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Category: Social Science (Page 1 of 2)

Describe one policy tension between your assigned natural resource and a threat to that resource.

Learning Goal: I’m working on a social science discussion question and need an explanation and answer to help me learn.In your initial post of at least 250 words, using the required resources and any additional credible resources that would enhance the strength of your argument, complete the following:Discuss the various direct and indirect environmental values (as seen in Chapter 1 of Environmental Policies) associated with the natural resource you were assigned.
Describe one policy tension between your assigned natural resource and a threat to that resource.
Evaluate the different worldviews (e.g., biocentricism, anthropocentrism) that influence the policy tension you just described and explain which worldview is most apparent in the policy tensions and why.
My subject for research is Earth’s climate.

Describe one policy tension between your assigned natural resource and a threat to that resource.

Learning Goal: I’m working on a social science discussion question and need an explanation and answer to help me learn.In your initial post of at least 250 words, using the required resources and any additional credible resources that would enhance the strength of your argument, complete the following:Discuss the various direct and indirect environmental values (as seen in Chapter 1 of Environmental Policies) associated with the natural resource you were assigned.
Describe one policy tension between your assigned natural resource and a threat to that resource.
Evaluate the different worldviews (e.g., biocentricism, anthropocentrism) that influence the policy tension you just described and explain which worldview is most apparent in the policy tensions and why.
My subject for research is Earth’s climate.

Why is this indicator listed under three different age groups?

Learning Goal: I’m working on a social science question and need an explanation and answer to help me learn.Introduction:North Carolina’s Foundations for Early Learning and Development is a resource that you, as an Early Childhood professional, will be using everyday in your career. NC Foundations was designed as a guideline for early educators, administrators, parents, family members, technical assistance providers, and anyone who may work directly or indirectly with young children (ages birth – 5 years). NC Foundations can be used for all children ages birth – 5 years, regardless of the program they are served in, language they speak, disabilities they may have, or family make-up. Assignment:Using your own copy of NC Foundations, or the PDF version, answer the following questions:1. What is the purpose of NC Foundations? (p. 2)2. What are the 5 domains NC Foundations is divided into? (p. 3)3. Define the following: (p. 4)a. Domain:b. Subdomain:c. Goal:d. Developmental Indicator:e. Goal and Developmental Indicator Continuum:4. Define the following age periods (by months): (p. 5)a. Infants:b. Younger Toddlers:c. Older Toddlers:d. Younger Preschoolers:e. Older Preschoolers:5. How many subdomains do each of the following domains carry? (p. 8 -12)a. APL:b. ESD:c. HPD:d. LDC:e. CD:6. How many goals do each of the following domains carry? (p. 8-12)a. APL:b. ESD:c. HPD:d. LDC:e. CD:7. On which page(s) do the following domains begin on?a. APL:b. ESD:c. HPD:d. LDC:e. CD:8. Name the subdomains for APL:a. b. c. d. 9. Find Goal APL-3. What is the title of this goal and how many developmental indicators are included within this goal?10. When working on subdomain 4 of APL, what is the 2nd strategy mentioned for infants/toddlers? 7th strategy for preschoolers?11. Name the subdomains for ESD:a. b. c. 12. If a child has mastered ESD-2k, what age group would they be defined to?13. If a child has mastered ESD-4a, what is the next developmental indicator they should begin working on, and what age group would this be defined to?14. Name the subdomains for HPD:a. b. c. d. 15. How many goals full under HPD’s second subdomain? What are their titles?16. If a child’s age puts them into the Younger Preschooler’s age group for HPD-8, but they have not yet mastered HPD-8g and -8h, under which age group would you developmentally define this child as being in?17. Name the subdomains for LDC:a. b. c. 18. Under LDC’s subdomain of “Learning to Communicate”, goal LDC-5, how many developmental indicators are listed for Infants?19. Under goal LDC-8, there are three developmental indicators that are the exact same (LDC-8d, 8h, and 8j) shown with an arrow between the three. Why is this indicator listed under three different age groups?20. Name the subdomains for CD:a. b. c. d. e. 21. For goal CD-1, what is this indicator listed as: “Organize and use information through matching, grouping, and sequencing”?22. Define a strategy you could use in a classroom to help children master goal CD-9c.

Why is this indicator listed under three different age groups?

Learning Goal: I’m working on a social science question and need an explanation and answer to help me learn.Introduction:North Carolina’s Foundations for Early Learning and Development is a resource that you, as an Early Childhood professional, will be using everyday in your career. NC Foundations was designed as a guideline for early educators, administrators, parents, family members, technical assistance providers, and anyone who may work directly or indirectly with young children (ages birth – 5 years). NC Foundations can be used for all children ages birth – 5 years, regardless of the program they are served in, language they speak, disabilities they may have, or family make-up. Assignment:Using your own copy of NC Foundations, or the PDF version, answer the following questions:1. What is the purpose of NC Foundations? (p. 2)2. What are the 5 domains NC Foundations is divided into? (p. 3)3. Define the following: (p. 4)a. Domain:b. Subdomain:c. Goal:d. Developmental Indicator:e. Goal and Developmental Indicator Continuum:4. Define the following age periods (by months): (p. 5)a. Infants:b. Younger Toddlers:c. Older Toddlers:d. Younger Preschoolers:e. Older Preschoolers:5. How many subdomains do each of the following domains carry? (p. 8 -12)a. APL:b. ESD:c. HPD:d. LDC:e. CD:6. How many goals do each of the following domains carry? (p. 8-12)a. APL:b. ESD:c. HPD:d. LDC:e. CD:7. On which page(s) do the following domains begin on?a. APL:b. ESD:c. HPD:d. LDC:e. CD:8. Name the subdomains for APL:a. b. c. d. 9. Find Goal APL-3. What is the title of this goal and how many developmental indicators are included within this goal?10. When working on subdomain 4 of APL, what is the 2nd strategy mentioned for infants/toddlers? 7th strategy for preschoolers?11. Name the subdomains for ESD:a. b. c. 12. If a child has mastered ESD-2k, what age group would they be defined to?13. If a child has mastered ESD-4a, what is the next developmental indicator they should begin working on, and what age group would this be defined to?14. Name the subdomains for HPD:a. b. c. d. 15. How many goals full under HPD’s second subdomain? What are their titles?16. If a child’s age puts them into the Younger Preschooler’s age group for HPD-8, but they have not yet mastered HPD-8g and -8h, under which age group would you developmentally define this child as being in?17. Name the subdomains for LDC:a. b. c. 18. Under LDC’s subdomain of “Learning to Communicate”, goal LDC-5, how many developmental indicators are listed for Infants?19. Under goal LDC-8, there are three developmental indicators that are the exact same (LDC-8d, 8h, and 8j) shown with an arrow between the three. Why is this indicator listed under three different age groups?20. Name the subdomains for CD:a. b. c. d. e. 21. For goal CD-1, what is this indicator listed as: “Organize and use information through matching, grouping, and sequencing”?22. Define a strategy you could use in a classroom to help children master goal CD-9c.

Learning Goal: I’m working on a social science question and need an explanation

Learning Goal: I’m working on a social science question and need an explanation and answer to help me learn.Getting StartedAmong the many models, theories, perspectives, and approaches that experts use in family therapy, some of them are evidence-based, while others are not. To get a good sense of those that are evidence-based and that would be appropriate for some family situations but not others, it is vital to be aware of the research literature on family therapy. You will have the opportunity to evaluate several scholarly, peer-reviewed articles throughout the course to gain a good overview of models and theories that are evidence-based and would be valuable to use in your work as a family therapist (and as a group therapist, in the last half of the course). It is important that when you are searching for evaluation research on family therapy, you find and use only scholarly, peer-reviewed, research studies. Research studies can be identified by a sample size or a case study implementing an intervention and reporting the outcomes. The scholarly research study that you find and use for this assignment should be different from the ones you used in previous Workshops.InstructionsReview the rubric to make sure you understand the criteria for earning your grade.
Locate a research or evaluation study of a model, theory, perspective or approach to working with families in family therapy.
Once you have located an appropriate scholarly, peer-reviewed study, write a paper analyzing the study for its application to family therapy.
Your paper should follow all APA style requirements(new tab) (double-spaced, using Times New Roman font size 12, one-inch margins, with a reference page) and be a minimum of three pages in length (not including the reference page).
The paper should address the following questions: What did you learn about the model, theory, or approach described in the article?
Does the model, theory, or approach seem to resonate with your own personal and professional values? Describe and explain.
How was the model, theory, or approach evaluated? How large was the study population and did the population include diverse people? Did the study use control and experimental groups? Did the study use trained therapists (trained in the model or perspective being evaluated)? What were some important ethical considerations regarding the study and how were they addressed?
What advanced family therapy skills did you learn about?
Do you think you would use this model or approach in your own work with multi-stressed, diverse families? Explore and explain.
Does the model, theory, or approach described in the article help advance human rights? If so, how? If not, would you use the model anyway? Why or why not?
What conclusions did you draw after analyzing and evaluating this study (for your own practice with families and for social work practice in general)?

Learning Goal: I’m working on a social science question and need an explanation

Learning Goal: I’m working on a social science question and need an explanation and answer to help me learn.Along with using checklists, rating scales, and rubrics as informal assessment tools, teacher-designed assessments are a common choice for many early childhood educators. “Teacher-designed assessments support other evaluation measures, enabling the teacher to make more accurate decisions for the instruction of individual students” (Wortham & Hardin, 2015, p. 188). As a leader, you will likely be involved in helping your colleagues develop teacher-designed assessments that will provide them with the information they need to make informed decisions about how to meet the needs of the children they work with.For your assignment this week, imagine that you have asked each member of your staff to develop a teacher-designed assessment to use with students. Before each member can use it, she needs to submit it to you so that you can ensure it meets the requirements of a quality teacher-designed assessment. After reviewing the assessment, you will provide each member with feedback about the assessment and how she can use it to inform her instruction.Follow the steps below to complete your assignment:Step 1: Choose a Teacher-Designed Assessment to Evaluate: Choose one assessment from the list below to evaluate for this assignment. You are encouraged to choose an assessment that is aligned with the age (infants/toddlers, preschoolers, school-aged) of children you are currently working with or plan on working with.Teacher-Designed Assessment 1 Download Teacher-Designed Assessment 1
Teacher-Designed Assessment 2 Download Teacher-Designed Assessment 2
Teacher-Designed Assessment 3 Download Teacher-Designed Assessment 3
Teacher-Designed Assessment 4 Download Teacher-Designed Assessment 4
Step 2: Evaluate the Teacher-Designed Assessment: Evaluate the teacher-designed assessment you chose in Step 1 by using either the Teacher-Made Assessment Checklist Download Teacher-Made Assessment Checklistor the Teacher-Created Assessment Rubric Download Teacher-Created Assessment Rubric.Step 3: Provide Feedback: After evaluating your chosen teacher-designed assessment in Step 3, provide written feedback for the teacher that includes the following:State the objective of the assessment. Use the guidelines on pages 196-201 of your course text, Assessment in Early Childhood Education, as a guide.
Explain how the teacher-designed assessment does or does not meet the characteristics of a quality teacher-designed assessment. Make sure to include specific evidence from either the Teacher-Designed Assessment Checklist or the Teacher-Designed Assessment Rubric to support your decision. In addition, support your explanation with at least one scholarly or credible source.
Describe how the assessment is appropriate for the intended age group
Analyze how the assessment does or does not align with the purposes of teacher-designed assessments.
Explain at least two ways the assessment could be used to inform instruction
When submitting your assignment, make sure to include either the completed Teacher-Designed Assessment Checklist or the completed Teacher-Designed Assessment Rubric you used in Step 2 with your written feedback as one document.Research and Resource Expectations:Source Requirement: At least two scholarly peer-reviewed or credible sources
Writing and Formatting Expectations:Title Page: Must include the following:Title
Student’s name
Course name and number
Instructor’s name
Date submitted
Academic Voice: Academic voice is used (avoids casual language, limited use of “I”, it is declarative).
Purpose and Organization: Demonstrates logical progression of ideas.
Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
APA Formatting: Papers are formatted properly and all sources are cited and referenced in APA style as outlined in the Writing Center (Links to an external site.).
Assignment Length: Your paper should be three to four pages in length (not including title and reference pages).

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