How To Think Like An Economist Paper
Read the book. Complete Method 3 on Roman numeral page x and develop three of your own stories. Three or four or five double-spaced pages will suffice; six to ten pages is a bit too long. Your goal is to develop some of your own economic stories. The author has provided wonderful examples, so try and imitate his lead. The phraseology is awkward and your mind needs time for the thoughts to percolate. Thus, it is important to begin reading early in the semester.
With a little effort, youll be able to follow most of his examples, or as he calls them, stories. Economic principles are everywhere: with an airline seating preference, with a congested roadway, or with your willingness to accept a grade lower than an A.
The author does a magnificent job of simplifying the economic principle with an example that uses normal words and situations. The book deals with an economic way of reasoning; it will provide a good context for the textbook and it will make you think.
For my personal style of learning, I would want to read the entire book before I began the textbook. At the least, the first 10 or 20 pages would help me understand the overview ideas and get me started in the right direction.
Be sure to include your name in the paper itself. Please double-space.
Be sure to connect your story to an economic principle and be sure to elaborate upon the principle. This is extremely important: connect your story to the economic principle. Use more than one sentence to do this. Make explicit to the reader what economic principle is illustrated your story.
positive development for the macro-economy
Adam Smith provided the rationale why individual selfishness represented a positive development for the macro-economy. Garret Hardin’s seminal work indicates how selfishness alters a populated planet in different ways from an empty planet. As population grows, individual self interest increasingly conflicts with the common good. This philosophical difference between Adam Smith and Garret Hardin is at the heart of the environmental movement.
Do a Google search for “The Tragedy of the Commoms”. Find a URL address that illustrates a good example of the tragedy, such as the Yellow River in China. The Yellow River offers a great example, though it is sad to see what is happening. Provide an extended summary of your example and describe your personal attitude toward this phenomenon. Also respond to another student’s posting. The National Geographic magazine devoted an entire issue to China; if you are interested, it provides wonderful insights: http://ngm.nationalgeographic.com/2008/05/table-of-contents As in the last Discussion Board, one or two or three paragraphs is probably enough to adequately cover the topic.
Remember, do not use Wikipedia or any type of Blog for the Discussion Board assignments. Also remember to paste directly into the box, which means no paper clip icon will appear next to your submission. Use the rubric to guide your thoughts.
Is Theater Really Happening Everywhere, And All Around You? Talk To Me About Times In Your Everyday Life When You "Perform" Or "Act" A Role, Or Perhaps Are Watching Somebody Do That
I Want Only Your Opinion About This Question ( Is Theater Really Happening Everywhere, And All Around You? Talk To Me About Times In Your Everyday Life When You “Perform” Or “Act” A Role, Or Perhaps Are Watching Somebody Do That. Were You Successful In Yo
influence of culture in individuals' lives and the importance of being sensitive to cultural differences when working with infants/toddlers and their families-Week 6 Reflection EDUC 3204
Reflection Throughout this course, you have learned about the influence of culture in individuals’ lives and the importance of being sensitive to cultural differences when working with infants/toddlers and their families. Write a reflection that addresses the following points: • Based on your experiences in this course, respond to the following quotation and explain how it relates to the opportunities inherent in the role of an infant/toddler professional: “I see a progression of attitudes toward cultural differences from awareness, tolerance, and acceptance to respect and appreciation. Beyond that lies celebration, support, and finally, using differences as resources to expand and enrich your own life” (Gonzalez-Mena, 2008, p. 41). • In what ways has your attention toward the influence of culture grown as you have progressed through this course? Have you noticed yourself having new insights or considering different perspectives when you have observed infants and toddlers in your daily life? What ideas or questions do you now have about working with families in a culturally responsive manner? Assignment length: 1 page
Applying Knowledge of Culture and Family-Centered Care to Practice in Infant/Toddler Programs
Application: Applying Knowledge of Culture and Family-Centered Care to Practice in Infant/Toddler Programs . In this course, you have learned a great deal about the often abstract and complex subject of culture and how it can influence behaviors, interactions, and communication in infant/toddler programs. Imagine that you now have an opportunity to share what you have learned in this course about culture and family centered care and education with other infant/toddler professionals. What information would be most valuable for professionals who will be working with infants/toddlers and their families? In preparation for this assignment, consider the key insights you have had or the most important ideas you have encountered in this course. The following is one example: It is important for infant/toddler professionals to learn directly from families rather than make assumptions about their values and beliefs based on cultural stereotypes. You may wish to consult the Learning Resources and the assignments you for each week to guide your thinking. For this Application Assignment, describe 10 key insights or major ideas from this course that you would most like to share with infant/toddler professionals to help them build culturally responsive relationships and environments. For each key insight or major idea, include the following: •Explain why it is significant to a professional’s work with infants/toddlers and families and may help build culturally responsive relationships and environments. •Provide one or more specific examples from the Learning Resources and assignments to illustrate how the key insight or major idea could be put into practice in an infant/toddler program. Be sure to cite your sources. Assignment length: 2 pages
Project 4: Annotated Bibliography. Using an innovative technology tool
Project 4:
Annotated Bibliography.
Using an innovative technology tool, you are
expected to develop an annotated bibliography of books, periodicals, and online resources
reviewed in your research of educational technology trends and issues. You will apply APA style for your bibliography.
A Report About The New York Philharmonic Concert Performance
Antonin Dvorak’s “New World Symphony”
0:33 (Links to an external site.)Links to an external site. – I. Adagio – Alegro molto
10:10 (Links to an external site.)Links to an external site. – II. Largo
22:22 (Links to an external site.) – III. Scherzo (molto vivace)
30:03 (Links to an external site.) IV. Allegro con fuoco
Include the following:
1) Concert performer(s) and program content, including title and composer as performed in sequence (10%)
(2) Details of the performance venue, including venue, arrangement of musicians and instruments, descriptions of instruments,and audience responses (20%)
(3) Musical elements for each of the four movements (listed below) following the “Guide to Writing a Concert Report” – use time marks (00:00) as a reference in the narrative (70%)
1) Concert performer(s) and program content, including title and composer as performed in sequence (10%)
(2) Details of the performance venue, including venue, arrangement of musicians and instruments, descriptions of instruments,and audience responses (20%)
(3) Musical elements for each of the four movements (listed below) following the “Guide to Writing a Concert Report” – use time marks (00:00) as a reference in the narrative (70%)
- Show that you’ve learned something in this course. Use your newly developed musical vocabulary. Don’t say, for example, “The instruments moved the melody around.” Rather, say specifically, “The violins convincingly effected a modulation of the theme through different keys from 0:45-1:24.” (Which keys doesn’t matter; you’d have to have perfect pitch to know that, and only 1 person in 10,000 has perfect pitch.)
- Use correct vocabulary. Please don’t call an overture or a set of instrumental variations a “song.” This will drive your instructor berserk. It is a piece, composition, work, oeuvre, symphonic movement, and so on. Unless there is a text and your piece is sung, it is not a song.
800 word count minimum
Cross Platform Applications for Collaborative Writing
“Using Cross Platform Applications for Collaborative Writing” Please respond to the following:
· Go to Evernote’s Website, located at http://evernote.com/evernote/, and explore its features. Choose three (3) specific tools within Evernote that you believe instructors could use to support students’ writing efforts and determine the major positive and negative features of each tool.
principles of universal design for learning (UDL)
Two Part Assignment—
This assignment is another opportunity to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. In this assignment, you develop a lesson plan that incorporates UDL and effectively leverages educational technologies in the classroom. Specifically, using the Cast UDL Lesson Builder (2011) website (see instructions below on how to access this website), you will create a lesson in either English/language arts (ELA) or mathematics that includes the components listed in the content expectations, below. Prior instructor approval is required for those seeking to develop a lesson pertaining to another subject area. Regardless of subject, your lesson should align with specific grade level standards.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.
There are two parts to this assignment: Part I is an actual instructional plan and Part II is a final summary.
To prepare for Part I, you must first log onto the CAST UDL Lesson Builder (2011) website ( http://lessonbuilder.cast.org/ ). Username Nini911 Password: Abcd1234 . Next, click on “Create, Save & Edit My Own UDL Lesson Plans” and begin constructing single lesson for a specific grade level focusing on either reading/language arts or math only. Each respective portion of the plan is inserted by selecting “Edit” and are detailed below in the Part I Content Expectations. For more information on each part of the lesson plan, click on the “More Information” button located in the lesson plan builder.
Note: Not all parts of the lesson plan will be used. Read the Content Instructions below to ensure you complete each component that is required.
Content Instructions
· Lesson Overview (1 point): Include the title, author, subject, grade level(s), and duration of the lesson. (Lesson should be 30 to 90 minutes long, depending on your population.)
· Lesson Description for the Day (0.5 point): Include a brief description of the essential learning to be experienced by students and practiced during the lesson. Include the approximate duration of the lesson (30 to 90 minutes total).
· State Standard/s (1 point): Include the state grade-level standard this lesson aligns with. Include the whole standard rather than just its label (see Instructor Guidance for an example). You may use a standard from the Common Core State Standards or your own state standards.
· Lesson Goals (1 point): Also known as the lesson objectives. Construct one to two content-specific objectives for lesson. The objectives should be written in student terms and contain a single, observable, and measurable verb indicating the skill in students will be assessed for during instruction.
· Teaching Methods:
· Describe the anticipatory set (1 point)
· Address how you will introduce and model new knowledge (1 point)
· Describe the guided practice (1 point)
· Describe the independent practice (1 point)
· Wrap-Up (Closing) (1 point): Explain how you will close the lesson and in what manner students will debrief from the learning experience.
· Assessment (1.5 points): Describe what you will assess during the lesson (formative assessment) as described in either or both the guided practice and/or independent practice stages of the lesson.
· Save your instructional plan as a doc. file and upload it along with Part II to the classroom for evaluation.
Written Communication Instructions
· Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
Part Two – Analysis/Summary Content Instructions
· Reflection (3 points): In a separate two-to-three page Word document, include a reflection in which you address the following questions:
· How does your lesson serve as motivation for learners?
· How does your lesson stimulate critical thinking in your students?
· How does the lesson model a non-threatening environment providing differentiated learning opportunities without isolating students?
Written Communication Instructions
· Length Requirement (0.5 point): Two to three pages not including the title and references pages.
· Syntax and Mechanics (0.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
· Source Requirement (0.5 points): Utilize at least two scholarly resources and the Edyburn (2013) textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.
· APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.
PLEASE USE THESE RESOURCES
Association for Career and Technical Education. (n.d.). What is CTE? (Links to an external site.)Links to an external site. Retrieved from http://www.acteonline.org/general.aspx?id=120#.VQsKho7F98o
· This section of the ACTE website shows how career and technical education prepares youth and adults for a wide range of high-wage, high-skill, high-demand careers. This website is a required resource for the Week Five Assignment. Accessibility Statement does not exist. Privacy Policy (Links to an external site.)Links to an external site.
Common Core State Standards Initiative. (n.d.). Standards in Your State (Links to an external site.)Links to an external site.. Retrieved from http://www.corestandards.org/standards-in-your-state/
· This link will help you as you design your own instructional (lesson) plan for the assignment in Week Five. Accessibility Statement does not exist. Privacy Policy does not exist.
CAST UDL Lessor Builder. (n.d). Explore model UDL lesson plans (Links to an external site.)Links to an external site.. Retrieved from http://lessonbuilder.cast.org/explore.php
· This section of the UDL Lesson Builder website shows customized UDL lessons that are aligned to standards and tailored to include principles and practical applications of Universal Design for Learning. This website is a required resource for the Week Five Assignment. Accessibility Statement (Links to an external site.)Links to an external site. Privacy Policy (Links to an external site.)Links to an external site.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.
There are two parts to this assignment: Part I is an actual instructional plan and Part II is a final summary.
To prepare for Part I, you must first log onto the CAST UDL Lesson Builder (2011) website ( http://lessonbuilder.cast.org/ ). Username Nini911 Password: Abcd1234 . Next, click on “Create, Save & Edit My Own UDL Lesson Plans” and begin constructing single lesson for a specific grade level focusing on either reading/language arts or math only. Each respective portion of the plan is inserted by selecting “Edit” and are detailed below in the Part I Content Expectations. For more information on each part of the lesson plan, click on the “More Information” button located in the lesson plan builder.
Note: Not all parts of the lesson plan will be used. Read the Content Instructions below to ensure you complete each component that is required.
Content Instructions
· Lesson Overview (1 point): Include the title, author, subject, grade level(s), and duration of the lesson. (Lesson should be 30 to 90 minutes long, depending on your population.)
· Lesson Description for the Day (0.5 point): Include a brief description of the essential learning to be experienced by students and practiced during the lesson. Include the approximate duration of the lesson (30 to 90 minutes total).
· State Standard/s (1 point): Include the state grade-level standard this lesson aligns with. Include the whole standard rather than just its label (see Instructor Guidance for an example). You may use a standard from the Common Core State Standards or your own state standards.
· Lesson Goals (1 point): Also known as the lesson objectives. Construct one to two content-specific objectives for lesson. The objectives should be written in student terms and contain a single, observable, and measurable verb indicating the skill in students will be assessed for during instruction.
· Teaching Methods:
· Describe the anticipatory set (1 point)
· Address how you will introduce and model new knowledge (1 point)
· Describe the guided practice (1 point)
· Describe the independent practice (1 point)
· Wrap-Up (Closing) (1 point): Explain how you will close the lesson and in what manner students will debrief from the learning experience.
· Assessment (1.5 points): Describe what you will assess during the lesson (formative assessment) as described in either or both the guided practice and/or independent practice stages of the lesson.
· Save your instructional plan as a doc. file and upload it along with Part II to the classroom for evaluation.
Written Communication Instructions
· Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
Part Two – Analysis/Summary Content Instructions
· Reflection (3 points): In a separate two-to-three page Word document, include a reflection in which you address the following questions:
· How does your lesson serve as motivation for learners?
· How does your lesson stimulate critical thinking in your students?
· How does the lesson model a non-threatening environment providing differentiated learning opportunities without isolating students?
Written Communication Instructions
· Length Requirement (0.5 point): Two to three pages not including the title and references pages.
· Syntax and Mechanics (0.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
· Source Requirement (0.5 points): Utilize at least two scholarly resources and the Edyburn (2013) textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.
· APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.
PLEASE USE THESE RESOURCES
Association for Career and Technical Education. (n.d.). What is CTE? (Links to an external site.)Links to an external site. Retrieved from http://www.acteonline.org/general.aspx?id=120#.VQsKho7F98o
· This section of the ACTE website shows how career and technical education prepares youth and adults for a wide range of high-wage, high-skill, high-demand careers. This website is a required resource for the Week Five Assignment. Accessibility Statement does not exist. Privacy Policy (Links to an external site.)Links to an external site.
Common Core State Standards Initiative. (n.d.). Standards in Your State (Links to an external site.)Links to an external site.. Retrieved from http://www.corestandards.org/standards-in-your-state/
· This link will help you as you design your own instructional (lesson) plan for the assignment in Week Five. Accessibility Statement does not exist. Privacy Policy does not exist.
CAST UDL Lessor Builder. (n.d). Explore model UDL lesson plans (Links to an external site.)Links to an external site.. Retrieved from http://lessonbuilder.cast.org/explore.php
· This section of the UDL Lesson Builder website shows customized UDL lessons that are aligned to standards and tailored to include principles and practical applications of Universal Design for Learning. This website is a required resource for the Week Five Assignment. Accessibility Statement (Links to an external site.)Links to an external site. Privacy Policy (Links to an external site.)Links to an external site.
Designing with Technologies
“Designing with Technologies” Please respond to the following:
· Create your own visual depiction of the ASSURE model using Word, MS Paint, or a similar tool. Next, create and post a video that includes your ASSURE image and provide an explanation as to why you recommend the ASSURE model. Your video should not be longer than two (2) minutes.
· Use the Internet to research computer-aided design (CAD) programs. Next, identify the context in which an instructor would use a CAD program to help create an understanding certain concepts.