Describe the percentage of Americans who earned minimum wage as Ben Zipper explains.

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Describe the percentage of Americans who earned minimum wage as Ben Zipper explains.

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500 words, 4 hrs
Should the Minimum Wage Be Raised?

As you view the following video clips, take notes and be prepared to discuss the accompanying questions.

Who Earns Minimum Wage?

  1. Who earns minimum wage? 2. Compare the perspectives of Daniel Mitchell and Ross Eisenbrey regarding the issue of raising the minimum wage.

The Minimum Wage and Inflation

  1. What is the argument for those who support raising the minimum wage? Why do proponents want to tie the rate to inflation?
  2. What do opponents of raising the minimum wage argue?
  3. Describe the possible effects that raising the minimum wage could have on employment levels and working hours.

Raising the Minimum Wage

  1. Explain how the vast majority of workers would benefit from an increase in the minimum wage as David Cooper describes. How would this increase impact the displacement of workers?
  2. How does Veronique de Rugy view the issue of displacement among workers with an increase in the minimum wage?
  3. What argument does David Cooper present in support of increasing the minimum wage? Explain his perspective on the Seattle study on the effect of raising the minimum wage, unemployment and businesses.
  4. How does Veronique de Rugy view the results of the Seattle study in terms of the larger debate of raising the minimum wage?
  5. Explain the statistics from the 2016 data on workers, the federal minimum wage and the effect of tips and fringe benefits.ssed.

Minimum Wage, Poverty and Policy Issues

  1. Explain the argument regarding earning minimum wage and a living wage as Michael Farren describes.
  2. Describe some of the policy tools that are currently in place to address low income workers.
  3. Explain Gov. John Bel Edwards’ position on the issue of increasing the minimum wage.
  4. According to Michael Farren, what is the purpose of the minimum wage?
  5. Based on the study that was done by The University of Washington, what effect has raising the minimum wage had on workers as is referenced by Michael Farren?

Minimum Wage Debate

  1. Describe the percentage of Americans who earned minimum wage as Ben Zipper explains.
  2. What are preemption laws and how have they impacted St. Louis, Missouri?
  3. What action did Illinois Gov. Rauner take regarding the issue of raising the minimum wage in his state?
  4. Explain Ben Zipper’s interpretation of The University of Washington’s study on the minimum wage in Seattle.

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How does reviewing these items help you in planning effective instruction for ELs?

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How does reviewing these items help you in planning effective instruction for ELs?

Step 1. Open ACCESS-Sample-Item pdf posted below and scroll down to find the applicable grade level.

Step 2. Pick a grade level you teach and click on the corresponding Student Booklet to review test items. (Grade 9)

Step 3. In a Word document respond to the following:

How do the items relate to the content area you teach?

How does the level of difficulty relate to the content you teach?

Reflect on the level of the language demand and cognitive complexity in the items?

How does reviewing these items help you in planning effective instruction for ELs?

How important is it for language development to teach the language of the content in addition to content itself? Why is it important? How will you accomplish this?

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ESOL Research (1 Page)

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ESOL Research (1 Page)

Step 1. Open ACCESS-Sample-Item pdf posted below and scroll down to find the applicable grade level.

Step 2. Pick a grade level you teach and click on the corresponding Student Booklet to review test items. (Grade 9)

Step 3. In a Word document respond to the following:

How do the items relate to the content area you teach?

How does the level of difficulty relate to the content you teach?

Reflect on the level of the language demand and cognitive complexity in the items?

How does reviewing these items help you in planning effective instruction for ELs?

How important is it for language development to teach the language of the content in addition to content itself? Why is it important? How will you accomplish this?

attachment
ACCESS_Sample_Items.pdf

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Gender & Nonverbal Communication

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Gender & Nonverbal Communication

K. Swett, Instructor

COMS 360

CSUN

I. Nonverbal communication

A. Def: Nonverbal comm consists of messages transmitted through nonlinguistic means

  • Nonverbal behaviors 65%+ of the total meaning of communication
  • Learned through interaction with others
  • Expresses cultural meanings of gender (within society; varies widely across cultures)

B. Basic functions of nonverbal communication

  1. Support speech/supplement meaning

a. Repeating (use emblems)

b. Substituting

c. Complementing (use illustrators)

d. Accenting/Emphasizing ( use vocalics or paralanguage)

e. Contradicting (with use of emblems or paralanguage or affect displays)

  1. Regulate interaction

A. Both use positioning, eye contact, gestures, and vocal inflection (often “mirroring”)

B. Typical (but not absolute) differences

  1. Women use nonverbal behaviors to invite others into conversation, stressing connection
  2. Men use nonverbal behaviors to control conversational stage for “public talk”
  3. Communicate relational meaning

A. Defining and clarifying the status of interpersonal relationships (Burgoon, et. al)

B. Common messages reflect:

  1. inclusion (responsiveness)
  2. affection (liking)
  3. control (power)
  4. respect

(Good online explanation & exercise re: meaning = https :// www.wisc-online.com/learn/career-clusters/arts-audio-video-technology-and-communications/oic2601/distinguishing-between-the-content-message-and-the-relational-message)

  1. Display emotion

a. Affect displays (how, when & where)

b. Adaptors – movements or displays of emotion to adapt to situation, feel more comfortable . Not always conscious choice (ex: nervous behaviors, too hot, etc.)

c. Preening behaviors (call attention to looks)

  1. Suggest immediacy (holistic impression)

a. Approachability – make an initial connection

b. Availability for communicating

c. Sensory stimulation (loud colored clothes, more involved, moves around a lot)

d. Personal warmth

C. Forms of NV communication

A. Artifacts

B. Proxemics (space)

C. Haptics (touch)

D. Kinesics (body positioning & motion/use)

  1. facial expressions
  2. eye contact
  3. gestures
  4. orientation (toward or away)

E. Vocalics/Paralanguage

F. Physical appearance

G. Territoriality

The Codes of Gender (Sut Jhalley)

https:// www.youtube.com/watch?v=HGsWWczLYds

*In class: DVD combines theories of gender identity development and performance with images from popular culture = many images of nonverbal communication of gender

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Language/Verbal Communication & Gender:

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Language/Verbal Communication & Gender:

Language/Verbal Communication & Gender: Use some of the text constructs of conversational style (or other constructs from this course section) to analyze men’s, women’s and/or LGBTQ communication – what are the expectations and messages about gender and/or sex roles? You may apply the constructs to one person’s verbal behavior, or contrast the behaviors of two people. Give enough detail regarding the situation(s) so that your application of constructs to “real” language use makes sense to someone who wasn’t there! You may compare & contrast gendered language between cultures if you have observed or lived it

Fix the requiredment for my essay

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Ecosystem: A self-sustaining system of plants, animals and their environment (lake, desert)

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Ecosystem: A self-sustaining system of plants, animals and their environment (lake, desert)

NATURE’S COMPLEXITY ecological systems & patterns

1

FIBONACCI SEQUENCES (proportional mathematical patterns in nature)

2

Fractals (patterns repeating at different scales)

Fractals

` lEAVES

Snow-melt drainage & lung oxygen pathways

Cyclonic Clouds

Supernova Explosion

Milky Way Galaxy

Water going down a

drainpipe

5

Carbon Atom

Boron Atom

Our Solar System

Nature’s repeated patterns

6

Interplanetary Nebulae (the birthplace of stars)

Human

Eyes

7

Cosmic Zoom Out/Zoom In Video

[youtube https://www.youtube.com/watch?v=jfSNxVqprvM?feature=oembed&w=1200&h=675]

Levels of Life

9

Biosphere

Ecosystem

Community

Habitat

Niche

Levels of Life

Biosphere: Contains all life on Earth

Ecosystem: A self-sustaining system of plants, animals and their environment (lake, desert)

Community/Life zone: Smaller version of ecosystem (a specific elevation, one side of a mountain, a tree canopy,etc.)

Habitat: Environment in which an organism lives

Niche: An animal’s functional role within an ecosystem (food chain, decomposer, pollenation, etc.)

What are some habitats of specific animals or plants? (a redwood tree, a crab, a lion, a buffalo, a polar bear, a New York stock broker, an organic farmer, a college student )

10

Ecosystems rely on a food web

Food web & niches within one

community

Losing even one species can have dramatic effects

11

Evolution of an Ecosystem

Patch Dynamics: countless sections of an ecosystem developing at different rates (parallel to polycentric/organic urban development)

Succession of species: Replacement of one species by another in a specific area due to superior adaptation or environmental event (parallel to succession of racial groups in urban areas/heavyweight boxing champ)

Succession: wipes out former species but creates new opportunities

Primary vs Secondary Succession: (video)

[youtube https://www.youtube.com/watch?v=YxuttSOtqNE?feature=oembed&w=1200&h=675]

How is the climate crisis forcing humans to adapt as a species, or face being replaced?

12

Sounds of the Rainforest

Birds:

Frogs:

Howler Monkeys:

[youtube https://www.youtube.com/watch?v=gwbE-_IYUcU?feature=oembed&w=1200&h=675]

Leaf Cutter Ants:

[youtube https://www.youtube.com/watch?v=usbPBJVG7zg?feature=oembed&w=1200&h=900]

CaraBlanca Monkeys:

[youtube https://www.youtube.com/watch?v=LbYkrHLlS4Y?feature=oembed&w=1200&h=675]

Photosynthesis in plants

Photosynthesis: (making food)

CO2 + water + sunlight =

Sugar(food) + oxygen

During daylight hours/summer

14

Respiration in Plants & Animals

Respiration:

(burning calories)

Sugar + Oxygen =

CO2 + water + heat

During nighttime/winter in plants

accelerated by higher temperatures @ night (global warming)

15

The Carbon Cycle

What ads carbon to our air?

Burning fossil fuels or forest

Respiration in animals & plants

Volcanic activity

What removes carbon from the air?

Photosynthesis

Absorption in ocean (acidification)

What is un-balancing the Carbon Cycle?

Cutting down forest and burning SO MANY fossil fuels.

https://www.youtube.com/watch?v=Sd8D7WyVS6A (video)

16

The Carbon Cycle

17

The Nitrogen Cycle

Chemical fertilizer, sewage, & waste manure

18

Nitrogen (N) is 78% of air

Plants absorb (N) from the air through the roots (by bacteria)

(N) in plants is eaten by animals

(N) in animal waste is released into air (by bacteria)

Nitrogen returns to the atmosphere

The Nitrogen Cycle

What is disrupting the Nitrogen cycle?

IN WATER: Chemical fertilizers pollute waterways, generating “algae blooms.” and “dead zones” in oceans

IN WATER: Concentrated livestock waste has similar effect.

IN AIR: N2O produced from cars/industry and chemical fertilizer

19

The Food Chain

Producers/Autotrophs = Plants

Consumers/heterotrophs = Animals

Detritivores (“death eaters”) = worms, snails, termites

Decomposers = bacteria & fungi (external metabolization)

20

Plants, Animals, Detritivores, & Decomposers

Plants

(producers)

Animals

(consumers)

Detritivores: worms, termites,

snails

Decomposers: Bacteria & Fungi

21

Food/Energy Pyramid

High Energy

Low Energy

Energy content and total amount of food decreases with each step away from the sun

22

Primary Producers

Plants

High energy level and largest supply

Primary Consumers

Cows, chickens

Large decrease in energy vibration and supply

Primary and Secondary consumers

humans

The Sun

Highest energy level

23

END

Effects of Eating Lower Energy Food

Cancer rates rise as meat consumption rises

Meat production concentrates food supply, so millions starve.

Plants have fiber & antioxidants (healing & anti-aging)

Animal products have no fiber and also have free radicals (causing aging & disease by destroying cell structures & DNA)

25

BIODIVERSITY

Definition: Number of species/ecosystems and quantity of each species/ecosystem

Why is biodiversity of food and flora/fauna important?

Resilience/survivability (pathogens & hazard events)

Soil fertility

Pest resistance

Medicines from plants

26

Pace of climate change

Rapid Mass extinctions have happened before, but this is the first anthropogenic extinction.

Thousands of species go extinct every year.

27

birds.wav

Ranas cantando.wav

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Explain how they apply to the scenario and why they are important.

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Explain how they apply to the scenario and why they are important.

Report Issue
Brian Smith is a 4-year-old who resides with his mother, father, and younger brother Luke in a four-bedroom home in a comfortable suburban neighborhood. Brian’s father is a civil engineer and his mother is a dietitian. As a newborn, Brian was described as a “fussy” baby who did not enjoy being held by others, including his parents. As he grew, Brian’s parents coped by minimizing their interactions with him, often encouraging him to play by himself. Although he is able to talk, he prefers to express his needs by grunting and mumbling. His pediatrician has recommended speech therapy to encourage him to use a greater vocabulary on a regular basis, Brian’s parents are hesitant to “label him” as a “special needs child” at this young age and have declined any intervention at this time.

Brian has had four different childcare providers since he was six months old. For the past year, he and Luke have spent weekdays with their childcare provider, Tracy, who cares for three additional children under age seven, two of whom frequently wrestle, throw food and hit each other during the day. Last year, Brian’s parents decided to enroll him in a pre-school program five days per week. Brian attended exactly two weeks before his parents were contacted over concern that he was constantly hitting others and throwing toys. Rather than work with the pre-school, Brian’s mother decided to return him to Tracy’s house, explaining that the pre-school did not understand the energy level of boys. Tracy describes Brian as exasperating but has been reluctant to discuss her concerns with the Smiths, for fear that they will remove Brian and Luke from her care, and she needs the money.

In addition to his preschool classmates, Brian has been aggressive with his now 2-year-old brother Luke since Luke was an infant. For example, he has hit Luke, smashed toys over his head, and recently ran Luke over with his tricycle. Brian’s father has become increasingly frustrated as he struggles to communicate with his son. He responds to Brian by yelling and demanding that Brian speak clearly. Interactions with his father often result in Brian screeching, biting his own arm, or throwing objects. Brian’s mother attributes much of Brian’s behavior to being a “toddler boy.” She disciplines him by attempting to explain the reasons his behavior is “not nice.” Brian’s father has begun implementing time-outs as a means of discipline.

Identify potential protective and risk factors for Brian. Explain how they apply to the scenario and why they are important.

2paragraph

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Identify potential protective and risk factors for Brian.

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Identify potential protective and risk factors for Brian.

Brian Smith is a 4-year-old who resides with his mother, father, and younger brother Luke in a four-bedroom home in a comfortable suburban neighborhood. Brian’s father is a civil engineer and his mother is a dietitian. As a newborn, Brian was described as a “fussy” baby who did not enjoy being held by others, including his parents. As he grew, Brian’s parents coped by minimizing their interactions with him, often encouraging him to play by himself. Although he is able to talk, he prefers to express his needs by grunting and mumbling. His pediatrician has recommended speech therapy to encourage him to use a greater vocabulary on a regular basis, Brian’s parents are hesitant to “label him” as a “special needs child” at this young age and have declined any intervention at this time.

Brian has had four different childcare providers since he was six months old. For the past year, he and Luke have spent weekdays with their childcare provider, Tracy, who cares for three additional children under age seven, two of whom frequently wrestle, throw food and hit each other during the day. Last year, Brian’s parents decided to enroll him in a pre-school program five days per week. Brian attended exactly two weeks before his parents were contacted over concern that he was constantly hitting others and throwing toys. Rather than work with the pre-school, Brian’s mother decided to return him to Tracy’s house, explaining that the pre-school did not understand the energy level of boys. Tracy describes Brian as exasperating but has been reluctant to discuss her concerns with the Smiths, for fear that they will remove Brian and Luke from her care, and she needs the money.

In addition to his preschool classmates, Brian has been aggressive with his now 2-year-old brother Luke since Luke was an infant. For example, he has hit Luke, smashed toys over his head, and recently ran Luke over with his tricycle. Brian’s father has become increasingly frustrated as he struggles to communicate with his son. He responds to Brian by yelling and demanding that Brian speak clearly. Interactions with his father often result in Brian screeching, biting his own arm, or throwing objects. Brian’s mother attributes much of Brian’s behavior to being a “toddler boy.” She disciplines him by attempting to explain the reasons his behavior is “not nice.” Brian’s father has begun implementing time-outs as a means of discipline.

Identify potential protective and risk factors for Brian. Explain how they apply to the scenario and why they are important.

2paragraph

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What is the correlation between creating personal education goals and self-directed learning?

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What is the correlation between creating personal education goals and self-directed learning?

Review the “Student Personal Educational Goal Setting Form” to complete this assignment.

Modeling and guiding students through the goal setting process can be a time consuming, but extremely valuable experience. The deeper the understanding that students have, and the more practice they get, the more natural goal setting and self-assessment will become.

Part 1: Educational Goals

For this field experience, you will be working in the same classroom setting as in Clinical Field Experience A. Observe a math or English language arts lesson and identify the learning objectives delivered during instruction.

Following your observation, work with your mentor teacher to identify a small group of 2-3 students. Guide them through the process of setting educational goals directly related to the learning objectives identified in the lesson.

Have a discussion with the students about their understanding of the learning objectives. Use the “Student Personal Educational Goal Setting Form” to guide each student independently to set educational goals from the learning objectives. Reflect with students individually through this process, guiding them to formulate their own educational goals. Complete a “Student Personal Educational Goal Setting Form” for each student in your small group.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

Part 2: Reflection

In 250-500 words, summarize and reflect upon your experience guiding the students through setting their personal education goals.

How does this process foster student ownership and independence in their own learning?

What is the correlation between creating personal education goals and self-directed learning?

How can you use this process in your future professional practice?

Submit the “Student Personal Educational Goal Setting Form” and reflection as one deliverable.

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