Content 151 to 200 points ·         Identified, described, and fully integrated at least 1 developmental theory (Erikson, Piaget, Kohlberg, etc.) with the topic under consideration ·         Fully discussed and integrated the role of resiliency in relation to the topic under consideration ·         Detailed the research findings of diverse populations regarding the topic at hand and fully considered the implications of these findings. ·         Critically analyzed recent empirical research, including […]

  This is the seventh reading reflection for the quarter, and for this reading reflection you will be covering Chapter 10 Peers, Friends, and Romantic Partners: Child Development Worldwide A Cultural Approach. Please answer the following questions for Chapter 10: 1) Identify (2) topics or points that stood out to you from Chapter 10. Please write a paragraph for each of these topics and include […]

Write just one or two paragraphs! In some countries, like the United Arab Emirates, religion plays a strong role in laws governing how people live their daily lives. For example, during the celebration of Ramadan, it is illegal to eat, drink or smoke in public during daylight hours (even in your car!). In the United States, the Establishment Clause of the Constitution is supposed to […]

Each student is expected to individually write a final self-reflection paper. The purpose of the 6-8 page double-spaced self-reflection paper is to focus on your own learning and development throughout the course. Describe the aspects of the course/practicum that were most instrumental to your learning and that helped you link theory and practice. Use the following guiding questions, though you may also want to focus […]

Assignment 2: Conflict Resolution—Interview For this assignment: Select and interview a professional who deals with conflict. Ask this person to share his or her experiences mediating a difficult conflict situation by answering the following questions: Who was involved? What happened? What obstacles were experienced? What approach was taken to influence others? What and how was power demonstrated? What were the outcomes of the power plays? […]

  Identifying the correlation between learning objectives and educational goals is crucial in guiding students to take ownership of their learning. Educational goals are broader and long-term, whereas learning objectives are specific and short-term. Fostering student ownership helps students to understand and set long-term educational goals to continuously monitor their own learning. This process allows students to participate in assessing their own progress and helps […]

“Critical Thinking” Please respond to the following: Propose at least two ways to promote critical thinking in students. Provide a rationale and examples to support your response. From the e-Activity, discuss the six levels of cognitive objectives included in Bloom’s Taxonomy. Provide a rationale and examples for using each of the three highest levels—analysis, synthesis, and evaluation—to promote critical thinking skills. Provide the Website(s) you […]

1.)  In chapter 4 I read about the different ways of learning. I actually fall into many categories. I learn by reading, visually, and by working alone. I find that doing all the things previously listed I learn very well. I read and highlight, take notes, make pictures (depending on what it pertains to, mainly math when it comes to the visual part). I definitely […]

  Briefly investigate the stages associated with the theoretical models of organizational culture change (Ex. Lewin’s (1951) Force-Field Model, Schein’s Change Model (1992), etc.).  When considering the issues of disunity/unity within the church (Cleveland, 2013), based on the chosen theoretical model, where is American churches’ culture in the process of change? What are the observed, researched factors pointing to the certain phase/stage of the theoretical […]