Globalization and climate change
The essay question: Critically discuss the relationship between globalisation and climate change. Use relevant examples to support your answer
look through the essay bellow and rewrite accordingly that one scored 50%. aim for 80%
Conciousness art & Technology
Choice of questions which focuses on the discussion of art in twentieth century philosophy.
1. What does Benjamin mean by aura, and why and how do film and photography transform the character of the work of art?
2. What is at stake in Barthes’ discussion of the death of the author?
3. To what extent do Benjamin, Barthes and Foucault share common ground in their conceptions of the work of art?
4. What does Heidegger accomplish in his discussion of earth and world in ‘The Origin of the Work of Art’?
Sources and material from professor to be uploaded
EDD 641 Mod 4- Case
Personnel management in public colleges and universities is often influenced by collective bargaining agreements. Locate and read a faculty or staff collective bargaining agreement for your current worksite, or a local university.
In a 4-page paper, discuss the role of collective bargaining agreements in higher education administration in relation to one of the following areas:
• Personnel disputes
• Performance evaluation
• Hiring
• Layoff/termination
• Paid leave
• Budget limitations
Incorporate the module readings and the information in the collective bargaining agreement into your discussion. As an educational leader, what do you need to consider before making decisions related to personnel management?
What are the consequences of not following collective bargaining agreements? What resources can you identify to assist you with understanding collective bargaining agreements?
NASPA Student Affairs Administrators in Higher Education (n. d.). Principles of Good Practice for Student Affairs.
Children, Families, and Communities Guidebook: Community Resources [CLO: 1]
What is your desired work environment (Daycare, Pre-k Program, Head Start etc.)?
The geographical location of your desired environment.
The demographics of the children, families, and communities with whom you will work.
Access (either physically or virtually) the community in which your desired work environment is located,
Collect artifacts (resources, materials, and information) that you can share with the children and families who need them.
Include a minimum of three resources.
75 year old Patient with End Stage Renal Disease with a new Diagnosis of Lung Cancer and his resilience to continue to with Chemo therapy
Topic is bout aging and resilience, dying and late in life disorders. The Older Adult, End of Life Issues –
Geriatrics and Pediatrics, Late life disorders, Disordered Cognition, Neurocognitive Disorders, Other Conditions, Physical and Sexual Abuse of Adults, Medication-Induced Movement Disorders
Share a case with us that you found challenging, one that you would like to seek advice on handling. The case must be associated with the theme of resilience in the geriatric or dying patient.
Tell us how you handled it and what your concern is. You may use a case from clinical or a client from your current job, or a client or case that has always stuck with you.
How did you feel working with this age group of patients? How did you see this resilience? Was their resilience good or bad for them? What concerns did you have about their family?
Topic: The Psychiatric Diagnostic Evaluation Child11 year old with Anxiety
Use the Worksheet for Psychiatric Diagnostic Evaluation
What diagnostic tests/screening tools would you use for the child?
Include in your treatment plan specific types of therapy that are used when working with children.
Address in your narrative how family structure and dynamics affects the diagnosis and treatment of children.
What are the family dynamics for this patient and how does it affect the mental status of this child.
What developmental stage should the child be in based on chronological age and is the child in that stage?
References are required for this section of your paper and then should be no more than 5 years old unless they are classics (Erikson’s developmental stages). Address parenting styles that you observed with your patient and the family and whether these were working or not working.
How does culture affect the diagnosis and treatment plan for this child?
Russian Novels: Dysfunctional Families
Essay Question: All men, to my mind, conform to one type or the other; one to that of Hamlet, another to that of Don Quixote?’ (Turgenev, ‘Hamlet and Don Quixote’). Consider Turgenev’s argument in relation to your chosen character(s) in Fathers and Sons
The essay is based on the book ‘Fathers and Sons ‘by Turgenev, and the focus is on analysing characters within the book in relation to the quote above.
Do the characters in the book conform to characteristics like
Hamlet and/or Don Quixote.
This is the e-book version of Father and Sons which should be cited using Harvard style formatting
Point, Evidence, Explanation style with loads of quotes from the texts cited in the arguments
Each paragraph should have 3 references,use a lot of quotes and secondary source quotes as well.
Being critical, comparing the characters to Don Quixote and Hamlet
My topic: Irving Independent Sch. Dist. v. Amber Tatro, 468 U.S. 883 (1984)
The paper should be 4 – 5 pages in length and discuss the ideas/issues you have selected, citing at least two (2) peer-reviewed articles as “References” that provided the basis for your paper’s content.
Papers should be written in APA format, including a cover page that indicates your name, date, title, and course #. Pay close attention to your writing conventions, including usage, grammar, punctuation, etc.
My topic: Irving Independent Sch. Dist. v. Amber Tatro, 468 U.S. 883 (1984)
Attached will be my original paper.
Unit 8
Your final discussion board will involve evaluating the progress we’ve made toward the goals set by the President’s Commission on Excellence in Special Education after NCLB was passed in 2002.
As you’ve learned, NCLB has been revised and replaced by ESSA, Every Student Succeeds Act, which was passed by Congress in December of 2015.
In this final discussion board, like you to participate in a conversation regarding how we’ve addressed the 3 major recommendations on pages 8 and 9 of the report over the past 15 years.
1. Review the recommendations on pages 8 and 9 of the report.
2. View each of the Voice Thread presentations by your peers (the link is located in the Unit 8 Module) summarizing the original findings of the Commission on federal regulations and monitoring; assessment and identification; special education finance; accountability, flexibility and parental empowerment; post-secondary results for students with disabilities and effective transition services; teacher and administrator preparation, training and retention; and special education research and dissemination of information from Block 2 which are posted on Canvas.
3. Using information you’ve learned throughout this semester, evaluate the progress we’ve made toward those goals. How have we changed our focus from process in favor of results? Provide examples of how we have fared in embracing a model of prevention rather than a model of failure? What progress, if any, have we made in considering children with disabilities as general education children first?
4. To receive full credit (15 points) for this discussion board, you must address each of these questions with specific information obtained from the video presentations of your peers along with concrete examples from this course as you respond to the thoughts and ideas of your peers within the forum.
COMMUNITY IMPACT ESSAYS
The two community impact essays are equally important in the selection of Gilman Scholarship recipients. We strongly encourage you to read the Selection Criterion Community Impact Abroad & Student’s Return Home, carefully review your essay, and ask an advisor, faculty member, or others to proofread your essay for spelling, grammar, and content prior to submission.
1. Building Mutual Understanding Essay
Gilman Scholars represent the United States as citizen diplomats in their host communities; they reflect a diversity of values, beliefs, and opinions that is fundamental to providing a balanced representation of the United States abroad.
Gilman Scholars are expected to contribute to the goal of building mutual understanding by sharing what it means to be an American, learning about the host culture, and building meaningful relationships. (max of 3000 characters)
As a U.S. citizen, how will you represent and share what it means to be an American during your program?
How will you seek opportunities to become more culturally engaged and have meaningful interactions with people and cultures different from your own during your abroad program?
2. Follow-on Service Project Proposal
Gilman Scholars are expected to complete the Follow-on Service Project which is to increase awareness of study abroad and the Gilman Scholarship among their peers in their home or campus communities. (max of 3000 characters)
In no particular order, describe your Follow-on Service Project in more detail: What is your project and how will it increase awareness of study abroad and the Gilman Program among your peers in your home or campus community?
Identify and explain why you chose the specific community you will be reaching. How will you integrate the impact of your experience abroad into your project? With which campus departments, student organizations, or community organizations will you collaborate?
See our Frequently Asked Questions for additional information on your Follow-on Service Project Proposal. Upon completion of your Follow-on Service Project, you will be required to submit a final report summarizing and assessing its impact.
Examples of Follow-on Service Projects
Gilman Scholars have proposed and carried out a wide range of Follow-on Service Projects. As long as the applicant’s proposal will meet the goals of the Follow-on Service Project, there are no right or wrong projects. However, we encourage
all applicants to propose a unique Follow-on Service Project that highlights their individual background, experiences, talents and skills. Listed below are some examples of projects Gilman Scholars have carried out. This is by no means an
Exhaustive list and we look forward to continuing to receive unique, individual proposals from all applicants. Remember, all projects must promote international education and the Gilman Scholarship.
K-12 OUTREACH
Conducting presentations on their country of study to local classrooms.
Working with a local teacher to connect with a U.S. classroom while abroad, via photos, letters, emails or Skype sessions, sharing information about their host country, experience abroad and the Gilman Scholarship.
Organizing and/or working with their university K-12 outreach program, to present and share information on their
experience abroad and the Gilman Scholarship.
Participating in their local high school College Night to share information on study abroad opportunities and scholarships.
Working with/giving presentations on study abroad and the Gilman Scholarship to high school language or area studies classes.
Working with/giving presentations on study abroad and the Gilman Scholarship to programs that mentor high school students, such as Upward Bound.
ACADEMIC DEPARTMENT OUTREACH:
Development of a study abroad information page for the department or major website that lists a suggested academic timeline encouraging students to incorporate study abroad into their degree, in consultation with their department and study abroad office.
Organizing information on study abroad programs that offer coursework and academic credit in their field of study and links to Gilman and other scholarships and financial aid information that support these opportunities.
Presentations on study abroad and the Gilman Scholarship at academic club or honor society meetings.
Development of a brochure or informational flyer specific to the student’s academic department or field of study that is then posted in the study abroad office.
Serving as a mentor/peer advisor to potential study abroad students in their field of study.
Submitting an article to their academic department newsletter on their experiences abroad and the Gilman Scholarship either while the student is still overseas or upon their return.
CAMPUS OFFICE OUTREACH:
Students often propose to work with a specific on-campus office including the Diversity/Minority Services offices,
Disability Services offices, Career Centers, Financial Aid offices, Student Leadership offices, and other campus offices. Examples of these projects include:
Promoting and encouraging study abroad opportunities and the Gilman Scholarship through presentations to student clubs and organizations and through office organized events
Posting information on the Gilman Scholarship Program in specific campus offices
Adding a web page to the official website that highlights study abroad opportunities, the Gilman Scholarship, and information that would be of help/interest to students
Serving as an official representative at campus fairs and events by sharing information on study abroad and the Gilman Scholarship
STUDY ABROAD OUTREACH:
This is the most common type of Follow-on Service Project students propose and can be very beneficial to increase study abroad participation at your home institution.
Consider consulting with the study abroad office to address any challenges or needs your home institution faces in order to offer support through your project and positively impact your campus and peers.
Volunteering or working in the study abroad office as a Peer Mentor/Advisor to potential study abroad students, sharing information about the Gilman Scholarship.
Representing the study abroad office and Gilman Scholarship at presentations/information sessions on study abroad.
Ensuring the study abroad office website has a Scholarship Information page and that a link to the Gilman Scholarship Program’s website is provided.
Submitting an article on their experiences abroad and Gilman Scholarship to the Study Abroad office newsletter for distribution or publication, either while they are still abroad or upon their return.
Developing an informational flyer/brochure on university-specific financial aid procedures for study abroad and available scholarships, including the Gilman Scholarship which is then housed in the study abroad office.
Participating in/organizing a Study Abroad Alumni society which assists returned and potential study abroad students, sharing information about the Gilman Scholarship.
Serving as a resource person for a specific country/program/field of study that would advise/assist potential study abroad students, sharing information about the Gilman Scholarship.
OTHER OUTREACH:
Submitting a weekly or monthly article on their experiences overseas to their campus or hometown newspaper while the students are abroad, thereby sharing information with a wide range of readers and including information on the Gilman Scholarship
Submitting an article or series of articles on their experiences abroad and the Gilman Scholarship to their campus or hometown paper upon their return to the U.S.
Working with another local organization to share information on study abroad and the country they studied in with their members
Presenting on study abroad opportunities and the Gilman Scholarship Program at Freshman Orientation or in First-Year
Experiences courses thereby encouraging students to consider study abroad earlier rather than later.
Hosting a photography exhibit on their campus or in their community, sharing about their experience abroad, international opportunities that exist and the Gilman Scholarship
Presenting art created in or focused on their host country on their campus or in their community, including information on international education and the Gilman Scholarship.
COMMUNITY IMPACT ABROAD AND UPON STUDENT’S RETURN HOME
The mission of the U.S. Department of State’s Bureau of Educational and Cultural Affairs is to increase mutual understanding between the people of the United States and the people of other countries by means of educational and cultural exchange.
The Gilman Program plays an essential role in achieving this mission, because study abroad is a form of diplomacy. Gilman Scholars represent the United States as citizen diplomats in their host communities; they reflect a diversity of values, beliefs, and opinions that is fundamental to providing a balanced representation of the United States abroad.
A successful Gilman applicant will articulate how they anticipate contributing to the goal of building mutual understanding by sharing what it means to be an American, learning about the host culture, and building meaningful relationships.
Upon return to the United States, Gilman Scholars have the opportunity to inspire the next wave of students to study or intern abroad through the required Follow-on Service Project.
The goal of the Follow-on Service Project is for Gilman Scholars to increase awareness of study abroad and the Gilman Program among their peers in their home communities and campuses.
A successful Gilman applicant will design a Follow-on Service Project proposal that is feasible, utilizes one’s experience abroad, and connects to diverse groups of Americans.
