PSY 104 Child And Adolescent Development WK5-D

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Education Options [WLOs: 2] [CLOs: 4, 6]

Prior to completing this discussion, please read Chapters 9, 10 and Section 15.1 in the textbook and the A Comparison of Montessori and Traditional Middle Schools: Motivation, Quality of Experience, and Social Context (Links to an external site.) article. Additionally, watch the Montessori Vs Conventional Schools  (Links to an external site.) and Exploring Borderlands–American Passages: A Literary Survey videos.

In this post of a minimum of 300 words, you will explore the role of community agencies (more specifically, schools) in developing the optimum learning and pro-social behavior of children. Complete the following:

· Explain the major approaches of Montessori-style education and of traditional education formats for children.

· Then Create a Table Preview the document describing three benefits and three drawbacks of each style, addressing each of the three domains covered in this course.

Guided Response: Respond to at least two of your peers. In your responses, describe how these styles of education may have different implications for different types of student learners, and address whether or not a unique learning style would benefit from the benefits they have listed for a particular educational style. Provide either a different benefit or drawback than the one your classmate found regarding one type of education. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion forum. Continue to monitor the discussion forum until 5:00 p.m. (Mountain Time) on Day 7, and respond with robust dialogue to anyone who replies to your initial post.

 

E

ducation Options [WLOs: 2] [CLOs: 4, 6]

 

Prior to completing this discussion, please read Chapters 9, 10 and Se

ction 15.1 in the textbook

and the

A Comparison of Montessori and Traditional Middle Schools: Motivation, Quality of

Experience, and Social Context

 

(

Links to an external site.)

 

article. Additionally, watch the

Montessori Vs Conventional Schools

 

(Links to an external site.)

 

and

Exploring Borderlands

–

American Passages: A Literary Survey

 

videos.

 

In this post of a minimum of 300 words, you will explore the role of community agencies (more

specifically, schools) in developing the optimum learning and pro

–

social behavior of children.

Complete the following:

 

·

 

Explain the major approaches of Montessori

–

style education and of traditional education

formats for children.

 

·

 

Then

Create a Table

 

describing three benefits and

three drawbacks of each style,

addressing each of the three domains covered in this course.

 

Guided Response:

Respond to at least two of your peers. In your responses, describe how these

styles of education may have different implications for different type

s of student learners, and

address whether or not a unique learning style would benefit from the benefits they have listed

for a particular educational style. Provide either a different benefit or drawback than the one your

classmate found regarding one ty

pe of education. You are encouraged to post your required

replies earlier in the week to promote more meaningful and interactive discourse in this

discussion forum. Continue to monitor the discussion forum until 5:00 p.m. (Mountain Time) on

Day 7, and resp

ond with robust dialogue to anyone who replies to your initial post.

 

 

Education Options [WLOs: 2] [CLOs: 4, 6]

Prior to completing this discussion, please read Chapters 9, 10 and Section 15.1 in the textbook

and the A Comparison of Montessori and Traditional Middle Schools: Motivation, Quality of

Experience, and Social Context (Links to an external site.) article. Additionally, watch the

Montessori Vs Conventional Schools (Links to an external site.) and Exploring Borderlands–

American Passages: A Literary Survey videos.

In this post of a minimum of 300 words, you will explore the role of community agencies (more

specifically, schools) in developing the optimum learning and pro-social behavior of children.

Complete the following:

 Explain the major approaches of Montessori-style education and of traditional education

formats for children.

 Then Create a Table describing three benefits and three drawbacks of each style,

addressing each of the three domains covered in this course.

Guided Response: Respond to at least two of your peers. In your responses, describe how these

styles of education may have different implications for different types of student learners, and

address whether or not a unique learning style would benefit from the benefits they have listed

for a particular educational style. Provide either a different benefit or drawback than the one your

classmate found regarding one type of education. You are encouraged to post your required

replies earlier in the week to promote more meaningful and interactive discourse in this

discussion forum. Continue to monitor the discussion forum until 5:00 p.m. (Mountain Time) on

Day 7, and respond with robust dialogue to anyone who replies to your initial post.

 
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Week 4

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PCN 520 Topic 4: Group Design Part 2 Holistic Assessment

 

Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right.

 

Criteria

 

 Unsatisfactory Less Than Satisfactory Satisfactory Good Excellent Criteria

 
Brochure The brochure has an unfocused sense of the audience. Inadequate organization and/or development. The work is an extensive collection and rehash of other people’s ideas, products, images, or inventions. There is no evidence of new thought or inventiveness. There are few or no graphic elements. No variation in layout or typography is evident. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

 

 

 

 

 The brochure vaguely addressed the group’s purpose or may include multiple purposes where the sense of audience wavers. The work is a minimal collection or rehash of other people’s ideas, products, images, or inventions. There is no evidence of new thought. Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

 

 

 

 

 

 The brochure outlines the group’s purpose. The product shows evidence of originality. While based on other people’s ideas, products, images, or inventions, the work does offer some new insights. Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

 

 The brochure expresses a clear, coherent purpose to the audience. The product shows evidence of originality and inventiveness. While based on an extensive collection of other people’s ideas, products, images, or inventions, the work extends beyond that collection to offer new insights. Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size and/or color are used well and consistently. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. The brochure skillfully describes the group’s purpose. Maintains awareness of the audience through form, language, and presence.

The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research. Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and/or color are used well and consistently.

Writer is clearly in command of standard, written, academic English.

  
Screening Questions Major components or the assignment criteria are missing, vague, or ambiguous. Subject knowledge is not evident.

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

 

 

 

 Partially addresses in detail the criteria behind the group selection process. Presents the screening and demographic questions but minimally explains the rationale. Examines relationships between the screening questions and member selection but lacks insight and/or detail. Little subject knowledge is evident. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

 

 

 

 

 Presents the criteria behind the group selection process. Presents and explains the rationale for the screening and demographic questions. Outlines the creation of the screening questions to the member selection. Some subject knowledge is evident. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

 

 

 Clearly describes the criteria behind the group selection process. Accurately designs and explains the rationale for the screening and demographic questions. Examines relationships between the screening questions and member selection. Subject knowledge appears to be good. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Thoroughly describes the criteria behind the group selection process. Competently designs and explains the rationale for the screening and demographic questions. Identifies integral relationships between the screening questions and member selection. Subject knowledge is excellent. Writer is clearly in command of standard, written, academic English.  
Total /
Comments:    

 

 

© 2010. Grand Canyon University. All Rights Reserved.

 
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Final Project Milestone Four: Methodology And Data Analyses (Food Security)

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Topic: Food Security 

 

Overview: The methodology section of a research proposal is the study blueprint. The methodology section clearly outlines the systematic approach the researcher will take to answer the research question. In this section, you will provide the blueprint for your research proposal by addressing the key elements including the population, the study sample and sample size, the location of your study, the timeline for the study (consider factors such as finding a location, hiring staff, recruitment, data collection process, etc.), and the costs associated with the research. In addition, the methodology section describes and outlines any ethical issues that the researcher must consider such as the recruitment of minors, cultural issues, payment of incentives to study participants, confidentiality, anonymity, and invasive procedures.

 

Your research design will inform the type of data analysis you must conduct to answer your research question(s). If you have chosen to propose a study that is quantitative in nature, such as a case-control study, cross-sectional, survey methodology, focus groups, or experimental study, then you will use statistical data analysis to answer your research questions. However, you may have chosen to propose a qualitative study, such as grounded theory, narratives, ethnography, or case study, which will require you to answer your research question(s) using rich descriptions, formulating concepts, or synthesizing experiences. Regardless of the study design, all research will address validity, reliability, and generalizability. Choose a data analysis plan that is suitable to the type of data you will be collecting.

 

Prompt: For your methodology section, be sure to address the following:

 

 Describe the population affected by the public health issue and the location of the population.

 

 

 

 What is the sample size you will need to answer your research question? Include the formula to be used for the sample size calculation.

 

 

 

 Explain your rationale for the study sample selection. What type of sample is it? (Snowball, systematic, random, convenience, etc.?)

 

 

 

 What type of study will you conduct? Examples include case-control, cross-sectional, grounded theory, quasi-experimental, etc.

 

 

 

 Study logistics: Where is the location of your study? What is the timeline for your study? What are the projected costs associated with the study?

 

 

 

 Consider and describe the ethical implications of this study. In this section you will want to thoughtfully and thoroughly describe any known or potential issue that may have ethical implications.

 

 

 

 Explain how you will address ethical issues.

 

 

 

For your data analysis section, please submit a detailed outline describing your proposed data analyses process. The process must be specific to the research design you have chosen and demonstrate a direct link to answering the research question. Be sure to address the following:

 

 

 

 What methods will you use to collect the data? (If instruments such as surveys, interviews, focus groups, or similar tools will be used to collect data, indicate if it is an existing instrument or a new one.)

 

 

 

 Assess and confirm that the data collection methods are appropriate for the research design.

 

 

 

 What approaches will you use to analyze the data? For quantitative study designs, indicate the statistics you will employ, such as frequencies or logistic or linear regression analyses, etc., to answer your research question(s). For qualitative research designs, describe the way you will present the data to answer your research question(s).

 

Is your research design valid, reliable and generalizable? Provide a complete answer that addresses each element.

 

 

Guidelines for Submission: The methodology section of your paper must be 2 pages, and the data analysis outline must be 2 pages. Your paper should be a Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and all sources cited in APA format

 

 
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Disciplinary Assignment

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CJUS 520

Student Name:
Criterion Point Value Points Possible Points given &

instructor comments
All key components of the question are answered in the paper 18 100  
Clear, logical flow to paper 18    
Major points are stated clearly 18    
Major points are supported by the following:

1. lecture material or Scripture

2. good examples (pertinent conceptual or personal examples are acceptable),

3. thoughtful analysis (considering assumptions, analyzing implications, comparing/contrasting concepts)

 20    
Spelling, grammar & APA 16    
Sufficient length (2.5 pages), & title page 10    

Disciplinary Assignment Part 2 Grading Rubric

Total Points: _____/100

[Type text] [Type text] [Type text]

1

Running Head: Disciplinary Assignment

CJUS 520- Disciplinary Assignment

Jasonus Tillery

Liberty University

CJUS 520- Disciplinary Assignment-Part 1

The United States Supreme Court is the absolute highest court in the country. It generally hears cases that involve issues of federal law. The Supreme Court has appellate jurisdiction over the federal and state courts (Supreme Court of the United States, 2013). When a case is referred to the Supreme Court, the decision that is derived is final because there is no other court to appeal to. Generally, when a case is appealed to the Supreme Court, it usually means that there were issues or controversy involved in the cases in the State or Federal Court. There are three cases that were tried at the Supreme Court level that are of particular interest to this class: Brady vs. Maryland (1963), Giglio vs. United States (1972), and United States vs. Agurs (1976). Each of these cases presented issues, which will be discussed below.

Brady vs. Maryland, 373 U.S. 83 (1963)

In the Brady vs. Maryland case, Brady the defendant and his companion were convicted of first-degree murder and were sentenced to death. During the trial, Brady admitted to being at the crime scene and participating in the crime, but he stated that his companion was the one who actually committed the murder. Brady’s attorney did not contest the fact that Brady was guilty, he or she only pleaded with the jury to not return with a capital punishment verdict. The defendant’s lawyer however, was not privy to the fact that Brady’s companion had admitted to murdering the victim alone. Prior to the start of the trial, the defendant’s attorney requested to see all the evidence that the prosecutors had in their possession. However, the prosecutors failed to disclose Brady’s companion’s confession. Brady’s attorney was not aware of the confession until after his client’s trial. At that point, Brady had already been convicted and sentenced (Hooper & Thorpe, 2007). The prosecutor is required by law to disclose to the defense any evidence that is favorable to the defendant. Failure to do so denies the defendant to due process of the law. Therefore, there had to be a new trial, but not to determine guilt, rather than to determine Brady’s punishment. Brady had already confessed to his participation in the crime, so the sentence of death was what had to be re-tried. Although many would disagree with the fact that the prosecutor has to disclose information favorable to the defendant, it is still the law. Therefore, violating this law results in a violation of the defendant’s Fifth Amendment right.

Giglio vs. United States vs. 150 (1972)

In this case, the defendant Giglio was being prosecuted for forging $2300 in money orders, which at the time was a significant amount of money. The controversy in this case derived from the testimony of Giglio’s Co-conspirator Robert Taliento. Taliento was the only witness that the prosecution had that linked Giglio to the crime. Taliento struck a deal with the U.S. Attorney, which stated that if he testified against Giglio he himself would not be prosecuted. He testified that while he was a teller at a bank, he would provide customer’s signature cards to Giglio. Giglio in turn took the signature cards and forged $2300 worth of money orders. Giglio’s trial did not commence until two years later (U.S. Supreme Court Center, 2013). He was sentenced to five years in prison. While Giglio was waiting for appeal his attorneys discovered the government failed to disclose the fact that Taliento was promised immunity in exchange for his testimony. The Supreme Court granted certiorari to determine if the evidence withheld required a new trial under the due process criteria that had been enunciated in the Brady vs. Maryland trial, 373 U.S. 83 (1963). The court held that disclosing pertinent information was the responsibility of the prosecutor and failure to do so was a violation of Giglio’s Fifth Amendment rights (U.S. Supreme Court Center, 2013). The court had to rule that due process required Giglio to have a new trial (U.S. Supreme Court Center, 2013). Once again one can see the importance of full disclosure of the prosecutor to the defense. Although full disclosure may not have made a difference in the outcome of the trial, it is still required and failure to do so is a violation of due process.

United States vs. Agurs (1976)

In the United States vs. Agurs, Agurs, the defendant was on trial for second-degree murder for killing her estranged husband with a knife during a domestic dispute. The victim had been stabbed repeatedly and the accused was uninjured. The defendant claimed that she killed her husband in self-defense. Sewell had previous charges of assault and carrying a deadly weapon, however, the prosecutor failed to disclose this to Agur’s attorney. Once the defense discovered this information, they motioned for a new trial, but it was denied by the district court on the grounds that Sewell’s criminal record was not relevant. The Court of Appeals reversed this ruling because failure to disclose this information did not allow for a fair trial and violated the due process clause. The case was re-tried.

In all three cases the prosecution failed to disclose significant information to the defense that would allow the defendants to a fair trial. One would think that it is the responsibility of the defense to find out all the pertinent information that will aid in their client’s defense. However, according to the law, any information discovered by the prosecutor or defense that could have a significant outcome on the verdict must be disclosed. Failure to do so can result in new trials, reversals, etc. as seen in the three trials above.

Professional Memorandum

It was brought to my attention by my Deputy Chief of Police that Officer John Smith is being investigated for the use of pornographic websites while on duty. When approached about the illegal use of the sites on the agency computer, the officer denied the allegations. Upon further investigation, it was determined that the officer used his own username and password on the agency computer. Once this information was brought forth, Officer Smith finally admitted his transgression and apologized stating that it would never happen again. The officer has only had one discipline in his 15 years at the agency. The discipline was over 10 years ago and there is no correlation to what he currently admitted to doing. As a law enforcement officer, it is imperative that one is truthful and credible at all times. An officer’s credibility is essential to the agency’s ability to carry out its missions (Judge, 2005). Officers are required to handled privileged information, secure information, handle drugs, money, process crime scenes, maintain confidential information, and guns (Judge, 2005). Therefore, an officer’s word and credibility has to be almost flawless. Besides the fact that they have to handle very sensitive and crucial information, law enforcement officers must be honest and truthful at all times in the event that they have to testify in the court of law.

There are five Supreme Court cases that make it imperative that the officers are trustworthy, honest, and uphold the law at all costs. In the case of Brady vs. Maryland, suppression of evidence by the prosecution led the court to rule in favor of the defendant. This case marked the beginning of the trend of the prosecutors divulging any information that they came across that could help the defense (Hooper & Thorpe, 2007).

In the Giglio vs. United States case, the prosecutor had promised the co-conspirator he would not prosecute him in exchange for his testimony. The court ruled in favor of Giglio due to the fact that there was non-disclosure of evidence and that affects the credibility of the prosecution. Once again the theme of non-disclosure was highlighted in a case (U.S. Supreme Court Center, 2013).

The defendant Agurs, (in the United States vs. Agurs case) due process rights’ were violated because the prosecutor failed to disclose that Agur’s victim had a history of weapons possession and assault pleas. Since Agurs claimed that she murdered the victim in self-defense, leaving out the fact that the victim had a violent history definitely could have had an effect on the verdict.

The United States vs. Bagley was the case that set the precedence that impeachment of evidence must be disclosed to the defense. The thought process was the same as other information that had to be disclosed: if material evidence is given to the defense attorney, then the information could possibly lead to a different verdict.

The last Supreme Court case that makes it imperative that law enforcement officers be trustworthy, honest, and upholds the law at all costs, is the Kyles vs. Whitley case. This case set the precedence for making it the prosecutor’s duty to learn any favorable evidence for the defense regarding those acting on the government’s behalf, including the police.

The Supreme Court decisions in all 5 of the cases above creates a responsibility for the prosecutor to learn of and disclose of any information that could discredit the case’s witnesses, especially law enforcement officers. If a law enforcement officer is a witness in any case, the prosecutor must rely on that officer’s agency to inform him or her of any possible credibility issues that the officer has had in official matters (Serpas &Hagar, 2010). If the police officer has had any misconduct that involves dishonesty, this could definitely destroy his or her credibility in court, as the prosecutor must disclose this information to the defense.

In light of the above information, I have no choice but to terminate Officer Smith. He not only violated company policy by using the agency computer to visit pornographic websites while on the clock, but when questioned about the offense, he repeatedly lied about what he had done. Officer Smith has broken our trust in him as an officer. At this point, I am also questioning if he has been dishonest in other aspects of his job. If we keep him on the force, this incidence will have to be documented in great detail. There will be permanent evidence that he was dishonest during an official police investigation. Therefore, if Officer Smith ever has to testify in court of law, we would have to divulge this information to the prosecutor who would then have to divulge the information to the defense attorney. In any case that Officer Smith would have to testify in, his credibility would be questioned. This could result in the jury siding with the defendant in the cases in which he is involved. I cannot risk the possibility of justice not being served to criminals due to a dishonest mistake of one officer. Hopefully, Officer Smith’s termination will be an example to all the other officers. They must know the importance of being honest and credible. Anything less will cause them to lose their job.

References Hooper, L., & Thorpe, S. (2007, May 31). Brady vs. Maryland Material in the United States District Courts: Rules Orders and Policies. Judge, Lisa A. (November 2005). Disclosing Officer Untruthfulness to the Defense: Is a Liars Squad Coming to Your Town?. The Police Chief, 72(11). Serpas, Ronal, & Hagar, Michael. (August 2010). The Untruthful Employee: Is Termination the Only Response?. The Police Chief, LXXVII(8). Supreme Court of the United States. (2013, March). Supreme Court Governmet. Retrieved Feburary 2, 2017, from www.supremecourt.gov. U.S. Supreme Court Center. (2013, April 5). Brady vs Maryland 373 U.S> 83 (1963). U.S. Supreme Court Center. (2013, April 5). Giglio vs. United States vs 150 (1972). U.S. Supreme Court Center. (2013, April 4). United States vs. Agurs (1976).

 
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Assignment 08 SC260 Introduction To Ecology

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Assignment 08

 

SC260 Introduction to Ecology

 

Directions:

 

Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) double‐spaced pages; refer to the “Format Requirementsʺ page for specific format requirements.

 

Instructions:

 

Write an essay using the guidelines below. You will need to find at least three (3) outside sources for this essay, but you may need more to demonstrate a thorough examination of the topic. Do NOT copy and paste from the sources; summarize, paraphrase, quote, and document your sources correctly. Use APA style to document your sources. You may use your textbook as a source; however, this does not count in the three (3) sources and the majority of the information cannot be taken from the text.

 

Background:

 

Throughout the world, there are numerous environmental problems resulting from human population pressure on local natural resources. A large proportion of ecological research is dedicated to finding solutions to these issues.

 

Objectives:

 

Upon completing this assignment, you should be able to describe in-depth an ecological issue, including at least two different perspectives, and how this issue is representative of other similar issues.

 

Procedure:

 

Pick an ecological crisis anywhere in the world that has attracted significant attention. Explain the history of the event including how the situation reached a crisis point. Document as many sides of the situation as possible and include the resolution, if any was reached, of the crisis. If there was no resolution, speculate on how the crisis may be resolved in the future.

 

Grading Rubric

 

Please refer to the rubric on the next page for the grading criteria for this assignment.

 

 
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HSCO Week 3 IMPACT ASSIGNMENT: PART 1

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HSCO 502

Impact Assignment: Part 1 Instructions

You may select any of the topics below for the focus of your impact assignment. If you have another topic of interest that is not on the list, you must get approval from your instructor prior to starting your impact assignment.

Impact Assignment: Part 1 must be at least 6 pages including a title page, 4 pages in the body, and a reference page. Note: You may have up to 6 pages in the body of your paper. In addition, you must include your textbook and at least 3 other scholarly sources as you develop your paper. You must use these sources to provide an overview of the most meaningful information from your sources that helps you understand the topic.

 

This paper must be written in current APA format.

 

Topics:

Failure to Thrive (infancy) Parenting Styles (impact on children) Attachment Styles (impact on children) Autism (impact on child) Divorce (impact on child) Death of a Parent (impact on child) Death of a Child (impact on adult) Influence of Technology (impact on child or adolescent) Multiracial/Biracial (impact on the individual) Military Service (impact on the individual) Culture or Religion (impact on the individual) Poverty (impact on the individual) Failure to Launch (impact on the individual) Adult Attachment and the Implications on Romantic Relationships (impact on the individual) Job Loss (impact on the individual) Empty Nest syndrome (impact on the parent) The Sandwich Generation (impact on the parent caring for children and parents) Retirement transition (impact on the individual) Death of a Spouse (impact on the living spouse) Dementia (impact on the individual) The Burden of Caring for an Elderly Parent (impact on the adult child)

 

Use the following headings to organize your paper. Provide insight to these questions from your reading and research on the topic:

Introduction

· How is the topic defined or conceptualized?

· Importance to the field of human development

Developmental Impact

· At what age and stage does this issue typically impact a person?

· What is its potential impact on a person’s development progress?

· What is the impact to cognitive, social, emotional, relationship, and/or moral dimensions of development?

Faith & Professional Perspectives

· Are there Christian principles or biblical themes that provide explanation or clarification you want to include?

· What are the most important considerations for human services providers to know as they work with individuals and families experiencing this impact to development?

Resources

· Provide 2 suggestions of educational readings that you might suggest if a client was impacted by your topic. What reading materials would be most beneficial and appropriate for your clients? You must research literature, read reviews and excerpts, and become knowledgable and comfortable with the content of the materials. Then, make 2 suggestions of the best information you found and would be comfortable recommending to clients. Provide the title, a link to the source, and a 1-paragraph explanation of the content.

· Provide 2 referral sources that you could recommend to clients. Research providers in your local area that offer services and care related to your impact topic. Provide a web link to the agency or organization. Under the link, provide a 1-paragraph explanation of services they provide that are related to your topic and why you would recommend it.

References

Provide a complete list of references in current APA format that you used to inform your paper.

Writing Guidelines:

Your references can include peer-reviewed journal articles found in Liberty’s library or credible web resources; if you are not sure of the credibility of your web resource, ask your instructor before using it. Provide appropriate citations and references for any information you use in this paper. Write the paper using professional writing etiquette and consult the Liberty Writing Center if you have questions about grammar or format. Remember that all work must be your own and plagiarism is not tolerated. Be sure to review the plagiarism policy in your syllabus. Make sure to use in-text citations throughout your paper. Anything that is not common knowledge or is not an original thought must be cited or it is considered plagiarism. Direct quotes should not be used, but rather you should rephrase ideas into your own words. In-text citations should be in current APA format (Author, Year).

 

 

Submit this assignment by 11:59 p.m. (ET) on Sunday of Module/Week 3.

Page 1 of 2

 
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SCI 207 Week 3 Discussion 1

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Ashford 4: – Week 3 – Discussion 1

 

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates.
 

Age   of Oil

As you know, our world is heavily dependent on oil. In Chapter 6 of Contemporary Environmental Issues, you have read that there is concern about the possibility of reaching a peak in oil production. Describe at least two alternatives to oil that are currently available and discuss the barriers that keep these alternatives from replacing oil as our primary means of energy? Additionally, utilizing at least two scholarly or reputable resources and your textbook, discuss the role that government plays in ensuring a transition to such alternatives in a post peak-oil world?
Your initial post should be at least 150 words in length. Utilize at least two scholarly or reputable resources and your textbook to support your claims. Cite your sources in APA format. Respond to at least two of your classmates’ posts by Day 7.
Carefully review the Grading Rubric that will be used to evaluate your assignment.

 
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ECE 405 Week 1 Assignment

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Ashford 2: – Week 1 – Assignment 1

 

ePortfolio Submission 1: Culturally Relevant Methods

Throughout this course you will develop an ePortfolio that includes evidence of your cultural competence in each of the following areas:

  • Culturally Relevant Methods
  • Anti-Bias Curriculum
  • Diverse Family Structures
  • Multicultural Education

In Weeks One through Four, you will develop the individual components for each of these areas and add them to your ePortfolio.  You will share your completed ePortfolio with your peers in Week Five.  There are instructions each week regarding the specific requirements for each component that you will be adding to your ePortfolio.
This week, you will complete the first section of an ePortfolio, which will demonstrate your cultural competence in using culturally relevant methods.  Since this is the first component in your ePortfolio you will need to begin your ePortfolio.  You will use  GoogleSites to create your portfolio.  Review the “Creating an ePortfolio” job aid and the Example ePortfolio for guidance.
Using Chapters 1 and 2 of your text and at least one additional scholarly source, compile a list of 20 culturally competent strategies for English language learners (ELLs).  At least five of your strategies should be appropriate for infants/toddlers, five strategies should be appropriate for preschool, and five strategies should be appropriate for early elementary age.  You may select the age level for the five remaining strategies.

Your chart should include the following:

 

Name of Strategy

Age Group

Definition

Classroom Example

 

 

In addition to the completed chart, include an APA title page and reference page.  Utilize at least one scholarly source in addition to the text to support your ideas, and cite all sources in APA format as outlined in the Ashford Writing Center. Include a link to your ePortfolio on a Word document for submission.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 
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SCI 207 Week 5 Lab

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Ashford 7: – Week 5 – Laboratory

Weather and Climate Change
Carefully review the Grading Rubric before beginning the assignment.
Read “Lab 5: Weather and Climate Change.” This lab will allow you to explore the water cycle through the creation of an ecosystem model. Additionally, you will observe how water moves throughout the environment and is affected by weather patterns. Then, you will utilize this information and your eScience lab kit to complete Demonstration 1and Experiment 1 on the Week Five Lab Reporting Form. Make sure to complete all of the following items before submission:

  1. Read through the introductory material.
  2. Perform Demonstration 1: Modeling the Water Cycle      using your eScience lab manual and kit.
  3. Answer Post Lab Questions 1 through 3 in complete      sentences on the Week Five Lab Reporting Form.
  4. Complete Experiment 1: Water Movement using your eScience lab manual and kit.
  5. Answer Post Lab Questions 1 through 5 in complete      sentences on the Week Five Lab Reporting Form.

Submit the Week Five Lab Reporting Form via Waypoint. The document does not need to include a title page or other APA formatting; however, if you utilize any outside sources in your answers you must reference these sources in proper APA format as outlined in the Ashford Writing Center.

SCI207.W5L1.08.2013

Description:

Total Possible Score: 7.00

Demonstration 1, Question 1: Describes Which Water Cycle Processes Are Represented in This Model

Total: 0.85

Distinguished – Accurately and thoroughly describes which water cycle processes are represented in the model and by what components.

Proficient – Describes which water cycle processes are represented in the model and by what components. Although the response is thorough, minor details are missing or inaccurate.

Basic – Describes which water cycle processes are represented in the model and by what components. Intermediate details are missing or inaccurate.

Below Expectations – Describes which water cycle processes are represented in the model and by what components. Major details are missing or inaccurate.

Non-Performance – Fails to describe which water cycle processes are represented in the model and by what components.

Demonstration 1, Question 2: Describes Which Water Cycle Processes Are not Represented in This Model

Total: 0.85

Distinguished – Accurately and thoroughly describes which processes are not represented in the model and details how to alter the model to include these processes.

Proficient – Describes which processes are not represented in the model and details how to alter the model to include these processes. Although the response is thorough, minor details are missing or inaccurate.

Basic – Describes which processes are not represented in the model and details how to alter the model to include these processes. Intermediate details are missing or inaccurate.

Below Expectations – Describes which processes are not represented in the model and details how to alter the model to include these processes. Major details are missing or inaccurate.

Non-Performance – Fails to describe which processes are not represented in the model and detail how to alter the model to include these processes.

Demonstration 1, Question 3: Describes How Weather Would Be Affected if the Water Temperature Increased and Decreased

Total: 0.85

Distinguished – Accurately and thoroughly describes how the weather would be affected if the water temperature in the bag was increased and if it was decreased.

Proficient – Describes how the weather would be affected if the water temperature in the bag was increased and if it was decreased. Although the response is thorough, minor details are missing or inaccurate.

Basic – Describes how the weather would be affected if the water temperature in the bag was increased and if it was decreased. Intermediate details are missing or inaccurate.

Below Expectations – Describes how the weather would be affected if the water temperature in the bag was increased and if it was decreased. Major details are missing or inaccurate.

Non-Performance – Fails to describe how the weather would be affected if the water temperature in the bag was increased and if it was decreased.

Experiment 1, Question 1: Develops a Hypothesis on the Effect of Sunlight on Evaporation

Total: 0.85

Distinguished – Develops a logical hypothesis related to the effect of sunlight on evaporation.

Proficient – Develops a mostly logical hypothesis related to the effect of sunlight on evaporation. Minor errors in hypothesis format are present.

Basic – Develops a hypothesis related to the effect of sunlight on evaporation. Major errors in hypothesis format are present.

Below Expectations – Develops a hypothesis related to the effect of sunlight on evaporation. Hypothesis fails to properly address the experimental question.

Non-Performance – Fails to develop a hypothesis related to the effect of sunlight on evaporation.

Experiment 1, Question 2: Accepts or Rejects Hypothesis and Explains How This Was Determined

Total: 0.85

Distinguished – Accurately accepts or rejects the hypothesis proposed in Question 1 and thoroughly explains how this was determined.

Proficient – Accurately accepts or rejects the hypotheses proposed in Question 1 and explains how this was determined. Minor details of the explanation are missing or inaccurate.

Basic – Accurately accepts or rejects the hypotheses proposed in Question 1 and explains how this was determined. Intermediate details of the explanation are missing or inaccurate.

Below Expectations – Accepts or rejects the hypotheses proposed in Question 1 and explains how this was determined. Explanation contradicts the acceptance or rejection of the hypothesis or major inaccuracies are present in the explanation.

Non-Performance – Fails to accept or reject the hypothesis proposed in Question 1.

Experiment 1, Question 3: Describes What Parts of the Water Cycle Are Represented

Total: 0.85

Distinguished – Accurately and thoroughly describes what parts of the water cycle are represented in this experiment.

Proficient – Describes what parts of the water cycle are represented in this experiment. Although the response is thorough, minor details are missing or inaccurate.

Basic – Describes what parts of the water cycle are represented in this experiment. Intermediate details are missing or inaccurate.

Below Expectations – Describes what parts of the water cycle are represented in this experiment. Major details are missing or inaccurate.

Non-Performance – Fails to describe what parts of the water cycle are represented in this experiment.

Experiment 1, Question 4: Describes How Increasing the Amount of Land Would Affect the Amount of Water Vapor Released

Total: 0.85

Distinguished – Accurately and thoroughly describes how increasing the proportion of land to water affects the amount of water vapor released.

Proficient – Describes how increasing the proportion of land to water affects the amount of water vapor released. Although the response is thorough, minor details are missing or inaccurate.

Basic – Describes how increasing the proportion of land to water affects the amount of water vapor released. Intermediate details are missing or inaccurate.

Below Expectations – Describes how increasing the proportion of land to water affects the amount of water vapor released. Major details are missing or inaccurate.

Non-Performance – Fails to describe how increasing the proportion of land to water affects the amount of water vapor released.

Experiment 1, Question 5: Describes How Drought Conditions Would Impact Infiltration and Evaporation

Total: 0.85

Distinguished – Accurately and thoroughly describes how drought conditions would impact infiltration and evaporation from the soil.

Proficient – Describes how drought conditions would impact infiltration and evaporation from the soil. Although the response is thorough, minor details are missing or inaccurate.

Basic – Describes how drought conditions would impact infiltration and evaporation from the soil. Intermediate details are missing or inaccurate.

Below Expectations – Describes how drought conditions would impact infiltration and evaporation from the soil. Major details are missing or inaccurate.

Non-Performance – Fails to describe how drought conditions would impact infiltration and evaporation from the soil.

Written Communication: Control of Syntax and Mechanics

Total: 0.20

Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

 
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Philosophy Assignment Questions

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DO NOT USE any outside sources to answer these questions. Use only the word doc attached. has chapters 10-12.

Answer the following questions, Be sure to number your answers, so they correspond with the questions.
Each answer to each question should be at least one paragraph or more. Answers may come from the textbook, from resources provided here in the course in Blackboard, and from your mind.
No work should be submitted from outside sources the Internet or other sources (there  are a lot of bad resources on the internet, so stick with what is  provided here – I’m interested in your ability to think through and  discuss these issues, not copy from external sources).

Be sure to use standard English grammar and spelling.
1. Explain the connections between pleasure, contemplation, and judgment in aesthetic appreciation.
2. Explain how aesthetics, art, and criticism are interrelated.
3. Evaluate David Hume’s view regarding art criticism.
4. Articulate the notion of ‘truth’ in art criticism.
5. Explain if it is possible to have an agreement about aesthetic judgments and if that is a problem.
6. Explain the elements of any moral dilemma: the act, the consequences of the act, and the moral agent.
7. Critically analyze the false starts in moral philosophy including relativism and Divine Command.
8. Discuss the practical and logical problems with Aquinas’ Natural Law moral theory.
9. Explain how ethics can be said to be always personal and often political.
10. Compare and contrast various views of Hobbes and Locke on the state of nature and natural rights.
11. Explain and evaluate Rousseau’s criticism of both Hobbes and Locke regarding the state of nature.
12. Explain the difference between the labor theory of property and labor theory of value.
13. Explain and evaluate Karl Marx’s analysis of class struggle as presented in his Communist Manifesto.
14. Explain the views of Nozick and Hospers regarding legitimate laws and the role of government.
15. Compare and contrast Rawls and Nozick on justice.

 
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