Category: Humanities

Attached Files (PDF/DOCX): Heat Smoke and Covid are Battering the Workers Who Feed America.pdf, 6_3_Segregation_on_the_Farm_Ethnic_Hierarchies_at_Work_page_45 (1).pdf, Farm Workers Bracero Law is Due to Expire.pdf, Defiant Braceros.pdf

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Field Experience #3 (INTERVIEW)

Review the school/systems new teacher induction program. Interview a member of the human resources department as to how the overall induction program is implemented in the system and the means to measuring overall effectiveness. Conduct a second interview of a designated mentor to a new teacher to determine if the induction plan increases instructional capacity, improves ones ability to teach, allows for work in a collaborative and productive manner with other teachers, how the plan assures new teachers are familiar with the states curriculum standards, the systems curriculum and instructional program, the instructional supervision program, and general school operating procedures. (GELS 5, 6)

Documentation required:

1.A 1-page written summary of your evaluation of the school/systems induction plan highlighting how it compares and/or contrasts with the states requirements.

2.A 1-page written summary of the interview with the designated mentor.

3.A 1-page written summary of the interview with the human resources personnel.

4.Recommendations as to how the school or system may improve upon the induction plan.

5.A copy of the induction plan

7.Learning reflection.

Field Experience #5 (INTERVIEW)

Discuss with your mentor and/or building administrator the procedures for the acquisition and distribution of human and monetary resources supporting school improvement and academic achievement. Focus upon the effectiveness of such resources in supporting faculty and staff.

(GELS 6, 7, 9)

Documentation required:

1.A 2-page written summary of the interview as to how the processes/procedures address the distribution of instructional materials and supplies consistent with school improvement and academic achievement goals as reflected in the instructional budget.

3.Learning reflection.

Field Experience #6 (INTERVIEW)

Interview the director of technology to determine how the schools technology is kept current, meets the learning needs of students, supports teachers and administrators with technological resources in the delivery of instructional strategies, and aids in the management of school operations. Select a diverse group of teachers to discuss how they effectively use technology for instructional purposes. Discuss with your mentor or building administrator how technology assists them in managing and/or improving school operations. (GELS 4, 6, 7, 9)

Documentation required:

1.A 2-page written summary of the interview with the director of technology.

2.2-page summary of the discussions with the teachers and mentor/administrator.

3.Commendations and/or recommendations pertaining to the use of technology as well as a rationale for each.

5.Learning reflection

Field Experience #7 (OBSERVATION)

Exam Roberts Rules of Order as well as the policies and procedures governing how school board meetings are conducted. Attend two regular school board meetings and one work session (if available). NOTE: Virtual meetings are sufficient if protocols are in place to avoid face-to-face sessions. (GELS 8, 9, 10)

Documentation required:

1.A 2-page written summary of the meetings outlining methods used to conduct each session, interactions among participants, and an assessment of the compliance to the respective rules of order and procedures. Include your perception as to the productivity of the BOE meetings.

2.Copies of all meeting agendas.

3.Evidence of your attendance.

4.Learning reflection.

Field Experience #10 (INTERVIEW)

Interview a representative of the personnel/human resources department and a building administrator regarding the process used to assess the system/school personnel needs. Determine how FTE projections, community growth patterns, state allotments, local tax funds, etc., impact upon staffing. Identify the formula and/or plan used at the system and school levels used to determine reduction, addition, or placement of staff. (GELS 8, 9, 10)

Documentation required:

1.A 2-3 page summary of the interview with personnel staff and a building administrator.

2.A one-page summary of the formula and/or plan to address personnel needs.

3.Your written recommendations based upon the interviews and plan.

5.Learning reflection.

Field Experience #11 (PARTICIPATION)

Participate in the preparation of the schools master schedule. Determine how data from FTE projections, CPI reports, allotment sheets, etc., are utilized in creating the master schedule. Identify the various methods employed in the preparation of the master schedule, i.e., software, faculty projections, etc. Ascertain how student needs in curriculum, instruction, and assessment are incorporated into creating the schedule and support high expectations for student achievement. (GELS 3, 4, 5, 7, 9)

Documentation required:

1.A 2-page summary describing your role or responsibilities in the development of the master schedule.

2.A copy of the master schedule.

3.Artifacts representing methods employed in preparation to complete a schedule.

4.Recommendations and rationale for creating a master schedule.

5.Learning reflection.

Field Experience #16 (PARTICIPATION)

As assigned by your principal and/or mentor, serve in a leadership capacity for a total of ten full days (i.e., 6 hrs./day) within the school year. Days assigned should include scheduled pre- and postplanning. (GELS 2, 4, 7, 8, 9, 10)

Documentation required:

1.A log of your leadership responsibilities.

2.Evidence to support your role as a leader.

3.Learning reflection.

Field Experience #18 (OBSERVATION)

Observe an administrator at the elementary, middle, and high school level as well as the central office. These observations should be conducted in a school or systems other than your own. Candidates should consider locations with differing economic and racial populations as well as a diversity of individuals serving as the administrator. (GELS 1, 2, 3, 5, 9)

Documentation required:

1.A log of each administrators activities observed.

3.Learning reflection.

Field Experience #19 (INTERVIEW)

Interview the chief financial officer of the system or other school/system administrator knowledgeable of the instructional budget. Assess how the instructional budget is devised to support school improvement plans. Examine the avenues of input into the budget by all stakeholders both at the system and school level. Propose how the budget could be revised to better support teaching and learning. (GELS 1, 4, 5, 8, 9)

Documentation required:

1.A 2-3 page written summary of how the instructional budget is aligned to school improvement plans.

2.Interview questions guiding the discussion.

3.Identify strengths and weaknesses of the budget process with supporting rationale.

4.Recommendations for improvement to the budget process

6.Learning reflection.

Curriculum Research Paper Assignment Instructions

The candidate will write an 8-page, excluding title and reference pages, research-based paper in current APA format that focuses on the topic of curriculum design and development. The topic must address at least two prominent curriculum theorists positions and the candidates stance for or against the curriculum models. In addition, the candidate will need to integrate his or her own biblical worldview and its place within curriculum design and development. The paper must include at least six references in addition to the Brown et al. (2014) and Lalor (2017) course textbooks and the Bible.

The paper must be formatted in current APA format and follow the specific guidelines described below. Be sure to review the grading rubric to improve the quality of your paper.

From the list below, choose two or more prominent theorists you would like to discuss and analyze (you may select other theorists outside this list). You must use your course materials and the Jerry Falwell Library: Education Research Guide to research and provide content on your theorists:

• John Dewey
• Franklin Bobbitt
• Werret Charters
• William Kilpatrick
• Harold Rugg

• Hollis Caswell
• Ralph Tyler
• Hilda Taba
• David Tripp
• Ivor Goodson

• Lynn Erickson
• Carol Ann Tomlinson
• Grant Wiggins and Jay McTighe

A Curriculum Resesarch Paper Template has been provided to assist you with this assignment. Follow these guidelines in your paper:

1. Organize your writing by theorist using the following headings:
   1. Theorist (discuss background information)
   2. Theory/Design Principles (name of theory/design, what it involves, and why it was developed)
   3. Contribution (how did this theory/design add to or change curriculum at that time)
   4. Impact (how did this change the field of education)
   5. Analysis (what is your position concerning this curriculum model and how would a Christian educator approach it)
2. Format the paper in current APA style and follow scholarly writing standards.
   1. Do not use first-person perspective.
   2. Use double-spacing in the paper.
   3. You do not need to include an abstract.
   4. Use internal citations. (Any in-text citations must have corresponding references in the reference list.)
   5. Include a properly cited reference list. Some reminders:

1. Do not write less than 8 pages. Page limit does not include the title page or references. Quality, not volume, is required.
2. Thoroughly edit your paper for correct spelling, grammar, punctuation, clear sentence structure, and precise word choice.

Create a PowerPoint video. Minimum 10 slides, with pictures and videos as evidence of what you are arguing; remember to include References. To do this, click the link and follow the PowerPoint instructions as mentioned there. You need to record yourself and present the same way this video is showing

Choose one optionfor your presentation:

To raise awareness, choose a topic of a social, political, or geographic event. Students will select a focus topic to investigate and organize their understanding into three lenses: informing, calling to action, and spreading awareness.

Explaining an art history concept and its influence on politics and/or society: Students will analyze and annotate an art history concept to demonstrate their understanding.

Attached Files (PDF/DOCX): Humanities201-Spring2026-21941-TR-930-1050-Rev02.pdf, AeschylusAgamemnon-26ABC 2.pdf

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This reflection is designed to demonstrate your understanding of income maintenance policies as mechanisms of economic security and to critically examine how policy design influences family stability and child well-being. Using the assigned peer-reviewed articles in this module as well as the assigned chapter in our Segal book, please compare and contrast how different income supports (e.g., SNAP, childcare subsidies, TANF, safety net expansions) impact child and family well-being.

Organize the paper using the sections below:

1. Conceptualizing Economic Security (Approx. 1 page)

Across the articles:

• How do the authors define or operationalize economic security or financial stability?
• What forms of income maintenance or economic support are examined (e.g., SNAP, childcare subsidies, eligibility expansions)?
• In what ways do these supports function as protective factors for families and children?

Connect your analysis to Segals discussion of means-tested programs and the goals of income maintenance policy.

2. Policy Design and Access (Approx. 1 page)

Compare how different policy features influence outcomes:

• Eligibility thresholds
• Benefit generosity
• Administrative requirements (copayments, employment conditions, recertification, etc.)

Discuss:

• Which policy structures appear to improve economic stability and family well-being?
• Which create barriers or unintended consequences?

Link to Segals analysis of fragmented welfare systems and administrative burden.

3. Outcomes and Equity Implications (Approx. 1 page)

Across the studies:

• What outcomes are measured (e.g., CPS involvement, maltreatment rates, family stability)?
• How do income supports shape risk and resilience for families?

Reflect on:

• Racialized or socioeconomic patterns discussed or implied
• Which populations benefit most and who may still be excluded

Connect to broader social work concerns about structural inequality in income policy.

4. Implications for Social Work Practice and Policy Advocacy (Approx. 1 page)

Drawing from all articles:

• How should social workers engage with income maintenance systems as part of practice?
• What policy reforms appear most promising for improving economic security?
• How can social workers reduce access barriers while advocating for systemic change?

Critical Thinking Expectations

Your reflection should go beyond summary. Strong reflective papers will:

Compare policy mechanisms across studies
Analyze structural impacts rather than individual behavior
Integrate Segals theoretical framework
Use evidence to support claims
Demonstrate policy-informed social work thinking

Finally, briefly propose one income maintenance reform based on evidence from the articles and explain how it could improve economic security and family outcomes.

Research Design Project: Sampling, Measurement, and Data Collection Type Matrix Assignment Instructions

Overview

The main assignments for this course are wrapped into the Research Design Project. This project has three pre-matrix tables that will inform three matrices. Each table and matrix address basic and applied research that is quantitative, qualitative, mixed methods, action research and/or program evaluation. For each table, you will be finding education research articles on the same topic using the specified research design(s). For the matrices, you will be identifying methods information and critiquing the studies. This assignment helps you learn how to evaluate research, identify the main components of good research, and start building your literature review. You will use the approved articles from Modules 2-4 to complete the assignments in Modules 5-7.

Instructions

For this RDP: Sampling, Measurement, and Data Collection Type Matrix assignment, you will use the following articles that you identified and had approved in the three pre-matrix tables.

1.From the RDP: Quantitative Pre-Matrix Table

a.Select 1 QUANtitative Basic (QUAN-B)

b.Select 1 QUANtitave Applied (QUAN-A)

2.From the RDP: Qualitative and Mixed Methods Pre-Matrix Table

a.QUALitative Basic (QUAL-B)

b.Mixed Methods Basic (MM-B)

3.From the RDP: Action Research and Program Evaluation Pre-Matrix Table

a.Action Research (AR-QUAL)

b.Program Evaluation (PE-QUAN)

For each research article, you will provide the following information using the RDP: Sampling, Measurement, and Data Collection Type Matrix Template:

NOTE: You may NOT use AI for this assignment. You may not use the abstract to provide this information. You must provide page/paragraph numbers to support parts 3-8. Write in complete sentences giving explicit details that are paraphrased.

1.Article Type

2.Article Reference

3.Sampling Procedure (what type of sampling was used)

4.Participants (who, how many, from where)

5.Intervention (details if one was carried out; not all of them will have information for this section)

6.Measurements/Instruments (What was collected? assessments, surveys, questionnaires, observation protocol, structured/semi-structured interview protocol, document analysis

7.How Data Collected (how was the data collected, when, by whom, etc.)

8.How Data Analyzed (please provide detailed information as to the exact analysis)

a.Quantitative (statistical analysis(es) such as t-test, ANOVA, ANCOVA, chi-square, Pearson Product-Moment correlation, Spearman rho, etc.). See the Read: Quantitative Research: Common Types of Analyses and Research Designs in the Learn section of the Research Design: Experimental and Non-Experimental Module.)

b.Qualitative [e.g., inductive/deductive approach, point of focus, summaries, memoing, indexing, coding, grouping, themes, type of analysis (content, narrative, discourse, framework, grounded theory)]. See the Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design in the Learn section of the Research Design: Qualitative and Mixed Methods Module.

c.Mixed Methods (explain how the quantitative and qualitative data were analyzedsee a and b above)

11.Biblical Integration

12.References (for biblical support)

Current APA formatting is expected throughout your paper. The Sample Research Design Project: Sampling, Measurement, and Data Collection Type Matrix has been provided for your reference. Any sections requiring textbook support must use the textbook from this course.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Course Project: Final Paper Draft Assignment Instructions

Overview

For this assignment, you will submit a complete draft of the Course Project: Final Paper Assignment that you will submit later in the course. This draft will be reviewed and evaluated by your instructor to provide valuable feedback in revising it for your final paper. This should not be thought of as a rough draft. The paper should be written as if it were the final paper. The fewer errors made in the draft, the fewer revisions will be needed in the final paper; therefore, write the draft as if it is the final paper. You will use the information you have gathered and placed in your synthesis table (or tables) to synthesize the information in each section of the paper.

Instructions

The body of the paper must be a minimum of 2,500 and a maximum of 3,000 words. Do not surpass 3,000 words. Writing concisely is an important part of academic writing. If the paper exceeds 3,000 words, you will be asked to revise it and condense it to meet the requirement.

There must be a title page, abstract, and reference list in addition to the headings and information in the paper. The body of the paper does not include the title, abstract, or reference pages. The paper must be written in current APA format and include a minimum of 15 scholarly references. Ten of the 15 scholarly references must be current (published within the past five years). All additional references should be no older than 10 years. All sections of the paper, other than the Abstract, must include in-text citations. Your paper must include the information outlined below.

The entire document must be double-spaced, and all headings should be in bold font. No more than one block quote (direct quote of 40+ words) and no more than 3 shorter direct quotes are to be used in this paper other than in the Definitions of Key Terms and the Biblical Worldview section. Direct quotes may be used for the definitions of the terms and for scripture in those sections. The approximate number of pages for each section of the paper is in parentheses after the explanation of what should be in the section.

1.Title Page- The title page must be the current APA professional version of the title page. The title summarizes the paper and its focus. Your title should be in this format: The Impact of ____________ on __________.

2.Abstract- The abstract is a short paragraph summarizing the major elements in the related literature section of the paper to give the reader an idea of important information in the paper. The abstract must be 150 words. The abstract should be double-spaced, the first line is not indented, and it should be on page 2. No other information should be included on this page. The body of the paper should start on page 3. It is usually helpful to write the abstract after the body of the paper has been written. Avoid citing references in the abstract. Keywords used in the paper should be written under the abstract. Indent and italicize the word Keywords. These should be the words defined in the papers Definitions section.

3.Introduction-No heading should be at the top of this page. This section introduces the topic that will be developed throughout the paper. You may use information from the Course Project: Develop a Topic Assignment that you completed earlier in the course; however, you will not be able to simply copy and paste from it because you have probably found more information in the references you have annotated for this paper. Explain the importance of the topic and give a broad overview of the problem. Clarify the learning theory that aligns with the topic and the importance it has in the field of education. The introduction should end with your thesis statement. (1-1 1/2 pages)

4.Headings-To ensure that your paper meets the requirements of the grading rubric, the following elements must be clearly identified with headings. Remember, there is no heading for the introduction.

a.Definitions of Key Terms This section immediately follows your papers introduction. This will be a numbered list of terms pertinent to the information in the paper. Each term will be indented and placed in italics. A dash should follow each term with the definition stated beside it. All definitions must be supported with a scholarly reference. Dictionary definitions are not acceptable. (1/2-1 page)

Example:

• Collaboration – A process among partners who share mutual goals and work together to make decisions (Barnes et al., 2021).
• Extrinsic motivation – The desire to engage in an activity as a means to an end that is driven by external rewards (Schunk, 2020).
• Intrinsic motivation – The desire to engage in an activity for no apparent reward except task engagement itself (Schunk, 2020).

b.Related Literature In this section, you will explain the information about the topic that you have found in the references you annotated in the Course Project: Annotated Bibliography Assignments. You may use other references in addition to the 15 that you annotated. None should be over 10 years old, and most should be recent and published within the past five years. You may end up using several that were not in your annotated bibliographies because you found other information in other references that you used in place of these.

Begin this section with a short introductory paragraph introducing the three themes that will be the Level 2 headings in this section. This will be written directly under the Related Literature Heading. This paragraph must be at least 3-5 sentences long. Under this paragraph, your first level 2 heading will be written.

You have read many different articles and studies about your topic and have determined three themes. For example, say you have conducted a literature review on student engagement. As you searched the literature, you discovered specific points (themes) in the research studies you reviewed that impacted student engagement. The themes that were discovered include:

Years of Teaching Experience

Administration Support of Teaching

Use of Technology

These themes will be the Level 2 headings in your paper. The Related Literature section is the only section where Level 2 headings are needed. There should be three level 2 headings in this section, which should be the paper’s longest section. You may add additional level 2 headings, but the paper cannot exceed 3,000 words. Level 2 headings help structure and organize the information for the reader.

In these sections, under the level 2 headings, synthesize the references you used in your annotated bibliographies to show that several references support your points about the topic. When you synthesize the references, you will combine information from what different experts in the field have published about your topic. Do not write a summary of one reference at a time as you did in the annotated bibliographies, but rather, show that several references support a specific point. Synthesize or combine that information together. Citing multiple references in an in-text citation will give more validation to the statements being cited. To cite multiple citations in a parenthetical citation, separate each with a semicolon. (4-6 pages)

c.Learning Theory Association – Identify one learning theory you have read about in the Schunk text that serves as the foundation for your topic. Explain the theory and identify the primary theorist responsible for the theory at the beginning of this section. Following this explanation, explain why this theory was chosen and how it connects/aligns with your specific topic throughout the rest of the section. You need to use references in this section in addition to the textbook. Find information in other references and discuss the theorist. There must be sources in addition to the textbook in this section. (1 1/2-2 pages)

d.Gaps in the Research – Explain what areas of your topic that researchers have explained still need further study. (Usually, this can be found in the very last section of academic journal articles, labeled future research). Citations must be used in this section. (1-2 pages)

e.Biblical Worldview – Provide the biblical worldview perspective on the topic. Explain why the topic is important as it relates to scripture and your biblical worldview. Offer alternative ideas that incorporate a solid biblical worldview perspective. The use of scripture is appropriate in this section. (1-2 pages)

f.Conclusion –Your conclusion should bring the paper to a close and should reiterate the most important points that have been discussed. No new information should be included. It should be no longer than 250 words.

5.References – Use the scholarly references that you used in the annotated bibliographies. Include at least 15 scholarly references, and make sure at least 10 of those references are recent and have been published in the past five years. Additional references should be no older than 10 years.

Important Things to Remember:

Point of View – The paper must be written in third-person. Do not use personal pronouns (e.g., I, me) or plural possessive personal pronouns in the paper (e.g., we, us).

Tense – Current APA style requires authors to use the past tense or present perfect tense when using signal phrases to describe earlier research, for example, Jones (2024) found or Jones (2024) has found.

Gender Issue – There should be no gender-specific pronouns used in the paper. If the subject is singular, you use a plural possessive pronoun.

Academic Integrity – Plagiarized papers will be rejected. Each paper will be evaluated for originality by Turnitin, which reports to the instructor the degree to which your paper is suspected of plagiarism. The following tips will help you avoid any problems with plagiarism:

oDirect Quotations No more than 3 direct quotes should be used in the paper with the exception of the Definitions of Key Terms section and Biblical Worldview sections. You can use direct quotes for definitions and for scripture in those sections. Short quotations must be in quotation marks, and longer quotations of 40+ words must be formatted as block quotes (see the Quotations link in the Assignment Resources section). There should be no more than one block quote and three to five shorter quotes in all parts of the paper with the exception of the Definitions of Key Terms and Biblical Worldview section. The best papers have no direct quotes in them.

oIdeas and Facts – If the idea or fact is not your own, you must cite its source. When not directly quoting, you should summarize or analyze the idea in your own words, and the reference must be cited.

Format the paper in the current APA format and see the grading rubric for specific grading criteria.

Note: There are two different rubrics for the draft and final versions of the paper. Review the grading rubric in each assignment to see how they will be evaluated.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Main idea: French Revolution democracy in Europe