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Child Guidance & Organization of Appropriate Environments for Children Age 3 thru 8

The purpose of this activity is to assess the health and safety characteristics in two early childhood classrooms. Locate a copy of your local guidelines for child care programs (county, state) and the health and safety guidelines from the Aronson textbook. Use these to conduct your observations. You will need to do the following:

a. Begin by reviewing the position statement from NAEYC about developmentally appropriate practices regarding supporting children’s health and safety as well as the guidelines and regulations from your local County or state. Summarize the main tenets of the position statement on these aspects
b. In consultation with your course instructor, identify three classrooms (age groups (infants and toddlers; 3-4; kindergarteners, primary-age) where you can conduct your observations. You can also consult with the Placement Office to locate suitable settings. Schedule and conduct the visits to each classroom: age groups (infants and toddlers; 3-4; kindergarteners, primary-age).
c. Conduct the observations (minimum of 30 minutes each). Use the form in this section to conduct your observations. Interview the teachers at each setting. Find out how they plan for the integration of health, nutrition, and safety into the curriculum. Ask teachers about the following:
o practices followed to safeguard confidential health information
o strategies to access health information so as to monitor children’s medical needs
o Inquire about how the program responds to health and nutrition practices followed by culturally diverse families.
d. Report your findings in writing and include the following:

 Description of the settings visited (age groups; type of program)
 Observations about health and safety practices in the physical environment (materials, classroom arrangement, equipment, outdoor space)
 Materials that support the integration of health and safety topics in the curriculum
 Use of materials that support the children’s cultural backgrounds including materials in other languages (ESOL)
 Aspects that may present ethical issues regarding health and safety of the young child
 Results from the observations (observed, not observed)
 Age-appropriate suggestions and recommendations for improvement (based on the observations)

30-Minute Observation Data Sheet

Setting:__________________ Age group_________________ Date _______________

Number of children ____________________ Number of adults __________

Adult/children ratio meets NAEYC criteria _________Yes ___NO

Indicator
Observations Observed Not observed Provide examples Comments/ Recommendations
Children appear engaged; there is happy laugh
Equipment is child appropriate and it is in good condition
Classroom arrangement is appropriate for age group

Bathrooms in good and sanitary condition (No smells)
Cleaning materials are kept in a locked cabinet

Hand-washing practices are followed by children and adults
Food and snacks indicative of the children’s cultures are used (ESOL)
Environment includes health and nutrition learning materials and resources appropriate for young ELL children

Materials foster knowledge about diverse cultural groups including those in the community

Outdoors fenced; equipment in good condition; play area covered with mulch or other materials

Health and safety materials are displayed (books, visuals, etc.)
Universal precautions are followed

Remember to complete the Demographical Data form. Directions are located in the Appendix section.

Scoring Rubric for Assignment #3

Element Points Points Obtained
Summary about health and safety practices and regulations based on DAP and state/county 2
Conducts three classroom observations @ 1 point each 3
Provides a description of health and safety practices from each classroom 2
Provides relevant comments from the teachers’ interviews. Comments address all the areas identified in the assignment. 2
Provides comments on how confidentiality is maintained 2
Provides a description of practices and materials to support needs of ELL children 2
Reflects on findings and includes suggestions for improvement 2

Total 15

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Education – cooperative learning

This is the discussion chapter of my Education Doctorate – The chapter needs to start with a short section providing a summary of the results before synthesising the findings within relevant literature. There needs to be conceptual depth and a clear focus on the action research methodology/cycles that I used. Questions that my supervisor raised to be answered were where did the themes come from, in relation to literature used in my review, what did the different things found tell me/mean, provide evidence from the literature in my review for points made, do not generalise or make conceptual leaps, discuss how I arrive at the subsections within the chapter. Join the discussion chapter up to the methodology, literature review and findings, provide the reader with pointers when moving from one section to another, make conceptual issues/links/themes clear and what does this say about the phenomenological approach taken, show how one cycle of the research feeds into the next for growth of the research over time, how were the themes made sense of?

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What is the ethical dilemma Arjuna faces in the Bhagavad-Gita, and what arguments does Krishna give him for resolving this dilemma? On balance, do you think Krishna makes a strong case?

 
Or do other topics:

2. A central theme in the Bhagavad-Gita is the ideal of unattached or desireless action. What is such action supposed to be? Is the ideal coherent and/or attainable?

3. The Bhagavad-Gita outlines three kinds of discipline or yoga. Give an account of these, and explain their goal(s).

4. Give an account of the three gunas, �qualities� or �modes,� said to characterize the operation of �nature� in the Bhagavad-Gita.
Please double space. Include a title page with the following information: title, your name, student number and the course code.

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EVENTS MANAGEMENT ESSAY

 

‘Successful event organisation is, invariably, a case of anticipating potential problems and opportunities, as well as maximising the effectiveness of your resources.’ Critically analyse how far this statement goes in summing up the necessary skills needed by an event manager in running a large event. In answering the question you must draw on event management good practice, as identified in academic sources, as well as your own observations of event organisation.

Please note that ” Critically analyse how far this statement goes in summing up the necessary skills needed by an event manager in running a large event” within the essay question, does not require you to select a named event, but simply what (any) large event may need.
• Mark Allocation:
20%: Presentation; Use of English; Grammar; Introduction, Conclusion, Referencing.
40%: Selection and review of relevant source material.
40%: Discussion of the issues and application and use of material

The following are not included in word counts:
Reference lists/Bibliographies and Question Titles
Appendices/Footnotes- provided these have been used only when necessary. If appendices or footnotes are used excessively, or contain material which should clearly be included in the main body of the essay/report, it is at the markers’ discretion to include these in the word count.
Tables/Graphs- provided these have been imported from elsewhere (correctly referenced) and not produced by the student.
Contents Pages and Front Pages of Reports
As well as the essay/report itself, the following are included in word counts:
Citations/quotations- this includes the material paraphrased/quoted itself as well as the name, date and page information.
Tables and graphs- if they have been produced by the student.
Executive Summaries in Reports- unless otherwise stated.

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Strategy and Planning paper

 
Strategy and Planning paper

Write a 1,050- to 1,400-word paper in which you address the following:
• Explain why the 3 types of goals are important to the strategy of an organization.
• Explain why the different types of planning are important to the strategy of an organization.
• Examine the elements or factors involved in creating an effective strategy for an organization.
Cite a minimum of 2 peer-reviewed sources and include examples from one or more Fortune 500 companies to illustrate your points.

Also, paper must have a introduction, conclusion, Reference page

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IRB PROPOSAL

Description

Learn the functions of the Human Subjects Research Board, become familiar with the process at Indiana Tech, and structure your own application to this Board. (If you do not have a research project in mind, please use a published research article from a refereed journal of your interest and design the IRB based on what you have learned from the article concerning subjects and risk. You must also be able to establish other issues of consent.) Same rules apply for peer REQUIRED critical review, especially in all issues in informed consent.

Please attach your completed IRB for Indiana Tech for Human Subjects Research. (If you have used a refereed article that used human subjects in order to answer the questions on the Tech IRB, please asterisk and then disclose the article that you used to tease out the information.
3
Topic: IRB Proposal
For discussion in this module chapter, please study the Indiana Tech IRB paperwork for your research study.

After you have digested the procedures, do a search among other universities. The names may be a bit different. Some of called “university research review,” “human subjects board.” Sometimes the name is not “board” but “committee.” If all else fails in a Google, just call the university and someone will direct you to the paperwork part of the process. You may find different forms for different levels of research, such as undergraduate, graduate, doctoral, or faculty.
Once you have downloaded documents from a couple of other universities, begin to do a comparison and contrast with the IRB documentation from Indiana Tech. Areas to consider: 1) What do you find that is similar, and 2) what is different? 3) What forms do you consider more complete? 4) What forms are confusing for young researchers? 5) Do you see possible ethics violations that could occur that Tech paperwork does not examine?

This is an example of a students response:

Institution

Location

Similarities

Differences
Indiana Institute of Technology

Fort Wayne, Indiana

The four institutions share the following:

1. Guidelines to determine which research activities are exempt from IRB approval.

2. Informed consent requirements and definition.

3. Procedures to follow according the level of risk.

1. Rose-Hulman IRB process is managed externally by Indiana State University, the other three institutions manage their own IRB committees.

2. Rose-Hulman policy list specific responsibilities for IRB administrators.

3. For some research activities, Auckland University of Technology requires the opinion of the legal division.

4. Indiana Tech policy is specific about not granting retrospective approvals (IRB application must be approved before starting any research activities).

5. The ethics policy at Auckland University of Technology includes requirements for instruments that are translated to the local language of study participants.

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Literature and Electronic Comm

 
This term, we have studied several different forms of electronic communication — telegraphy, radio, and now television. Overall, what would you say is the primary impact that electronic communication has had on literature and reading? Use examples from the sources provided:

1:•Ray Bradbury, Fahrenheit 451
2:Orson Welles, The war of the Worlds
3:Any Gertrude Stein poem
4:•Rudyard Kipling “The Wireless” (1902) – from Scribner’s Magazine

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“Montaillou Paper”

.

Emanuel Le Roy Ladurie, Montaillou: The Promised Land of Error (New York: George Braziller, 2008). ISBN 978-0-8076-1598-0 (Hybrid Source that Combines Primary and Secondary Material)
Book listed above must be used!

Given that Montaillou is a hybrid work that combines primary and secondary source material, your paper will be a hybrid work as well, divided into two related but distinct parts. Part One, which will be pages 1 – 3, will be a review that directly addresses, in a fluid and coherent narrative, the same questions you address for your oral presentations (to be found in “Week One” under the “Modules” tab). For help with this section, you should have a look at some reviews that were done of the book when it was first published, including:

– Leonard Boyle’s in the Canadian Journal of History, vol. 14 (December 1979), pages 455 – 457
– David Herlihy’s in Social History, vol. 4 (October 1979), pages 517 – 520
– P. S. Lewis’ in The English Historical Review, vol. 92 (April 1977), 371 – 373

There are numerous other reviews available via JSTOR.

Part II of the paper (pages 4 – end) will concentrate on the primary source material. For this section, you will also draw on the Inquisitorial Record of Jacques Fournier, which Le Roy Ladurie used heavily. Thanks to Prof. Nancy Stork, it may be found in English translation at http://www.sjsu.edu/people/nancy.stork/jacquesfournier/. The central question of Part II is, “How does Montaillou and Fournier’s Inquisitorial Record inform your understanding of heresy and dissent in the later Middle Ages?” While formulating your response, consider the social (e.g., personal relationships – including with women and children), economic (e.g., the importance of poverty), and religious (e.g., the enthusiasm of both the orthodox and heretical players) evidence. For every point you make, there should be quoted primary evidence (in italics in Montaillou), to support your argument.

This will be a 10 – 12 page paper, so that Part II will run between 6 and 8 pages. It will be double-spaced, formatted with one-inch margins, typed in 12-point font, and include footnotes and a bibliography done according to the Chicago Manual of Style. It is due both electronically (see the link provided in “Week Fourteen” under the “Assignments” tab) and in hard copy class on Wednesday, December 2. Use the handout, Tips for Better Historical Writing, to guide you. Below I’m providing you the questions that I had mentioned above for (part 1 which will be pages 1-3)
I. How to Read your Book or Article

1. Read introduction and conclusion carefully, taking good notes on both.

2. Look over Table of Contents or subheadings closely, trying to determine the layout of the book or article and the structure of its argument.

3. Read the first and last paragraphs of each chapter (if you’re presenting on a book) or of the article closely, taking good notes.

4. Look at footnotes and endnotes, coming to terms with the primary and secondary sources on which the author(s) has drawn. Again, take good notes here.

5. Finally, go back and read the rest of each chapter (if you’re presenting on a book) or of the article, this time just making note of the minor points and ideas that have struck you.

II. Questions to Ask your Book or Article

(Note that certain questions will be more appropriate for some books than for others. Address the ones that apply and feel free to ask your own.)

1. In one sentence, what is the author’s (or authors’) thesis?

2. Beyond the thesis, what minor points does the author(s) make?

3. Who is the intended audience? What about the book or article suggests that the author(s) had a particular audience in mind?

4. What kinds of sources does the author(s) use to construct his or her argument?

5. Does the author(s) treat the subject in a balanced way? Or is there a noticeable bias in the book or article? Support your opinion with one or two examples.

6. If there are a number of years that separate the publication of the book or article and the period it covers, how might the context in which the author(s) wrote have influenced his/her treatment of the subject?

7. How does the author(s) construct his/her argument? In other words, what does the chapter or article structure reveal about the way the author(s) has approached his/her subject?

8. Does the author(s) apply theory to make sense of his/her evidence? If so, whose theory does s/he apply?

9. Is the author(s) writing against a particular author or school of thought? If so, who is s/he (or what is it) and why does your author(s) feel the need to correct past scholarship?

10. Are you convinced by the thesis? By the minor arguments? Why or why not?

11. Is there a particular anecdote, story, sentence, etc. that you think captures the essence of the book or article? What is it?

12. Does the author(s) raise unanswered questions and suggest a direction for further research?

13. Overall, what did you think of the book or article and why?

WRITER MUST HAVE THE BOOK

“Montaillou Paper”.

Emanuel Le Roy Ladurie, Montaillou: The Promised Land of Error (New York: George Braziller, 2008). ISBN 978-0-8076-1598-0 (Hybrid Source that Combines Primary and Secondary Material)
Book listed above must be used!

Given that Montaillou is a hybrid work that combines primary and secondary source material, your paper will be a hybrid work as well, divided into two related but distinct parts. Part One, which will be pages 1 – 3, will be a review that directly addresses, in a fluid and coherent narrative, the same questions you address for your oral presentations (to be found in “Week One” under the “Modules” tab). For help with this section, you should have a look at some reviews that were done of the book when it was first published, including:

– Leonard Boyle’s in the Canadian Journal of History, vol. 14 (December 1979), pages 455 – 457
– David Herlihy’s in Social History, vol. 4 (October 1979), pages 517 – 520
– P. S. Lewis’ in The English Historical Review, vol. 92 (April 1977), 371 – 373

There are numerous other reviews available via JSTOR.

Part II of the paper (pages 4 – end) will concentrate on the primary source material. For this section, you will also draw on the Inquisitorial Record of Jacques Fournier, which Le Roy Ladurie used heavily. Thanks to Prof. Nancy Stork, it may be found in English translation at http://www.sjsu.edu/people/nancy.stork/jacquesfournier/. The central question of Part II is, “How does Montaillou and Fournier’s Inquisitorial Record inform your understanding of heresy and dissent in the later Middle Ages?” While formulating your response, consider the social (e.g., personal relationships – including with women and children), economic (e.g., the importance of poverty), and religious (e.g., the enthusiasm of both the orthodox and heretical players) evidence. For every point you make, there should be quoted primary evidence (in italics in Montaillou), to support your argument.

This will be a 10 – 12 page paper, so that Part II will run between 6 and 8 pages. It will be double-spaced, formatted with one-inch margins, typed in 12-point font, and include footnotes and a bibliography done according to the Chicago Manual of Style. It is due both electronically (see the link provided in “Week Fourteen” under the “Assignments” tab) and in hard copy class on Wednesday, December 2. Use the handout, Tips for Better Historical Writing, to guide you. Below I’m providing you the questions that I had mentioned above for (part 1 which will be pages 1-3)
I. How to Read your Book or Article

1. Read introduction and conclusion carefully, taking good notes on both.

2. Look over Table of Contents or subheadings closely, trying to determine the layout of the book or article and the structure of its argument.

3. Read the first and last paragraphs of each chapter (if you’re presenting on a book) or of the article closely, taking good notes.

4. Look at footnotes and endnotes, coming to terms with the primary and secondary sources on which the author(s) has drawn. Again, take good notes here.

5. Finally, go back and read the rest of each chapter (if you’re presenting on a book) or of the article, this time just making note of the minor points and ideas that have struck you.

II. Questions to Ask your Book or Article

(Note that certain questions will be more appropriate for some books than for others. Address the ones that apply and feel free to ask your own.)

1. In one sentence, what is the author’s (or authors’) thesis?

2. Beyond the thesis, what minor points does the author(s) make?

3. Who is the intended audience? What about the book or article suggests that the author(s) had a particular audience in mind?

4. What kinds of sources does the author(s) use to construct his or her argument?

5. Does the author(s) treat the subject in a balanced way? Or is there a noticeable bias in the book or article? Support your opinion with one or two examples.

6. If there are a number of years that separate the publication of the book or article and the period it covers, how might the context in which the author(s) wrote have influenced his/her treatment of the subject?

7. How does the author(s) construct his/her argument? In other words, what does the chapter or article structure reveal about the way the author(s) has approached his/her subject?

8. Does the author(s) apply theory to make sense of his/her evidence? If so, whose theory does s/he apply?

9. Is the author(s) writing against a particular author or school of thought? If so, who is s/he (or what is it) and why does your author(s) feel the need to correct past scholarship?

10. Are you convinced by the thesis? By the minor arguments? Why or why not?

11. Is there a particular anecdote, story, sentence, etc. that you think captures the essence of the book or article? What is it?

12. Does the author(s) raise unanswered questions and suggest a direction for further research?

13. Overall, what did you think of the book or article and why?

WRITER MUST HAVE THE BOOK

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plea bargaining and jury nullification

 
C-7, Fall 15: Sixth Essay Assignment
Posted: Tuesday, November 10
Due: Tuesday, November 17
1
Write an essay in which you argue for or against the use of either (1) plea bargaining or (2) jury
nullification. Be sure to refer to either the Guidorizzi or the Butler articles in your paper. Be
sure to provide at least two justifications for your policy stance.
1. Your paper should meet the following specifications:
a. Properly formatted and cited (20 points)
i. Be 1-2 pages in length, no longer.
ii. Use 12-point font, 1-inch margins, and double-space your text
iii. Include your name and a page number on every page and staple the document
iv. Scholarly integrity requires that that work be attributed to the author, regardless of
whether you are directly quoting, paraphrasing, or relying on the work less directly.
If you are unclear about how to cite a source appropriately then please ask.
a. Use APA Style;
b. Cite exact page numbers from which quotations or ideas are drawn.
b. Well-written (15 points)
i. Review for spelling errors, grammatical mistakes, and typos.
ii. Avoid confusing pronouns (e.g., vague use of “it” without clearly explaining what
“it” is).
iii. Avoid confusing or sloppy writing, like run-on sentences, or imprecise language.
iv. Try reading your paper outloud to yourself to see how it sounds.
c. Well-organized, with a clear introductory paragraph (25 points)
i. Imagine that your smart reader has not read this prompt and wants to know right
away (a) who and what you are writing about and (b) what argument you are making
(10/20 points).
ii. Have a clear thesis statement that introduces the main argument of the paper (10/20
points).
iii. Introduce the organization of the paper; let your reader know what is coming (5/20
points).
d. Use evidence to support your argument (40 points)
i. Refer directly to the assigned texts (not to lecture) to support your arguments.
ii. Present two pieces of evidence or analysis in support of your of your argument
(perhaps one piece of data that surprised you and one that was missing). Explain
each piece of evidence; relate it back to your thesis statement. (20/40 points each).

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Individual reflection

 
Individual Reflection
Each student should write a short individual reflection of their own experience of being involved in the iLab 1 & 2 group work. Reflection is the process of considering what you have learned, how useful it was, and how it may affect your future personal and career development. Each student should identify ONE key learning point on which to base their reflection.
Marks (100) for the Reflection will be awarded as follows:
1. Individual reflection on ONE key learning point from the innovation project
 A reasoned and critical account of one key learning experience, including key theoretical and practical learning points.
 Critical evaluation of your learning and how it relates to your existing understanding of creativity and innovation management.
 Ideas for how you might apply the new knowledge in professional and work situations in the future.