Category: Writing

PART 1

It’s our fourth Discussion Board (DB) assignment for the semester! Four down, eleven to go!

In the middle part of this Module, we have been looking at essay structure known as Comparison/Contrast (Synthesis). For this assignment, we are going to do a little scaffolding (prewriting/developing ideas) for our first essay. While we all have to write our own essays, we can rely on the insights offered by our classmates to build the best possible essay. The DB post is going to require you to pick one of the 3 possible topics (Artificial Intelligence in Education, Technology Addiction, OR Cybersecurity) for Essay 1, to make a list of points found in the two essays on the same topic, and to offer a thesis and topic sentences.

Instructions:

Choose Artificial Intelligence, Artificial Intelligence in Education, OR Cybersecurity as a topic.

Read the two essays on the topic (all of the essays are found in the links for Responses 1-3 at the end of the syllabus).

As you read the essays, make a list of the points each author makes; give the paragraph number(s) that speaks of each point. List all points you find.

Add your initial reply post to this discussion by Wednesday night at 11:59pm (to do so, just select the “reply” button, below). In your post please include the following:

1. State the topic, the authors’ full names and “Essay Titles” in your first sentence.
2. List the points for each author in two separate paragraphs:

• • In the first paragraph, give the first author’s points and the paragraph where the points are found (you do not need full sentences, just a list);
  • In the second paragraph, give the second author’s points and the paragraph where the points are found (you do not need full sentences, just a list).

1. Write a tentative thesis statement that states preference for an author and your viewpoint and one topic sentence for a body paragraph.

***The post must be at least 100 words.

By Saturday night at 11:59 pm, please reply to at least two of your peer’s posts; ideally, you will reply to someone who has chosen the same issue as you. In each reply, please do at least one of the following:

1. Note an idea that you and your peer shared or agreed upon.
2. Share some feedback or commentary about something interesting he/she shared that you may not have considered.

***The replies must also be at least 50 words each.

Grading:

This assignment is worth 10 points. Your grade is comprised of both the post and the replies.

PART 2-

SketchesComposite Shapes/Postive/Negative Sketches

Part I: Make a silhouette comprised of two or more overlapping objects to create a unified, single, composite shape. Reduce elements to shape and value. Think positive and negative shapes and composition! Ink or acrylic will produce a crisp shape, charcoal creates a more dense mass and a more indefinite edge or use cut paper. Pay attention to the negative shapes. Composite shapes should depend on negative shapes to define them. Place the composite shape crop to the edge on at least two sides. Do not use a centralized shape completely surrounded by negative space. Not all shapes in drawing need to be immediately recognizable as objects from the real world. 18 x 24.

Part II: After you create one and submit to the discussion, enter at least 2 critiques of fellow students work by hitting reply to their work. Tell them what’s working in terms of balance, positive negative space, shapes and creativity. Examples: Is there too little or too much negative space or is it working well? Does it feel balanced or is it unbalanced? Which type of balance of the 4 types apply? What kind of shapes are they using?

Critique at least 2 other student’s sketches by Friday end of day of the same week so that the notes can be referenced while preparing the final art.

PART 1-

SketchesComposite Shapes/Postive/Negative Sketches

Part I: Make a silhouette comprised of two or more overlapping objects to create a unified, single, composite shape. Reduce elements to shape and value. Think positive and negative shapes and composition! Ink or acrylic will produce a crisp shape, charcoal creates a more dense mass and a more indefinite edge or use cut paper. Pay attention to the negative shapes. Composite shapes should depend on negative shapes to define them. Place the composite shape crop to the edge on at least two sides. Do not use a centralized shape completely surrounded by negative space. Not all shapes in drawing need to be immediately recognizable as objects from the real world. 18 x 24.

Part II: After you create one and submit to the discussion, enter at least 2 critiques of fellow students work by hitting reply to their work. Tell them what’s working in terms of balance, positive negative space, shapes and creativity. Examples: Is there too little or too much negative space or is it working well? Does it feel balanced or is it unbalanced? Which type of balance of the 4 types apply? What kind of shapes are they using?

Critique at least 2 other student’s sketches by Friday end of day of the same week so that the notes can be referenced while preparing the final art.

This discussion board counts toward your attendance and participation grade. To receive full credit, you must:

• By Wednesday: Post your original response to the prompt (2 pts)
• By Friday: Reply with inquiry-based, constructive comments to all your group mates posts (2 pts)
• By Sunday: Complete at least one discussion loopby replying back to a group mate who commented on your post (1 pt)

This discussion cannot be made up after Sunday, March 1.

Discussion Prompt

Throughout our lives, many influences shape the way we see the world and become members of our communities. Developmental theorist Uri Bronfenbrenner explained this through his Bioecological Theory, which emphasizes that children are products of their environments, and that the systems and communities in which we live have a profound impact on our growth.

Bronfenbrenner describes how different layers of our environment, from close family and peers to broader cultural and societal influences, affect us both directly and indirectly.

For this discussion:

• Reflect on your own environment and create a description (or visual map) of your bioecological story.
• Use the systems described in the theory (microsystem, mesosystem, exosystem, macrosystem).
• Be specificthink about details such as:
  • Your family structure
  • Friend/peer groups
  • Religious or cultural background
  • Community and societal influences
• Support your reflection by referencing the readings:
  • Figures on pages 1823 & 38 in the Berns text
  • Section 1.4 in the OER text

After posting your bioecological story/map, review your group mates posts and provide thoughtful comments, questions, or inquiries to further the discussion.

Supplemental Resources

Bronfenbrenner Model Picture

Experiences Build Brain Architecture

Group Discussion Guidelines

• You will be placed in a small group of about 68 classmates.
• If a group member does not post their initial response by Wednesday, you are not required to reply to their post but also do not exclude from discussion if you do see a late post.
• Be a good group mate, post early so your peers have time to engage with your ideas. The earlier and more thoughtful your contribution, the deeper and more meaningful your groups learning will be..

To be successful this week:

• Read Chapter 2 in the Berns text and continue to explore Unit 1 of the OER text
• Post your response to the prompt by Wednesday
• Comment with inquiry to all your group mates by Friday (if they posted on time)
• Complete a discussion loop with at least one classmate by Sunday

Assignment Components: Write in third person!

1) Utilizing the case above, answer the following questions (minimum 1 page)

a) Identify the Biological variables impacting the client

b) Psychological variables impacting the client

c) Social variables impacting the client

d) Assess for Competence

2) What is the Differential Assessment? What disorders did you consider? How were you able to differentiate these disorders to determine the principal diagnosis? Are there any factors of comorbidity to consider? – Cite/support in APA format (minimum of 1-2 pages)

3) What is the DSM-5 diagnosis/F-Code/ICD-11/Specifiers for this client?( List in bullets)

4) What criteria does this client meet for the diagnosis? – (minimum page)

5) What is the Prevailing Pattern? How prevalent is this disorder? Are there any risk factors to consider such as age, gender, culture, ethnicity, socioeconomic status, etc. that would apply or be important to consider for this client? – Cite/support in APA format (minimum1 page)

6) What are the common psychopharmacological interventions used for this diagnosis? Are there any contraindications for these medications for any population? (minimum page)

Attached Files (PDF/DOCX): ANSWERSHEET_Appendix_A-edited_14edited-17715247491160347docx6999cfc2afe8226840-177.docx

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Attached Files (PDF/DOCX): Week 8 Facility Management Budget Rubric.pdf

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Attached Files (PDF/DOCX): discussion 8 SCIN138.docx

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Attached Files (PDF/DOCX): Organization and Well-being A Research Proposal final copy.docx, Annotated Bibliography Assignment.docx, Literary Review explanation from professor.pdf, Literary Review Sample.pdf

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The only thing you need to change in the Word document I uploaded is “AI detector 100% person human”; the text and subject should remain the same, but it must be 100% humanized.

As a teacher, you may be working with students that have characteristics or are in the process of being identified as having exceptionalities that affect reading. Some exceptionalities include dyslexia, learning disabilities, ADHD, and gifted and talented. It is important to understand what research says about exceptionalities, how they affect students in literacy instruction, research-based intervention strategies, and classroom support for students with exceptionalities.

Choose three reading exceptionalities that teachers in the classroom can encounter, include dyslexia as one of your exceptionalities. Using the textbook, topic Resources, and your own research create a 500-750 word Frequently Asked Question (FAQ) sheet to share with fellow teachers on exceptionalities that affect reading. Include the following information in your FAQ sheet for each exceptionality:

• Describe the exceptionality, including common characteristics, and explain how the exceptionality affects students during literacy instruction.
• Discuss how students with exceptionalities are identified through a MTSS/RTI process.
• Identify and briefly explain at least one classroom accommodation or modification that can be provided to students with the exceptionality to support Tier 1 literacy instruction.
• Identify and briefly explain at least one research-based intervention or remediation instructional strategy that can support students with the exceptionality in Tier 2 or Tier 3 instruction.
• Identify and briefly explain at least one multisensory instructional technique that can support students with the exceptionality.
• Share one way to provide social-emotional support to students by building on their strengths and promoting motivation and confidence.
• Identify at least one technology tool that can be used in the classroom to support students with the exceptionality.

Support your FAQ sheet with 2-3 scholarly resources.