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which angel appered to Both Mary and Joseph in the story of the rise of a saviour?
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which angel appered to Both Mary and Joseph in the story of the rise of a saviour?
Angel Gabriel
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PSY304 Ashford Week 5 Psychological Reactions to Death Quiz
Each developmental stage has its own challenges when facing death. For which group The answer can be found in Section 15.3 ...
PSY304 Ashford Week 5 Psychological Reactions to Death Quiz
Each developmental stage has its own challenges when facing death. For which group The answer can be found in Section 15.3 Psychological Reactions to ...
Case Study Substance Use and the Adolescent, psychology homework help
Application: Case Study – Substance Use and the AdolescentOver the past decade, cases of substance related disorders hav ...
Case Study Substance Use and the Adolescent, psychology homework help
Application: Case Study – Substance Use and the AdolescentOver the past decade, cases of substance related disorders have appeared more prevalent in society. From the mental health perspective, research has shown an increase in cases of substance related disorders, particularly with adolescents. This increase has prompted further investigation into adolescent risk and resilience factors, as well as accuracy in diagnosis and appropriate treatment plans. Yet, in cases of adolescent substance use, further investigation is still needed concerning notification rights of parents, legal authorities, and/or case workers. For this Application, review the client case study in the Learning Resources. Consider the characteristics of the client. Which specific characteristics might you consider important in developing a diagnosis? Consider your rationale for assigning particular diagnoses on the basis of the DSM. Also, think about what other information or people you may need to include in the assessment in order to make an accurate diagnosis.The Assignment (3–4 pages)A DSM diagnosis of the client in the case studyAn explanation of your rationale for assigning the diagnosis on the basis of the DSMAn explanation of what other information you might need about the client to make an accurate diagnosisA brief description of additional individuals you might include in your assessment and explain whySupport your Application Assignment with specific references to all resources as well as current literature used in its preparation. You are to provide a reference list for all resources, including those in the Learning Resources for this course.
Fatima The Biloquist: A Transformation Story Summary Writing Help
A brief synopsis of what the section was about [think characters, conflict, resolution] Any lines or phrases that have par ...
Fatima The Biloquist: A Transformation Story Summary Writing Help
A brief synopsis of what the section was about [think characters, conflict, resolution] Any lines or phrases that have particular significance [think important themes, climactic moments] A short explanation of what you liked or found most valuable about the pieceAny questions you have about the piece. [Then ask those questions in your group to ensure you understand the piece better]
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Discussion #8 : The Civil War and Class ConflictDuring the Civil War many people on both sides claimed it was "a rich man' ...
I need a 2-3 paragraph discussion by tonight at 10PM
Discussion #8 : The Civil War and Class ConflictDuring the Civil War many people on both sides claimed it was "a rich man's war but a poor man's fight." To what degree do you believe this was true? Please use sources and please make it detailed.
Rasmussen College Cultural Heritage in Your Family Presentation
Talk to your parents, grandparents, and/or other older relatives or family friends to find out what they can tell you abou ...
Rasmussen College Cultural Heritage in Your Family Presentation
Talk to your parents, grandparents, and/or other older relatives or family friends to find out what they can tell you about your family's heritage or genealogy (a history of the ancestry or descent of a person or family). Using whatever resources you can find, tell your family's cultural history in a PowerPoint presentation consisting of 7-10 slides. Feel free to include pictures to illustrate your story, though take into consideration file size when you add pictures. The format and content for your presentation is outlined below:Introduction (1 slide)Give your presentation a title and include your name. This is a good opportunity to include a family photo or other picture that demonstrates your cultural heritage.Family Structure (1 slide)Describe your family make-up: number of people/ages, family heredity, relatives in other countries, etc.Ethnicity (2-3 slides)Discuss your family's ethnic background. Some questions to consider: What are the different ethnicities in your family that you and your family members know of? How important are the issues of ethnicity and ethnic heritage in your family? Do you observe particular customs because of your ethnic heritage? Are there family stories involving immigration to the U.S. or movement from one part of the U.S. to another? Did your family and/or ethnic group encounter prejudice or discrimination? If so, describe those encounters. If not, why not?Gender Issues (1 slide)Discuss how gender roles have been distributed in your family. Has this changed over time or through generations? Is there an ethnic component to the way gender roles have been defined in your family?Economic and Social Class (1-3 slides)Describe what social class you consider your family to belong to and why. Has your family been upwardly or downwardly mobile during your lifetime or across generations? What kinds of occupations have your family members held? Address the way class status has affected your family and whether this status is also affected by ethnicity. You can also explore how your family's educational achievements have changed over time.Conclusion (1 slide) Discuss what you have learned from researching your family's heritage. In what way are the different elements you've explored (social class, gender, and ethnicity) connected?In each slide, list a few bullet points and use the Notes feature (located below each slide) to type commentary on the points in your bullets. Avoid trying to cram lots of text onto the slide itself.
EDUC 6264 Walden WK4 Assessing Competencies and Graduate Attributes Discussion
Student affairs supports student learning. Student affairs staff help prepare students for their future by focusing on dev ...
EDUC 6264 Walden WK4 Assessing Competencies and Graduate Attributes Discussion
Student affairs supports student learning. Student affairs staff help prepare students for their future by focusing on developing attributes that students need in order to be successful. Institutions may emphasize one particular set of attributes based on their mission and goals; for example, technical colleges, liberal arts universities, and faith-based campuses each have different guiding principles that will affect their student learning goals. Or they may prioritize differently based on the characteristics of their student population: adult learners, recent high school graduates, or students from historically underserved populations. Institutions therefore vary widely on how they view transformative learning and appropriate developmental outcomes.
After consulting your learning resources for this week, what do you think are the most important competencies and skills college students/graduates need to be prepared for the future? How might those competencies or attributes be developed and assessed by student affairs programs/services? What are some indicators of these competencies?
Association of American Colleges and Universities. (2007). College learning for the new global century: A report from the National Leadership Council for Liberal Education and America's Promise.
Retrieved from http://www.aacu.org/leap/documents/GlobalCentury_f...
College Learning for the New Global Century. A Report from the National Leadership Council for Liberal Education and America's Promise (LEAP). by The National Leadership Council For Liberal Education & America's Promise. Copyright 2007 by Association of American Colleges and Universities. Reprinted by permission of Association of American Colleges and Universities via the Copyright Clearance Center.
Keeling, R. (Ed.). (2004). Learning reconsidered: A campus-wide focus on the student experience. Washington, DC: National Association of Student Personnel Administrators & American College Personnel Association.
Retrieved from http://www.myacpa.org/pub/documents/learningrecons...
Learning Reconsidered: A Campus-Wide Focus On The Student Experience. The National Association of Student Personnel Administrators & The American College Personnel Association by Keeling, R. Copyright 2004 by National Association of Student Personnel Administrators. Reprinted by permission of National Association of Student Personnel Administrators via the Copyright Clearance Center.
By Day 3
Post a summary of your thoughts on the questions above. Be sure to support your response with references to this week’s learning resources and personal references where applicable.
Required Readings
Assessing Academic Programs in Higher Education Chapter 4, "Assessment Planning and Implementation"
Association of American Colleges and Universities. (2007). College learning for the new global century: A report from the National Leadership Council for Liberal Education and America's Promise.
Retrieved from http://www.aacu.org/leap/documents/GlobalCentury_f...
College Learning for the New Global Century. A Report from the National Leadership Council for Liberal Education and America's Promise (LEAP). by The National Leadership Council For Liberal Education & America's Promise. Copyright 2007 by Association of American Colleges and Universities. Reprinted by permission of Association of American Colleges and Universities via the Copyright Clearance Center.
Keeling, R. (Ed.). (2004). Learning reconsidered: A campus-wide focus on the student experience. Washington, DC: National Association of Student Personnel Administrators & American College Personnel Association.
Retrieved from http://www.myacpa.org/pub/documents/learningrecons...
Learning Reconsidered: A Campus-Wide Focus On The Student Experience. The National Association of Student Personnel Administrators & The American College Personnel Association by Keeling, R. Copyright 2004 by National Association of Student Personnel Administrators. Reprinted by permission of National Association of Student Personnel Administrators via the Copyright Clearance Center.
Knefelkamp, L. (2008). Civic Identity: Locating Self in Community. Association of American Colleges & Universities, 11, 2.
Retrieved from http://www.diversityweb.org/DiversityDemocracy/vol...
Peter D. Hart Research Associates, Inc. (2008). How should colleges assess and improve student learning? Employers' views on the accountability challenge.
Schuh, J. H. & Gansemer-Topf, A. M. (2010) The role of student affairs in student learning assessment.
Retrieved from http://www.learningoutcomesassessment.org/document...
The Role of Student Affairs in Student Learning Assessment. The National Institute for Learning Outcomes Assessment by Schuh, J.H., Gansemer-Topf, A.M.. Copyright 2010 by National Institute for Learning Outcomes Assessment. Reprinted by permission of National Institute for Learning Outcomes Assessment.
Valesey, B., & Allen, J. (2009). Widener university. New Directions for Student Services, 127, 103–111.
Widener University. New Directions for Student Services, (127) by Valesey, B., & Allen, J. Copyright 2009 by JOHN WILEY & SONS, INC. - JOURNALS. Reprinted by permission of JOHN WILEY & SONS, INC. - JOURNALS via the Copyright Clearance Center.
Optional Resources
Lowery, J. (2004). Student affairs for a new generation. New Directions for Student Services, 106, 87–99.
Note: Retrieved from the Walden Library using the Academic Search Complete database.
Moxley, L. S. (1999). Student affairs research and evaluation: An inside view. New Directions for Student Services, 85, 11.
Note: Retrieved from the Walden Library using the Academic Search Complete database.
Dale, P. A. (2009). Paradise Valley Community College. New Directions for Student Services, 127, 69-77.
Note: Retrieved from the Walden Library using the ERIC database.
Sanderson, R. A., & Ketcham, P. L. (2009). Oregon State University. New Directions for Student Services, 127, 61–68.
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Most Popular Content
30 pages
PSY304 Ashford Week 5 Psychological Reactions to Death Quiz
Each developmental stage has its own challenges when facing death. For which group The answer can be found in Section 15.3 ...
PSY304 Ashford Week 5 Psychological Reactions to Death Quiz
Each developmental stage has its own challenges when facing death. For which group The answer can be found in Section 15.3 Psychological Reactions to ...
Case Study Substance Use and the Adolescent, psychology homework help
Application: Case Study – Substance Use and the AdolescentOver the past decade, cases of substance related disorders hav ...
Case Study Substance Use and the Adolescent, psychology homework help
Application: Case Study – Substance Use and the AdolescentOver the past decade, cases of substance related disorders have appeared more prevalent in society. From the mental health perspective, research has shown an increase in cases of substance related disorders, particularly with adolescents. This increase has prompted further investigation into adolescent risk and resilience factors, as well as accuracy in diagnosis and appropriate treatment plans. Yet, in cases of adolescent substance use, further investigation is still needed concerning notification rights of parents, legal authorities, and/or case workers. For this Application, review the client case study in the Learning Resources. Consider the characteristics of the client. Which specific characteristics might you consider important in developing a diagnosis? Consider your rationale for assigning particular diagnoses on the basis of the DSM. Also, think about what other information or people you may need to include in the assessment in order to make an accurate diagnosis.The Assignment (3–4 pages)A DSM diagnosis of the client in the case studyAn explanation of your rationale for assigning the diagnosis on the basis of the DSMAn explanation of what other information you might need about the client to make an accurate diagnosisA brief description of additional individuals you might include in your assessment and explain whySupport your Application Assignment with specific references to all resources as well as current literature used in its preparation. You are to provide a reference list for all resources, including those in the Learning Resources for this course.
Fatima The Biloquist: A Transformation Story Summary Writing Help
A brief synopsis of what the section was about [think characters, conflict, resolution] Any lines or phrases that have par ...
Fatima The Biloquist: A Transformation Story Summary Writing Help
A brief synopsis of what the section was about [think characters, conflict, resolution] Any lines or phrases that have particular significance [think important themes, climactic moments] A short explanation of what you liked or found most valuable about the pieceAny questions you have about the piece. [Then ask those questions in your group to ensure you understand the piece better]
I need a 2-3 paragraph discussion by tonight at 10PM
Discussion #8 : The Civil War and Class ConflictDuring the Civil War many people on both sides claimed it was "a rich man' ...
I need a 2-3 paragraph discussion by tonight at 10PM
Discussion #8 : The Civil War and Class ConflictDuring the Civil War many people on both sides claimed it was "a rich man's war but a poor man's fight." To what degree do you believe this was true? Please use sources and please make it detailed.
Rasmussen College Cultural Heritage in Your Family Presentation
Talk to your parents, grandparents, and/or other older relatives or family friends to find out what they can tell you abou ...
Rasmussen College Cultural Heritage in Your Family Presentation
Talk to your parents, grandparents, and/or other older relatives or family friends to find out what they can tell you about your family's heritage or genealogy (a history of the ancestry or descent of a person or family). Using whatever resources you can find, tell your family's cultural history in a PowerPoint presentation consisting of 7-10 slides. Feel free to include pictures to illustrate your story, though take into consideration file size when you add pictures. The format and content for your presentation is outlined below:Introduction (1 slide)Give your presentation a title and include your name. This is a good opportunity to include a family photo or other picture that demonstrates your cultural heritage.Family Structure (1 slide)Describe your family make-up: number of people/ages, family heredity, relatives in other countries, etc.Ethnicity (2-3 slides)Discuss your family's ethnic background. Some questions to consider: What are the different ethnicities in your family that you and your family members know of? How important are the issues of ethnicity and ethnic heritage in your family? Do you observe particular customs because of your ethnic heritage? Are there family stories involving immigration to the U.S. or movement from one part of the U.S. to another? Did your family and/or ethnic group encounter prejudice or discrimination? If so, describe those encounters. If not, why not?Gender Issues (1 slide)Discuss how gender roles have been distributed in your family. Has this changed over time or through generations? Is there an ethnic component to the way gender roles have been defined in your family?Economic and Social Class (1-3 slides)Describe what social class you consider your family to belong to and why. Has your family been upwardly or downwardly mobile during your lifetime or across generations? What kinds of occupations have your family members held? Address the way class status has affected your family and whether this status is also affected by ethnicity. You can also explore how your family's educational achievements have changed over time.Conclusion (1 slide) Discuss what you have learned from researching your family's heritage. In what way are the different elements you've explored (social class, gender, and ethnicity) connected?In each slide, list a few bullet points and use the Notes feature (located below each slide) to type commentary on the points in your bullets. Avoid trying to cram lots of text onto the slide itself.
EDUC 6264 Walden WK4 Assessing Competencies and Graduate Attributes Discussion
Student affairs supports student learning. Student affairs staff help prepare students for their future by focusing on dev ...
EDUC 6264 Walden WK4 Assessing Competencies and Graduate Attributes Discussion
Student affairs supports student learning. Student affairs staff help prepare students for their future by focusing on developing attributes that students need in order to be successful. Institutions may emphasize one particular set of attributes based on their mission and goals; for example, technical colleges, liberal arts universities, and faith-based campuses each have different guiding principles that will affect their student learning goals. Or they may prioritize differently based on the characteristics of their student population: adult learners, recent high school graduates, or students from historically underserved populations. Institutions therefore vary widely on how they view transformative learning and appropriate developmental outcomes.
After consulting your learning resources for this week, what do you think are the most important competencies and skills college students/graduates need to be prepared for the future? How might those competencies or attributes be developed and assessed by student affairs programs/services? What are some indicators of these competencies?
Association of American Colleges and Universities. (2007). College learning for the new global century: A report from the National Leadership Council for Liberal Education and America's Promise.
Retrieved from http://www.aacu.org/leap/documents/GlobalCentury_f...
College Learning for the New Global Century. A Report from the National Leadership Council for Liberal Education and America's Promise (LEAP). by The National Leadership Council For Liberal Education & America's Promise. Copyright 2007 by Association of American Colleges and Universities. Reprinted by permission of Association of American Colleges and Universities via the Copyright Clearance Center.
Keeling, R. (Ed.). (2004). Learning reconsidered: A campus-wide focus on the student experience. Washington, DC: National Association of Student Personnel Administrators & American College Personnel Association.
Retrieved from http://www.myacpa.org/pub/documents/learningrecons...
Learning Reconsidered: A Campus-Wide Focus On The Student Experience. The National Association of Student Personnel Administrators & The American College Personnel Association by Keeling, R. Copyright 2004 by National Association of Student Personnel Administrators. Reprinted by permission of National Association of Student Personnel Administrators via the Copyright Clearance Center.
By Day 3
Post a summary of your thoughts on the questions above. Be sure to support your response with references to this week’s learning resources and personal references where applicable.
Required Readings
Assessing Academic Programs in Higher Education Chapter 4, "Assessment Planning and Implementation"
Association of American Colleges and Universities. (2007). College learning for the new global century: A report from the National Leadership Council for Liberal Education and America's Promise.
Retrieved from http://www.aacu.org/leap/documents/GlobalCentury_f...
College Learning for the New Global Century. A Report from the National Leadership Council for Liberal Education and America's Promise (LEAP). by The National Leadership Council For Liberal Education & America's Promise. Copyright 2007 by Association of American Colleges and Universities. Reprinted by permission of Association of American Colleges and Universities via the Copyright Clearance Center.
Keeling, R. (Ed.). (2004). Learning reconsidered: A campus-wide focus on the student experience. Washington, DC: National Association of Student Personnel Administrators & American College Personnel Association.
Retrieved from http://www.myacpa.org/pub/documents/learningrecons...
Learning Reconsidered: A Campus-Wide Focus On The Student Experience. The National Association of Student Personnel Administrators & The American College Personnel Association by Keeling, R. Copyright 2004 by National Association of Student Personnel Administrators. Reprinted by permission of National Association of Student Personnel Administrators via the Copyright Clearance Center.
Knefelkamp, L. (2008). Civic Identity: Locating Self in Community. Association of American Colleges & Universities, 11, 2.
Retrieved from http://www.diversityweb.org/DiversityDemocracy/vol...
Peter D. Hart Research Associates, Inc. (2008). How should colleges assess and improve student learning? Employers' views on the accountability challenge.
Schuh, J. H. & Gansemer-Topf, A. M. (2010) The role of student affairs in student learning assessment.
Retrieved from http://www.learningoutcomesassessment.org/document...
The Role of Student Affairs in Student Learning Assessment. The National Institute for Learning Outcomes Assessment by Schuh, J.H., Gansemer-Topf, A.M.. Copyright 2010 by National Institute for Learning Outcomes Assessment. Reprinted by permission of National Institute for Learning Outcomes Assessment.
Valesey, B., & Allen, J. (2009). Widener university. New Directions for Student Services, 127, 103–111.
Widener University. New Directions for Student Services, (127) by Valesey, B., & Allen, J. Copyright 2009 by JOHN WILEY & SONS, INC. - JOURNALS. Reprinted by permission of JOHN WILEY & SONS, INC. - JOURNALS via the Copyright Clearance Center.
Optional Resources
Lowery, J. (2004). Student affairs for a new generation. New Directions for Student Services, 106, 87–99.
Note: Retrieved from the Walden Library using the Academic Search Complete database.
Moxley, L. S. (1999). Student affairs research and evaluation: An inside view. New Directions for Student Services, 85, 11.
Note: Retrieved from the Walden Library using the Academic Search Complete database.
Dale, P. A. (2009). Paradise Valley Community College. New Directions for Student Services, 127, 69-77.
Note: Retrieved from the Walden Library using the ERIC database.
Sanderson, R. A., & Ketcham, P. L. (2009). Oregon State University. New Directions for Student Services, 127, 61–68.
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