International Financial Markets;What is the purpose of the WTO and G8? Do you believe they are beneficial to Multi-National Companies (MNCs)?Why is it important to
understand the international monetary system?
What is the purpose of the WTO and G8? Do you believe they are beneficial to Multi-National Companies (MNCs)?
Why is it important to understand the international monetary system?
early ed and culture
This Assessment consists of a series of short-answer questions and scenarios that explore the impact of power, privilege, and institutional oppression as well as bias
and discrimination in areas that include gender, race, religion, sexual orientation, socioeconomic status, and ability.
To complete this Assessment:
-Download the CR002 Short-Answer Template and answer each question in 3–4 paragraphs.
-Download the Writing Checklist to review prior to submitting your Assessment. All submissions must follow the conventions of scholarly writing. Properly formatted APA
citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring
Short Answer 1
Q1. You are the director of Fun Start Day Care, a culturally and socioeconomically diverse early childhood care center in an urban area. You observe John, an early
childhood professional in one of your classrooms. John is a young, white, Christian, and a recent college graduate from a small town. One of the white children in
John’s classroom asks one of the black children why his skin is so dirty for the whole class to hear. John does not answer the question. Instead he replies, “People
may look different, but everyone has a mommy and daddy at home who love them no matter what they look like.”
You are concerned by this and begin to visit his classroom more often. You recognize over time that the majority of the material John presents to the children reflects
only mainstream cultural practices and identities. The children in the classroom begin to behave in ways that reflect this bias as well. John never discusses racial
discrimination or sensitivity, and instead, chooses to ignore the diverse nature of his classroom in favor of a model that assumes that all the children are the same
and have the same needs.
Explain how the following key concepts apply to the classroom situation described in the scenario: in-group bias, racial socialization, and culturally-responsive
teaching.
Your Response
Enter Your Response Here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Explain how bias, discrimination, privilege, and power potentially impact children, families, and professional practice.
Learning Objective
1.1: Explain how in-group bias, racial socialization, and culturally responsive teaching apply to early childhood contexts.
Explanation is missing.
Response vaguely explains how the key concepts apply to the scenario.
Response clearly explains how the key concepts apply to the scenario.
Demonstrates the same level of achievement as “2,” plus the following:
Response includes a relevant example from personal experience, professional practice, or academic resources.
Short Answer 2
Q2. A 4-year-old girl named Wadja, who is a recent immigrant from Afghanistan, recently enrolled in the early childhood care center near a U.S. military base. Wadja
will be placed in Miss Shauna’s class. Miss Shauna has read about Afghanistani culture, has seen many acts of violence on the news taking place in Afghanistan, and is
worried about the class accepting Wadja and how she will adjust to her new environment.
Upon meeting the family and Wadja, Miss Shauna realized that she was very well adjusted, a bit shy, but was becoming more curious about the other children. After a few
weeks, Miss Shauna noticed that Wadja started to take her headscarf off after her parents dropped her off in the morning. Wadja also seemed a bit self-conscious about
the food her parents packed for her, resulting in Wadja sitting alone or sometimes saying she was not hungry and did not want to eat.
Many of the children in Miss Shauna’s classroom have relatives who are serving in the military, with some stationed in Afghanistan. One boy in class told Wadja that
his uncle killed people in Afghanistan. One of the other children recently made a comment directed toward Wadja that “all Muslims are bad.” He later revealed that he
had heard his grandfather say this a few times recently.
Explain how the following key concepts apply to the classroom situation described in the scenario: acceptance; discrimination based on race, religion, or gender;
acculturation; and privilege and power.
Your Response
Enter Your Response Here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Explain how bias, discrimination, privilege, and power potentially impact children, families, and professional practice.
Learning Objective 1.2:
Explain how acceptance and non-disclosure of discrimination and discrimination based on religion apply to early childhood contexts.
Explanation is missing.
Response vaguely explains how the key concepts apply to the scenario.
Response clearly explains how the key concepts apply to the scenario.
.
Demonstrates the same level of achievement as “2,” plus the following:
Response includes a relevant example from personal experience, professional practice, or academic resources.
Learning Objective 1.3:
Explain how acculturation and privilege and power apply to early childhood contexts.
Explanation is missing.
Response vaguely explains how the key concepts apply to the scenario.
Response clearly explains how the key concepts apply to the scenario.
Demonstrates the same level of achievement as “2,” plus the following:
Response includes a relevant example from personal experience, professional practice, or academic resources.
Short Answer 3
Q3. Rosa is a new administrator at Building Blocks Day Care, an early childhood care center. She is 25 years old and arrives at the center at 5:00 a.m. to do her yoga
workout before the children and families arrive. Rosa has made it very clear that health and fitness are very important to her. Marco, who is 67, is an assistant
caregiver at the center who loves to cook and bring in treats for the other early childhood professionals. Rosa asked Marco to stop bringing in treats for the staff,
since they are “filled with sugar and unhealthy.” Marco reluctantly complies.
At a staff meeting a few weeks later, Rosa presented information about obesity in the workplace. In the staff meeting, Rosa said, “If you are overweight, you are
setting a bad example for the children in this center.” Marco is concerned about his ability to get into shape, as he has recently undergone knee surgery. Rosa,
however, constantly reminds the staff of the importance of setting a healthy example.
One day she walks into the kitchen while Marco is putting sugar in his coffee and says, “I NEVER put sugar in my coffee. Have you ever thought of giving it up?”
Eventually, Marco complained to the director of the early childhood care center. He was told that Rosa has come in to make some much needed changes at the center and
that the entire staff should follow her example. Marco becomes worried about his job security but does not feel that he has any support from anyone at the center.
Explain how the following key concepts apply to the classroom situation described in the scenario: perceived discrimination; discrimination based on appearance; and
microaggressions.
Your Response
Enter Your Response Here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 2: Analyze common stereotypes and biases related to gender, race, religion, sexual orientation, age, socioeconomic status, and ability.
Learning Objective 2.1:
Explain how perceived discrimination, discrimination based on appearance, and microaggressions apply to early childhood contexts.
Explanation is missing.
Response vaguely explains how the key concepts apply to the scenario.
Response clearly explains how the key concepts apply to the scenario.
.
Demonstrates the same level of achievement as “2,” plus the following:
Response includes a relevant example from personal experience, professional practice, or academic resources.
Short Answer 4
Q4. Lela’s early childhood care center classroom includes many students of different ethnicities. The assistant director has noticed that she uses many culturally and
linguistically responsive practices, including providing materials that reflect each of the families’ home cultures and translating materials, such as classroom
newsletters, into the languages spoken within the environment.
During a classroom observation, the assistant director noticed that there was a population of students of a particular ethnicity that Lela tends to interact with less
—it’s very subtle, but Lela did not call on these three students during the morning meeting. When two of the children asked Lela to assist in a problem-solving
situation, she responded, “Let’s see if you can figure this out on your own.”
The assistant director observed another day, and her concerns were confirmed—there did seem to be distinctly different kind of interaction with these children. When
the assistant director brought her concerns to the director, as was their organization’s protocol, the director responded, “Well, children from that background are
generally more self-reliant. I don’t think you need to do anything about it.” You continue to monitor the situation despite the director’s dismissal of your claim. You
notice that this specific group of children eventually stopped attempting to participate in class. They were less engaged in the activities and less social with the
other children.
Explain how the following key concepts apply to the classroom situation described in the scenario: implicit bias; institutional bias; and anti-bias education.
Your Response
Enter Your Response Here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 3: Explain institutional oppression and its impact on children, families, early childhood professionals, and communities.
Learning Objective 3.1:
Explain how institutional bias applies to early childhood contexts.
Explanation is missing.
Response vaguely explains how the key concepts apply to the scenario.
Response clearly explains how the key concepts apply to the scenario.
Demonstrates the same level of achievement as “2,” plus the following:
Response includes a relevant example from personal experience, professional practice, or academic resources
Short Answer 5
Q5. Carlos is an early childhood professional who works with the 3- and 4-year-olds at an early childhood care center that provides lunch to students. He has two
Jewish students and one Muslim student in a group of primarily Christian children. Sometimes these students are not able to eat certain parts of the provided lunches
because of religious dietary restrictions, and must request special food in front of the rest of the class. This has a tendency to isolate the children and cause them
to stand out more than necessary. Sometimes they are teased for their differences, as the other children have begun to recognize these situations as habitual.
There are other issues as well. For example, Fridays during the winter require that the Jewish student leave earlier than the other children in order to make sundown.
The focus on the Christian calendar is another isolating factor. While some of the Jewish holidays are discussed at the center, there is no attention to the holidays
and traditions that correspond with Islam. This sometimes causes attendance problems and confusion, as well as the common isolation felt by the students who do not
celebrate Christmas and Easter.
Explain how Carlos may be able to mitigate the effects of bias and institutional discrimination on children, families, and the early childhood professionals at the
center.
Your Response
Enter Your Response Here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 4: Describe practices that can mitigate the effects of bias and discrimination on children and families.
Learning Objective 4.1:
Describe practices that can mitigate the effects of bias and discrimination on children and families.
Description is missing.
Response includes a vague description of one practice that can mitigate the effects of bias and discrimination on children and families.
Response is supported by vague connections to the professional knowledge base.
Response includes a clear description of at least one practice that can mitigate the effects of bias and discrimination on children and families.
Response is supported by logical connections to the professional knowledge base.
Demonstrates the same level of achievement as “2,” plus the following:
Response includes a clear description of at least two practices that can mitigate the effects of bias and discrimination on children and families.
Short Answer 6
Q6. Thabisa is an early childhood professional at an early childhood care center. A new child named Dana, who has two gay fathers, recently joined her class. She is
perfectly comfortable with this, but is a little worried that it may be a controversial issue for some of the parents of other children at the center. Therefore,
Thabisa chooses not to discuss it with the rest of the class. Both the fathers have dropped Dana off in the mornings, but none of the children appear to have noticed
anything unusual about the family.
One day, the group discussion turns to a focus on the make-up of each child’s family. Many children are excited to discuss their large families, including
grandparents, older and younger siblings, and even some step- and half-siblings as well. Dana does not join in the discussion.
Later that afternoon, the children are tasked with drawing pictures of their families. Dana’s picture comprises her two fathers and the two family dogs. The other
children see her picture and ask where her mom is, at which point Dana becomes very withdrawn. When her father comes to pick her up later, Thabisa hears her ask him,
“Daddy, are we not normal?”
in early childhood settings.
Your Response
Enter Your Response Here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 4: Describe practices that can mitigate the effects of bias and discrimination on children and families.
Learning Objective 4.2:
Explain the importance of promoting tolerance and diversity in early childhood settings.
Explanation is missing.
Response vaguely explains the importance of promoting tolerance and diversity in early childhood settings.
Response is not supported by connections to the professional knowledge base.
Response clearly explains the importance of promoting tolerance and diversity in early childhood settings.
Response is supported by logical connections to the professional knowl
World Culture:Visiting a Museum
World Culture:Visiting a Museum
It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what is available to see. In the museum, find
out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 112 class and book. Since HUM 112 covers from
1600 AD to the present, it makes more sense to focus on items from this time frame. In general, museums with fine arts work better than history museums.
Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for
the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor.
Normally, we do not expect students to travel over an hour to get to an approved activity.
Make notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed
material when you do your report, the handouts may help to refresh your memory later.
The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding
experiences can come from finding two or three (2 or 3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most
museums have benches where you can sit and study a particular piece.
If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which
two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with
your professor for any additional instructions. (Note: Students can find APA style materials located in the Additional Resources section of their Student Center within
their course shell for reference)
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference
page are not included in the required assignment page length.
Guidelines for Writing Learning Objectives.” How do health providers design educational programs to clearly articulate objectives to engage both patients as well as
families?
Refer to the assigned reading, “Guidelines for Writing Learning Objectives.” How do health providers design educational programs to clearly articulate objectives to
engage both patients as well as families?
Requirements 125 words.
Measurable Behavioral Learning Objectives
Clear and measurable behavioral learning objectives are the foundation for planning an educational activity. Here are some guidelines to assist with this process.
Learning objectives use an active verb to specify the behavior change you expect to be able to measure as a result of the learning. A learning objective is
measurable when the participant can perform a task (list) identified in the learning objective. An example of a clear and measurable learning objective is:
The participant will: “List two nonsteroidal anti-inflammatory agents used in the treatment of rheumatoid arthritis”.
An example of an unmeasurable objective is:
The participant will: “Increase his/her knowledge of anti-inflammatory agents used in the treatment of arthritis.”
“Increase knowledge” can not be directly demonstrated, therefore it is not a measurable objective. The words “know” and “understand” are not measurable verbs.
When planning how to achieve the purpose of the class, ask yourself:
1. What do I want the participants to accomplish/learn?
2. How will the participants demonstrate that the desired information has been learned? 3. What verb (see samples listed below) will I use in the objective to
indicate what the participant will do to demonstrate information learned?
Use of an Action Verb
The verb should correspond with what opportunities are given for the participants to demonstrate the newly learned information. For example, if your objective contains
the verb discuss, then there must be opportunities for the participant to discuss (one of your teaching methods must include “discussion”). Following is a list of the
six levels of cognitive learning with some of their accompanying verbs which are used when writing learning objectives.
KNOWLEDGE COMPREHENSION APPLICATION (to recall facts) (to understand) (to apply concepts/demonstrate skills) Identify List Define Label Match Name Describe Locate
Discuss Give examples Explain Paraphrase Perform Demonstrate Use Practice Construct Operate
Guidelines for Writing Learning Objectives
ANALYSIS SYNTHESIS EVALUATION (use information/make connections) (formulation) (judgment) Diagram Examine Analyze Compare/contrast Differentiate Formulate Categorize
Design, plan Organize Prepare Rate Evaluate Appraise Revise Interpret
Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.
Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.
Computer components and the Operating System
Computer components and the Operating System
Need to answer following two questions (appx. 600 words total) within 3-4 hours
Objective:
To use your knowledge of modern computing components to select the appropriate components to create a number of computers.
Q1.Identify the cost of building a computer using components bought individually from a store. You should create a Bill of Materials (including URLs to an online shop)
including the cost of the individual components and the total cost for your system.
You should ensure that the components are compatible, and include a case.
You should select the components to match each of the following profiles and budgets.
a) A server computer (you should ensure you use ECC memory) (max $2200) to be used in a doctor’s clinic, serving multiple doctors.
b) A client computer (max $650) that would be used in the doctor’s clinic by doctors and receptionists.
You should briefly describe why the choices you have made would be appropriate for each of the computers.
The cheapest computer should be relatively small.
Q2.Identify an appropriate hardware backup solution for the server computer, as well as a process to ensure that the backups are performed regularly, and are secure.
Identify possible risks associated with doing backups and how your strategy overcomes them.
Field Experience A: Administrator Interview & The IEP Process
Field Experience A: Administrator Interview & The IEP Process
This is a Block I Field Experience. In this block, your field experience must be completed before or after school, or other designated times when students are not
present.
Allocate at least 2.5 hours to complete this field experience.
Interview an administrator, at the educational level (PK- 12) of your program, about the IEP process and special education services.
What are the characteristics of individuals with exceptionalities that you serve (including gifted as well as those with disabilities)?
What are the educational, developmental, and medical services available for individuals with exceptionalities on your campus?
What do you do to support both special education and general education teachers in the IEP process?
What other stakeholders do you bring into the IEP process for collaboration purposes?
What professional development is available for staff regarding special education policies, services, and educational strategies? Is there training specifically on
confidentiality on your campus? If so, who leads this training, and how often is it required with your staff?
What do you do to support families of individuals with exceptionalities?
What do you do, as an administrator, to stay current on special education law?
What is the process of handling behavioral issues for individuals with exceptionalities?
In 250-500 words, summarize and reflect upon your interview and explain how you will use your findings in your future professional practice, citing specifically how
you plan to collaborate with administrators.
Submit your interview transcript and summary as one deliverable.
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Document the hours and locations that you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of
Education site in the Student Success Center.
and
Details:
Part 1: Summary
Review the “FIEP: A Facilitated IEP Meeting” video from this week’s readings. In a 500-750 word summary, address the following:
Identify IEP team members, by title, who are:
Mandated to be present under IDEA; and
Are optional under IDEA.
Describe the required sections of an IEP, explaining what each section addresses and how it relates to the education of the individual with exceptionalities.
Part 2: Checklist Reflection
Review the “IEP Checklist” resource from this week’s readings. Pay specific attention to the “Interactions, Participation, & Communication” and the “Method of Decision
Making” sections, while keeping the CEC Professional Ethical Principles in mind.
In 250-300 words, reflect upon the “FIEP: A Facilitated IEP Meeting” video, sharing observations in relation to the aforementioned sections of the “IEP Checklist”
document.
What are some of the items from the checklist in the two identified sections that you saw in the video’s mock IEP meeting?
What skills from the checklist do you think might be difficult for you to perform?
What could you do to help develop those skills that might be difficult for you?
Submit your summary and checklist reflection as one deliverable.
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
The legacy of the roman empire
why did the roman empire attacked Germany
Narrative/Descriptive
Topic: My return to school after being out for over three decades. I want to discuss how I felt and the barriers I faced.
Your narrative/descriptive essay should consist of a personal story that is both descriptive and narrative in nature. The essay should contain a dominant impression that you want to leave with the readers and should focus on presenting a visual picture of your event. You should use as many of the five senses that are relevant to your story to help further your description. Don’t tell readers anything that doesn’t advance your dominant impression. Remember that action words help further the visual picture for readers (“ambled” suggests a slow gait whereas “walked” could be interpreted differently by different readers).The essay should be two pages long. Remember to include an introduction with a thesis statement, body paragraphs, and a conclusion. Refer to Classroom Procedures (in the Section Information handout) for other paper requirements.
P.S. Some of my classes are online and some are in the classroom.
Classroom Procedures
All assignments must be typed in a 12-point, Times New Roman font on 8 ½ by 11 inch paper, double-spaced, have a one inch margin, and be written in black ink. In addition, all papers must have an appropriate title and have the required heading at the top left corner of the first page. Papers should be submitted to me via Canvas. These guidelines should be followed for every paper or journal that you turn in to me; not doing so will result in reducing your grade one letter grade.
Currently, there is a great deal of debate about the future impact of the Internet on retailing. Which of the following items a vacation package for spring break, a wedding gift for a friend, a pair of jeans for yourself, or an end table for your apartment would you be least likely to purchase online? Why?
(2) Monopoly
Can a retailer ever operate in a pure monopoly situation? If you believe that this is possible, provide an example and explain what dangers this retailer faces. If you believe this is not possible, explain why not.
(3) Gasoline Station
(4) Retail on the Internet
What lines of retail trade do you believe will be most affected by the growth of retailing on the Internet?
(5) Markdowns
(6) Promotions
Why are the desired promotional outcomes for other members of a retailer’s supply chain different from the retailer’s promotional goals? Isn’t the marketing supply chain supposed to be a partnership? Explain the reasoning behind your answer.
(7) Merchandise Presentation
(8) Customer Centricity
If value is uniquely defined and experienced by each customer how can a retailer develop an overall value proposition that appeals to all customers? Explain the reasoning behind your answer.
THE BOOK IS: Dunne, P., & Lusch, R. (2014). Retailing (8th ed.). Mason, OH: Cengage Learning
ISBN: 978-1-133-95380-7
Read
Chapter 1, pp. 2-40
Chapter 2, pp. 46-75
I have not received the book yet, but I will try to send if the book comes in on time.