Assessment to adopt e-learning

This is the instructions, and the first part is background about the organization.

For part 1 the organization is a high school in LAUSD, with the majority students African Americans, 3 small magnet schools
in one school setting with a total of around 1100 students.  The school is not well funded, the students are bused in from
other neighborhoods that are considered low income and bad. The neighborhood where the school is, is in a nice predominately
white neighborhood where the residents don’t want the school there, so no local support.  Continue reading “Assessment to adopt e-learning”

Cialdini (2001) provides many compelling insights into how choices are influenced. Even though marketers are barred from outright deception, you can still find examples of information or promotions designed to lead customers in a direction that may not be in their rational best interest.

Some theorists suggest that rationality only plays a part in one’s decision toolkit. Outside influences (one such example is authority figures hawking goods or services) bear upon the choices you make. It is a susceptibility to these outside pressures and social constructs that may lead you, as a decision maker, away from well-reasoned optimization. The ability to manipulate an individual along these lines leads to the use of nonrational techniques, which are recognizable in the marketing efforts that can inundate your life. Continue reading “Persuasion and Influence”

The power and influence of the three muslin empires (Mughal, Ottoman, and Safavid) did not last long. After the 17th century, all three substantially declined and none of them was able to conduct overseas expansion. What fundamental/common reasons (not individual reason for each empire) led to the decline of all three empires? Which one are you think the most important? Continue reading “General Reasons for the Decline of Muslin Empires”

Analyze one of Canada’s most well-known PSA campaigns.

Mothers Against Drunk Driving (MADD Canada) is a non-profit, grassroots organization that is committed to stopping impaired driving and supporting the victims of this violent crime. At the heart of MADD Canada are volunteers who include not only mothers, but fathers, friends, business professionals, experts in the anti-impaired driving field and concerned citizens who want to make a difference in the fight against impaired driving. http://www.madd.ca/home.html
Continue reading “New Orleans A Caribbean City”

Instructions: On the basis of the readings discussed in class write an essay answering the following questions. Use as many textual citations as possible to support your analysis.

(1) As Thomas Nagel points out in his paper (“What is it like to be a bat?”), “Consciousness is what makes the mind-body problem really intractable. […] Without consciousness the mind-body problem would be much less interesting. With consciousness it seems hopeless”. Reflect on the passages and describe Nagel’s position: Why is consciousness so important? Why, on Nagel’s view, “reductionism” as a philosophical approach does not really work?
Continue reading “Philosophy of the Human Person”

Employability Report

Order Description

Strategic Marketing: Business Futures Assessment Year 3
Student Guidelines
This work forms part of the assessment for a core module on your programme. It is worth 20% of the overall mark for the module and should be 800 words its purpose is to help you relate the academic content of the module to the workplace and prepare for the process of getting a job when you graduate.
The assessment is in the form of a learning log which is a diary for students to record the progress of their learning and integrate their experience and career aspirations with academic learning. In the log you will be able to draw on your own experience of recruitment and career planning activities as well as the material covered in the module. It provides a record of the way your thinking about your future employment prospects and the work you do on your course develops as you participate in the activities organised in the Business Futures weeks and other parts of your programme. As part of the log, you will be asked to reflect on your experiences and consider your own skills and attributes and how you can develop them to improve your chances of securing a graduate job when you graduate. You will also be able to draw on your experience of a work placement or part-time job and link your writing to the content of the module. You will find resources on the Business School Core page such as the Interview Simulator, CV builder, and skills analysis which you can use to help you. The log can cover: career planning, research on an organisation of your own choice and its recruitment practices, analysis of your own skills, labour market research, work experience, relevant professional qualifications, and the use of social media to get a job.
Making log Entries
You will be required to make log entries during the year between 3rd November 2014 and 6th February 2015. You will need to attend at least 2 activities organised in each Futures week – 3rd-7th November, 12th-16th January, and write up your reflections on the experience. The word guidelines are approximate and you may go up to 10% above the number of words suggested.

First page

The prophet Amos spoke out against the injustices of the Northern Kings of Israel. He set the tone for centuries of prophetical figures in Judaism, Christianity, and Islam. A central theme of the prophetical tradition is social justice. Read Amos 2:6-16; 5:14-15 in this regard (see the Webliography for an online Bible). Do you think churches have done enough with regard to social inequality, poverty, injustice, and so on? What one issue do you think churches should address today?

Second page

Epicurus is generally credited with first expounding the problem of evil, and it is sometimes called “the Epicurean paradox”: “Either God wants to abolish evil, and cannot; or he can, but does not want to. If he wants to, but cannot, he is impotent. If he can, but does not want to, he is wicked. If God can abolish evil, and God really wants to do it, why is there evil in the world?” The problem of evil poses this question: how can a God who is all-powerful, all-wise, and all-good permit so much pain, suffering, and evil in the world? How would you answer this question?

Please this not an essay please have each answers numbered.

Textbook

6th Edition: Daniel E. Hall, ADMINISTRATIVE LAW: BUREAUCRACY IN A DEMOCRACY (6th ed., Pearson/Prentice Hall, 2015) ISBN-13: 978-0-13-349387-0

The address questions need to be answer. Also the citations to Hall textbook are pointless if a provide relevant page number or numbers not provided. Essential you are saying to the reader support is somewhere in the book you go find it. This is unacceptable please provide a relevant page citation

1. Briefly explain the constitutional limitations on delegation of rulemaking power to private entities.

2. Discuss briefly the pros and cons of the privatization of governmental regulatory or other governmental functions, i.e., usually “public” services. For this question assume the privatization effort is structured in a manner that is constitutional.

3. a. – c. Remember you need to state your reasoning that supports your conclusion. Please address each subpart of the question in a separate paragraph or if needed paragraphs. [Critical Thinking and Applications Problems, page 141 in 6th Ed.

Question

Congress enacts the “Interstate Shipment of Geckos Act”. In that act, the president 9or a designee) is given authority to : establish rules governing the interstate shipment of geckos; establish penalties for violations of the act and rules promulgated by the president; and appoint gecko magistrates who will hear all cases that arise under the act. The magistrates are answerable to the president and no other judicial review is available. When promulgating rules the president shall take into account the behavior and needs of geckos, all heath considerations, and the effect that geckos will have on indigenous flora and fauna. The goal of the act is to prevent the spread of disease and to protect indigenous animals and plants.

a) Is the delegation of quasi-legislative authority constitutional? Explain your answer.

b) Is the delegation of quasi-judicial authority constitutional? Explain your answer

c) Do you believe that the law of delegation keeps agencies adequately in check? Explain your answer

See sample answer below for question 3 on how it should be address.

Unit 2 Journaling (Post to Discussion Board, 10 points)

a. In at least 3 paragraphs, summarize what you learned in this unit, infusing your own personal experience (or someone else’s that you witnessed) to illustrate your points. (This journaling exercise [along with those from Units 1 & 3-4] will provide the framework of your final project – a sizeable critical reflection of your ED 308 Adult Learning journey.) Be sure to answer these questions:
i. What did I already know about adult learning in contemporary society? The results of my teaching/learning surveys revealed…
ii. How does the information from Unit 2 relate to what I already know?
iii. What is (are) the broader implication(s) or significance of what I have learned?

&

Facilitating Adults

a.Patricia Cranton touts the importance of educators taking responsibility for being self-aware of their own inner workings and how personal preferences can affect their work with learners. Equally meaningful is understanding the inner workings of the learners they are working with.
b. Using your Merriam et al. text and one peer-reviewed journal article from the Wellehan Library—(please generously cite the authors’ ideas to make your points relevant and also to show evidence of having digested the readings)—examine the results you have found through participating in the two instruments above. Think about the learning theories and methods you discovered in this unit and appraise your teaching style in light of the needs and learning styles of the adult learner. What kind of strategies would you employ you to help maximize his or her learning potential? Be sure to touch upon topics from chapters 4 through 7, including:
i. Andragogy
ii. Self-Directed Learning
iii. Transformational Learning
iv. Experiential Learning

Physical Development – How does the child compare to the descriptions in our text? Consider gender, approximate height/weight, movement, coordination, comparisons to other children, etc.) The student (1) discusses what they observed with regard to development and (2) makes 2 comparisons/connections to the textbook

Cognitive Development – How does the child compare to the descriptions in our text? (Consider language development, cognitive functioning, how you are assessing the child’s development, etc.) The student (1) discusses what they observed with regard to development and (2) makes 2 comparisons/connections to the textbook.

Social/Emotional Development – How does the child compare to the descriptions in our text? (Consider reactions to stress, displays of emotions, interactions with other children/adults, time alone vs. time with others, temperament, etc.) The student (1) discusses what they observed with regard to development and (2) makes 2 comparisons/connections to the textbook.

The textbook’s full citation (for the Reference List) is:
Berger, K. S. (2014). Invitation to the life span (2nd ed.). New York, NY: Worth Publishers.