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Tag: Education

  • [Solved] goals

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    Review the “Thomas Case Study,” paying particular attention to the available formal and informal data provided. Using the available data and information, provide a 750-1,000 word report that could be shared with Thomas, his parents/guardians, and other members of the IEP team as you prepare for tran…

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    Assignment Prompt & Instructions

    Review the “Thomas Case Study,” paying particular attention to the available formal and informal data provided. Using the available data and information, provide a 750-1,000 word report that could be shared with Thomas, his parents/guardians, and other members of the IEP team as you prepare for transition planning. The report should address the following:
    – Summarize the types of special education services Thomas qualifies for and the educational settings that represent the LRE where he will receive services. Include a daily class schedule that reflects the service minutes including special education services, instructional setting/location, frequency, provider, and start/end dates. Cite specific data and other case study content to justify the educational settings selected and the service minutes schedule.
    – Explain how you will collaborate and communicate with all of Thomas’s teachers to ensure they are providing the specified special education services and making accommodations and modifications prescribed in the IEP throughout the school year. Include a discussion about specific data collection strategies that will be employed, progress monitoring activities that will take place, and how information will be reported to ensure Thomas is making consistent progress toward his IEP goals.
    – Write three measurable IEP goals for Thomas. Ensure that the goals follow the criteria found in “Appendix B” of the “Process for Developing Individualized Education Programs” topic Resource.
    – For each goal, include a 1-2 sentence rationale for why the goal was selected and the data that was used to formulate the goal.
    – Create three data tracking sheets that could be used to monitor Thomas’s progress toward each goal. There should be a different data tracking sheet for each goal.
    **Note:** You are encouraged to utilize the AI tool of your choice and implement the “first draft principle” to help you design the progress monitoring tracking sheets.
    – In a 250-word minimum reflection, describe who will be responsible for tracking the data for each of the three goals, timelines for recording and reporting the data, how the data should be stored, and the process that will be used for sharing data and progress with IEP stakeholders. Include a discussion of the role this data will play in future transition planning for Thomas.
    Submit the report, including the three IEP goals and rationales, three data tracking sheets, and reflection, as a single Word document.
    \
    MMS-570_RS_Thomas_Case_Study.docx](https://www.sweetstudy.com/files/mms-570-rs-thomas-case-study-docx "MMS-570_RS_Thomas_Case_Study.docx")

  • [Solved] tasha powerpoint

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    – Create a PowerPoint using a minimum of 10 slides – Present information that gives an overview of the topic. – Address any controversies surrounding the topic. – Cite at least 4 resources that you used to support your work, using APA formatting. – Include a title slide and an ending reference slide…

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    Assignment Prompt & Instructions

    – Create a PowerPoint using a minimum of 10 slides
    – Present information that gives an overview of the topic.
    – Address any controversies surrounding the topic.
    – Cite at least 4 resources that you used to support your work, using APA formatting.
    – Include a title slide and an ending reference slide.
    – **Social-emotional development and the relationship to learning.** (Aligns with: LO5.1, LO 5.2, LO 5.3).
    Include information on the following:
    – Outline the learning competences involved in social-emotional development in young children.
    – How can parents nurture this at home and support schools?
    – Use  Erikson’s Theory of Psychosocial Development (first 4 stages) to explain  how unresolved conflict could affect a young child’s ability to learn.

  • [Solved] quay

    ✓ Verified Academic Solution Available

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    Visit the following website and follow the directions on screen to complete the [The Reaction Time Test | JustPark](https://www.justpark.com/creative/reaction-time-test/). Time tends to depend on the speed of the computer and whether the mouse or keyboard is used. Also, times are usually faster whe…

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    Assignment Prompt & Instructions

    Visit the following website and follow the directions on screen to complete the [The Reaction Time Test | JustPark](https://www.justpark.com/creative/reaction-time-test/).  Time tends to depend on the speed of the computer and whether the mouse  or keyboard is used. Also, times are usually faster when using the  keyboard. Record your times for each trial, as well as your ending  average time.
    Next,  ask two other people to complete the exercise and record their times.  This can include spouses, family members, friends, co-workers, or  whomever you wish. However, make every attempt to ensure that these  people differ from you in age. Preferably attempt to recruit people who  are 10 years (or more) apart from you in age (either older or younger).  Doing so will help you to better answer the required questions.
    Complete  the worksheet in the attached document and submit your completed  worksheet here in the Week 2 Assignment: Developmental Changes in  Reaction Time area in the Assignments link in the classroom no later  than 11:55 pm EST Sunday. Include any references used on a separate  reference page at the end of the worksheet. References should be  formatted in APA format (7th edition), both in-text and on your  reference page
    \
    Week2Exercise-DevelopmentalChangesinReactionTime2.docx](https://www.sweetstudy.com/files/week2exercise-developmentalchangesinreactiontime2-docx "Week2Exercise-DevelopmentalChangesinReactionTime2.docx")

  • [Solved] quiita

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    please see attachment – ## quiitajo.docx **## quiitajo.docx** The assignment for week six will help you develop your critical eye when it comes to reading the literature. The goal is for you to use this as an opportunity to identify the research design and methods that are being carried out by the a…

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    Assignment Prompt & Instructions

    please see attachment

    – ## quiitajo.docx

    **## quiitajo.docx**

    The assignment for week six will help you develop your critical eye when it comes to reading the literature. The goal is for you to use this as an opportunity to identify the research design and methods that are being carried out by the authors. This skill will serve you moving forward as it will allow you to draw from the literature for your own research moving forward. Looking to the literature for clues can be helpful when it comes to designing your own research as you move forward in the program.

    Select two articles from the list below—ONE FROM THE QUALITATIVE LIST AND ONE FROM THE QUANTITATIVE LIST and in two pages double-spaced (per article) address the following:

    1. Include the full reference for the article using the writing style specific to your program on the title page.

    a. Criminal Justice = APA

    b. International Relations, National Security, Military Studies, and Intelligence Studies = Chicago.

    c.
    **Since multiple writing styles are in use within this course, on your title page, please note which style you are using within your assignment. This will help me cater my comments to the style you are using. The style you use needs to be the one that is used within your program of study.**

    2. State the main goal(s) of the study

    3. Summarize the research design, and discuss the research method(s) used to answer the research question or assess the hypothesis.

    4. Summarize the results of the study.

    5. Discuss the advantages and disadvantages of the study's research design.

    6. Provide a discussion on how the study can be moved forward. For example, how can the methods be used in your own research proposal? In what other research might these methods apply? Include two well-phrased research questions that could be used in follow-on studies to the one reviewed.

    **Format:** You should have one-inch margins on all four sides of your papers; your title page should include your name and date; you should use 12-point times new roman font throughout.

    **Things to keep in mind:**

    Avoid using the first person in formal writing and instead, write with an academic voice throughout. Academic voice is usually written in the third person (he, she, it), not the first person (I, we) or second person (you). Be consistent in voice and person. See Grammar Girl,
    ["First, Second, and Third Person,](https://www.quickanddirtytips.com/articles/first-second-and-third-person/)" Quick and Dirty Tips for Better Writing, January 20, 2011. Furthermore, the academic voice avoids abbreviations, contractions, jargon, and slang. Even informal academic discussions are more formal than casual chats among friends.

    The body of your work should be made up of no more than 20% direct quotes.

    **Note: In the case of a broken link each of these articles can be found either within the APUS online library or on the open web.**

    **QUALITATIVE ARTICLES**

    **Criminal Justice Articles**

    Galanek, Joseph D, Janelle Duda, Daniel J. Flannery, Jeff Kretschmar, and Frederick Butcher. 2016. "Fugitive Safe Surrender: A Qualitative Analysis of Participants' Reasons for Surrender and Anticipated Outcomes to Inform Program Evaluation."
    [_Journal of Qualitative Criminal Justice & Criminology_ 4, no. 2 (November):](http://www.jqcjc.org/documents/v4i2.pdf) 161-187.

    Staton, Monte D. and Arthur J. Lurigio. 2016. "Explaining Similarities and Variations in Program Structures and Professional Roles in Midwestern Mental Health Courts."
    [_Journal of Qualitative Criminal Justice & Criminology_ 4, no. 2 (November):](http://www.jqcjc.org/documents/v4i2.pdf) 188-216.

    Dittman, Layne, and Jurg Gerber. 2016. "Framing Legitimacy: A Qualitative Analysis Examining Local Print-Media Portrayals of an Immigrant Family Detention Center in Texas."
    [_Journal of Qualitative Criminal Justice & Criminology_ 4, no. 2 (November):](http://www.jqcjc.org/documents/v4i2.pdf) 217-243.

    Martinez-Prather, Kathy, Joseph M. McKenna, and Scott W. Bowman. 2016. "The School-to-Prison Pipeline: How Roles of School-Based Law Enforcement Officers May Impact Disciplinary Actions."
    [_Journal of Qualitative Criminal Justice & Criminology_ 4, no. 2 (November):](http://www.jqcjc.org/documents/v4i2.pdf) 244-272.

    **Emergency Management and Disaster Preparedness Articles**

    Khan, Yasmin, Tracey O’Sullivan, Adalsteinn Brown, Tracey Shannon, Jennifer Gibson, Mélissa Généreux, Bonnie Henry, and Brian Schwartz. "Public Health Emergency Preparedness: A Framework to Promote Resilience."
    _BMC Public Health_ 18, (2018). doi:https://doi.org/10.1186/s12889-018-6250-7.
    [http://ezproxy.apus.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fpublic-health-emergency-preparedness-framework%2Fdocview%2F2158579777%2Fse-2](http://ezproxy.apus.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fpublic-health-emergency-preparedness-framework%2Fdocview%2F2158579777%2Fse-2).

    Sumarno, S., T. Nainggolan, R. Murni, R. G. Erwinsyah, and L. Andriyani. "Synergy between Disaster Preparedness Area Program with Local Institutions for Community Disaster Preparedness."
    _IOP Conference Series.Earth and Environmental Science_ 1027, no. 1 (05, 2022): 012018. doi:https://doi.org/10.1088/1755-1315/1027/1/012018.
    [http://ezproxy.apus.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fsynergy-between-disaster-preparedness-area%2Fdocview%2F2669583508%2Fse-2](http://ezproxy.apus.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fsynergy-between-disaster-preparedness-area%2Fdocview%2F2669583508%2Fse-2).

    **Intelligence Studies Articles**

    Stime, Britta. 2017. "Counterinsurgency Agent Networks and Noncombatant-Targeted Violence."
    [_Intelligence and National Security_ 32, no. 1](http://dx.doi.org.ezproxy2.apus.edu/10.1080/02684527.2016.1210770): 107-125.

    Thomson, James. 2016. "Governance Costs and Defense Intelligence Provision in the UK: A Case-Study in Microeconomic Theory."
    [_Intelligence and National Security_ 31, no. 6](http://dx.doi.org.ezproxy2.apus.edu/10.1080/02684527.2015.1115239): 844-857.

    Nussio, Enzo and Kimberly Howe. 2016. "When Protection Collapses: Post-Demobilization Trajectories of Violence."
    [_Terrorism and Political Violence_ 28, no. 5](http://dx.doi.org.ezproxy2.apus.edu/10.1080/09546553.2014.955916): 848-867.

    Rabinowitz Or and Nicholas L. Miller. 2015. "Keeping the Bombs in the Basement: U.S. Nonproliferation Policy toward Israel, South Africa, and Pakistan."
    [_International Security_ 40, no. 1](http://search.ebscohost.com.ezproxy1.apus.edu/login.aspx?direct=true&db=tsh&AN=108957715&site=ehost-live&scope=site): 47-86.

    **International Relations and Conflict Resolution Articles**

    Ide, Tobias. 2015. Why do conflicts over scarce renewable resources turn violent? A qualitative comparative analysis.
    _Global Environmental Change_ 33 : 61-70.
    [http://http://dx.doi.org.ezproxy2.apus.edu/10.1016/j.gloenvcha.2015.04.008](http://http/dx.doi.org.ezproxy2.apus.edu/10.1016/j.gloenvcha.2015.04.008)

    Abdulkadir, Rahma, and Caroline Ackley. 2014. "The Role of Shari'a-Based Restorative Justice in the Transition from Armed Conflict to Peacebuilding: Do Somalis Hold the View That the Restorative Justice Aspects within Qisas Offer a Solution?."
    _Northeast African Studies_ 14, no. 2: 111-131.
    _International Security & Counter Terrorism Reference Center_, EBSCO
    _host_ (accessed January 3, 2017).
    [http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=tsh&AN=98799055&site=ehost-live&scope=site](http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=tsh&AN=98799055&site=ehost-live&scope=site)

    Oyewole, Samuel. 2016. The fate of hostages: Nigeria's conflict theatres in comparative perspective.
    _African Security Review_ 25 (2): 193-207.
    [http://www.tandfonline.com.ezproxy2.apus.edu/doi/full/10.1080/10246029.2016.1155466](http://www.tandfonline.com.ezproxy2.apus.edu/doi/full/10.1080/10246029.2016.1155466)

    **National Security/Military Studies Articles**

    Jones, David and M.L.R. Smith. 2010. "Beyond Belief: Islamist Strategic Thinking and International Relations Theory."
    [_Terrorism and Political Violence_ 22, no. 2:](http://ezproxy.apus.edu/login?url=http://dx.doi.org/10.1080/09546550903472286) 242-266.

    Kaldor, Mary. 2013. "In Defense of New Wars."
    [_Stability: International Journal of Security & Development_ 2, no. 1.](http://www.stabilityjournal.org/articles/10.5334/sta.at/)

    Kilcullen, David J. 2012. "The City as a System: Future Conflict and Urban Resilience."
    [_The Fletcher Forum of World Affairs_ 36, no. 2 (Summer):](http://ezproxy.apus.edu/login?url=http://search.proquest.com/docview/1350918818?accountid=8289) 19-39.

    Hafez, Mohammed and Creighton Mullins. 2015. "The Radicalization Puzzle: A Theoretical Synthesis of Empirical Approaches to Homegrown Terrorism."
    [_Studies in Conflict & Terrorism_ 38, no. 11:](http://ezproxy.apus.edu/login?url=http://dx.doi.org/10.1080/1057610X.2015.1051375) 958-975.

    **QUANTITATIVE ARTICLES**

    **Criminal Justice Articles**

    Parker, Karen F., Richard Stansfield, and Patricia L. McCall. 2016. "Temporal Changes in Racial Violence, 1980 to 2006: A Latent Trajectory Approach."
    [_Journal of Criminal Justice_ 47 (December), 1-11](http://dx.doi.org.ezproxy2.apus.edu/10.1016/j.jcrimjus.2016.06.001).

    Nix, Justin and Scott E. Wolfe. 2016. "Sensitivity to the Ferguson Effect: The Role of Managerial Organizational Justice."
    [_Journal of Criminal Justice_ 47 (December):](http://dx.doi.org.ezproxy2.apus.edu/10.1016/j.jcrimjus.2016.06.002) 12-20.

    Collins, Rachael E. 2016. "Addressing the Inconsistencies in Fear of Crime Research: A Meta-Analytic Review."
    [_Journal of Criminal Justice_ 47 (December):](http://http/dx.doi.org.ezproxy2.apus.edu/10.1016/j.jcrimjus.2016.06.004) 21-31.

    Mitchell, Meghan M., Kallee Spooner, Di Jia, and Yan Zhang. 2016. "The Effect of Prison Visitation on Reentry Success: A Meta-Analysis."
    [_Journal of Criminal Justice_ 47 (December):](http://http/dx.doi.org.ezproxy2.apus.edu/10.1016/j.jcrimjus.2016.07.006) 74-83.

    **Emergency Management and Disaster Preparedness Articles**

    Beesley, L. J., Patelli, P., Kaufeld, K., Schwenk, J., Martinez, K. M., Pitts, T., Barnard, M., McMahon, B., & Del Valle, S. Y. (2023). Multi-dimensional resilience: A quantitative exploration of disease outcomes and economic, political, and social resilience to the COVID-19 pandemic in six countries.
    _PloS One_,
    _18_(1), e0279894–e0279894.
    [https://doi.org/10.1371/journal.pone.0279894](https://doi.org/10.1371/journal.pone.0279894)

    Sharma, U. C., Attwood, K., & Pokharel, S. (2022). Quantitative analysis of International Health Regulations Annual Reports to identify global disparities in the preparedness for radiation emergencies.
    _BMJ Open_,
    _12_(9), e052670–e052670.
    [https://doi.org/10.1136/bmjopen-2021-052670](https://doi.org/10.1136/bmjopen-2021-052670)

    **Intelligence Studies Articles**

    Phillips, Matthew D. 2016. "Time Series Applications to Intelligence Analysis: A Case Study of Homicides in Mexico."
    [_Intelligence and National Security_ 31, no. 5](http://dx.doi.org.ezproxy2.apus.edu/10.1080/02684527.2015.1093292): 729-745.

    Piazza, James A. 2017. "Repression and Terrorism: A Cross-National Empirical Analysis of Types of Repression and Domestic Terrorism."
    [_Terrorism and Political Violence_ 29, no. 1](http://dx.doi.org.ezproxy2.apus.edu/10.1080/09546553.2014.994061): 102-118.

    Marsden, Sarah V. 2016. "A Social Movement Theory Typology of Militant Organisations: Contextualising Terrorism."
    [_Terrorism and Political Violence_ 28, no. 4](http://dx.doi.org.ezproxy2.apus.edu/10.1080/09546553.2014.954039): 750-773.

    Agroskin, Dmitrij, Eva Jonas, and Eva Traut-Mattausch. 2015. "When Suspicious Minds Go Political: Distrusting and Justifying the System at the Same Time."
    [_Political Psychology_ 36, no. 6](http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=tsh&AN=111948214&site=ehost-live&scope=site): 613-629.

    **International Relations and Conflict Resolution Articles**

    Horowitz, M. C., & Stam, A. C. (2014). How prior military experience influences the future militarized behavior of leaders.
    _International Organization, 68_(3), 527-559. doi:http://dx.doi.org.ezproxy2.apus.edu/10.1017/S0020818314000046
    [http://search.proquest.com.ezproxy2.apus.edu/docview/1690481493?pq-origsite=summon](http://search.proquest.com.ezproxy2.apus.edu/docview/1690481493?pq-origsite=summon)

    Peksen, Dursun. 2016. Economic sanctions and official ethnic discrimination in target countries, 1950-2003.
    _Defence and Peace Economics_ 27 (4): 480-502.
    [http://dx.doi.org.ezproxy2.apus.edu/10.1080/10242694.2014.920219](http://dx.doi.org.ezproxy2.apus.edu/10.1080/10242694.2014.920219)

    Tarzi, S. M., & Emami, A. (2014). Developed vs. developing countries and international trade liberalization: A comparative analysis.
    _The Journal of Social, Political, and Economic Studies, 39_(1), 24-51. Retrieved from http://search.proquest.com.ezproxy2.apus.edu/docview/1526125955?accountid=8289

    **National Security and Military Studies Articles**

    Kalyvas, Stathis N. 1999. "Wanton and Senseless: The Logic of Massacres in Algeria."
    [_Rationality and Society_ 11, no. 3:](http://ezproxy.apus.edu/login?url=http://journals.sagepub.com/doi/abs/10.1177/104346399011003001) 243-285.

    Bueno de Mesquita, Bruce, Randolph M. Siverson, and Gary Woller. 1992. "War and the Fate of Regimes: A Comparative Analysis."
    [_The American Political Science Review_ 86, no. 3 (September):](http://ezproxy.apus.edu/login?url=http://www.jstor.org/stable/1964127) 638-646.

    Tversky, Amos and Daniel Kahneman. 1992. "Advances in Prospect Theory: Cumulative Representation of Uncertainty."
    [_Journal of Risk & Uncertainty_ 5, no. 4:](http://ezproxy.apus.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eih&AN=16619060&site=ehost-live&scope=site) 297-323.

    Sprecher, Christopher. 2004. "Alliance Formation and the Timing of War Involvement."
    [_International Interactions_ 30, no. 4:](http://ezproxy.apus.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tsh&AN=15565873&site=ehost-live&scope=site) 331-347.

    Morgan, T. Clifton. 1990. "Issue Linkages in International Crisis Bargaining."
    [_American Journal of Political Science_ 34, no. 2 (May):](http://ezproxy.apus.edu/login?url=http://www.jstor.org/stable/2111449) 311-333.

    **## quiitajo.docx**

    The assignment for week six will help you develop your critical eye when it comes to reading the literature. The goal is for you to use this as an opportunity to identify the research design and methods that are being carried out by the authors. This skill will serve you moving forward as it will allow you to draw from the literature for your own research moving forward. Looking to the literature for clues can be helpful when it comes to designing your own research as you move forward in the program.

    Select two articles from the list below—ONE FROM THE QUALITATIVE LIST AND ONE FROM THE QUANTITATIVE LIST and in two pages double-spaced (per article) address the following:

    1. Include the full reference for the article using the writing style specific to your program on the title page.

    a. Criminal Justice = APA

    b. International Relations, National Security, Military Studies, and Intelligence Studies = Chicago.

    c.
    **Since multiple writing styles are in use within this course, on your title page, please note which style you are using within your assignment. This will help me cater my comments to the style you are using. The style you use needs to be the one that is used within your program of study.**

    2. State the main goal(s) of the study

    3. Summarize the research design, and discuss the research method(s) used to answer the research question or assess the hypothesis.

    4. Summarize the results of the study.

    5. Discuss the advantages and disadvantages of the study's research design.

    6. Provide a discussion on how the study can be moved forward. For example, how can the methods be used in your own research proposal? In what other research might these methods apply? Include two well-phrased research questions that could be used in follow-on studies to the one reviewed.

    **Format:** You should have one-inch margins on all four sides of your papers; your title page should include your name and date; you should use 12-point times new roman font throughout.

    **Things to keep in mind:**

    Avoid using the first person in formal writing and instead, write with an academic voice throughout. Academic voice is usually written in the third person (he, she, it), not the first person (I, we) or second person (you). Be consistent in voice and person. See Grammar Girl,
    ["First, Second, and Third Person,](https://www.quickanddirtytips.com/articles/first-second-and-third-person/)" Quick and Dirty Tips for Better Writing, January 20, 2011. Furthermore, the academic voice avoids abbreviations, contractions, jargon, and slang. Even informal academic discussions are more formal than casual chats among friends.

    The body of your work should be made up of no more than 20% direct quotes.

    **Note: In the case of a broken link each of these articles can be found either within the APUS online library or on the open web.**

    **QUALITATIVE ARTICLES**

    **Criminal Justice Articles**

    Galanek, Joseph D, Janelle Duda, Daniel J. Flannery, Jeff Kretschmar, and Frederick Butcher. 2016. "Fugitive Safe Surrender: A Qualitative Analysis of Participants' Reasons for Surrender and Anticipated Outcomes to Inform Program Evaluation."
    [_Journal of Qualitative Criminal Justice & Criminology_ 4, no. 2 (November):](http://www.jqcjc.org/documents/v4i2.pdf) 161-187.

    Staton, Monte D. and Arthur J. Lurigio. 2016. "Explaining Similarities and Variations in Program Structures and Professional Roles in Midwestern Mental Health Courts."
    [_Journal of Qualitative Criminal Justice & Criminology_ 4, no. 2 (November):](http://www.jqcjc.org/documents/v4i2.pdf) 188-216.

    Dittman, Layne, and Jurg Gerber. 2016. "Framing Legitimacy: A Qualitative Analysis Examining Local Print-Media Portrayals of an Immigrant Family Detention Center in Texas."
    [_Journal of Qualitative Criminal Justice & Criminology_ 4, no. 2 (November):](http://www.jqcjc.org/documents/v4i2.pdf) 217-243.

    Martinez-Prather, Kathy, Joseph M. McKenna, and Scott W. Bowman. 2016. "The School-to-Prison Pipeline: How Roles of School-Based Law Enforcement Officers May Impact Disciplinary Actions."
    [_Journal of Qualitative Criminal Justice & Criminology_ 4, no. 2 (November):](http://www.jqcjc.org/documents/v4i2.pdf) 244-272.

    **Emergency Management and Disaster Preparedness Articles**

    Khan, Yasmin, Tracey O’Sullivan, Adalsteinn Brown, Tracey Shannon, Jennifer Gibson, Mélissa Généreux, Bonnie Henry, and Brian Schwartz. "Public Health Emergency Preparedness: A Framework to Promote Resilience."
    _BMC Public Health_ 18, (2018). doi:https://doi.org/10.1186/s12889-018-6250-7.
    [http://ezproxy.apus.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fpublic-health-emergency-preparedness-framework%2Fdocview%2F2158579777%2Fse-2](http://ezproxy.apus.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fpublic-health-emergency-preparedness-framework%2Fdocview%2F2158579777%2Fse-2).

    Sumarno, S., T. Nainggolan, R. Murni, R. G. Erwinsyah, and L. Andriyani. "Synergy between Disaster Preparedness Area Program with Local Institutions for Community Disaster Preparedness."
    _IOP Conference Series.Earth and Environmental Science_ 1027, no. 1 (05, 2022): 012018. doi:https://doi.org/10.1088/1755-1315/1027/1/012018.
    [http://ezproxy.apus.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fsynergy-between-disaster-preparedness-area%2Fdocview%2F2669583508%2Fse-2](http://ezproxy.apus.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fsynergy-between-disaster-preparedness-area%2Fdocview%2F2669583508%2Fse-2).

    **Intelligence Studies Articles**

    Stime, Britta. 2017. "Counterinsurgency Agent Networks and Noncombatant-Targeted Violence."
    [_Intelligence and National Security_ 32, no. 1](http://dx.doi.org.ezproxy2.apus.edu/10.1080/02684527.2016.1210770): 107-125.

    Thomson, James. 2016. "Governance Costs and Defense Intelligence Provision in the UK: A Case-Study in Microeconomic Theory."
    [_Intelligence and National Security_ 31, no. 6](http://dx.doi.org.ezproxy2.apus.edu/10.1080/02684527.2015.1115239): 844-857.

    Nussio, Enzo and Kimberly Howe. 2016. "When Protection Collapses: Post-Demobilization Trajectories of Violence."
    [_Terrorism and Political Violence_ 28, no. 5](http://dx.doi.org.ezproxy2.apus.edu/10.1080/09546553.2014.955916): 848-867.

    Rabinowitz Or and Nicholas L. Miller. 2015. "Keeping the Bombs in the Basement: U.S. Nonproliferation Policy toward Israel, South Africa, and Pakistan."
    [_International Security_ 40, no. 1](http://search.ebscohost.com.ezproxy1.apus.edu/login.aspx?direct=true&db=tsh&AN=108957715&site=ehost-live&scope=site): 47-86.

    **International Relations and Conflict Resolution Articles**

    Ide, Tobias. 2015. Why do conflicts over scarce renewable resources turn violent? A qualitative comparative analysis.
    _Global Environmental Change_ 33 : 61-70.
    [http://http://dx.doi.org.ezproxy2.apus.edu/10.1016/j.gloenvcha.2015.04.008](http://http/dx.doi.org.ezproxy2.apus.edu/10.1016/j.gloenvcha.2015.04.008)

    Abdulkadir, Rahma, and Caroline Ackley. 2014. "The Role of Shari'a-Based Restorative Justice in the Transition from Armed Conflict to Peacebuilding: Do Somalis Hold the View That the Restorative Justice Aspects within Qisas Offer a Solution?."
    _Northeast African Studies_ 14, no. 2: 111-131.
    _International Security & Counter Terrorism Reference Center_, EBSCO
    _host_ (accessed January 3, 2017).
    [http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=tsh&AN=98799055&site=ehost-live&scope=site](http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=tsh&AN=98799055&site=ehost-live&scope=site)

    Oyewole, Samuel. 2016. The fate of hostages: Nigeria's conflict theatres in comparative perspective.
    _African Security Review_ 25 (2): 193-207.
    [http://www.tandfonline.com.ezproxy2.apus.edu/doi/full/10.1080/10246029.2016.1155466](http://www.tandfonline.com.ezproxy2.apus.edu/doi/full/10.1080/10246029.2016.1155466)

    **National Security/Military Studies Articles**

    Jones, David and M.L.R. Smith. 2010. "Beyond Belief: Islamist Strategic Thinking and International Relations Theory."
    [_Terrorism and Political Violence_ 22, no. 2:](http://ezproxy.apus.edu/login?url=http://dx.doi.org/10.1080/09546550903472286) 242-266.

    Kaldor, Mary. 2013. "In Defense of New Wars."
    [_Stability: International Journal of Security & Development_ 2, no. 1.](http://www.stabilityjournal.org/articles/10.5334/sta.at/)

    Kilcullen, David J. 2012. "The City as a System: Future Conflict and Urban Resilience."
    [_The Fletcher Forum of World Affairs_ 36, no. 2 (Summer):](http://ezproxy.apus.edu/login?url=http://search.proquest.com/docview/1350918818?accountid=8289) 19-39.

    Hafez, Mohammed and Creighton Mullins. 2015. "The Radicalization Puzzle: A Theoretical Synthesis of Empirical Approaches to Homegrown Terrorism."
    [_Studies in Conflict & Terrorism_ 38, no. 11:](http://ezproxy.apus.edu/login?url=http://dx.doi.org/10.1080/1057610X.2015.1051375) 958-975.

    **QUANTITATIVE ARTICLES**

    **Criminal Justice Articles**

    Parker, Karen F., Richard Stansfield, and Patricia L. McCall. 2016. "Temporal Changes in Racial Violence, 1980 to 2006: A Latent Trajectory Approach."
    [_Journal of Criminal Justice_ 47 (December), 1-11](http://dx.doi.org.ezproxy2.apus.edu/10.1016/j.jcrimjus.2016.06.001).

    Nix, Justin and Scott E. Wolfe. 2016. "Sensitivity to the Ferguson Effect: The Role of Managerial Organizational Justice."
    [_Journal of Criminal Justice_ 47 (December):](http://dx.doi.org.ezproxy2.apus.edu/10.1016/j.jcrimjus.2016.06.002) 12-20.

    Collins, Rachael E. 2016. "Addressing the Inconsistencies in Fear of Crime Research: A Meta-Analytic Review."
    [_Journal of Criminal Justice_ 47 (December):](http://http/dx.doi.org.ezproxy2.apus.edu/10.1016/j.jcrimjus.2016.06.004) 21-31.

    Mitchell, Meghan M., Kallee Spooner, Di Jia, and Yan Zhang. 2016. "The Effect of Prison Visitation on Reentry Success: A Meta-Analysis."
    [_Journal of Criminal Justice_ 47 (December):](http://http/dx.doi.org.ezproxy2.apus.edu/10.1016/j.jcrimjus.2016.07.006) 74-83.

    **Emergency Management and Disaster Preparedness Articles**

    Beesley, L. J., Patelli, P., Kaufeld, K., Schwenk, J., Martinez, K. M., Pitts, T., Barnard, M., McMahon, B., & Del Valle, S. Y. (2023). Multi-dimensional resilience: A quantitative exploration of disease outcomes and economic, political, and social resilience to the COVID-19 pandemic in six countries.
    _PloS One_,
    _18_(1), e0279894–e0279894.
    [https://doi.org/10.1371/journal.pone.0279894](https://doi.org/10.1371/journal.pone.0279894)

    Sharma, U. C., Attwood, K., & Pokharel, S. (2022). Quantitative analysis of International Health Regulations Annual Reports to identify global disparities in the preparedness for radiation emergencies.
    _BMJ Open_,
    _12_(9), e052670–e052670.
    [https://doi.org/10.1136/bmjopen-2021-052670](https://doi.org/10.1136/bmjopen-2021-052670)

    **Intelligence Studies Articles**

    Phillips, Matthew D. 2016. "Time Series Applications to Intelligence Analysis: A Case Study of Homicides in Mexico."
    [_Intelligence and National Security_ 31, no. 5](http://dx.doi.org.ezproxy2.apus.edu/10.1080/02684527.2015.1093292): 729-745.

    Piazza, James A. 2017. "Repression and Terrorism: A Cross-National Empirical Analysis of Types of Repression and Domestic Terrorism."
    [_Terrorism and Political Violence_ 29, no. 1](http://dx.doi.org.ezproxy2.apus.edu/10.1080/09546553.2014.994061): 102-118.

    Marsden, Sarah V. 2016. "A Social Movement Theory Typology of Militant Organisations: Contextualising Terrorism."
    [_Terrorism and Political Violence_ 28, no. 4](http://dx.doi.org.ezproxy2.apus.edu/10.1080/09546553.2014.954039): 750-773.

    Agroskin, Dmitrij, Eva Jonas, and Eva Traut-Mattausch. 2015. "When Suspicious Minds Go Political: Distrusting and Justifying the System at the Same Time."
    [_Political Psychology_ 36, no. 6](http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=tsh&AN=111948214&site=ehost-live&scope=site): 613-629.

    **International Relations and Conflict Resolution Articles**

    Horowitz, M. C., & Stam, A. C. (2014). How prior military experience influences the future militarized behavior of leaders.
    _International Organization, 68_(3), 527-559. doi:http://dx.doi.org.ezproxy2.apus.edu/10.1017/S0020818314000046
    [http://search.proquest.com.ezproxy2.apus.edu/docview/1690481493?pq-origsite=summon](http://search.proquest.com.ezproxy2.apus.edu/docview/1690481493?pq-origsite=summon)

    Peksen, Dursun. 2016. Economic sanctions and official ethnic discrimination in target countries, 1950-2003.
    _Defence and Peace Economics_ 27 (4): 480-502.
    [http://dx.doi.org.ezproxy2.apus.edu/10.1080/10242694.2014.920219](http://dx.doi.org.ezproxy2.apus.edu/10.1080/10242694.2014.920219)

    Tarzi, S. M., & Emami, A. (2014). Developed vs. developing countries and international trade liberalization: A comparative analysis.
    _The Journal of Social, Political, and Economic Studies, 39_(1), 24-51. Retrieved from http://search.proquest.com.ezproxy2.apus.edu/docview/1526125955?accountid=8289

    **National Security and Military Studies Articles**

    Kalyvas, Stathis N. 1999. "Wanton and Senseless: The Logic of Massacres in Algeria."
    [_Rationality and Society_ 11, no. 3:](http://ezproxy.apus.edu/login?url=http://journals.sagepub.com/doi/abs/10.1177/104346399011003001) 243-285.

    Bueno de Mesquita, Bruce, Randolph M. Siverson, and Gary Woller. 1992. "War and the Fate of Regimes: A Comparative Analysis."
    [_The American Political Science Review_ 86, no. 3 (September):](http://ezproxy.apus.edu/login?url=http://www.jstor.org/stable/1964127) 638-646.

    Tversky, Amos and Daniel Kahneman. 1992. "Advances in Prospect Theory: Cumulative Representation of Uncertainty."
    [_Journal of Risk & Uncertainty_ 5, no. 4:](http://ezproxy.apus.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eih&AN=16619060&site=ehost-live&scope=site) 297-323.

    Sprecher, Christopher. 2004. "Alliance Formation and the Timing of War Involvement."
    [_International Interactions_ 30, no. 4:](http://ezproxy.apus.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tsh&AN=15565873&site=ehost-live&scope=site) 331-347.

    Morgan, T. Clifton. 1990. "Issue Linkages in International Crisis Bargaining."
    [_American Journal of Political Science_ 34, no. 2 (May):](http://ezproxy.apus.edu/login?url=http://www.jstor.org/stable/2111449) 311-333.

  • [Solved] reese

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    Please see attachment – ## white.docx **## white.docx** The leadership paper should be no longer than 7 pages, double-spaced, APA 7th edition format. The paper is based on the following: You are to select and view ONE of the below movies or TV shows: 1. Darabont F. (1994). _The Shawshank Redemption…

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    Assignment Prompt & Instructions

    Please see attachment

    – ## white.docx

    **## white.docx**

    The leadership paper should be no longer than 7 pages, double-spaced, APA 7th edition format. The paper is based on the following:

    You are to select and view ONE of the below movies or TV shows:

    1. Darabont F. (1994).
    _The Shawshank Redemption_ **.** Columbia Pictures

    2. Osborne, M & Stevenson, J. (2008)
    _Kung Fu Panda._ Paramount Pictures

    3. Miller, B. (2011).
    _Moneyball._ Columbia Pictures

    4.McKay, A. (2015).
    _The Big Short._ Paramount Pictures

    5. Nolan, C. (2023)
    _Oppenheimer_. Universal Pictures

    TV series:

    5. Game of Thrones (you may use one or more episodes, just make sure to properly cite the reference). This one has many excellent leaders to write about.

    6. Sons of Anarchy (you may use one or more episodes, just make sure to properly cite the reference). There are a lot of great struggles for leadership and control in this movie.

    7. The Walking Dead, (you may use one or more episodes, just make sure to properly cite the reference). I highly encourage you to use this series, it has numerous excellent examples.

    8. Peaky Blinders (again you may use one or more episodes, just make sure to properly cite the reference).

    Paper Content

    A. After viewing the movie or TV show, select one of the supervisors (leaders).

    B. Discuss THREE supervisory techniques, using specific examples from the movie or TV episode. Do not spend too much effort explaining the background or details of the scenario, get to the point of how they lead (or don't).

    C. Make sure to discuss the following topics:

    i. Which of the supervisory techniques were effective? Why?

    ii. Which supervisory techniques were not effective? Why?

    iii. Pick one scene and discuss what you would have done differently as a supervisor and why.

    iv. How does a high-stress environment affect supervisory techniques, as compared or a less stressful environment?

    v. What supervisory trait do you most relate to and why? You should include a personal account from your life.

    vi. Why do supervisors fail if they are using a "textbook" technique? Explain using the scenes from the movie/show or your own personal life to enhance your explanation.

    If you have already seen the movie or TV show episode, you may "skim" it to refresh yourself.

    **If you do not want to watch any of the above movies or TV shows, you must email me by week 6 for an alternate assignment. Here are some ideas for alternate assignments:**
    Alternate topics include Leaders in the News; Corporate Leadership Failures/Successes and/or Government Failures/Successes, Leaders in Politics, Visionary Leaders.

    You should have a title page, some pages of body content, and the last page should be your paper's references. If you have a title page and reference page that leaves you with 5 pages for the body.

    Use at least 3 references for your paper. They should be articles/sources that support your paper.

    **## white.docx**

    The leadership paper should be no longer than 7 pages, double-spaced, APA 7th edition format. The paper is based on the following:

    You are to select and view ONE of the below movies or TV shows:

    1. Darabont F. (1994).
    _The Shawshank Redemption_ **.** Columbia Pictures

    2. Osborne, M & Stevenson, J. (2008)
    _Kung Fu Panda._ Paramount Pictures

    3. Miller, B. (2011).
    _Moneyball._ Columbia Pictures

    4.McKay, A. (2015).
    _The Big Short._ Paramount Pictures

    5. Nolan, C. (2023)
    _Oppenheimer_. Universal Pictures

    TV series:

    5. Game of Thrones (you may use one or more episodes, just make sure to properly cite the reference). This one has many excellent leaders to write about.

    6. Sons of Anarchy (you may use one or more episodes, just make sure to properly cite the reference). There are a lot of great struggles for leadership and control in this movie.

    7. The Walking Dead, (you may use one or more episodes, just make sure to properly cite the reference). I highly encourage you to use this series, it has numerous excellent examples.

    8. Peaky Blinders (again you may use one or more episodes, just make sure to properly cite the reference).

    Paper Content

    A. After viewing the movie or TV show, select one of the supervisors (leaders).

    B. Discuss THREE supervisory techniques, using specific examples from the movie or TV episode. Do not spend too much effort explaining the background or details of the scenario, get to the point of how they lead (or don't).

    C. Make sure to discuss the following topics:

    i. Which of the supervisory techniques were effective? Why?

    ii. Which supervisory techniques were not effective? Why?

    iii. Pick one scene and discuss what you would have done differently as a supervisor and why.

    iv. How does a high-stress environment affect supervisory techniques, as compared or a less stressful environment?

    v. What supervisory trait do you most relate to and why? You should include a personal account from your life.

    vi. Why do supervisors fail if they are using a "textbook" technique? Explain using the scenes from the movie/show or your own personal life to enhance your explanation.

    If you have already seen the movie or TV show episode, you may "skim" it to refresh yourself.

    **If you do not want to watch any of the above movies or TV shows, you must email me by week 6 for an alternate assignment. Here are some ideas for alternate assignments:**
    Alternate topics include Leaders in the News; Corporate Leadership Failures/Successes and/or Government Failures/Successes, Leaders in Politics, Visionary Leaders.

    You should have a title page, some pages of body content, and the last page should be your paper's references. If you have a title page and reference page that leaves you with 5 pages for the body.

    Use at least 3 references for your paper. They should be articles/sources that support your paper.

  • [Solved] thomas dq and responses

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    **any use of AI will result in automatic 0** **Content area teachers often complain about students’ lack of writing skills and go on to remark it is not their job to teach students to read and write.** **Imagine you are meeting with a professional learning community (PLC) or team. Write an argument,…

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    Assignment Prompt & Instructions

    **any use of AI will result in automatic 0**
    **Content area teachers often complain about students’ lack of  writing skills and go on to remark it is not their job to teach students  to read and write.**
    **Imagine you are meeting with a professional learning  community (PLC) or team. Write an argument, supported by research, that  proves otherwise as an original response.**
    – Why do teachers resist incorporating writing and reading instruction into content instruction?
    – Using the Module 8 reading by Graham et al. (2017) as a resource,  how would you explain the differences and overlaps between content area  literacy and disciplinary literacy? Why is it beneficial for teachers to  know the difference?
    – How can literacy leaders support content area teachers in the teaching of reading and writing skills?
    R1
    Content  area teachers often express frustration over students’ lack of writing  skills, frequently asserting that teaching literacy is not part of their  job. However, this perspective overlooks the integral role that reading  and writing play in mastering subject-specific content. Literacy is not  confined to English Language Arts; it is a foundational skill that  supports learning across all disciplines. According to Reading Rockets,  writing helps students clarify their thinking, deepen understanding, and  retain information. When students write to explain a scientific concept  or analyze historical events, they engage more critically with the  material (Reading Rockets, n.d.).
    One reason content area teachers  resist incorporating literacy instruction is a lack of training and  confidence. For example, physics teachers often rely on shorthand,  equations, and visual data, which may not align with traditional writing  instruction. This disconnect can lead teachers to believe they are  unqualified to teach reading and writing. However, Graham et al., (2017)  emphasize that disciplinary literacy, how experts read, write, and  think within their fields, is essential for authentic learning. Teaching  students to engage with texts as professionals do in each discipline  fosters deeper comprehension and critical thinking.
    Understanding the distinction between  content area literacy and disciplinary literacy is crucial for  effective instruction. Content area literacy involves general strategies  like summarizing, questioning, and using graphic organizers that apply  across subjects. In contrast, disciplinary literacy focuses on the  specialized ways of reading and writing unique to each field, such as  interpreting graphs in science or analyzing primary sources in history.  Graham et al. (2017) argue that while content area literacy builds  foundational skills, disciplinary literacy enables students to think and  communicate like experts. Recognizing this difference allows teachers  to tailor instruction to both general and discipline-specific needs.
    Literacy leaders can support content  area teachers by acknowledging two key benefits of integrating reading  and writing: improved comprehension and enhanced critical thinking.  Professional development that demonstrates how literacy strategies align  with disciplinary goals can empower teachers to incorporate these  practices confidently. By embracing literacy instruction, content area  teachers not only improve student outcomes but also cultivate deeper  engagement with their subjects.
    **References**
    Graham, A. C. K., Kerkhoff, S. N.,  & Spires, H. A. (2017). Disciplinary literacy in the middle school:  Exploring pedagogical tensions. _Middle Grades Research Journal, 11_(1), 63–83.
    Reading Rockets. (n.d.). _Should content-area teachers teach writing? What particular writing skills do they need to teach?_ [https://www.readingrockets.org/resources/expert-qa/should-content-area-teachers-teach-writing-what-particular-writing-skills-do](https://www.readingrockets.org/resources/expert-qa/should-content-area-teachers-teach-writing-what-particular-writing-skills-do)
    R2
    Recognizing the significance of literacy, research indicates that  integrating literacy components into subject-specific courses can  improve student learning outcomes. A key barrier to this integration  remains educators’ comfort and proficiency in embedding literacy within  their own disciplines. Therefore, targeted coursework designed to  reinforce students’ literacy development in reading and writing is  essential. Technological advancements offer valuable resources for such  integration and contribute to diversified learning opportunities;  however, teachers’ confidence and fidelity in implementing these  approaches are still under scrutiny.
    While early education prioritizes foundational literacy skills,  educators at higher grade levels often lack comparable training or  exposure needed to strengthen what was established during students’  formative years. This inconsistency in instructional practice leads to  an increased prevalence of students deficient in basic reading and  writing abilities, consequently challenging teachers’ abilities to  support these critical skills within their current coursework. Literacy  is known to establish essential foundations, and research (Graham et  al., 2017) underscores the need for discipline-specific literacy  instruction tailored to student needs. Given the challenges educators  face, curriculum demands, differentiated instruction, and large class  sizes, it is vital to equip both novice and experienced teachers with  appropriate tools and professional development necessary to enhance  student learning outcomes.

  • [Solved] Education thomas assignment

    ✓ Verified Academic Solution Available

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    **The literacy demands on students are increasingly more challenging, emphasizing the need for students to be prepared to read, write, and talk about the disciplines.** In this assignment, you will review state standards for embedding literacy in the content areas. You will tabulate high-priority st…

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    Assignment Prompt & Instructions

    **The literacy demands on students are increasingly more  challenging, emphasizing the need for students to be prepared to read,  write, and talk about the disciplines.**
    In this assignment, you will review state standards for embedding  literacy in the content areas. You will tabulate high-priority  standards, the skills needed to master them, and strategies to support  students learning those skills.
    **Step 1. Review**
    Review your state’s literacy standards for a specific content area. You may choose elementary, middle, or high school standards.
    **Step 2. Identify**
    Identify 5 power standards  (highest priority) and unpack the standards by identifying 3-5 specific  skills students need to master each standard.
    **Step 3. Tabulate**
    Create a one-page table  including the 5 standards, the 3-5 skills associated with each standard,  and a strategy for teaching each skill in the content area. Be sure to  cite research to support each strategy.

  • [Solved] edwards

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    any use of Ai will result in automatic 0 Discuss the advent and evolution of the U.S.A. Patriot Act. Also, discuss the constitutionality of the legislation as well as any concerns that have been voiced with the legislation. In discussing the concerns, please be specific as to the constitutional conc…

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    Assignment Prompt & Instructions

    any use of Ai will result in automatic 0
    Discuss  the advent and evolution of the U.S.A. Patriot Act. Also, discuss the  constitutionality of the legislation as well as any concerns that have  been voiced with the legislation. In discussing the concerns, please be  specific as to the constitutional concerns present.
    \
    DiscussionAssignmentInstructions37.docx](https://www.sweetstudy.com/files/discussionassignmentinstructions37-docx "DiscussionAssignmentInstructions37.docx")

  • [Solved] shamika power point

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **See the Week 4 announcement on use of AI. DO NOT use AI to write the content of your slides.** **Description:** In this project, you will create an informative PowerPoint (PP) featuring the music of a specific non-Western culture. (Note that the term "world music" in the context of this assignment…

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    Assignment Prompt & Instructions

    **See the Week 4 announcement on use of AI. DO NOT use AI to write the content of your slides.**
    **Description:**
    In  this project, you will create an informative PowerPoint (PP) featuring  the music of a specific non-Western culture. (Note that the term "world  music" in the context of this assignment refers to music that is not  based in the Western tradition of music. If you are not sure if your  chosen topic is a style of non-Western music, contact your instructor,  who will provide guidance on your topic selection.)
    Something  to consider when choosing your topic is to make sure it is a style of  music that is still in existence and performed, so you will be able to  find musical examples and address all of the required elements of the  assignment.
    Please see the attached example to help you understand the expectations for this assignment.
    The PP should include the following:
    1. A summary of the chosen culture including a short history.
    2. A brief explanation of some beliefs and traditions of the culture.
    3. Description of the instruments used in that culture's music.
    4. Explanation  of the key attributes of the culture's music, including melody,  harmony, rhythm, timbre, texture, and form. (If the style of music you  choose does not include one or more of these musical elements, then you  need to explain why that musical element is not present in the music.)
    5. Specific  introduction to one piece of music from the culture. Include at least  three examples of the music, such as through linking to YouTube  performances. Be sure to include a description of one of the musical  examples.
    The PP should include photos and video (either linked or embedded). Embedded photos and videos need to be cited.
    The  choice of world music must be a style of traditional music that is  non-Western or not from the Western tradition of music. Do not choose  styles of music from the U.S., Canada, or Europe, including jazz, folk,  or any type of pop music (including hip hop).
    Sources  must be valid, academic sources.  Do not use non-academic sources such  as Wikipedia or About.com. The PP should not contain more than 15%  direct quotes and direct quotes must be in quotation marks. Direct  quotes and paraphrased material must be cited in the body of the text  and in a source list at the end.
    **Note Well**: A source list at the end is a requirement.

  • [Solved] jay powerpoint

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    CO-3: Summarize the major changes that occur in physical, cognitive, and psychosocial development during each stage of the lifespan. CO-4: Discuss ways to promote healthy development during the prenatal stage through adolescence periods of development. Growth and development occur at a phenomenal ra…

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    Assignment Prompt & Instructions

    CO-3:   Summarize the major changes that occur in physical, cognitive, and  psychosocial development during each stage of the lifespan.
    CO-4:  Discuss ways to promote healthy development during the prenatal stage through adolescence periods of development.
    Growth  and development occur at a phenomenal rate during the prenatal stage as  well as the first 3 years of life.  It is critical that future parents,  new parents, caregivers and guardians know how to promote healthy  development during these critical time periods.
    The  objective of this assignment is to develop an 8 to 10 informational  slide presentation that highlights at least 8 important concepts about  either Prenatal Development OR Infant and Toddler Development.  (Choose  only 1 area for your focus.)
    – Create  an 8-10 informational slide presentation (using either Power Point or  Canva (canva.com) on information from our readings and other credible  sources that you believe is most important for the audience to know.   For example, if you choose prenatal development, what are at least 8  important points expectant parents should know that impact healthy  development.  If you choose infant and toddler development, what are at  least 8 important points new parents should know about how development  evolves during this stage of the lifespan.
    – Each slide should focus on one distinct concept, providing sufficient depth and clarity.
    – Be sure to include a cover slide and a reference slide (this is in addition to the 8-10 content/informational slide requirement)
    – Support  your writing with research from at least 3 credible sources (no .com  websites. Websites such as .org, .edu,  and .gov are permitted)
    – Include an APA formatted reference slide and APA formatted citations throughout your presentation.
    – Make  your presentation visually engaging using graphics or images but they  should enhance the presentation and not be the sole focus.