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The secret to an effective ad campaign on social media is to target your ads and deliver the right message to the right people. As a result, smaller ad campaigns are generally better than broad campaigns.
For this discussion, please talk about what makes a good target audience for a social ad campaign.
- Pick an issue (best to use the same issue you are using for your final project).
- Talk about who your primary, secondary, and tertiary target audiences are among potential activists.
- Explain what makes each group relevant to a campaign on this issue.
- Explain how you would target each of these audiences.
- What interests, demographics, “likes” and “follows” would you use to target your social ads to each audience?
- Describe the message you would you use to influence each of your target audiences.
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Cypress College President Richard Nixon History Questions
Instructions: Watch the videos, read the
articles, and answer ALL the questions. Copy and paste the questions and
writ ...
Cypress College President Richard Nixon History Questions
Instructions: Watch the videos, read the
articles, and answer ALL the questions. Copy and paste the questions and
write at least 4-5 sentences in response to each question. All
answers must be written in your own words. Do not cut and paste text
from books or websites. You could either paste your essay in the
submission box in Canvas or upload it as a.doc (MS Word document) or
.pdf file (Adobe Acrobat). No other file formats are acceptable. What were the three reasons that Nixon gave for refusing to turn over the White House tapes?What do these reasons illustrate about Nixon’s understanding of the division of power within the federal government?How did Nixon’s argument illustrate his ideas about the power of the presidency? (Links to an external site.)What
did Chief Justice Burger say about the origins of executive privilege?
How does this origin justify his decision about Nixon releasing the
tapes? (Links to an external site.)Did United States v. Nixon expand the power of the presidency? (Links to an external site.)Why did Nixon resign?ResourcesWatergate Beyond Nixon (Links to an external site.)What was Watergate? (Links to an external site.)Watergate and the Constitution (Links to an external site.)NYT Opinion by BurgerNotesStage 1: The Watergate Break-InIn the early morning hours of Saturday, June 17, 1972, Frank Wills
discovered a piece of tape over a basement-door lock in the Watergate
apartment and office complex in Washington, D.C. Wills, a night watchman
at the complex, removed the tape and left to get a cup of coffee. When
he returned less than an hour later, he found the same lock had been
re-taped, so he called police.Plainclothes officers responded to the call, and they soon confronted
five burglars in the offices of the Democratic National Committee on
the sixth floor of the building. The burglars wore business suits and
thin rubber gloves, and they carried cameras, film, a walkie-talkie,
lock, picks, electronic surveillance equipment, and stacks of
hundred-dollar bills. Although they offered false identifications at
first, it was soon discovered that the worked for the Committee to
Re-Elect the President, popularly known as CREEP. They were in the
Watergate complex to install electronic bugging equipment in telephones
that would have transmitted Democratic campaign strategy back to CREEP.Most newspapers downplayed or ignored the initial story of the
break-in, but the Washington Post ran a story on the front page of its
Sunday edition. The Post’s story was written by
Bob Woodward, who with his colleague Carl Bernstein, soon began in-depth
investigations of the curious circumstances surrounding the Watergate
burglary.In response to the story, John Mitchell, President Nixon’s campaign
manager, denied that the burglary was part of a spying operation by the
president’s men. Ronald Ziegler, the president’s press secretary, said,
“I am not going to comment on a third-rate alleged burglary attempt.”
And, within days of the break-in, President Nixon himself denied the
White House had been involved.Stage 2: Investigations BeginIn the early days following the Watergate break-in, hardly anyone in
the country suspected that there was a direct link between the burglary
and the White House. But details of the brewing scandal began to emerge
in the pages of the Washington Post, shortly before and for a long time
after, the 1972 election. Bob Woodward and Carl Bernstein were two young
reporters at the Post who pursued the story. In the process, they
logged thousands of investigative hours and followed hundreds of leads,
including anonymous sources. The two reporters began to slowly link
Nixon’s advisers, and eventually Nixon himself, to a cover-up of the
White House’s involvement in the burglary.Soon, other groups also began to pursue more information about
Watergate. A number of newspapers and magazines aggressively covered the
story, and a grand jury convened to investigate the ramifications of
the break-in. After the initial grand jury investigations in September
1972, only two White House aides, Gordon Liddy, E. Howard Hunt, and the
five burglars – James McCord, CREEP’s director of security; and four
Cubans who had been recruited for the job – were indicted (charged with a
crime). Both Liddy and Hunt had initially avoided arrest, but later
pleaded guilty to involvement in the burglary.The many investigations into the Watergate scandal ultimately
revealed that it was about more than just a burglary. Woodward and
Bernstein and others obtained evidence that White House officials were
responsible for a series of efforts to ensure Nixon was reelected. They
planned to discredit and sabotage several Democratic presidential
contenders, and pledged to do “whatever was necessary” to stop
government leaks to the press. They also extorted (illegally used their
official position to obtain) millions of dollars in campaign
contributions from corporations seeking government favors, and even
tried to get the Internal Revenue Service to, in Nixon’s words,
“pressure our enemies.” As news stories increasingly connected top
presidential officials with such sordid activities, the White House
issued stronger denials and put pressure on the Washington Post and
others to back off.Stage 3: Congressional HearingsIn March 1973, the grand jury investigating the burglary convicted
Liddy, Hunt, and the five burglars and sentenced them to 20, 35, and 40
years in prison, respectively. Soon thereafter, L. Patrick Gray, the
acting director of the FBI, resigned after admitting he had destroyed
Watergate evidence. In May 1973, North Carolina senator Sam Ervin, chair
of the Senate Select Committee on Presidential Activities, convened
hearings on Watergate. The hearings were televised across the nation and
were watched with great fascination by large numbers of Americans.
Former White House counsel John Dean, fired in April by Nixon, testified
before the committee in June. He revealed that former Attorney General
John Mitchell – who became Nixon’s 1972 presidential campaign manager –
had ordered the Watergate break-in and that the White House was covering
up its involvement. Dean also testified that the president had
authorized payments of hush money to the burglars to keep them quiet, a
charge vehemently denied by Nixon’s aides. On July 16, 1973, the
startling testimony of White House aide Alexander Butterfield testified
that Nixon had ordered a taping system installed in the White House to
automatically record all conversations – something only a handful of
people had known about. Now, the hearing’s key questions – what did the
president know, and when did he know it – could be answered by listening
to the tapes.Special prosecutor Archibald Cox, who had been appointed to
investigate the Watergate break-in, immediately subpoenaed (summoned to
court) eight tapes from the White House to confirm Dean’s testimony.
Nixon refused to give them up, claiming they were vital to national
security. Nixon then offered to provide a summary of the tapes to Cox.
Cox said that wasn’t good enough, and so Nixon had him fired in October
1973. Cox’s dismissal prompted an outpouring of protest, which included
350,000 angry telegrams sent to Congress and the White House. Nixon
responded to the unexpected protests by appointing another special
prosecutor, Leon Jaworski, and then turning over the subpoenaed tapes.
By this time, many of Nixon’s top aides had been indicted for crimes
related to Watergate.Stage 4: The Secret TapesWhen President Nixon finally turned over the secret tapes to Judge
Sirica, some of the conversations requested by the special prosecutor
were missing. One tape had a mysterious gap of 18 ó minutes, which
experts said resulted from five separate erasures. Nixon’s aides denied
that any intentional erasures had occurred and blamed the 18 ó - minute
gap on an accidental erasure by Nixon’s secretary, Rose Mary Woods.
Woods told Judge Sirica she had accidently erased the tape while she was
transcribing it, but her description was rather implausible and
accounted for only 5 minutes of erasure, leaving 13 ó minutes of missing
tape unaccounted for. Americans increasingly believed the missing
conversations were part of a larger White House effort to hide damning
evidence.Seven top White House officials – including Mitchell and Colson –
were indicted in March 1974 by a grand jury for their role in the
Watergate cover-up. Though Nixon was not indicted with his top aides,
special prosecutor Leon Jaworski gave Sirica a secret report and bulging
briefcase of evidence against the president and asked him to send it to
the House Judiciary Committee, which was considering impeachment
charges against the president.Then, Jaworksi requested 42 more tapes from Nixon. Instead of
releasing the tapes themselves, at the end of April Nixon released
transcripts of the tapes prepared by White House aides, who had edited
out all irrelevant material. Their release caused a sensation: the
Government Printing Office sold 800 copies in three hours on May 1,
1974, and paperback books rushed into print sold millions of copies. The
transcripts were somewhat sanitized for public consumption; wherever
vulgarities existed on the tape, the aides wrote, “expletive deleted” on
the transcripts. The transcripts revealed an overwhelming desire among
Nixon and his aides to punish political opponents, and to thwart the
Watergate investigation. Now, even Nixon’s most steadfast supporters
began to suggest that he needed to step down. Two months later, Jaworski
requested 64 more tapes as evidence in the cases against the indicted
White House officials. Nixon refused to comply, but the Supreme Court
voted 8-0 in July 1974 that he had to turn over the tapes.Stage 5: Nixon ResignsAfter the Supreme Court ruled in late July 1974 that Nixon must turn
over the remaining tapes, the House Judiciary Committee adopted three
articles of impeachment against the president. The charged him with
misusing presidential power to violate the constitutional rights of U.S.
citizens, obstruction of justice, and defying Judiciary Committee
subpoenas.In early August 1974, Nixon provided transcripts of the eight
subpoenaed tapes. The tapes contained the “smoking gun” – the
irrefutable evidence that Nixon had knowingly violated the law and that
he had known about and had participated in the cover-up of the Watergate
break-in from almost the very beginning – something he had steadfastly
denied.Until the tapes were forced out, the idea of such dealings and
conversations in the White House seemed beyond belief. The tapes also
revealed that the president and his advisors were petty and mean,
constantly using vulgar and offensive expletives in their conversations.
Republican Senate leaders called the tapes, “a shabby, disgusting,
immoral performance.”The backlash to the last set of tapes was overwhelming. Congressional
Republicans – members of Nixon’s own party- concluded that Nixon was
guilty and was a liability they could no longer afford. They told the
president that his impeachment by the House of Representatives and his
removal from office by the Senate were both foregone conclusions, and
that he should resign. Rather than face the near certainty of being
forced from office, Nixon resigned on August 9, 1974. In his farewell
address, he admitted making some “judgments” that “were wrong,” but he
insisted that he had always acted “in what I believed at the time to be
the best interests of the nation.” Then he climbed the stairs of the
presidential helicopter, turned and gave one last victory salute to his
staff, and flew off to political exile in California.
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I need a literary essay done. The first attachment has all the directions, and the second page has the novels you can choo ...
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(Great English is a must!! No grammar errors!) (Paper with grammar errors or incoherent sentences won’t be accepted) (6 Pages, Double Spaced,Apa Format) -------------------------------- Subject of the paper: Requirement: Throughout this course you have acquired knowledge about best practices in creating developmentally appropriate curriculum for early childhood education across all developmental domains. This summative project will synthesize your learning by modeling, in a meaningful way, the strategies and knowledge gained throughout this course through the creation of a thematic unit resource. “Thematic teaching supports children in forming connections among individual bits of information. These connections contribute to children’s concept development and are the most important reason to use themes/projects as part of your program” (Kostelnik, Soderman, Whiren, & Rupiper, 2015, p. 512). Your thematic unit will consist of revisions of course material as well as additional lessons and supports. Final Paper Scenario: As a supervisor, you strive to help the teachers and staff of your school or center realize the many benefits of thematic teaching. For this reason, you have decided to do develop a resource for your staff to support their use of thematic units with children. The resource you create will include a rationale, so that your staff understands why you are using this approach to creating a developmentally appropriate curriculum. In addition, the resource will include sample lessons, information on how you can ensure your unit is aligned, and how this information can be utilized to develop curriculum. Using Word your thematic unit resource must include the following: Unit Introduction: For your introduction please include the following: Explain the benefits of a thematic curriculum to teachers, children, and to the program. Describe the explicit connection between the principles of effective thematic teaching and developmentally appropriate practice. Describe how thematic curriculum and instruction aligns with your philosophy of education. Lesson Plans: Use the Lesson Plan Template to develop four lessons that are all connected to your central theme for your unit. Each of your lessons will focus on a different developmental domain and must be developmentally appropriate. In addition, use the Lesson Plan Template to create each of your lessons. The guidelines for creating your lesson plans around each domain are as follows: Self-Regulation: Develop a lesson using one of the self-regulation objectives you created for your Week Three Self-Regulation in Curriculum assignment; your lesson must be connected to your unit theme to teach this objective. Social/Emotional: Revise the Aesthetic and Affective Lesson Plan you developed for your Week Four assignment. Make sure to incorporate any feedback from your instructor in your revised lesson. Make sure that your lesson is connected to the overall theme of your unit. Cognitive and Physical Development: Develop a complete lesson plan using the physical activity you proposed in the Neuroscience, Cognition, and Physical Activity: A Dynamic Trio discussion from Week Five. Make sure that your lesson is connected to the overall theme of your unit. Language Development: Develop a literacy based lesson plan based on one of the strategies you shared in your Balanced Literacy Presentation assignment in Week Five. Make sure that your lesson is connected to the overall theme of the unit. Unit Evaluation: Evaluate your thematic unit using the Activity Plan Self-Check that is found on page 101 of your course text. Discuss, using specific examples from your Activity Plan Self-Check, how you know your unit is aligned. Refer back to the Evaluating Effective Lessons assignment in Week Two to help you develop this section. Rationale and Conclusion: Summarize how a thematic unit, such as the one you developed, coincides with Wilson’s (2014) The Profile of a Modern Teacher image below by including the following: Describe how the unit you developed was based on intentional planning. Refer back to the Developmentally Appropriate Planning discussion from Week Two of the course to help you develop this section. Explain how you will engage families in the thematic unit you have planned. Refer back to the Engaging Families in Curriculum discussion from Week Three of the course to help you develop this section. Wilson, R. (2014). The profile of a modern teacher [Image]. Retrieved from http://www.coetail.com/wayfaringpath/files/2014/10/The-Profile-of-a-Modern-Teacher1.pdf (Links to an external site.) The Integrating the Curriculum through Thematic Teaching Final Paper Must be 6 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.). Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must use at least three scholarly or credible sources in addition to the course text. Please use the MAECEL Source Guide if you need assistance with how to locate scholarly peer-reviewed or credible sources. Must document all sources in APA style as outlined in the Ashford Writing Center (Links to an external site.). Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment Other information: No plagiarism, No grammar errors Format: APA FormatNo plagiarism is acceptedOnly academic resources should be used, no older than 5 years oldAdhere to the requested number of words/pagesNo Grammar errors ( refunds will be asked for incoherent/ full of grammar errors papers) *** The work will be checked for plagiarism through Turnitin by the professor. It is essential for everything to be free of plagiarism otherwise sanctions will be imposed*** -------- Thank you for your support
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Cypress College President Richard Nixon History Questions
Instructions: Watch the videos, read the
articles, and answer ALL the questions. Copy and paste the questions and
writ ...
Cypress College President Richard Nixon History Questions
Instructions: Watch the videos, read the
articles, and answer ALL the questions. Copy and paste the questions and
write at least 4-5 sentences in response to each question. All
answers must be written in your own words. Do not cut and paste text
from books or websites. You could either paste your essay in the
submission box in Canvas or upload it as a.doc (MS Word document) or
.pdf file (Adobe Acrobat). No other file formats are acceptable. What were the three reasons that Nixon gave for refusing to turn over the White House tapes?What do these reasons illustrate about Nixon’s understanding of the division of power within the federal government?How did Nixon’s argument illustrate his ideas about the power of the presidency? (Links to an external site.)What
did Chief Justice Burger say about the origins of executive privilege?
How does this origin justify his decision about Nixon releasing the
tapes? (Links to an external site.)Did United States v. Nixon expand the power of the presidency? (Links to an external site.)Why did Nixon resign?ResourcesWatergate Beyond Nixon (Links to an external site.)What was Watergate? (Links to an external site.)Watergate and the Constitution (Links to an external site.)NYT Opinion by BurgerNotesStage 1: The Watergate Break-InIn the early morning hours of Saturday, June 17, 1972, Frank Wills
discovered a piece of tape over a basement-door lock in the Watergate
apartment and office complex in Washington, D.C. Wills, a night watchman
at the complex, removed the tape and left to get a cup of coffee. When
he returned less than an hour later, he found the same lock had been
re-taped, so he called police.Plainclothes officers responded to the call, and they soon confronted
five burglars in the offices of the Democratic National Committee on
the sixth floor of the building. The burglars wore business suits and
thin rubber gloves, and they carried cameras, film, a walkie-talkie,
lock, picks, electronic surveillance equipment, and stacks of
hundred-dollar bills. Although they offered false identifications at
first, it was soon discovered that the worked for the Committee to
Re-Elect the President, popularly known as CREEP. They were in the
Watergate complex to install electronic bugging equipment in telephones
that would have transmitted Democratic campaign strategy back to CREEP.Most newspapers downplayed or ignored the initial story of the
break-in, but the Washington Post ran a story on the front page of its
Sunday edition. The Post’s story was written by
Bob Woodward, who with his colleague Carl Bernstein, soon began in-depth
investigations of the curious circumstances surrounding the Watergate
burglary.In response to the story, John Mitchell, President Nixon’s campaign
manager, denied that the burglary was part of a spying operation by the
president’s men. Ronald Ziegler, the president’s press secretary, said,
“I am not going to comment on a third-rate alleged burglary attempt.”
And, within days of the break-in, President Nixon himself denied the
White House had been involved.Stage 2: Investigations BeginIn the early days following the Watergate break-in, hardly anyone in
the country suspected that there was a direct link between the burglary
and the White House. But details of the brewing scandal began to emerge
in the pages of the Washington Post, shortly before and for a long time
after, the 1972 election. Bob Woodward and Carl Bernstein were two young
reporters at the Post who pursued the story. In the process, they
logged thousands of investigative hours and followed hundreds of leads,
including anonymous sources. The two reporters began to slowly link
Nixon’s advisers, and eventually Nixon himself, to a cover-up of the
White House’s involvement in the burglary.Soon, other groups also began to pursue more information about
Watergate. A number of newspapers and magazines aggressively covered the
story, and a grand jury convened to investigate the ramifications of
the break-in. After the initial grand jury investigations in September
1972, only two White House aides, Gordon Liddy, E. Howard Hunt, and the
five burglars – James McCord, CREEP’s director of security; and four
Cubans who had been recruited for the job – were indicted (charged with a
crime). Both Liddy and Hunt had initially avoided arrest, but later
pleaded guilty to involvement in the burglary.The many investigations into the Watergate scandal ultimately
revealed that it was about more than just a burglary. Woodward and
Bernstein and others obtained evidence that White House officials were
responsible for a series of efforts to ensure Nixon was reelected. They
planned to discredit and sabotage several Democratic presidential
contenders, and pledged to do “whatever was necessary” to stop
government leaks to the press. They also extorted (illegally used their
official position to obtain) millions of dollars in campaign
contributions from corporations seeking government favors, and even
tried to get the Internal Revenue Service to, in Nixon’s words,
“pressure our enemies.” As news stories increasingly connected top
presidential officials with such sordid activities, the White House
issued stronger denials and put pressure on the Washington Post and
others to back off.Stage 3: Congressional HearingsIn March 1973, the grand jury investigating the burglary convicted
Liddy, Hunt, and the five burglars and sentenced them to 20, 35, and 40
years in prison, respectively. Soon thereafter, L. Patrick Gray, the
acting director of the FBI, resigned after admitting he had destroyed
Watergate evidence. In May 1973, North Carolina senator Sam Ervin, chair
of the Senate Select Committee on Presidential Activities, convened
hearings on Watergate. The hearings were televised across the nation and
were watched with great fascination by large numbers of Americans.
Former White House counsel John Dean, fired in April by Nixon, testified
before the committee in June. He revealed that former Attorney General
John Mitchell – who became Nixon’s 1972 presidential campaign manager –
had ordered the Watergate break-in and that the White House was covering
up its involvement. Dean also testified that the president had
authorized payments of hush money to the burglars to keep them quiet, a
charge vehemently denied by Nixon’s aides. On July 16, 1973, the
startling testimony of White House aide Alexander Butterfield testified
that Nixon had ordered a taping system installed in the White House to
automatically record all conversations – something only a handful of
people had known about. Now, the hearing’s key questions – what did the
president know, and when did he know it – could be answered by listening
to the tapes.Special prosecutor Archibald Cox, who had been appointed to
investigate the Watergate break-in, immediately subpoenaed (summoned to
court) eight tapes from the White House to confirm Dean’s testimony.
Nixon refused to give them up, claiming they were vital to national
security. Nixon then offered to provide a summary of the tapes to Cox.
Cox said that wasn’t good enough, and so Nixon had him fired in October
1973. Cox’s dismissal prompted an outpouring of protest, which included
350,000 angry telegrams sent to Congress and the White House. Nixon
responded to the unexpected protests by appointing another special
prosecutor, Leon Jaworski, and then turning over the subpoenaed tapes.
By this time, many of Nixon’s top aides had been indicted for crimes
related to Watergate.Stage 4: The Secret TapesWhen President Nixon finally turned over the secret tapes to Judge
Sirica, some of the conversations requested by the special prosecutor
were missing. One tape had a mysterious gap of 18 ó minutes, which
experts said resulted from five separate erasures. Nixon’s aides denied
that any intentional erasures had occurred and blamed the 18 ó - minute
gap on an accidental erasure by Nixon’s secretary, Rose Mary Woods.
Woods told Judge Sirica she had accidently erased the tape while she was
transcribing it, but her description was rather implausible and
accounted for only 5 minutes of erasure, leaving 13 ó minutes of missing
tape unaccounted for. Americans increasingly believed the missing
conversations were part of a larger White House effort to hide damning
evidence.Seven top White House officials – including Mitchell and Colson –
were indicted in March 1974 by a grand jury for their role in the
Watergate cover-up. Though Nixon was not indicted with his top aides,
special prosecutor Leon Jaworski gave Sirica a secret report and bulging
briefcase of evidence against the president and asked him to send it to
the House Judiciary Committee, which was considering impeachment
charges against the president.Then, Jaworksi requested 42 more tapes from Nixon. Instead of
releasing the tapes themselves, at the end of April Nixon released
transcripts of the tapes prepared by White House aides, who had edited
out all irrelevant material. Their release caused a sensation: the
Government Printing Office sold 800 copies in three hours on May 1,
1974, and paperback books rushed into print sold millions of copies. The
transcripts were somewhat sanitized for public consumption; wherever
vulgarities existed on the tape, the aides wrote, “expletive deleted” on
the transcripts. The transcripts revealed an overwhelming desire among
Nixon and his aides to punish political opponents, and to thwart the
Watergate investigation. Now, even Nixon’s most steadfast supporters
began to suggest that he needed to step down. Two months later, Jaworski
requested 64 more tapes as evidence in the cases against the indicted
White House officials. Nixon refused to comply, but the Supreme Court
voted 8-0 in July 1974 that he had to turn over the tapes.Stage 5: Nixon ResignsAfter the Supreme Court ruled in late July 1974 that Nixon must turn
over the remaining tapes, the House Judiciary Committee adopted three
articles of impeachment against the president. The charged him with
misusing presidential power to violate the constitutional rights of U.S.
citizens, obstruction of justice, and defying Judiciary Committee
subpoenas.In early August 1974, Nixon provided transcripts of the eight
subpoenaed tapes. The tapes contained the “smoking gun” – the
irrefutable evidence that Nixon had knowingly violated the law and that
he had known about and had participated in the cover-up of the Watergate
break-in from almost the very beginning – something he had steadfastly
denied.Until the tapes were forced out, the idea of such dealings and
conversations in the White House seemed beyond belief. The tapes also
revealed that the president and his advisors were petty and mean,
constantly using vulgar and offensive expletives in their conversations.
Republican Senate leaders called the tapes, “a shabby, disgusting,
immoral performance.”The backlash to the last set of tapes was overwhelming. Congressional
Republicans – members of Nixon’s own party- concluded that Nixon was
guilty and was a liability they could no longer afford. They told the
president that his impeachment by the House of Representatives and his
removal from office by the Senate were both foregone conclusions, and
that he should resign. Rather than face the near certainty of being
forced from office, Nixon resigned on August 9, 1974. In his farewell
address, he admitted making some “judgments” that “were wrong,” but he
insisted that he had always acted “in what I believed at the time to be
the best interests of the nation.” Then he climbed the stairs of the
presidential helicopter, turned and gave one last victory salute to his
staff, and flew off to political exile in California.
TechSkills Charlotte 20th Century Modernism Literary Theory Essay Project
I need a literary essay done. The first attachment has all the directions, and the second page has the novels you can choo ...
TechSkills Charlotte 20th Century Modernism Literary Theory Essay Project
I need a literary essay done. The first attachment has all the directions, and the second page has the novels you can choose from, please pick one of those. You don't have to read it if you don't want to, since it will take extra time and i'm sure sparknotes or any website that gives information about the novel will help. It has to have at least 2 pages, not including works cited. The essay needs evidence from reliable sources. Please do not plagerize, because it will get caught and I will get an 0.
4 pages
Psychodynamic Theories And Conflict Theories
Freud’s theory has been criticized for lacking scientific evidence. Freud’s conflict theories view conflicts as a soci ...
Psychodynamic Theories And Conflict Theories
Freud’s theory has been criticized for lacking scientific evidence. Freud’s conflict theories view conflicts as a social life fact and a regular ...
art of olmecs, mayans, and aztecs
1. Describe For which artworks were the Olmec best known?2. Explain Why were Mayan cities constructed with large central p ...
art of olmecs, mayans, and aztecs
1. Describe For which artworks were the Olmec best known?2. Explain Why were Mayan cities constructed with large central plazas?3. Explain How was art linked to sacrificial rituals in the Aztec culture?4. Recall What was Machu Picchu? Where and why was it built
Harvard University Thematic Curriculum and Benefits to Teachers Final Argument
(Great English is a must!! No grammar errors!) (Paper with grammar errors or incoherent sentences won’t be accepted) ( ...
Harvard University Thematic Curriculum and Benefits to Teachers Final Argument
(Great English is a must!! No grammar errors!) (Paper with grammar errors or incoherent sentences won’t be accepted) (6 Pages, Double Spaced,Apa Format) -------------------------------- Subject of the paper: Requirement: Throughout this course you have acquired knowledge about best practices in creating developmentally appropriate curriculum for early childhood education across all developmental domains. This summative project will synthesize your learning by modeling, in a meaningful way, the strategies and knowledge gained throughout this course through the creation of a thematic unit resource. “Thematic teaching supports children in forming connections among individual bits of information. These connections contribute to children’s concept development and are the most important reason to use themes/projects as part of your program” (Kostelnik, Soderman, Whiren, & Rupiper, 2015, p. 512). Your thematic unit will consist of revisions of course material as well as additional lessons and supports. Final Paper Scenario: As a supervisor, you strive to help the teachers and staff of your school or center realize the many benefits of thematic teaching. For this reason, you have decided to do develop a resource for your staff to support their use of thematic units with children. The resource you create will include a rationale, so that your staff understands why you are using this approach to creating a developmentally appropriate curriculum. In addition, the resource will include sample lessons, information on how you can ensure your unit is aligned, and how this information can be utilized to develop curriculum. Using Word your thematic unit resource must include the following: Unit Introduction: For your introduction please include the following: Explain the benefits of a thematic curriculum to teachers, children, and to the program. Describe the explicit connection between the principles of effective thematic teaching and developmentally appropriate practice. Describe how thematic curriculum and instruction aligns with your philosophy of education. Lesson Plans: Use the Lesson Plan Template to develop four lessons that are all connected to your central theme for your unit. Each of your lessons will focus on a different developmental domain and must be developmentally appropriate. In addition, use the Lesson Plan Template to create each of your lessons. The guidelines for creating your lesson plans around each domain are as follows: Self-Regulation: Develop a lesson using one of the self-regulation objectives you created for your Week Three Self-Regulation in Curriculum assignment; your lesson must be connected to your unit theme to teach this objective. Social/Emotional: Revise the Aesthetic and Affective Lesson Plan you developed for your Week Four assignment. Make sure to incorporate any feedback from your instructor in your revised lesson. Make sure that your lesson is connected to the overall theme of your unit. Cognitive and Physical Development: Develop a complete lesson plan using the physical activity you proposed in the Neuroscience, Cognition, and Physical Activity: A Dynamic Trio discussion from Week Five. Make sure that your lesson is connected to the overall theme of your unit. Language Development: Develop a literacy based lesson plan based on one of the strategies you shared in your Balanced Literacy Presentation assignment in Week Five. Make sure that your lesson is connected to the overall theme of the unit. Unit Evaluation: Evaluate your thematic unit using the Activity Plan Self-Check that is found on page 101 of your course text. Discuss, using specific examples from your Activity Plan Self-Check, how you know your unit is aligned. Refer back to the Evaluating Effective Lessons assignment in Week Two to help you develop this section. Rationale and Conclusion: Summarize how a thematic unit, such as the one you developed, coincides with Wilson’s (2014) The Profile of a Modern Teacher image below by including the following: Describe how the unit you developed was based on intentional planning. Refer back to the Developmentally Appropriate Planning discussion from Week Two of the course to help you develop this section. Explain how you will engage families in the thematic unit you have planned. Refer back to the Engaging Families in Curriculum discussion from Week Three of the course to help you develop this section. Wilson, R. (2014). The profile of a modern teacher [Image]. Retrieved from http://www.coetail.com/wayfaringpath/files/2014/10/The-Profile-of-a-Modern-Teacher1.pdf (Links to an external site.) The Integrating the Curriculum through Thematic Teaching Final Paper Must be 6 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.). Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must use at least three scholarly or credible sources in addition to the course text. Please use the MAECEL Source Guide if you need assistance with how to locate scholarly peer-reviewed or credible sources. Must document all sources in APA style as outlined in the Ashford Writing Center (Links to an external site.). Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment Other information: No plagiarism, No grammar errors Format: APA FormatNo plagiarism is acceptedOnly academic resources should be used, no older than 5 years oldAdhere to the requested number of words/pagesNo Grammar errors ( refunds will be asked for incoherent/ full of grammar errors papers) *** The work will be checked for plagiarism through Turnitin by the professor. It is essential for everything to be free of plagiarism otherwise sanctions will be imposed*** -------- Thank you for your support
3 pages
Big Mama Case
The documentary follows African American paternal grandmother, Viola Dee (Big Mama) for 18 months as the 90-year-old tries ...
Big Mama Case
The documentary follows African American paternal grandmother, Viola Dee (Big Mama) for 18 months as the 90-year-old tries to raise her 9-year-old ...
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