In some quantitative studies the terms “external validity” and “generalizability” are portrayed as synonymous. In contrast, Reichardt (2011) makes the claim that external validity and generalizability should be considered distinct concepts. What is external validity? What are the merits of distinguishing between external validity and generalizability of quantitative results?
The question is in the attach files
The question is in the attach files
SOC 450 Week 10 Assignment – Critical Threats to the Global Environment Final Date to Submit: MONDAY, SEPTEMBER 13TH Summary (See Rubric information in the SOC 450 Student Course Guide) Please Read all four pages of information for this assignment. Overview The United Nations has continued to retain you as a consultant for a project that deals with climate and the environment. Most developed countries see the dangers of releasing too much carbon dioxide into the atmosphere and are committed to climate policies that attain a carbon-free future in the next 30 years. They already see the damaging effects that this gas alone is having on the living conditions of crops, wildlife, and humans. As a result, many member states are dissatisfied with the progress of the eight Millennium Development Goals for international development that they established in 2000. The member states see a substantial disconnect between several issues that developed and developing countries believe are priorities. For example, Burundi wants one of the goals to focus on food security, while Austria is adamant that a major global issue should be the negotiation of ceasefires in countries in the midst of civil wars. The UN wants you to work from the list below and prioritize two of the global community’s threats that it deems the most serious to environmental stability. Instructions for research and writing this assignment: Step 1 Select two (2) threats. Listed below are eight issues that the UN feels pose the most significant threats to global security. Some of these apply to the Earth’s 7.7 billion people, while others are limited primarily to developing countries. Regardless of where these threats are concentrated, your job as a consultant is to identify two of them that you consider the most critical to the globe’s population. Issue Options 1. The use of fossil fuels as an energy source. 2. Globalization. 3. Insufficient educational opportunities in developing countries. 4. A lack of access to technology. 5. Civil war (NOT the U.S. Civil War). 6. The rise in oceans’ levels. 7. Covid-19 and the global pandemic. 8. The dangers of poor countries remaining poor Step 2 Write a minimum of an 8-page persuasive paper about your two threats. Write an introduction paragraph of at least one-half page in length identifying the two threats you have selected and the purpose of the paper. Then, for the two threats you chose: 1. Identify the factors that make it such a serious risk to the global environment that you would choose to present it to the UN 2. Analyze the role that humans have played in aggravating this threat to the Earth’s environment. 3. Suggest initiatives that the global community can take to mitigate the worst effects of this environmental threat. 4. Write a conclusion paragraph of at least one-half page in length that summarizes your impressions of these risks for global stability. Guidelines 1. This course requires the use of Strayer Writing Standards (SWS). For assistance and information, please refer to the SWS link in the left-hand menu of your course and check with your professor for any additional instructions. 2. In order to earn full credit, the answers to each of the three questions must be at least two full pages long, making six pages. You must also include the one-half page introduction and one-half page conclusion at the beginning and end of the paper, adding up to one page of content. Finally, you must include a graph or table (see 5, below) that will be at least one page in length. The entire paper will be a minimum of eight pages long. 3. You must use at least seven credible sources (excluding Wikipedia, dictionaries and encyclopedias) that are appropriate for the subjects under discussion. Do not use Wikipedia or Wiki sources, or blogs! Reference sources should not be older than 7 to 10 years. 4. You must use only double-spacing and not place extra spacing between paragraphs or section headings. 5. As part of your answer to any one of the questions, you must include a graph, table or chart using quantifiable data that supports your argument. You need only one graph for the entire assignment, and although you may download this item from the Internet, it may be no longer than one page in length. You must comprehensively explain beneath the graph what the data means. Otherwise, it will be of no use to the reader. PROFESSOR’S ADDITIONAL INSTRUCTIONS (REQUIRED): 1) Include a Title page with the following information (Title of Assignment, Student’s Full Name, Strayer University, Date of Submission, Professor’s name: Dr. G. Royal-Smith). 2) The body of your paper (written content) must contain properly cited intext citations using SWS guidelines. 3) This assignment must contain a page of properly cited references sources titled as the Reference page. 4) This paper must be submitted to the SafeAssign Plagiarism Program via BlackBoard. Papers that are not submitted, cannot be opened for grading, or cannot be read in SafeAssign due to incompatibility with the SA program may receive a zero score. It is the student’s responsibility to submit a GRADE READY paper and to make sure that the paper is BlackBoard compatible. 5) Week 10 Assignment Papers must be submitted on time. Please consider your FIRST submission as Final due to the fact that the Quarter ends in Week 11. Once the assignment area closes, it will remain closed. Late Papers may be penalized according to Strayer University and SOC 450 Late Assignment policies. 6) Assignments must be the original work of students utilizing credible and properly cited sources. Students will be notified of very high similarity scores or other irregularities contained in the submitted assignment. Assignment papers that are deemed to be plagiarized will be further evaluated by Dr. Royal-Smith and the Office of Student Affairs (Academic Integrity). If plagiarism is substantiated, the Office of Student Affairs will provide recommendations including (but not limited to) a failing grade for the assignment or other actions. 7) Please take this assignment seriously, follow ALL instructions. The assignment will require planned time management for research and drafting. The specific course learning outcome associated with this assignment is as follows: Propose suggestions for mitigation initiatives that address the threats to the stability of the global environment. If you have questions about this assignment, please feel free contact me. Dr. Royal-Smith
PowerPoint 10 slides needed
Slide 1
Title Slide with Name, Course, and Date
Slide 2 – Introduction
Topics to be covered in outline form
Slide 3
Choose two different stress-management techniques (some examples were discussed in the lecture material and readings or you may research examples of your own). Briefly define each stress- management technique and provide an image representing each.
Slide 4
Discuss how each technique is performed, how often, etc. (Consider adding a video link to demonstrate).
Slide 5
How does it work?: Exactly how does it relieve stress? What effects does it have on the body (physiologically) or mind (psychologically) or both?
Slides 6-8
Evaluate each technique: Does it work (provide support)? Who says it works? Who says it doesn’t? What are the strengths and weaknesses? Would you use it? Why or why not?
Slide 9 – Conclusion
Summarize your project findings.
Slide 10—References
APA Format
***This paper is based off the previous paper.. check attachments.***
Relying on at least two (2) outside references, write a three page report that answers the following:
1. Describe the behavioral goal you set for Rad in Assignment #1.
2.Choose Bruner’s Theory of cognitive development, and explain the fundamental tenets of the chosen theory.
3.Describe the key ways that the approach to the desired goal would change with the chosen theory. Explain the assumptions to the chosen theory and the manner in which they may impact Rad or you as the Instructor.
***This paper is based off the previous paper.. check attachments.***
***This paper is based off the previous paper.. check attachments.*** Relying on at least two (2) outside references, write a three page report that answers the following: 1. Describe the behavioral
RADICAL BEHAVIORAL CHANGE 6 Introduction Behaviorism is amongst the psychological concepts that are used by different psychologists to under the change in character amongst humans and animals. Based on this concept, both human and animal behaviors are a result of individual reflexes that either result from their response towards a specific environmental stimuli or the consequence of their personal history that could include punishment and their contemporary controlling stimuli (Huy, Corley, & Kraatz, 2014). Most students experience radical behavioral changes as they go on with their daily operations. Due to the radical behavioral changes that students and other individuals go through; the radical behaviorist approach was developed. As such, the purpose of this paper is to set behaviorist goals for Rad, determine the common reinforcers, state the procedures for changing the character behavior, and the best approaches that could be used to implement and record the results of the implementation process. The last section of the paper will discuss the key methods that are adopted to perfectly evaluate the effectiveness of the desired behavioral changes in Rad while at the same time determining the key revisions that may be made to improve the program in the future. Behavioral Change Goals One of the best steps that any individual could take for purposes of attaining a specific behavioral change goal in their lives is setting the right behavioral changes. Like any other person, Rad is expected to change from his current behaviors that have been affecting their health and social life in a significant way (Huy, Corley, & Kraatz, 2014). Rad has been involved in serious drug use, something that has not only affected his health, but also how he or she interacts with those close to him. Due to the poor relationship with his family and close friends, Rad has decided to live a solitude life. Engaging in drugs has also made him not to attend to classes as required, leading to a decline in his college performance. The drugs have also made it impossible for him to eat well and this has affected his health in a very significant way. Judging from his looks and appearances, he has been starving himself because he uses all his money to purchase drugs instead of buying food. His sporadic behavioral change has made almost all his friends to leave him by himself. The result of his friends withdrawing from his life has been a decline in his trust levels as he feels that he was driven into drugs by his close friends who then withdrew after noting that he has completely messed his life and cannot get back to normalcy. As a result of what Rad has been going through, his desired behavior change goals would be to: Stop using drugs Regain his trust on family and friends Get out of his solitude ways and embrace socialistic living ways The main focus will be to help Rad get out of the drug addiction problem because it is the main source of all the problems that he has been going through over time. Getting into drugs is considered as the main pre-cursor to all the emotional and physical traumas that Rad has been going through. His behaviors are a reaction to the effects brought about by drug. Appropriate Reinforcers Animals and humans learn about their behavioral consequences that act significantly towards making them modify their behaviors for purposes of avoiding all the negative consequences while at the same time gaining all the positive rewards (Huy, Corley, & Kraatz, 2014). Reinforcers are categorized into either negative or positive reinforcers. Positive reinforcers usually work towards rewarding individuals for demonstrating their required behavior while negative reinforcers are made up of unpleasant things that are eliminated from an individual when he or she demonstrates the right behavior. In the case of Rad, some of the positive reinforcers that could be adopted to help him achieve his objectives include praising them when he attends classes and rewarding him for each day that he goes without engaging in drugs (Eggers, & Kaul, 2018). Rad will also be encouraged to join social clubs in the school for purposes of improving his interaction levels both in school and out of school. The most appropriate negative reinforcer that will work perfectly for Rad’s case is that of making him to report to the head of department anytime he fails to attend a class. The adoption of these reinforcers will act significantly towards helping Rad achieve the desired behaviors (Huy, Corley, & Kraatz, 2014). The effectiveness of these reinforcers to help Rad change his behaviors while at the same time moving towards improving his social interactions. The reinforcers will therefore help Rad regain and revert back to normalcy. The reinforcers will also work well for me because I will be in a position to monitor his progress over time. Procedure for changing behavior Different steps need to be followed to help Rad achieve the required behavior. The steps to be adopted in this case include pre-contemplating, contemplating, preparing, acting, maintenance, and relapse (Zettle, & Hayes, 2015). In the first stage, I will help Rad overcome his issues by encouraging the person in question to rethink his behavior, encourage him to engage in self-analysis and get to explain all the risks involved in their current behavior. In the second step, I will help Rad assess both the pros and cons of changing their behavior, confirming his readiness to change and identify any barriers towards their behavioral change. During preparation, I will help Rad write down his goals, develop an action plan, and develop a list of all the statements that could motivate him attain his change behavior goals. After preparation, the action stage will follow and will entail having the best rewards system for Rad, seeking all the relevant support, and making all the relevant motivating statements that will help him get the best out of his current behavior (Huy, Corley, & Kraatz, 2014). About maintenance, we will develop the best coping strategies for Rad to deal with any temptations that could make him revert to the old ways. Lastly, we will jointly identify all the triggers that could lead to relapse, identify the barriers, and reaffirm if our objectives and goals have been met. Implementation procedures and record results To implement the steps listed above, I will organize for one-on-one sessions with Rad. There will be six sessions for each of the indicated steps. Embracing the one-on-one sessions will also work significantly in tracking Rad’s progress. The results of the sixth meeting should be as follows: Objective Results Stop using drugs Positive Regain his trust on family and friends Fair Get out of his solitude ways and embrace socialistic living ways Positive Evaluate and Revise To find out if the methods adopted are impacting Rad, the use of Key Performance Indicators will be adopted. After every step, an evaluation to determine the impact of the strategies on Rad’s life, with some of the important performance indicators being his class performance, social engagements measured by the number of social groups attained, and the number of beers taken within a certain period (Chapman, & Compton, 2003). Based on the results of each performance indicator, appropriate revisions will be adopted. References Chapman, A. L., & Compton, J. S. (2003). From traditional behavioral couple therapy to integrative behavioral couple therapy: New research directions. The behavior analyst today, 4(1), 17. Eggers, J. P., & Kaul, A. (2018). Motivation and ability? A behavioral perspective on the pursuit of radical invention in multi-technology incumbents. Academy of Management Journal, 61(1), 67-93. Huy, Q. N., Corley, K. G., & Kraatz, M. S. (2014). From support to mutiny: Shifting legitimacy judgments and emotional reactions impacting the implementation of radical change. Academy of Management Journal, 57(6), 1650-1680. Zettle, R. D., & Hayes, S. C. (2015). Rule-governed behavior: A potential theoretical framework for cognitive-behavioral therapy. In The Act in Context (pp. 33-63). Routledge.
Designing social studies instruction that integrates the arts provides a unique opportunity to align content standards to more creative demonstrations of knowledge and skills. Designing robust, standards-based lesson plans that practice this integration helps teachers to become well-versed in their content area. In addition, lessons that integrate technology provide opportunities for teachers to introduce real-world applications into social studies instruction.
Select a grade level 1-8 world history standard and an arts standard. Using the “Class Profile” and the “COE Lesson Plan Template,” write a complete lesson plan that includes:
Classroom and Student Factors/Grouping: Use the “Class Profile” to inform this section, and to differentiate for the needs of students throughout the lesson plan.
National/State Learning Standards: Identify one world history standard and one arts standard for your selected grade level.
Specific Learning Target(s)/Objectives: Create at least one specific learning objective that includes both standards.
Academic Language: List relevant academic language and how it will be modeled.
Resources, Materials, Equipment, and Technology: Incorporate at least one media or technology resource that supports real-world applications and scaffolding of social studies standards-based instruction.
Multiple Means of Representation: Explain how knowledge and skills will be presented, and how the selected technology supports real-world applications and scaffolding of social studies standards-based instruction.
Multiple Means of Engagement: Include at least one learning activity that utilized a technology resource to develop critical thinking and problem-solving skills.
Multiple Means of Expression: Formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is comprehensive and cohesive in form and function.
In a 100-250-word reflection, explain how your selected instructional strategies help to develop critical thinking and problem-solving skills and meet the needs of all students.
Designing social studies instruction that integrates the arts provides a unique opportunity to align content standards to more creative demonstrations of knowledge and skills. Designing robust, standa
Class Profile Student Name ELL/ Proficiency Level Socioeconomic Status Race/ Ethnicity Native Language Gender IEP/ 504 Other Age Reading Performance Level/Score* Math Performance Level/Score* Arturo Yes – 4 Low Mexican Spanish Male No Glasses Grade level One year below grade level/98 At grade level/151 Bertie Yes – 5 Low Vietnamese Vietnamese Female No None Grade level One year above grade level/210 At grade level/108 Beryl No Mid White English Female No None Grade level Two years above grade level/268 At grade level/163 Brandie Yes – 4 Low Liberian Liberian English Female No None Grade level At grade level/178 One year below grade level/79 Dessie Yes – 4 Mid Russian Russian Female No None Grade level At grade level/113 One year below grade level/65 Diana Yes – 4 Low Mexican Spanish Female No None Grade level One year below grade level/79 At grade level/198 Donnie No Mid African American English Female Yes Hearing Aids Grade level At grade level/150 At grade level/124 Eduardo Yes – 5 Low Puerto Riccan Spanish Male No Glasses Grade level One year below grade level/88 At grade level/101 Emma No Mid White English Female No None Grade level At grade level/124 At grade level/135 Enrique No Low Mexican English Male ADHD None One year above grade level One year below grade level/45 At grade level/163 Fatma Yes – 5 Low Mexican Spanish Female No Glasses Grade level One year below grade level/21 One year above grade level/289 Frances No Mid Mexican English Female No DiabeticGlasses Grade level At grade level/116 At grade level/114 Francesca Yes – 5 Low Mexican Spanish Female No None Grade level At grade level/162 At grade level/178 Fredrick No Low White English Male Learning Disabled None One year above grade level Two years below grade level/285 Two years below grade level/15 Ines Yes – 4 Low Mexican Spanish Female Learning Disabled Glasses Grade level One year below grade level/50 One year below grade level/55 Jade No Mid African American English Female No None Grade level At grade level/183 One year above grade level/224 Kent No High White English Male ADHD Glasses Grade level At grade level/178 One year above grade level/208 Lolita Yes – 5 Low Navajo Navajo Female No None Grade level At grade level/110 At grade level/141 Maria No Mid Mexican Spanish Female No NOTE: School does not have gifted program Grade level At grade level/139 Two years above grade level/296 Mason Yes – 4 Low Vietnamese Vietnamese Male Yes High Func-tioning Autism Grade level At grade level/154 At grade level/138 Nick No Low White English Male No None Grade level One year above grade level/205 At grade level/180 Noah No Low African American English Male No Glasses Grade level At grade level/193 At grade level/177 Sharlene No Mid White English Female No None Grade level One year above grade level/110 At grade level/125 Sophia Yes – 5 Mid Guatamalan Spanish Female No None Grade level At grade level/129 At grade level/152 Stuart No Mid White English Male No Allergic to peanuts Grade level One year above grade level/231 At grade level/116 Terrence No Mid African American English Male No None Grade level At grade level/189 At grade level/192 Wade No Mid White English Male No Glasses Grade level At grade level/179 One year above grade level/223 Welington Yes – 3 Low Cuban Spanish Male Learning Disabled Glasses Grade level One year below grade level/82 Two years below grade level/24 Wendell Yes – 2 Low Somalian Refugee Somali Male No None Grade level One year below grade level/51 Two years below grade level/45 Yung Yes – 4 Low Burmese Burmese Male No None One year below grade level One year below grade level/98 Two years below grade level/65 *Scaled Scores Key: Above Grade Level = 200 +, At Grade Level = 100-199, Below Grade Level = 0-99 © 2018. Grand Canyon University. All Rights Reserved.
Designing social studies instruction that integrates the arts provides a unique opportunity to align content standards to more creative demonstrations of knowledge and skills. Designing robust, standa
GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: Who is the audience What action verb will be measured during instruction/assessment What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: I will use a visual of the planet Earth and ask students to describe what Earth looks like. I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located. Time Needed Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: English language learners (ELL): Students with special needs: Students with gifted abilities: Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. I will model one example of solving a number sentence on the white board before having students search for the matching card. I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: English language learners (ELL): Students with special needs: Students with gifted abilities: Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: English language learners (ELL): Students with special needs: Students with gifted abilities: Early finishers (those students who finish early and may need additional resources/support): Time Needed Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. Time Needed © 2019. Grand Canyon University. All Rights Reserved.
Designing social studies instruction that integrates the arts provides a unique opportunity to align content standards to more creative demonstrations of knowledge and skills. Designing robust, standa
Classroom and Student Factors/Grouping 10.0 Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for the development of the lesson and skillfully described. Learning Standards and Target/Objectives 5.0 Lesson plan includes quality, engaging integration of social studies and the arts. Chosen learning objective thoroughly aligns with both standards. Academic Language 5.0 Academic language is listed along with innovative and engaging strategies for teaching the new terms. Resources, Materials, Equipment, and Technology 10.0 Resources, materials, equipment, and technology are innovative and enhance the lesson. Technology innovatively supports real-world application and scaffolding of instruction. Lesson Plan: Multiple Means of Representation 10.0 The means of representation creatively presents knowledge and skills will be presented, and how the selected technology supports real-world applications and scaffolding of social studies standards-based instruction Lesson Plan: Multiple Means of Engagement 10.0 The means of engagement innovatively utilizes a technology resource to develop critical thinking and problem-solving skills. Lesson Plan: Multiple Means of Expression 10.0 Planned formative and summative assessments are well-aligned to the stated learning objectives and standards, and they effectively and creatively identify multiple means for response, selection, and composition to accommodate all learners. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is comprehensive and cohesive in form and function. Rationale/Reflection 10.0 Includes thoughtful rationale for specific selected instructional strategies help to develop critical thinking and problem-solving skills and meet the needs of all students Mechanics of Writing (includes spelling, punctuation, grammar, language use) 30.0 Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Total Percentage 100
Compare the budget of the state of Texas and the budget of the state of Massachusetts. How are the states similar in how they spend money and how are the states different? How would you expect life to be different in Massachusetts compared to Texas based on how the governments spend their money? Base on the multiple sources provided below.
http://content.time.com/time/subscriber/article/0,33009,2154995-1,00.html
https://www.cnbc.com/2017/07/11/gov-greg-abbott-why-texas-is-the-top-technology-state-in-us.html
http://www.slate.com/articles/news_and_politics/politics/2012/05/massachusetts_is_the_best_state_in_the_union_.html
https://boston.cbslocal.com/2017/02/28/massachusetts-best-state-in-nation-us-news-world-report-economy-education-health-care
The graph shows excess supply.
Which needs to happen to the price indicated by p2 on the graph in order to achieve equilibrium?
A. It needs to be increased.
B. It needs to be decreased.
C. It needs to reach the price ceiling.
D. It needs to remain unchanged
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Hilton confessed to killing 7 people. He stated that he didn’t care about those people; he told the police that he is indifferent and he did not feel any guilt or remorse for what he did. His tone when telling police was calm and collected. His ex-wife told the police that she believed he would do something so terrible.
Identify his disorder.