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16 Sep
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250 words Don’t use plagiarized sources. Get Your Custom Essay on Paraphrase | English homework help Just from $13/Page Order Essay paraphrase these 2 discussion into 1 Discussion1.) Hi Robert, You bring up a good point that third world consumers are likely to be anti-science or deniers simply because they are not knowledgeable about the subject. At first, I wondered why they would reject it because it really seems like it would benefit them greatly but now I can sort of see why. I think that providing data and statistics would be a great start to convince them to accept GMOs because the first step is to educate them on the research. But it is not just developing countries that need this education, as I feel that even people in the United States are highly unaware about the issue. We all should take steps to educate ourselves on this topic before we take a side. I see what you’re saying Robert, I believe there should be full discloser of what we consume especially certain foods that consists of GMO’s specifically. I think the idea of having GMO labels list the scientific evidence / opinions of government officials will be greatly beneficial for our society. We as consumers will be able to know what exactly we’re eating and should know what we’re eating. Most labels nowadays have labels in which we’re not able to understand but we trust the governments regulations. Providing info of the foods will be beneficial
Week 2 discussion 1 landfill harmonics and 21st-century skills | EDU692: | Ashford University
Don’t use plagiarized sources. Get Your Custom Essay on Week 2 discussion 1 landfill harmonics and 21st-century skills | EDU692: | Ashford University Just from $13/Page Order Essay As educators, knowing about the 21st-century skills is important and being able to recognize the skills within specific examples is an indicator that you truly understand them and how they work in application. In Week One, we discussed the story of Caine and his arcade as a way to explore how culture influences creativity, imagination, and inventiveness. In this discussion, we go a step further by considering 21st-century skills in relation to another inspiring story of creativity, imagination, and inventiveness. The Landfill Harmonic project showcases the story of a garbage picker, a music teacher, and a group of children from a Paraguayan slum that, out of necessity, started creating instruments entirely out of garbage found in a landfill. Your reflections on this story will provide a rich backdrop for learning more about the impact that social and cross-cultural skills have on the more academic pursuit of keeping children engaged in learning 21st-century skills. After reviewing this week’s Instructor Guidance material, you will have a good working knowledge of social and cross-cultural skills and will be able to recognize how they might support the learning of 21st-century skills, especially within the Landfill Harmonic project. Initial Post: View the The landfill harmonic orchestraLinks to an external site. video about the Landfill Harmonic project, and then view more specific information about the project on the Landfill HarmonicLinks to an external site. website. Next, review the Framework for 21st Century LearningLinks to an external site. web page. Then, create an initial post that addresses the following in at least one paragraph for each: Describe the Learning and Innovation 4Cs (i.e., communication, collaboration, critical thinking, and creativity) (click on the 4Cs Research Series tab on the right-hand side of the page) as well as Life and Career Skills from the Framework for 21st Century Learning (see item 4 under 21st Century Student Outcomes) that you perceive the students learned and applied as a result of their participation in the Landfill Harmonic project. Describe the cultural competencies you perceive were demonstrated by the students in the Landfill Harmonic project (these are summarized in the Instructor Guidance for this week). Describe the social factors and attitudes you perceive were needed to initiate the project, including a consideration of the cross-cultural skills that may be necessary for supporters to sustain the Landfill Harmonic project. Instructor Guidance Week 2 Week Overview Have you ever participated in a major creative ensemble like a band, orchestra or stage production? What about contributing to a team in other ways, like sports or church groups? If so, take a moment to consider all the different types of skills you learned participating in group activities outside school. It’s easy to readily identify activity-specific skills, like the musical skills learned as a member of a band or orchestra. The motor skills needed to contribute to a sports team might be easy to identify as well. But a closer look at such activities also reveals many other possible skill sets learned and applied through participating in such endeavors. Communication skills, problem-solving skills, constructive collaboration skills (including leadership skills), and even creativity skills are facilitated in some capacity within most group activities. These types of skills reside outside the scope of traditional subject-area skills typically promoted in school, but they are certainly skills that are applied daily in people’s lives outside school. They are “worthwhile,” and they form the core of the 21st century skills identified in by the Partnership for 21st Century SkillsLinks to an external site.. This week, you will learn the basic components of learning experiences aligned with the principles of culturally relevant pedagogy. These principles reflect a direct application of the roles culture play in teaching and learning that were introduced last week. The week begins with an analysis of an inspiring story about an orchestra that was created by residents of a Latin American slum situated within a landfill, using instruments fashioned out of the surrounding garbage. The musicians are school-aged children from the slum itself, and a closer examination of the forces involved in the orchestra’s creation makes it easy to identify the role culture can play in helping to define meaningful, purposeful learning contexts that support the learning of worthwhile 21st century skills. This activity will contribute toward your expertise in evaluating how integrating social and cross-cultural skills supports 21st century learning experiences for diverse populations, and how acquisition of 21st century skills through culturally relevant learning opportunities supports student achievement. Following the “Landfill Harmonics” analysis is a personal analysis of factors in the world outside school that influence and affect success inside school. Of course, there is no better way to do this than to examine the factors in your own life right now that influences your success in online graduate school learning. Such critical reflections can help you learn more about how challenges students face outside of school affect their ability to achieve academically and socially in school. This is important because it helps you further recognize the value of adopting more culturally relevant instructional approaches in classroom learning experiences. Finally, you will view a dynamic presentation by a high school student who tries to explain why he thinks kids hate school. Spoiler alert: it reflects the same reasons many adults in your situation might hate college. OK, hate is a strong word. But how is this for a strong word: RELEVANCE. According to the high school presenter, kids his age hate high school because they do not see the relevance of what they are learning in school to their lives outside school. Why might high school students feel this way? Is it THEIR fault they don’t see the relevance? Cultural Relevance Once of the greatest characteristics of culturally relevant pedagogy is that it helps educators consider relevance from the perspective of the students they teach. In the final assignment for the week, you are asked to consider how a culturally relevant approach to a specific student’s educational experiences might have enabled greater success in school. The skills promoted through this week’s activities will help you successfully accomplish part of the final project as well. These skills relate to designing culturally relevant instructional experiences that naturally facilitate a number of 21st century skills Before you continue reading, please take a couple minutes to view the video clip above from the 1999 science fiction classic move The Matrix. This week, you will watch another video that presents a very earnest and interesting indictment of education from a student currently enrolled in high school. In the video, Nikhil Goyal reflects on the reasons why he and other students like him hate school. The central theme is one of relevance, or more precisely, school’s lack of it. He makes a deliberate cultural reference to his generation taking the red pill (as opposed to the blue pill), which in the movie The Matrix represents the choice between embracing the sometimes painful truth of reality (red pill) and the blissful ignorance of illusion (blue pill). In light of this, he spends most of his time telling the story of Nick Perez, a boy who was marginalized in school and medicated so that he could fit into the parameters of thought and behavior expected of him. He became disillusioned by the lack of relevancy and interest in his studies, and disenfranchisement eventually led him to drop out of school. However, he developed a passion for computer coding after attending an informal education computer camp, and the rest, as they say, is history. He taught himself everything he needed to secure a good job as a computer programming, and he is currently (and successfully) employed with an advertising firm…and he loves his job. All of this without formal education. You will analyze Nikhil’s messages about Nick Perez and try to consider some culturally relevant solutions to the obvious educational challenges posed. What could have helped Nick succeed in school is what can help many students from diverse backgrounds succeed in school but defining success requires educators to make very sobering decisions about WHAT is important to be learned. The “red pill” of truth for educators might not simply reflect the notion that HOW they might be teaching is not reaching all students, but also WHAT they are trying to help their students learn may be outdated an irrelevant in our 21st century world. Recognizing this truth is one of the important assumptions that this course makes about learning. Related to this assumption are all the following assumptions this course makes: 21st century skills matter tremendously in the real world outside school and should be addressed more explicitly by professional educators. Creativity and innovation reflect categories of 21st century skills that can help teachers provide more successful culturally-relevant experiences for their students. Facilitating cultural outcomes or competencies is an important component of culturally relevant pedagogy. These assumptions are based on a more progressive philosophical belief that schools have a responsibility to facilitate skills that go beyond simply addressing basic reading, writing and arithmetic skills. This week, these assumptions will be applied within three distinct learning activities designed to help you learn the following specific skills: Evaluate how integrating social and cross-cultural skills supports 21st century learning experiences for diverse populations. Illustrate how acquisition of 21st century skills through culturally relevant learning opportunities supports student achievement. Relate challenges students face outside of school to their ability to achieve academically and socially. A critical factor in this course and in many subsequent courses you will take in the Master of Arts in Education (MAED) Program is that of 21st century skills and the overall framework in which these skills are organized. Navigate to the Partnership for 21st Century Skills’ Framework for 21st Century LearningLinks to an external site. page to learn more. Cultural competencies reflect another important set of skills that complement many of the 21st century skills. Instruction designed to facilitate these competencies is a very important part of the model for culturally relevant pedagogy presented by Ladson-Billing (1995). After reading this important work, you should have a better understanding of the following four important cultural competencies: Awareness of one’s own cultural worldview (including biases) Knowledge of different cultural practices and worldviews Positive attitudes and open-mindedness toward cultural differences Ability to work successfully with others from different cultures The Ladson-Billings article also provides the general background for establishing a model for culturally relevant instruction. To reinforce this understanding, read all of Chapter Ten in Wardle (2013). A basic summary of strategies defining culturally relevant instruction include the following: Maximizing academic success through relevant instructional experiences Addressing cultural competence through reinforcing students’ cultural integrity Involving students in the construction of knowledge Building on students’ interests and linguistic resources Tapping home and community resources Understanding students’ cultural knowledge Using interactive and constructivist teaching strategies Examining the curriculum from multiple perspectives Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms Your design in the final course assignment (Week Six) will be evaluated based in part on these criteria, so it is very important for you to understand them and apply them to the design of culturally relevant instruction. Another important skill set that will be applied throughout the coming weeks is identifying how challenges that students face outside of school affect them academically and socially in school. Read Wardle Chapters 8 and 11 to better understand such connections. Next week you will learn more about culturally relevant instruction and its applications within the real world, particularly as it affects the teaching and learning of 21st century skills–skills that matter. Discussion Response Expectations Discussion: Your first discussion post asks you to analyze the factors that likely contributed to the development of the Landfill Harmonics program and determine the types of 21st century skills supported by the project. For example, if you grew up in a home where reading was not modeled or discussed much, you may have had difficulties in school getting excited about reading. A broader example is growing up at or below the poverty level. Direct effects of this might include less parental involvement, due to parents working multiple jobs to make ends meet, which is known to result in less attention to homework and lower rates of success by students in school. Keep in mind that some challenges may not have been negative. For example, you might have been bullied at home, and the effects may have been either negative (you bullied others in school and were removed from the classroom regularly) or positive (you were more empathetic to kids who got bullied, made lots of friends, and had positive social interactivity in school). Assignment Expectations: Key Terms: Cultural competencies Culturally relevant pedagogy After viewing a presentation by a high school student about why kids don’t like school, you will recommend strategies that might have helped one high school drop-out profiled in the presentation. These strategies are based on your emerging understanding of culturally relevant instruction that might have had a positive impact on one student who dropped out of school. If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignments completed in this course. You will return to them for the portfolio that you will create in your final MAED course. This portfolio is a culminating project that will demonstrate that you have met program outcomes. References MovieClips. (2011, March 26). Blue Pill or Red Pill – The Matrix (2/9) Movie CLIP (1999) HDLinks to an external site. [Video file]. Retrieved from https://www.youtube.com/watch?v=zE7PKRjrid4 Ladson-Billing, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-164. Partnership for 21st Century SkillsLinks to an external site. (http://www.p21.org/) Partnership for 21st Century Skills. Framework for 21st century learningLinks to an external site.. Retrieved from http://www.p21.org/our-work/p21-framework Wardle, F, (2013). Human relationships and learning in the multicultural environment. San Diego, CA: Bridgepoint Education, Inc. Required Resources Text Wardle, F. (2013). Human relationships and learning in the multicultural environment [Electronic version]. Retrieved from https://content.ashford.edu/ Discrimination in Curricula and Pedagogy Chapter 4: Addressing Racism and Discrimination in Curricula and Pedagogy Chapter 8: The Impact of Diversity on Learning Multimedia Jammer jhed. (2012, December 13). The landfill harmonic orchestra. Retrieved from the Landfill Harmonic OrchestraLinks to an external site.. Teachers Lounge (2014, February 11). Why kids hate school?: Nikhil Goyal at [email protected]Links to an external site. [Video file]. Retrieved from https://youtu.be/0Iz4APbOOcI Web Pages Framework for 21st century learningLinks to an external site.. (2007). Retrieved from http://www.p21.org/our-work/p21-framework This article provides information about 21st Century Learning and will assist you in the Discussions and the Assignment this week, as well as in future weeks. Recommended Resources Article Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy [PDF]. Theory Into Practice, 34(3), 159-165. Retrieved from https://nationalequityproject.files.wordpress.com/2012/03/ladson-billings_1995.pdf The full-text version of this article is available through the Proquest database in the Ashford University Library. This article provides information about issues related to cultural relevance, funds of knowledge, and teaching may assist you in the Discussions and Assignment this week, as well as future Assignments.
Fin 515 week7 assignment | Business
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Assignment 2: Factors In Favor of and Against Finding “factors for” and “factors against” a position is a versatile tool
Assignment 2: Factors In Favor of and Against Finding “factors for” and “factors against” a position is a versatile tool for critical thinkers. In this assignment, you will practice this technique more formally by examining one of several contemporary issues. Don’t use plagiarized sources. Get Your Custom Essay on Problem solving and critical thinking Just from $13/Page Order Essay Using your readings, the Argosy University online library resources, and the Internet, research methods for creating arguments using factors for and factors against an issue. Select a topic for use in this assignment. It is recommended that you choose a topic that is personally meaningful or interesting to you. Examples of topics can include, but are not limited to, the following: Underage drinking: Lowering the legal drinking age in the United States. Gun control: Increasing restrictions on the civilian possession of non-hunting guns. Selective service: Enacting compulsory military service obligation for all US citizens. Universal health care: Governmental provision of free health care for all citizens. For the selected topic, complete the following: Construct at least six reasons for and six reasons against the topic. Rank the reasons in terms of strength and effectiveness. Explain why you identified each argument as either strong or weak in each category. Include the following two parts in your completed assignment: Part 1: Compile a matrix (using the template below) that lists and ranks six arguments for and six arguments against the issue you have selected. Rank the reasons for each side of the issue from strongest to weakest. Part 2: After you have compiled your matrix, write a 500–700-word paper in Word format. This essay should explain and synthesize the information in your matrix. Defend why you have ranked each argument as either strong or weak. Apply APA standards to citation of sources
Piaget’s and Vygotsky’s Theories of Development Don’t use plagiarized sources. Get Your Custom Essay on Piaget’s and vygotsky’s theories of
Writing Assignment Writing ServicePiaget’s and Vygotsky’s Theories of Development Don’t use plagiarized sources. Get Your Custom Essay on Piaget’s and vygotsky’s theories of devel Just from $13/Page Order Essay The psychologists highlighted this week researched and developed their theories many years ago. Since then, new information and thinking about child development and learning has emerged. For example, there is currently an ongoing debate about the role that language plays in cognitive development and learning. Piaget believed that a child’s self-directed speech reflects his or her mental activity and does not play a role in cognitive development. Vygotsky, on the other hand, believed that children’s speech helps them solve problems, plan strategies, and control their behavior. Think about the role that language capabilities have had in your own development and learning and consider which of these theories you agree with. Then consider what you have learned from this week’s reading about Piaget’s and Vygotsky’s theories of development. By Day 3:Post one of the following: How your thoughts about the role language plays in children’s cognitive development and learning is more in sync with those of Piaget or Vygotsky What you believe is the greatest contribution of either or both theorists with regard to understanding how children learn
Don’t use plagiarized sources. Get Your Custom Essay on Mat 222 week 4 dq1 Just from $13/Page Order Essay Ashford
Don’t use plagiarized sources. Get Your Custom Essay on Mat 222 week 4 dq1 Just from $13/Page Order Essay Ashford 5: – Week 4 – Discussion 1 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. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated. Solving Quadratic Equations In this discussion, you will solve quadratic equations by two main methods: factoring and using the quadratic formula. Read the following instructions in order and view the example (available for download in your online classroom) to complete this discussion. Please find the problems assigned to you in the table below: If the third letter of your last name is On pages 635 and 636, solve the following problem by factoring Solve the following problem by using the Quadratic Formula A or L 46 48 on p. 646 B or K 88 46 on p. 646 C or J 84 44 on p. 646 D or I 10 20 on p. 646 E or H 8 18 on p. 646 F or G 6 16 on p. 646 M or Z 38 48 on p. 636 N or Y 40 50 on p. 636 O or X 42 52 on p. 636 P or W 44 54 on p. 636 Q or V 80 56 on p. 637 R or U 2 78 on p. 637 S or T 4 82 on p. 637 For the factoring problem, be sure you show all steps to the factoring and solving. Show a check of your solutions back into the original equation. For the quadratic formula problem, be sure that you use readable notation while you are working the computational steps. Refer to the Inserting Math Symbols handout for guidance with formatting. Present your final solutions as decimal approximations carried out to the third decimal place. Due to the nature of these solutions, no check is required. Incorporate the following four math vocabulary words into your discussion. Use bold font to emphasize the words in your writing. Do not write definitions for the words; use them appropriately in sentences describing your math work. Quadratic formula Factoring Completing the square Discriminant Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7. Carefully review the Grading Rubric for the criteria that will be used to evaluate your discussion.
Reflection on childhood assignment | Human Resource Management homework help
Early Childhood and Family Studies Don’t use plagiarized sources. Get Your Custom Essay on Reflection on childhood assignment | Human Resource Management homework help Just from $13/Page Order Essay topic:Reflection on Childhood Assignment essay 2 pages (no less than 2 and no more than 3), double spaced, 12 point font. NO reference In this assignment you will reflect on your own early childhood experiences and consider how at least two of these influences have made you who you are today. Our unique experiences influence how we view the world. By reflecting on these experiences, we gain a better understanding of ourselves and the world around us. Requirements: 2 pages (no less than 2 and no more than 3), double spaced, 12 point font. I am interested in seeing that: 1. You have reflected on your past experiences – an incident, a life event, an early relationship, a school experience, a set of circumstances – anything that happened from ages 0 to 10. Please choose 2 influences. This information is worth 40 points. 2. You have connected your story to 2 concepts/ideas we have talked about in class. This could be from lectures, readings, videos, discussions, or activities we have done in class. Example, risk and protective factors, parenting styles, Bronfenbrenner’s model . This is worth 30 points. I do not need you to write our reflection in two sections – you are welcome to weave in the ideas or concepts into your story. However, if it’s easier for you to organize your paper into 2 sections, that’s fine too. You do NOT need to cite these ideas or concepts but please provide a brief explanation of how they relate to you.
InModule 4 Assignment 2, you were asked to provide your impressions of Peter Singer’s article “America’s Shame.” Now, you will
InModule 4 Assignment 2, you were asked to provide your impressions of Peter Singer’s article “America’s Shame.” Now, you will compose a researched response to this article. This assignment allows you to assess and defend the reasonableness of your personal beliefs through critical assessment of Singer’s arguments and the presentation of your own, original arguments about the subject using the tools of evaluation you have learned throughout the course. Don’t use plagiarized sources. Get Your Custom Essay on Assignment 1: lasa 2—critiquing an article Just from $13/Page Order Essay Assignment Overview: For this assignment, assume that you have been asked to present a PowerPoint presentation at your local community center about the topics of world poverty and education. You have decided to use Peter Singer’s article as the starting point of your presentation. As you craft your presentation you will need to: Present the major claims of Singer. Present your own original argument offering thoughtful solutions to real-world problems. Back up your argument with outside research. Here is the link to the article by Singer: “America’s Shame” from The Chronicle of Higher Education. 55(27), B6–B10. (EBSCO AN 37137370). Assignment Details: Develop a 12–15-slide presentation in Microsoft PowerPoint. Include two additional slides—one for the title and the other for a References page. Bullet points are acceptable, but use complete sentences throughout the presentation. Be sure to include the following: Describe the portions of Singer’s article you seek to engage/critique. Clearly state your own argument/thesis in response. Remember, the nature of the stance is not important; you can agree or disagree with any point Singer makes in the article. The important thing is for you to construct a stance that clearly engages Singer’s position. Include properly cited examples from the article. As you advance your own thesis, be sure to include your position on how to address the problems that Singer discusses in his article. Again, you may agree or disagree with Singer; however, be sure to offer your own solutions to the issue of world poverty, as discussed by Singer. Support your argument with the use of original research. Use at least three credible, academic resources to support your positions. These should be sources other than Singer’s “America’s Shame” article. Apply APA standards to citation of sources.
Don’t use plagiarized sources. Get Your Custom Essay on Journals nurs6540 | US Just from $13/Page Order Essay
Don’t use plagiarized sources. Get Your Custom Essay on Journals nurs6540 | US Just from $13/Page Order Essay Week 1 Journal As a future advanced practice nurse, it is important that you are able to connect your classroom experience to your practicum experience. By applying the concepts you study in the classroom to clinical settings, you enhance your professional competency. Each week, you complete an Assignment such as a Journal Entry or SOAP Note that prompts you to reflect on your practicum experiences and relate them to the material presented in the classroom. This week, you begin documenting your practicum experiences in your Practicum Journal. To prepare for this course’s Practicum Experience, address the following in your practicum journal: Select an aging theory to guide your practice. Develop goals and objectives for the Practicum Experience in this course. Be sure to consider geriatric competencies. Create a timeline of practicum activities based on your practicum requirements. Week 2 Journal To prepare for this course’s Practicum Experience, reflect on implications of age-related changes in geriatric patients. Explain how you might differentiate between normal behaviors/disorders due to aging and abnormal behavior/disorders that are not age related. Include how functional assessments might help distinguish “normal” from “abnormal.” Week 4 Journal Reflect on medication adherence issues you have encountered with geriatric patients in your practicum setting. Explain implications of these issues on patient health, as well as strategies to improve medication adherence for geriatric patients. If you did not have an opportunity to evaluate a patient with this background during the last 4 weeks, you can select a related case study or reflect on previous clinical experiences. *Please use APA format and cite references within the paper, along with a reference list at the end.

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