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discussing how you could benefit from art and practices related with art such as making art, exhibiting art, or writing about art.
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Benefits of Arts
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The power that art poses cannot be underestimated in any sense due to its unique abilities
in transforming individuals and society as a whole where art is made and practiced. Through
independent thoughts, individuals and society are able to record history in a...
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Assignment Essay
This assignment is a take-home essay assignment of four questions for which you are expected to develop a 2-3 page essay f ...
Assignment Essay
This assignment is a take-home essay assignment of four questions for which you are expected to develop a 2-3 page essay for each question that fully responds to the question being posed.
Essay 1: CO-3: Assess risk management processes for supporting resource relocation.
The basic equation for risk is defined as R = ƒ(C*V*T) where R is the level of risk, C is the consequences (public health, our economy, government action, public confidence in our institutions) of an attack, V is an assessment of the vulnerability of a potential target (how hard or easy it would be for it to be hit by terrorists) and T is the threat or the likelihood that a specific target will suffer an attack or disaster from a specific weapon. The Department of Homeland Security has stated that it will apply risk management principles to homeland security operations and has stated that “Ultimately, homeland security is about effectively managing risks to the Nation’s security” (DHS, 2010, p. 2). Drawing upon your class readings and additional research examine how risk management is used by the homeland security enterprise and how that use benefits such aspects as resource allocation, strategic planning, grant award, or any of the multitudes of other homeland security issues or operations.Reference:U.S. Department of Homeland Security. (2010). Quadrennial homeland security review report: A strategic framework for a secure homeland. Washington, DC: Government Printing Office. Retrieved from http://www.dhs.gov/xlibrary/assets/qhsr_report.pdf
Essay 2: CO-1: Analyze the organizational roles, responsibilities, and strategies of homeland security and homeland defense.
In your readings you have been provided a variety of definitions for the term homeland security. Additionally, the national strategies and readings have talked to the difference between homeland security and homeland defense. Drawing upon your readings and other class materials, craft two columns; one labeled Homeland Security and the other Homeland Defense. Under the headers of each column list those missions, tasks, duties, responsibilities, operations, etc. which are identified from the national policies, strategies and readings. Some tasks may be listed under both columns. Where this occurs, be sure to identify if there is any element of that item that is specific to either homeland security or homeland defense. Lastly, drawing upon the list you developed, provide a definition of homeland security.
Essay 3: CO-4: Describe protection of key assets and critical infrastructure.
Critical infrastructure is defined in the National Infrastructure Protection Plan as “Systems and assets, whether physical or virtual, so vital that the incapacity or destruction of such may have a debilitating impact on the security, economy, public health or safety, environment, or any combination of these matters, across any Federal, State, regional, territorial, or local jurisdiction” (DHS, 2009, p. 109). From this definition, one can reasonably presume that protection of these assets is vital to the well-being of the United States and as such is an essential element of homeland security. Drawing upon the readings provide your assessment of the capability of the nation’s infrastructure protection program to ensure the survivability of its critical infrastructure. Reference:U.S. Department of Homeland Security. (2009). National Infrastructure Protection Plan. Washington, DC: Government Printing Office. Retrieved from http://www.dhs.gov/xlibrary/assets/NIPP_Plan.pdfEssay 4: CO-2: Evaluate intelligence support to homeland security policy makers and practitioners.
Provide an examination of the various elements that comprise the intelligence community from local law enforcement to national agencies and how each of those entities contributes to the development of homeland security intelligence. In crafting your response, it would be good to remember the lessons learned from the 9/11 Commission on intelligence sharing and analyze how those lessons/recommendations are being addressed. Lastly, your examination of the question should include the issue of domestic versus foreign intelligence.
9 pages
PSY1010 Columbia Southern Unit VIII Multiple Personality Disorder Assessment
Johnny has recurring periods of intense fear during which he thinks that he is having a heart trembles and has a rapid hea ...
PSY1010 Columbia Southern Unit VIII Multiple Personality Disorder Assessment
Johnny has recurring periods of intense fear during which he thinks that he is having a heart trembles and has a rapid heart rate. These symptoms ...
HIST 425 San Diego State University Vietnam War Overview Research Paper
Everything you need to know about this should all be in the pdf i have up loaded. I would really appreciate it if it is ve ...
HIST 425 San Diego State University Vietnam War Overview Research Paper
Everything you need to know about this should all be in the pdf i have up loaded. I would really appreciate it if it is very detailed. If possible cite all sources and please please no copyright stuff i will need to turn this into turn it in. Thank you. Im going to copy and past the pdf on this but it is way easier to read on the pdfMake selections as instructed below and provide detailed, intelligent, informed, and sensible
answers. Be as thorough as possible (i.e., write as much relevant information as you can).
Base your answers on lecture notes and assigned readings. You may use other sources, but
always engage your notes and textbooks first. As you will submit your answers via BlackBoard
(details to follow), please write all answers in a Word document. Good luck!
1. PART 1 (20 points): PRE-MODERN VIETNAM. Answer all questions pertaining to either a. or b. below.
a. What were some of the most striking features of Vietnam in the pre-modern era? In what ways
was its development similar to and different from that of other nations you know? What was
the role of China in conditioning Vietnam’s historical evolution?or b. What elements part of Vietnam’s pre-modern past impacted and otherwise played a role in
shaping the course and outcome of the French and American wars of the 1945-75 period? What
is the “myth of Vietnamese indomitability” and how factual is it? 2. PART 2 (20 points): COLONIAL VIETNAM. Answer all questions pertaining to either a.orb. below.
a. What was the nature of French colonial rule in Vietnam? What were its distinguishing features?
How negative/positive was French rule for the Vietnamese? What were its most enduring
effects?orb. Why did Vietnamese never passively accept French rule? How did that rule condition the
evolution of Vietnamese nationalism? What types of movements emerged to resist and combat
French colonialism? Which Vietnamese anti-colonial movement or organization was most
successful, and what were the keys to its success?
3. PART 3 (20 points): FRENCH WAR. Answer all questions pertaining to either a. or b. below.
a. What were the circumstances that prompted France to attempt the recolonization/reconquest
of Vietnam and the rest of Indochina after World War 2? What was the Vietnamese response
to that attempt? Why did diplomacy fail to preclude the onset of war in December 1946?
or
b. What were key moments in the Franco-Vietnamese War of 1946-54? How and why was the
war internationalized in 1949-50? What was the impact of its internationalization? How did the
war end and why?
HIST 425 – MIDTERM “TAKE-HOME” EXAMINATION (100 POINTS)
reverse
4. PART 4 (20 points): PARTITION & ORIGINS OF THE AMERICAN WAR (20 points). Answer all questions
pertaining to either a. or b. below.
a. How did South Vietnam come about? Why did the United States take an interest in it after
1954, and how did that interest manifest itself? What factors accounted for the early success
of President Ngo Dinh Diem? What factors contributed to his violent downfall in a coup
abetted by the Americans in late 1963?
or
b. Why did Ho Chi Minh opt to follow a “North-first” policy after 1954? What did that policy
entail? Why were some “militant” Party members opposed to the policy? What factors
allowed the militants to gradually assume more influence and ultimately marginalize Ho and
other “moderates”? What were the most important short- and long-term consequences of the
seizure of power by Le Duan and the militants in 1963-64?
5. PART 5 (20 points): AMERICAN WAR & ANTIWAR MOVEMENT. Answer all questions pertaining to a. or
b. or c. below.
a. What factors prompted President Johnson to deploy combat forces and initiate sustained
bombings of North Vietnam in March 1965? Why did he choose escalation thereafter, and
what did escalation entail? How did the United States prosecute the war in Vietnam? What
were key strategies and tactics for winning? Why did Johnson effectively give up on the war in
1968?
or
b. What was Hanoi’s approach to fighting the Americans and their allies after 1965? What were
the defining aspects of its overall strategy? What did it hope to accomplish through the Tet
Offensive? How did that offensive turn out for Hanoi?
or
c. How did the antiwar movement in the United States develop? What organizations and
circumstances contributed to its growth? In what ways did the Vietnam War affect the
contemporaneous global countercultural movement? What was the impact of the American
antiwar movement and the global countercultural movement on the course and outcome of
the war?
Intelligence Tests
Intelligence TestsWrite a 1-2 page essay that distinguishes between individual and group intelligences tests, regarding th ...
Intelligence Tests
Intelligence TestsWrite a 1-2 page essay that distinguishes between individual and group intelligences tests, regarding the abilities assessed and the advantages and disadvantages of each type; discuss the first group intelligence test, including why it was developed, the skills assessed, and sample test items. Explain how IQ scores are related to success in school and college, to one’s job, and to other endeavors, such as art, music, writing, dramatics, science, and leadership. Proper APA formatting is a requirement for all essay assignments. Cite at least three educational sources (one source may include the course textbook) in the essay.
5 pages
Revised Great War
In the United States, During the World War one many Americas had different position on the statement regarding the U.S and ...
Revised Great War
In the United States, During the World War one many Americas had different position on the statement regarding the U.S and had they had no choice but ...
SJSU Racial Incidents by Penn GSE University of Pennsylvania Analysis
Children and Racism Resources for children about Racism Hopefully, new tragedies that we have witnessed or experienced ma ...
SJSU Racial Incidents by Penn GSE University of Pennsylvania Analysis
Children and Racism Resources for children about Racism Hopefully, new tragedies that we have witnessed or experienced make us more dedicated to wanting to help our world and our children to grow up without the racism that pervades the culture. The following are 3 reading opportunities. Read them all, and then write. Follow this format for writing: Mention each of the titles, authors of the article. "What did the article say? (summary in 2 paragraphs) What do you think about what it said? (2 paragraphs) How can you use this information in your work with children and families?" 1. Look at this website and choose one article to read. https://centerracialjustice.org/resources/resource... (Links to an external site.) 2. This is Kareem Abdul Jabar speaking in this article. https://www.latimes.com/opinion/story/2020-05-30/d... (Links to an external site.) 3. Black Boys Matter: Strategies for a Culturally Responsive Classroom BRIAN L. WRIGHT Ways teachers can make their classrooms more welcoming and supportive learning spaces for Black boys. The first article, “Black Boys Matter: Cultivating Their Identity, Agency, and Voice (Links to an external site.),” was published in the Feb/March 2019 issue of TYC. In American classrooms—including preschool classrooms—studies show that Black boys are more likely to be seen as “problem” children than their peers, and they are less likely to be considered ready for school. For example, a Yale Child Center study found that preschool teachers spent more time watching Black children than White children when looking for disruptive behaviors. Proactive, culturally competent teachers can work to counter these misperceptions and create classroom environments where Black boys feel welcome to learn, dream, and be themselves. In my previous article, I focused on how teachers can identify and begin addressing unconscious biases about Black boys through self-reflection. Here, I offer teachers practical suggestions to help them foster Black boys’ positive identity development, promote agency and voice, and create conditions that will empower Black boys to succeed in school. A culturally responsive, strengths-based approach It is important that teachers focus on what Black boys know, understand, and can do (as opposed to what they cannot do or what they do not know or understand). Culturally responsive, strengths-based teachers do not engage Black boys from a deficit perspective (i.e., having “problems to fix” or being “at risk”). Instead, they seek to learn about Black boys’ strengths, gifts, and talents. Three ways teachers can take this approach are by tapping into the power of history, celebrating Black boys in books, and rethinking school readiness. Tapping into the power of history Culturally responsive teachers work to affirm Black boys’ experiences through the content of their lesson plans. They incorporate books, visuals, and other materials that reflect Black histories, lives, and points of view. For example, many preschool teachers use the concept of “history and me,” which celebrates the richness of African American history and the roles Black boys and men have played in bringing about social change through taking a stand for social justice and equity. When teachers embed a “history and me” perspective within the social studies curriculum, they also create opportunities to emphasize current examples of Black boys and men as valuable community members. This kind of exposure is critical to the boys’ development of a healthy sense of self and agency. Learning about the important discoveries and courageous acts of Black boys and men from the past and present can serve as an important reminder for today’s Black boys to see themselves and their communities as vital parts of American history. It also empowers them to challenge the “troublemaker” and “bad boy” stereotypes found in typical portrayals of Black boys. Reading and discussing carefully selected picture books is a great way to incorporate “history and me” into preschool classrooms. For example, the biographical account Richard Wright and the Library Card, written by William Miller, and historical fiction such as Sit-In: How Four Friends Stood Up by Sitting Down, written by Andrea Davis Pinkney, show Black boys how young people like them have accomplished great things. Preaching to the Chickens: The Story of Young John Lewis, written by Jabari Asim, is another great real-life story. It shows how John Lewis—long before he became a Freedom Rider and US congressional representative—used play to imagine and then act out his dream of becoming a preacher and inspiring people to improve their lives. In addition to reading aloud Preaching to the Chickens and discussing Lewis’s life, teachers may want to add materials to their dramatic play centers to help children imagine and act out their dreams. Other books to consider for developing a “history and me” approach include Freedom Summer, written by Deborah Wiles, and Delivering Justice: W.W. Law and the Fight for Civil Rights, written by Jim Haskins. Both show young African American men using their agency to challenge racial discrimination in the South. Although the focus of this article is Black boys, it’s worth noting that seeing the accomplishments of Black men and boys through these stories also helps children from different racial and ethnic groups. Through a thoughtfully planned read aloud, critical discussions, and related classroom activities, all children can come to understand that the cultural stereotypes they may have absorbed about Black boys are myths. Celebrating Black boys in books Much like history and social studies books, carefully selected, authentic multicultural children’s books can also introduce Black boys to mentors on paper. Black boys, perhaps more than any other group of children, need access to what Rudine Sims Bishop calls “mirror” books—books that reflect themselves, their families, and their communities in positive ways. Currently, there are far more “window” books—books that give Black children a glimpse into the lives of other people (mainly the White world)—than mirror books showing their own communities. These mirror books highlight cultural histories, music, the arts, language varieties, fashion, cuisine, and other culturally rich experiences found in Black communities to engage Black boys. Here are some picture books that feature Black boys facing the kinds of situations children might see in their everyday lives. In Riley Knows He Can and Riley Can Be Anything, written by Davina Hamilton, Riley first overcomes his stage fright to play a wise king in the class play and then imagines the many possible careers he might have. Derrick Barnes’s Crown: An Ode to the Fresh Cut celebrates the Black barbershop as a place that can transform a boy into the stylish king of his neighborhood. Combining the “history and me” and mirror approaches, Hey Black Child, written by Useni Eugene Perkins, and Dad, Who Will I Be?, written by G. Todd Taylor, use words and visuals to introduce readers to important people and events from African American history and encourage Black boys to pursue their dreams Seeing characters like themselves in these books can help Black boys develop a stronger sense of themselves, including their abilities to pursue their goals and tell their own stories. Rethinking school readiness Culturally responsive classrooms honor and value the cultural and personal identities of all children, and Black boys in particular. One area in which this can be challenging is typical measures of readiness for kindergarten. Teachers can avoid the effects of unconscious biases by taking a strengths-based approach to readiness. One common indicator of kindergarten readiness is how long a child can sit quietly in a classroom. Sustained periods of quiet sitting may be helpful from a classroom management perspective, but they do not reflect what we know about the importance of movement in learning. In addition, long periods of quiet sitting undermine children’s verve. The term verve is often used to describe energy and spirit in the arts; in education, it refers to having high levels of energy—being physically active and “loud”—when mentally stimulated. Verve is a great description of how many Black boys behave when they are excited about learning. With the concept of verve in mind, culturally responsive teachers can encourage indoor and outdoor large-motor and whole-body experiences, such as by putting mats in spacious areas to encourage Black boys—and all children—to tumble and roll. Another common indicator of readiness is how well children follow rules. The ability to meet school and classroom expectations is considered good behavior. While following rules can ensure safety and help children understand what is expected in a particular setting, teachers should consider whether the rules are stifling children’s expressive individualism. Black boys, and other children, benefit from being creative and taking risks as they explore, experiment, and follow where their curiosity leads them. Knowing this, culturally responsive teachers are flexible in the ways they interpret “good behavior.” They reflect on children’s reasons for not following rules and create opportunities for spontaneous, ongoing exploration of “What if…?” questions. Culturally responsive, strengths-based teachers also consider the implicit bias of some kindergarten readiness indicators like obeying instructions without questioning or challenging authority figures (compliant behavior). This expectation of quiet obedience clashes with the oral cultural practices of many African Americans; it may also hinder their pursuit of fairness, equity, and consistency in their education. A blunt and direct communication style may be perceived by some teachers as rude or a sign of a “bad” or “disrespectful” child. In contrast, culturally responsive teachers acknowledge children’s cultural heritages as legacies that affect dispositions and attitudes. These teachers understand that Black boys’ questions are indications of engagement, curiosity, and brilliance that are worthy of addressing in the classroom. Conclusion As with all children, the social and emotional well-being of Black boys must be our highest priority. Making sure we see them, hear them, and know them is the starting place for providing them with schooling that is humane, culturally responsive, equitable, and strengths-based. Culturally responsive practices and strategies, like those discussed here, support and promote Black boys’ positive identity development, agency, and voice inside and outside of school. This is what we should strive for as early childhood education professionals. Our Black boys matter, and they need, want, and deserve nothing less.
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Assignment Essay
This assignment is a take-home essay assignment of four questions for which you are expected to develop a 2-3 page essay f ...
Assignment Essay
This assignment is a take-home essay assignment of four questions for which you are expected to develop a 2-3 page essay for each question that fully responds to the question being posed.
Essay 1: CO-3: Assess risk management processes for supporting resource relocation.
The basic equation for risk is defined as R = ƒ(C*V*T) where R is the level of risk, C is the consequences (public health, our economy, government action, public confidence in our institutions) of an attack, V is an assessment of the vulnerability of a potential target (how hard or easy it would be for it to be hit by terrorists) and T is the threat or the likelihood that a specific target will suffer an attack or disaster from a specific weapon. The Department of Homeland Security has stated that it will apply risk management principles to homeland security operations and has stated that “Ultimately, homeland security is about effectively managing risks to the Nation’s security” (DHS, 2010, p. 2). Drawing upon your class readings and additional research examine how risk management is used by the homeland security enterprise and how that use benefits such aspects as resource allocation, strategic planning, grant award, or any of the multitudes of other homeland security issues or operations.Reference:U.S. Department of Homeland Security. (2010). Quadrennial homeland security review report: A strategic framework for a secure homeland. Washington, DC: Government Printing Office. Retrieved from http://www.dhs.gov/xlibrary/assets/qhsr_report.pdf
Essay 2: CO-1: Analyze the organizational roles, responsibilities, and strategies of homeland security and homeland defense.
In your readings you have been provided a variety of definitions for the term homeland security. Additionally, the national strategies and readings have talked to the difference between homeland security and homeland defense. Drawing upon your readings and other class materials, craft two columns; one labeled Homeland Security and the other Homeland Defense. Under the headers of each column list those missions, tasks, duties, responsibilities, operations, etc. which are identified from the national policies, strategies and readings. Some tasks may be listed under both columns. Where this occurs, be sure to identify if there is any element of that item that is specific to either homeland security or homeland defense. Lastly, drawing upon the list you developed, provide a definition of homeland security.
Essay 3: CO-4: Describe protection of key assets and critical infrastructure.
Critical infrastructure is defined in the National Infrastructure Protection Plan as “Systems and assets, whether physical or virtual, so vital that the incapacity or destruction of such may have a debilitating impact on the security, economy, public health or safety, environment, or any combination of these matters, across any Federal, State, regional, territorial, or local jurisdiction” (DHS, 2009, p. 109). From this definition, one can reasonably presume that protection of these assets is vital to the well-being of the United States and as such is an essential element of homeland security. Drawing upon the readings provide your assessment of the capability of the nation’s infrastructure protection program to ensure the survivability of its critical infrastructure. Reference:U.S. Department of Homeland Security. (2009). National Infrastructure Protection Plan. Washington, DC: Government Printing Office. Retrieved from http://www.dhs.gov/xlibrary/assets/NIPP_Plan.pdfEssay 4: CO-2: Evaluate intelligence support to homeland security policy makers and practitioners.
Provide an examination of the various elements that comprise the intelligence community from local law enforcement to national agencies and how each of those entities contributes to the development of homeland security intelligence. In crafting your response, it would be good to remember the lessons learned from the 9/11 Commission on intelligence sharing and analyze how those lessons/recommendations are being addressed. Lastly, your examination of the question should include the issue of domestic versus foreign intelligence.
9 pages
PSY1010 Columbia Southern Unit VIII Multiple Personality Disorder Assessment
Johnny has recurring periods of intense fear during which he thinks that he is having a heart trembles and has a rapid hea ...
PSY1010 Columbia Southern Unit VIII Multiple Personality Disorder Assessment
Johnny has recurring periods of intense fear during which he thinks that he is having a heart trembles and has a rapid heart rate. These symptoms ...
HIST 425 San Diego State University Vietnam War Overview Research Paper
Everything you need to know about this should all be in the pdf i have up loaded. I would really appreciate it if it is ve ...
HIST 425 San Diego State University Vietnam War Overview Research Paper
Everything you need to know about this should all be in the pdf i have up loaded. I would really appreciate it if it is very detailed. If possible cite all sources and please please no copyright stuff i will need to turn this into turn it in. Thank you. Im going to copy and past the pdf on this but it is way easier to read on the pdfMake selections as instructed below and provide detailed, intelligent, informed, and sensible
answers. Be as thorough as possible (i.e., write as much relevant information as you can).
Base your answers on lecture notes and assigned readings. You may use other sources, but
always engage your notes and textbooks first. As you will submit your answers via BlackBoard
(details to follow), please write all answers in a Word document. Good luck!
1. PART 1 (20 points): PRE-MODERN VIETNAM. Answer all questions pertaining to either a. or b. below.
a. What were some of the most striking features of Vietnam in the pre-modern era? In what ways
was its development similar to and different from that of other nations you know? What was
the role of China in conditioning Vietnam’s historical evolution?or b. What elements part of Vietnam’s pre-modern past impacted and otherwise played a role in
shaping the course and outcome of the French and American wars of the 1945-75 period? What
is the “myth of Vietnamese indomitability” and how factual is it? 2. PART 2 (20 points): COLONIAL VIETNAM. Answer all questions pertaining to either a.orb. below.
a. What was the nature of French colonial rule in Vietnam? What were its distinguishing features?
How negative/positive was French rule for the Vietnamese? What were its most enduring
effects?orb. Why did Vietnamese never passively accept French rule? How did that rule condition the
evolution of Vietnamese nationalism? What types of movements emerged to resist and combat
French colonialism? Which Vietnamese anti-colonial movement or organization was most
successful, and what were the keys to its success?
3. PART 3 (20 points): FRENCH WAR. Answer all questions pertaining to either a. or b. below.
a. What were the circumstances that prompted France to attempt the recolonization/reconquest
of Vietnam and the rest of Indochina after World War 2? What was the Vietnamese response
to that attempt? Why did diplomacy fail to preclude the onset of war in December 1946?
or
b. What were key moments in the Franco-Vietnamese War of 1946-54? How and why was the
war internationalized in 1949-50? What was the impact of its internationalization? How did the
war end and why?
HIST 425 – MIDTERM “TAKE-HOME” EXAMINATION (100 POINTS)
reverse
4. PART 4 (20 points): PARTITION & ORIGINS OF THE AMERICAN WAR (20 points). Answer all questions
pertaining to either a. or b. below.
a. How did South Vietnam come about? Why did the United States take an interest in it after
1954, and how did that interest manifest itself? What factors accounted for the early success
of President Ngo Dinh Diem? What factors contributed to his violent downfall in a coup
abetted by the Americans in late 1963?
or
b. Why did Ho Chi Minh opt to follow a “North-first” policy after 1954? What did that policy
entail? Why were some “militant” Party members opposed to the policy? What factors
allowed the militants to gradually assume more influence and ultimately marginalize Ho and
other “moderates”? What were the most important short- and long-term consequences of the
seizure of power by Le Duan and the militants in 1963-64?
5. PART 5 (20 points): AMERICAN WAR & ANTIWAR MOVEMENT. Answer all questions pertaining to a. or
b. or c. below.
a. What factors prompted President Johnson to deploy combat forces and initiate sustained
bombings of North Vietnam in March 1965? Why did he choose escalation thereafter, and
what did escalation entail? How did the United States prosecute the war in Vietnam? What
were key strategies and tactics for winning? Why did Johnson effectively give up on the war in
1968?
or
b. What was Hanoi’s approach to fighting the Americans and their allies after 1965? What were
the defining aspects of its overall strategy? What did it hope to accomplish through the Tet
Offensive? How did that offensive turn out for Hanoi?
or
c. How did the antiwar movement in the United States develop? What organizations and
circumstances contributed to its growth? In what ways did the Vietnam War affect the
contemporaneous global countercultural movement? What was the impact of the American
antiwar movement and the global countercultural movement on the course and outcome of
the war?
Intelligence Tests
Intelligence TestsWrite a 1-2 page essay that distinguishes between individual and group intelligences tests, regarding th ...
Intelligence Tests
Intelligence TestsWrite a 1-2 page essay that distinguishes between individual and group intelligences tests, regarding the abilities assessed and the advantages and disadvantages of each type; discuss the first group intelligence test, including why it was developed, the skills assessed, and sample test items. Explain how IQ scores are related to success in school and college, to one’s job, and to other endeavors, such as art, music, writing, dramatics, science, and leadership. Proper APA formatting is a requirement for all essay assignments. Cite at least three educational sources (one source may include the course textbook) in the essay.
5 pages
Revised Great War
In the United States, During the World War one many Americas had different position on the statement regarding the U.S and ...
Revised Great War
In the United States, During the World War one many Americas had different position on the statement regarding the U.S and had they had no choice but ...
SJSU Racial Incidents by Penn GSE University of Pennsylvania Analysis
Children and Racism Resources for children about Racism Hopefully, new tragedies that we have witnessed or experienced ma ...
SJSU Racial Incidents by Penn GSE University of Pennsylvania Analysis
Children and Racism Resources for children about Racism Hopefully, new tragedies that we have witnessed or experienced make us more dedicated to wanting to help our world and our children to grow up without the racism that pervades the culture. The following are 3 reading opportunities. Read them all, and then write. Follow this format for writing: Mention each of the titles, authors of the article. "What did the article say? (summary in 2 paragraphs) What do you think about what it said? (2 paragraphs) How can you use this information in your work with children and families?" 1. Look at this website and choose one article to read. https://centerracialjustice.org/resources/resource... (Links to an external site.) 2. This is Kareem Abdul Jabar speaking in this article. https://www.latimes.com/opinion/story/2020-05-30/d... (Links to an external site.) 3. Black Boys Matter: Strategies for a Culturally Responsive Classroom BRIAN L. WRIGHT Ways teachers can make their classrooms more welcoming and supportive learning spaces for Black boys. The first article, “Black Boys Matter: Cultivating Their Identity, Agency, and Voice (Links to an external site.),” was published in the Feb/March 2019 issue of TYC. In American classrooms—including preschool classrooms—studies show that Black boys are more likely to be seen as “problem” children than their peers, and they are less likely to be considered ready for school. For example, a Yale Child Center study found that preschool teachers spent more time watching Black children than White children when looking for disruptive behaviors. Proactive, culturally competent teachers can work to counter these misperceptions and create classroom environments where Black boys feel welcome to learn, dream, and be themselves. In my previous article, I focused on how teachers can identify and begin addressing unconscious biases about Black boys through self-reflection. Here, I offer teachers practical suggestions to help them foster Black boys’ positive identity development, promote agency and voice, and create conditions that will empower Black boys to succeed in school. A culturally responsive, strengths-based approach It is important that teachers focus on what Black boys know, understand, and can do (as opposed to what they cannot do or what they do not know or understand). Culturally responsive, strengths-based teachers do not engage Black boys from a deficit perspective (i.e., having “problems to fix” or being “at risk”). Instead, they seek to learn about Black boys’ strengths, gifts, and talents. Three ways teachers can take this approach are by tapping into the power of history, celebrating Black boys in books, and rethinking school readiness. Tapping into the power of history Culturally responsive teachers work to affirm Black boys’ experiences through the content of their lesson plans. They incorporate books, visuals, and other materials that reflect Black histories, lives, and points of view. For example, many preschool teachers use the concept of “history and me,” which celebrates the richness of African American history and the roles Black boys and men have played in bringing about social change through taking a stand for social justice and equity. When teachers embed a “history and me” perspective within the social studies curriculum, they also create opportunities to emphasize current examples of Black boys and men as valuable community members. This kind of exposure is critical to the boys’ development of a healthy sense of self and agency. Learning about the important discoveries and courageous acts of Black boys and men from the past and present can serve as an important reminder for today’s Black boys to see themselves and their communities as vital parts of American history. It also empowers them to challenge the “troublemaker” and “bad boy” stereotypes found in typical portrayals of Black boys. Reading and discussing carefully selected picture books is a great way to incorporate “history and me” into preschool classrooms. For example, the biographical account Richard Wright and the Library Card, written by William Miller, and historical fiction such as Sit-In: How Four Friends Stood Up by Sitting Down, written by Andrea Davis Pinkney, show Black boys how young people like them have accomplished great things. Preaching to the Chickens: The Story of Young John Lewis, written by Jabari Asim, is another great real-life story. It shows how John Lewis—long before he became a Freedom Rider and US congressional representative—used play to imagine and then act out his dream of becoming a preacher and inspiring people to improve their lives. In addition to reading aloud Preaching to the Chickens and discussing Lewis’s life, teachers may want to add materials to their dramatic play centers to help children imagine and act out their dreams. Other books to consider for developing a “history and me” approach include Freedom Summer, written by Deborah Wiles, and Delivering Justice: W.W. Law and the Fight for Civil Rights, written by Jim Haskins. Both show young African American men using their agency to challenge racial discrimination in the South. Although the focus of this article is Black boys, it’s worth noting that seeing the accomplishments of Black men and boys through these stories also helps children from different racial and ethnic groups. Through a thoughtfully planned read aloud, critical discussions, and related classroom activities, all children can come to understand that the cultural stereotypes they may have absorbed about Black boys are myths. Celebrating Black boys in books Much like history and social studies books, carefully selected, authentic multicultural children’s books can also introduce Black boys to mentors on paper. Black boys, perhaps more than any other group of children, need access to what Rudine Sims Bishop calls “mirror” books—books that reflect themselves, their families, and their communities in positive ways. Currently, there are far more “window” books—books that give Black children a glimpse into the lives of other people (mainly the White world)—than mirror books showing their own communities. These mirror books highlight cultural histories, music, the arts, language varieties, fashion, cuisine, and other culturally rich experiences found in Black communities to engage Black boys. Here are some picture books that feature Black boys facing the kinds of situations children might see in their everyday lives. In Riley Knows He Can and Riley Can Be Anything, written by Davina Hamilton, Riley first overcomes his stage fright to play a wise king in the class play and then imagines the many possible careers he might have. Derrick Barnes’s Crown: An Ode to the Fresh Cut celebrates the Black barbershop as a place that can transform a boy into the stylish king of his neighborhood. Combining the “history and me” and mirror approaches, Hey Black Child, written by Useni Eugene Perkins, and Dad, Who Will I Be?, written by G. Todd Taylor, use words and visuals to introduce readers to important people and events from African American history and encourage Black boys to pursue their dreams Seeing characters like themselves in these books can help Black boys develop a stronger sense of themselves, including their abilities to pursue their goals and tell their own stories. Rethinking school readiness Culturally responsive classrooms honor and value the cultural and personal identities of all children, and Black boys in particular. One area in which this can be challenging is typical measures of readiness for kindergarten. Teachers can avoid the effects of unconscious biases by taking a strengths-based approach to readiness. One common indicator of kindergarten readiness is how long a child can sit quietly in a classroom. Sustained periods of quiet sitting may be helpful from a classroom management perspective, but they do not reflect what we know about the importance of movement in learning. In addition, long periods of quiet sitting undermine children’s verve. The term verve is often used to describe energy and spirit in the arts; in education, it refers to having high levels of energy—being physically active and “loud”—when mentally stimulated. Verve is a great description of how many Black boys behave when they are excited about learning. With the concept of verve in mind, culturally responsive teachers can encourage indoor and outdoor large-motor and whole-body experiences, such as by putting mats in spacious areas to encourage Black boys—and all children—to tumble and roll. Another common indicator of readiness is how well children follow rules. The ability to meet school and classroom expectations is considered good behavior. While following rules can ensure safety and help children understand what is expected in a particular setting, teachers should consider whether the rules are stifling children’s expressive individualism. Black boys, and other children, benefit from being creative and taking risks as they explore, experiment, and follow where their curiosity leads them. Knowing this, culturally responsive teachers are flexible in the ways they interpret “good behavior.” They reflect on children’s reasons for not following rules and create opportunities for spontaneous, ongoing exploration of “What if…?” questions. Culturally responsive, strengths-based teachers also consider the implicit bias of some kindergarten readiness indicators like obeying instructions without questioning or challenging authority figures (compliant behavior). This expectation of quiet obedience clashes with the oral cultural practices of many African Americans; it may also hinder their pursuit of fairness, equity, and consistency in their education. A blunt and direct communication style may be perceived by some teachers as rude or a sign of a “bad” or “disrespectful” child. In contrast, culturally responsive teachers acknowledge children’s cultural heritages as legacies that affect dispositions and attitudes. These teachers understand that Black boys’ questions are indications of engagement, curiosity, and brilliance that are worthy of addressing in the classroom. Conclusion As with all children, the social and emotional well-being of Black boys must be our highest priority. Making sure we see them, hear them, and know them is the starting place for providing them with schooling that is humane, culturally responsive, equitable, and strengths-based. Culturally responsive practices and strategies, like those discussed here, support and promote Black boys’ positive identity development, agency, and voice inside and outside of school. This is what we should strive for as early childhood education professionals. Our Black boys matter, and they need, want, and deserve nothing less.
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