Cognitive And Language Development

Cognitive And Language Development

Create and describe structures and activities that support the cognitive and language development of all children, including children with special needs and English language learners.

Explain how the structures/activities support:

Preschoolers’ cognitive development

Preschoolers’ language and literacy development

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Review the case study, “The NoGo Railroad,”

Review the case study, “The NoGo Railroad,”

When consulting for an organization, you must consider stakeholders such as employees and clients, the environment, and the economic context of the organization. In addition, you must consider the relationships of these individuals and contexts with one another, how the whole organization functions, and how it should function. This type of complete or systems view is vital in order for an organizational development consultant to be effective.

A systems perspective employs a “theoretical framework involving multiple interrelated elements, where the properties of the whole are different than the properties of the parts” (Fuertes, Spokane, & Holloway, 2012, p. 234). Simply stated, while there are different elements of an organization—each focused on a specific outcome—combined, they work together to accomplish an organization’s overarching goals. When problems occur, it is important not only to consider the origins of the problem but also the type of system in which an organization operates so solutions can be more effective.

To prepare:

Review this week’s Learning Resources. Consider how to analyze systems-related problems and formulate solutions for systems-related problems.

Review the case study, “The NoGo Railroad,” located in Chapter 2 of the course text. Consider system dynamics, types, and aspects of systems along with how information and systems theory can help address system-related problems.

With these thoughts in mind:

Post by Day 3 a brief description of one systems-related problem related to the case study. Using the “NoGo Railroad Case Analysis Form” to guide your discussion, compare the problems at both the macro and micro levels. Your explanation should include the causes of the problem, the systems affected, the alternatives for solving the problem, and your recommendations for solving the systems-related problem. Then, justify your solutions.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

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Discussion one: Organizations As Systems

Discussion one: Organizations As Systems

When consulting for an organization, you must consider stakeholders such as employees and clients, the environment, and the economic context of the organization. In addition, you must consider the relationships of these individuals and contexts with one another, how the whole organization functions, and how it should function. This type of complete or systems view is vital in order for an organizational development consultant to be effective.

A systems perspective employs a “theoretical framework involving multiple interrelated elements, where the properties of the whole are different than the properties of the parts” (Fuertes, Spokane, & Holloway, 2012, p. 234). Simply stated, while there are different elements of an organization—each focused on a specific outcome—combined, they work together to accomplish an organization’s overarching goals. When problems occur, it is important not only to consider the origins of the problem but also the type of system in which an organization operates so solutions can be more effective.

To prepare:

Review this week’s Learning Resources. Consider how to analyze systems-related problems and formulate solutions for systems-related problems.

Review the case study, “The NoGo Railroad,” located in Chapter 2 of the course text. Consider system dynamics, types, and aspects of systems along with how information and systems theory can help address system-related problems.

With these thoughts in mind:

Post by Day 3 a brief description of one systems-related problem related to the case study. Using the “NoGo Railroad Case Analysis Form” to guide your discussion, compare the problems at both the macro and micro levels. Your explanation should include the causes of the problem, the systems affected, the alternatives for solving the problem, and your recommendations for solving the systems-related problem. Then, justify your solutions.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

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Discuss the differences in the various types of ankle pain.

Discuss the differences in the various types of ankle pain.

It is anticipated that the initial discussion response should be in the range of 250-300 words. Response posts must demonstrate topic knowledge and scholarly engagement with peers. This is not the only criteria utilized for evaluation; substantive content is imperative. All questions in the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments. All responses need to be supported by a minimum of one scholarly resource. Journals and websites must be cited appropriately. Citation and reference must adhere to APA format (6th Ed.).

Classroom Participation

Students are expected to initially address the discussion question by Wednesday of each week. Participation in the discussion forums is expected with a minimum total of three (3) substantive postings (this includes your initial posting and posting to two peers) on three (3) different days per week. Substantive means that you add something new to the discussion, you aren’t just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion and should be correlated to the literature.

All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion you will not receive these points, you may however post to your peers for partial credit following the guidelines above. Due to the nature of this type of assignment and the need for timely responses for initial posts and posting to peers, the Make-Up Coursework Policy (effective July 2017) does not apply to Discussion Board Participation.

Discussion Prompt [Due Wednesday]

Discuss the differences in the various types of ankle pain.

Include a description of the classification, treatment and differential diagnoses.

Posted: 6 Minutes AgoDue: 06/03/2019Budget: $10

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Research Assignment

Research Assignment

Choose a topic out of chapters 6 or 7

Please go by guidelines which are attached!

Textbook: Community Policing, 7thEdition, 2014, 2011, Miller, ISBN:

Course Title

Semester and Year

Your Name

DIVISIONS OF YOUR PAPER

  1. Page “0” Cover page
  2. Number your pages starting with “1” and the “1” is the first page of your text
  3. On Page 1 or your paper Start with the Introduction
  4. Continue with Page 1 with your first paragraph
  5. Continue with pages two, three, four, five, which will have the remaining information of your paper
  6. Divide your paper into separate paragraphs with separate paragraph titles
  7. Have at least three main paragraphs
  8. You may have more than three main paragraphs, but not less than three
  9. Your last paragraph should be your conclusion
  10. Your sixth page (or last page if longer than 5 pages) will be your Works Cited page
  11. All quotations from your Journal articles must be in APA format.
  12. All Journal articles must be entered as Journal Articles sources in Manage Sources
  13. Number your Pages in the Upper right corner
  14. NO RUNNING HEADER. A running header is your name and the page number

YOU MUST HAVE:

  1. Have at least FIVE (5) JOURNAL ARTICLES for each paper
  2. You may have additional resources, but the minimum is FIVE journal articles
  3. Your journals may be obtained from the internet or from a library
  4. Use paragraph titles such as those indicated in the Example Paper.
  5. Your titles should describe the paragraphs you wrote.
  6. Your research paper topic MUST BE DIFFERENT than your power point topic
  7. Sample of a works cited page (in APA format) is provided below
  8. As this is an opinion research paper, you may agree or disagree with your research findings.
  9. 1-inch margins
  10. Times New Roman font
  11. 12 Pitch
  12. Double Spaced
  13. FIVE FULL PAGES MINIMUM
  14. YOUR FIVE PAGES DOES NOT INCLUDE THE COVER PAGE AND DOES NOT INCLUDING THE WORKS CITED PAGE

EXAMPLE PAPER

INTRODUCTION

The purpose of this study was to develop a model syllabus template for use in community college criminal justice programs. Additionally, the model syllabus proposes a framework upon which an ethics course in criminal justice could be constructed.

INSERT YOUR PARAGRAPH TITLE HERE

Syllabi were collected from criminology instructors who teach criminal justice ethics courses at Higher Learning Commission (HLC) accredited community colleges. Key components of these criminology syllabi were reviewed for common words, phrases, and concepts for incorporation into the model syllabus template. The initial step was the development of a rubric, based on a grounded theory, open coding research tool. The open coding rubric was based on the development and labeling of words, phrases, and conceptual ideologies from gathered syllabi. The rubric content was gleaned from multiple texts and website samples. As syllabi were received, a review process to include common words, phrases, and concepts took place, examining the content for each rubric component. Once this information was identified, it was documented, and the findings coded according to the developed rubric.

INSERT YOUR PARAGRAPH TITLE HERE

The words, phrases, and concepts identified were specific to the categories considered in the rubric and necessary for the accurate development of a model syllabus template. The intent of the rubric was to identify both objective categories and subjective learning outcomes. After the model syllabus template was completed, a panel of experts were asked to review the model syllabus and provided recommendations, which were then integrated into the final model syllabus product. After the initial recommendations were returned from the participating experts, the results were consolidated into the model template and adjustments were made. The updated model was returned one additional time to the experts for any follow-up recommendations. The learning-centered approach used in the syllabus template creation was explicitly apparent within the collected syllabi, regardless of the scaffolding procedures used to attain individual learning outcomes.

INSERT YOUR PARAGRAPH TITLE HERE

The results included 64 syllabi requested from 70 community colleges within the H LC that were identified as having criminal justice programs and curricula that included an ethics course. Three attempts were made for each of the 70 community colleges to obtain ethics syllabi. Sixty-four syllabi, or 91%, were obtained for analysis. During the analysis of each syllabus, several areas of concern were noted. First, less than 10% of the return syllabi included instructor, web contact information, which seemed unusual given the technology in today’s society. Second, one area of notice, embedded within the evaluation and grading criteria in collected syllabi, was the lack of indicated methods of evaluation and grade breakdown at the midterm point. Only 3% of the returned syllabi included a grading scale for midterm grade analysis. This item seems critical for student progress tracking. Third, only 3% of the return syllabi included information concerning rubrics for presentations, even though 27% of group activities included some type of individual or group presentations.

CONCLUSION

The implications of this study brought several things to light. First, of the 172 community colleges offering criminal justice degree programs, within the H LC, only 70 required an ethics course as part of their criminal justice curricula. Second, considering the nature and abundance of corruption within the criminal justice system, it would appear that the number of ethics classes incorporated into criminal justice program curricula is inadequate. Third, minimal guidance concerning student progress at the midterm evaluation point leaves each student the responsibility to assess his or her own progress. This lack of midterm guidance the appearance that faculty regards a midterm evaluation of student progress either insignificant. Fourth, this study included ethics courses offered in criminal justice curricula with both philosophy and criminal justice prefixes. Regardless of the ethics course prefix, classes must rigorously address the origin, depth, and relationship of ethical decisions to relevant paradoxes in criminal justice.

WORKS CITED EXAMPLES

JOURNAL ARTICLES

Wegener, D. T., & Petty, R. E. (1994). Mood management across affective states: The hedonic contingency hypothesis. Journal of Personality and Social Psychology, 66, 1034-1048.

Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., Harlow, T., & Bach, J. S. (1993). There’s more to self-esteem than whether it is high or low: The importance of stability of self-esteem. Journal of Personality and Social Psychology, 65, 1190-1204.

Wegener, D. T., Petty, R. E., & Klein, D. J. (1994). Effects of mood on high elaboration attitude change: The mediating role of likelihood judgments. European Journal of Social Psychology, 24, 25-43.

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journal of Personality and Social Psychology,

journal of Personality and Social Psychology,

2

Research Paper Title

Course Title

Semester and Year

Your Name

DIVISIONS OF YOUR PAPER

  1. Page “0” Cover page
  2. Number your pages starting with “1” and the “1” is the first page of your text
  3. On Page 1 or your paper Start with the Introduction
  4. Continue with Page 1 with your first paragraph
  5. Continue with pages two, three, four, five, which will have the remaining information of your paper
  6. Divide your paper into separate paragraphs with separate paragraph titles
  7. Have at least three main paragraphs
  8. You may have more than three main paragraphs, but not less than three
  9. Your last paragraph should be your conclusion
  10. Your sixth page (or last page if longer than 5 pages) will be your Works Cited page
  11. All quotations from your Journal articles must be in APA format.
  12. All Journal articles must be entered as Journal Articles sources in Manage Sources
  13. Number your Pages in the Upper right corner
  14. NO RUNNING HEADER. A running header is your name and the page number

YOU MUST HAVE:

  1. Have at least FIVE (5) JOURNAL ARTICLES for each paper
  2. You may have additional resources, but the minimum is FIVE journal articles
  3. Your journals may be obtained from the internet or from a library
  4. Use paragraph titles such as those indicated in the Example Paper.
  5. Your titles should describe the paragraphs you wrote.
  6. Your research paper topic MUST BE DIFFERENT than your power point topic
  7. Sample of a works cited page (in APA format) is provided below
  8. As this is an opinion research paper, you may agree or disagree with your research findings.
  9. 1-inch margins
  10. Times New Roman font
  11. 12 Pitch
  12. Double Spaced
  13. FIVE FULL PAGES MINIMUM
  14. YOUR FIVE PAGES DOES NOT INCLUDE THE COVER PAGE AND DOES NOT INCLUDING THE WORKS CITED PAGE

EXAMPLE PAPER

INTRODUCTION

The purpose of this study was to develop a model syllabus template for use in community college criminal justice programs. Additionally, the model syllabus proposes a framework upon which an ethics course in criminal justice could be constructed.

INSERT YOUR PARAGRAPH TITLE HERE

Syllabi were collected from criminology instructors who teach criminal justice ethics courses at Higher Learning Commission (HLC) accredited community colleges. Key components of these criminology syllabi were reviewed for common words, phrases, and concepts for incorporation into the model syllabus template. The initial step was the development of a rubric, based on a grounded theory, open coding research tool. The open coding rubric was based on the development and labeling of words, phrases, and conceptual ideologies from gathered syllabi. The rubric content was gleaned from multiple texts and website samples. As syllabi were received, a review process to include common words, phrases, and concepts took place, examining the content for each rubric component. Once this information was identified, it was documented, and the findings coded according to the developed rubric.

INSERT YOUR PARAGRAPH TITLE HERE

The words, phrases, and concepts identified were specific to the categories considered in the rubric and necessary for the accurate development of a model syllabus template. The intent of the rubric was to identify both objective categories and subjective learning outcomes. After the model syllabus template was completed, a panel of experts were asked to review the model syllabus and provided recommendations, which were then integrated into the final model syllabus product. After the initial recommendations were returned from the participating experts, the results were consolidated into the model template and adjustments were made. The updated model was returned one additional time to the experts for any follow-up recommendations. The learning-centered approach used in the syllabus template creation was explicitly apparent within the collected syllabi, regardless of the scaffolding procedures used to attain individual learning outcomes.

INSERT YOUR PARAGRAPH TITLE HERE

The results included 64 syllabi requested from 70 community colleges within the H LC that were identified as having criminal justice programs and curricula that included an ethics course. Three attempts were made for each of the 70 community colleges to obtain ethics syllabi. Sixty-four syllabi, or 91%, were obtained for analysis. During the analysis of each syllabus, several areas of concern were noted. First, less than 10% of the return syllabi included instructor, web contact information, which seemed unusual given the technology in today’s society. Second, one area of notice, embedded within the evaluation and grading criteria in collected syllabi, was the lack of indicated methods of evaluation and grade breakdown at the midterm point. Only 3% of the returned syllabi included a grading scale for midterm grade analysis. This item seems critical for student progress tracking. Third, only 3% of the return syllabi included information concerning rubrics for presentations, even though 27% of group activities included some type of individual or group presentations.

CONCLUSION

The implications of this study brought several things to light. First, of the 172 community colleges offering criminal justice degree programs, within the H LC, only 70 required an ethics course as part of their criminal justice curricula. Second, considering the nature and abundance of corruption within the criminal justice system, it would appear that the number of ethics classes incorporated into criminal justice program curricula is inadequate. Third, minimal guidance concerning student progress at the midterm evaluation point leaves each student the responsibility to assess his or her own progress. This lack of midterm guidance the appearance that faculty regards a midterm evaluation of student progress either insignificant. Fourth, this study included ethics courses offered in criminal justice curricula with both philosophy and criminal justice prefixes. Regardless of the ethics course prefix, classes must rigorously address the origin, depth, and relationship of ethical decisions to relevant paradoxes in criminal justice.

WORKS CITED EXAMPLES

JOURNAL ARTICLES

Wegener, D. T., & Petty, R. E. (1994). Mood management across affective states: The hedonic contingency hypothesis. Journal of Personality and Social Psychology, 66, 1034-1048.

Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., Harlow, T., & Bach, J. S. (1993). There’s more to self-esteem than whether it is high or low: The importance of stability of self-esteem. Journal of Personality and Social Psychology, 65, 1190-1204.

Wegener, D. T., Petty, R. E., & Klein, D. J. (1994). Effects of mood on high elaboration attitude change: The mediating role of likelihood judgments. European Journal of Social Psychology, 24, 25-43.

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Effects of mood on high elaboration attitude change

Effects of mood on high elaboration attitude change

2

Research Paper Title

Course Title

Semester and Year

Your Name

DIVISIONS OF YOUR PAPER

  1. Page “0” Cover page
  2. Number your pages starting with “1” and the “1” is the first page of your text
  3. On Page 1 or your paper Start with the Introduction
  4. Continue with Page 1 with your first paragraph
  5. Continue with pages two, three, four, five, which will have the remaining information of your paper
  6. Divide your paper into separate paragraphs with separate paragraph titles
  7. Have at least three main paragraphs
  8. You may have more than three main paragraphs, but not less than three
  9. Your last paragraph should be your conclusion
  10. Your sixth page (or last page if longer than 5 pages) will be your Works Cited page
  11. All quotations from your Journal articles must be in APA format.
  12. All Journal articles must be entered as Journal Articles sources in Manage Sources
  13. Number your Pages in the Upper right corner
  14. NO RUNNING HEADER. A running header is your name and the page number

YOU MUST HAVE:

  1. Have at least FIVE (5) JOURNAL ARTICLES for each paper
  2. You may have additional resources, but the minimum is FIVE journal articles
  3. Your journals may be obtained from the internet or from a library
  4. Use paragraph titles such as those indicated in the Example Paper.
  5. Your titles should describe the paragraphs you wrote.
  6. Your research paper topic MUST BE DIFFERENT than your power point topic
  7. Sample of a works cited page (in APA format) is provided below
  8. As this is an opinion research paper, you may agree or disagree with your research findings.
  9. 1-inch margins
  10. Times New Roman font
  11. 12 Pitch
  12. Double Spaced
  13. FIVE FULL PAGES MINIMUM
  14. YOUR FIVE PAGES DOES NOT INCLUDE THE COVER PAGE AND DOES NOT INCLUDING THE WORKS CITED PAGE

EXAMPLE PAPER

INTRODUCTION

The purpose of this study was to develop a model syllabus template for use in community college criminal justice programs. Additionally, the model syllabus proposes a framework upon which an ethics course in criminal justice could be constructed.

INSERT YOUR PARAGRAPH TITLE HERE

Syllabi were collected from criminology instructors who teach criminal justice ethics courses at Higher Learning Commission (HLC) accredited community colleges. Key components of these criminology syllabi were reviewed for common words, phrases, and concepts for incorporation into the model syllabus template. The initial step was the development of a rubric, based on a grounded theory, open coding research tool. The open coding rubric was based on the development and labeling of words, phrases, and conceptual ideologies from gathered syllabi. The rubric content was gleaned from multiple texts and website samples. As syllabi were received, a review process to include common words, phrases, and concepts took place, examining the content for each rubric component. Once this information was identified, it was documented, and the findings coded according to the developed rubric.

INSERT YOUR PARAGRAPH TITLE HERE

The words, phrases, and concepts identified were specific to the categories considered in the rubric and necessary for the accurate development of a model syllabus template. The intent of the rubric was to identify both objective categories and subjective learning outcomes. After the model syllabus template was completed, a panel of experts were asked to review the model syllabus and provided recommendations, which were then integrated into the final model syllabus product. After the initial recommendations were returned from the participating experts, the results were consolidated into the model template and adjustments were made. The updated model was returned one additional time to the experts for any follow-up recommendations. The learning-centered approach used in the syllabus template creation was explicitly apparent within the collected syllabi, regardless of the scaffolding procedures used to attain individual learning outcomes.

INSERT YOUR PARAGRAPH TITLE HERE

The results included 64 syllabi requested from 70 community colleges within the H LC that were identified as having criminal justice programs and curricula that included an ethics course. Three attempts were made for each of the 70 community colleges to obtain ethics syllabi. Sixty-four syllabi, or 91%, were obtained for analysis. During the analysis of each syllabus, several areas of concern were noted. First, less than 10% of the return syllabi included instructor, web contact information, which seemed unusual given the technology in today’s society. Second, one area of notice, embedded within the evaluation and grading criteria in collected syllabi, was the lack of indicated methods of evaluation and grade breakdown at the midterm point. Only 3% of the returned syllabi included a grading scale for midterm grade analysis. This item seems critical for student progress tracking. Third, only 3% of the return syllabi included information concerning rubrics for presentations, even though 27% of group activities included some type of individual or group presentations.

CONCLUSION

The implications of this study brought several things to light. First, of the 172 community colleges offering criminal justice degree programs, within the H LC, only 70 required an ethics course as part of their criminal justice curricula. Second, considering the nature and abundance of corruption within the criminal justice system, it would appear that the number of ethics classes incorporated into criminal justice program curricula is inadequate. Third, minimal guidance concerning student progress at the midterm evaluation point leaves each student the responsibility to assess his or her own progress. This lack of midterm guidance the appearance that faculty regards a midterm evaluation of student progress either insignificant. Fourth, this study included ethics courses offered in criminal justice curricula with both philosophy and criminal justice prefixes. Regardless of the ethics course prefix, classes must rigorously address the origin, depth, and relationship of ethical decisions to relevant paradoxes in criminal justice.

WORKS CITED EXAMPLES

JOURNAL ARTICLES

Wegener, D. T., & Petty, R. E. (1994). Mood management across affective states: The hedonic contingency hypothesis. Journal of Personality and Social Psychology, 66, 1034-1048.

Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., Harlow, T., & Bach, J. S. (1993). There’s more to self-esteem than whether it is high or low: The importance of stability of self-esteem. Journal of Personality and Social Psychology, 65, 1190-1204.

Wegener, D. T., Petty, R. E., & Klein, D. J. (1994). Effects of mood on high elaboration attitude change: The mediating role of likelihood judgments. European Journal of Social Psychology, 24, 25-43.

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Describe the world economic climate before 1970

Describe the world economic climate before 1970

want Done By 11pm March 5

Political Science homework paper

USING YOUR OWN WORDS, please answer the following prompts based on the reading by Halperin Donghi:

  1. Describe the world economic climate after 1970. How did it affect Latin American countries´ ability to borrow money internationally and pay standing loans? (200 words)
  2. Describe the United States´ policy towards Latin America in the period after 1970? (250 words)

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Discuss in 500 words, how much redaction is necessary to anonymize an electronic health record

Discuss in 500 words, how much redaction is necessary to anonymize an electronic health record

Is it enough to redact the name? The name and address? Is a medical record like a finger print?

—->Cite your sources.

—->Do not copy.

—->Write in essay format not in bulleted, numbered or other list format.

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