Author: chris

What was the conflict in solving America’s social problems and was it possible to address the myriad of social ills in America at the turn of the 19th and 20th century without addressing the the heart, or root cause, of those social ills? Who were the people who attempted to address the social ills of the American working class? What means did they use?  What were they and their movement called?

This week, you continue your Consultancy Report for the executive leadership of your selected organization. Review the Final Project Template for details about this week’s Final Project component.

Please include the following in 2–3 pages:

• Evaluate at least three stocks and associated flows in your selected organization.
• Evaluate at least one positive feedback loop in your selected organization.
• Evaluate at least two examples of how understanding stocks, flows, and feedback loops might improve decision making within the organization. Include at least two citations/references to current literature to support your explanations to the executive leadership

Natalie was growing concerned about her daughter Brandi’s school performance. Her grades had dropped since the beginning of the school year, and she seemed reluctant to go to school. On some days, she complained of vague symptoms, such as stomachache or headache. On other days, she simply did not get out of bed. Natalie took her to the doctor, but there was no definitive diagnosis. She questioned Brandi about any problems at school, but Brandi was uncommonly quiet. Natalie then looked at Brandi’s Facebook page and saw a series of comments from Brandi’s friends about a school bully. When Natalie confronted Brandi, the child broke down crying and told the whole story. Another girl, who was two years ahead of her in school, was bullying her. She would tease Brandi in school, leave nasty messages on her Facebook page, and even threatened her on several occasions. Natalie was furious and immediately arranged a meeting with the teacher and school principal. The school officials attempted to address the problem by speaking to the girl and her parents. The parents placed their daughter in treatment; she was diagnosed with a behavior disorder and put on medication, which seemed to work. Both the girl’s parents and the school officials explained to Natalie that the girl had an underlying medical condition that caused her to become angry and lack impulse control. The school officials were reluctant to suspend the girl because it was “not her fault” but rather a “biological factor” causing the behavior. Natalie was still upset. She did not understand why her own daughter should suffer. She had a nagging suspicion that the bully’s parents were using the biological cause as an excuse for their daughter’s bad behavior.

Research the biological causes of crime and the eugenics movement using the textbook, the Argosy University online library resources, and the Internet.

Based on the scenario, and drawing on your readings and research, respond to the following:

• Why do you think some people are troubled by the idea that crime has a biological cause? Support your response using an article from the popular media presenting the biological argument for criminal behavior.

• In what way may views of biological causes of crime be related to the eugenics movement? Give reasons using a scholarly, peer-reviewed article either for or against the eugenics movement.

Prepare a document to submit your results:

• Use Word
• Title Page
  • Course number and name
  • Project name
  • Your name
  • Date
• Identify a scenario where scripting would be useful to automate a task.
• Define at least 5 requirements of a scripting language that would be necessary for the task.
• Identify 2 scripting language candidates that meet the requirements.
• Select 1 of the scripting languages, and justify the selection based on how well it meets the stated requirements.

– Write an essay in which you argue that aparticular zombie story (film, book, videogame, etc.) reflects and/or comments on three specific elements of contemporary culture. For example, you might choose to base your argument on The Walking Dead. How does The Walking Dead address issues and concerns of contemporary culture? What does the nature of the zombies have to say about the fears, anxieties, and (possibly) desires of our time period? What decisions do the “living” in the story have to make, and how do those decisions likewise seem to respond to issues that we are facing in society? Make sure that you include three specific aspects of culture, such as fear of government, gender roles, anxieties about overpopulation, etc. You will almost certainly want to choose a zombie story created since 2000, since that is “our” current culture.

Create a written plan of no more than 350 words of how you will complete the paper. Include the resources you will use to complete the assignment

•        1Chose a specific ecosystem, such as a forest, grassland, or a marine or freshwater aquatic ecosystem.
• 2 Identify impacts associated with agriculture.
• 3Identify and discuss the effects a growing human population may have on that ecosystem’s resources, including loss or harm to populations of wild species.
•        4Discuss one management practice for sustainability and conservation of natural resources in that ecosystem.
•        5Identfy the risks and benefits of extracting or using one type of nonrenewable and one type of renewable energy resource from that ecosystem, or in areas near that ecosystem.

•        6Assess management practices for sustainability and conservation of natural resources and energy.

Include two outside references.

The Chosen Ecosystem is Grass land

Technology Trends

Explain and give an example that supports the following statement:

Each time we change characteristics of one or more of the components of the organization (organization structure, people, business processes, and information technology), we must consider compensating changes in the other components.

Please view the video of Obama’s 2004 Democratic National Convention (DNC) speech and address the following: How did the speaker’s style affect your overall reaction to the speech? What types of stylistic-proofs were used to gain credibility? What other stylistic devices were effective/ineffective? Explain.

Additionally, after assessing the various components of the speech, provide your recommendations for improvement. It is NOT acceptable to provide recommendations without elaboration. In other words, do not write, “…I didn’t like the speech…just because.” If you make a claim, then substantiate that claim. Use evidence from your text or lecture material.

Throughout Week Two you have had the opportunity to plan instruction for the students in Mrs. Ashland’s class. Now you will have the chance to use what you have learned about planning instruction from the discussion forums and apply it to a new situation. As discussed in Chapter 3 of our text, most states are using the Common Core State Standards Initiative or Early Learning Standards to guide their teaching. Starting on page 5 of Chapter 3 of the text, the author clearly outlines considerations that need to be made when planning curriculum for infants/toddlers, preschoolers, and primary-grade students. Using these considerations and either the Common Core Standards or the Early Learning Standards for your state, choose one standard. You will need to develop a lesson for teaching this standard to infants/toddlers, preschoolers, and primary- grade children. It is required that you use the Lesson Plan Template to complete this portion of your assignment. It is suggested that you utilize the Early Childhood and Child Development: Lesson Plan Handbook as a guide for how to more effectively plan this lesson. Your lesson plan should include: A title page. An introductory paragraph that describes the physical environment of the classroom where the lesson will be taught. All aspects of the lesson, using the Lesson Plan Template provided. In addition to the completion of the template, please address the specific requirements listed below: Identify which Common Core Standard or Early Learning Standard you will address and which National Association for the Education of Young Children (NAEYC) standard is being covered (in the Standards section of the template). Within the differentiation section, clearly differentiate how you will modify the lesson for infants/toddlers, preschoolers, and primary-grade. A closing paragraph, following the completed template, that discusses which of the considerations mentioned in the text for planning curriculum for infants/toddlers, preschoolers, and primary-grade students you took into account when developing this lesson. This assignment should be submitted as a two- to three-page document, not including the title and reference page. Make sure to include at least one scholarly source in addition to the course text to support your ideas; use APA formatting. LESSON PLAN TEMPLATE IS ATTACHED Required Resources Krogh, S. (2013). A Bridge to the Classroom and Early Care: ECE Capstone. San Diego, CA: Bridgepoint Education, Inc. Chapter 3: Subject Integration in Curriculum Planning Chapter 4: Making Curriculum Integration Work HeadStart. (2010). The Head Start child development and learning framework: Promoting positive outcomes in early childhood programs serving children 3–5 years old. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-Sept2011).pdf This document provides students with the Head Start Child Development and Early Learning Framework. Purcell, T. (2012, April 16). Differentiating instruction in the preschool classroom: Bridging emergent literacy instruction and developmentally appropriate practice. Retrieved from http://www.stcloudstate.edu/tpi/teachersupport/documents/differentiatinginstruction-earlychildhood.pdf Heald, S. & Zaur, J. (2013). ECE 430: Week 2 case study: Students. Ashford University, College of Education, San Diego, CA. In Case Study 2 you will meet six of Mrs. Ashland’s students and learn about their development. Heald, S. & Zaur, J. (2013). Lesson plan rubric. Ashford University, College of Education, San Diego, CA. Zaur, J., & Bodamer, K. (2014). Lesson Plan Template. Ashford University, College of Education, San Diego, CA. Common Core State Standards Initiative (http://www.corestandards.org) 2. Recommended Resources Benson, T. R. (2004). Integrated teaching units. Retrieved from http://web.archive.org/web/20070322005955/http://www.pbs.org/teachers/earlychildhood/articles/integratedunits.html# National Association for the Education of Young Children. (2009). Where we stand on early learning standards. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/earlyLearningStandards.pdf This file states NAEYC’s position on Early Learning Standards Mumford, D. (n.d.). Planning a theme based unit. Retrieved from https://www.pacificedgepublishing.com/pdf/PlanThem.pdf Illinios State University. (2005). Balancing learning standards with diverse learning needs [Video File]. Retrieved from the Films On Demand database. This video helps to explain some ideas you should take into consideration with planning a differentiate lesson plan. Zaur, J., & Bodamer, K., (2015). Early Childhood and Child Development: Lesson Plan Handbook. San Diego, CA; Bridgepoint Education. This supplement is a Constellation™ course digital materials (CDM) title and can be located on your Constellation bookshelf. Share My Lesson (http://www.sharemylesson.com) This websites contains sample lesson plan ideas