Prompt: Your second course project is an observation journal. You have already gathered your advertisements and completed your comparison template to determine the social science approaches that are relevant to your ads. For this assignment you will use that information to write an observation journal that will ask you to draw conclusions from the ads and, eventually, devise a social science question that you might like to investigate.
The critical elements of this assessment will be evaluated in your observation journal. Specifically, the following critical elements must be addressed and will be graded using the rubric at the end of this document:
I. Explain why you chose these advertisements for social scientific and personal study. For instance, what aspects of them intrigued you and made you curious?
II. Explain the assumptions and observations about human interactions and behaviors you made about the advertisements. These are some questions you might want to consider in your explanation:
a. Who do you believe the audiences for the ads might be?
b. What messages do you think the ads are sending?
c. What do you think the nature of the relationship is between or among the people in theads?
d. What relationship(s) do you see between or among the people and the product or service being advertised?
e. How effective are the ads in influencing your own consumer decisions?
III. Identify topics in this course that are relevant to the human behaviors in your advertisements and explain how they are relevant. This is your social science evidence for your observations. For instance, what ideas and people have you studied so far that apply to your observations?
IV. Taking all of your observations and objective conclusions about human behavior in your advertisements into account, assume the role of a social scientist. What question would you ask about the advertisements that you, as a social scientist, could seek to answer? What observations and objective conclusions lead you to this question?
PLEASE REFER TO THE 3 ATTACHMENTS
1ST ATTACHMENT: Advertisement of ads that were chosen to do this project.
2Nd ATTACHMENT: Answers to the questions that are being asked. (about chosen ads)
3Rd ATTACHMENT: Example how the assignment should look.
philosophy argument
philosophy argument
Plato, CharmidesPRIVATE
Outlines and Overview
153a-159b–Introduction
159b-160d Argument 1—Sophrosune learning is quick and not slow
161b-162a 7 Argument 2–“Sophrosune is not defined as ‘doing your own business’”
162e-163a 7 Argument 3–“Sophrosune is not defined as ‘doing your own business’”
173a9-175d Argument 4
Plato, Charmides
Argument 1–159b 3-160d 3
“Sophrosune learning is quick and not slow”
1. Antithesis: Sophrosune is performing all actions orderly (kosmios => kosmos) [discretely/decently] and quietly (hesukia | opposite to oxeos, sharp and quick)–Assertion. (159b 3-5)
2. In boxing, lyre playing, etc., the proper execution of an art requires quick (seamless) agility–Assertion.(159c)
3. [Proper execution (excellence) renders some action noble and the opposite, shameful]–Fact
4. In all bodily actions (erga somatos) it is quickness which makes it noble and slowness which makes it shameful–2,3 (159c13-d2)
5. [Sophrosune is associated with the noble.] –Fact (159d)
6. With respect to bodily actions, sophrosune is associated with the quick (oxeos) not the quiet/show (hesukia)–4,5 (159d 10-11)
7. Good learning occurs quickly; difficult (poor) learning occurs slowly–Assertion. (159e 1)
8. Recall which is quick is excellent; recall which is slow is inferior—Assertion (159e 9-10)
9. [Good learning and recall equal cleverness, agxinoia]–Fact
10. Excellence in cleverness is due to a quickness of the soul–7-9 (160a 1)
11. Deliberations (zetesein) of the soul which are quick are excellent while slowness and difficulty are bad—Assertion (160a 4-6)
12. Deliberations and cleverness of the soul which are quick are noble and the opposite are shameful– 10, 11, 3 (160a 10)
13. [Deliberations and cleverness of the soul which are quick are sophrosune while the opposite are not]–12, 5
14. In aspects of the body and soul, the quick is sophrosune and the slow is not–13, 6 (160b 7- d 3)
______________________________
15. Thesis: antithesis is rejected–14,1
Comments on Argument One
Argument one takes some time to begin. There is a very long prologue in this dialogue. Why? Is there a character development of Charmides to let us think of him as a “toy boy”? Is this why the arguments are so bad in this dialogue?
Anthesis. Note that in the statement of the antithesis there are two alternatives given yet Charmides chooses to defend only one. Why is this? It seems as if he chooses the wrong one. If he had decided upon “cosmios” and order, then it might have encompassed the other alternative. Further, if one takes cosmios then one might encompass both fast and slow thinking which is discussed in the argument.
Why is the weaker of the two chosen? Is it because Charmides is so stupid? Is there a dynamic of seduction working between the protagonists? Charmides is associated with the beautiful and the slow. It seems that Charmides is almost female in his depiction. On a feminist interpretation one might say that Socrates is over sensitive to the male or the “fast” thinking as opposed to the “female-slow-thinking.” But this is perhaps stretching things.
I am on record as believing that all great thinking occurs as slow thinking. cf. My introduction to Perspectives in Philosophy.
Premise 2–This is certainly true of boxing. But is it true of all bodily action? Cooking and bomb defusing are probably better if done slowly and deliberately. Perhaps “fast” here only means “decisively” or “confidently.” It is unclear.
Premise 5. The logical move that says, “x has F; y has F, therefore; x = y” is a fallacy in most cases. compare: “John has hair; Jane has hair; therefore, Jane=John.” This move only works when the property asserted is part of the essential definition of the entity involved and the thing and its property are asserted at the same level of generality: “John (as a human) is rational; Jane (as a human) is rational; therefore, John (as human) is the same as Jane (as human). I believe this is a deep and recurring problem in Plato. cf my essay on class inclusion in Plato’s Republic.
Premise 9. There may be two types of learning. It may be true of “quick” learning that Socrates’ suggestions are correct. But they are not universally correct, see premise 11.
Premise 11. This sort of learning cannot be fast. This only works if “oxeos” means “sure” and “confidently” see the discussion of premise 2.
Plato, Charmides
Argument 2—161b-162a7
“Sophrosune is not defined as ‘doing your own business’”
1. Antithesis: Sophrosune is doing your own business—Assertion (161b)
2. All technai are instances of “doing” (prattein)–Assertion. (161e6)
3. [A state operates on the same principles as a man]–Assertion
4. A state in which everyone does only his own business would be one in which there are no interdependent craftsmen/citizens–i.e., everyone would be self-sufficient—Assertion (161e 10)
5. [No state can exist well which does not have interdependent craftsmen/citizens]–Assertion
6. The sophrosune state is a good state—3 (162a 3)
7. [The state in which everyone does his own business is a bad state]–3,4,5
8. [The state in which everyone does his own business is not a sophrosune state]–6,7
9. Sophrosune is not doing one’s own business–8,3,2 (162a7)
____________________________
10. Thesis: antithesis is rejected–1,9
Plato, Charmides
Argument 3—162e-163a7
“Sophrosune is not defined as ‘doing your own business’”
1. Antithesis: Sophrosune is doing your own business—Assertion (162e)
2. All craftsmen make something—Fact (162e8)
3. Craftsmen make for others as well as for themselves—Fact (163a 1)
4. [Making = doing]–Assertion
5. [Craftsmen can be sophrosune]–Fact
6. One can be sophrosune and not simply “do his own business”–2-5 (163a 7)
_________________
7. Thesis: Antithesis is rejected–1,6
Plato, Charmides
Argument 4
(Socrates’ Dream)
“Sophrosune is not the power that causes us to act according to episteme”
1. Antithesis: Sophrosune is the power that causes us to act according to episteme—Assertion (173a9-b1)
2. If all acted according to the arts (technai) and sciences (epistemai), then actions falling under these would be skillfully performed—Fact (173c)
3. Sophrosune would allow for a maximum of activity to be skillfully performed–1,2 (173c 2)
4. [Acting skillfully is necessary but is not sufficient for acting well (eu prattein) or being happy (eudaimon)]–Assertion
5. Sophrosune alone may make us act well or be happy–3,4,5 (173d 8-e 10)
6. Various artisans may be sophrosune and not act well or be happy—Fact 173e 10-174a 2)
7. Various artisans have various epistemai—Fact (173d 8-9)
8. Some epistemai are not sufficient to act well or be happy–5-7 (173e 8)
9. If one could know all the knowledge of good (agathos) and bad (kakos), this would be sufficient for acting well and being happy—Assertion (174b 10)
10. What is sufficient for acting well and making on happy is the key science, the knowledge of which may be sophrosune—Assertion (174c 1)
11. [If sophrosune is knowledge, it must be the knowledge of good and bad]–8-10
12. The science of the knowledge of good and evil, which is the science of making us (causing us) to act well and be happy, is the science of human advantage, ophelmos—Assertion (174d 1)
13. [Sophrosune is different from what “advantages us”]–Assertion
14. Sophrosune is not the science of human advantage–12,13 (174d 3)
15. Sophrosune has no practical ergon—Assertion (174e 5)
16. [Only that which has a practical ergon can know (or cause to do) the good and evil of some x which is practically situated]–Assertion
17. Sophrosune cannot be the knowledge of or the power to cause good and evil–14, 15, 16, 12 (175a 11)
18. Sophrosune is not the knowledge of good and evil nor is it the power to cause the same–11, 17 (175d)
_________________
19. Thesis: antithesis is rejected–1, 18
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Safe-Assign Score Policy:Counseling Assignment
Counseling Assignment.
Assignment Instructions:
Design a Survey. Create an account for survey development (www.qualtrics.com or www.surveymonkey.com). Your survey should be original, align and describe the district, campus, and school counseling department’s mission statement. Please gain consent from a campus administrator and include this approval statement in the survey. The maximum number of questions should fit within the parameters of the online account, should target your intended purpose of gathering data, should have one or two open questions (qualitative) and closed questions alike (quantitative or likert scale), hence reflecting the total number of questions. Please create a brief purpose statement and directions for survey participants and should be distributed to apopulation or group that can conveniently help determine guidance curriculum (i.e. teachers or administrators). The number of surveys distributed andsample size (number of surveys collected) should be small, between five and 10. Your survey can ask participants to rank or rate topics (Section IV), student competency areas, content areas, goals (Section V) or any information found in the Hatch book (chapter six).
In the narrative portion underneath the survey, please respond to the above bolded items. Here is where you incorporate your citations and reference page. Be prepared to design the survey and submit in this week’s module both the link to your survey and a printed copy; but then, send the survey out between this and next week and prepare to analyze and discuss the results of your survey in week four’s assignment.
Action Planning. Using a sample guidance action plan, submit an Intention Guidance Action Plan that aligns with domains and standards of both Texas and ASCA Model. It is helpful if your current campus counselor can assist, but is not mandatory. Please respond to the following areas in a type-written, chart format (this information is found in the Hatch book, chapter five, page 101).
Design a Survey. Create an account for survey development (www.qualtrics.com or www.surveymonkey.com). Your survey should be original, align and describe the district, campus, and school counseling department’s mission statement. Please gain consent from a campus administrator and include this approval statement in the survey. The maximum number of questions should fit within the parameters of the online account, should target your intended purpose of gathering data, should have one or two open questions (qualitative) and closed questions alike (quantitative or likert scale), hence reflecting the total number of questions. Please create a brief purpose statement and directions for survey participants and should be distributed to apopulation or group that can conveniently help determine guidance curriculum (i.e. teachers or administrators). The number of surveys distributed andsample size (number of surveys collected) should be small, between five and 10. Your survey can ask participants to rank or rate topics (Section IV), student competency areas, content areas, goals (Section V) or any information found in the Hatch book (chapter six).
In the narrative portion underneath the survey, please respond to the above bolded items. Here is where you incorporate your citations and reference page. Be prepared to design the survey and submit in this week’s module both the link to your survey and a printed copy; but then, send the survey out between this and next week and prepare to analyze and discuss the results of your survey in week four’s assignment.
Action Planning. Using a sample guidance action plan, submit an Intention Guidance Action Plan that aligns with domains and standards of both Texas and ASCA Model. It is helpful if your current campus counselor can assist, but is not mandatory. Please respond to the following areas in a type-written, chart format (this information is found in the Hatch book, chapter five, page 101).
| Target Group | Activity Description | Timeline for Completion |
| Reason for Group Selection/Intervention | Resources Needed | Name of Responsible Person |
| Specific Data to Drive Decision | Projected Number of Students | Evaluation of Student Success |
| Domains/Standards/Competencies (Texas Model and ASCA) | Expected Results | |
| Student Competency Addressed/ Competency Indicators (Texas Model and ASCA) | Indication the Plan has been Reviewed |
Both parts of this assignment are designed to expose you to the process of developing surveys and designing action plans. They should be submitted as attachments in module three assignment submission link.
Assignment Research Criteria
Include a minimum of five journal articles (cited in both the text and listed on the reference page) found in the Lamar University Library, Montana Journal of School Counseling (jsc.montana.edu), or Professional School Counseling Journal (Available with ASCA Membership). Other peer-reviewed journals available on the internet are allowed. However, non-peer reviewed sources, such as WIKIPEDIA is unacceptable. Your textbooks from this course and other courses are acceptable, but are additions to the five journal article requirement and should not appear to be the majority of your in-text citations.
APA Criteria
All criteria from the APA manual should be followed. Do not copy nor paste from internet examples- you must type out each reference and citation in its correct format. Please review both videos, take notes, and download the APA Information document found under the course policies, procedures, and requirements link in Blackboard. This is the standard set for papers submitted in this and future courses.
Safe-Assign Score Policy
Reducing your safe assign score is easy by using original written-text, not borrowed from a peer nor circulated from a previous course you took; use peer-reviewed journal articles from different publishers/journals; and stay away from including verbiage from internet websites. Scores above 30% will be flagged, and graded as a “zero” by the Instructional Associate. You will then be referred to the Professor of Record for further intervention.
Due by day seven of module three at 11:59 p.m.
Assignment: 75 points
What is one possible origin of theater–one way that theater might have begun?
The Hidden World of Chili Peppers review
You are to go to https://www.youtube.com/watch?v=GOyKw7kYAxY and https://youtu.be/Lf68fSkIyRY to view two videos (Parts 1 and 2) entitled The Hidden World of Chili Peppers. Then, submit at least a 300 word essay response to the videos. Tell me what the speaker might have done wrong in the first video, then, in the 2nd video, tell me what he did to make his presentation better. This assignment is worth up to 33.4 points. Submit your 300 word response as a Word document, posted to this Assignment page. (Use the Browse My Computer button shown below).The due date for this assignment is posted on the schedule of assignments found on the course syllabus.
Pro-social skills
Director’s Presentation
The Final Project will illustrate how family-centered programs, theories, and concepts support the early childhood classroom and the child’s family.
The family-centered approach asserts that family involvement is important for a young child’s cognitive and social development.
1. The Final Project, which will be presented via PowerPoint, will address the following scenario:
2. You are the director of a preschool program that serves children ages three to five.
3. You are giving a presentation to teachers and parents to encourage partnerships in the education of the whole child.
4. The objective of your presentation is to encourage adaptive skills and to facilitate strategies in which to maximize these abilities that can be taught in the classroom and extended at home.
5. Address the following skills:
· Self-help skills.
· Pro-social skills.
· Self-regulation skills.
For each of the three skill-sets above:
a. Explain the desired skills and how they relate to the classroom and home.
b. Identify and discuss two to three strategies for teaching the skill-set to children in the classroom.
c. Explain how you will help parents to utilize the strategies to reinforce the desired ability at home.
d. Identify and describe a resource (either community or web-based) for the parents to use to continue their learning at home.
The PowerPoint presentation must be 18 to 20 slides in length, not including title and reference slides.
· You are encouraged to creatively address the material by including graphics, visuals, charts, graphs, and/or sound.
· Slides should be designed to clearly and concisely address the material.
· The PowerPoint presentation must be formatted according to APA style (i.e., include the title and reference slides and citations within each slide when appropriate.)
· The notes section of the PowerPoint must be utilized to expand on your presented points.
· The notes section should also include any additional information necessary to explain or show your point of view.
· You must also use at least two scholarly sources in addition to the course text and include at least four community resources (with websites included).
I HAVE ATTACHED CHAPTERS FROM THE TEXT BOOK TO USE TO HELP WITH THIS ASSIGNMENT
The Final Project will illustrate how family-centered programs, theories, and concepts support the early childhood classroom and the child’s family.
The family-centered approach asserts that family involvement is important for a young child’s cognitive and social development.
1. The Final Project, which will be presented via PowerPoint, will address the following scenario:
2. You are the director of a preschool program that serves children ages three to five.
3. You are giving a presentation to teachers and parents to encourage partnerships in the education of the whole child.
4. The objective of your presentation is to encourage adaptive skills and to facilitate strategies in which to maximize these abilities that can be taught in the classroom and extended at home.
5. Address the following skills:
· Self-help skills.
· Pro-social skills.
· Self-regulation skills.
For each of the three skill-sets above:
a. Explain the desired skills and how they relate to the classroom and home.
b. Identify and discuss two to three strategies for teaching the skill-set to children in the classroom.
c. Explain how you will help parents to utilize the strategies to reinforce the desired ability at home.
d. Identify and describe a resource (either community or web-based) for the parents to use to continue their learning at home.
The PowerPoint presentation must be 18 to 20 slides in length, not including title and reference slides.
· You are encouraged to creatively address the material by including graphics, visuals, charts, graphs, and/or sound.
· Slides should be designed to clearly and concisely address the material.
· The PowerPoint presentation must be formatted according to APA style (i.e., include the title and reference slides and citations within each slide when appropriate.)
· The notes section of the PowerPoint must be utilized to expand on your presented points.
· The notes section should also include any additional information necessary to explain or show your point of view.
· You must also use at least two scholarly sources in addition to the course text and include at least four community resources (with websites included).
I HAVE ATTACHED CHAPTERS FROM THE TEXT BOOK TO USE TO HELP WITH THIS ASSIGNMENT
implications of an ethical issue according to the Christian worldview
In this assignment, you will analyze the implications of an ethical issue according to the Christian worldview. You will be challenged to think about Christian worldview core beliefs and apply what you have learned over this course. This will be a thorough analysis of a case study you will choose from the options provided.
Write a 1,000-1,500-word essay in which you analyze ethical thinking and use values-based decision-making to address a case study from the perspective of the Christian worldview. Choose one case study from the five options listed in the attached “Ethical Dilemmas” document.
After an appropriate introductory paragraph with a thesis statement in which you name the scenario you are choosing, address each of the following six sections with at least one paragraph each. Write at least one paragraph for each component using the underlined titles for a subheading.
- Ethical Dilemma: Briefly describe the ethical dilemma in your own words, including (a) what in the scenario makes it difficult to make an ethical decision and (b) at least two options for resolving the scenario, providing a brief overview of what sort of ethical decisions each option might make.
- Core Beliefs: What beliefs about God and humanity from the Christian worldview are relevant to the scenario? How might these core worldview commitments of Christians influence one’s decision-making with regard to this scenario?
- Resolution: Describe the Christian worldview’s proposal for resolving the ethical dilemma. How should the person in the scenario act according to the Christian worldview? What is the best course of action for a Christian? (Note: The resolution should be consistent with Christian worldview commitments.)
- Evaluation: What might be the unintended consequences and perceived benefits of the resolution proposed by the Christian worldview?
- Comparison: How does the Christian worldview resolution compare to how another worldview might resolve the dilemma? Choose a specific contrasting worldview, such as atheism, pantheism, or scientism.
- Conclusion: Synthesize the main points, pulling the ideas of the paper together.
- References
Use and cite two course resources (textbook, lectures, and the Bible), and at least two scholarly sources from the GCU Library that address the issue from opposing sides. Refer to the directions on “Navigating the GCU Library for CWV Benchmark Research” and the “Example Ethical Dilemma Essay.”
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center. Review the GCU Template for formatting and utilize the attached “Ethical Dilemmas Essay Template” to complete the benchmark assignment.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Collective bargaining provisions
Collective bargaining provisions may differ from state to state.
Do some research for the state of Tennessee with regard to this issue. What are the provisions for collective bargaining in the state of Tennessee?
Discuss the provisions in place in the state of Tennessee and give your opinion as to these provisions.
Communicating Effectively
Communicating Effectively When difficult issues or conflicts arise, it can be challenging to communicate effectively and reach an outcome that honors each person’s perspective. Professionals who work with infants, toddlers, and their families can benefit from practicing dialogue skills to become more confident and receptive when challenging issues emerge. As you read the following scenario, think about each individual’s perspective and reflect on the information you have read about communication this week. Danna is 11 months old and has been coming to this childcare center since she was 4 months old. She has adapted well to the program from the beginning, and enjoys all times of day, including naptime. One morning, Danna arrives at the center carrying a well-loved blanket bunny (a small blanket that has the head of a bunny attached to it). This is the first time Danna has brought the blanket with her to the center, though it looks like she has carried it around quite a bit at home. Maria, Danna’s mother, wants to talk with Danna’s primary caregiver, Joelle, about the blanket but several families have arrived at the same time and Joelle is very busy. Maria knows that many children need comfort objects and thinks that Danna may need some extra nurturing today because she has been spending more of her time at home caring for an elderly family member and has not been able to spend as much time with Danna. It is difficult to leave, but she cannot stay any longer. Joelle notices that Danna’s movements around the center seem more unsteady with the blanket in tow, and also that the blanket is getting dirty. As Danna pulls to a stand, she holds the blanket bunny between her teeth, sucking on a place where it is very dirty. This concerns Joelle and so a few times throughout the day, Joelle suggests to Danna that she leave her blanket but Danna becomes upset. Concerned that this is a health and safety issue and aware that she has never seen this blanket before, she decides to talk with Maria about the blanket bunny when she arrives to pick up Danna. As Maria heads to the center to pick up Danna, she is hoping to learn how her daughter’s day went. She wonders if Danna needed extra nurturing, and if the blanket helped. With this scenario in mind, review the information in Diversity in Early Care and Education on the five outcomes to cultural conflicts (pp. 54–56) and the RERUN communication process (pp. 58–60). Also, review the information presented in the article “Hearing Parents in Every Language” (Bruno, 2003). By Day 3: Post a sample dialogue (with at least eight lines of dialogue per person) demonstrating how Joelle and Maria could communicate effectively about this situation and work toward fostering mutual education (one of the five outcomes to conflicts) and achieving a positive resolution to this situation. Your response should demonstrate an understanding of the key ideas presented in the readings and conclude with next steps for continued relationship-building and communication.
Wk5 3204 Content Reveiw
Content Review Directions: •Respond to each item. Each response should be concise and between 2–3 paragraphs in length. •Use MS Word to write your responses, and submit your answers to all three questions in one Word document. •Copy and paste each question within the document, so that your Instructor can see which question you are responding to. 1.In Chapter 1 of Diversity in Early Care and Education, Janet Gonzalez-Mena introduces the concept of transformative education and discusses the role of dialogue. Review the information presented on pages 25–26 (including Point to Ponder 1.9). Using an example related to the care of infants or toddlers that you have read about or observed in the first four weeks of this course, explain what the terms transformative education and dialogue mean, as well as how these concepts relate to each other. 2.Differences between individuals’ concepts of time, which are shaped by culture, can lead to conflicts. Review the information on time concepts presented on pages 38–39 of Diversity in Early Care and Education and then review the information on outcomes to cultural conflicts addressed on pages 54–56 of the text. Describe one or more conflicts that may arise between an infant/toddler professional and a family member if the two individuals have different views on time. Then, using this example, compare and contrast two or more of the five outcomes described on pages 54–56, and explain the advantage(s) of one outcome over the other. 3.On page 56 of Diversity in Early Care and Education, Janet Gonzalez-Mena refers to the challenge issued by the National Association for Education of Young Children (NAEYC) for infant/toddler professionals to move beyond dualistic thinking toward holistic thinking. Using an example related to the care of infants or toddlers, explain what holistic thinking means and describe how it presents a better alternative for addressing the needs of everyone involved.