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Tag: Pedagogical Methods & Classroom Assessment

  • [Solved] PLAGIARISM FREE IN 15 HOURS or LESS

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    PLEASE FOLLOW ALL THE INSTRUCTIONS (SEE ATTACHMENT) – a year ago **files (1)** – ## AssignmentPresentation.pdf **## AssignmentPresentation.pdf** Prior to beginning work on this assignment, • Read the position statement NAEYC Standards for Early Childhood Professional Preparation. Early childhood pro…

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    Assignment Prompt & Instructions

    PLEASE FOLLOW ALL THE INSTRUCTIONS (SEE ATTACHMENT)

    – a year ago

    **files (1)**

    – ## AssignmentPresentation.pdf

    **## AssignmentPresentation.pdf**

    Prior to beginning work on this assignment,
    • Read the position statement NAEYC Standards for Early Childhood Professional

    Preparation.
    Early childhood programs have numerous curriculum options which may contribute to a
    need to support teachers and staff in a curriculum context they are not familiar with.
    Therefore, as you prepare to support protégés, you can refer to the National Association of
    the Education of Young Children’s core standards for professional development to promote
    the use of best practices. These six core standards briefly describe what early childhood
    professionals should know and be able to do. After reading each of the NAEYC Standards
    for Early Childhood Professional Preparation. focus on the first standard.
    STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING
    For this assignment, you will compile a set of early learning resources that align with
    Standard 1 of the National Association for the Education of Young Children (NAEYC).
    The focus is on compiling a list of applicable resources to support targeted learning
    outcomes for professional development goals in early childhood education. Additionally,
    you will analyze effective systems and management practices to support personnel
    development and contribute to high-quality program outcomes. You will once again
    consider how you can assist one of your peers based on your Week 1 elevator pitch and
    their want ads. While you are not responding directly to them or sharing this list of
    resources with them, begin by

    • Identifying professional development goals: The specific professional
    development goals should be related to promoting child development and learning
    in the context of early childhood education. Consider how these goals align with
    your selected peer’s current role or future aspirations in the field.

    • Compiling early learning resources: Make a list of a diverse set of early learning
    resources, including scholarly articles, books, research papers, and online
    resources that directly align with NAEYC Standard 1 and support the identified
    professional development goals. If the goal is unclear, consider asking the peer for
    clarity in the weekly discussion forum or through the lens of a leader create a mock
    goal based on their need.

    • Summarizing resources: Write about each resource, emphasizing its relevance to
    Standard 1 and how it contributes to achieving the specified professional
    development goals.

    Next, create a digital or physical “learning adventure kit.” Get creative; this can be anything
    but a paper. It can be in either of these two formats:

    • Digital kit: Use a platform such as Canva or Adobe Spark to design an interactive
    digital presentation. Include vibrant visuals, graphics, and engaging layouts.
    OR

    • Physical kit: If possible, identify physical items that represent different resources.
    This could be books, articles, or relevant objects to make it more enjoyable.

    Introduction letter: Start with a personalized letter explaining the purpose of the kit,
    expressing your belief in their potential, and encouraging them on their learning journey.
    Resource Map: Create a resource map for your kit, keeping the following in mind:

    [https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf](https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf)

    [https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf](https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf)

    • Digital kit: Design an interactive map with links that lead to various resources. It
    could resemble a treasure map with labeled destinations.

    • Physical kit: Include a physical map or guide that indicates the order in which the
    resources should be explored.

    Mix of resources: Use various types of resources, such as the following:
    • Articles and books: Provide links or physical copies of key articles and books that

    align with the theme.
    o For assistance on providing links to copies of resources that you find within

    the library, refer to the webpage How do I share a link to an article that I found
    in Library OneSearch?.

    • Videos and podcasts: Embed or share links to insightful videos or podcasts
    relevant to the topic.

    • Interactive tools: Include links to online quizzes, self-assessment tools, or
    interactive websites that enhance learning.

    Reflection tools: Integrate reflection prompts or journaling tools throughout the kit.
    Encourage your mentee to reflect on how each resource relates to their personal or
    professional journey.
    Inspirational quotes: Include applicable motivational quotes related to the theme. This
    can serve as inspiration and a reminder of their capabilities.
    Check-in points: Incorporate suggested check-in points or milestones. This could be a
    scheduled meeting to discuss progress or a reflection prompt encouraging them to share
    insights.
    Encouragement Tokens: Use positive reinforcements such as these to encourage your
    mentee:

    • Digital kit: Include virtual stickers or GIFs expressing encouragement.
    • Physical kit: Add small encouragement tokens like sticky notes with positive

    affirmations.
    Closing message: Conclude the kit with a closing message, reiterating your belief in their
    growth and expressing your availability for any questions or discussions.
    The Through the Lens of a Leader project

    • must be 12 double-spaced slides or equivalent in length (not including title and
    references slides) and formatted according to APA Style. as outlined in the Writing
    Center’s resource

    • must utilize academic voice.
    o Review the Academic Voice. resource for additional guidance.

    • must include an introduction paragraph.
    o Your introduction paragraph needs to end with a clear thesis statement that

    indicates the purpose of your paper.
    o For assistance on writing Introductions & Conclusions and Writing a Thesis

    Statement., refer to the Writing Center resources.
    • must use at least 5 to 8 credible sources in addition to the course text.

    o The Scholarly, Peer-Reviewed, and Other Credible Sources. table offers
    additional guidance on appropriate source types. If you have questions
    about whether a specific source is appropriate for this assignment, please

    [https://uagconline.libanswers.com/faq/367808?m=p](https://uagconline.libanswers.com/faq/367808?m=p)

    [https://uagconline.libanswers.com/faq/367808?m=p](https://uagconline.libanswers.com/faq/367808?m=p)

    [https://writingcenter.uagc.edu/apa-style](https://writingcenter.uagc.edu/apa-style)

    [https://writingcenter.uagc.edu/academic-voice](https://writingcenter.uagc.edu/academic-voice)

    [https://writingcenter.uagc.edu/introductions-conclusions](https://writingcenter.uagc.edu/introductions-conclusions)

    [https://writingcenter.uagc.edu/writing-a-thesis](https://writingcenter.uagc.edu/writing-a-thesis)

    [https://writingcenter.uagc.edu/writing-a-thesis](https://writingcenter.uagc.edu/writing-a-thesis)

    [https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf)

    contact your instructor. Your instructor has the final say about the
    appropriateness of a specific source.

    o To assist you in completing the research required for this assignment, refer to
    this Quick and Easy Library Research tutorial, which introduces the
    University of Arizona Global Campus Library and the research process, and
    provides some library search tips.

    • must document any information used from sources in APA Style as outlined in the
    Writing Center’s APA: Citing Within Your Paper. guide.

    • must include a separate references page or slide or screen that is formatted
    according to APA Style as outlined in the Writing Center.

    o Refer to the APA: Formatting Your References List. resource in the Writing
    Center for specifications.

    [https://writingcenter.uagc.edu/apa-citing-within-your-paper](https://writingcenter.uagc.edu/apa-citing-within-your-paper)

    [https://writingcenter.uagc.edu/format-your-reference-list](https://writingcenter.uagc.edu/format-your-reference-list)

    **## AssignmentPresentation.pdf**

    Prior to beginning work on this assignment,
    • Read the position statement NAEYC Standards for Early Childhood Professional

    Preparation.
    Early childhood programs have numerous curriculum options which may contribute to a
    need to support teachers and staff in a curriculum context they are not familiar with.
    Therefore, as you prepare to support protégés, you can refer to the National Association of
    the Education of Young Children’s core standards for professional development to promote
    the use of best practices. These six core standards briefly describe what early childhood
    professionals should know and be able to do. After reading each of the NAEYC Standards
    for Early Childhood Professional Preparation. focus on the first standard.
    STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING
    For this assignment, you will compile a set of early learning resources that align with
    Standard 1 of the National Association for the Education of Young Children (NAEYC).
    The focus is on compiling a list of applicable resources to support targeted learning
    outcomes for professional development goals in early childhood education. Additionally,
    you will analyze effective systems and management practices to support personnel
    development and contribute to high-quality program outcomes. You will once again
    consider how you can assist one of your peers based on your Week 1 elevator pitch and
    their want ads. While you are not responding directly to them or sharing this list of
    resources with them, begin by

    • Identifying professional development goals: The specific professional
    development goals should be related to promoting child development and learning
    in the context of early childhood education. Consider how these goals align with
    your selected peer’s current role or future aspirations in the field.

    • Compiling early learning resources: Make a list of a diverse set of early learning
    resources, including scholarly articles, books, research papers, and online
    resources that directly align with NAEYC Standard 1 and support the identified
    professional development goals. If the goal is unclear, consider asking the peer for
    clarity in the weekly discussion forum or through the lens of a leader create a mock
    goal based on their need.

    • Summarizing resources: Write about each resource, emphasizing its relevance to
    Standard 1 and how it contributes to achieving the specified professional
    development goals.

    Next, create a digital or physical “learning adventure kit.” Get creative; this can be anything
    but a paper. It can be in either of these two formats:

    • Digital kit: Use a platform such as Canva or Adobe Spark to design an interactive
    digital presentation. Include vibrant visuals, graphics, and engaging layouts.
    OR

    • Physical kit: If possible, identify physical items that represent different resources.
    This could be books, articles, or relevant objects to make it more enjoyable.

    Introduction letter: Start with a personalized letter explaining the purpose of the kit,
    expressing your belief in their potential, and encouraging them on their learning journey.
    Resource Map: Create a resource map for your kit, keeping the following in mind:

    [https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf](https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf)

    [https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf](https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf)

    • Digital kit: Design an interactive map with links that lead to various resources. It
    could resemble a treasure map with labeled destinations.

    • Physical kit: Include a physical map or guide that indicates the order in which the
    resources should be explored.

    Mix of resources: Use various types of resources, such as the following:
    • Articles and books: Provide links or physical copies of key articles and books that

    align with the theme.
    o For assistance on providing links to copies of resources that you find within

    the library, refer to the webpage How do I share a link to an article that I found
    in Library OneSearch?.

    • Videos and podcasts: Embed or share links to insightful videos or podcasts
    relevant to the topic.

    • Interactive tools: Include links to online quizzes, self-assessment tools, or
    interactive websites that enhance learning.

    Reflection tools: Integrate reflection prompts or journaling tools throughout the kit.
    Encourage your mentee to reflect on how each resource relates to their personal or
    professional journey.
    Inspirational quotes: Include applicable motivational quotes related to the theme. This
    can serve as inspiration and a reminder of their capabilities.
    Check-in points: Incorporate suggested check-in points or milestones. This could be a
    scheduled meeting to discuss progress or a reflection prompt encouraging them to share
    insights.
    Encouragement Tokens: Use positive reinforcements such as these to encourage your
    mentee:

    • Digital kit: Include virtual stickers or GIFs expressing encouragement.
    • Physical kit: Add small encouragement tokens like sticky notes with positive

    affirmations.
    Closing message: Conclude the kit with a closing message, reiterating your belief in their
    growth and expressing your availability for any questions or discussions.
    The Through the Lens of a Leader project

    • must be 12 double-spaced slides or equivalent in length (not including title and
    references slides) and formatted according to APA Style. as outlined in the Writing
    Center’s resource

    • must utilize academic voice.
    o Review the Academic Voice. resource for additional guidance.

    • must include an introduction paragraph.
    o Your introduction paragraph needs to end with a clear thesis statement that

    indicates the purpose of your paper.
    o For assistance on writing Introductions & Conclusions and Writing a Thesis

    Statement., refer to the Writing Center resources.
    • must use at least 5 to 8 credible sources in addition to the course text.

    o The Scholarly, Peer-Reviewed, and Other Credible Sources. table offers
    additional guidance on appropriate source types. If you have questions
    about whether a specific source is appropriate for this assignment, please

    [https://uagconline.libanswers.com/faq/367808?m=p](https://uagconline.libanswers.com/faq/367808?m=p)

    [https://uagconline.libanswers.com/faq/367808?m=p](https://uagconline.libanswers.com/faq/367808?m=p)

    [https://writingcenter.uagc.edu/apa-style](https://writingcenter.uagc.edu/apa-style)

    [https://writingcenter.uagc.edu/academic-voice](https://writingcenter.uagc.edu/academic-voice)

    [https://writingcenter.uagc.edu/introductions-conclusions](https://writingcenter.uagc.edu/introductions-conclusions)

    [https://writingcenter.uagc.edu/writing-a-thesis](https://writingcenter.uagc.edu/writing-a-thesis)

    [https://writingcenter.uagc.edu/writing-a-thesis](https://writingcenter.uagc.edu/writing-a-thesis)

    [https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf)

    contact your instructor. Your instructor has the final say about the
    appropriateness of a specific source.

    o To assist you in completing the research required for this assignment, refer to
    this Quick and Easy Library Research tutorial, which introduces the
    University of Arizona Global Campus Library and the research process, and
    provides some library search tips.

    • must document any information used from sources in APA Style as outlined in the
    Writing Center’s APA: Citing Within Your Paper. guide.

    • must include a separate references page or slide or screen that is formatted
    according to APA Style as outlined in the Writing Center.

    o Refer to the APA: Formatting Your References List. resource in the Writing
    Center for specifications.

    [https://writingcenter.uagc.edu/apa-citing-within-your-paper](https://writingcenter.uagc.edu/apa-citing-within-your-paper)

    [https://writingcenter.uagc.edu/format-your-reference-list](https://writingcenter.uagc.edu/format-your-reference-list)

  • [Solved] Help

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Recognizing the progression of learning can help teachers plan stronger lessons to better meet the needs of their students. When designing literacy instruction, it is critical to understand how standards are scaffolded across grade levels. Create a 10-12 slide digital presentation for training new t…

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    Assignment Prompt & Instructions

    Recognizing the progression of learning can help teachers plan stronger lessons to better meet the needs of their students. When designing literacy instruction, it is critical to understand how standards are scaffolded across grade levels.

    Create a 10-12 slide digital presentation for training new teachers on the progression of standards and the importance of understanding how standards are scaffolded throughout the grade levels. Select three consecutive grade levels to focus on (preschool-Grade 3) and include the following:

    – Explanation of how instructional decisions are affected by the scaffolding of state standards for grade levels that come before and after the current grade.
    – Discussion of how to use scaffolded standards to create instruction that meets the needs of students below grade level, at grade level, and above grade level.
    – One reading literature state standard at each of the three selected grade levels to demonstrate scaffolding of the standard across the three grade levels to meet the developmental needs of the students in each grade level.
    – One reading informational text state standard at each of the three selected grade levels to demonstrate scaffolding of the standard across the three grade levels to meet the developmental needs of the students in each grade level.
    – One writing state standard at each of the three selected grade levels to demonstrate scaffolding across the three grade levels to meet the developmental needs of the students in each grade level.

    Presenter’s notes are required for each content slide. Presentation must include a title slide at the beginning, and a reference slide with documentation of resources at the end. The title slide and reference slide are not included in the total number of slides

    Support this assignment with a minimum of three scholarly resources.

    While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA 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 LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance

    – a year ago

  • [Solved] child abuse

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## childabuse2.docx **## childabuse2.docx** **Assignment – APA – 1 page** **Readings and Resources –** · Child Maltreatment, An Introduction: Chapters 1 and 2 available in google books **Optional Readings** · [Dynes, M. E., Rasiah, S. S., & Knox, M. (2023). When attitude…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## childabuse2.docx

    **## childabuse2.docx**

    **Assignment – APA – 1 page**

    **Readings and Resources –**

    · Child Maltreatment, An Introduction: Chapters 1 and 2 available in google books

    **Optional Readings**

    ·
    [Dynes, M. E., Rasiah, S. S., & Knox, M. (2023). When attitudes become obstacles: An exploratory study of future physicians’ concerns about reporting child maltreatment. Children, 10(6), 979.](https://onesearch.sunyempire.edu/permalink/01SUNY_ESC/ojm5s2/cdi_doaj_primary_oai_doaj_org_article_cdfe02d00d1d4306bc3a9f5bcd61d334)

    ·
    [Schwab-Reese, L. M., Hovdestad, W., Tonmyr, L., & Fluke, J. (2018). The potential use of social media and other internet-related data and communications for child maltreatment surveillance and epidemiological research: Scoping review and recommendations. \
    _Child Abuse & Neglect_, \
    _85_, 187-201.](https://onesearch.sunyempire.edu/permalink/01SUNY_ESC/ojm5s2/cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_7112406)

    Instances of child abuse and neglect are everywhere – in the media, in our professional and personal lives, and social media. How we personally feel how and why child maltreatment occurs colors our understanding.

    **Chapter One Reading**

    Among other things in Chapter One we are introduced to 5 common myths concerning child maltreatment.

    Please address the following related to the 5 common myths noted in Chapter 1:

    · Are there any myths that changed a view you previously held?

    · Are there any myths that you feel may hold some truth?

    **Chapter Two Reading**

    In Chapter 2, we are introduced to a number of theories that help explain the occurrence of child maltreatment.

    Please address the following related to the readings in Chapter 2:

    · Which theory or theories make the most sense to you?

    · Why do you feel this way?

    Please note: You
    **must** address the questions related to both

    **## childabuse2.docx**

    **Assignment – APA – 1 page**

    **Readings and Resources –**

    · Child Maltreatment, An Introduction: Chapters 1 and 2 available in google books

    **Optional Readings**

    ·
    [Dynes, M. E., Rasiah, S. S., & Knox, M. (2023). When attitudes become obstacles: An exploratory study of future physicians’ concerns about reporting child maltreatment. Children, 10(6), 979.](https://onesearch.sunyempire.edu/permalink/01SUNY_ESC/ojm5s2/cdi_doaj_primary_oai_doaj_org_article_cdfe02d00d1d4306bc3a9f5bcd61d334)

    ·
    [Schwab-Reese, L. M., Hovdestad, W., Tonmyr, L., & Fluke, J. (2018). The potential use of social media and other internet-related data and communications for child maltreatment surveillance and epidemiological research: Scoping review and recommendations. \
    _Child Abuse & Neglect_, \
    _85_, 187-201.](https://onesearch.sunyempire.edu/permalink/01SUNY_ESC/ojm5s2/cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_7112406)

    Instances of child abuse and neglect are everywhere – in the media, in our professional and personal lives, and social media. How we personally feel how and why child maltreatment occurs colors our understanding.

    **Chapter One Reading**

    Among other things in Chapter One we are introduced to 5 common myths concerning child maltreatment.

    Please address the following related to the 5 common myths noted in Chapter 1:

    · Are there any myths that changed a view you previously held?

    · Are there any myths that you feel may hold some truth?

    **Chapter Two Reading**

    In Chapter 2, we are introduced to a number of theories that help explain the occurrence of child maltreatment.

    Please address the following related to the readings in Chapter 2:

    · Which theory or theories make the most sense to you?

    · Why do you feel this way?

    Please note: You
    **must** address the questions related to both

  • [Solved] Emergent Literacy

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Locate a short video on YouTube addressing teaching for emergent literacy. The video can be a sample or modeled lesson, an instructional video that could be used with emergent readers, or a tutorial on strategies to be used with emergent readers. **Include the link** for the video and provide a brie…

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    Assignment Prompt & Instructions

    Locate a short video on YouTube addressing teaching for emergent literacy. The video can be a sample or modeled lesson, an instructional video that could be used with emergent readers, or a tutorial on strategies to be used with emergent readers.

    **Include the link** for the video and provide a brief description of what was included in the video. Also, reflect on what you gleaned from the video. You might consider the following depending on the type of video you select:

    – Is it a good instructional example or tool?
    – Can you see the strategy effectively implemented in instruction at your school?
    – What modifications might you make to tailor the instructional strategy to your student population?
    – How might you use the video to enhance classroom instruction?
    – Other questions as befits the situation.

    – a year ago

  • [Solved] Thesis

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (4)** – ## IND101Milestone3Template.docx – ## IND101Milestone2Template1.docx.pdf – 20250519_033957.jpg – 20250519_025824.jpg **## IND101Milestone3Template.docx** [Student Name] _Instructions: Replace the example wording in brackets below with your wording for each prompt._ *…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    – a year ago

    **files (4)**

    – ## IND101Milestone3Template.docx

    – ## IND101Milestone2Template1.docx.pdf

    – 20250519_033957.jpg
    – 20250519_025824.jpg

    **## IND101Milestone3Template.docx**

    [Student Name]

    _Instructions: Replace the example wording in brackets below with your wording for each prompt._

    **IND101 Milestone 3 Template**

    1.
    **Thesis statement:**

    [Example: The US government should increase incentives for the production and consumption of electric cars because they are still too expensive for most consumers, US consumption is falling behind other nations, and electric cars are effective at reducing carbon dioxide emissions, which contribute to climate change.]

    2.
    **In-depth evaluation of one source:**

    **Source (not required to be in APA format, but must include author, date, title, and a link):**

    [Example: Sperling, D. (2018). Electric vehicles: Approaching the tipping point.
    _Bulletin of the Atomic Scientists_,
    _74_(1), 11–18.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site)

    ·
    **Relevance:** This source is very relevant to my topic because it concerns the future of electric vehicle production in the United States. The article also compares government policies on electric and non-electric vehicles in multiple countries, including China, France, and Britain. This will be useful in thinking about the second point of my thesis statement about how the US compares to other nations in electric car production.


    ·
    **Authority:** The author of this article, Dr. Daniel Sperling, is a professor of civil and environmental engineering at UC Davis. His area of expertise is in the environmental impact of motor vehicles. He has a considerable number of publications and is a recognized authority on this subject.


    ·
    **Currency:** This article was published in January of 2018, so it is relatively current, but not the most up to date on the topic. This field is changing quickly, so articles that articles that have come out in the past two years may be more useful.


    ·
    **Objectivity:** The author is a trained scientist and engineer so although he may have personal biases, his work would be likely to be objective in its use of evidence and conclusions. The article also includes a disclosure statement noting no potential conflict of interest for the author. According to its website, the publication
    _Bulletin of the Atomic Scientists_ is a nonprofit that “informs the public about threats to the survival of humanity from nuclear weapons, climate change, and disruptive technologies” (
    [https://thebulletin.org/about-us/](https://thebulletin.org/about-us/)). This means that the publication would be more likely to publish pieces like Sperling’s which advocate for potential solutions to climate change and use non-technical language to communicate to the public.


    ·
    **Verifiability:** This article is not a typical scientific research study, so it does not contain a Methodology section. However, it does use and cite sources and include a Reference list. The references include both peer-reviewed articles and popular news sources like the
    _New York Times_ and
    _LA Times._

    3.
    **One source to omit and why:**

    [Example: National Research Council (U.S.). (2015).
    _Overcoming barriers to deployment of plug-in electric_ _vehicles_. National Academies Press.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site)

    After reviewing all of my sources, I have chosen to omit the National Research Council report source because of its lack of currency on a rapidly evolving topic. It was published in 2015 so some of the information in it seems a bit dated compared to my other, more recent sources.]

    4.
    **Reflection:**

    [Example: I found it somewhat difficult to narrow my thesis statement to a concise, one-sentence statement. I knew I wanted to argue that the government should incentivize EV production and consumption, but I read more about the topic and realized that it already does. So, I changed my argument to be about increasing incentives. I need to find more information about the cost of EVs compared to non-EVs. Although I think all of my remaining sources could work, I will continue to revisit my sources as I go forward because searching the library shows me that there are a lot of relevant articles. My questions about the research process include: Is it ok for my thesis statement to continue to change in the next few weeks? Can a thesis statement ever be longer than one sentence? How can I effectively summarize my thesis statement in the conclusion without restating it verbatim?]

    **## IND101Milestone2Template1.docx.pdf**

    Instructions: Replace the example wording in brackets below with your wording for each prompt.

    IND101 Milestone 2 Template

    Topic: The Future of Mental Health in Older Adults.

    1. List of narrowed ideas from the freewrite activity:
    ● Demographic projections
    ● Living arrangements
    ● Social support
    ● Family support
    ● Care Plan
    ● Changes in daily living activities
    ● Retirement
    ● Change in income
    ● Increase in care needs
    ● Changes in living circumstances
    ● Limited mobility
    ● Cost of living
    ● Changes in decision making
    ● How mental health in older adults is affecting the world globally.

    2. Description with at least 4 underlined key terms or short phrases:

    [With the intensification of aging and mental health among the older adults has become a significant
    global health challenge, especially in developing countries where the problem is particularly severe. I
    think the cost of living should be of more focus as there are changes in income due to retirement,
    change in living circumstances and increase in care needs.]

    3. At least 2 synonyms, abbreviations, or alternatives for each key term:
    ● [Mental health: wellbeing, depression]
    ● [Social support: assistance, providing resources]
    ● [Change in Income: wages, adjustment]
    ● [Demographic projection: population estimates, population forecasts]
    ● [Increase in care needs: taking care, aiding]
    ● [Limited mobility: decreased movement, challenges]
    ● [Care plan: medical routine, medical order]
    ● [Living arrangement: housing situation,accommodations.]

    4. At least 5 Excelsior Library Sources

    Source 1:

    ● Title: Exploring the interplay of living arrangements, social support, and
    depression among older adults in rural northwest China.

    ● Date: 2024
    ● Author: Gao, Qiufeng;Lei, Cuiyao;Wei, Xiaofei;Peng, Lanxi; Wang, Xintong;

    Yue, Ai; Shi, Yaojiang.
    ● Permalink: BMC Public Health.

    Source 2:

    ● Title: Training Future Leaders to Address Mental Health and Substance
    Use Issues in Older Adults—The Health and Aging Policy Fellows
    Program

    ● Date: 2020
    ● Author: Pincus, Harold alan. Pike, Kathleen M. Spaeth-Rublee, Brigitta.
    ● Permalink: https://www-jstor-org.vlib.excelsior.edu/stable/48631286

    Source 3:

    ● Title: Mental health of older adults during the COVID-19 pandemic:
    lessons from history to guide our future.

    ● Date: 2020
    ● Author: Chong, Terence W. H.;Curran, Eleanor;Ames,

    David;Lautenschlager, Nicola T.; Castle, David J.
    ● Permalink: International Psychogeriatrics.

    Source 4:

    ● Title: Impact of health information seeking

    behavior and digital health literacy on

    self-perceived health and depression

    symptoms among older adults in the United

    States.

    ● Date: 2024
    ● Author: Nutakor, Jonathan Aseye;Zhou, Lulin;Larnyo,

    Ebenezer;Addai-Dansoh, Stephen; Cui, Yupeng.
    ● Permalink: Scientific Reports.

    Source 5:

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Wang%2C+Xintong%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Wang%2C+Xintong%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in)

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Yue%2C+Ai%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Yue%2C+Ai%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in)

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Shi%2C+Yaojiang%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Shi%2C+Yaojiang%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in)

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/advanced/publications/1CIK?selectedDb=asnjnh&isDashboardExpanded=true](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/advanced/publications/1CIK?selectedDb=asnjnh&isDashboardExpanded=true)

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/advanced/publications/FKQS?selectedDb=asnjnh&isDashboardExpanded=true](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/advanced/publications/FKQS?selectedDb=asnjnh&isDashboardExpanded=true)

    ● Title: Intolerance of uncertainty, aging, and

    anxiety and mental health concerns: A

    scoping review and meta-analysis

    ● Date: 2025
    ● Author: Yu, Mandy H.M.;Cao, Yuan;Fung, Sylvia S.Y.;Kwan, Gerald S.Y. Tse,

    Zita C.K, Shum, David H.K
    ● Permalink: Journal of Anxiety Disorders

    Optional: Instead of bulleted source information above, try an APA style reference list (but make sure

    to still include a URL or Permalink to each source):

    [Examples:

    Dua, R., & White, K. (2020). Understanding latent demand for hybrid and plug-in electric vehicles using

    large-scale longitudinal survey data of US new vehicle buyers. Energy Efficiency, 13(6),

    1063–1074.

    http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn

    &AN=145259635&site=eds-live&scope=site

    Graham, J. D., Belton, K. B., & Suri, X. (2021). How China beat the US in electric vehicle manufacturing

    and why it’s time for the United States to get serious about industrial policies. Issues in Science &

    Technology, 37(2), 72–79.

    http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh

    &AN=149318105&site=eds-live&scope=site

    National Research Council (U.S.). (2015). Overcoming barriers to deployment of plug-in electric vehicles.

    National Academies Press.

    http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nle

    bk&AN=1099383&site=eds-live&scope=site

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=JN+%22Journal+of+Anxiety+Disorders%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=JN+%22Journal+of+Anxiety+Disorders%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site)

    Noori, M., & Tatari, O. (2016). Development of an agent-based model for regional market penetration

    projections of electric vehicles in the United States. Energy, 96, 215–230.

    http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ed

    selp&AN=S0360544215016606&site=eds-live&scope=site

    Sperling, D. (2018). Electric vehicles: Approaching the tipping point. Bulletin of the Atomic Scientists,

    74(1), 11–18.

    http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh

    &AN=127161734&site=eds-live&scope=site]

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site)

    **20250519_033957.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250519-033957-jpg)

    **20250519_025824.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250519-025824-jpg)

    **20250519_025824.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250519-025824-jpg)

    **## IND101Milestone3Template.docx**

    [Student Name]

    _Instructions: Replace the example wording in brackets below with your wording for each prompt._

    **IND101 Milestone 3 Template**

    1.
    **Thesis statement:**

    [Example: The US government should increase incentives for the production and consumption of electric cars because they are still too expensive for most consumers, US consumption is falling behind other nations, and electric cars are effective at reducing carbon dioxide emissions, which contribute to climate change.]

    2.
    **In-depth evaluation of one source:**

    **Source (not required to be in APA format, but must include author, date, title, and a link):**

    [Example: Sperling, D. (2018). Electric vehicles: Approaching the tipping point.
    _Bulletin of the Atomic Scientists_,
    _74_(1), 11–18.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site)

    ·
    **Relevance:** This source is very relevant to my topic because it concerns the future of electric vehicle production in the United States. The article also compares government policies on electric and non-electric vehicles in multiple countries, including China, France, and Britain. This will be useful in thinking about the second point of my thesis statement about how the US compares to other nations in electric car production.


    ·
    **Authority:** The author of this article, Dr. Daniel Sperling, is a professor of civil and environmental engineering at UC Davis. His area of expertise is in the environmental impact of motor vehicles. He has a considerable number of publications and is a recognized authority on this subject.


    ·
    **Currency:** This article was published in January of 2018, so it is relatively current, but not the most up to date on the topic. This field is changing quickly, so articles that articles that have come out in the past two years may be more useful.


    ·
    **Objectivity:** The author is a trained scientist and engineer so although he may have personal biases, his work would be likely to be objective in its use of evidence and conclusions. The article also includes a disclosure statement noting no potential conflict of interest for the author. According to its website, the publication
    _Bulletin of the Atomic Scientists_ is a nonprofit that “informs the public about threats to the survival of humanity from nuclear weapons, climate change, and disruptive technologies” (
    [https://thebulletin.org/about-us/](https://thebulletin.org/about-us/)). This means that the publication would be more likely to publish pieces like Sperling’s which advocate for potential solutions to climate change and use non-technical language to communicate to the public.


    ·
    **Verifiability:** This article is not a typical scientific research study, so it does not contain a Methodology section. However, it does use and cite sources and include a Reference list. The references include both peer-reviewed articles and popular news sources like the
    _New York Times_ and
    _LA Times._

    3.
    **One source to omit and why:**

    [Example: National Research Council (U.S.). (2015).
    _Overcoming barriers to deployment of plug-in electric_ _vehicles_. National Academies Press.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site)

    After reviewing all of my sources, I have chosen to omit the National Research Council report source because of its lack of currency on a rapidly evolving topic. It was published in 2015 so some of the information in it seems a bit dated compared to my other, more recent sources.]

    4.
    **Reflection:**

    [Example: I found it somewhat difficult to narrow my thesis statement to a concise, one-sentence statement. I knew I wanted to argue that the government should incentivize EV production and consumption, but I read more about the topic and realized that it already does. So, I changed my argument to be about increasing incentives. I need to find more information about the cost of EVs compared to non-EVs. Although I think all of my remaining sources could work, I will continue to revisit my sources as I go forward because searching the library shows me that there are a lot of relevant articles. My questions about the research process include: Is it ok for my thesis statement to continue to change in the next few weeks? Can a thesis statement ever be longer than one sentence? How can I effectively summarize my thesis statement in the conclusion without restating it verbatim?]

    **## IND101Milestone2Template1.docx.pdf**

    Instructions: Replace the example wording in brackets below with your wording for each prompt.

    IND101 Milestone 2 Template

    Topic: The Future of Mental Health in Older Adults.

    1. List of narrowed ideas from the freewrite activity:
    ● Demographic projections
    ● Living arrangements
    ● Social support
    ● Family support
    ● Care Plan
    ● Changes in daily living activities
    ● Retirement
    ● Change in income
    ● Increase in care needs
    ● Changes in living circumstances
    ● Limited mobility
    ● Cost of living
    ● Changes in decision making
    ● How mental health in older adults is affecting the world globally.

    2. Description with at least 4 underlined key terms or short phrases:

    [With the intensification of aging and mental health among the older adults has become a significant
    global health challenge, especially in developing countries where the problem is particularly severe. I
    think the cost of living should be of more focus as there are changes in income due to retirement,
    change in living circumstances and increase in care needs.]

    3. At least 2 synonyms, abbreviations, or alternatives for each key term:
    ● [Mental health: wellbeing, depression]
    ● [Social support: assistance, providing resources]
    ● [Change in Income: wages, adjustment]
    ● [Demographic projection: population estimates, population forecasts]
    ● [Increase in care needs: taking care, aiding]
    ● [Limited mobility: decreased movement, challenges]
    ● [Care plan: medical routine, medical order]
    ● [Living arrangement: housing situation,accommodations.]

    4. At least 5 Excelsior Library Sources

    Source 1:

    ● Title: Exploring the interplay of living arrangements, social support, and
    depression among older adults in rural northwest China.

    ● Date: 2024
    ● Author: Gao, Qiufeng;Lei, Cuiyao;Wei, Xiaofei;Peng, Lanxi; Wang, Xintong;

    Yue, Ai; Shi, Yaojiang.
    ● Permalink: BMC Public Health.

    Source 2:

    ● Title: Training Future Leaders to Address Mental Health and Substance
    Use Issues in Older Adults—The Health and Aging Policy Fellows
    Program

    ● Date: 2020
    ● Author: Pincus, Harold alan. Pike, Kathleen M. Spaeth-Rublee, Brigitta.
    ● Permalink: https://www-jstor-org.vlib.excelsior.edu/stable/48631286

    Source 3:

    ● Title: Mental health of older adults during the COVID-19 pandemic:
    lessons from history to guide our future.

    ● Date: 2020
    ● Author: Chong, Terence W. H.;Curran, Eleanor;Ames,

    David;Lautenschlager, Nicola T.; Castle, David J.
    ● Permalink: International Psychogeriatrics.

    Source 4:

    ● Title: Impact of health information seeking

    behavior and digital health literacy on

    self-perceived health and depression

    symptoms among older adults in the United

    States.

    ● Date: 2024
    ● Author: Nutakor, Jonathan Aseye;Zhou, Lulin;Larnyo,

    Ebenezer;Addai-Dansoh, Stephen; Cui, Yupeng.
    ● Permalink: Scientific Reports.

    Source 5:

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Wang%2C+Xintong%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Wang%2C+Xintong%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in)

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Yue%2C+Ai%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Yue%2C+Ai%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in)

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Shi%2C+Yaojiang%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Shi%2C+Yaojiang%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in)

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/advanced/publications/1CIK?selectedDb=asnjnh&isDashboardExpanded=true](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/advanced/publications/1CIK?selectedDb=asnjnh&isDashboardExpanded=true)

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/advanced/publications/FKQS?selectedDb=asnjnh&isDashboardExpanded=true](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/advanced/publications/FKQS?selectedDb=asnjnh&isDashboardExpanded=true)

    ● Title: Intolerance of uncertainty, aging, and

    anxiety and mental health concerns: A

    scoping review and meta-analysis

    ● Date: 2025
    ● Author: Yu, Mandy H.M.;Cao, Yuan;Fung, Sylvia S.Y.;Kwan, Gerald S.Y. Tse,

    Zita C.K, Shum, David H.K
    ● Permalink: Journal of Anxiety Disorders

    Optional: Instead of bulleted source information above, try an APA style reference list (but make sure

    to still include a URL or Permalink to each source):

    [Examples:

    Dua, R., & White, K. (2020). Understanding latent demand for hybrid and plug-in electric vehicles using

    large-scale longitudinal survey data of US new vehicle buyers. Energy Efficiency, 13(6),

    1063–1074.

    http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn

    &AN=145259635&site=eds-live&scope=site

    Graham, J. D., Belton, K. B., & Suri, X. (2021). How China beat the US in electric vehicle manufacturing

    and why it’s time for the United States to get serious about industrial policies. Issues in Science &

    Technology, 37(2), 72–79.

    http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh

    &AN=149318105&site=eds-live&scope=site

    National Research Council (U.S.). (2015). Overcoming barriers to deployment of plug-in electric vehicles.

    National Academies Press.

    http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nle

    bk&AN=1099383&site=eds-live&scope=site

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=JN+%22Journal+of+Anxiety+Disorders%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=JN+%22Journal+of+Anxiety+Disorders%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site)

    Noori, M., & Tatari, O. (2016). Development of an agent-based model for regional market penetration

    projections of electric vehicles in the United States. Energy, 96, 215–230.

    http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ed

    selp&AN=S0360544215016606&site=eds-live&scope=site

    Sperling, D. (2018). Electric vehicles: Approaching the tipping point. Bulletin of the Atomic Scientists,

    74(1), 11–18.

    http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh

    &AN=127161734&site=eds-live&scope=site]

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site)

    **20250519_033957.jpg**

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    **20250519_025824.jpg**

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    **## IND101Milestone3Template.docx**

    [Student Name]

    _Instructions: Replace the example wording in brackets below with your wording for each prompt._

    **IND101 Milestone 3 Template**

    1.
    **Thesis statement:**

    [Example: The US government should increase incentives for the production and consumption of electric cars because they are still too expensive for most consumers, US consumption is falling behind other nations, and electric cars are effective at reducing carbon dioxide emissions, which contribute to climate change.]

    2.
    **In-depth evaluation of one source:**

    **Source (not required to be in APA format, but must include author, date, title, and a link):**

    [Example: Sperling, D. (2018). Electric vehicles: Approaching the tipping point.
    _Bulletin of the Atomic Scientists_,
    _74_(1), 11–18.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site)

    ·
    **Relevance:** This source is very relevant to my topic because it concerns the future of electric vehicle production in the United States. The article also compares government policies on electric and non-electric vehicles in multiple countries, including China, France, and Britain. This will be useful in thinking about the second point of my thesis statement about how the US compares to other nations in electric car production.


    ·
    **Authority:** The author of this article, Dr. Daniel Sperling, is a professor of civil and environmental engineering at UC Davis. His area of expertise is in the environmental impact of motor vehicles. He has a considerable number of publications and is a recognized authority on this subject.


    ·
    **Currency:** This article was published in January of 2018, so it is relatively current, but not the most up to date on the topic. This field is changing quickly, so articles that articles that have come out in the past two years may be more useful.


    ·
    **Objectivity:** The author is a trained scientist and engineer so although he may have personal biases, his work would be likely to be objective in its use of evidence and conclusions. The article also includes a disclosure statement noting no potential conflict of interest for the author. According to its website, the publication
    _Bulletin of the Atomic Scientists_ is a nonprofit that “informs the public about threats to the survival of humanity from nuclear weapons, climate change, and disruptive technologies” (
    [https://thebulletin.org/about-us/](https://thebulletin.org/about-us/)). This means that the publication would be more likely to publish pieces like Sperling’s which advocate for potential solutions to climate change and use non-technical language to communicate to the public.


    ·
    **Verifiability:** This article is not a typical scientific research study, so it does not contain a Methodology section. However, it does use and cite sources and include a Reference list. The references include both peer-reviewed articles and popular news sources like the
    _New York Times_ and
    _LA Times._

    3.
    **One source to omit and why:**

    [Example: National Research Council (U.S.). (2015).
    _Overcoming barriers to deployment of plug-in electric_ _vehicles_. National Academies Press.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site)

    After reviewing all of my sources, I have chosen to omit the National Research Council report source because of its lack of currency on a rapidly evolving topic. It was published in 2015 so some of the information in it seems a bit dated compared to my other, more recent sources.]

    4.
    **Reflection:**

    [Example: I found it somewhat difficult to narrow my thesis statement to a concise, one-sentence statement. I knew I wanted to argue that the government should incentivize EV production and consumption, but I read more about the topic and realized that it already does. So, I changed my argument to be about increasing incentives. I need to find more information about the cost of EVs compared to non-EVs. Although I think all of my remaining sources could work, I will continue to revisit my sources as I go forward because searching the library shows me that there are a lot of relevant articles. My questions about the research process include: Is it ok for my thesis statement to continue to change in the next few weeks? Can a thesis statement ever be longer than one sentence? How can I effectively summarize my thesis statement in the conclusion without restating it verbatim?]

    **## IND101Milestone2Template1.docx.pdf**

    Instructions: Replace the example wording in brackets below with your wording for each prompt.

    IND101 Milestone 2 Template

    Topic: The Future of Mental Health in Older Adults.

    1. List of narrowed ideas from the freewrite activity:
    ● Demographic projections
    ● Living arrangements
    ● Social support
    ● Family support
    ● Care Plan
    ● Changes in daily living activities
    ● Retirement
    ● Change in income
    ● Increase in care needs
    ● Changes in living circumstances
    ● Limited mobility
    ● Cost of living
    ● Changes in decision making
    ● How mental health in older adults is affecting the world globally.

    2. Description with at least 4 underlined key terms or short phrases:

    [With the intensification of aging and mental health among the older adults has become a significant
    global health challenge, especially in developing countries where the problem is particularly severe. I
    think the cost of living should be of more focus as there are changes in income due to retirement,
    change in living circumstances and increase in care needs.]

    3. At least 2 synonyms, abbreviations, or alternatives for each key term:
    ● [Mental health: wellbeing, depression]
    ● [Social support: assistance, providing resources]
    ● [Change in Income: wages, adjustment]
    ● [Demographic projection: population estimates, population forecasts]
    ● [Increase in care needs: taking care, aiding]
    ● [Limited mobility: decreased movement, challenges]
    ● [Care plan: medical routine, medical order]
    ● [Living arrangement: housing situation,accommodations.]

    4. At least 5 Excelsior Library Sources

    Source 1:

    ● Title: Exploring the interplay of living arrangements, social support, and
    depression among older adults in rural northwest China.

    ● Date: 2024
    ● Author: Gao, Qiufeng;Lei, Cuiyao;Wei, Xiaofei;Peng, Lanxi; Wang, Xintong;

    Yue, Ai; Shi, Yaojiang.
    ● Permalink: BMC Public Health.

    Source 2:

    ● Title: Training Future Leaders to Address Mental Health and Substance
    Use Issues in Older Adults—The Health and Aging Policy Fellows
    Program

    ● Date: 2020
    ● Author: Pincus, Harold alan. Pike, Kathleen M. Spaeth-Rublee, Brigitta.
    ● Permalink: https://www-jstor-org.vlib.excelsior.edu/stable/48631286

    Source 3:

    ● Title: Mental health of older adults during the COVID-19 pandemic:
    lessons from history to guide our future.

    ● Date: 2020
    ● Author: Chong, Terence W. H.;Curran, Eleanor;Ames,

    David;Lautenschlager, Nicola T.; Castle, David J.
    ● Permalink: International Psychogeriatrics.

    Source 4:

    ● Title: Impact of health information seeking

    behavior and digital health literacy on

    self-perceived health and depression

    symptoms among older adults in the United

    States.

    ● Date: 2024
    ● Author: Nutakor, Jonathan Aseye;Zhou, Lulin;Larnyo,

    Ebenezer;Addai-Dansoh, Stephen; Cui, Yupeng.
    ● Permalink: Scientific Reports.

    Source 5:

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Wang%2C+Xintong%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Wang%2C+Xintong%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in)

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Yue%2C+Ai%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Yue%2C+Ai%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in)

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Shi%2C+Yaojiang%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=AR+%22Shi%2C+Yaojiang%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in)

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/advanced/publications/1CIK?selectedDb=asnjnh&isDashboardExpanded=true](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/advanced/publications/1CIK?selectedDb=asnjnh&isDashboardExpanded=true)

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/advanced/publications/FKQS?selectedDb=asnjnh&isDashboardExpanded=true](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/advanced/publications/FKQS?selectedDb=asnjnh&isDashboardExpanded=true)

    ● Title: Intolerance of uncertainty, aging, and

    anxiety and mental health concerns: A

    scoping review and meta-analysis

    ● Date: 2025
    ● Author: Yu, Mandy H.M.;Cao, Yuan;Fung, Sylvia S.Y.;Kwan, Gerald S.Y. Tse,

    Zita C.K, Shum, David H.K
    ● Permalink: Journal of Anxiety Disorders

    Optional: Instead of bulleted source information above, try an APA style reference list (but make sure

    to still include a URL or Permalink to each source):

    [Examples:

    Dua, R., & White, K. (2020). Understanding latent demand for hybrid and plug-in electric vehicles using

    large-scale longitudinal survey data of US new vehicle buyers. Energy Efficiency, 13(6),

    1063–1074.

    http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn

    &AN=145259635&site=eds-live&scope=site

    Graham, J. D., Belton, K. B., & Suri, X. (2021). How China beat the US in electric vehicle manufacturing

    and why it’s time for the United States to get serious about industrial policies. Issues in Science &

    Technology, 37(2), 72–79.

    http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh

    &AN=149318105&site=eds-live&scope=site

    National Research Council (U.S.). (2015). Overcoming barriers to deployment of plug-in electric vehicles.

    National Academies Press.

    http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nle

    bk&AN=1099383&site=eds-live&scope=site

    [https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=JN+%22Journal+of+Anxiety+Disorders%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in](https://research-ebsco-com.vlib.excelsior.edu/c/tbitle/search/results?isDashboardExpanded=true&limiters=FT1%3AY&q=JN+%22Journal+of+Anxiety+Disorders%22&redirectFromDetailsToResultsPage=true&initiatedBy=typed-in)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site)

    Noori, M., & Tatari, O. (2016). Development of an agent-based model for regional market penetration

    projections of electric vehicles in the United States. Energy, 96, 215–230.

    http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ed

    selp&AN=S0360544215016606&site=eds-live&scope=site

    Sperling, D. (2018). Electric vehicles: Approaching the tipping point. Bulletin of the Atomic Scientists,

    74(1), 11–18.

    http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh

    &AN=127161734&site=eds-live&scope=site]

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site)

    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site)

    **20250519_033957.jpg**

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    **20250519_025824.jpg**

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  • [Solved] PRESENTATION OF FINDINGS

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    How to create data visualization of presented information – a year ago

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    Assignment Prompt & Instructions

    How to create data visualization of presented information

    – a year ago

  • [Solved] help with assgn due in 24 hours

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    Executive Solution Overview

    attached – a year ago **files (3)** – ## BibleObservationReport.docx – ## Week1RELI.docx – ## Harlem.docx **## BibleObservationReport.docx** Bible Observation Report Book: _____________________ Chapter(s): __________________ Section Division Headings: Your ques…

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    Assignment Prompt & Instructions

    attached

    – a year ago

    **files (3)**

    – ## BibleObservationReport.docx

    – ## Week1RELI.docx

    – ## Harlem.docx

    **## BibleObservationReport.docx**

    Bible Observation Report

    Book: _____________________ Chapter(s): __________________

    Section Division Headings:

    Your questions about the text:

    The most important things in the text:

    What value would you and those around you find in this text?

    **## Week1RELI.docx**

    **Week 1 Assignment 2: CPI GROUP DISCUSSION : Science and Philosophy**

    Can science answer all questions? What kind of questions can science not answer?  Please post your
    **initial response of at least 150 words** to the discussion forum by
    **TUESDAY**

    **Week 1 Assignment 3: Short Essay 1-(File upload)**

    Explain how science cannot answer all human questions. (150 words). This question has to do with if science can't prove it does it exist at all. With this in mind the question becomes, whether we can prove God.

    **## Harlem.docx**

    Week 1- The Harlem Renaissance

    [https://youtu.be/uESWy9xz8B0?feature=sharedLinks to an external site.](https://youtu.be/uESWy9xz8B0?feature=shared)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-assgn-due-in-24-hours-20915801)

    Scholars..Please watch this video and respond to the following questions by clicking START ASSIGNMENT

    After watching this video…what are three critical or interesting points you learned about the Harlem Renaissance?  (please respond in complete sentences,,  and use a paragraph for EACH point)

    What happened when Black people (referred to during this era as Negroes) begin to move into Harlem? Please describe in detail.

    What do you think prompted the creation of the Harlem Renaissance?

    Who are some of the artist of the Harlem Renaissance that you learned about and what was their contribution?

    Please share any other thoughts you may have regarding the Harlem Renaissance

    **ASSIGNMENT SUBMISSION.** All major assignments for this course will be submitted electronically using Canvas.  These
    **submissions should be in .doc or .docx format only.** Students should include their name, date, and assignment title on all submissions. Please use a standard 12-point font such as Times New Roman or Calibri. Use one-inch margins and standard APA headers, (citation style according to the discipline), and double-space all documents.

    Certain daily assignments, such as reading quizzes, will be composed in-class. Therefore, please be sure you are prepared with ample pens, pencils, and notebook paper, and make sure you include your name and date on all submissions and write legibly.

    ## image1.png

    **## Harlem.docx**

    Week 1- The Harlem Renaissance

    [https://youtu.be/uESWy9xz8B0?feature=sharedLinks to an external site.](https://youtu.be/uESWy9xz8B0?feature=shared)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-assgn-due-in-24-hours-20915801)

    Scholars..Please watch this video and respond to the following questions by clicking START ASSIGNMENT

    After watching this video…what are three critical or interesting points you learned about the Harlem Renaissance?  (please respond in complete sentences,,  and use a paragraph for EACH point)

    What happened when Black people (referred to during this era as Negroes) begin to move into Harlem? Please describe in detail.

    What do you think prompted the creation of the Harlem Renaissance?

    Who are some of the artist of the Harlem Renaissance that you learned about and what was their contribution?

    Please share any other thoughts you may have regarding the Harlem Renaissance

    **ASSIGNMENT SUBMISSION.** All major assignments for this course will be submitted electronically using Canvas.  These
    **submissions should be in .doc or .docx format only.** Students should include their name, date, and assignment title on all submissions. Please use a standard 12-point font such as Times New Roman or Calibri. Use one-inch margins and standard APA headers, (citation style according to the discipline), and double-space all documents.

    Certain daily assignments, such as reading quizzes, will be composed in-class. Therefore, please be sure you are prepared with ample pens, pencils, and notebook paper, and make sure you include your name and date on all submissions and write legibly.

    ## image1.png

    **## BibleObservationReport.docx**

    Bible Observation Report

    Book: _____________________ Chapter(s): __________________

    Section Division Headings:

    Your questions about the text:

    The most important things in the text:

    What value would you and those around you find in this text?

    **## Week1RELI.docx**

    **Week 1 Assignment 2: CPI GROUP DISCUSSION : Science and Philosophy**

    Can science answer all questions? What kind of questions can science not answer?  Please post your
    **initial response of at least 150 words** to the discussion forum by
    **TUESDAY**

    **Week 1 Assignment 3: Short Essay 1-(File upload)**

    Explain how science cannot answer all human questions. (150 words). This question has to do with if science can't prove it does it exist at all. With this in mind the question becomes, whether we can prove God.

    **## Harlem.docx**

    Week 1- The Harlem Renaissance

    [https://youtu.be/uESWy9xz8B0?feature=sharedLinks to an external site.](https://youtu.be/uESWy9xz8B0?feature=shared)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-assgn-due-in-24-hours-20915801)

    Scholars..Please watch this video and respond to the following questions by clicking START ASSIGNMENT

    After watching this video…what are three critical or interesting points you learned about the Harlem Renaissance?  (please respond in complete sentences,,  and use a paragraph for EACH point)

    What happened when Black people (referred to during this era as Negroes) begin to move into Harlem? Please describe in detail.

    What do you think prompted the creation of the Harlem Renaissance?

    Who are some of the artist of the Harlem Renaissance that you learned about and what was their contribution?

    Please share any other thoughts you may have regarding the Harlem Renaissance

    **ASSIGNMENT SUBMISSION.** All major assignments for this course will be submitted electronically using Canvas.  These
    **submissions should be in .doc or .docx format only.** Students should include their name, date, and assignment title on all submissions. Please use a standard 12-point font such as Times New Roman or Calibri. Use one-inch margins and standard APA headers, (citation style according to the discipline), and double-space all documents.

    Certain daily assignments, such as reading quizzes, will be composed in-class. Therefore, please be sure you are prepared with ample pens, pencils, and notebook paper, and make sure you include your name and date on all submissions and write legibly.

    ## image1.png

    **## BibleObservationReport.docx**

    Bible Observation Report

    Book: _____________________ Chapter(s): __________________

    Section Division Headings:

    Your questions about the text:

    The most important things in the text:

    What value would you and those around you find in this text?

    **## Week1RELI.docx**

    **Week 1 Assignment 2: CPI GROUP DISCUSSION : Science and Philosophy**

    Can science answer all questions? What kind of questions can science not answer?  Please post your
    **initial response of at least 150 words** to the discussion forum by
    **TUESDAY**

    **Week 1 Assignment 3: Short Essay 1-(File upload)**

    Explain how science cannot answer all human questions. (150 words). This question has to do with if science can't prove it does it exist at all. With this in mind the question becomes, whether we can prove God.

    **## Harlem.docx**

    Week 1- The Harlem Renaissance

    [https://youtu.be/uESWy9xz8B0?feature=sharedLinks to an external site.](https://youtu.be/uESWy9xz8B0?feature=shared)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-assgn-due-in-24-hours-20915801)

    Scholars..Please watch this video and respond to the following questions by clicking START ASSIGNMENT

    After watching this video…what are three critical or interesting points you learned about the Harlem Renaissance?  (please respond in complete sentences,,  and use a paragraph for EACH point)

    What happened when Black people (referred to during this era as Negroes) begin to move into Harlem? Please describe in detail.

    What do you think prompted the creation of the Harlem Renaissance?

    Who are some of the artist of the Harlem Renaissance that you learned about and what was their contribution?

    Please share any other thoughts you may have regarding the Harlem Renaissance

    **ASSIGNMENT SUBMISSION.** All major assignments for this course will be submitted electronically using Canvas.  These
    **submissions should be in .doc or .docx format only.** Students should include their name, date, and assignment title on all submissions. Please use a standard 12-point font such as Times New Roman or Calibri. Use one-inch margins and standard APA headers, (citation style according to the discipline), and double-space all documents.

    Certain daily assignments, such as reading quizzes, will be composed in-class. Therefore, please be sure you are prepared with ample pens, pencils, and notebook paper, and make sure you include your name and date on all submissions and write legibly.

    ## image1.png

  • [Solved] NEED IN 6 HOURS or LESS NO EXCEPTIONS

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    SEE ATTACHMENT – a year ago **files (1)** – ## AssignmentPresentation.pdf **## AssignmentPresentation.pdf** Prior to beginning work on this assignment, • Read the position statement NAEYC Standards for Early Childhood Professional Preparation. Early childhood programs have numerous curriculum option…

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    Assignment Prompt & Instructions

    SEE ATTACHMENT

    – a year ago

    **files (1)**

    – ## AssignmentPresentation.pdf

    **## AssignmentPresentation.pdf**

    Prior to beginning work on this assignment,
    • Read the position statement NAEYC Standards for Early Childhood Professional

    Preparation.
    Early childhood programs have numerous curriculum options which may contribute to a
    need to support teachers and staff in a curriculum context they are not familiar with.
    Therefore, as you prepare to support protégés, you can refer to the National Association of
    the Education of Young Children’s core standards for professional development to promote
    the use of best practices. These six core standards briefly describe what early childhood
    professionals should know and be able to do. After reading each of the NAEYC Standards
    for Early Childhood Professional Preparation. focus on the first standard.
    STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING
    For this assignment, you will compile a set of early learning resources that align with
    Standard 1 of the National Association for the Education of Young Children (NAEYC).
    The focus is on compiling a list of applicable resources to support targeted learning
    outcomes for professional development goals in early childhood education. Additionally,
    you will analyze effective systems and management practices to support personnel
    development and contribute to high-quality program outcomes. You will once again
    consider how you can assist one of your peers based on your Week 1 elevator pitch and
    their want ads. While you are not responding directly to them or sharing this list of
    resources with them, begin by

    • Identifying professional development goals: The specific professional
    development goals should be related to promoting child development and learning
    in the context of early childhood education. Consider how these goals align with
    your selected peer’s current role or future aspirations in the field.

    • Compiling early learning resources: Make a list of a diverse set of early learning
    resources, including scholarly articles, books, research papers, and online
    resources that directly align with NAEYC Standard 1 and support the identified
    professional development goals. If the goal is unclear, consider asking the peer for
    clarity in the weekly discussion forum or through the lens of a leader create a mock
    goal based on their need.

    • Summarizing resources: Write about each resource, emphasizing its relevance to
    Standard 1 and how it contributes to achieving the specified professional
    development goals.

    Next, create a digital or physical “learning adventure kit.” Get creative; this can be anything
    but a paper. It can be in either of these two formats:

    • Digital kit: Use a platform such as Canva or Adobe Spark to design an interactive
    digital presentation. Include vibrant visuals, graphics, and engaging layouts.
    OR

    • Physical kit: If possible, identify physical items that represent different resources.
    This could be books, articles, or relevant objects to make it more enjoyable.

    Introduction letter: Start with a personalized letter explaining the purpose of the kit,
    expressing your belief in their potential, and encouraging them on their learning journey.
    Resource Map: Create a resource map for your kit, keeping the following in mind:

    [https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf](https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf)

    [https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf](https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf)

    • Digital kit: Design an interactive map with links that lead to various resources. It
    could resemble a treasure map with labeled destinations.

    • Physical kit: Include a physical map or guide that indicates the order in which the
    resources should be explored.

    Mix of resources: Use various types of resources, such as the following:
    • Articles and books: Provide links or physical copies of key articles and books that

    align with the theme.
    o For assistance on providing links to copies of resources that you find within

    the library, refer to the webpage How do I share a link to an article that I found
    in Library OneSearch?.

    • Videos and podcasts: Embed or share links to insightful videos or podcasts
    relevant to the topic.

    • Interactive tools: Include links to online quizzes, self-assessment tools, or
    interactive websites that enhance learning.

    Reflection tools: Integrate reflection prompts or journaling tools throughout the kit.
    Encourage your mentee to reflect on how each resource relates to their personal or
    professional journey.
    Inspirational quotes: Include applicable motivational quotes related to the theme. This
    can serve as inspiration and a reminder of their capabilities.
    Check-in points: Incorporate suggested check-in points or milestones. This could be a
    scheduled meeting to discuss progress or a reflection prompt encouraging them to share
    insights.
    Encouragement Tokens: Use positive reinforcements such as these to encourage your
    mentee:

    • Digital kit: Include virtual stickers or GIFs expressing encouragement.
    • Physical kit: Add small encouragement tokens like sticky notes with positive

    affirmations.
    Closing message: Conclude the kit with a closing message, reiterating your belief in their
    growth and expressing your availability for any questions or discussions.
    The Through the Lens of a Leader project

    • must be 12 double-spaced slides or equivalent in length (not including title and
    references slides) and formatted according to APA Style. as outlined in the Writing
    Center’s resource

    • must utilize academic voice.
    o Review the Academic Voice. resource for additional guidance.

    • must include an introduction paragraph.
    o Your introduction paragraph needs to end with a clear thesis statement that

    indicates the purpose of your paper.
    o For assistance on writing Introductions & Conclusions and Writing a Thesis

    Statement., refer to the Writing Center resources.
    • must use at least 5 to 8 credible sources in addition to the course text.

    o The Scholarly, Peer-Reviewed, and Other Credible Sources. table offers
    additional guidance on appropriate source types. If you have questions
    about whether a specific source is appropriate for this assignment, please

    [https://uagconline.libanswers.com/faq/367808?m=p](https://uagconline.libanswers.com/faq/367808?m=p)

    [https://uagconline.libanswers.com/faq/367808?m=p](https://uagconline.libanswers.com/faq/367808?m=p)

    [https://writingcenter.uagc.edu/apa-style](https://writingcenter.uagc.edu/apa-style)

    [https://writingcenter.uagc.edu/academic-voice](https://writingcenter.uagc.edu/academic-voice)

    [https://writingcenter.uagc.edu/introductions-conclusions](https://writingcenter.uagc.edu/introductions-conclusions)

    [https://writingcenter.uagc.edu/writing-a-thesis](https://writingcenter.uagc.edu/writing-a-thesis)

    [https://writingcenter.uagc.edu/writing-a-thesis](https://writingcenter.uagc.edu/writing-a-thesis)

    [https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf)

    contact your instructor. Your instructor has the final say about the
    appropriateness of a specific source.

    o To assist you in completing the research required for this assignment, refer to
    this Quick and Easy Library Research tutorial, which introduces the
    University of Arizona Global Campus Library and the research process, and
    provides some library search tips.

    • must document any information used from sources in APA Style as outlined in the
    Writing Center’s APA: Citing Within Your Paper. guide.

    • must include a separate references page or slide or screen that is formatted
    according to APA Style as outlined in the Writing Center.

    o Refer to the APA: Formatting Your References List. resource in the Writing
    Center for specifications.

    [https://writingcenter.uagc.edu/apa-citing-within-your-paper](https://writingcenter.uagc.edu/apa-citing-within-your-paper)

    [https://writingcenter.uagc.edu/format-your-reference-list](https://writingcenter.uagc.edu/format-your-reference-list)

    **## AssignmentPresentation.pdf**

    Prior to beginning work on this assignment,
    • Read the position statement NAEYC Standards for Early Childhood Professional

    Preparation.
    Early childhood programs have numerous curriculum options which may contribute to a
    need to support teachers and staff in a curriculum context they are not familiar with.
    Therefore, as you prepare to support protégés, you can refer to the National Association of
    the Education of Young Children’s core standards for professional development to promote
    the use of best practices. These six core standards briefly describe what early childhood
    professionals should know and be able to do. After reading each of the NAEYC Standards
    for Early Childhood Professional Preparation. focus on the first standard.
    STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING
    For this assignment, you will compile a set of early learning resources that align with
    Standard 1 of the National Association for the Education of Young Children (NAEYC).
    The focus is on compiling a list of applicable resources to support targeted learning
    outcomes for professional development goals in early childhood education. Additionally,
    you will analyze effective systems and management practices to support personnel
    development and contribute to high-quality program outcomes. You will once again
    consider how you can assist one of your peers based on your Week 1 elevator pitch and
    their want ads. While you are not responding directly to them or sharing this list of
    resources with them, begin by

    • Identifying professional development goals: The specific professional
    development goals should be related to promoting child development and learning
    in the context of early childhood education. Consider how these goals align with
    your selected peer’s current role or future aspirations in the field.

    • Compiling early learning resources: Make a list of a diverse set of early learning
    resources, including scholarly articles, books, research papers, and online
    resources that directly align with NAEYC Standard 1 and support the identified
    professional development goals. If the goal is unclear, consider asking the peer for
    clarity in the weekly discussion forum or through the lens of a leader create a mock
    goal based on their need.

    • Summarizing resources: Write about each resource, emphasizing its relevance to
    Standard 1 and how it contributes to achieving the specified professional
    development goals.

    Next, create a digital or physical “learning adventure kit.” Get creative; this can be anything
    but a paper. It can be in either of these two formats:

    • Digital kit: Use a platform such as Canva or Adobe Spark to design an interactive
    digital presentation. Include vibrant visuals, graphics, and engaging layouts.
    OR

    • Physical kit: If possible, identify physical items that represent different resources.
    This could be books, articles, or relevant objects to make it more enjoyable.

    Introduction letter: Start with a personalized letter explaining the purpose of the kit,
    expressing your belief in their potential, and encouraging them on their learning journey.
    Resource Map: Create a resource map for your kit, keeping the following in mind:

    [https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf](https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf)

    [https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf](https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf)

    • Digital kit: Design an interactive map with links that lead to various resources. It
    could resemble a treasure map with labeled destinations.

    • Physical kit: Include a physical map or guide that indicates the order in which the
    resources should be explored.

    Mix of resources: Use various types of resources, such as the following:
    • Articles and books: Provide links or physical copies of key articles and books that

    align with the theme.
    o For assistance on providing links to copies of resources that you find within

    the library, refer to the webpage How do I share a link to an article that I found
    in Library OneSearch?.

    • Videos and podcasts: Embed or share links to insightful videos or podcasts
    relevant to the topic.

    • Interactive tools: Include links to online quizzes, self-assessment tools, or
    interactive websites that enhance learning.

    Reflection tools: Integrate reflection prompts or journaling tools throughout the kit.
    Encourage your mentee to reflect on how each resource relates to their personal or
    professional journey.
    Inspirational quotes: Include applicable motivational quotes related to the theme. This
    can serve as inspiration and a reminder of their capabilities.
    Check-in points: Incorporate suggested check-in points or milestones. This could be a
    scheduled meeting to discuss progress or a reflection prompt encouraging them to share
    insights.
    Encouragement Tokens: Use positive reinforcements such as these to encourage your
    mentee:

    • Digital kit: Include virtual stickers or GIFs expressing encouragement.
    • Physical kit: Add small encouragement tokens like sticky notes with positive

    affirmations.
    Closing message: Conclude the kit with a closing message, reiterating your belief in their
    growth and expressing your availability for any questions or discussions.
    The Through the Lens of a Leader project

    • must be 12 double-spaced slides or equivalent in length (not including title and
    references slides) and formatted according to APA Style. as outlined in the Writing
    Center’s resource

    • must utilize academic voice.
    o Review the Academic Voice. resource for additional guidance.

    • must include an introduction paragraph.
    o Your introduction paragraph needs to end with a clear thesis statement that

    indicates the purpose of your paper.
    o For assistance on writing Introductions & Conclusions and Writing a Thesis

    Statement., refer to the Writing Center resources.
    • must use at least 5 to 8 credible sources in addition to the course text.

    o The Scholarly, Peer-Reviewed, and Other Credible Sources. table offers
    additional guidance on appropriate source types. If you have questions
    about whether a specific source is appropriate for this assignment, please

    [https://uagconline.libanswers.com/faq/367808?m=p](https://uagconline.libanswers.com/faq/367808?m=p)

    [https://uagconline.libanswers.com/faq/367808?m=p](https://uagconline.libanswers.com/faq/367808?m=p)

    [https://writingcenter.uagc.edu/apa-style](https://writingcenter.uagc.edu/apa-style)

    [https://writingcenter.uagc.edu/academic-voice](https://writingcenter.uagc.edu/academic-voice)

    [https://writingcenter.uagc.edu/introductions-conclusions](https://writingcenter.uagc.edu/introductions-conclusions)

    [https://writingcenter.uagc.edu/writing-a-thesis](https://writingcenter.uagc.edu/writing-a-thesis)

    [https://writingcenter.uagc.edu/writing-a-thesis](https://writingcenter.uagc.edu/writing-a-thesis)

    [https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf)

    contact your instructor. Your instructor has the final say about the
    appropriateness of a specific source.

    o To assist you in completing the research required for this assignment, refer to
    this Quick and Easy Library Research tutorial, which introduces the
    University of Arizona Global Campus Library and the research process, and
    provides some library search tips.

    • must document any information used from sources in APA Style as outlined in the
    Writing Center’s APA: Citing Within Your Paper. guide.

    • must include a separate references page or slide or screen that is formatted
    according to APA Style as outlined in the Writing Center.

    o Refer to the APA: Formatting Your References List. resource in the Writing
    Center for specifications.

    [https://writingcenter.uagc.edu/apa-citing-within-your-paper](https://writingcenter.uagc.edu/apa-citing-within-your-paper)

    [https://writingcenter.uagc.edu/format-your-reference-list](https://writingcenter.uagc.edu/format-your-reference-list)

  • [Solved] Education I need help with homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need help with my homework – a year ago **files (2)** – ## Requriedreferencesforweek1Newletterassignment.docx – ## NewletterInteuctionswithRubric.docx **## Requriedreferencesforweek1Newletterassignment.docx** **Literacy Assessment and Intervention for Classroom Teachers** **Required** DeVries, B. …

    Instant Solution Download

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    I need help with my homework

    – a year ago

    **files (2)**

    – ## Requriedreferencesforweek1Newletterassignment.docx

    – ## NewletterInteuctionswithRubric.docx

    **## Requriedreferencesforweek1Newletterassignment.docx**

    **Literacy Assessment and Intervention for Classroom Teachers**

    **Required**

    DeVries, B. A. (2023).
    _Literacy assessment and intervention for classroom teachers_ (6th ed.). Routledge. ISBN-13: 9781032131283

    What Teachers Can do to Help Struggling Readers Who Feel Ashamed

    **Required**

    Read “What Teachers Can do to Help Struggling Readers Who Feel Ashamed,” by Will, from
    _Education Week_(2022).

    https://lopes.idm.oclc.org/login?url=https://www.proquest.com/trade-journals/what-teachers-can-do-help-struggling-readers-who/docview/2618134815/se-2?accountid=7374

    Acceleration vs. Remediation vs. Intervention: What’s the Difference?

    **Required**

    Read “Acceleration vs. Remediation vs. Intervention: What’s the Difference?” located on the Edmentum website (2023).&nb

    … Read More

    https://www.edmentum.com/articles/acceleration-vs-remediation-vs-intervention

    Missing Pieces and Voices: Steps for Teachers to Engage in Science of Reading Policy and Practice

    **Required**

    Read “Missing Pieces and Voices: Steps for Teachers to Engage in Science of Reading Policy and Practice,” by Howe and Roop, f

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=155279022&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    The Beta Classroom: Designing Literacy-Rich Learning Spaces

    **Required**

    Read “The Beta Classroom: Designing Literacy-Rich Learning Spaces,” by O’Donnell, from
    _Literacy Today_ (2018).

    … Read More

    https://lopes.idm.oclc.org/login?url=h

    **## NewletterInteuctionswithRubric.docx**

    Educators need to share their knowledge and personal approach to literacy with families and parents to help foster a positive learning environment.

    For this assignment, write a 500-750 word newsletter for families introducing yourself and your vision for literacy instruction in the classrooms that supports remediation and intervention. Address the following in your newsletter:

    · Brief introduction of yourself and explain how your vision about literacy instruction supports remediation and intervention.

    · Describe how you build relationships with students and demonstrate an understanding of their beliefs and attitudes toward literacy to engage them in learning, create opportunities for self-motivation, and promote positive social interactions.

    · Explain how you will motivate and build confidence in all readers despite their individual reading levels.

    · Describe how the organization of your learning environment supports research-based best practices in literacy intervention and remediation for diverse learners.

    · Explain what makes a print-rich learning environment and how that supports literacy remediation and intervention.

    · Describe how you will use disciplinary literacy to weave in literacy interventions throughout the day in various content areas.

    · Provide 2-3 technology tools and/or resources you will use to support literacy remediation and intervention and how families can use them to continue to support readers at home.

    Support your newsletter with 2-3 scholarly resources.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA 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 LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Introduction and Personal Literacy Vision**

    10.5 points

    **Criteria Description**

    Introduction and Personal Literacy Vision

    **5. Target**

    10.5 points

    Self-introduction and discussion of personal vision about literacy instruction are thorough. Explanation of how a personal vision about literacy supports remediation and intervention is advanced.

    **4. Acceptable**

    9.14 points

    Self-introduction and discussion of personal vision about literacy instruction are complete. Explanation of how a personal vision about literacy supports remediation and intervention is noteworthy.

    **No Submission**

    0 points

    Not addressed.

    **Building Relationships**

    10.5 points

    **Criteria Description**

    Building Relationships

    **Criteria Description**

    **Building Relationships**

    **5. Target**

    **10.5 points**

    **A description of how to build relationships with students and demonstrate an understanding of their beliefs and attitudes toward literacy is meaningful. It creatively engages them in learning, creates opportunities for self-motivation, and promotes positive social interactions.**

    **4. Acceptable**

    **9.14 points**

    **A description of how to build relationships with students and demonstrate an understanding of their beliefs and attitudes toward literacy is suitable. It successfully engages them in learning, creates opportunities for self-motivation, and promotes positive social interactions.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Motivation and Confidence**

    **7 points**

    **Criteria Description**

    **Motivation and Confidence**

    **5. Target**

    **7 points**

    **Explanation of how to motivate students and build confidence in all readers despite their reading level is innovative.**

    **4. Acceptable**

    **6.09 points**

    **Explanation of how to motivate students and build confidence in all readers despite their reading level is solid.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Learning Environment**

    **10.5 points**

    **Criteria Description**

    **Learning Environment**

    **5. Target**

    **10.5 points**

    **Description of the organization of the learning environment proficiently supports research-based best practices in literacy intervention and remediation for diverse learners. Explanation of a print-rich learning environment and how it supports literacy remediation and intervention is sophisticated.**

    **4. Acceptable**

    **9.14 points**

    **Description of the organization of the learning environment competently supports research-based best practices in literacy intervention and remediation for diverse learners. Explanation of a print-rich learning environment and how it supports literacy remediation and intervention is credible.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Disciplinary Literacy**

    **7 points**

    **Criteria Description**

    **Disciplinary Literacy**

    **5. Target**

    **7 points**

    **Description of the use of disciplinary literacy is exceptional and explanation of how literacy interventions will be woven in throughout the day in various content areas is realistic.**

    **4. Acceptable**

    **6.09 points**

    **Description of the use of disciplinary literacy is concise and explanation of how literacy interventions will be woven in throughout the day in various content areas is reasonable.**

    **v No Submission**

    **0 points**

    **Not addressed.**

    **Technology Tools and Resources**

    **10.5 points**

    **Criteria Description**

    **Technology Tools and Resources**

    **5. Target**

    **10.5 points**

    **Technology tools and/or resources that support literacy remediation and intervention in the classroom are ideal. Explanation of how families can use the tools and resources to continue supporting readers at home is insightful.**

    **4. Acceptable**

    **9.14 points**

    **Technology tools and/or resources that support literacy remediation and intervention in the classroom are appropriate. Explanation of how families can use the tools and resources to continue supporting r**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Language Use and Audience Awareness**

    **3.5 points**

    **Criteria Description**

    **Language Use and Audience Awareness**

    **5. Target**

    **3.5 points**

    **Word choice is distinctive, creative, and well-suited to the purpose, discipline, scope, and audience of the presentation.**

    **4. Acceptable**

    **3.05 points**

    **Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Aesthetic Quality**

    **3.5 points**

    **Criteria Description**

    **Aesthetic Quality**

    **5. Target**

    **3.5 points**

    **Design is pleasing. Skillful handling of color, text, and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.**

    **4. Acceptable**

    **3.05 points**

    **Design is clean. Differences in type size or color are used well and consistently. A variety of objects, charts, and graphs are integrated to amplify the message.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Supporting Research and Documentation of Sources**

    **3.5 points**

    **Criteria Description**

    **Uses appropriate designated style and formatting to document sources in citations and references.**

    **5. Target**

    **3.5 points**

    **Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.**

    **4. Acceptable**

    **3.05 points**

    **The supporting research is credible and relevant. Sources are documented as appropriate to the assignment and style, and the format is mostly correct.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Mechanics of Writing**

    **3.5 points**

    **Criteria Description**

    **Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.**

    **5. Target**

    **3.5 points**

    **No mechanical errors are present. Skilled control of language choice and sentence structure is used throughout.**

    **4. Acceptable**

    **3.05 points**

    **A few mechanical errors are present. Suitable language choice and sentence structure are used.**

    **## NewletterInteuctionswithRubric.docx**

    Educators need to share their knowledge and personal approach to literacy with families and parents to help foster a positive learning environment.

    For this assignment, write a 500-750 word newsletter for families introducing yourself and your vision for literacy instruction in the classrooms that supports remediation and intervention. Address the following in your newsletter:

    · Brief introduction of yourself and explain how your vision about literacy instruction supports remediation and intervention.

    · Describe how you build relationships with students and demonstrate an understanding of their beliefs and attitudes toward literacy to engage them in learning, create opportunities for self-motivation, and promote positive social interactions.

    · Explain how you will motivate and build confidence in all readers despite their individual reading levels.

    · Describe how the organization of your learning environment supports research-based best practices in literacy intervention and remediation for diverse learners.

    · Explain what makes a print-rich learning environment and how that supports literacy remediation and intervention.

    · Describe how you will use disciplinary literacy to weave in literacy interventions throughout the day in various content areas.

    · Provide 2-3 technology tools and/or resources you will use to support literacy remediation and intervention and how families can use them to continue to support readers at home.

    Support your newsletter with 2-3 scholarly resources.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA 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 LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Introduction and Personal Literacy Vision**

    10.5 points

    **Criteria Description**

    Introduction and Personal Literacy Vision

    **5. Target**

    10.5 points

    Self-introduction and discussion of personal vision about literacy instruction are thorough. Explanation of how a personal vision about literacy supports remediation and intervention is advanced.

    **4. Acceptable**

    9.14 points

    Self-introduction and discussion of personal vision about literacy instruction are complete. Explanation of how a personal vision about literacy supports remediation and intervention is noteworthy.

    **No Submission**

    0 points

    Not addressed.

    **Building Relationships**

    10.5 points

    **Criteria Description**

    Building Relationships

    **Criteria Description**

    **Building Relationships**

    **5. Target**

    **10.5 points**

    **A description of how to build relationships with students and demonstrate an understanding of their beliefs and attitudes toward literacy is meaningful. It creatively engages them in learning, creates opportunities for self-motivation, and promotes positive social interactions.**

    **4. Acceptable**

    **9.14 points**

    **A description of how to build relationships with students and demonstrate an understanding of their beliefs and attitudes toward literacy is suitable. It successfully engages them in learning, creates opportunities for self-motivation, and promotes positive social interactions.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Motivation and Confidence**

    **7 points**

    **Criteria Description**

    **Motivation and Confidence**

    **5. Target**

    **7 points**

    **Explanation of how to motivate students and build confidence in all readers despite their reading level is innovative.**

    **4. Acceptable**

    **6.09 points**

    **Explanation of how to motivate students and build confidence in all readers despite their reading level is solid.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Learning Environment**

    **10.5 points**

    **Criteria Description**

    **Learning Environment**

    **5. Target**

    **10.5 points**

    **Description of the organization of the learning environment proficiently supports research-based best practices in literacy intervention and remediation for diverse learners. Explanation of a print-rich learning environment and how it supports literacy remediation and intervention is sophisticated.**

    **4. Acceptable**

    **9.14 points**

    **Description of the organization of the learning environment competently supports research-based best practices in literacy intervention and remediation for diverse learners. Explanation of a print-rich learning environment and how it supports literacy remediation and intervention is credible.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Disciplinary Literacy**

    **7 points**

    **Criteria Description**

    **Disciplinary Literacy**

    **5. Target**

    **7 points**

    **Description of the use of disciplinary literacy is exceptional and explanation of how literacy interventions will be woven in throughout the day in various content areas is realistic.**

    **4. Acceptable**

    **6.09 points**

    **Description of the use of disciplinary literacy is concise and explanation of how literacy interventions will be woven in throughout the day in various content areas is reasonable.**

    **v No Submission**

    **0 points**

    **Not addressed.**

    **Technology Tools and Resources**

    **10.5 points**

    **Criteria Description**

    **Technology Tools and Resources**

    **5. Target**

    **10.5 points**

    **Technology tools and/or resources that support literacy remediation and intervention in the classroom are ideal. Explanation of how families can use the tools and resources to continue supporting readers at home is insightful.**

    **4. Acceptable**

    **9.14 points**

    **Technology tools and/or resources that support literacy remediation and intervention in the classroom are appropriate. Explanation of how families can use the tools and resources to continue supporting r**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Language Use and Audience Awareness**

    **3.5 points**

    **Criteria Description**

    **Language Use and Audience Awareness**

    **5. Target**

    **3.5 points**

    **Word choice is distinctive, creative, and well-suited to the purpose, discipline, scope, and audience of the presentation.**

    **4. Acceptable**

    **3.05 points**

    **Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Aesthetic Quality**

    **3.5 points**

    **Criteria Description**

    **Aesthetic Quality**

    **5. Target**

    **3.5 points**

    **Design is pleasing. Skillful handling of color, text, and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.**

    **4. Acceptable**

    **3.05 points**

    **Design is clean. Differences in type size or color are used well and consistently. A variety of objects, charts, and graphs are integrated to amplify the message.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Supporting Research and Documentation of Sources**

    **3.5 points**

    **Criteria Description**

    **Uses appropriate designated style and formatting to document sources in citations and references.**

    **5. Target**

    **3.5 points**

    **Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.**

    **4. Acceptable**

    **3.05 points**

    **The supporting research is credible and relevant. Sources are documented as appropriate to the assignment and style, and the format is mostly correct.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Mechanics of Writing**

    **3.5 points**

    **Criteria Description**

    **Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.**

    **5. Target**

    **3.5 points**

    **No mechanical errors are present. Skilled control of language choice and sentence structure is used throughout.**

    **4. Acceptable**

    **3.05 points**

    **A few mechanical errors are present. Suitable language choice and sentence structure are used.**

    **## Requriedreferencesforweek1Newletterassignment.docx**

    **Literacy Assessment and Intervention for Classroom Teachers**

    **Required**

    DeVries, B. A. (2023).
    _Literacy assessment and intervention for classroom teachers_ (6th ed.). Routledge. ISBN-13: 9781032131283

    What Teachers Can do to Help Struggling Readers Who Feel Ashamed

    **Required**

    Read “What Teachers Can do to Help Struggling Readers Who Feel Ashamed,” by Will, from
    _Education Week_(2022).

    https://lopes.idm.oclc.org/login?url=https://www.proquest.com/trade-journals/what-teachers-can-do-help-struggling-readers-who/docview/2618134815/se-2?accountid=7374

    Acceleration vs. Remediation vs. Intervention: What’s the Difference?

    **Required**

    Read “Acceleration vs. Remediation vs. Intervention: What’s the Difference?” located on the Edmentum website (2023).&nb

    … Read More

    https://www.edmentum.com/articles/acceleration-vs-remediation-vs-intervention

    Missing Pieces and Voices: Steps for Teachers to Engage in Science of Reading Policy and Practice

    **Required**

    Read “Missing Pieces and Voices: Steps for Teachers to Engage in Science of Reading Policy and Practice,” by Howe and Roop, f

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=155279022&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    The Beta Classroom: Designing Literacy-Rich Learning Spaces

    **Required**

    Read “The Beta Classroom: Designing Literacy-Rich Learning Spaces,” by O’Donnell, from
    _Literacy Today_ (2018).

    … Read More

    https://lopes.idm.oclc.org/login?url=h

    **## NewletterInteuctionswithRubric.docx**

    Educators need to share their knowledge and personal approach to literacy with families and parents to help foster a positive learning environment.

    For this assignment, write a 500-750 word newsletter for families introducing yourself and your vision for literacy instruction in the classrooms that supports remediation and intervention. Address the following in your newsletter:

    · Brief introduction of yourself and explain how your vision about literacy instruction supports remediation and intervention.

    · Describe how you build relationships with students and demonstrate an understanding of their beliefs and attitudes toward literacy to engage them in learning, create opportunities for self-motivation, and promote positive social interactions.

    · Explain how you will motivate and build confidence in all readers despite their individual reading levels.

    · Describe how the organization of your learning environment supports research-based best practices in literacy intervention and remediation for diverse learners.

    · Explain what makes a print-rich learning environment and how that supports literacy remediation and intervention.

    · Describe how you will use disciplinary literacy to weave in literacy interventions throughout the day in various content areas.

    · Provide 2-3 technology tools and/or resources you will use to support literacy remediation and intervention and how families can use them to continue to support readers at home.

    Support your newsletter with 2-3 scholarly resources.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA 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 LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Introduction and Personal Literacy Vision**

    10.5 points

    **Criteria Description**

    Introduction and Personal Literacy Vision

    **5. Target**

    10.5 points

    Self-introduction and discussion of personal vision about literacy instruction are thorough. Explanation of how a personal vision about literacy supports remediation and intervention is advanced.

    **4. Acceptable**

    9.14 points

    Self-introduction and discussion of personal vision about literacy instruction are complete. Explanation of how a personal vision about literacy supports remediation and intervention is noteworthy.

    **No Submission**

    0 points

    Not addressed.

    **Building Relationships**

    10.5 points

    **Criteria Description**

    Building Relationships

    **Criteria Description**

    **Building Relationships**

    **5. Target**

    **10.5 points**

    **A description of how to build relationships with students and demonstrate an understanding of their beliefs and attitudes toward literacy is meaningful. It creatively engages them in learning, creates opportunities for self-motivation, and promotes positive social interactions.**

    **4. Acceptable**

    **9.14 points**

    **A description of how to build relationships with students and demonstrate an understanding of their beliefs and attitudes toward literacy is suitable. It successfully engages them in learning, creates opportunities for self-motivation, and promotes positive social interactions.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Motivation and Confidence**

    **7 points**

    **Criteria Description**

    **Motivation and Confidence**

    **5. Target**

    **7 points**

    **Explanation of how to motivate students and build confidence in all readers despite their reading level is innovative.**

    **4. Acceptable**

    **6.09 points**

    **Explanation of how to motivate students and build confidence in all readers despite their reading level is solid.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Learning Environment**

    **10.5 points**

    **Criteria Description**

    **Learning Environment**

    **5. Target**

    **10.5 points**

    **Description of the organization of the learning environment proficiently supports research-based best practices in literacy intervention and remediation for diverse learners. Explanation of a print-rich learning environment and how it supports literacy remediation and intervention is sophisticated.**

    **4. Acceptable**

    **9.14 points**

    **Description of the organization of the learning environment competently supports research-based best practices in literacy intervention and remediation for diverse learners. Explanation of a print-rich learning environment and how it supports literacy remediation and intervention is credible.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Disciplinary Literacy**

    **7 points**

    **Criteria Description**

    **Disciplinary Literacy**

    **5. Target**

    **7 points**

    **Description of the use of disciplinary literacy is exceptional and explanation of how literacy interventions will be woven in throughout the day in various content areas is realistic.**

    **4. Acceptable**

    **6.09 points**

    **Description of the use of disciplinary literacy is concise and explanation of how literacy interventions will be woven in throughout the day in various content areas is reasonable.**

    **v No Submission**

    **0 points**

    **Not addressed.**

    **Technology Tools and Resources**

    **10.5 points**

    **Criteria Description**

    **Technology Tools and Resources**

    **5. Target**

    **10.5 points**

    **Technology tools and/or resources that support literacy remediation and intervention in the classroom are ideal. Explanation of how families can use the tools and resources to continue supporting readers at home is insightful.**

    **4. Acceptable**

    **9.14 points**

    **Technology tools and/or resources that support literacy remediation and intervention in the classroom are appropriate. Explanation of how families can use the tools and resources to continue supporting r**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Language Use and Audience Awareness**

    **3.5 points**

    **Criteria Description**

    **Language Use and Audience Awareness**

    **5. Target**

    **3.5 points**

    **Word choice is distinctive, creative, and well-suited to the purpose, discipline, scope, and audience of the presentation.**

    **4. Acceptable**

    **3.05 points**

    **Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Aesthetic Quality**

    **3.5 points**

    **Criteria Description**

    **Aesthetic Quality**

    **5. Target**

    **3.5 points**

    **Design is pleasing. Skillful handling of color, text, and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.**

    **4. Acceptable**

    **3.05 points**

    **Design is clean. Differences in type size or color are used well and consistently. A variety of objects, charts, and graphs are integrated to amplify the message.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Supporting Research and Documentation of Sources**

    **3.5 points**

    **Criteria Description**

    **Uses appropriate designated style and formatting to document sources in citations and references.**

    **5. Target**

    **3.5 points**

    **Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.**

    **4. Acceptable**

    **3.05 points**

    **The supporting research is credible and relevant. Sources are documented as appropriate to the assignment and style, and the format is mostly correct.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Mechanics of Writing**

    **3.5 points**

    **Criteria Description**

    **Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.**

    **5. Target**

    **3.5 points**

    **No mechanical errors are present. Skilled control of language choice and sentence structure is used throughout.**

    **4. Acceptable**

    **3.05 points**

    **A few mechanical errors are present. Suitable language choice and sentence structure are used.**

    **## Requriedreferencesforweek1Newletterassignment.docx**

    **Literacy Assessment and Intervention for Classroom Teachers**

    **Required**

    DeVries, B. A. (2023).
    _Literacy assessment and intervention for classroom teachers_ (6th ed.). Routledge. ISBN-13: 9781032131283

    What Teachers Can do to Help Struggling Readers Who Feel Ashamed

    **Required**

    Read “What Teachers Can do to Help Struggling Readers Who Feel Ashamed,” by Will, from
    _Education Week_(2022).

    https://lopes.idm.oclc.org/login?url=https://www.proquest.com/trade-journals/what-teachers-can-do-help-struggling-readers-who/docview/2618134815/se-2?accountid=7374

    Acceleration vs. Remediation vs. Intervention: What’s the Difference?

    **Required**

    Read “Acceleration vs. Remediation vs. Intervention: What’s the Difference?” located on the Edmentum website (2023).&nb

    … Read More

    https://www.edmentum.com/articles/acceleration-vs-remediation-vs-intervention

    Missing Pieces and Voices: Steps for Teachers to Engage in Science of Reading Policy and Practice

    **Required**

    Read “Missing Pieces and Voices: Steps for Teachers to Engage in Science of Reading Policy and Practice,” by Howe and Roop, f

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=155279022&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    The Beta Classroom: Designing Literacy-Rich Learning Spaces

    **Required**

    Read “The Beta Classroom: Designing Literacy-Rich Learning Spaces,” by O’Donnell, from
    _Literacy Today_ (2018).

    … Read More

    https://lopes.idm.oclc.org/login?url=h

    **## NewletterInteuctionswithRubric.docx**

    Educators need to share their knowledge and personal approach to literacy with families and parents to help foster a positive learning environment.

    For this assignment, write a 500-750 word newsletter for families introducing yourself and your vision for literacy instruction in the classrooms that supports remediation and intervention. Address the following in your newsletter:

    · Brief introduction of yourself and explain how your vision about literacy instruction supports remediation and intervention.

    · Describe how you build relationships with students and demonstrate an understanding of their beliefs and attitudes toward literacy to engage them in learning, create opportunities for self-motivation, and promote positive social interactions.

    · Explain how you will motivate and build confidence in all readers despite their individual reading levels.

    · Describe how the organization of your learning environment supports research-based best practices in literacy intervention and remediation for diverse learners.

    · Explain what makes a print-rich learning environment and how that supports literacy remediation and intervention.

    · Describe how you will use disciplinary literacy to weave in literacy interventions throughout the day in various content areas.

    · Provide 2-3 technology tools and/or resources you will use to support literacy remediation and intervention and how families can use them to continue to support readers at home.

    Support your newsletter with 2-3 scholarly resources.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA 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 LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Introduction and Personal Literacy Vision**

    10.5 points

    **Criteria Description**

    Introduction and Personal Literacy Vision

    **5. Target**

    10.5 points

    Self-introduction and discussion of personal vision about literacy instruction are thorough. Explanation of how a personal vision about literacy supports remediation and intervention is advanced.

    **4. Acceptable**

    9.14 points

    Self-introduction and discussion of personal vision about literacy instruction are complete. Explanation of how a personal vision about literacy supports remediation and intervention is noteworthy.

    **No Submission**

    0 points

    Not addressed.

    **Building Relationships**

    10.5 points

    **Criteria Description**

    Building Relationships

    **Criteria Description**

    **Building Relationships**

    **5. Target**

    **10.5 points**

    **A description of how to build relationships with students and demonstrate an understanding of their beliefs and attitudes toward literacy is meaningful. It creatively engages them in learning, creates opportunities for self-motivation, and promotes positive social interactions.**

    **4. Acceptable**

    **9.14 points**

    **A description of how to build relationships with students and demonstrate an understanding of their beliefs and attitudes toward literacy is suitable. It successfully engages them in learning, creates opportunities for self-motivation, and promotes positive social interactions.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Motivation and Confidence**

    **7 points**

    **Criteria Description**

    **Motivation and Confidence**

    **5. Target**

    **7 points**

    **Explanation of how to motivate students and build confidence in all readers despite their reading level is innovative.**

    **4. Acceptable**

    **6.09 points**

    **Explanation of how to motivate students and build confidence in all readers despite their reading level is solid.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Learning Environment**

    **10.5 points**

    **Criteria Description**

    **Learning Environment**

    **5. Target**

    **10.5 points**

    **Description of the organization of the learning environment proficiently supports research-based best practices in literacy intervention and remediation for diverse learners. Explanation of a print-rich learning environment and how it supports literacy remediation and intervention is sophisticated.**

    **4. Acceptable**

    **9.14 points**

    **Description of the organization of the learning environment competently supports research-based best practices in literacy intervention and remediation for diverse learners. Explanation of a print-rich learning environment and how it supports literacy remediation and intervention is credible.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Disciplinary Literacy**

    **7 points**

    **Criteria Description**

    **Disciplinary Literacy**

    **5. Target**

    **7 points**

    **Description of the use of disciplinary literacy is exceptional and explanation of how literacy interventions will be woven in throughout the day in various content areas is realistic.**

    **4. Acceptable**

    **6.09 points**

    **Description of the use of disciplinary literacy is concise and explanation of how literacy interventions will be woven in throughout the day in various content areas is reasonable.**

    **v No Submission**

    **0 points**

    **Not addressed.**

    **Technology Tools and Resources**

    **10.5 points**

    **Criteria Description**

    **Technology Tools and Resources**

    **5. Target**

    **10.5 points**

    **Technology tools and/or resources that support literacy remediation and intervention in the classroom are ideal. Explanation of how families can use the tools and resources to continue supporting readers at home is insightful.**

    **4. Acceptable**

    **9.14 points**

    **Technology tools and/or resources that support literacy remediation and intervention in the classroom are appropriate. Explanation of how families can use the tools and resources to continue supporting r**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Language Use and Audience Awareness**

    **3.5 points**

    **Criteria Description**

    **Language Use and Audience Awareness**

    **5. Target**

    **3.5 points**

    **Word choice is distinctive, creative, and well-suited to the purpose, discipline, scope, and audience of the presentation.**

    **4. Acceptable**

    **3.05 points**

    **Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Aesthetic Quality**

    **3.5 points**

    **Criteria Description**

    **Aesthetic Quality**

    **5. Target**

    **3.5 points**

    **Design is pleasing. Skillful handling of color, text, and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.**

    **4. Acceptable**

    **3.05 points**

    **Design is clean. Differences in type size or color are used well and consistently. A variety of objects, charts, and graphs are integrated to amplify the message.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Supporting Research and Documentation of Sources**

    **3.5 points**

    **Criteria Description**

    **Uses appropriate designated style and formatting to document sources in citations and references.**

    **5. Target**

    **3.5 points**

    **Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.**

    **4. Acceptable**

    **3.05 points**

    **The supporting research is credible and relevant. Sources are documented as appropriate to the assignment and style, and the format is mostly correct.**

    **No Submission**

    **0 points**

    **Not addressed.**

    **Mechanics of Writing**

    **3.5 points**

    **Criteria Description**

    **Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.**

    **5. Target**

    **3.5 points**

    **No mechanical errors are present. Skilled control of language choice and sentence structure is used throughout.**

    **4. Acceptable**

    **3.05 points**

    **A few mechanical errors are present. Suitable language choice and sentence structure are used.**

  • [Solved] week 2 discussion 2

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    #### **Discipline Dilemma** Depending on the family structure, parenting style, and cultural background of the families you are working with, you will likely encounter many different approaches to discipline. You may even find that the families you are supporting will come to you for help or suggest…

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    Assignment Prompt & Instructions

    #### **Discipline Dilemma**

    Depending on the family structure, parenting style, and cultural background of the families you are working with, you will likely encounter many different approaches to discipline. You may even find that the families you are supporting will come to you for help or suggestions about how to best discipline their child at home. In this discussion, you will read a case study where you will meet several families, and use the information you learn about discipline to help support their needs.

    To prepare for this discussion,

    – Please refer to the Week 2 Guidance for further tips and examples that will support your success with this discussion.
    – Read Chapter 7: Discipline and Guidance in _Collaboration with Families and Communities_.
    – Read the article, [_Parenting Around the World: Child-Rearing Practices in Different CulturesLinks to an external site._](https://www.tuw.edu/health/child-rearing-practices-different-cultures/).
    – [Case Study InteractionLinks to an external site.](https://content.bridgepointeducation.com/curriculum/file/22361615-3692-43b1-be54-de40152813e6/1/ECD%20345%20Case%20Studies%20-%20Storyline%20output.zip/ECD%20345%20Case%20Studies%20-%20Storyline%20output/story_html5.html?lms=1 "Case Study Interaction")
    – Choose one of the following behavior-related incidents to focus on in your initial response:

    **Behavior Scenario A**

    Your child’s teacher calls to tell you that while playing in the block center today, your child was hitting another child with the blocks. The teacher asked your child to stop, but your child continued to hit the other child.

    **Behavior Scenario B**

    Your child’s teacher sent an email explaining to you that your child is having trouble sharing when at school. The teacher has modeled how to share and has given your child several reminders. However, your child is still struggling with this behavior.

    **Behavior Scenario C**

    After school, your child’s teacher stops you to talk about some trouble your child is having with following their directions in class. The teacher tells you that when given a direction, your child ignores it and continues with what they are doing.

    **Behavior Scenario D**

    At school drop off you notice that the same child runs and hides each day when you drop your child at school. You ask your teacher if this is something they have noticed as well. The teacher tells you your child has been calling the other child names.

    In your initial post, assume the role of the parent or guardian of one of the children from the case study interaction and address the following:

    – Describe how you would discipline your child if they were involved in your chosen behavior scenario from the chart above. Remember that you are responding as if you are the parent or guardian of the child from your chosen case study.
    – Discuss the role your culture plays in the decisions you make about discipline. Use the article, [_Parenting Around the World: Child-Rearing Practices in Different CulturesLinks to an external site._](https://www.tuw.edu/health/child-rearing-practices-different-cultures/) _,_ to support your ideas.

    – [\
    \
    chapter_07.pdf](https://www.sweetstudy.com/files/chapter-07-pdf-10297233 "chapter_07.pdf")

    – a year ago