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Is meaning of one's poetry is really up to the poet himself?
Why a poem could have multiple meanings?
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A poem is a piece of writing which depicts the ideas and feelings of the poet. Logically the
meaning of one’s poetry should always be up to poet himself. The poet writes the poem
depending upon their current situation. Accordingly, they make use of words from their daily
life. But sometimes the meaning of words used in the poem is wrongly misin...
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UCSD Art Discussion
For this part of the course, you must watch one of three possible movies. Two of these movies are humorous adaptations of ...
UCSD Art Discussion
For this part of the course, you must watch one of three possible movies. Two of these movies are humorous adaptations of how theatre is produced, one isn't. I don’t care which one you watch, but you have to watch one of them. Two of them are closed-captioned and the other is not.The point of this assignment is for you to become acquainted with how theatre is produced. You will need to observe, analyze and comment on the people involved in the theatre productions going on within the films, not the people that are involved in creating the movie.Don't tell me about the movie, tell me about how theatre is created. Here we go…Presently available on many different streaming sites (YouTube, Amazon, Vudu...), Mel Brook’s 1967 movie The Producers is a riotous sendup of greedy musical producers, lunatic actors and clueless directors. It is charming and funny, if a little dated. Watch the version with Gene Wilder, not the one with Matthew Broderick!The second film is called Bullets Over Broadway, by Woody Allen, and this film does the same thing to a drama during 1920’s New York. Unfortunately, this is not captioned. It is available for FREE as a link within Canvas.The third possible film you can view is also contained here is Canvas. This is a serious look at the production of a musical from inception to Broadway. This film is FULL of all sorts of adult language and will continue your understanding of theatre that began when you read the two reviews of American Idiot. The film itself is called "Broadway Idiot" and it chronicles the process of turning American Idiot into a musical. The file for this movie has captions on it but for some reason, they did not transfer into Canvas. You can view the film with subtitles if you download the entire movie. Believe me when I say this, that could take hours.You will write a short critique (2 pages or so) on any one of the listed films according to the Grading Rubric for Theatre Films.
DAVPS Boserupian Hypothesis Versus Elvins High Equilibrium Trap Theory Question
Question: Compare the Boserupian hypothesis and Elvin’s ‘High-Level Equilibrium Trap’ theory, and explain the simila ...
DAVPS Boserupian Hypothesis Versus Elvins High Equilibrium Trap Theory Question
Question: Compare the Boserupian hypothesis and Elvin’s ‘High-Level Equilibrium Trap’ theory, and explain the similarities and differences between the two.The essay requires Chicago format. The number of citations should be 13-15.
De Anza College Social Class Ranking Discussion
1. Using the descriptions of social classes in Ch 9, discuss your own social class ranking.(https://openstax.org/books/int ...
De Anza College Social Class Ranking Discussion
1. Using the descriptions of social classes in Ch 9, discuss your own social class ranking.(https://openstax.org/books/introduction-sociology-...)a) Why would you describe your social class rank in the way that you do?b) How do you think your social class background impacted your "life chances" and why? How did it influence your experience with schooling? What benefits did growing up in your neighborhood provide you? What might have you have missed out on due to your social class upbringing? 2.The article "'White Collar Quarantine' Over Virus Spotlights Class Divide" discusses the different ways that people from different social classes are experiencing this current pandemic.a. What were some of the differences that stood out to you, or that you could relate to as described in the article?b. How does this reading illustrate the importance of a social safety net for poor and working class workers?c. Why might we all be worse off as a society if the working poor do not get relief during this pandemic?
Teaching Psychology Paper
Section A
As you may recall from earlier weeks, not all students will come into your course ready and excited to learn. Th ...
Teaching Psychology Paper
Section A
As you may recall from earlier weeks, not all students will come into your course ready and excited to learn. There may be times when you teach a required course for non-majors who may not understand nor appreciate the need for a psychology course. How can you help students relate the course material to their own lives? Are there activities that would help you bridge the gap between their lives and the material?
In addition, you might encounter students who are working through personal circumstances or issues that influenced their interest in psychology and affect how they respond to the course material. How could you accommodate and reduce the stress of students with real or imagined psychological issues?
For this Discussion, review and study this week’s Learning Resources and the Key Elements of Effective Course Design media piece as well as the Stallman article from Week 1. Then consider what you believe are the most important elements in designing an introductory psychology course. Finally, think about how these elements relate to the students you might encounter in psychology courses (e.g., beginning college students both psychology majors and non-psychology majors, those who have experiences they wish to explore from a psychological perspective, those at risk for elevated mental distress, those experiencing physical illness, and those who believe they have the problems studied in a psychology class).
With these thoughts in mind:
a brief description of three key elements in course design from among those identified in this week’s Learning Resources, and explain why they are important. Then relate the elements you identified to the design of an introductory psychology course. Finally, explain one challenge you might encounter when designing an introductory psychology course for psychology majors and a different challenge you might encounter when designing an introductory psychology course for non-psychology majors.
Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.
Section B
Usually at the start of the college term, students receive a syllabus outlining the course requirements. From classroom rules and grading criteria to required texts and assignments, the course syllabus provides students with a roadmap for the course. As an instructor, the course syllabus is your initial communication with students regarding your expectations for successful completion of the course. In this week's Teaching Portfolio Assignment, you incorporate all of the information you have examined this quarter into your own Introductory Psychology syllabus. Some things to keep in mind are the atmosphere that you would like to develop in your class and your beliefs about the best way to motivate students to learn.
For this Teaching Portfolio Assignment, review the Narrowing Topics and Resources media piece as well as the Developing Discussions and Assignments media piece included in this week’s Learning Resources. Then develop a syllabus for a 12-week introductory psychology course. Select whether your course will be taught online or in-person and whether your course is geared toward psychology majors or non-psychology majors.
Your syllabus should include the following:
APA cover page
Classroom management rules and expectations regarding student participation
Course description
Course introduction that includes a rationale for the course
List of prerequisites, if applicable
Textbook* and readings (peer-reviewed journal articles, reputable websites, books); be sure to provide full references for all textbooks and readings
Titles for each week of the course that reflect the topic(s) covered that week
At least one discussion question each week
At least six assignments over the course of the 12 weeks
Tests (You may select the number of tests to administer and when to administer them; however, be sure to include the test type you will use to assess learning.)
At least four activities that promote student engagement and facilitate rapport over the course of the 12 weeks (apart from other discussions and assignments)
Grading criteria for discussions, assignments, and assessments
Media ideas (optional)
*Note: You may select any college-level introductory psychology textbook, including the Griggs text, as the required text for your course
resources
Calhoun, S. K., & Becker, A. H. (2004). Creating a syllabus. In R. M. Cordell, E. M. Lucal, R. K, Morgan, S. Hamilton, & R. Orr (Eds.), Quick hits for new faculty: Successful strategies by award-winning teachers (Ebrary version, pp. 4–10). Bloomington, IN: Indiana University Press.
Retrieved from the Walden Library databases.
Griggs, R. A. (2017). Psychology: A concise introduction (5th ed.). New York, NY: Worth.
Note: While you do not have a specific reading assignment for this text, it is to be referenced when appropriate for the selection of introductory psychology topics in discussion, assignments, and the final assignment.
Halonen, J. S. (2014). Teaching thinking. In M. Svinicki & W. J. McKeachie, McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 305–318). Belmont, CA: Wadsworth.
Riviere, J., Picard, D. R., & Coble, R. (2016). Syllabus Design Guide. Retrieved September 28, 2018, from http://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/
Svinicki, M., & McKeachie, W. J. (2014). Countdown for course preparation. In McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 6–18). Belmont, CA: Wadsworth.
Svinicki, M., & McKeachie, W. J. (2014). Meeting a class for the first time. In McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 19–25). Belmont, CA: Wadsworth.
Webster, T. (2008). How to be successful in your first year of teaching college: Everything you need to know that they don't teach you in school. Ocala, FL: Atlantic.
Retrieved from the Walden Library databases.
Chapter 3, “Designing Your Course”
Weinstein, C. E., Meyer, D. K., Husman, J., McKeachie, W. J., & King, C. A. (2014). Teaching students how to become more strategic and self-regulated learners. In M. Svinicki & W. J. McKeachie, McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 291–304). Belmont, CA: Wadsworth
Ashford University Week 4 Social Institutions and Educational Inequality Questions
WK 4 Discussion Question 1Social Institutions
Vessing (2011) states, “a society needs a variety of social institu ...
Ashford University Week 4 Social Institutions and Educational Inequality Questions
WK 4 Discussion Question 1Social Institutions
Vessing (2011) states, “a society needs a variety of social institutions in order to function adequately. However, it does appear that not all citizens have equal access to participation in them, and that one’s social class and ascribed characteristics may limit one’s ability to benefit from them. This disparity results in unequal access to all that the institutions have to offer” (p. 197). Review the various social institutions discussed in Chapters 10 and 11 of the text, Sociology: Beyond Common Sense.Based on what you have read in the text, describe at least two institutions that do not provide equal access? If you were asked to implement changes from a sociological perspective, what changes would you suggest? Support your answer with detailed examples.Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7.Reference: Vissing, Y. (2011). Introduction to sociology. San Diego, CA: Bridgepoint EducationDiscussion Question 2Current Social Issues: Educational Inequality
According to conflict theorists, the persistence of social class inequality can be linked to the educational institutions in the United States. Although education is asserted to be a social equalizer, many argue that the educational system is a mechanism of social reproduction that maintains social inequality rather than ensuring equality of opportunity. For this discussion, you will read Chapters 10 and 11 of the text, Sociology: Beyond Common Sense, and review the article, Foundations of Educational Inequality.Answer the following questions:
What factors influence the quality of education that an individual receives?
How is social class reproduced through the educational system?
How is this continuing educational inequality impacting other social institutions?
Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Required ResourcesTextDurkin, K. F., & Carrothers, R. M. (2015). Sociology: Beyond common sense [Electronic version]. Retrieved from https://content.ashford.edu/
Chapter 10: Institutions I: The Family, Economy and Education
Chapter 11: Institutions II: Politics and Government, Religion and Health
ArticleWinkle-Wagner, R. (2010). Foundations of educational inequality: Cultural capital and social reproduction. ASHE Higher Education Report, 36(1), 1-21. doi: 10.1002/aehe.3601
The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This resource is provided as an alternative and supplemental viewpoint to the text and provides greater detail in relation to the topic of Educational Inequality.
SWK 105 Laguardia Community College My Left Foot Film Analytical Review
. Assignment should be double spaced 3pages long (excluding bibliography and cover page).
SWK 105 Laguardia Community College My Left Foot Film Analytical Review
. Assignment should be double spaced 3pages long (excluding bibliography and cover page).
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UCSD Art Discussion
For this part of the course, you must watch one of three possible movies. Two of these movies are humorous adaptations of ...
UCSD Art Discussion
For this part of the course, you must watch one of three possible movies. Two of these movies are humorous adaptations of how theatre is produced, one isn't. I don’t care which one you watch, but you have to watch one of them. Two of them are closed-captioned and the other is not.The point of this assignment is for you to become acquainted with how theatre is produced. You will need to observe, analyze and comment on the people involved in the theatre productions going on within the films, not the people that are involved in creating the movie.Don't tell me about the movie, tell me about how theatre is created. Here we go…Presently available on many different streaming sites (YouTube, Amazon, Vudu...), Mel Brook’s 1967 movie The Producers is a riotous sendup of greedy musical producers, lunatic actors and clueless directors. It is charming and funny, if a little dated. Watch the version with Gene Wilder, not the one with Matthew Broderick!The second film is called Bullets Over Broadway, by Woody Allen, and this film does the same thing to a drama during 1920’s New York. Unfortunately, this is not captioned. It is available for FREE as a link within Canvas.The third possible film you can view is also contained here is Canvas. This is a serious look at the production of a musical from inception to Broadway. This film is FULL of all sorts of adult language and will continue your understanding of theatre that began when you read the two reviews of American Idiot. The film itself is called "Broadway Idiot" and it chronicles the process of turning American Idiot into a musical. The file for this movie has captions on it but for some reason, they did not transfer into Canvas. You can view the film with subtitles if you download the entire movie. Believe me when I say this, that could take hours.You will write a short critique (2 pages or so) on any one of the listed films according to the Grading Rubric for Theatre Films.
DAVPS Boserupian Hypothesis Versus Elvins High Equilibrium Trap Theory Question
Question: Compare the Boserupian hypothesis and Elvin’s ‘High-Level Equilibrium Trap’ theory, and explain the simila ...
DAVPS Boserupian Hypothesis Versus Elvins High Equilibrium Trap Theory Question
Question: Compare the Boserupian hypothesis and Elvin’s ‘High-Level Equilibrium Trap’ theory, and explain the similarities and differences between the two.The essay requires Chicago format. The number of citations should be 13-15.
De Anza College Social Class Ranking Discussion
1. Using the descriptions of social classes in Ch 9, discuss your own social class ranking.(https://openstax.org/books/int ...
De Anza College Social Class Ranking Discussion
1. Using the descriptions of social classes in Ch 9, discuss your own social class ranking.(https://openstax.org/books/introduction-sociology-...)a) Why would you describe your social class rank in the way that you do?b) How do you think your social class background impacted your "life chances" and why? How did it influence your experience with schooling? What benefits did growing up in your neighborhood provide you? What might have you have missed out on due to your social class upbringing? 2.The article "'White Collar Quarantine' Over Virus Spotlights Class Divide" discusses the different ways that people from different social classes are experiencing this current pandemic.a. What were some of the differences that stood out to you, or that you could relate to as described in the article?b. How does this reading illustrate the importance of a social safety net for poor and working class workers?c. Why might we all be worse off as a society if the working poor do not get relief during this pandemic?
Teaching Psychology Paper
Section A
As you may recall from earlier weeks, not all students will come into your course ready and excited to learn. Th ...
Teaching Psychology Paper
Section A
As you may recall from earlier weeks, not all students will come into your course ready and excited to learn. There may be times when you teach a required course for non-majors who may not understand nor appreciate the need for a psychology course. How can you help students relate the course material to their own lives? Are there activities that would help you bridge the gap between their lives and the material?
In addition, you might encounter students who are working through personal circumstances or issues that influenced their interest in psychology and affect how they respond to the course material. How could you accommodate and reduce the stress of students with real or imagined psychological issues?
For this Discussion, review and study this week’s Learning Resources and the Key Elements of Effective Course Design media piece as well as the Stallman article from Week 1. Then consider what you believe are the most important elements in designing an introductory psychology course. Finally, think about how these elements relate to the students you might encounter in psychology courses (e.g., beginning college students both psychology majors and non-psychology majors, those who have experiences they wish to explore from a psychological perspective, those at risk for elevated mental distress, those experiencing physical illness, and those who believe they have the problems studied in a psychology class).
With these thoughts in mind:
a brief description of three key elements in course design from among those identified in this week’s Learning Resources, and explain why they are important. Then relate the elements you identified to the design of an introductory psychology course. Finally, explain one challenge you might encounter when designing an introductory psychology course for psychology majors and a different challenge you might encounter when designing an introductory psychology course for non-psychology majors.
Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.
Section B
Usually at the start of the college term, students receive a syllabus outlining the course requirements. From classroom rules and grading criteria to required texts and assignments, the course syllabus provides students with a roadmap for the course. As an instructor, the course syllabus is your initial communication with students regarding your expectations for successful completion of the course. In this week's Teaching Portfolio Assignment, you incorporate all of the information you have examined this quarter into your own Introductory Psychology syllabus. Some things to keep in mind are the atmosphere that you would like to develop in your class and your beliefs about the best way to motivate students to learn.
For this Teaching Portfolio Assignment, review the Narrowing Topics and Resources media piece as well as the Developing Discussions and Assignments media piece included in this week’s Learning Resources. Then develop a syllabus for a 12-week introductory psychology course. Select whether your course will be taught online or in-person and whether your course is geared toward psychology majors or non-psychology majors.
Your syllabus should include the following:
APA cover page
Classroom management rules and expectations regarding student participation
Course description
Course introduction that includes a rationale for the course
List of prerequisites, if applicable
Textbook* and readings (peer-reviewed journal articles, reputable websites, books); be sure to provide full references for all textbooks and readings
Titles for each week of the course that reflect the topic(s) covered that week
At least one discussion question each week
At least six assignments over the course of the 12 weeks
Tests (You may select the number of tests to administer and when to administer them; however, be sure to include the test type you will use to assess learning.)
At least four activities that promote student engagement and facilitate rapport over the course of the 12 weeks (apart from other discussions and assignments)
Grading criteria for discussions, assignments, and assessments
Media ideas (optional)
*Note: You may select any college-level introductory psychology textbook, including the Griggs text, as the required text for your course
resources
Calhoun, S. K., & Becker, A. H. (2004). Creating a syllabus. In R. M. Cordell, E. M. Lucal, R. K, Morgan, S. Hamilton, & R. Orr (Eds.), Quick hits for new faculty: Successful strategies by award-winning teachers (Ebrary version, pp. 4–10). Bloomington, IN: Indiana University Press.
Retrieved from the Walden Library databases.
Griggs, R. A. (2017). Psychology: A concise introduction (5th ed.). New York, NY: Worth.
Note: While you do not have a specific reading assignment for this text, it is to be referenced when appropriate for the selection of introductory psychology topics in discussion, assignments, and the final assignment.
Halonen, J. S. (2014). Teaching thinking. In M. Svinicki & W. J. McKeachie, McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 305–318). Belmont, CA: Wadsworth.
Riviere, J., Picard, D. R., & Coble, R. (2016). Syllabus Design Guide. Retrieved September 28, 2018, from http://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/
Svinicki, M., & McKeachie, W. J. (2014). Countdown for course preparation. In McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 6–18). Belmont, CA: Wadsworth.
Svinicki, M., & McKeachie, W. J. (2014). Meeting a class for the first time. In McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 19–25). Belmont, CA: Wadsworth.
Webster, T. (2008). How to be successful in your first year of teaching college: Everything you need to know that they don't teach you in school. Ocala, FL: Atlantic.
Retrieved from the Walden Library databases.
Chapter 3, “Designing Your Course”
Weinstein, C. E., Meyer, D. K., Husman, J., McKeachie, W. J., & King, C. A. (2014). Teaching students how to become more strategic and self-regulated learners. In M. Svinicki & W. J. McKeachie, McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 291–304). Belmont, CA: Wadsworth
Ashford University Week 4 Social Institutions and Educational Inequality Questions
WK 4 Discussion Question 1Social Institutions
Vessing (2011) states, “a society needs a variety of social institu ...
Ashford University Week 4 Social Institutions and Educational Inequality Questions
WK 4 Discussion Question 1Social Institutions
Vessing (2011) states, “a society needs a variety of social institutions in order to function adequately. However, it does appear that not all citizens have equal access to participation in them, and that one’s social class and ascribed characteristics may limit one’s ability to benefit from them. This disparity results in unequal access to all that the institutions have to offer” (p. 197). Review the various social institutions discussed in Chapters 10 and 11 of the text, Sociology: Beyond Common Sense.Based on what you have read in the text, describe at least two institutions that do not provide equal access? If you were asked to implement changes from a sociological perspective, what changes would you suggest? Support your answer with detailed examples.Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7.Reference: Vissing, Y. (2011). Introduction to sociology. San Diego, CA: Bridgepoint EducationDiscussion Question 2Current Social Issues: Educational Inequality
According to conflict theorists, the persistence of social class inequality can be linked to the educational institutions in the United States. Although education is asserted to be a social equalizer, many argue that the educational system is a mechanism of social reproduction that maintains social inequality rather than ensuring equality of opportunity. For this discussion, you will read Chapters 10 and 11 of the text, Sociology: Beyond Common Sense, and review the article, Foundations of Educational Inequality.Answer the following questions:
What factors influence the quality of education that an individual receives?
How is social class reproduced through the educational system?
How is this continuing educational inequality impacting other social institutions?
Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Required ResourcesTextDurkin, K. F., & Carrothers, R. M. (2015). Sociology: Beyond common sense [Electronic version]. Retrieved from https://content.ashford.edu/
Chapter 10: Institutions I: The Family, Economy and Education
Chapter 11: Institutions II: Politics and Government, Religion and Health
ArticleWinkle-Wagner, R. (2010). Foundations of educational inequality: Cultural capital and social reproduction. ASHE Higher Education Report, 36(1), 1-21. doi: 10.1002/aehe.3601
The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This resource is provided as an alternative and supplemental viewpoint to the text and provides greater detail in relation to the topic of Educational Inequality.
SWK 105 Laguardia Community College My Left Foot Film Analytical Review
. Assignment should be double spaced 3pages long (excluding bibliography and cover page).
SWK 105 Laguardia Community College My Left Foot Film Analytical Review
. Assignment should be double spaced 3pages long (excluding bibliography and cover page).
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