Education

The intervention program will be based on the results of the informal reading inventory. Candidates will develop a plan that is designed to address the needs of the child and describe how and why this program, the steps and activities will benefit the student. The candidate will analyze and reflect on the program. Each activity will be discussed in detail. Assessment discussion should specify which assessments will be used and the rationale, how often they will be administered. Identify the areas and skills that will be assessed. Candidates will use information, if the child has or has not mastered, the skill, to create next steps. An explanation of how assessments, including formative and summative assessments, will be used for further planning should be included.  Intervention plan should be aligned with the common core standards. Course texts and outside sources will be used to support discussion.     The intervention program should include the following sections. Abstract that summarizes the paper. It should be written after you have completed the paper.              Please see: http://owl.english.purdue.edu/owl/resource/752/04/ (Links to an external site.) Rationale- describes how and why program decisions were made. Program description- explanation of the program including implementation, next steps and activities. Assessments – describe which assessments will be used, how they will be administered, what will be assessed and how assessments will be used. Conclusion -including suggestions for teachers and parents. Bibliography- that includes at least 18 uniquely cited sources.

Postmodernism is not easy to define.  It is after the modern period attributed to typically marked by Descartes’s doubt and the cogito. The critiques tend to have something to defend as the as it would appear from the scathing attack by Thomas Nagel (See page 698-699). Indeed there are some who take the postmodern doubt or skepticism to absurd levels. This is not the point. Derrida‘s concern is with logocentrism, which according to Derrida, is the attitude that logos (the Greek term for speech, thought, law, or reason) is the central principle of language and philosophy.  Jacques Derrida (1930–2004) Postmodernism is a subjectivist skeptical infection. A subjectivist virus infecting all languages. Perhaps it after the modern period if we can tell when the modern period ended.  Deconstruction is difference and deferral. presence logocentrism: Since Plato Logocentrism is the view that speech, and not writing, is central to language, the metaphysics of being, that is, “the determination of being as presence in all the senses of this word.”  speaking writing privileged access binary opposition:  In this contrast between speech and writing we have one of a number of binary oppositions that Derrida thinks have dominated the Western philosophical tradition.*  *Others are presence/absence, soul/body, form/ matter, one/many, reality/appearance, literal/metaphorical, nature/culture, male/female, light/darkness, good/evil. Such binary oppositions are among the main things that deconstruction aims to deconstruct. signifIer-see the text signified-see the text Language forms a system of differences. Its signs are not linked directly to immediately present objects—or even to meanings but mean what they do because of the way they are related to and differ from other signs. Let us speak of a term like “goat” as a signi?er. Then we can call both the meaning of that term (the concept) and an actual goat (the referent) the signi?ed. Because language is constituted by a system of differences rather than by direct signi?cation of meanings or objects,  the signi?ed concept is never present in and of itself, in a suf?cient presence that would refer only to itself. Essentially and lawfully, every concept is inscribed in a chain or in a system within which it differences-see the text refers to the other, to concepts, by means of the systematic play of differences. (D, 11) (pg. 701-702). traces:  A word is its traced relationships.  absence:  Différance/“difference”: Difference/Deferral is space and time.—see the text  It signi?es (1) to differ (to be other than) and (2) to defer (to post-pone, to put off). Différance accounts for the fact that a word means what it does in virtue of differing from other words; différance also separates a word from its meaning, assures its difference from that very meaning. Moreover, what a word means is never absolutely present at the time of its use, so its meaning is deferred, delayed, put off to an interpretation—to a different set of words that, of course, don’t present its meaning either. If you long to ?nd what Plato calls “traveller’s rest” and “journey’s end” (see p. 159), you are bound to be disappointed. There is no point at which “the eye of the soul” can stop and behold truth, or beauty, or Being. Every sign is merely the sign of another sign; every sign is a detour on the way to presence. For the “unveiling of truth,” différance substitutes “incessant deciphering” (D, 18). (See the text pg. 703-704) As we move forward to examine the language games of philosophy, we shall see the meaning of consciousness, reality, knowledge, truth, certainty, and other key terms of our history of philosophy investigation reveal that “what a word means is never absolutely present at the time of its use.”  The trace, the difference shows deferral/difference and the meanings. Each use is part of a different language game with different contexts creating a deferral and difference. There is no absolute meaning there is difference. dissemination  margins Prepare fifteen six-word sentences to explain what Différance/“difference” identifies. Also, comment on the SWS posted by at least two students. Michel Foucault (1926–1984) meta-narratives historical a priori archaeological method Madness escaped from the arbitrary only in order to enter a kind of endless trial for which the asylum furnished simultaneously police, magistrates, and torturers; a trial whereby any transgression in life, by a virtue proper to life in the asylum, becomes a social crime, observed, condemned, and punished. . . . The asylum . . . is not a free realm of observation, diagnosis, and therapeutics; it is a juridical space where one is accused, judged, and condemned, and from which one is never released except by the version of this trial in psychological depth—that is, by remorse. . . . For a long time to come, and until our own day at least, [madness] is imprisoned in a moral world. (M&C, 269) (708) genealogy: “The task of genealogy “is to expose a body totally imprinted by history” (NGH, 83) (pg. 709) interpretation “…doesn’t just float free in the speculations of the intellectuals. It structures life” (pg. 709) technology of the body delinquent discipline normalization the examination  carceral society  Prepare fifteen six-word sentences to explain what Foucault has to say about madness. Also, comment on the SWS posted by at least two students. Rorty (1931-2007) No matter whether the tool is a hammer or a gun or a belief or a statement, tool-using is part of the interaction of the organism with its environment. To see the employment of words as the use of tools to deal with the environment, rather than as an attempt to represent the intrinsic nature of that environment, is to repudiate the question of whether human minds are in touch with reality— the question asked by the epistemological sceptic. No organism, human or non-human, is ever more or less in touch with reality than any other organism. The very idea of “being out of touch with reality” presupposes the un-Darwinian, Cartesian picture of a mind which somehow swings free of the causal forces exerted on the body. The Cartesian mind is an entity whose relations with the rest of the universe are representational rather than causal. So to rid our thinking of the vestiges of Cartesianism, to become fully Darwin-ian in our thinking, we need to stop thinking of words as representations and to start thinking of them as nodes in the causal network which binds the organism together with its environment. (PSH, xxiii) (pg. 714) — divinizing contingency “… our language, our conscience, our community—as a product of time and chance” (CIS, 22). It is this determination to see everything about us as subject to this contingency” (pg.723). mind as a mirror Final Vocabulary: Each of us speaks with what Rorty calls a “final vocabulary,” meaning those terms that are basic for us, foundational for the way we look at the world. But if we now understand the language we speak in terms of “time and chance,” it seems radically contingent that we should have just the final vocabulary that we have. (Pg. 714) ironist: An ironist understands three things regrading her final vocabulary, resulting language game, and her view of reality: (1) She has radical and continuing doubts about the final vocabulary she currently uses, because she has been impressed by other vocabularies, vocabularies taken as final by people or books she has encountered; (2) she realizes that argument phrased in her present vocabulary can neither underwrite nor dissolve these doubts; (3) insofar as she philosophizes about her situation, she does not think that her vocabulary is closer to reality than others, that it is in touch with a power not herself.? .? .? . I call people of this sort “ironists” because their realization that anything can be made to look good or bad by being redescribed, and their renunciation of the attempt to formulate criteria of choice between final vocabularies, puts them in the position which Sartre called “metastable”: never quite able to take themselves seriously because always aware that the terms in which they describe themselves are subject to change, always aware of the contingency and fragility of their final vocabularies and thus of their selves. (CIS, 73, 74) (pg. 714-715). liberal hope private/public morality solidarity Relativism  ethnocentrism  Prepare fifteen six-word sentences to explain what Rorty means by liberal ironist concerning consciousness, final vocabulary, language games, and reality. Also, comment on the SWS posted by at least two students.

the name of the legislation (Column 1), briefly describe the provisions of the legislation (Column 2), briefly list the impacts of this legislation on their chosen profession (Column 3), and briefly outline measures that can be taken to ensure that the provisions are followed and the impacts are minimized (Column 4). This table, which should be no more than one to two pages in length.

Instructions This week’s assignment has two parts. To educate all students equitably, it is important to understand what the achievement gap is in order to develop strategies that can reduce the gap. As consumers of information, we are constantly bombarded with news, reports, and statistics from a multitude of sources. Some of the information is true and credible; often times, it is not. Like all topics, the achievement gap may be represented differently by various media sources. Government sites and newspaper articles provide statistics that may seem conflicting; the news media may present biased views of the issues, and magazines and websites may not always be credible sources. Remember that all sources of information present that information from a certain perspective, and you should acknowledge that perspective in determining the credibility of any source. For this assignment, find five different types of sources that address the achievement gap: 1) a scholarly journal article, 2) an article in a professional magazine, 3) a newspaper article, 4) an article on a website or social media site, and 5) a publication from a governmental site. Part 1: Annotations Write an annotation for each source, beginning with an appropriate APA citation. Evaluate each source for the following points: credibility, bias, accuracy, relevance, and overall informational value. Identify an appropriate audience for each source. For example, when might you cite a website instead of a journal article? If you are new to writing annotations, you may choose to visit the NCU Writing Center available at https://vac.ncu.edu/writing-center/p/67. Be sure to begin each annotation with an APA formatted reference. See page 198 section 7.01 of APA manual. Follow this basic formula: Author, A. A., & Author, B. B. (Year). Title of article. Title of Periodical, Volume#(Issue#), pp-pp. doi:xx.xxxxxxxx

Based on the dataset you chose and for each research scenario provided, using the SPSS software, choose a categorical data analysis and run a sample test. Write a 1- to 2-paragraph analysis of your categorical data results for each research scenario. If you are using the Afrobarometer Dataset, report the mean of Q1 (Age). In your analysis, display the data for the output. Based on your results, provide an explanation of what the implications of social change might be.

Dissertation critical analysis Minimum of four typewritten pages.  Provide an APA style reference for the study at the top of page one. The purpose of the evaluation is to comment upon the adequacy of the dissertation as a research report by analyzing each component of the study methodology and statistical design. Point out any errors or poor procedures you detect, as well as strengths or desirable procedures. Use the outline below as a guide in your analysis. Note that for items 2 – 10 you are to state whether the research report provides adequate information or whether the procedure used in the research study was adequate. It is suggested that you use a five-point  Likert rating scale of very good (rating of 5) to very poor (rating of 1) to indicate the overall adequacy of each item. Be sure to support your position on each item. The last two items, 9 and 10, should reflect your overall perspective about the article. Items to Include in the Review 1. APA style reference 2. Title 3. Identify the primary research question(s) being investigated and/or research hypotheses tested. 4. Identify the independent variable(s) (if any). Classify the independent variable according to these criteria: a. active(manipulated) or assigned(attribute). b. quantitative or qualitative. 5. Identify methods by which confounding variables are controlled, i.e. physical, selective, or statistical (if any). 6. Specify the unit of analysis used in the study. Is the unit appropriate? 7. Identify the statistical procedure(s) employed and the null hypotheses tested. Is/are the assumption(s) of the statistical test met or not? Explain. 8. Identify the result(s) of the statistical test(s) (reject or fail-to reject). 9. Briefly state the substantive conclusion supported by the design and analysis. 10. Any suggestion(s) to improve the study design.

Touchstone 2.1: Evaluate a Source ASSIGNMENT: For this essay, you will select one of the sources you have found through your preliminary research about your research topic. Which source you choose is up to you; however, it should be substantial enough that you will be able to talk about it at length, and intricate enough that it will keep you (and your reader) interested. The introduction of this paper will involve introducing the source: Provide the author, the title, and the context (where you found the source, where it was originally published, who sponsored it, etc.) You will then go on to evaluate the source on two levels: Credibility: Using the information in this unit as a guide, evaluate the source’s authenticity and reliability. Look at all the information that you can find about the source to establish the author’s (or sponsor’s) trustworthiness. Usefulness: Using a combination of summary and analysis, examine the source on a critical level. Determine what the source’s purpose (thesis) is, and how it arrives at that goal. Examine its value to you and the project you are working on. How will it help you prove your own points? How might it come in handy to back up a claim (or address a counter-claim)? Finally, you will include a conclusion which shows your final assessments on both counts. A. Assignment Guidelines DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines. 1. Source Identification The introduction of this paper will be introducing the source: ? Have you provided the author’s name? ? Have you provided the source title? ? Have you provided the context (where you found the source, where it was originally published, who sponsored it, etc.)? 2. Source Evaluation ? Have you provided a judgment on the source’s credibility? ? Have you used specific examples from the source to illustrate your judgment on credibility? ? Have you provided a judgment on the source’s usefulness? ? Have you used specific examples from the source to illustrate your judgment on usefulness? 3. Reflection ? Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses? ? Are your answers included on a separate page below the main assignment? B. Reflection Questions DIRECTIONS: Below your assignment, include answers to all of the following reflection questions. What types of questions did you ask yourself when evaluating the credibility and usefulness of your source? (2-3 sentences) How do you feel this evaluation practice will help you as you continue to move through the research process? (2-3 sentences)

Here is an outline of the paper Teacher Leadership Begins with Self-Leadership   Much of this research discusses the different leadership roles of teacher leaders can take and how these positions of leadership can influence the various stakeholders in their settings in order to make a difference.    This paper takes a different approach by focusing on the importance teacher leaders possessing strong self-leadership.    Self-leadership is an essential component of teacher leadership. To be an effective teacher leader, one must be able to lead oneself effectively.  This paper will focus on the different aspects of self-leadership as it relates to teacher leadership.   I.                    Teachers view of the education profession is the outcome of their conception of education.   II.                 Teachers manifest into their reality base on their own thoughts about themselves. Teachers are who they think they are.   III.              Self-leadership includes deciding, declaring, expressing, and experiencing who oneself.     Self-Leadership     Self-Discovery   A.    To be great leaders, we have to understand ourselves. B.     But it’s surprising how when we don’t take the time to get in touch with ourselves, we lose sight of who we really are. C.     When we’re caught up in the busy work of doing, we often either don’t notice subtle shifts in ourselves. D.    We become so focused on the work that we don’t realize when it’s leading us away from who we really are and what we truly value. Beliefs and values that make us who we are. A.    your values guide your approach to life and relationships B.      discovering them and uncovering what makes you tick C.     Being the best leaders can be means identifying what these values are and then living and leading in accordance with them. D.    When you understand what’s important to you, what energizes you, what you believe in, and where you want to be; you can make leadership decisions with confidence. E.     Great leaders in history had the courage to stand up for what they believed in because they knew what they believed in. V.    Self-Acceptance E.     Self-Acceptance is about being completely honest with yourself and accepting it without self-criticism or self-sabotage. F.      We often focus on the negatives about ourselves. G.    Self-acceptance is about recognizing where things aren’t going the way you’d like, understanding your part in that and then accepting it. H.    Self-acceptance is taking responsibility for your feelings and actions I.        Accepting what is and isn’t possible to change and developing a plan to handle things differently in the future. J.       It’s accepting that you are good enough already, but that everyone can always strive to be a little better. K.    Importantly, self-acceptance isn’t just about accepting your flaws. It’s also about accepting and owning your strengths. L.     While most people find it easy to point out their flaws, many of us struggle to openly identify our strengths. M.   When you can honestly identify what you’re good at, you can leverage that to get better results. N.    When you achieve self-acceptance, your growth comes from a less stressful place. You’re focusing on growth in the areas that matter to you, knowing that it’s essential to grow but also being comfortable with

what is my world view. for a HUM 120 19EZ class. i uploaded a flow chart, i do believe in god and my parents go to church but i currently do not attend church.

since the late 1800’s, confederate monuments& statues have been on public display via town centers, courthouse squares, state capitol grounds, parks, university campus, etc., What effect, if any, do you think the removal of confederate monuments will have on the teaching of American history?