Learning for Early childhood education Age 3-5 This assignment serves as a compilation of influential works you have read/viewed over the thirteen week period.  A bibliography, personal summary and analysis of the chosen literature and readings that helped shaped your course learning is required.  The intention is to keep a running list of the books, various text, readings, supplemental literature you have found along the way that has influenced further thought and excitements. Look at the curation holistically and then look for connections with your personal and educational environments as well as with the course content.  
In sum, you are creating a written reflection on your collection and the curation process as a whole, weaving in your key learnings.  • What do you notice? • What connections have you made? • How have you interacted with the literature? Which was most influential? • What?, So What, Now what? *remember the repertoire is vast here: readings, videos, blogs, picture books, other classmates suggestions, children’s work, childhood or personal books, graphica, informational books, poetry. However, it should have been discussed or discovered during the thirteen weeks, not newly listed for the sake of this assignment.   If this assignment is left to the end, it may be a big task. It is best to work on it throughout the course by keeping a running list and a few notes as you make connections.  Synthesis and reflection can be done sufficiently within a 2-4 page reflective piece and the number of works need not exceed 20 in your bibliography.  The bibliography does not have to be annotated.  Readings: • • Frijhoff, W. (2012). Historian’s discovery of childhood.Paedagogica Historica, 48(1), 11-29. 
*note this is a lengthy article, you only have to capture the essence of it • Ministry of Education, British Columbia., et al. British Columbia Early Learning Framework: a Guide for Families. Ministry of Education, 2020, Accessed 3 Jan. 2021. • Reynolds, K. (n.d.). Perceptions of childhood. Retrieved January 3, 2016, from: • Reynolds, K. (n.d.). Perceptions of childhood. Retrieved January 3, 2016, from • Said, S. (2015, September 29). Can children’s books help build a better world? Retrieved January 3, 2016, from: • Tunnell, M. O., & Jacobs, J. S. (2013). The origins and history of american children’s literature. The Reading Teacher, 67(2), 80-86. • West, Mark I. “Dr Seuss’s Responses to Nazism: Historical Allegories Or Political Parables?” Looking Glass (Blacksburg, Va.), vol. 19, no. 1, 2016, • Barajas, Joshua. (July 28, 2015).  Not everyone’s sold on Seuss.  Retrieved from: available as a pdf : reader mode  • Leland, C., Lewison, M., & Harste, J. (2012). Multimodal responses to literature. In Teaching children’s literature: It’s critical.Taylor and Francis, p. 125-236.
*there are many strategies suggested in this comprehensive reading.  It is an “easy read”.  Peruse as you wish, perhaps focusing on chapters 7 and 8.  • Nation, K., Dawson, N. J., & Hsiao, Y. (2022). Book Language and Its Implications for Children’s Language, Literacy, and Development. Current Directions in Psychological Science, 31(4), 375-380.   • Wasik, Barbara A., and Jill L. Jacobi-Vessels. “Word Play: Scaffolding Language Development Through Child-Directed Play.” Early Childhood Education Journal, vol. 45, no. 6, 2017, pp. 769–776. CBC News. (Mar 2, 2021). “6 Dr. Seuss Books will no longer be published due to racist imagery.” Retrieved from: (video and article) 6 Dr. Seuss books pulled from publication 3 years agoNews  6 Dr. Seuss books pulled from publication 3 years ago Duration 2:01 Michiko Kakutani. (December 8, 2020). Obama, the best-selling author, on reading, writing and radical empathy.  Retrieved from:  also as a pdf:
Barack Obama Opens Up About Writing ‘A Promised Land’ – The New York Times.pdf  Udel, Miriam. (November 6, 2023). What I read to my son when the world is on fire.  Retrieved from: version: What I read to my son when the world is on fire. Zapata, A.; Kleekamp, M.; King, C. Expanding the Canon: How Diverse Literature Can Transform Literacy Learning (December 2018). Literacy Leadership Brief. Newark, DE: International Literacy Association. Retrieved from: Harper, L. J. (2016). Using picture books to promote social-emotional literacy. Young Children, 71(3), 80–86.  Peterson, Shelley Stagg, and Red Bear Robinson. “Rights of Indigenous Children: Reading Children's Literature through an Indigenous Knowledges Lens.”Education Sciences, vol. 10, no. 10, 2020, p. 1. “Sharing Poetry with Young Children.” Exploring Poetry with Young Children, by Ann Watts, Routledge, 2017, pp. 42–72. Fassbender, W. J., Dulaney, M., Pope, C. A (2013). Graphic narratives and the evolution of the canon: Adapting literature for a new generation. Voices from the Middle, 21(1), 19 Zbaracki, Matthew D. & Geringer, Jennifer (2014) Blurred vision: the divergence and intersection of illustrations in children’s books, Journal of Graphic Novels and Comics, 5:3, 284-296 Murphy, C. (2015, October 5). Why is there so much poetry in YA/teen lit? Retrieved January 4, 2016, from Short, Kathy, and Kathy G Short. “What’s Trending in Children’s Literature and Why it Matters.” Language Arts, vol. 95, no. 5, 05/01/2018, pp. 287-298, How children’s books have changed. By Kim Smith  Global News. Posted May 7, 2019 1:15  Austin, Ben and Meirick, Cody.  (February 18, 2025).  “4 books about measurement that spur children’s thinking”.  Erikson Institute: early math collaborative.  Retrieved from: Ciecierski, Lisa, et al. “New Perspectives on Picture Books.” Athens Journal of Education, vol. 4, no. 2, 2017, pp. 123–136. Mesner, Kate. (September 2, 2021). “The truth is in there: creative approaches to informational books for young readers.” School Library Journal. Retrieved from: Smith, J., & Wiese, P. (2006). Authenticating children’s literature: Raising cultural awareness in an inquiry-based project in a teacher education course. Teacher Education Quarterly 69-87. Retrieved from  this is a long article that includes charts exemplifying authentication. It is an important one for understanding the authentication process.
 Beltchenko, Laura, et al. “Intellectual Pursuits of Young Children Through Picture Book Literacy, Focusing on Italian Preschools.” Gifted Child Today Magazine, vol. 39, no. 3, 2016, pp. 145–153. Compton, Michelle Kay, et al. Storymaking: the Maker Movement Approach to Literacy for Early Learners. Redleaf Press, 2018. (ebook)
*note: a newish book generating much excitement among BC Early Learning Networks.  ebook is provided here for your perusal as well as referenced in module 11 Unicef.  (October 2022). Unicef Storybooks.  Retrieved March 9, 2024.  from: the original resource, Unicef Tiny Stories, has been temporarily removed.  In its place, please review the wordless storybooks from Unicef. Vasquez, V.M. (2014). Baby Beluga. Negotiating Critical Literacies with Young Children: 10th Anniversary Edition (2nd ed.). Routledge, p. 135-146 Adichie, Chimamanda Ngozi. (2009). The danger of a single story. [online] YouTube. Available at: 
 Bishop, R. (1990) The Ohio State University. “Mirrors, Windows and Sliding Glass Doors” originally appeared in Perspectives: Choosing and Using Books for the Classroom, vol. 6, no.3, Summer. 
Bishop, R. (2018). Diverse books in the classroom, all year round. [online] YouTube. Available: Diverse books in the classroom, all year round
Bishop, R. (2018). Mirrors, windows and sliding doors. [online] YouTube. Available at: Mirrors, windows and sliding doors. Davidson, Sara Florence. (May 2020).  “Evaluating Indigenous education resources for classroom use.” Teacher., p.22-23. BC Teacher’s Federation. Retrieved from: Derman-Sparks, Louise (2013). Guide for selecting anti-bias children’s books. Teaching for Change. Retrieved from: Jackson, M., & Heath, M. (2017). Preserving Guam’s culture with culturally responsive children’s stories. School Psychology International, 38(5), 458-472.  Khan, R. (2018). Rukhsana Khan The Roses in My Carpet, Words Aloud 2007, Canada. [online] YouTube. Available at: Rukhsana Khan The Roses in My Carpet, Words Aloud 2007, Canada Park, L. (2018). Can A Children’s Book Change the World? | Linda Sue Park | TEDxBeaconStreet. [online] YouTube. Available at: Can A Children’s Book Change the World? | Linda Sue Park | TEDxBeaconStreet Wiltse, L. (2015). Mirrors and windows: Teaching and research reflections on canadian aboriginal children’s literature. Language and Literacy, 17(2), 22-n/a.  Wright, B. L. (2020). Books that Promote Race, Identity, Agency, and Voice. Teaching Young Children, 14(1), 10–13.


Learning for Early childhood education Age 3-5

This assignment serves as a compilation of influential works you have read/viewed over the thirteen week period.  A bibliography, personal summary and analysis of the chosen literature and readings that helped shaped your course learning is required. 
The intention is to keep a running list of the books, various text, readings, supplemental literature you have found along the way that has influenced further thought and excitements. Look at the curation holistically and then look for connections with your personal and educational environments as well as with the course content.  
In sum, you are creating a written reflection on your collection and the curation process as a whole, weaving in your key learnings. 
• What do you notice?
• What connections have you made?
• How have you interacted with the literature? Which was most influential?
• What?, So What, Now what?
*remember the repertoire is vast here: readings, videos, blogs, picture books, other classmates suggestions, children’s work, childhood or personal books, graphica, informational books, poetry. However, it should have been discussed or discovered during the thirteen weeks, not newly listed for the sake of this assignment. 
 If this assignment is left to the end, it may be a big task. It is best to work on it throughout the course by keeping a running list and a few notes as you make connections.  Synthesis and reflection can be done sufficiently within a 2-4 page reflective piece and the number of works need not exceed 20 in your bibliography.  The bibliography does not have to be annotated. 

Readings:

• Frijhoff, W. (2012). Historian’s discovery of childhood.Paedagogica Historica, 48(1), 11-29. 
*note this is a lengthy article, you only have to capture the essence of it
• Ministry of Education, British Columbia., et al. British Columbia Early Learning Framework: a Guide for Families. Ministry of Education, 2020, Accessed 3 Jan. 2021.
• Reynolds, K. (n.d.). Perceptions of childhood. Retrieved January 3, 2016, from:
• Reynolds, K. (n.d.). Perceptions of childhood. Retrieved January 3, 2016, from
• Said, S. (2015, September 29). Can children’s books help build a better world? Retrieved January 3, 2016, from:
• Tunnell, M. O., & Jacobs, J. S. (2013). The origins and history of american children’s literature. The Reading Teacher, 67(2), 80-86.
• West, Mark I. “Dr Seuss’s Responses to Nazism: Historical Allegories Or Political Parables?” Looking Glass (Blacksburg, Va.), vol. 19, no. 1, 2016,
• Barajas, Joshua. (July 28, 2015).  Not everyone’s sold on Seuss.  Retrieved from: available as a pdf : reader mode 
• Leland, C., Lewison, M., & Harste, J. (2012). Multimodal responses to literature. In Teaching children’s literature: It’s critical.Taylor and Francis, p. 125-236.
*there are many strategies suggested in this comprehensive reading.  It is an “easy read”.  Peruse as you wish, perhaps focusing on chapters 7 and 8. 
• Nation, K., Dawson, N. J., & Hsiao, Y. (2022). Book Language and Its Implications for Children’s Language, Literacy, and Development. Current Directions in Psychological Science, 31(4), 375-380.  
• Wasik, Barbara A., and Jill L. Jacobi-Vessels. “Word Play: Scaffolding Language Development Through Child-Directed Play.” Early Childhood Education Journal, vol. 45, no. 6, 2017, pp. 769–776.

CBC News. (Mar 2, 2021). “6 Dr. Seuss Books will no longer be published due to racist imagery.” Retrieved from:
(video and article)

6 Dr. Seuss books pulled from publication
3 years agoNews

6 Dr. Seuss books pulled from publication

3 years ago
Duration
2:01

Michiko Kakutani. (December 8, 2020). Obama, the best-selling author, on reading, writing and radical empathy.  Retrieved from:  also as a pdf:
Barack Obama Opens Up About Writing ‘A Promised Land’ – The New York Times.pdf 
Udel, Miriam. (November 6, 2023). What I read to my son when the world is on fire.  Retrieved from: version: What I read to my son when the world is on fire.
Zapata, A.; Kleekamp, M.; King, C. Expanding the Canon: How Diverse Literature Can Transform Literacy Learning (December 2018). Literacy Leadership Brief. Newark, DE: International Literacy Association. Retrieved from:

Harper, L. J. (2016). Using picture books to promote social-emotional literacy. Young Children, 71(3), 80–86. 
Peterson, Shelley Stagg, and Red Bear Robinson. “Rights of Indigenous Children: Reading Children's Literature through an Indigenous Knowledges Lens.”Education Sciences, vol. 10, no. 10, 2020, p. 1.
“Sharing Poetry with Young Children.” Exploring Poetry with Young Children, by Ann Watts, Routledge, 2017, pp. 42–72.

Fassbender, W. J., Dulaney, M., Pope, C. A (2013). Graphic narratives and the evolution of the canon: Adapting literature for a new generation. Voices from the Middle, 21(1), 19
Zbaracki, Matthew D. & Geringer, Jennifer (2014) Blurred vision: the divergence and intersection of illustrations in children’s books, Journal of Graphic Novels and Comics, 5:3, 284-296

Murphy, C. (2015, October 5). Why is there so much poetry in YA/teen lit? Retrieved January 4, 2016, from

Short, Kathy, and Kathy G Short. “What’s Trending in Children’s Literature and Why it Matters.” Language Arts, vol. 95, no. 5, 05/01/2018, pp. 287-298,

How children’s books have changed. By Kim Smith  Global News. Posted May 7, 2019 1:15 

Austin, Ben and Meirick, Cody.  (February 18, 2025).  “4 books about measurement that spur children’s thinking”.  Erikson Institute: early math collaborative.  Retrieved from:
Ciecierski, Lisa, et al. “New Perspectives on Picture Books.” Athens Journal of Education, vol. 4, no. 2, 2017, pp. 123–136.
Mesner, Kate. (September 2, 2021). “The truth is in there: creative approaches to informational books for young readers.” School Library Journal. Retrieved from:
Smith, J., & Wiese, P. (2006). Authenticating children’s literature: Raising cultural awareness in an inquiry-based project in a teacher education course. Teacher Education Quarterly 69-87. Retrieved from  this is a long article that includes charts exemplifying authentication. It is an important one for understanding the authentication process.

Beltchenko, Laura, et al. “Intellectual Pursuits of Young Children Through Picture Book Literacy, Focusing on Italian Preschools.” Gifted Child Today Magazine, vol. 39, no. 3, 2016, pp. 145–153.
Compton, Michelle Kay, et al. Storymaking: the Maker Movement Approach to Literacy for Early Learners. Redleaf Press, 2018. (ebook)
*note: a newish book generating much excitement among BC Early Learning Networks.  ebook is provided here for your perusal as well as referenced in module 11
Unicef.  (October 2022). Unicef Storybooks.  Retrieved March 9, 2024.  from: the original resource, Unicef Tiny Stories, has been temporarily removed.  In its place, please review the wordless storybooks from Unicef.
Vasquez, V.M. (2014). Baby Beluga. Negotiating Critical Literacies with Young Children: 10th Anniversary Edition (2nd ed.). Routledge, p. 135-146
Adichie, Chimamanda Ngozi. (2009). The danger of a single story. [online] YouTube. Available at: 

Bishop, R. (1990) The Ohio State University. “Mirrors, Windows and Sliding Glass Doors” originally appeared in Perspectives: Choosing and Using Books for the Classroom, vol. 6, no.3, Summer. 
Bishop, R. (2018). Diverse books in the classroom, all year round. [online] YouTube. Available: Diverse books in the classroom, all year round
Bishop, R. (2018). Mirrors, windows and sliding doors. [online] YouTube. Available at: Mirrors, windows and sliding doors.
Davidson, Sara Florence. (May 2020).  “Evaluating Indigenous education resources for classroom use.” Teacher., p.22-23. BC Teacher’s Federation. Retrieved from:
Derman-Sparks, Louise (2013). Guide for selecting anti-bias children’s books. Teaching for Change. Retrieved from:
Jackson, M., & Heath, M. (2017). Preserving Guam’s culture with culturally responsive children’s stories. School Psychology International, 38(5), 458-472. 
Khan, R. (2018). Rukhsana Khan The Roses in My Carpet, Words Aloud 2007, Canada. [online] YouTube. Available at: Rukhsana Khan The Roses in My Carpet, Words Aloud 2007, Canada
Park, L. (2018). Can A Children’s Book Change the World? | Linda Sue Park | TEDxBeaconStreet. [online] YouTube. Available at: Can A Children’s Book Change the World? | Linda Sue Park | TEDxBeaconStreet
Wiltse, L. (2015). Mirrors and windows: Teaching and research reflections on canadian aboriginal children’s literature. Language and Literacy, 17(2), 22-n/a. 
Wright, B. L. (2020). Books that Promote Race, Identity, Agency, and Voice. Teaching Young Children, 14(1), 10–13.


Share This Post

Email
WhatsApp
Facebook
Twitter
LinkedIn
Pinterest
Reddit

Order a Similar Paper and get 15% Discount on your First Order

Related Questions

Assume you work in the marketing department for a luggage manufacturer.  You have been tasked with identifying cobranding opportunities.  Determine  four companies/brands that would work well in being paired with the brand you choose.  Describe each of the cobranding opportunities in  detail.  Give  specific examples of how you would promote the two brands together and how the cobranding would work.  Then, outline three advantages that would result from each cobranding partnership.  Now, refer back to your text in Section 9.3 when it discusses co-branding.  Explain whether you think the cobranding partnerships or companies are examples of lifestyle branding or ingredient branding.  Think outside the box and be creative!

Assume you work in the marketing department for a luggage manufacturer.  You have been tasked with identifying cobranding opportunities.  Determine  four companies/brands that would work well in being paired with the brand you choose.  Describe each of the cobranding opportunities in  detail.  Give  specific examples of how you would promote the two

Kara Moore Unit [replace with unit title] Evil Genius? How Dishonesty Can Lead to Greater Creativity Motivation: Previous research has found a correlation between dishonesty and creativity but it was not clear whether being dishonest actually causes an increase in creativity so the researchers sought to test this. This is important because if being dishonest does cause creativity then companies may be able to use this to their advantage with their employees. Experiment 1 Hypothesis: The researchers hypothesized that people will be more creative after being dishonest because being dishonest creates a certain type of freedom. Design and Procedure: The researchers conducted an experiment where they randomly assigned people to lie or tell the truth about their performance on a computer-based math-and-logic game. The independent variable was honesty. Afterwards, the researchers gave participants a problem solving task called the Dunker candle problem. The researchers measured creativity (dependent variable) by performance on the Dunker candle problem (operationalization). Findings: The major findings are that dishonesty can increase creativity (as measured by the Dunker candle problem) potentially because people are in an unconstrained state when they lie. Experiment 2 Hypothesis: Design and Procedure: Findings: Second Training Material Heading Here Second training material reflection here.

Kara Moore Unit [replace with unit title] Evil Genius? How Dishonesty Can Lead to Greater Creativity Motivation: Previous research has found a correlation between dishonesty and creativity but it was not clear whether being dishonest actually causes an increase in creativity so the researchers sought to test this. This is

The exile was Israel’s defining moment, although frustratingly, we have very little information about the details of the exile itself, both in literature and in material remains.  Basing themselves on the scanty but precious literature that was produced during this period and subsequent post-exilic period, as well as precious few other non-biblical details, it is the change in the people themselves that exhibit what the exile must have represented.  A people with regional identity and religion who could have easily vanished because of the conquest and exile, and assimilation, instead emerged as a people with an identity, universal religion, morality, and way of life that has endured to this day, the Jews.  From its origins in the ancient Israelite religion, Judaism as we know it would truly emerge in the periods following the exile.  For our discussions this week, we will explore the meaning of exile for Jews and for other communities and how people can turn the trauma of exile into a catalyst for transformation.   This week’s discussions expound on Judah’s traumatic experience of exile and its aftermath.  When answering these discussion questions, integrate what you have learned from the textbook and other resources on the Babylonian Exile and on the exilic experience.  For this discussion, choose and answer three of the six categories of related questions below and respond to them in light of this week’s readings.      Describe ‘exile’ and the exilic experience.  What are some of its major characteristics? Where do we most see the exilic experience today? What do exiles strive for?  What do they fear? What are forms of exile that a person or community can face? What kind of literary, artistic, and religious expression may be typical of exiles? What type of communities emerge(d) among exiles?  What role do traditions and customs, memory, art, religion, etc., play within exilic communities? What is restoration/reconstruction after a calamity?  What does it involve? What kinds of issues can returning exiles experience upon their return? How can communities in a diaspora preserve their identity when they no longer envision themselves returning? How do we see this exhibited in Jewish communities? What lessons can Christian communities learn about their forms of exilic experiences? How do ‘exile,’ ‘return,’ and ‘diaspora’ (from both the literal or broader meanings of exile, return, and diaspora) translate within ministerial settings? Submission Instructions: Your initial post should be at least 250-300 words for each discussion post, formatted and cited in the current APA style. Provide support for your work from at least two academic sources less than five years old.

The exile was Israel’s defining moment, although frustratingly, we have very little information about the details of the exile itself, both in literature and in material remains.  Basing themselves on the scanty but precious literature that was produced during this period and subsequent post-exilic period, as well as precious few

Collect an Internet article related to Developmental Psychology. You are to summarize the information in the article, care the information to what the text says about the topic covered in the article, and then write a personal reaction. You must include the internet site where you found the article.  Followed Guidelines Handed in on time, labeled sections with the Internet Source first, then the summary, then the comparison, then the critique. The topic was appropriate and related to the course. Current information (within last 3 years), Original article (doesn’t look like anyone else’s) Article entry summary: brief but complete. Comparison: compare/contrast with specific text information, and page numbers included in the textbook (Discovering the Lifespan). Critique: includes personal opinion, experience, other information the student knows about the subject, and suggestions for further research. Written report Typed, double spaced with 1″ margins print is dark and easy to read, standard size font, correct sentence construction, and use of paragraphs, correct spelling, grammar, and punctuation, quotes, paragraphs, and summaries cited correctly

Collect an Internet article related to Developmental Psychology. You are to summarize the information in the article, care the information to what the text says about the topic covered in the article, and then write a personal reaction. You must include the internet site where you found the article.  Followed

During the decades of exile, the composition of what would become the full Torah took shape. The contributions of the Priestly (P) writers/scribes and the Deuteronomists’ compositions were completed by scribes, perhaps sponsored by the exiled Judean royal family of Jehoiachin in Babylon.  The oracles and lives of the prophets, especially Jeremiah, were composed.  Several other full compositions were achieved, among them: the Priestly (P) contributions (including the first creation story), Lamentations, Ezekiel, and the oracles of an exilic prophet, who remains unknown to us, whom we simply call Second Isaiah (Is 40-54).  Each offered something distinctly useful for exiled communities then and always.   Based on a few glances (see below) at the first creation story and at each of these three books, in this second discussion, describe what you identify as the contributions of this creation story and of these three very distinct books written during the exilic period.  What do you surmise each offered to the exiles, again, based on what you now know about the exiles and the exilic period?  Genesis 1:1-2:3 Lamentations Ezekiel Second Isaiah (Isaiah 40-54) Submission Instructions: Your initial post should be at least 250-300 words for each discussion post, formatted and cited in the current APA style. Provide support for your work from at least two academic sources less than five years old.

During the decades of exile, the composition of what would become the full Torah took shape. The contributions of the Priestly (P) writers/scribes and the Deuteronomists’ compositions were completed by scribes, perhaps sponsored by the exiled Judean royal family of Jehoiachin in Babylon.  The oracles and lives of the prophets,

The purpose of this exercise is to conduct a brief examination of the book of the prophet Amos employing the ‘three-world’ organizing framework for literary analysis.  At the same time, it is an opportunity to explore the book about the oracles and life of one of Israel’s great prophets, the function of prophecy as a concern not for foretelling but of forthtelling, a call to reform and transformation.  The prophets were also poets, and the oracles bear witness to an oral and written genre that has shaped the ‘consciousness and consciences’ of people and civilizations for millennia.  As a result of this analysis of Amos, you should also gain a sense of the meaning of being prophetic today in response to the many challenges of the Church and the world that we have inherited and are passing on.      Instructions:  You could consult a biblical commentary for this exercise if you wish, but your work should be primarily the result of your analysis.  Do indicate what sources you consulted. (This is not a paper; it is an exercise.) Follow the outline below and use it as the template of your writing: An introduction to the book that includes your reactions to reading Amos.  This should be written following the reading and writing process (.5 page). Briefly describe the ‘world behind the text’ of Amos by identifying the book’s historical context (.5 page). Conduct a partial literary analysis on Amos’s world of/within the text (1 page outline format). Focus on three aspects: The imagery in Amos and how it offers examples of how its artistry can communicate its main exhortations more effectively.  The prophetic oracles are richly poetic, galvanizing imagery taken from various sectors of life: natural, agricultural, cultic, commercial, political, and cultural.  To do so, describe the imagery employed for the ruling class of the Northern Israelite kingdom, the poor (the majority of the population at the time), imagery regarding justice/injustice, and other images. Identifying the layout and features of the book similarly alerts the reader to the creative way its central message is effectively delivered.  For example, the type of genre employed, geographical references, structure, and tenor. What is the ‘theology’ of Amos?  How is God envisioned/presented? How does Amos interpret “the day of the LORD,” which was typically imagined as the day/time of national vindication? Consider ‘the world in front of the text’ of Amos.  Focus on today’s audiences: How does/can Amos’ prophetic message address today’s many societal and global challenges?  What does it challenge people today to do?  Where do you see resistance to a message like this?  How are/can people be prophetic today?  (1 page) Submission Instructions:   The paper must be clear and concise, and students will lose points for improper grammar, punctuation, and misspelling. The paper is to be no shorter than 3 pages in length and no more than 3.5 pages in length. The student will automatically lose points if these limits are not followed. Journal articles and books should be referenced according to the current APA style (the library has a copy of the APA Manual). The work should be academic, written in an academic voice.

The purpose of this exercise is to conduct a brief examination of the book of the prophet Amos employing the ‘three-world’ organizing framework for literary analysis.  At the same time, it is an opportunity to explore the book about the oracles and life of one of Israel’s great prophets, the

Key Assignment Draft Part 1 Craft a 1 page memo. Make sure to include the following points in the memo: Explain how legal barriers may or may not prohibit information sharing at the different levels of government. Include decision-making products as they relate to your chosen Key Assignment topic. Review the Key Assignment selected strategy and determine what (if any) barriers there may be to information sharing. Determine whether or not any barriers to information sharing are identified. Determine whether or not an implementation plan addresses those identified barriers. Determine how the strategy that you have selected fits into the overall information-sharing global structure. Part 2 Review your selected strategy, conduct an assessment of the primary policies within the strategy (or the goals and objectives), and provide a detailed assessment of the pros and cons of each. Consider the intelligence cycle and the processing of information as well as interagency coordination and information sharing. Complete a PowerPoint presentation of 8–10 slides, and include the following: Assess the primary policies of the selected Key Assignment strategy. Assess the pros and cons of each policy, taking into consideration the intelligence cycle and interagency coordination. Provide any recommendations for improvements to the overarching goals and objectives or primary polices of the strategy. Provide recommendations for implementation. Submit a 1–2-page executive summary of your findings. Include a cover slide and a reference slide. Part 3 Please submit a draft of your Key Assignment, drawing from your work in previous weeks and 2–3 new pages. Provide a written analysis of a specific intelligence and information-sharing strategy. Your draft should examine the strategy of an agency, such as the Federal Bureau of Investigation (FBI), or any national strategy that involves intelligence and information sharing, such as intelligence-led policing. Your draft should be 15–20 pages in length and should provide an in-depth analysis to determine whether or not the current strategy meets the intelligence and information sharing needs for homeland security (HLS), and make recommendations for improvement. The analysis will examine factors such as, but not limited to the following: A brief description of the strategy to include the agency responsible for the strategy and the history and evolution of the document An analysis of the agency’s past and current structure and capabilities Identification of information-sharing barriers and an explanation of how and why they are classified as barriers A description of the specific policies within the strategy Identification of legal entities and legal barriers A description of whether or not there are ethical and privacy considerations The intelligence cycle Interagency coordination You must include a reference page using APA formatting.

Key Assignment Draft Part 1 Craft a 1 page memo. Make sure to include the following points in the memo: Explain how legal barriers may or may not prohibit information sharing at the different levels of government. Include decision-making products as they relate to your chosen Key Assignment topic. Review

see attachment Health Care Quality Management Identify one activity or concept covered in this course which you found to be most valuable and explain why. Then briefly discuss how the material presented in this course will benefit you in your future professional or academic pursuits. Your journal entry must be at least 200 words in length. No references or citations are necessary.

see attachment Health Care Quality Management Identify one activity or concept covered in this course which you found to be most valuable and explain why. Then briefly discuss how the material presented in this course will benefit you in your future professional or academic pursuits. Your journal entry must be

Assignment Readings Stress not only affects the structure and function of the brain, but its genetic makeup as well. In this module you were introduced to the various effects stress has on each body system, including the reproductive system. New research suggests that experiencing intense psychological trauma may have a genetic impact on a person’s future children. In the following video, Dr. Rachel Yehuda studied the genetic effects in a population of Holocaust survivors and found variations from the norm in both generations for the gene associated with depression and anxiety disorders. The findings imply that children of individuals who experience profound stress in life may be more likely to develop stress or anxiety disorders themselves. Can Trauma Be Passed to the Next Generation Through DNA?  PBS Learning Media. Accessed at Answer the following questions in essay format. For additional details, see the Case Assignment directions below. How does experiencing trauma affect a person’s life? Describe the term epigenetics. How does stress play a role in epigenetics? Describe an event in history that could have caused stress-related changes to the next generation (some examples include the Holocaust, 9-11 terrorist attack, the Dutch famine of 1944). Include the disorders these children experienced (such as anxiety, depression, mental disorders, etc). Why might it be helpful to know how children will be affected by trauma their parents experienced? What kinds of events going on in the world right now could be producing similar effects in future generations? Organize this essay assignment using subtitles that summarize the topic from each question above. For example, to answer Question 1, use a descriptive subtitle like the following: Effects of Trauma. Answer each question under the subtitle using complete sentences that relate back to the question. Be sure to use APA formatting throughout your essay with 1-inch margins, 12-pt font, and double spacing throughout. Include a title page, introduction, answers to the questions with subtitles, and concluding paragraph. Remember to include in-text citations within the body of the essay referencing your resources (i.e., Murray, 2014). Also, be sure to include a reference section at the end of your assignment listing all required readings and any additional resources you used to complete your essay. M.H.M. Reul, J., Gutierrez-Mecinas, M., Collins, A., & F. Trollope, A. (2012).  Epigenetics of stress .  Epigenetics of lifestyle (pp. 70-89). BENTHAM SCIENCE PUBLISHERS.  https://doi.org/10.2174/978160805299811201010070.  Chapter 3 Epigenetics of Stress Chapter 5 Epigenetics of Nutrition OpenStax College, Chapter 14. Stress and Illness Publishing, H. H. (n.d.). Uncovering the link between emotional stress and heart disease. Retrieved September 28, 2017, from Norris, J. (2011, February 03). Aging, Chronic Disease and Telomeres Are Linked in Recent Studies. Retrieved September 28, 2017, from Henderson, D. F., Nelson, D. L., & Quick, J. C. (2017). Social class, health, stress, and heart disease. In C. L. Cooper, & J. C. Quick (Eds.), The handbook of stress and health (pp. 630-645). John Wiley & Sons, Ltd. Chapter 2 Impact of Stress Chapter 3 Personality

Assignment Readings Stress not only affects the structure and function of the brain, but its genetic makeup as well. In this module you were introduced to the various effects stress has on each body system, including the reproductive system. New research suggests that experiencing intense psychological trauma may have a

please see attachment  Please review the attachment below and address the following 4 questions in a 1-page essay: 1. In the case study, do you believe the ends justify the means? In other words, does the goal of discharging the patient from an institutional setting into everyday community living justify deceiving him? Explain your reasoning. 2. Do you think it is ever ethically permissible to deceive clients? Under what circumstances? Why or why not? 3. To what degree should family members or legal guardians have full capacity to make decisions or give consent on behalf of those under their care? Explain. 4. Do you think severely mentally ill people retain any rights “to determine what shall be done with their own bodies?” Why or why not? Case Study In the context of U.S. healthcare, Justice Benjamin Cardozo expressed the value of autonomy and liberty in Schloendorff v. Society of New York Hospitals (1914), stating that individuals have the right to determine what happens to their own bodies. This case established informed consent as a crucial principle in modern medical ethics. However, subsequent events have shown instances where patient autonomy has been overridden. For example, in Buck v. Bell (1927), involuntary sterilization of “mental defectives” was deemed justified by Justice Oliver Wendell Holmes. The Tuskegee Syphilis Study, which lasted from 1932 to 1972, also violated patient autonomy by withholding treatment from African-American males. The President’s Commission for the Study of Ethical Problems in Medicine and Biomedical and Behavioral Research emphasized the importance of informed consent, recognizing that adults have the right to accept or reject healthcare interventions based on personal values and goals. However, there are cases where patients are deemed incompetent, and someone else is designated to make decisions on their behalf. Consider the following case: A middle-aged man, declared mentally incompetent, was involuntarily committed to a psychiatric hospital due to severe paranoid thinking. His adult son, granted guardianship and medical power of attorney, made decisions regarding the use of psychotropic medications to control the patient’s violent behavior. Despite the medications’ limited impact on the patient’s paranoid symptoms, a new drug in pill form showed promise for his return to the community. The suggestion to mix the pill in his pudding to address the patient’s fear of being poisoned arose. Hospital staff obtained informed consent from the son, who prioritized the patient’s living outside the institution and close to loved ones. However, the staff felt uneasy about deceiving the patient despite obtaining consent from the guardian. Use this scenario as the basis for your assignment. You are the caregiver. How would you feel?

please see attachment  Please review the attachment below and address the following 4 questions in a 1-page essay: 1. In the case study, do you believe the ends justify the means? In other words, does the goal of discharging the patient from an institutional setting into everyday community living justify

For this assignment, you will research the different ways that managers and leaders use communication to guide their organizations. Find an instance where the organizational leader communicates directly with his or her employees, investors, or customers. Analyze the message, the channel, and the potential for feedback. Do you believe that it is effective? Do you believe that it is the same type of message that a manager would send? Why, or why not? Remember to focus on the communication styles of both leaders and managers. Strive for an equal balance between the two types of communication styles in your assignment. Example: The Apple events that occur in Cupertino whenever Apple unveils a new product or service are examples of the type of communication you should be analyzing in this assignment. During the events, CEO Tim Cook addresses an audience of employees, investors, and the general public. Cook uses multiple channels to communicate with the audience, including a live face-to-face discussion, live streaming of the discussion, and a recorded video. For the assignment, you would view one of the events, analyze Cook’s message and the effectiveness of the channels, and discuss the potential for feedback. Analyze whether or not the message is an effective example of leadership. Explain whether or not you believe a manager could, or should, use the same types of channels to relay a message. Would it be effective? Note: You do not need to use Apple for this assignment. It is provided as an example only. Use the standard five-paragraph format (introduction/body/conclusion). Include at least two academic sources. APA format should be used. The assignment should be a minimum of two pages in length, not including the title and reference pages. Content, organization, and grammar/mechanics will be evaluated.

For this assignment, you will research the different ways that managers and leaders use communication to guide their organizations. Find an instance where the organizational leader communicates directly with his or her employees, investors, or customers. Analyze the message, the channel, and the potential for feedback. Do you believe that

* Cholelithiasis *Power point -> 12-14 slides   In short summary format, include Patient/client (use initials), Age, Gender/Gender identity, Race/ethnicity, diagnosis, and health care setting. Explain the pathophysiology of the condition Describe the typical clinical manifestations Briefly describe the best practice medical treatment Describe the nursing intervention(s) and health education Correlate the nursing intervention/education to a nursing theory Identify the theorist and how the theory supports nursing intervention/education for this condition. References: Include the text and at least two scholarly NURSING journal articles within five (5) to ten (10) years that are appropriately cited and referenced Include slides and speaker notes with citations to support your information

* Cholelithiasis *Power point -> 12-14 slides   In short summary format, include Patient/client (use initials), Age, Gender/Gender identity, Race/ethnicity, diagnosis, and health care setting. Explain the pathophysiology of the condition Describe the typical clinical manifestations Briefly describe the best practice medical treatment Describe the nursing intervention(s) and health education

4/14/2024- CLASS 2 ***** PLEASE MAKE SURE THAT ALL WORK IS AUTHENTIC***** ****** THIS ASSIGNMENT HAS 3 PARTS / PLEASE LABEL EACH PART SEPARATELY WITH REFERENCES WHEN COMPLETED****** PART 1- Module 1- DISCUSSION – (SHEILA)- 1. This discussion board post will take the form of a debate about DEONTOLOGICAL ETHICS. You must make an initial post (200 words) trying to defend taking your stance of DEONTOLOGICAL ETHICS as best for your business. You should number your arguments for clarity, and if you are referencing anything, provide documentation to back up your claims through citations. You need to put forward the best argument you can to persuade others on behalf of your team’s ethical position. 2. Provide a counter argument (50 words) to a response of someone who might choose VIRTUE ETHICS for their business. SUBMISSION INSTRUCTIONS: Your initial post should be at least 200 words, formatted and cited in current APA style with support from at least 2 academic sources.  PART 2- Module 1- DISCUSSION – (VAL)- An Overview of ORGANIZATIONAL DEVELOPMENT Interventions What are some of the thinking that should go into planning and implementing ORGANIZATIONAL DEVELOPMENT interventions? SUBMISSION INSTRUCTIONS: Your initial post should be at least 200 words, formatted and cited in current APA style with support from at least 2 academic sources.  PART 3- Module 1- ASSIGNMENT- (VAL)- Constructing an Intervention Strategy  A.   Describe one (1) thing you would like to change in your work community if you could? Be sure to explain what it is, why you would like to make this change and what impact this change could have on your workplace at large. B.    Construct an intervention strategy that will assist you in improving this problem. a) Describe the activity.b) Explain why and how you think this activity will create change.c) Make sure you focus on your topic of change and your work community. SUBMISSION INSTRUCTIONS: Assignment should be 2 pages, formatted and cited in current APA style, and incorporate a minimum of 3 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.

4/14/2024- CLASS 2 ***** PLEASE MAKE SURE THAT ALL WORK IS AUTHENTIC***** ****** THIS ASSIGNMENT HAS 3 PARTS / PLEASE LABEL EACH PART SEPARATELY WITH REFERENCES WHEN COMPLETED****** PART 1- Module 1- DISCUSSION – (SHEILA)- 1. This discussion board post will take the form of a debate about DEONTOLOGICAL ETHICS.

These videos are a great preview to applying for graduate school. Watch both and post your take-aways. Your response should be 12-15 sentences long and include a description of the GRE. Pay attention to your paragraph formation, orthography, grammar, spelling, and punctuation; Proofread your work!

These videos are a great preview to applying for graduate school. Watch both and post your take-aways. Your response should be 12-15 sentences long and include a description of the GRE. Pay attention to your paragraph formation, orthography, grammar, spelling, and punctuation; Proofread your work!

Most of the discussion revolves around comparing prisons and different levels of prison. Let’s expand and discuss some elements that are important to corrections. Respond to the following in a minimum of 175 words:  How do prisons work to accommodate juveniles, individuals with mental illness, and individuals with substance abuse issues? What can be done to make this better?

Most of the discussion revolves around comparing prisons and different levels of prison. Let’s expand and discuss some elements that are important to corrections. Respond to the following in a minimum of 175 words:  How do prisons work to accommodate juveniles, individuals with mental illness, and individuals with substance abuse

1 Literature Review Social Environment of Social Media The purpose of social media is to connect people; therefore, social media inherently is an online social environment. It is also helpful that many members who are connected on social media platforms tend to be like-minded peers, so there is often a more relaxed and encouraging environment. One qualitative study focusing on videos from a language learning vlogger showcased this when reporting a difference between likes and dislikes on the vlogger’s videos: 28,278 likes versus 251 dislikes, 3,738 likes versus 80 dislikes, 2,283 likes versus 3 dislikes (Combe & Codreanu, 2016). Online, users have the ability to filter out content that does not interest them allowing them to focus on preferred content. This means, users can attract other language learners from around the world, allowing them to learn from and encourage each other on a larger scale than a regular classroom. Another aspect that comes with a more relaxed environment is more relaxed language. Often the language found in textbooks can sound overly formal and/or unnatural to native speakers. Therefore, it is important that language learners find ways to engage in more natural settings to use language. A qualitative study conducted by Baſöz (2016) sent questionnaires to pre- service English as a Foreign Language (EFL) teachers. Of those teachers, 85% believed that language learners could be exposed to more “authentic” language through social media (p. 434). Online, people are more likely to use a style suited for everyday use, including less complex vocabulary, less business jargon, and more slang. However, because social media’s sole purpose is not for teaching language, learns need to be aware that certain styles of language may not always fit their needs 2 Using a platform that was not developed for language learning can leave holes where formal learning would be able to fill. For example, sometimes there are no teachers, just a collective of people working together. Usually in these types of communities there are rules that help guide learners and those with knowledge find the best way to meet the needs of the participants. Isbell (2018) conducted a qualitative study observing a subreddit (i.e., r/Korean) and found that there were both official and unofficial rules, and the power to enforce the rules lied with the community as a whole. This idea was reiterated by those active on the page. One of the users stated that, “the poor sources are usually downvoted and pointed out in the comments to deter users from using them” (p. 93). Along with official and unofficial rules to guide users, there is another aspect of social media that can assist users in their language learning journey. In the same way teachers can use multiple media to teach in a formal classroom setting, social media often has multiple functions like the ability to post videos or photos or to upload text. With these tools, learners can experience the same vocabulary multiple times in multiple ways. One study, which used both qualitative and quantitative measures, aimed to determine how well Facebook could be used as a learning tool (Mykytiuk et al., 2020). The post-experimental assessment of this study was the final test for a class, half of which was taught in a formal learning setting and the other half of which was added to a Facebook group. The results showed that the experimental group (those in the Facebook group) out-performed the control group (those in a formal learning setting) after they had been exposed to the target vocabulary in multiple ways (Mykytiuk et al., 2020). While language learners can be exposed to repeated content in a formal classroom setting, online they can be more active participants in using their target language more naturally. 3 References Baſöz, T. (2016). Preservice EFL teachers’ attitudes towards language learning through social media. Procedia-Social and Behavioral Sciences, 232, 430-438. Combe, C., & Codreanu, T. (2016). Vlogging: A new channel for language learning and intercultural exchanges. Research-Publishing.Net. Isbell, D. R. (2018). Online informal language learning: Insights from a Korean learning community. Language Learning & Technology, 22(3), 82-102. Mykytiuk, S., Lysytska, O., & Melnikova, T. (2020). Facebook group as an educational platform f or foreign language acquisition. Postmodern Openings/Deschideri Postmoderne, 11.

1 Literature Review Social Environment of Social Media The purpose of social media is to connect people; therefore, social media inherently is an online social environment. It is also helpful that many members who are connected on social media platforms tend to be like-minded peers, so there is often a