Discussion: Revisiting Professional Goals

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Creating an early childhood program that reflects diversity and equity is an evolving process that takes time. As you embark on this journey, wherever you begin, it is important to remember that there will always be new paths to explore and insights to gain. By building and improving your practices, strengthening your courage and determination, and embodying the underlying belief that every person in this world is worthy of respect and understanding, you will make a positive difference in the wellbeing of young children and their families.

In preparation for this Discussion:

  • Reflect on the media segment featuring Julie Olsen Edwards. As you think about the words of encouragement and messages of hope that she offers, what resonates the most with you? Why?
  • Revisit the two professional goals you established during the Week 1 Discussion. Reflect on these goals in light of what you have learned during this course and so far in this specialization, also bearing in mind your professional and personal growth during this time. Now, consider how you might revise, refine, modify, and/or extend these goals to further target your future growth and development and that of the children and families with whom you work or will work.

By Day 3

Post:

  • A description of an idea or message from this week’s media segment that evokes special meaning for you. Include an explanation of its significance.
  • A summary of your modified professional goals related to anti-bias work. Provide a rationale for the changes or adjustments you have made to the originals goals. As appropriate, include references to ideas or insights gained from any of the Learning Resources provided in the course.

HMNT 3001C

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· Define the audience for each of your popular culture categories and explore whether social issue messaging and the audience have changed in any way. Consider whether the audience is local, global, or regional.

· Discuss what each of your example popular culture artifacts/expressions communicates regarding your issue.

· Analyze how at least one additional social issue relates to at least one of your popular culture artifacts/expressions.

· Analyze access and distribution limitations for each of your popular culture artifacts/expressions.    

· Determine whether or not access and distribution forces control content. Explain your reasoning.       

· Explain whether your popular culture artifacts/expressions send messages that define social values or provoke change.   

· Analyze how your example popular culture artifacts/expressions connect or do not connect with your personal values.   

The final paper should include:

· A full revision of the Milestones from Weeks 1, 2, 3, and 4. Check for overall structure and appropriate transitions between sections of the text. Please refer to the resources available on the Walden Writing Center site to help with this.

· The References page should include at least five academically relevant resources as well as the full listings for your popular culture artifacts/expressions. Use the Final Project Worksheet from Week 1 to help with this.

M3 Cognitive Development Reflective Essay

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Please follow all directions listed here and stated in the syllabus. Write a 3-page minimum paper, APA style: Times New Roman font, title page is required, double spaced – NO ABSTRACTS are required for this short essay. The essay must be three full pages of text, not including the title page or the reference(s) page. You MUST use at least TWO citations – feel free to use more. A reflection paper is an opportunity to critically reflect on one’s actions, beliefs, and aspirations, as well as other topics.

For your essay assignment in this Module, I strongly suggest reading the PowerPoint slides 53-73 and the ENTIRE Cognitive Development Lecture. For your convenience, I have downloaded many of the peer-reviewed journal articles cited within this lecture (some of the research are books (not downloaded) and many of them can also be found in our UofM Libraries like I found the journal articles). The research is linked under the title, Cognitive Development in Middle Adulthood Research. I have also provided a few additional research articles below. These articles can be cited within your essay in order to add legitimacy to your answers. These are sources cited in the textbook (Feldman, 2014), lectures, and PowerPoints. Although reading one or two journal articles is recommended, you are not required to read or cite any of the journal articles that I have downloaded, though TWO CITATIONS are STILL REQUIRED. No ebooks were downloaded.

Remember, you must provide at least two citations in all papers; the textbook information provided, Feldman (2014), is a citation. See syllabus for the textbook’s APA style citation.

Set your paper up APA style using the APA sample paper that is in the “Research & Writing Articles” Module as a guide. 

Middle Adulthood – Ages 40 – 65

Answer the following questions/prompts:

Developmental theorists have come to differing conclusions when exploring whether intelligence declines gradually in adulthood (Feldman, 2014). Nonetheless, Feldman (2014) continued, “despite the gradual declines in particular cognitive abilities during middle adulthood, it is during this part of the life span that people come to hold some of the most important and powerful positions in society” (p. 500). Taking into account the lecture (and research) that addresses cross-sectional studies, longitudinal studies, continual competencies, selective optimization, expertise, and various kinds of intelligences and cognitive abilities (Feldman, 2014, pp. 498-503), consider and answer these questions/prompts:

  • Do you think that intelligence gradually declines during adulthood? Why do you think this is so?
  • How do you define success? Why do you define success in this way?
  • Who do you deem to be successful in their middle age?
    • Why do you consider this person successful?
    • What personal characteristics do you think has made this person successful?
  • Do you consider this successful person an expert at something in particular? If so, what?
  • What personal characteristics do you think makes this person an expert?
  • Does this successful person display any of the intelligences described in this chapter? Which ones? Describe how these intelligences are displayed by this person.
  • Does this successful person’s characteristics fall within one or more of the categories that Salthouse (1990) described as the four reasons for the discrepancy in gradual decline during adulthood? Which one(s) and how so?

Disc 2 WR

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Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

(Note: The citations below are provided for your research convenience. You should always cross reference the current APA guide for correct styling of citations and references in your academic work.)

Read

  • Partridge, C. (2018).
    • pp. 104-131 (Part IV Kindle Edition)
  • Buddhism.pptxPreview the document
    STU. (2021). Buddhism.

Watch

  • Buddhism Lecturette (14:18)
    STU. (2021). Buddhism lecturette.
     

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Supplemental Materials & Resources

Feel free to watch these videos to supplement your reading of the Partridge text. These are not to take the place of reading.

Read section on Buddhism and answer one of the questions at the end or one of the following bonus questions. (Be sure to indicate which question you are answering.)

Bonus Questions:

  1. What is your opinion on the Buddhist view of suffering in the world?
  2. What is the difference between the Christian and Buddhist view of suffering?
  3. Select and describe one of the Eightfold path and how this might apply in the modern world. 

Submission Instructions:

  • Your response must be at least one substantive paragraph and must demonstrate evidence of reading. formatted and cited in current APA style. 
  • 500 words.

Discussion due tomorrow

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In this week’s discussion we will practice presenting data from metrics and making recommendations and supporting them. From the three metrics you used for your assignment 3 WHICH IS ATTACHED, choose 1 and present it.  

Here is an EXAMPLE – read through it and provide on of your own. Remember that in your assignment 3 you need to do three of these!

I chose to gather data on employee satisfaction with compensation and benefits. 

Here is the data:

Satisfaction with compensation:

83% highly satisfied

12% satisfied

5% unsatisfied

Satisfaction with rewards and benefits:

14% highly satisfied

22% satisfied

64% unsatisfied

Based on the results of this metric, we can conclude that the compensation seems to be satisfactory, but employees are not satisfied with the benefits and rewards. Thus, my recommendation is that HR do a survey to find out which benefits most employees would like to see the organization offer. 

Justification: We know that benefits are important. The literature tells us that “80 percent of respondents (2,026 U.S. adults, among whom 1,115 were employed) would choose a job with benefits over an identical job with 30 percent more salary but no benefits” (Festa, 2018). This proves that benefits are more important than compensation and if workers are unsatisfied with benefits, the organization needs to make changes. 

Source:

Festa. M (2018). Benefits More Important Than Salary? 80% Think Yes. Retrieved 2/18/2020 at: https://www.exudeinc.com/blog/benefits-more-important-than-salary-80-think-yes/

Preparing for the Interview

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You are working for a manufacturer of a specialized guidance system for the latest jet fighter aircraft used by several branches of the military. Your current position is as a senior supply management specialist reporting to the Vice President of Purchasing. She asks for your help in developing a series of questions to be used in interviewing and hiring a new junior buyer, an entry level position. You have agreed that the successful candidate will have 0-2 years of experience and a bachelor’s degree in a related field. Most importantly, the new hire must have an excellent grasp of the current vocabulary and tools used in the professional practice of supply management. Knowing that you have recently completed at least one course in supply management, she now asks that you provide written answers to the questions so that the other interviewers can judge the candidates’ knowledge. The questions are:

  • Give examples of at least three different job titles within supply management and explain how they contribute to the success of an organization.
  • Choose one department in a company (such as legal, logistic, operations, quality assurance, etc.), and explain how the company benefits from a facilitated integration of supply management with this internal partner.
  • Explain the role that supply management plays in achieving sustainability goals in an organization.
  • Select at least five items that would be considered when determining the total cost of ownership (TCO) for a piece of capital equipment. Classify each item as being either a positive or negative value if asked to complete the calculation.
  • Name at least three characteristics that you share with professional negotiators. Explain why you believe each is important to your role in supply management.
  • Select one method of using data to choose a new supplier. Summarize why you believe this is an appropriate, fair, and consistent method of conducting business.
  • List at least three special considerations when seeking international sources of materials. Compare how each differs from doing business only within the United States.
  • Explain the application of at least three types of fixed-price contracts. Determine the implications for the supplier and the purchaser for each type.

Your Summative Assessment

  • Must be 1800-2400 words (excluding title page and references page) in length, double-spaced and formatted according to APA style as outlined in the Writing Center. Contextual (Level One) headings must be used to organize your paper and your thoughts. Must include a title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must address the topic of the paper with critical thought.
  • Must utilize a minimum of five scholarly and/or peer-reviewed sources from the University of Arizona Global Campus Library in addition to the textbook.  Must document all sources in APA style, as outlined in the Writing Center.
  • Must document all sources in APA style, as outlined in the Writing Center.
  • Must include a separate reference page, formatted according to APA style as outlined in the Writing Center.

 Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment. 

https://ashford.waypointoutcomes.com/assessment/12605/preview

Week 1 learning activity

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10 Essential Services of Public Health

[WLO: 3] [CLOs: 1, 5]

Before beginning this activity, review The Public Health System & the 10 Essential Public Health Services (Links to an external site.) web page, as well as the following PowerPoint presentations: The 10 Essential Public Health Services (Links to an external site.) and United States Public Health 101 (Links to an external site.).

This activity is a matching game where you are given a real-life scenario and must match the activity to the correct public health service. To receive full points for this interactive, you must earn at least an 80% score on the activity. You can complete the activity as many times as you like within the first week to get at least an 80%. Be sure to complete the activity in one sitting. Once you receive an 80%, your score will automatically transfer to the gradebook and the Learning Activity can no longer be retaken for a higher score. If you do not receive at least an 80%, you will not receive any points and must retake in order to get at least 80%. This graded learning activity is worth 4 points.

This tool needs to be loaded in a new browser windowLoad Week 1 – Learning Activity in a new window

Unit 1 Paraphasing Assignment (PST102 Fundamentals of Psychology II)

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Unit 1 Paraphrasing Assignment (PSY102 Fundamentals of Psychology II)

Attached Files:

Instructions

1. Review the following resources on APA-style citing and referencing.

2. Read the following course requirement for writing in Psychology courses at Post University.

For all written work in this course, it is expected that you will write using your OWN words.  You are expected to discuss psychological concepts, theories, and research results.  In doing so, you will learn to communicate using the “language” and terminology of psychology.  Although you will learn the language of psychology, it is critical that you communicate your learning by using your own words.  If you describe the theory or research results of others, you must paraphrase the main ideas in your own words (please see the first link). Paraphrasing is the only way you can clearly show your instructor what you have learned. Paraphrasing is different from summarizing. Visit the second  link to learn the difference:

3.  After watching the videos and reviewing the web links above, paraphrase the paragraph below.  That is, re-write the passage in your OWN words.

Even the best-laid experimental plans are susceptible to experimental bias. Experimental bias refers to factors that distort the way the independent variable affects the dependent variable in an experiment. One of the most common forms of experimenter bias relates to the unintentional transmission of expectations to participants by the experimenter, thereby affecting the results. When experimenter expectations occur, an experimenter unintentionally transmits cues to participants about the way the experimenter expects them to behave. The danger is that those expectations actually cause the expected result to happen—results that otherwise might not have occurred. A related problem is participant expectations. If you have ever been a participant in an experiment, you probably developed participant expectations, guesses about what was expected of you. In fact, participants often develop their own hypotheses about what the experimenter hopes to learn from the study. If participants form their own hypotheses and then act on their hunches, it may be their expectations, rather than the experimental manipulation, that produce the results. To guard against participant expectations biasing the results of an experiment, the experimenter may try to disguise the true purpose of the experiment. Participants who do not know that helping behavior is being studied, for example, are more apt to act in a “natural” way than they would if they knew. Sometimes it is impossible to hide the actual purpose of research; when that is the case, other techniques are available to prevent bias. Suppose you were interested in testing the ability of a new drug to alleviate the symptoms of severe depression. If you simply gave the drug to half your participants and not to the other half, the participants who were given the drug might report feeling less depressed merely because they knew they were getting a drug. Similarly, the participants who got nothing might report feeling no better because they knew that they were in a no-treatment control group. To solve this problem, psychologists typically use a procedure in which all the participants receive a treatment, but those in the control group receive only a placebo— a false treatment, such as a pill, “drug,” or other substance that has no significant chemical properties or active ingredient. Because members of both groups are kept in the dark about whether they are getting a real or a false treatment, any differences in outcome can be attributed to the quality of the drug and not to the possible psychological effects of being administered a pill or other substance. However, a careful researcher must apply one more safeguard in an experiment such as this. To overcome the possibility that experimenter expectations will affect the participant, the person who administers the drug shouldn’t know whether it is actually the true drug or the placebo. By keeping both the participant and the experimenter who interacts with the participant “blind” to the nature of the drug that is being administered, researchers can more accurately assess the effects of the drug. This method is known as the double-blind procedure.

4. Cite and reference your paraphrase using APA-style. Since the passage is taken directly from your textbook, you will cite and reference this source.

Your citation(s) should look like this:

(Feldman, 2020)

  • Your reference should look like this:

References

Feldman, R. (2020). Essentials of understanding psychology. (14th ed.). McGraw-Hill.

for Prof MacQueen

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Discussion 1

In responding to Maria , comment on how her reactions to the video differed from your own and how the helping characteristics they wrote about differ from your own. Keep in mind that the desire to help others is often at odds with the mental or physical ability to help. Take this into consideration when reviewing your peers’ posts.

Maria post

When I saw the bystanders walking by without real concern, I thought they may have seen the man as being intoxicated and not truly hurting.  His need for help was not strongly seen.  He could have had a stomachache. He may have been nauseated. The bystanders might have interpreted the situation very differently as they were walking by.

I lost my Aunt in October and my cousin, who is her only child was not taking the death of her mother well. Who would actually?  I Facetimed her that day to show my support and asked if she needed anything.  Her response was that she needed me.  Her face said it all!  My heart ached and I told her, I will come and be with her.  Regardless of COVID-19, I went knowing she would have done the same for me.  My cousin needed me, period.  

I always react to someone (or animals) in need.  I have a soft spot for helping people that need help or if someone looks hurt or appears to need assistance of any kind. I will always, at least do the minimum and ask, “Do you need help?”
 

Discussion 2

Find an example of your final project theme in a Postmodern work as a representation of your theme. Explain how you see this theme in the example you chose.

 Discussion 3

In response to your Colin posts, find another example of the theme they chose in a work from this week’s module. Contribute to the conversation by discussing the different ways in which that theme is expressed in the two works and is still relevant today.

 COLIN POST

My final project’s theme is The Power of Nature, so I chose Spiral Jetty by Robert Smithson as my post-modern representation of this theme. Spiral Jetty (1970) is located at Rozel Point peninsula on the northeastern shore of Great Salt Lake. It was created using over six thousand tons of black basalt rocks and earth from the site and forms a coil 1,500 feet long and 15 feet wide that winds counterclockwise off the shore into the water. This piece displays the awesome power of nature, as the ever-changing pattern of the tide has the potential to alter the work at any time. Smithson had an interest in natural entropy, and the changing water levels of the lake represents such entropy (Dia Art Foundation).

SAFIYYAH POST

The artworks I had chosen for my project were ‘The Dying Swan’ done by Vladimir Trechikoff in 1949 and ‘The Dance of Death’ done by Micheal Wolgemut in 1493. The example I have chosen that has the same theme (death and the portrayal of the fragility of life through an artform) is ‘Untitled #153′ by Cindy Sherman in 1985. The artwork is a chromogenic color print and the dimensions are 170.8 × 125.7 cm. The piece shows Cindy Sherman posing as a dead woman. The skin is decaying and pale and the body and face is covered in mud. The raw portrayal of horror and death without any touch ups or beautification sends a message to society not to believe what is portrayed in mass media and to portray life and death as it is, respecting all those who live equally. The use of makeup and tools are artistically used to portray death. According to The Art Story – “Sherman utilizes the camera and the various tools of the everyday cinema, such as makeup, costumes, and stage scenery, to recreate common illusions, or iconic “snapshots,” that signify various concepts of public celebrity, self confidence, sexual adventure, entertainment, and other socially sanctioned, existential conditions.”

Discussion 4

I need a image for both of your chosen art work. For the next 6 questions you may used the same assignment from the last one I got 99/100 on it. The only comment he had was that I needed to indent my work cited page and double space.

1. write your revised and polished introductory paragraph. Be sure to include a thesis statement.

2. write your revised and polished Visual and Historical Analysis paragraph(s). 

3. write your revised and polished Comparative Analysis paragraph(s).

4. write your polished Parallels paragraph(s).

5.  write your concluding paragraphs. Be sure to address all three critical elements of the Conclusion  

6.  create your polished Works Cited list. Don’t forget to go back into the document, once it has been created, and format your source entries according to MLA style. 

Mozart Assignment

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I need to rephrase the following parts I got from online except the 4th paragraph. I need this within next hour though. 

The genius of Wolfgang Mozart is the glorious phenomenon of a commission that includes the reorganization of the text order of the high and symbolic Messiah by Handel. The well-known story of Handel’s life and that great Messiah consists of all of his music history and works. Handel, in Halle, Germany, witnessed the birth of J.S. in the magical year of 1685. Bach and Domenico Scarlatti. Handel made his “Grand Tour” in Italy from 1706 to 1710. 

In the years following his move from Salzburg to Vienna in 1781, Mozart developed a fascination for Baroque music, especially the compositions of J.S. Bach and Handel.  Baron Gottfried van Swieten, Mozart’s and later, Beethoven’s, friend and patron and a wealthy diplomat and amateur musician, had encouraged Mozart to study the manuscript copies of these Baroque masters which he had archived in his personal library. von Swieten  had been arranging regular private  performances of Baroque music  the private residences  of his aristocratic Viennese colleagues, eventually asking Mozart to curate and direct these events. The Baron had earlier founded the Geselschafft der Associerten (The Society of Associates), an exclusive club that offered oratorios at Lenten and Easter. By the time van Swieten offered a copy of Messiah and a German text to Mozart in 1789, he (Mozart) had already transcribed Handel’s Acis and Galatea, and would go on in the following year to transcribe Handel’s Ode to St Cecilia and Alexander’s Feast. 

Mozart set his transcription of Messiah, entitled Der Messias (KV 572), to a 1775 German translation of the oratorio by Christoph Daniel Ebeling, which Ebeling had in turn adapted from an earlier eponymous epic poem by Friedrich Gottlieb Klopstock. 

Der Messias is neither a radical rethinking of Handel’s original work, nor a cavalier rescoring by Mozart done simply as a lark. Although only 48 years separated Messiah’s premiere and Mozart’s 1789 transcription, an enormous change had occurred in musical style.  Handel lived and wrote squarely within the idiom and constraints of the Baroque era, whereas Mozart composed in the conventions of Classical Style. By Mozart’s time, symphonic orchestras were populated by many different instruments, each lending its own tonal color, together giving a more textured sound than that of the simpler “symphonic bands” of strings and continuo, with occasional trumpets, of Handel’s time. In addition, Mozart lived in the Age of the Enlightenment, when diversity of ideas was being accepted (Luise, 2012). 

According to musicologist Teresa Frick, “… Baron van Swieten wanted Mozart to “modernize” the oratorio (Messiah). This was a perfectly normal demand – the original work and its composer still commanded great respect, of course, but this was no obstacle to updating something “old-fashioned” to bring it into line with modern taste. Mozart based his arrangement on the first edition of Handel’s score. From this, two copyists produced a working score. For the English libretto and the wind sections of the original, they substituted blank lines so that Mozart could write his own accompaniment and insert the text written by van Swieten.  which was based on the German translation done by Klopstock and Ebeling.