Deontology is duty-based ethics. Deontologists propose that there are universal principles that undergird ethical actions and that humans are duty-bound to obey those principles. This week, you will examine primary and secondary sources that relate to deontological thinking from both theoretical and applied perspectives. The applied ethics topic for the week relates to the ethics of war and peace. You will interpret various military ethics topics through the lens of deontological theory. You will also complete the Week Three Assignment, which involves applying either deontological theory or utilitarianism to the ethical issue thesis that you created in Week One. To do this properly, it is important that you have a solid understanding of the theory, so be sure to read the course documents that relate to the theory you choose.   ( SEE ATTACHED FILE CHAPTER 6)    I HAVE ATTACHED MY PAPER FROM WEEK 1 Applying an Ethical Theory Please read these assignment instructions before writing your paper, and re-read them often during and after the writing process to make sure that you are fulfilling all of the instructions. Please also utilize the assignment guidance and the outlined model provided.( SEE ATTACHED FILES GUIDANCE AND OUTLINE) Overview The following short essay assignment is designed to help prepare you for an important part of the Final Paper. In this essay, you will do the following: Use the same question you formulated and introduced in the Week One Assignment, Choose eitherutilitarian ordeontological ethical theory to apply to the ethical question. Explain the core principles of that theory. Demonstrate how the principles of the theory support a certain position on that question. Articulate a relevant objection to that position. Instructions Write a five-paragraph essay that conforms to the requirements below. The paper must be at least 1,000 words in length (excluding title and reference pages) and formatted according to APA style The paragraphs of your essay should conform to the following guidelines: Introduction The introduction should clearly state the ethical question under consideration, and define the essential issues. Build upon the question and introduction you provided in the Week One Assignment. Your introduction should include a brief remark about the kind of theory you will be using to approach this question. The last sentence of the introduction should briefly summarize or position on the issue you think is best supported by this theory and succinctly state what the objection will be. Bear in mind that your essay will not be concerned with your own position on this issue, but what someone reasoning along the lines of the chosen theory would conclude; this may or may not be the position you took in the Week One Assignment.   Body Paragraphs Each paragraph in the body should start with a topic sentence that clearly identifies the main idea of the paragraph.   Theory explanation Explain the core principles or features of the deontological or utilitarian theory and the general account of moral reasoning it provides. You must quote from at least one required resource other than your textbook that defends or represents that theory. SEE ATTACHED FILE REQUIRED RESOURCES Application Demonstrate how the principles or features of the deontological or utilitarian theory apply to the question under consideration and identify the specific conclusion that results from applying the reasoning characteristic of that kind of approach. Your application should clearly show how the conclusion follows from the main principles and features of the theory as addressed in the previous paragraph. Please see the associated guidance for help in fulfilling this requirement.   Objection Raise a relevant objection to the argument expressed in your application. An objection articulates a plausible reason why someone might find the argument problematic. This can be a false or unsupported claim or assumption, fallacious reasoning, a deep concern about what the conclusion involves, a demonstration of how the argument supports other conclusions that are unacceptable, etc. You should aim to explain this objection as objectively as possible, (i.e., in a way that would be acceptable to someone who disagrees with the argument from the previous paragraph). Note that this does not necessarily mean that the objection succeeds, or that the conclusion the theory supports is wrong. It may be an obstacle that any adequate defense of the conclusion would have to overcome, and it may be the case that the theory has the resources to overcome that obstacle. Your task here is simply to raise the objection or present the “obstacle.”   Conclusion The conclusion should very briefly summarize the main points of your essay. Resource Requirements You must use at least two resources to support your claims. At least one of the resources should be one of the Required or Recommended Resources that represent the theory you have chosen. The other source should pertain to the particular issue you are writing about and should be drawn from the required or recommended readings in the course, or be a scholarly source. You are encouraged to use additional resources, so long as at least two conform to the requirements above. The textbook does not count toward satisfying the resources requirement. To count toward satisfying the requirement, resources must be cited within the body of your paper and on the reference page and formatted according to APA style         

Do you consider yourself to be a struggling writer, and average writer, a good writer, an excellent writer? What is your attitude toward writing? What three things would you like to improve about your writing? How might you go about making those improvements? How might this class help you in moving closer to your writing goals?   I CONSIDER MY SELF A AVERAGE WRITER.

  The purpose of this assignment is for you to apply the concepts and information about combustion products. Also, this assignment provides you with the opportunity to use your skills, expertise, and experience to enrich your response. The case study is the “Administrative Report Public Health Service/CDC/NIOSH/DSR FACE 98-03.” Locate the report by going to the Centers of Disease Control and Prevention website and typing the report information in the search engine. If you cannot locate the article please contact your professor. This is a brief background from the report to the Director of the National Institute of Occupational Safety and Health (NIOSH) on January 20, 1998 from the Division of Safety Research, NIOSH: Two Fire Fighters Die of Smoke and Soot Inhalation in Residential Fire – Pennsylvania On October 27, 1997, two male fire fighters died of smoke and soot inhalation while fighting a residential fire. An Engine Company comprised of four fighters was responding to a 911 call of a downed power line in a residential neighborhood when one of the fire fighters noticed smoke emitting from the basement area of a nearby residence. Without notifying fire dispatch of the change in conditions (smoke coming from the residence), three fire fighters entered the residence to assist the residents out, and to survey the conditions and location of the fire. The fire fighters then exited the residence to don their self-contained breathing apparatus. Two of the fire fighters reentered the residence with a charged 3/4-inch booster line and proceeded to the basement (location of the fire) to attack the fire. This was the last time either fire fighter was seen alive. NIOSH investigators concluded that, to prevent similar occurrences, fire departments should: (1) ensure that fire fighters advise dispatch of any change in conditions that would warrant a change in the status of unit(s) responding to a specific condition (2) ensure that fire fighters wear and use PASS devices when involved in firefighting, rescue, and other hazardous duties. Consider these requirements for your assignment:   Discuss the case study thoroughly relating to smoke or fire effluent.   Analyze the aerosols (soot particles and liquid droplets) and gases that could be related to the deaths. Why, or why not? o Explain how the smoke components, as well as the smoke itself, could have contributed to the death. o Did the light haze visible in the living room contain aerosol droplets that resulted from condensation of gases that cool as they leave the vicinity of the flames? Why, or why not? o Did the smoke, soot, and aerosols reduce the ability to see in the dining room? Why, or why not? o Could the moderate smoke and poor visibility that the firefighters encountered affect their ability to orient themselves and constructively identify a path to safety? Why, or why not? o Is there anything you think the first firefighters should have or could have done differently? Support your answer. Provide your responses in a document. The completed assignment must be a minimum of three pages in length, not including the title page and reference list. To supplement your discussion, you may use journal articles, other case studies, scholarly papers, and other sites you may find pertinent. You must use APA style guidelines when writing your paper. You need to utilize at least two sources and you will need to cite these sources in-text and at the end of your essay in a “References” section. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.     3 PAGES NOT INCLUDING TITLE AND REFERENCE PAGE CITIED IN APA FORMAT  3 SOURCES 

Guided response: Respond to two classmates. Think back to the learning module you interacted with pertaining to Paul and Elder’s essential elements of thought and apply some of what you learned in this discussion. For example, when you respond to your peer’s analysis of this case study ask them to clarify their purpose behind what they write, consider alternative perspectives, examine their assumptions, and support their thinking with evidence, facts, and research.   1. Najah Part One Assessment is an ongoing process of gathering, analyzing and reflecting on evidence to make informed and consistent judgments to improve future student learning Department of Education and Early Childhood Development, 2007). It plans to monitor students’ academic achievement. Teachers by collecting data, looking for the performance of the assessment: what is working and what is not, “and ensure that all students are making progress toward achieving learning goals (Rhode Island Criteria and Guidance, p.3).” Feedback is “a process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there” (Assessment Reform Group, 2002). Teacher/ students share information so that students can close the gap between their current levels of performance. The value of the benchmark assessments are “are given at set times through the year to determine progress through the year to determine progress to date on key standards or long-term learning goals” (Kajitani, 2012) Part Two Anna can organize the data in three areas: Students below target, the district target students, and students who are working above grade level.  She needs to consider background knowledge, literacy knowledge, language systems, different learning styles, and interests.  Then plan her lesson accordingly. The teacher must be able to differentiate instruction and motivate all students. Reading tasks should be should be given large blocks of time for engaging in writing duties. The best result that Anna will achieve is to make learning exciting, reach students’ needs and help them be successful. Part 3 The underlying problems that have caused Anna problems are that standardized tests do not necessarily improve student’s outcomes in education; on the contrary, they limit student’s creativity and innovation. The tests dictate what teachers can teach, do take away free learning and don’t appraise a student’s worth. The tests do not necessarily measure students’ understanding or capabilities. Anna focused on comprehensions questions that district textbook suggested, which made her leave out the words analysis and vocabulary. Her focus on concentration and perceptions made her leave out the other areas. Following the adopted textbook, she should have done more than just that, be creative and focus on the areas she thought students were failing. Apart from words analysis and vocabulary, Anna might require more data on grammar, comprehension, reasoning and problem-solving to assign her assignment. Then she will be able to get a better understanding, check the progress of the below reading group and what should be done to help. She can also get help from veteran teachers of what can be done to reach the students and meet the district target.  Based on a student’s needs, teachers must explicitly teach reading strategies that activate prior knowledge. “Instead of using a standardized approach for all students, the specific needs and characteristics of each student should be taken into consideration.”  (Jennings, Caldwell, & Lerner, 2014). Assessment is part of everything we say and do because each time we interact with a student we are giving them feedback. The teacher should use formative and summative assessments for each unit to identify, gathering and interpreting information about students learning and may give teachers the most accurate measure of a student’s actual ability. Informal assessments are beneficial for a teacher, she/he receives immediate data and then plan accordingly. Formal assessments give teachers insight into the academic strength and weakness of each student and dictate what actions to take for any needed intervention. The data gathered from a formal assessment will reveal whether low scores are exclusive to the student or class. Part 4 Anna questions are: “Where am I going? How am I going? Where to next?  (Shean, 2012) To help her students understand their mistakes. The answer to these questions will help her make lessons’ objectives, modify her teaching approach, and create skill she wants her students to be able to grasp and apply.  And finally how to achieve her goals and the district target. Speaking with her students, Anna intends to know if they understand the primary teacher goals of the topic under study. What is expected from them at the end of each unit? It is essential for educators to monitor interactions with the purpose of communicating academic expectations to students. Teachers’ expectations have a dramatic impact on student academic performance and create self-fulling prophesies. Teacher/students’ interaction creates a positive learning environment, show care and build trust. It will help them understand personal responsibility and accountability. The adequate information she can get from the teammates would include techniques that would benefit her teaching process and deepen her students’ knowledge. The use the guided reading method, the use of short-term tutoring, intensive, one-on-one instruction sessions for struggling readers can get them caught up with their peers. Also, struggles students may respond at a slower pace, but it is important for teachers to continue providing support until they masters the targeted skills, regardless of how long it takes. Also, she should continue doing several formative and summative assessments through the unit.  Learning logs, portfolios, peer review and conferencing could be beneficial. This assignment will help her to transfer learning and to show work that has been applied in real world situations (Shena, 2012).  Because Anna is new in the field, she should work in close collaboration with her teammates. She needs to know about her students’ interest, their needs to use them in her plan and provide the support and intervention they require. Following the district- adopted textbooks, she should create new strategies to help her students learn effectively. For future assessments, Anna needs to include multiple measures and a variety of modes to address the various needs and preferences in her room       2. Michael Part 1 What is the value of this assessment and what purpose does it serve? The benchmark assessments for math, reading and writing are very important in making sure that intermediate goals are being planned for and met.  They will give the teacher indications of the effectiveness of her instruction and allow time to alter teachings in order to meet the terminal learning objectives. Who is this feedback for? The feedback from the assessment can be beneficial for teachers and faculty, students and their parents.  Teachers can identify strengths and weaknesses of individuals or groups, while faculty can observe how teaching methods differ in effectiveness.  Students can use the results to gauge their effort level and the feedback would indicate how their child is progressing and in which areas they may need additional work. Part 2   Taking one academic area, how might Anna organize the data? The results from the reading exam could be organized by ability groups (like scores) and instruction appropriately differentiated.  Poor scores in the other assessment areas could stem from comprehension issues. What is the final result that this teacher might be trying to achieve? By rearranging the data, Anna may discover differing ways to arrange the classroom with regard to environment or grouping.  Somewhere buried in the scores may lay the causality of so much red. Part 3   What might be some of the underlying problems that have caused her results?  Based on the relatively vague data, she may have students in reading groups that are inappropriate.     What further data might help Anna and what might be missing in her approach and how could she get it?  Anna may want to give a diagnostic assessment of reading and compare the results to the district test.  There may be problems more elementary than comprehension.   What else could Ann be doing to find out what she should be teaching her students?  Sound Classroom Assessment Principle 4 states that students should get involved in their own assessment of their strengths and areas of struggle (Hatte, 2008).  Part 4 What coaching questions come to mind if you were helping Anna? Is her pointing out reading strategies for mistakes a good idea?  Does it evaluate against other students?   If Anna speaks with her students, what might she want to know from them? Do they fully understand what the strategies are?  Are they having difficulty with anything in particular?   What kind of evidence might she gather before the next district benchmark? The students may not have an understanding of the lesson objectives or are confused on how to reach them.   What would be the most important information she could get from her teammates at tomorrow’s meeting? If she is interpreting the benchmark data correctly and how she can better use it.   Do you have any other thoughts on Anna’s assessments?             No. References Shean, A. (2012). The Final Step: A Capstone in Education [Electronic version]. Retrieved from    https://content.ashford.edu/          

You have been asked by your administrator to provide guidance for your grade-level team concerning effective coaching techniques on professional development. Research articles or videos on effective coaching techniques.   Create a newsletter on the analysis and reflection of your research Discuss the following: Strengths of each professional development approach How utilizing student work as a focus guides the collegial dialogue and focus for teacher learning Format your newsletter consistent with APA guidelines.