EDCE 512 Quiz 4 (2019)

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  1. Developmental psychoeducational/guidance groups usually focus on a concern such as
  2. Negative feelings and resistance is often encountered by counselors working with adolescents mandated to participate in any group. Corey and Corey suggest each of the following to lessen such feelings except
  3. _______-centered groups are designed to enable children to explore their feelings, concerns and behaviors about a number of everyday subjects.
  4. One advantage of group guidance and psychoeducational activities is that such groups allow    .
  5. According to Ritchie and Huss, group work with minor clients might open school counselors to legal liability actions by parents or guardians if the counselor’s actions somehow associate their child with
  6. is the term used when a group becomes divided into different and opposing subgroups or camps
  7. A group that forms in response to a conflict between student groups is an example of a   group.
  8. Groups that involve    generally meet in groups of five to seven for 45-50 minutes.
  9. Stress is an issue for many adolescents in American culture. This is typically    for adolescent boys when compared to adolescent girls.
  10. When dealing with a group of adolescents forced to participate in group work, the counselor should generally begin by
  11. According to Donigian and Malnati, the result of “dropping” a disruptive member from a group while working with adolescents is often   .
  12. Santrock coined the phrase   to define adolescents in their tendency toward growth and change despite frustrations.
  13. Counselors conducting group guidance and psychoeducational group lessons in schools employ a wide variety of techniques. Guided fantasy, positive affirmations, and employing visualizations would likely be successful in psychosocial groups working with   children.
  14. The number of children in psychoeducational groups is usually _________________ counseling/ psychotherapy groups.
  15. Generally, children below the age of  are not involved in group work because of the egocentristic nature of their development.
  16. Leaders of adolescent groups, according to Myrick, utilize open-ended questions, facilitative feedback, and are acknowledging. He recommends leaders must be skilled and use great caution which of the following?
  17. Adolescent group members may share information too soon or even reveal inappropriate information about themselves, for which of the following purposes?
  18. Many experts in the field of counseling children (e.g., Dinkmeyer, Keats, Muro) believe that prior to age of twelve   should be a primary tool in group work with children.
  19. Groups for elementary and middle school children are activity-focused whereas groups for adolescents are more _____________ oriented.
  20. In setting up groups for children, group workers must be particularly sensitive to
  21. A disadvantage of group counseling with children is   .
  22. Determining what type of group is best for a specific group of children is based on two sets of factors. Variables such as age, gender, and maturity levels are __________factors.
  23. Myrick illustrates five configurations for seating arrangements appropriate for managing large groups of children in school counseling programs. Which of the following does he claim is good for making a presentation but may inhibit group interaction?
  24. Malekoff suggests that groups of all kinds can be helpful to adolescents in making the transition from childhood to adulthood. All the following are ways groups are valuable to adolescents, except   .
  25. Kymissis cautions against “mixing” which of the following in group work with adolescents?

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Liberty University CJUS 530 Quiz 2

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Question 1

0 out of 5 points In the public workplace of criminal justice organization employees, there are numerous court cases that either hold an employee(s), the criminal justice organization or both accountable for intentional and sometimes unintentional deprivations of a citizen’s constitution rights in the form of a civil tort. There is a specific U.S. Supreme Court case that now will no longer allow the acceptance of the excuse of, “I didn’t know,” in that the justices indicated that in some cases there is a ‘duty to train employees’ to avoid such violations. Many times this case is referred to as the one that ‘opened the litigation door’ for the failure to reasonable train an employee. That case is   .

Question 2

5 out of 5 points Charisma is defined as that personal magic which arouses special loyalty, enthusiasm and respect for a beloved leader. Which of the following powers would charisma be placed?

Question 3

5 out of 5 points

Communication serves four very important functions in a criminal justice organization. Those four functions are emotive function, motivational function, informational function and

function.

Question 4

0 out of 5 points In order for a public service organization to be strategically situated in its succession planning, personnel must be trained and be able to   .

Question 5

5 out of 5 points In conducing the performance appraisals for personnel the supervisor, manager, leader, etc. must always be aware of certain errors or effects that can skew a well thought out and well plan appraisal system. One of those effects is called the halo effect. It is described below as

.

Selected Answer:

I got a good one when they transferred this guy to me and he is just perfect and never makes a mistake.

Question 6

5 out of 5 points From the research works of Violanti and Marshall in the 1980s, they identified four transitory stages that a criminal justice employee (police) will go through in the course of a career.

Those four stages are alarm, personalization, introspection and   .

Question 7

0 out of 5 points

The Transportation Workplace Security Enhancement Act of 2009 was intended to

.

Selected Answer: Give public safety unions more power to organize through ‘card check’.

Question 8

0 out of 5 points Kentucky, Virginia, West Virginia and Tennessee all have an overweight and obesity rate at 65% or higher.

Selected Answer: True

Question 9

0 out of 5 points There are three major steps to have a successful performance based management system for a criminal justice organization. Those steps are: 1. Define the organizational mission and the strategic performance objectives; 2. Establish an integrated performance system; and 3. Establish accountability for performance.

Selected Answer: False

Question 10

5 out of 5 points In preparing an organization for change there are many models on the market in both old and new management books. The authors have used the SARA model as a very simple planning process to assisting a leader in taking his/her organizational change move to reach his targeted goal. The SARA model stands for Scanning, Analysis, Response and what other step?

Question 11

5 out of 5 points In reading about interpersonal conflict in one of the current textbooks more than one has been identified. Which of the following is not a type of interpersonal conflict?

Question 12

5 out of 5 points The decision‑making process consists of four specific steps. They are: 1. Translate goals into objectives, and then translate objectives into payoffs and utility; 2. Choose among alternatives; 3. Select the alternative whose consequences have the greatest utility; and 4. _

.

Question 13

5 out of 5 points When setting up a human resource system where employees are to be hired for tasks to be accomplished successfully, it is necessary that core competencies be established. In order words what do our future employees knew to know already and in what areas will they need training? Of the four following items three will be used to establish core competencies and one will not. Which one will not be used?

Question 14

5 out of 5 points

In groups and teams within an organization cliques can form and several have been listed. Out of the following listing of cliques choose one that was listed in your reading.

Question 15

5 out of 5 points Pay, fringe benefits (health, dental and life insurance as well as 401k and 457 savings plans, etc.) and long term retirement pensions are tools to both recruit and retain good employees over the long haul of an organizational life span. In setting up a full service human resources program, the importance of the properly funded viability of a living wage, acceptable (to the employees) fringe benefits and a secure pension plan are vital to the criminal justice organization’s success. As has been seen in previous years of economic downturn cycles, elected officials sometimes have been discovered to have under paid the full actuarial percentage amounts for pensions and used the monies for other legally funded purposes. Which listed term best describes this new, but yet old, practice by some elected legislative officials and local units of government?

Question 16

25 out of 25 points

Essay (please be brief in stating your points succinctly, but yet be thorough)

One of the key items with which you will need to be familiar in your administrative future are the five types of power within any human resource organization, but more so in the criminal justice world as it is and of itself about the power of the state and your role within it. These will be used for your benefit and yet they may be used against you so it is important that you know and recognize their importance and usability. List the five types of power and define each one. Then explain how and under what circumstances each one can be used.

Selected Answer:

The word power has both positive and negative connotations attached to it. In essence power is the ability, the vigor, and the strength to control one self and others. There are five main types of power namely: Reward power, coercive power, legitimate power, referent power and lastly expertise power. Defined as follows:

Reward power: This is the manager or supervisor’s ability to use rewards and punishment toward subordinates. An example of this would be something small as a compliment (praise or thankyou) or an assignment to a desired shift. Much bigger rewards or consequences would be a raise and or promotion for a job well done. This type of power can be used to boost morale

Coercive power. This is based on fear of punishment, making it the opposite from rewards, which means that it can be problematic and it can also be abused. This power can be used to emphasize, with threats, the potential consequences of a job poorly done. This type of power is used to imply or threaten firing, demoting, or denying some sort of privilege. Thus, this coercive power has the potential of being abused.

Legitimate power: This is typically linked to a rank, role or job title. Thus, respecting rank or title is important. A person may respect the title or the position, but not necessarily the person who holds it. Furthermore, when the person in power loses the position, the power is lost as well. A person will follow the order mostly due to respect to the position, not because they like or respect the person giving the order.

Referent power: According to the text this type of power is difficult to define, because it is intangible. It is the result of how a manager behaves or something in his or her personality that the subordinates likes or admires. This type of power is based on trust between both the manager (supervisor) and employee. This power emanates from a person that is highly liked and seen as a role model. Their communication is open and direct. The key aspect is trust. A word utilized to describe this type of leader is charismatic.

Expertise power: This power is based on knowledge and expertise. The manager or supervisor’s knowledge and expertise brings him respect from his or her subordinates. A manager with a particular expertise can persuade his or her employees, out of respect, to do things for him or her. Thus, appreciation is demonstrated.

In summary, all of these types of powers can be used at different times within an

organization. They all have value based on the situation that they are utilized.

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Various child development questions

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Each question has to have a 140 word minimum. No special format needed. just make sure they are number. here are the questions: 1. Homeless children resemble institutionalized children in some ways (lack of adequate cognitive stimulation) but not in others (they are in the care of a parent). Describe one aspect of development that you think might be compromised for homeless children. Explain briefly a research method you could use to study this aspect of development.

2.One of the ambitious goals for Healthy People 2020, a U.S. government program, is to increase abstinence from drinking, smoking, and using illicit drugs among pregnant women (Office of Disease Prevention and Promotion, 2016). To achieve these goals, future parents need to be educated on the dangers of substance use during pregnancy. Select one risk factor (for example, alcohol, cigarette smoking, etc.) and write a short paragraph on the nature of the risk factor and the potential problems it can cause in the prenatal period and in later development. If you are interested in a factor that isn’t discussed in this chapter, look up some information from an authoritative source, such as the review paper by Ross et al. (2015), the NIDA (2016) website, and online publications on prenatal development from the CDC and the National Institute of Child Health and Human Development.

3. Suppose you are collaborating with others to produce a community intervention program for families that live in urban poverty. Identify one distal and one proximal influence of living in poverty that are linked together, and likely influence child development in a negative way. Briefly describe how your community program would address these linked influences on child development.

4.You’ve probably heard advertisers claim that using certain products will allow you to tap into your baby’s potential for brain growth and make your baby smarter. Take a few minutes to conduct an internet search using the term “Brainy Babies” or “Baby Einstein” to find examples of some of these products on the Internet. How would you respond to these claims based on what you have learned about brain development and experience?

5. Many U.S. children attend child care, either in registered homes or centers, but research surveys have shown that the quality of these facilities varies widely. Use your knowledge of brain and cognitive development (Chapters 4 and 5) to propose equipment, toys, or activities caregivers could provide that would stimulate a specific aspect of brain or cognitive development (such as goal-oriented problem solving, attention, memory, categorization, or language).

6. The NICHD early child care study found that many children were placed in low-quality child care homes or centers, an all-too-common situation in the United States (Clarke-Stewart & Allhusen, 2005). What should be the features of high-quality child care from the perspective of optimizing social and emotional development? Identify one feature, and explain specifically how it would benefit children.

7. The two child maltreatment prevention studies discussed at the end of this chapter focused on altering behavior within the family microsystem, but other ecological systems beyond the family are relevant. Describe one strategy that social policy makers might follow to reduce the number of potential child maltreatment victims. How would you know that the strategy was working?

8. What ideas do you have for a business venture, non-governmental organization or community project that would help promote language, literacy, or numeracy skills in low-income neighborhoods?

9.About 70 percent of parents of 3- to 5-year-olds use child care for some portion of their child’s week. From a social policy standpoint, what are some important changes you would recommend to improve the quality of child care in the United States? Defend your answer in terms of the anticipated impact of your proposed changes on children’s socioemotional development.

10. How might a neuroscientist use children’s interest in video games to design an experimental or longitudinal study determining whether intense amounts of practice in a particular skill causes measurable changes in the brain? Sketch out the type of skill that might be promoted in a video game, which areas of the brain might be affected, and how you would determine if these brain areas were affected by experience playing the game.

11. Opinions of developmental scientists and educators differ regarding the usefulness of IQ tests to benefit children’s lives or education. What is your position? If you see a continuing need for IQ tests, give an example of how they can be used. If you don’t see a continuing need, what would you do instead of giving IQ tests in typical situations where they are used (assessing the impact of prenatal or birth problems, assessing the impact of early environmental disadvantage, and placing a special needs child or a gifted child in the appropriate educational program)?

12. Reflect on what you’ve learned about the psychological impact of bullying and review Denham et al.’s (2011) model of emotion regulation in Figure 12.2. If you were advising a child on how to cope with bullies, what is an example of one of the three types of emotion regulation (coping emotionally, cognitively, or behaviorally) that could help this bullied child?

13. Adolescent risk-taking, whether due to brain development, social influences, or a combination of the two, is a societal problem. Describe one way parents, teachers, counselors, or producers of media for teens (such as apps, video games, TV, movies, and music videos) can help reduce adolescent sensation-seeking and risk-taking. Choose a specific example of risk-taking behavior among contemporary teens that you have observed or read about.

14. One expert said that public health efforts to limit adolescent smoking, substance abuse, early sexual behavior, and automobile accidents should focus less on educating the adolescent to be wiser, more informed, and less impulsive and more on limiting opportunities to engage in risky behavior (Steinberg, 2007). Examples of opportunity-limiting policies include raising the price of cigarettes, more vigilantly enforcing laws against the sale of alcohol to minors, expanding adolescents’ access to contraceptive services, and raising the driving age. Do you agree or disagree with this proposal? Why?

15. One expert said that public health efforts to limit adolescent smoking, substance abuse, early sexual behavior, and automobile accidents should focus less on educating the adolescent to be wiser, more informed, and less impulsive and more on limiting opportunities to engage in risky behavior (Steinberg, 2007). Examples of opportunity-limiting policies include raising the price of cigarettes, more vigilantly enforcing laws against the sale of alcohol to minors, expanding adolescents’ access to contraceptive services, and raising the driving age. Do you agree or disagree with this proposal? Why?

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Building a Classroom Management System

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Effective classroom management allows for maximum time for learning in a positive, supportive, and well structured environment. In an effective classroom the teacher and the students look forward to each day of learning.

In the Fred Jones text, read chapters 1 and 2 to complete a 1 page reflective response to the following:

  1. What “aha” did you have as a result of this reading?
  2. Describe how you will implement concepts learned from these chapters to establish a classroom management system for your classroom.
  3. Provide an example of a motivating activity.

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Education homework help

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Hello everyone!

My name is Mashael, and my major is architecture. I am taking this class partly because it is one of the requirements I need for my degree and partly because the backgrounds and details of different faiths have always interested me. I have chosen to study this topic anthropologically because I also think that religions say so much more about a people and a culture than just what that people thought would get them a nice after life. Religions also direct most every norm in society, and so to understand the religions of a people and place is to understand what makes them “tick,” so to speak. I have taken a general anthropology class in the past, and I learned what anthropology is, as well as how it helps us understand both people of the past and the people that exist today. The basic idea that I have learned about anthropology is that it is the study of people, their norms, their values and how all of these elements worked together to create the societies of their time. The study of religion, then, is another way to get a unique look into the lives and people of a society, as it tells about what matters to them and what guides their lives. However, after reading the text for this week that introduced me to the way that anthropology studies religion, I had my eyes opened to an even broader perspective of what it can achieve. According to the textbook, “anthropology does not approach religion to falsify it nor verify it nor even to judge it,” but rather anthropology studies religion because it shows what people believe in and what they use to construct their social world (Eller 7 & 11). In other words, the anthropological study of religion is meant to explain the religion and what it says about the people who practice it. Eller explains that this involves three parts, which are to “construct a model of it, to identify processes or mechanisms at work in it, and to give reasons for it,” and so when an anthropologist turns his or her focus on a religion it is for these three purposes (13). While other fields might try to acquire or specialize in the religion, anthropology just wants to open up the clock of it, so to speak, and see all of the moving parts that make it “tick” for the people that practice it, as it is through this way that a deeper understanding can be found.

I would say that starting out our semester with these questions as the guides to clarify our study efforts will definitely help narrow what we are looking for and help us avoid the ethnocentrisms that often plague the studies of other religions. With an open mind and a curious nature, we can avoid all judgment and glean so much information from it, and thus make our time in the course all the more beneficial to us as academics and individuals that inhabit a very diverse society.

 

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Help with PE

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Evaluating Nutritional Claims

Student Guide

 

Assignment Summary

For this assignment, you will read two articles about dietary supplements and evaluate the accuracy of

the claims as shown in the background section of this assignment. Following the reading, you will

complete a series of short-answer questions.

Background Information

“Always choose the organic food option whenever possible.” “Choosing a food or beverage that is 100%

all natural is a healthy alternative.” “Ginkgo biloba is a great supplement to improve memory and blood

circulation.” Each of these statements is a claim commonly circulated throughout media outlets. From

television shows to magazine ads, there are many different health claims about processed foods and

dietary supplements. It is scientifically supported that nutrition and health are intimately related. Unhealthy

choices about food and nutrition directly affect health outcomes.

Materials

a) Student resource document containing the following two articles:

i. “Processed Foods: What’s OK and What to Avoid”

ii. “Should You Take Dietary Supplements? A Look at Vitamins, Minerals, Botanicals, and

More”

Assignment Instructions

For this assignment, you are expected to submit:

a) Summary responses

Step 1: Prepare for the assignment.

a) Read through the assignment before you begin so you know the expectations for this

assignment.

b) Read the claims presented in the background section of this assignment.

c) If there is anything unclear to you, be sure to ask your teacher.

d) Read both articles

e) Think about the following as you read:

i. Consider how each claim relates to the connection between nutrition and health

outcomes.

ii. What is the author’s purpose of writing the article?

iii. How valid are the points the author presents in this article?

Step 2: Complete the assignment.

a) Respond to the short-answer questions.

b) Make sure responses are free of punctuation, grammatical, and spelling errors.

 

 

 

 

Student Assignment (continued)

Copyright © Edgenuity Inc.

Step 3: Evaluate your assignment using this checklist.

If you can check each box below, you are ready to submit your assignment.

 Did you read all of the claims in the background section?

 Did you read both articles?

 Did you respond to all short-answer questions and prompts completely?

 Did you complete the short-answer questions?

 Are your short-answer responses complete sentences?

 Are your short-answer responses free of spelling, punctuation, and grammatical errors?

 

Step 4: Revise and submit your assignment.

a) If you were unable to check off all of the requirements on the checklist, go back and make

sure that your assignment is complete. Save your assignment before submitting it.

b) When you have completed your short-answer questions, return to the Virtual Classroom and

use the “Add files” option to locate and submit your assignment. Ask your teacher for

assistance if necessary.

c) Congratulations! You have completed your assignment.

 

Short-Answer Responses

For this assignment, you will respond to each prompt with 2 to 3 complete sentences free of spelling,

punctuation, and grammatical errors.

a) Select one claim from the background section of this assignment. Discuss whether you are in

support of or against the claim and why.

 

b) Explain the evidence you used from either article to support your argument about the claim.

 

 

 

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Philosophy Matrices Help

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Philosophy Matrices Template(The names beside each philosophy are just for reference to help you connect the philosophy with specific philosophers.)

Traditional Philosophies
IDEALISM (Plato)
Metaphysics Epistemology Axiology Learner’s Nature Teacher’s Role Curricular Focus Methodology Criticisms
Reality is spiritual, intellectual, and universal. An unchanging world of perfect ideals of truth and beauty Reminiscence. Knowing is recalling latent ideas from the mind Values are unchanging, based on goodness and beauty Striving to achieve fullness of human nature.

Spiritual and intellectual journey

 Personify culture and reality. Assist in spiritual and intellectual self-development “whatness of education”

Human history and literature

 Self-examination

Lectures and discussions

  
REALISM (Aristotle)
Metaphysics Epistemology Axiology Learner’s Nature Teacher’s Role Curricular Focus Methodology Criticisms
Natural phenomena are organized by inanimate to animate.

An objective order of reality.

Matter-Form Hypothesis

 Rationally investigate natural and social reality. Formulate theories of what the world contains

Sensation and abstraction

 

 Eudaimonia.

Moral and ethical virtues. Prudent choices. Perfecting human intellect

 Develop a sense of practical skill, applying knowledge and virtue to make decisions in life. Seeking to grow in maturity of human knowledge Exemplify virtue. Be a specialist in skills and subjects taught.

Enable learner to achieve their potential

 

 Liberal arts and science; grammar, literature, mathematics, poetry, philosophy, and natural sciences    
NEO-SCHOLASTICISM (Thomas Aquinas)
Metaphysics Epistemology Axiology Learner’s Nature Teacher’s Role Curricular Focus Methodology Criticisms
The universe and life were created by God. The soul lives eternally in heaven

We are rational creatures distinguished by intellect

 Natural process of knowing is enhanced by cooperating with supernatural grace.

The universe functions purposefully, rather than by chance

 Religious and theological studies reinforced by habits and rituals of religion. Knowledge does not lead to morality   Effective communicator, possessing knowledge or skill

Parents are primary educator

 Forming Christlike individuals.

Total process of human development

 Verbal process of words and phrases to demonstrate a skill to be learned.

Begins with what is known to what is new

Biblical

  
Modern Philosophies
PRAGMATISM (William James, John Dewey)
Metaphysics Epistemology Axiology Learner’s Nature Teacher’s Role Curricular Focus Methodology Criticisms
Truth is a tentative assertion based on human experience Knowledge is based on experience. Pereceptions of the world are unique to each person Values come from human response to environmental and cultural situations Self-directed and self-disciplined Guides a situation rather than direct it.

Allow for errors

 Growth; more experience, problems, and resolutions to those problems

Social relationships

   Saw Dewey and other pragmatists as undermining the true role of philosophy.

An attack on the concept that “humans are rational inhabitants of a purposeful universe”
EXISTENTIALISM (Nietzsche, Kierkegaard, Sartre, Heidegger, etc.)
Metaphysics Epistemology Axiology Learner’s Nature Teacher’s Role Curricular Focus Methodology Criticisms
Knowing is subjective, personal, and individualized, not objective and standarized Truth is a personal. Taking what is known and making it your own Living is a process of evaluation and construction Self-expressive

 

 Stimulate awareness for the learner

Create situations to get students to express subjectivity

 Givens (natural and physical sciences, mathematics, and social sciences) and Open-areas (humanities, literature, fine and expressive arts)

 

   Undermines ethics, denying fixed principles
Contemporary Educational Theories for Transmission
PERENNIALISM (Adler, Hutchins, William Bennett, Allan Bloom, etc.)
Metaphysics Epistemology Axiology Learner’s Nature Teacher’s Role Curricular Focus Methodology Criticisms
Truth and values are universal

Humans are defined by inherent rational nature

 Best reliable knowledge is found in liberal arts and sciences. What we can know is out there; through our intellect and reasoning powers, we can acquire knowledge Education is to inform about what reality is and how it works, develop and cultivate reasoning powers, its about truth and is the same everywhere, based on knowledge contained in the liberal arts and sciences, and it should cultivate choices based on knowledge Self-introductory

Able to understand, analyze, and appreciate the classics

 Have knowledge and an understanding of liberal arts and sciences

Engages the students and introducing them to topics

Skilled in Socratic Method

 Cultural skills and knowledge that educated have needed across time.

Learned disciplines (mathematics, history, literature, language, art, music, sciences)

 

 Develop rationality by exposing students to the works of Western civilization Pragmatist: “marching backwards to the Middle Ages”, “knowledge is based on active and ongoing experience through interactions with the environment”

Progressive: “top-down theory of education (elementary and secondary schooling is set by colleges and universities)

Postmodernist: claims to universiality are archaic classical thought. Great Books privileged the works of “white Europeans and ignored multiculturalism”
ESSENTIALISM (E.D. Hirsch)
Metaphysics Epistemology Axiology Learner’s Nature Teacher’s Role Curricular Focus Methodology Criticisms
Education has essential characteristics Antecedent knowledge found in liberal arts and sciences; represents what needs to be known to be intelligent Education is to bring humans in contact with knowledge, transmitted through generations Internalize the discipline of of learning

Use what is known and apply it to situations or problems

 Organizing a subject into teachable and learnable units based on students readiness

Teach basic skills

 Basic skills and learned disciplines Use of knowledge developed and organized by scientists and scholars Experimentalist: oppose antecedent knowledge, schools as exclusive academic institution, subjects as knowledge, and teaching methods in subject matter

Progressives: oppose tradition being core of knowledge and the neglect of students needs and interests
BEHAVIORISM (Skinner)
Metaphysics Epistemology Axiology Learner’s Nature Teacher’s Role Curricular Focus Methodology Criticisms
               
Contemporary Educational Theories for Transformation
RECONSTRUCTIONISM (Counts)
Metaphysics Epistemology Axiology Learner’s Nature Teacher’s Role Curricular Focus Methodology Criticisms
    Bring about change and create a equitable and democratic society     Political, social, and economical issues Group discussions and problem solving  
CRITICAL PEDAGOGY (Friere, Giroux, Noddings, Gloria Watkins [bell hooks], Peter McLaren, etc.)

This section might be a bit more challenging than the ones above. You are encouraged to supplement the textbook information with internet searches on the topic.
Metaphysics Epistemology Axiology Learner’s Nature Teacher’s Role Curricular Focus Methodology Criticisms
Question and challenge domination

Undermine beleifs and practices related to it

 Truth = power

Comes from education and critical thinking

 Democracy and social injustice Understand freedoms

Show interest in subject matter

 Facilitate inform students on current events and provide tools for critical thinking Events relevant at the time of teaching Lectures, videos, and stories

Discussions

 

  
CONSTRUCTIVISM (Piaget, Vygotsky, Constance Kamii, etc.)

This section might be a bit more challenging than the ones above. You are encouraged to supplement the textbook information with internet searches on the topic.
Metaphysics Epistemology Axiology Learner’s Nature Teacher’s Role Curricular Focus Methodology Criticisms
   

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Liberty University BUSI 604 International Business Test 1

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Liberty University BUSI 604 International Business Test 1

•             Question 1

0 out of 2 points

(______) and (______) consistently rank as two of the leading suppliers to the United States, making up over 25 percent of total trade to the U.S.

Selected Answer:

•             Question 2

2 out of 2 points

(_____) have been constructed to prevent domestic companies from employing underage workers—even in foreign countries.

Selected Answer:

•             Question 3

2 out of 2 points

The rank of the top five countries (largest to smallest) by GDP as of 2015 are as follows: United States, China, Germany, Japan, and United Kingdom.

Selected Answer:

•             Question 4

2 out of 2 points

(___________) is the official measure of total output of goods and services in a nation’s economy.

Selected Answer:            Gross Domestic Product (GDP)

•             Question 5

2 out of 2 points

Foreign direct investment allows domestic firms to receive capital financing from foreign entities.

Selected Answer:

•             Question 6

2 out of 2 points

(______) was a major contributor to continental trade growth between the United States, Mexico, and Canada because it eased quotas, tariffs, and customs procedures.

Selected Answer:

•             Question 7

2 out of 2 points

The health of a given economy can be measured in part by the number of exports    it has relative to the number and economic value of its imports.

Selected Answer:

•             Question 8

2 out of 2 points

Foreign investment does not include the outbound investment of host country capital into foreign economies.

Selected Answer:

•             Question 9

0 out of 2 points

Multinational corporations (MNCs) are often divided into three broad groups based on (___), (____), and (_____).

Selected Answer:

•             Question 10

0 out of 2 points

United States imports primarily come from the following countries: China, Canada, Mexico, and Germany.

Selected Answer:

•             Question 11

2 out of 2 points

Economic health is considered (______) when a country imports considerably more than it exports.

Selected Answer:

•             Question 12

2 out of 2 points

The (_________) is home to some of the world’s leading hardware and software manufacturers.

Selected Answer:

•             Question 13

2 out of 2 points

Sanctions refer to the taxes on imported goods.

Selected Answer:

•             Question 14

2 out of 2 points

In 1866, the telegraph opened the first transatlantic communications channel to facilitate real-time communication over long distances.

Selected Answer:

•             Question 15

2 out of 2 points

(______) are the characteristics that are unique to an individual’s learning experiences or character.

Selected Answer:

•             Question 16

2 out of 2 points

When a firm in one nation exchanges products, services, resources, or capital with a firm located in another nation, this exchange constitutes a(n) (_________).

Selected Answer:

•             Question 17

0 out of 2 points

Any corporation or enterprise that manages production establishments or delivers services in at least three countries may be considered a MNC.

Selected Answer:

•             Question 18

2 out of 2 points

Improvement in transportation, advances in communications technology, and trade-friendly legislation have all contributed to the desire to produce a seamless global economy.

Selected Answer:

•             Question 19

2 out of 2 points

A low individualism ranking typifies societies of a more collective nature with close ties between individuals.

Selected Answer:

•             Question 20

2 out of 2 points

Government leaders increasingly cite (__________) as a reason for withholding foreign aid or debt relief.

Selected Answer:

•             Question 21

2 out of 2 points

Judaism is a (_______) religion which believes that the world was created by a single, all-knowing divinity.

Selected Answer:

•             Question 22

2 out of 2 points

An (_______) status is one that society assigns to an individual on the basis of factors over which the individual has no control: gender, race, ethnic background, and socioeconomic status, into which one is born.

Selected Answer:

•             Question 23

2 out of 2 points

An achieved status is one that society assigns to an individual on the basis of factors over which the individual has no control: gender, race, ethnic background, and socioeconomic status, into which one is born.

Selected Answer:

•             Question 24

2 out of 2 points

Muslims base their doctrine on the teachings in the Bible.

Selected Answer:

•             Question 25

0 out of 2 points

(___________) exacerbate the misunderstandings that arise when trying to communicate a message.

Selected Answer:            Ignorance

•             Question 26

2 out of 2 points

Language affects communication in two ways: (1) (_____________) and (2) (______________).

Selected Answer:

•             Question 27

2 out of 2 points

The (___________) provisions of the FCPA make it unlawful for a U.S. person, and certain foreign issuers of securities, to make a corrupt payment to a foreign official for the purpose of securing business with or directing business to any person.

Selected Answer:

•             Question 28

2 out of 2 points

Primary social groups tend to involve small numbers  of individuals and are characterized by intimate and informal interaction.

Selected Answer:

•             Question 29

2 out of 2 points

(_______) people especially value the satisfactory completion of interactions with others.

Selected Answer:

•             Question 30

2 out of 2 points

A high uncertainty avoidance ranking indicates that the country has a high tolerance for uncertainty and ambiguity.

Selected Answer:

•             Question 31

0 out of 2 points

The study of culture must include (________) and (_______).

Selected Answer:

•             Question 32

2 out of 2 points

Transparency International provides guidelines for organizations wishing to develop anticorruption programs.

Selected Answer:

•             Question 33

2 out of 2 points

People in particularistic cultures share the belief that general rules, codes, values and standards take precedence over particular needs   and claims of friends and relations.

Selected Answer:

•             Question 34

2 out of 2 points

Confucianism consider it to be a philosophy of life not a religion.

Selected Answer:

•             Question 35

0 out of 2 points

(___________) applied the subset of cultural dimensions to the field of business management, segregating them into independent areas to be further divided in order to get a more precise understanding.

Selected Answer:

•             Question 36

2 out of 2 points

In a predominantly communitarian culture, people place the (_______) before the (______).

Selected Answer:

•             Question 37

2 out of 2 points

A strong correlation exists between (_______) and (_________).

Selected Answer:

•             Question 38

2 out of 2 points

Primary responsibility for the presentation of evidence and legal arguments lies with the judge.

Selected Answer:

•             Question 39

2 out of 2 points

Many nations, most notably the U.S., are considered free market economies; however, no nation operates with a true free-market economy.

Selected Answer:

•             Question 40

2 out of 2 points

The United Nations and other global monitoring agencies classify nations with the lowest economic status as (___________) nations.

Selected Answer:

•             Question 41

2 out of 2 points

(____________) can hinder foreign exports  from reaching a nation or from being purchased in the domestic market and place restrictions on domestic businesses.

Selected Answer:

•             Question 42

2 out of 2 points

If the quota is extremely low or if a tariff is unreasonably high, (_________) may attempt to push goods through a country’s borders without paying the proper taxes.

Selected Answer:

•             Question 43

2 out of 2 points

Tariffs are economic and trade sanctions against targeted foreign countries, groups, organizations, and individuals.

Selected Answer:

•             Question 44

2 out of 2 points

Nations that lack adequate (_________) tend to experience hyper-inflation or depression.

Selected Answer:

•             Question 45

2 out of 2 points

Corruption has been identified by several international organizations as the greatest single barrier to economic development worldwide.

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Comms430 final paper

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Paper guidelines

The following guidelines provide a basic organizational framework for your critical papers.  A similar method of organization is presented in the textbook, Rhetorical Criticism: Exploration and Practice.

Criticisms should be divided into five sections as described below:

[1]        Introduction.

In this section, the critic needs to introduce the topic of the paper and present the thesis of the criticism.  Remember, a rhetorical criticism should not be a mere application of a method to some rhetorical artifact.  Rather, the criticism should have some point, and that point will be expressed in the thesis of the paper.  As the point of the criticism depends upon the conclusions of your analysis (see [5] below), it is often not possible to frame the thesis of the criticism until the analysis has been completed and at least a rough outline of the conclusions prepared.

[2]        Background

Once the thesis has been clearly presented, the critic needs to describe the selected artifact.  In this description, the critic needs to address a number of topics.  First, the critic should provide a summary of the artifact and an analysis of the factors that gave rise to the artifact, especially the exigence the artifact seeks to redress.  Second, the critic should describe the rhetorical function(s) of the artifact, explicating the attitudes, beliefs, or actions the artifact seeks to induce.  Third, the critic should demonstrate the significance of the artifact, explaining why their selected artifact merits critical attention.  Significance can be established in three ways.  First, a rhetorical artifact may be significant because it has had a strong or widespread effect on one or more audiences.  Second, a rhetorical artifact may be significant because it is typical or representative of many other rhetorical artifacts.  Third, a rhetorical artifact may be significant because it is unique and, therefore, may demonstrate some unusual rhetorical principle.

[3]        Summary of method.

In this section, the critic will present their analysis of the artifact.  This requires two basic steps.  First, the critic needs to present a brief introduction to the critical method.  This need not exceed two paragraphs, but should nonetheless fulfill two functions: [1] it should acquaint the reader with the general nature of the method and [2] it should justify the suitability of the selected method for the purposes of the critic’s analysis.

[4]        Analysis

After reviewing the critical method, the critic will then present the findings of the analysis.  This section will typically be the most developed section of the criticism.  Although the organization of this section will vary depending upon the particular critical method employed, the critic must present their findings using a clearly articulated organization.  Two such organizations are commonly used.  First, a critic might organize their analysis in terms of the features of the rhetorical artifact itself (e.g., the main points of a speech or the chronological presentation of scenes in a movie).  Second, the critic might organize their analysis in terms of the rhetorical concepts being applied (e.g., the Aristotelian modes of proof or the terms of Burke’s pentad).  A conceptual organization is generally, though not always, preferred.  Additional suggestions for organizing this section are presented in the chapters of the textbook corresponding to the various critical methods.

[5]        Discussion.

In this section of the criticism, the critic will interpret the findings of their analysis and suggest further implications.  In the first of these tasks, the critic is seeking to answer two important questions.  The first question is: “How do the findings of this analysis illuminate the rhetorical function or significance of the selected rhetorical artifact?”  This question focuses on explaining the artifact based the findings of the analysis.  The second question is: “What do the findings of this analysis tell us about the value of the selected rhetorical artifact?”  This question focuses on evaluating the artifact based upon the findings of the analysis and is typically answered in terms of the effectiveness and/or appropriateness of the artifact.  The answers to these questions constitute what are commonly called the conclusions of the criticism.  The conclusions of your analysis are the payoff of the analysis and should be prepared and presented carefully.  As noted above, the conclusions will also guide the development of the thesis of the criticism in that they establish the point of your criticism.

The second task—presenting the implications of the analysis—also requires the critic to consider two questions: “What might this analysis tell us about the nature and/or functions of other similar rhetorical artifacts?” and “How might this analysis contribute to rhetorical theory?”  Thus, the purpose of the implications is to provide some generalizations based upon the findings of the analysis.  This section is typically brief, but is useful for providing a context for your analysis within the field of rhetorical studies.

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Assignment #1

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 Assignment 1: The Plan (700 words minimum)

If you are not currently working in a school or university, assume you are a classroom teacher at a level and type of networked school of your choice. Create a plan fora classroom with four networked computers, a computer lab with 25 networked computers,or a portable wireless lab with 25 laptops/netbooks/mobile devices. From information gleaned from course materials and online research. You will present an idea for using computer resources that your workplace has not yet purchased. After identifying the target student audience; grade level, individual, small or large group, etc., use information about technology solutions with high relative advantage for teaching/learning Technology Solutions with Potential for High Relative Advantage (Table 2.7, p. 56 of the text). Is the technology resource for problem-solving, drill and practice, simulation, etc.

Discuss how this new technology resource will give students opportunities to gain new content, reinforce and enhance skills through drill and practice, use higher order thinking skills through creation of multimedia, problem solve through simulation etc.

Explain the need and rationale for using this resource for diverse learners including accommodations for adaptive and assistive technologies. How does the resource align with it’s district and state curricula and district and state content and technology standards?

Then, in paragraph form, use Phases 1 through 3 of the technology integration planning model

(Figure 2.8, and Phase 1 – Phase 3 focus, p. 53 of the text), to describe how you would goabout deciding how to integrate the technology into a grade level or subject area classroomactivity.Make sure to include technical and budget sections in which you discuss costs andoutline plans and guidelines to configure software/computer/technology systems in theclassroom cluster and labs to use and share this resource. Discuss scheduling and cost issues.Meet with the school or district technology specialist get information to answer thefollowing questions:.1) How are local mass storage devices and media to store and shareinformation and resources installed? Address relevant issues regarding support personnel andpolicies for selecting, installing, and maintaining wide area networks for the school districtand/or facilitated integration of a WAN in the plan. Mention needed provisions for softwarepackages used to operate a computer network system and/or local area network (LAN).For the technology use you described above, in paragraph form, use Phase 3 of thetechnology integration planning model (Figure 2.8, and Phase 3 focus, p. 63-64 of the text), tooutline a detailed action research plan that will help you determine whether or not yourtechnology use is having the impact you hoped. How will you manage student learning andprogress using this resource? Be sure to include a description of the data to be collected andcollection methods and instruments you would need, as well as the procedures for using themto assess the impact of the technology-based strategy.2) How will this information be shared,and which stakeholders need to be informed? This written plan will be presented to thecurriculum committee for approval.

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