What is The Impact of Groundwater Pollution on Agriculture and Its Prevention

what is your rational for creating a differentiated classroom?

Give feedback to each of the following Prompts using the RISE Model for Meaningful Feedback. Prompt 1:Ch. 7 of How to Differentiate Instruction in Academically Diverse Classrooms identifies 18 key strategies for designing and managing differentiated instruction. Looking at strategy number 1, what is your rational for creating a differentiated classroom? Why should you have differentiation? My rationale for having a differentiated classroom is not all that complicated. I want to do the best I can for each one of my students. And that means recognizing the individuality of all of the students who make their way through my classroom throughout the days and the years. I fully believe that a differentiated classroom is one way that I can move myself in the direction of doing the best I can for each and every one of my students. The benefits are myriad. This model ensures that I have to work harder to get to know my students, which is generally a win for everyone. I will get to know what they are interested in. I will get to know how they prefer to share what they know, and I will get to know the best ways to access their inner fabulous student.

Analyze those strategies to prioritize them, which ones are the most important to getting the parents of advance learners prepared for your differentiated classroom?

Explain how the location is tied to race and/or ethnicity issues they face today.

Assignment: Race and Ethnicity

What are you going to do?

Ideas of multiple races, multiple ethnicity, cultural differences, etc. are not unique in the growing age of pluralistic societies.  We tend to focus on how these impact citizens in the United States, but have you ever considered how these ideas have shaped other nations around the world?  For this assignment, you will watch a series of videos and compare ideas within them.

What steps are required?

Watch the following three videos from Vox.  First, watch a video about Japan and North Korean race/ethnicity relations today: Inside North Korea’s bubble in Japan.  Think about how the concepts explained in class – race/ethnicity, intersectionality, institutional racism and human rights apply to this specific place (Japan) and time.

View the following additional locations/videos:

• Divided island: How Haiti and the DR became two worlds

Write 200-300 words for the video on Haiti/Dominican Republic explaining:

1. The history of the location. Include history of DR and Haiti AND history of boundary that separates these two countries.
2. Explain how the location is tied to race and/or ethnicity issues they face today.
3. Tie an idea in the video to two human geography concepts that we have covered to date. They may be found in geographies of place, population, development, migration, language, culture, economics, or any other areas of the discipline.
4. Discuss the concept of ‘institutional racism’. What institutions are discussed in each film?  Explain how institutional racism affects individuals/groups in the film in both Haiti and DR.
5. Walk me through how the ‘institution’ supports racism and precisely how it impacts an individual (as a member of a group).

What do you need to submit?

Submit your write-up in a single word document on eLearn in the dropbox.

What happens when the white sunshade enters into Léonce’s view?

The Awakening by Kate Chopin. We will be reading The Awakening over the course of the next two weeks. It is a short book; however, this is a reading assignment that doesn’t allow for skipping or skimming. Be sure to give adequate time to read through Kate Chopin’s work with as much due diligence as shorter works we’ve read so you can fully engage in this week’s Discussion and create a powerful Presentation about it next week. This well-known novel represents the developing character of a woman who “wakes up” several years into her marriage to discover how much sensual experience her conventional life as wife and mother has denied her. Thus the story offers an extended look at the effects of marriage, traditionally understood, on the awakening consciousness of an individual woman. In this way, it is the after story of the conventional romance, presenting what happens after the wedding. It is worth noting that this is not the story of the author’s life—even though she uses inspiration from it as per Local Color custom—although many people may be tempted to read it as such. Chopin, the mother of five children, was by most accounts happily married; she did not begin writing until after her husband’s death. Edna Pontellier is an original and bold character who dares to defy her culture’s expectations in order to explore her own desires. Keep in mind that a naive reader identifies with the characters as if they were real, while a sophisticated reader understands that characters are constructs of language, conventions, history, and more. Especially as the topic of suicide becomes part of our conversation, I urge everyone to focus on the literary elements and their reflection of history. I promise you’ll find more value from the text approaching from this direction! Overall, this cleanly written prose narrative lends itself well to close reading, and the opening passages of the novel introduce important elements of theme, character, conflict, and, most interestingly, perspective. It begins in the husband’s point of view, and the details tell us much about his attitudes toward life, possessions, and his wife. As we start class by reading the opening passages, identify whose perspective the story initially presents. What happens when the white sunshade enters into Léonce’s view?

Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster.

• Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team.

As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Professional Context

Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.

Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.

To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.

Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).

An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).

This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on evacuation, extended displacement periods, and contact tracing based on the disaster scenario provided.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Analyze health risks and health care needs among distinct populations.
  • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
• Competency 2: Propose health promotion strategies to improve the health of populations.
  • Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
• Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
  • Explain how health and governmental policy affect disaster recovery efforts.
• Competency 4: Integrate principles of social justice in community health interventions.
  • Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
  • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

Note: Complete the assessments in this course in the order in which they are presented.

Discuss various learning strategies that can be applied to lesson plan writing including, but not limited to, direct instruction, indirect instruction, collaborative learning, experiential learning, independent study, and interactive instruction.

Paper details:

Designing and completing a lesson plan requires an understanding of each component of the lesson plan and its purpose in the overall instruction for learning. Educators vary in their expectations for lesson plan development, but each element is necessary to provide a lesson that is well thought out, organized, and prepared for all types of students. Lesson plan development requires knowledge of standards, data literacy, and a vision for learning outcomes. For this assignment, write a 750-1,000 word essay explaining to new teachers how to use the “COE Lesson Plan Template” to create a complete lesson plan. The essay should include: Brief description of each section of the template, including why each section is essential to the overall plan (objectives, modeling, guided practice, independent practice, assessment, differentiation). Importance of alignment between state standards and instruction. How assessment data informs lesson planning and examples of what data could be used. Discuss various learning strategies that can be applied to lesson plan writing including, but not limited to, direct instruction, indirect instruction, collaborative learning, experiential learning, independent study, and interactive instruction. Examples of differentiation for students with exceptionalities, language barriers, or other challenges. Examples of technology integration to enhance and engage learning of young children. Support your positihkzon with 2-3 scholarly resources.

choose one topic and analyze it from at least two perspectives, preferably three. Point out the strengths and weaknesses of each perspective.

• Focus: choose one topic and analyze it from at least two perspectives, preferably three. Point out the strengths and weaknesses of each perspective. If you feel there is a “winner” amongst these perspectives, say so and show this particular perspective does a better job than the other two. Or, just show how the perspectives you choose provide a comprehensive picture to help us understand your topic.
• Personal reflection: be sure to add in a paragraph or two, more if you like, of your personal reflections on the topic and analysis. Add this in at the end of the paper.

You know how to write a paper. This is nothing new to you. You’ve got this.

1. Title page (10 %)– your name, the name of the course, the name of the instructor, the title of your paper and the date of submission…not necessarily in that order.
2. Introduction (10 %) – conclude introductory paragraph with our thesis statement – this statement tells the reader your topic, the perspectives you will use to analyze and the conclusion you will reach. If this is an experiment you will also add a sentence explaining the study: you will tell the methodology you used, the data you collected, the participants of the study, the location and anything else that is relevant. This will be before your thesis statement.
3. Body (50 %) – describe the topic (10 %), explain the perspectives (10%), and apply them to the topic for the analysis (30%).
4. Summary and conclusion (10 %) – summarize the main points in one paragraph and conclude in another paragraph. Instead of ending the paragraph with the thesis statement you begin the paragraph with the thesis statement but in past tense because at this point you have already done what you said you were going to do in the introductory paragraph. Then you use the rest of the paragraph to tell the reader why this information (that you have provided with this paper) is important.
5. Personal Reflection (10 %) – at least a couple paragraphs, more if you want to.
6. References (10 %) – at least 5 academic sources and any other sources you like

Write a 2-page, double spaced essay that is based on the two primary sources included below – the Justice Department’s amicus curiae brief and John F. Kennedy’s report.

What is the major difference between a good story and a fairy tale?

Please make complete sentences. Fragments, contractions, slang, and colloquialisms are not allowed. Use only formal and standard English.

• THEORY: Here choose three (3) questions only out of six. (15 pts)
• What is the major difference between a good story and a fairy tale? ii. What is the main (or even implicit) reason for most authors to tell a story in their novels or plays?
• Define the term “description” as a rhetorical mode. ii. Identify three criteria inherent in an objective description and three criteria inherent in a subjective description. Please be very specific to receive full credit. Vague or too general answers that can apply to anything will not be validated.
• Define two of the following techniques and explain why they can be used in a narration: analepsis, prolepsis, ellipsis, inception in medias res.

• Provide the definition of the word “definition?” What are the three classical criteria of a definition? Identify three (among several others) qualities of a good definition.

• What are the assets or benefits for using a good definition in an essay? Identify at least three assets or benefits.

• Define the term “analogy”. Give two instances of analogy.

B- PRACTICE (15 pts): Each of these definitions is flawed. Firstly, identify the nature of their flaws and, secondly, rewrite them to make them flawless. Here choose three definitions only (6 pts).

      I-A tiger is a wild animal and lives in Asia.

II– Education is studying.

III- Taxation is the action of imposing taxes

     IV- Navigation is when you plan a route and travel.

Analysis of analogies:

i.Indicate at least two common features shared by each of these pairs of analogy Choose two (2) pairs only (4 pts):

 A Computer and the brain.  God and a poet.  A bad politician and a charlatan. An anthill and a government office.        

1. The compare and contrast rhetorical mode and language should never have any mistake(s). If they do, then their language becomes incomprehensible.