curriculum design in the real world
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what are the advantages and disadvantages of "free rein" and "revision" approaches to curriculum design and which design is more compatible with the "factors of limitation"
two pages.
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6 pages
Mandatory Uniforms In School
Whether school-going children should wear uniforms or not has been debated in schools and even in courtrooms, just as ther ...
Mandatory Uniforms In School
Whether school-going children should wear uniforms or not has been debated in schools and even in courtrooms, just as there are many arguing against ...
PHI 103 Week 3- Counterargument Paper, philosophy homework help
Counterargument Paper
This paper assignment expands upon your Week One Assignment
and prepares you for the Fin ...
PHI 103 Week 3- Counterargument Paper, philosophy homework help
Counterargument Paper
This paper assignment expands upon your Week One Assignment
and prepares you for the Final Paper. The expansion is to learn to
improve one’s argument after investigating and fairly representing the
opposite point of view. The main new tasks are to revise your previous
argument created in Week One, to present a counterargument (an argument
for a contrary conclusion), and to develop an objection to your
original argument.
Here are the steps to prepare to write the counterargument paper:
Begin reviewing your previous paper paying particular attention to suggestions for improvement made by your instructor.
Revise your argument, improving it as much as possible,
accounting for any suggestions and in light of further material you have
learned in the course. If your argument is inductive, make sure that it
is strong. If your argument is deductive, make sure that it is valid.
Construct what you take to be the strongest possible
argument for a conclusion contrary to the one you argued for in your
Week One paper. This is your counterargument. This should be based on
careful thought and appropriate research.
Consider the primary points of disagreement between the point of view of your original argument and that of the counterargument.
Think about what you take to be the strongest objection
to your original argument and how you might answer the objection while
being fair to both sides. Search in the Ashford University Library for
quality academic sources that support some aspect of your argument or
counterargument.
In your paper,
Present a revised argument in standard form, with each premise and the conclusion on a separate line.
Present a counterargument in standard form, with each premise and the conclusion on a separate line.
Provide support for each premise of your
counterargument. Clarify the meaning of the premise and supporting
evidence for the premise.
Pay special attention to those premises that could
be seen as controversial. Evidence may include academic research
sources, supporting arguments, or other ways of demonstrating the truth
of the premise (for more ideas about how to support the truth of
premises take a look at the instructor guidance for this week). This
section should include at least one scholarly research source. For
guidance about how to develop a conclusion see the Ashford Writing
Center’s Introductions and Conclusions.
Explain how the conclusion of the counterargument follows from its premises. [One paragraph]
Discuss the primary points of disagreement between sincere and intelligent proponents of both sides. [One to two paragraphs]
For example, you might list any premises or
background assumptions on which you think such proponents would disagree
and briefly state what you see as the source of the disagreement, you
could give a brief explanation of any reasoning that you think each side
would find objectionable, or you could do a combination of these.
Present the best objectionto your
original argument. Clearly indicate what part of the argument your
objection is aimed at, and provide a paragraph of supporting evidence
for the objection. Reference at least one scholarly research source.
[One to two paragraphs]
See the “Practicing Effective Criticism” section of
Chapter 9 of your primary textbook for more information about how to
present an objection.
For further instruction on how to create arguments, see the How to Construct a Valid Main Argument and Tips for Creating an Inductively Strong Argument documents as well as the video Constructing Valid Arguments.
HY1110 History Columbia Unit 4 Ratification of the US Constitution Paper
HY 1110 Unit IV Instructions Constitution Comparison Worksheet The United States Constitution stands apart in history a ...
HY1110 History Columbia Unit 4 Ratification of the US Constitution Paper
HY 1110 Unit IV Instructions Constitution Comparison Worksheet The United States Constitution stands apart in history as the cornerstone document for a nation like none before it, but it was not the first law of the land. The discussion and drafting of the U.S. Constitution from the Articles of Confederation was one of great debate and innovation, and it is important to look at the types of changes that were pivotal to creating the supreme law of the United States. In this unit, you will have the opportunity to compare the Articles of Confederation and Constitution as well as study the Unites States Bill of Rights. Click here to complete the Constitution Comparison Worksheet. On page 1, fill in the missing terms within each table, the first showing the evolution of America’s governing document and the second highlighting the Bill of Rights. On page 2, respond to the writing prompt with a minimum of 200 words. Outside sources are not required; however, when directly quoted or paraphrased works of others is used in any manner, you must cite the source of the original narrative. To complete this assignment, simply type directly into the worksheet provided and upload the saved document. Unit IV Scholarly Activity: Constitution Comparison Worksheet Page 1: Fill in the blanks below with the appropriate answers. Page 2: Complete the essay in a minimum of 200 words. Table 1 Instructions: Compare the Articles of Confederation and Constitution by filling out the blanks below. Comparison Articles of Confederation Constitution Ratification Year (1.) 1788 Votes 1 vote per state 2 Senate votes + proportional House votes Legislature (2.) Bicameral Courts State courts only Separate Judicial Branch President Presided over Congress (3.) Trade State controlled Federally controlled Passing Laws Consensus of (4.) states Congressional majority and presidential signature Tax Laws State controlled Federally controlled Control of military Congress Congress Currency State Issued Federally Issued Amendments Required the consent of (5.) states 2/3 Congress and 3/4 of states Table 2 Instructions: Fill out the missing words from the United States Bill of Rights. Amendment 1 Right to freedoms of (6.) and speech; right to assemble and to (7.) the government for redress of grievances Amendment 2 Right to keep and bear arms to maintain a well-regulated (8.) Amendment 3 Right not to house (9.) during time of war Amendment 4 Right to be secure from unreasonable (10.) and (11.) Amendment 5 Rights in criminal cases, including to (12.) process and indictment by grand jury for capital crimes, as well as the right not to testify against oneself Amendment 6 Right to a speedy (13.) by an impartial jury Amendment 7 Right to a (14.) trial in civil cases Amendment 8 Right not to face excessive (15.) or fines, or (16.) and (17.) punishment Amendment 9 Rights retained by the (18.) , even if they are not specifically (19.) by the Constitution Amendment 10 (20.) States’ to powers not specifically delegated to the federal government Below, compare and contrast the philosophies of the Federalists and the Anti-Federalists that emerged during the time period of the Constitutional Convention through the ratification of the U.S. Constitution (roughly the late 1780s). In your answer, make sure to also include how the philosophies of both parties were reflective of the American society of the time. Your response must be 200 words in length.
SU Psychology Attitudes & Stereotypes Regarding Gender Essay
On-ground: when you arrive to class, please be prepared for a lecture and class discussion of the definitions, concepts, ...
SU Psychology Attitudes & Stereotypes Regarding Gender Essay
On-ground: when you arrive to class, please be prepared for a lecture and class discussion of the definitions, concepts, and theories of attitude, bias, formation and persuasion.
Online: choose one scholarly psychological article from Together: The Science of Social Psychology and familiarize yourself with the definitions, concepts, and theories of attitude, bias, formation and persuasion.
On-ground: in small groups research the relationship between attitudes and racism or sexism (choose one).
Online: research the relationship between attitudes and racism or sexism (choose one).
From the information you learned from your text, personal research, and class lecture, formulate your own working definitions of attitude, bias, and persuasion.
Read the following articles on Gender Attitudes/Sexism (Parts 1 & 2), and Racism.
“How to Change your Attitude Toward Gender”
“Trends in Racial Attitudes”
Watch the following short Ted Talk videos:
“Why Gender Equality is Good for Everyone – Men Included”
“A Call to Men”
Based on Activities 1-5, write a persuasive paper that seeks to change the negative attitudes and stereotypes of someone you know regarding gender or race. Use the principles you just learned about persuasion to help you formulate your argument.
Your paper should include:
a statement of the problem (the prevalence and ill effects of either sexism or racism)
how attitudes and persuasion relate to gender inequality or racial inequality
why an attitude change is needed, and a persuasive conclusion.
10 pages
Cultural Interview
1. There are two types of families that exists in the world-the nuclear and the extended. Which category does the Latins f ...
Cultural Interview
1. There are two types of families that exists in the world-the nuclear and the extended. Which category does the Latins fall in and what is the basic ...
Treatment and Recovery
The purpose of this assignment is to become familiar with the treatment and recovery methods, modalities, and strategies. ...
Treatment and Recovery
The purpose of this assignment is to become familiar with the treatment and recovery methods, modalities, and strategies. After reading all assigned material complete the “Co-occurring Treatment and Recovery Chart” by filling in the information for the following categories below. Description or definition of the strategy: What is the strategy and modality? For example, regarding stages of change, what is the brief definition of this method? Key concepts and brief definitions: What are the common terms used in this model? Provide brief definitions for terms and concepts. Purpose/use of strategy in working with clients with co-occurring disorders: Why is this particular model or strategy used in working with persons with co-occurring disorders? In other words, what is its purpose? Overall successful outcomes appearances: How are successful outcomes recognized? How the strategy is used in various treatment settings: How might the strategy be utilized in the different treatment settings? Is the approach different depending on the setting? How the strategy aids in recovery: In what way does the strategy help the client recover? Use the Template bellow to answer the question Reading Materials http://gcumedia.com/digital-resources/wiley/2013/integrated-treatment-for-co-occurring-disorders_ebook_1e.php.Chapter 3-5http://www.ncbi.nlm.nih.gov/books/NBK64964/Chapter 3http://www.ncbi.nlm.nih.gov/books/NBK14528/Chapter 5-7Topic 3: Co-Occurring Treatment and Recovery Chart Strategy Description or definition of strategy Key concepts and brief definitions Strategy’s purpose/use in working with clients with co-occurring disorders Overall successful outcome(s) looks like? How the strategy is used in various treatment settings How the strategy aids in recovery Motivational Interviewing (Stages of change) Contingency Management Cognitive Behavioral Medication- Assisted Treatment
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6 pages
Mandatory Uniforms In School
Whether school-going children should wear uniforms or not has been debated in schools and even in courtrooms, just as ther ...
Mandatory Uniforms In School
Whether school-going children should wear uniforms or not has been debated in schools and even in courtrooms, just as there are many arguing against ...
PHI 103 Week 3- Counterargument Paper, philosophy homework help
Counterargument Paper
This paper assignment expands upon your Week One Assignment
and prepares you for the Fin ...
PHI 103 Week 3- Counterargument Paper, philosophy homework help
Counterargument Paper
This paper assignment expands upon your Week One Assignment
and prepares you for the Final Paper. The expansion is to learn to
improve one’s argument after investigating and fairly representing the
opposite point of view. The main new tasks are to revise your previous
argument created in Week One, to present a counterargument (an argument
for a contrary conclusion), and to develop an objection to your
original argument.
Here are the steps to prepare to write the counterargument paper:
Begin reviewing your previous paper paying particular attention to suggestions for improvement made by your instructor.
Revise your argument, improving it as much as possible,
accounting for any suggestions and in light of further material you have
learned in the course. If your argument is inductive, make sure that it
is strong. If your argument is deductive, make sure that it is valid.
Construct what you take to be the strongest possible
argument for a conclusion contrary to the one you argued for in your
Week One paper. This is your counterargument. This should be based on
careful thought and appropriate research.
Consider the primary points of disagreement between the point of view of your original argument and that of the counterargument.
Think about what you take to be the strongest objection
to your original argument and how you might answer the objection while
being fair to both sides. Search in the Ashford University Library for
quality academic sources that support some aspect of your argument or
counterargument.
In your paper,
Present a revised argument in standard form, with each premise and the conclusion on a separate line.
Present a counterargument in standard form, with each premise and the conclusion on a separate line.
Provide support for each premise of your
counterargument. Clarify the meaning of the premise and supporting
evidence for the premise.
Pay special attention to those premises that could
be seen as controversial. Evidence may include academic research
sources, supporting arguments, or other ways of demonstrating the truth
of the premise (for more ideas about how to support the truth of
premises take a look at the instructor guidance for this week). This
section should include at least one scholarly research source. For
guidance about how to develop a conclusion see the Ashford Writing
Center’s Introductions and Conclusions.
Explain how the conclusion of the counterargument follows from its premises. [One paragraph]
Discuss the primary points of disagreement between sincere and intelligent proponents of both sides. [One to two paragraphs]
For example, you might list any premises or
background assumptions on which you think such proponents would disagree
and briefly state what you see as the source of the disagreement, you
could give a brief explanation of any reasoning that you think each side
would find objectionable, or you could do a combination of these.
Present the best objectionto your
original argument. Clearly indicate what part of the argument your
objection is aimed at, and provide a paragraph of supporting evidence
for the objection. Reference at least one scholarly research source.
[One to two paragraphs]
See the “Practicing Effective Criticism” section of
Chapter 9 of your primary textbook for more information about how to
present an objection.
For further instruction on how to create arguments, see the How to Construct a Valid Main Argument and Tips for Creating an Inductively Strong Argument documents as well as the video Constructing Valid Arguments.
HY1110 History Columbia Unit 4 Ratification of the US Constitution Paper
HY 1110 Unit IV Instructions Constitution Comparison Worksheet The United States Constitution stands apart in history a ...
HY1110 History Columbia Unit 4 Ratification of the US Constitution Paper
HY 1110 Unit IV Instructions Constitution Comparison Worksheet The United States Constitution stands apart in history as the cornerstone document for a nation like none before it, but it was not the first law of the land. The discussion and drafting of the U.S. Constitution from the Articles of Confederation was one of great debate and innovation, and it is important to look at the types of changes that were pivotal to creating the supreme law of the United States. In this unit, you will have the opportunity to compare the Articles of Confederation and Constitution as well as study the Unites States Bill of Rights. Click here to complete the Constitution Comparison Worksheet. On page 1, fill in the missing terms within each table, the first showing the evolution of America’s governing document and the second highlighting the Bill of Rights. On page 2, respond to the writing prompt with a minimum of 200 words. Outside sources are not required; however, when directly quoted or paraphrased works of others is used in any manner, you must cite the source of the original narrative. To complete this assignment, simply type directly into the worksheet provided and upload the saved document. Unit IV Scholarly Activity: Constitution Comparison Worksheet Page 1: Fill in the blanks below with the appropriate answers. Page 2: Complete the essay in a minimum of 200 words. Table 1 Instructions: Compare the Articles of Confederation and Constitution by filling out the blanks below. Comparison Articles of Confederation Constitution Ratification Year (1.) 1788 Votes 1 vote per state 2 Senate votes + proportional House votes Legislature (2.) Bicameral Courts State courts only Separate Judicial Branch President Presided over Congress (3.) Trade State controlled Federally controlled Passing Laws Consensus of (4.) states Congressional majority and presidential signature Tax Laws State controlled Federally controlled Control of military Congress Congress Currency State Issued Federally Issued Amendments Required the consent of (5.) states 2/3 Congress and 3/4 of states Table 2 Instructions: Fill out the missing words from the United States Bill of Rights. Amendment 1 Right to freedoms of (6.) and speech; right to assemble and to (7.) the government for redress of grievances Amendment 2 Right to keep and bear arms to maintain a well-regulated (8.) Amendment 3 Right not to house (9.) during time of war Amendment 4 Right to be secure from unreasonable (10.) and (11.) Amendment 5 Rights in criminal cases, including to (12.) process and indictment by grand jury for capital crimes, as well as the right not to testify against oneself Amendment 6 Right to a speedy (13.) by an impartial jury Amendment 7 Right to a (14.) trial in civil cases Amendment 8 Right not to face excessive (15.) or fines, or (16.) and (17.) punishment Amendment 9 Rights retained by the (18.) , even if they are not specifically (19.) by the Constitution Amendment 10 (20.) States’ to powers not specifically delegated to the federal government Below, compare and contrast the philosophies of the Federalists and the Anti-Federalists that emerged during the time period of the Constitutional Convention through the ratification of the U.S. Constitution (roughly the late 1780s). In your answer, make sure to also include how the philosophies of both parties were reflective of the American society of the time. Your response must be 200 words in length.
SU Psychology Attitudes & Stereotypes Regarding Gender Essay
On-ground: when you arrive to class, please be prepared for a lecture and class discussion of the definitions, concepts, ...
SU Psychology Attitudes & Stereotypes Regarding Gender Essay
On-ground: when you arrive to class, please be prepared for a lecture and class discussion of the definitions, concepts, and theories of attitude, bias, formation and persuasion.
Online: choose one scholarly psychological article from Together: The Science of Social Psychology and familiarize yourself with the definitions, concepts, and theories of attitude, bias, formation and persuasion.
On-ground: in small groups research the relationship between attitudes and racism or sexism (choose one).
Online: research the relationship between attitudes and racism or sexism (choose one).
From the information you learned from your text, personal research, and class lecture, formulate your own working definitions of attitude, bias, and persuasion.
Read the following articles on Gender Attitudes/Sexism (Parts 1 & 2), and Racism.
“How to Change your Attitude Toward Gender”
“Trends in Racial Attitudes”
Watch the following short Ted Talk videos:
“Why Gender Equality is Good for Everyone – Men Included”
“A Call to Men”
Based on Activities 1-5, write a persuasive paper that seeks to change the negative attitudes and stereotypes of someone you know regarding gender or race. Use the principles you just learned about persuasion to help you formulate your argument.
Your paper should include:
a statement of the problem (the prevalence and ill effects of either sexism or racism)
how attitudes and persuasion relate to gender inequality or racial inequality
why an attitude change is needed, and a persuasive conclusion.
10 pages
Cultural Interview
1. There are two types of families that exists in the world-the nuclear and the extended. Which category does the Latins f ...
Cultural Interview
1. There are two types of families that exists in the world-the nuclear and the extended. Which category does the Latins fall in and what is the basic ...
Treatment and Recovery
The purpose of this assignment is to become familiar with the treatment and recovery methods, modalities, and strategies. ...
Treatment and Recovery
The purpose of this assignment is to become familiar with the treatment and recovery methods, modalities, and strategies. After reading all assigned material complete the “Co-occurring Treatment and Recovery Chart” by filling in the information for the following categories below. Description or definition of the strategy: What is the strategy and modality? For example, regarding stages of change, what is the brief definition of this method? Key concepts and brief definitions: What are the common terms used in this model? Provide brief definitions for terms and concepts. Purpose/use of strategy in working with clients with co-occurring disorders: Why is this particular model or strategy used in working with persons with co-occurring disorders? In other words, what is its purpose? Overall successful outcomes appearances: How are successful outcomes recognized? How the strategy is used in various treatment settings: How might the strategy be utilized in the different treatment settings? Is the approach different depending on the setting? How the strategy aids in recovery: In what way does the strategy help the client recover? Use the Template bellow to answer the question Reading Materials http://gcumedia.com/digital-resources/wiley/2013/integrated-treatment-for-co-occurring-disorders_ebook_1e.php.Chapter 3-5http://www.ncbi.nlm.nih.gov/books/NBK64964/Chapter 3http://www.ncbi.nlm.nih.gov/books/NBK14528/Chapter 5-7Topic 3: Co-Occurring Treatment and Recovery Chart Strategy Description or definition of strategy Key concepts and brief definitions Strategy’s purpose/use in working with clients with co-occurring disorders Overall successful outcome(s) looks like? How the strategy is used in various treatment settings How the strategy aids in recovery Motivational Interviewing (Stages of change) Contingency Management Cognitive Behavioral Medication- Assisted Treatment
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