner (Bay-Williams, 2013, pg. 91).
For your School of Education E-Portfolio Reflection, use the following to guide you:
Provide a brief description of the assignment.
Select the FEAPs addressed in this assignment and add them to your portfolio in the Standards section.
Discuss the potential impact on student learning addressing individual student needs provides. How does the reflective thinking process enhance teacher lesson design and implementation of instructional strategies and practices?
Explain how you have grown as an educator as a result of reviewing, evaluating, and designing activities to meet diverse student needs. In other words, explain what you have learned from this assignment. However, do not describe the assignment.
Explain what you will do to improve the lesson.
Include any APA citations and references.
What is a cognitive distortions
APA 7 style. Cite like 10 must common. Describe which cognitive distortions do you think you use the most and how and from where you think you acquired these cognitive distortions.
Jumping to Conclusions(maternal side)
Overgeneralization(paternal side)
2. How can you start replacing your negative distortions with positive or neutral ones?
Contrast the marketing strategy of Boo.com with successful online travel and leisure retailer booking.com. Suggest what made the difference between success and failure. 2. Discuss which market assumptions and decisions led to Boo.coms inevitable failure?
digitalbuss.docx
Task: You are required to answer the following questions from the respective CASE in Moodle
:
1. Contrast the marketing strategy of Boo.com with successful online travel and leisure retailer booking.com. Suggest what made the difference between success and failure.
2. Discuss which market assumptions and decisions led to Boo.coms inevitable failure?
3. Explain why the vision of Boos founders was ideas before their time.
4. Provide 2 examples of e-retail techniques adopted by boo.com that are now commonplace.
· Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
· Font: Arial 12,5 pts.
· Individual
· Text alignment: Justified.
· The in-text References and the Bibliography must be in Harvards citation style.
· Expected structure: Table of contents, References & appendix.
· The format should be a document in the respective Turnitin link.
Please rely as much as possible on quality references and sources. You must refer to at least six sources, including at least three academic ones. More references would be a plus, but they must always be authoritative (from primary or original source) and relevant (to the topic, no quoting for the sake of quotation) Remember that your analysis is evidence based you must substantiate any statement with evidence such as facts, data, stories, concepts and theories.
It assesses the following learning outcomes: 1. understand the rise and evolution of the concept and models of digital business; 2. analyze the development of competitive advantage through digital technology; 3. identify current trends and technology in digital businesses;4. understand how digital technologies can be integrated within business;5. describe the digital business and compare it with non-digital businesses;6. analyze and assess different approaches to the development of digital platforms.
Rubrics
Exceptional 90-100
Good 80-89
Fair 70-79
Marginal fail 60-69
Knowledge &
Understanding (30%)
Student demonstrates excellent understanding of key concepts and uses vocabulary in an entirely appropriate manner.
Student demonstrates good understanding of the task and mentions some relevant concepts and demonstrates use of the relevant vocabulary.
Student understands the task and provides minimum theory and/or some use of vocabulary.
Student understands the task and attempts to answer the question but does not mention key concepts or uses minimum amount of relevant vocabulary.
Application (20%)
Student applies fully relevant knowledge from the topics delivered in class.
Student applies mostly relevant knowledge from the topics delivered in class.
Student applies some relevant knowledge from the topics delivered in class. Misunderstanding may be evident.
Student applies little relevant knowledge from the topics delivered in class.
Misunderstands are evident.
Critical Thinking (30%)
Student critically assesses in excellent ways, drawing outstanding conclusions from relevant authors.
Student critically assesses in good ways, drawing conclusions from relevant authors and references.
Student provides some insights but stays on the surface of the topic.
References may not be relevant.
Student makes little or none critical thinking insights, does not quote appropriate authors, and does not provide valid sources.
Communication,
Including Harvard citation style
(20%)
Student communicates their ideas extremely clearly and concisely, respecting word count, grammar, spellcheck and excellent referencing.
Student communicates their ideas clearly and concisely, respecting word count, grammar, spellcheck and good, minimum referencing
Student communicates their ideas with some clarity and concision. It may be slightly over or under the wordcount limit. Some misspelling errors may be evident.
Referencing insufficient
Student communicates their ideas in a somewhat unclear and unconcise way. Does not reach or does exceed wordcount excessively and misspelling errors are evident. Referencing insufficient.
Hypercholesterolemia (high cholesterol levels in the blood) is associated with various cardiovascular diseases such as atherosclerosis, stroke, and myocardial infarction. Research how hypercholesterolemia develops, as well as its complications. A common treatment for hypercholesterolemia is a class of drugs called statins. In your post, address the following questions: Are statins the best course of treatment for hypercholesterolemia in adults? Why or why not? Should they be prescribed to adults with hypercholesterolemia with no evidence of heart disease? Should teenagers be prescribed statins if they are diagnosed with hypercholesterolemia? Why or why not? Is there a better solution for these situations?
Hypercholesterolemia (high cholesterol levels in the blood) is associated with various cardiovascular diseases such as atherosclerosis, stroke, and myocardial infarction. Research how hypercholesterolemia develops, as well as its complications.
A common treatment for hypercholesterolemia is a class of drugs called statins. In your post, address the following questions:
Are statins the best course of treatment for hypercholesterolemia in adults? Why or why not?
Should they be prescribed to adults with hypercholesterolemia with no evidence of heart disease?
Should teenagers be prescribed statins if they are diagnosed with hypercholesterolemia? Why or why not?
Is there a better solution for these situations?
Be sure to support your positions with APA formatted in-text citations and references from a credible resource.
After reviewing and studying this modules content, answer the following questions. Be sure to complete all lab activities and attend/watch all live lectures before completing this assignment. All of your answers should be written in your own words, using full sentences, correct terminology, and proper spelling and grammar.
Explain the anatomical concepts associated with the vascular system. Summarize this modules key points in 5-6 sentences.
Explain the physiological concepts associated with the vascular system. Summarize this modules key points in 5-6 sentences.
How will you apply the concepts you have learned about the heart in real life and in your future career?
Which topic within this module has been the most valuable to your learning experience and why?
Which topic(s) within this module did you struggle to understand and why?
Identify and describe one practice-related issue or concern. You may chooseto build on the practice issue you identified in NR500NP/NR501NP. Providesupport for the issue from scholarly nursing sources current within the last 5years.2) Explain why the issue/concern is important to nurse practitioner practice andthe issues impact on health outcomes.
1) Identify and describe one practice-related issue or concern. You may chooseto build on the practice issue you identified in NR500NP/NR501NP. Providesupport for the issue from scholarly nursing sources current within the last 5years.2) Explain why the issue/concern is important to nurse practitioner practice andthe issues impact on health outcomes. Provide support for the importance of theissue from scholarly nursing sources current within the last 5 years.
Each individual will choose a real company that utilizes one of Porter’s strategies to compete in the global market. A one-page written assessment of that company’s success with the strategy is to be completed. After defining the selected strategy consider the following questions: How exactly was the strategy utilized to gain a competitive advantage? Do you see any drawbacks or risks with the strategy?
Each individual will choose a real company that utilizes one of Porter’s strategies to compete in the global market. A one-page written assessment of that company’s success with the strategy is to be completed. After defining the selected strategy consider the following questions: How exactly was the strategy utilized to gain a competitive advantage? Do you see any drawbacks or risks with the strategy? As a reminder, these are the six strategies that are used in Capsim. Please select only one strategy.Broad differentiationBroad cost leader
Apply the steps of the scientific method, including testing hypotheses, through controlled experiments, analyzing data, and formulating conclusions. Explain the form and function of biological structures at the molecular and cellular level. Describe fundamental biological processes including metabolism, cell division, reproduction, gene expression, inheritance, and biotechnology applications.
Apply the steps of the scientific method, including testing hypotheses, through controlled experiments, analyzing data, and formulating conclusions. Explain the form and function of biological structures at the molecular and cellular level. Describe fundamental biological processes including metabolism, cell division, reproduction, gene expression, inheritance, and biotechnology applications. Discuss the fundamental principles of evolution and ecology, and how they are applied in conservation and environmental protection.
