Were these crimes morally wrong? Explain

Write a short report in which you discuss factors that may have undermined the reliability of the eyewitness evidence in the case.

How does this process aid in understanding the essential components required for instructional choices?

LIT 5183 Module 2: Assignment

Building the Delivery Approach: Knowing When to Present What to Learn

In the Module 1 analysis assignment, you established a structure for an inquiry-based thematic unit. In this Module 2 application assignment, you will reshape ideas by identifying salient points through an analysis of the qualities and characteristics of given tasks prior to establishing a sequential order to build skills.

• Download the Application: Part 1 and 3 Charts, to your desktop for use in this assignment.
• Create a Word document for your response.
• Use APA for the title page, references page, and in-text citations.
• Follow the directions to submit your final Word document.

Part I. Reshaping Ideas

Determining how to present information or how to support the development of skills occurs when components are considered in different ways. 

Step 1. Collect the nine ideas identified in Step 4 of Module 1. Place them in the appropriate part of the chart. Using the Common Core State Standards (CCSS), identify 2-3 appropriate standards for each component.

For example:

Objective: CCSS.ELA-Literacy.W.4.4 (Links to an external site.) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Skills: The nature of descriptive writing.

Part II. Task Analysis

Each component (skill, content, or process) requires given abilities, previously learned which now need to be used in application, or need to be learned. Before determining an approach, a task should be analyzed to identify what is known and what needs to be learned. 

Step 2. Complete a task analysis on each item for each component.
For example: The nature of descriptive writing.

• Knows the correct placement of the title (writing format)
• Indented paragraph format (writing format)
• Knows the conventions of standard English, including capitalization and punctuation
• Distinguishes the purpose of descriptive writing
• Identifies descriptive writing in an example
• Identifies and sort words which describe
• Uses words which create a visual image
• Knows when to use a descriptive phrase, sentence, or paragraph 

Step 3. Collect the common tasks from each component, grouping them because they are alike in some way. This means identifying common characteristics, qualities, or activities which require the same approach or understanding. Label the collective group. (Not all tasks can be grouped. These may be important enough to stand-alone).

For example: Learners might need to recognize descriptive words in a content area which is also a skill in writing. When asked to write a descriptive paragraph, they are using a process to complete the assignment. 

Part III. Identifying Order

Once tasks are identified, they can be organized in a sequential order for delivery. We would not expect learners to identify words before they identify and name letters. Ordering asks the question: What do learners need to do before they can be successful at given task? 

Step 4. Using the tasks identified and labeled in Step 3, place them in a sequential order, from first to last as appropriate for building skills, developing content, or using thought processes. Identify the component (skills, content, process). (Add additional lines as needed. More than one sequence may be required).

Part IV. Evaluating the Sequence

The ordering of tasks defines what needs to accomplished first. Some tasks may be essential but require developing over time or need a different content before introduction.

Step 5. Use the following questions to determine if the sequence will work.

• Are the prerequisite skills identified and in place for the new learning?
• How does the task relate to the one before? To the one after?
• Is another task, not identified, required before moving forward?
• Does the task build towards mastery of the concepts, ideas, or standards identified?
• Will this task, when introduced, support the overall flow of skills, content, or processes?
• Does it work for this grade level?

Step 6. Present the order of tasks. Write an introductory paragraph to set the stage followed by a listing of the tasks and their identified component.

In a brief summary, use 2-3 paragraphs, address the following questions:

• How does the order support the developmental stages for this age group?
• What difficulties may need to be addressed before these tasks can be introduced?
• What relationships and patterns can be connected to other skills, content, or processes in order to transition to future topics?
• How does this process aid in understanding the essential components required for instructional choices?

Examine the Taliban Conflict in Afghanistan, especially its origins, causes and consequences. Why and how did it end the way it did?

Develop testable hypotheses that address possible solution to the question you have developed.

After watching the speakers, write about one example of effective vocal delivery and one of effective non-verbal communication.

How close is too close

Evaluate the use of three specific techniques and design elements employed in the film as they contribute to the overarching narrative and theme of the film.

How would you recruit diverse, qualified applicants?

Paper details:

Be sure to review the Discussions Guidelines prior to participating! In chapter 2, you reviewed the recruitment and various testing procedures for officers. In M01 Learning Activities, you reviewed Indiana’s physical fitness testing procedures. You are the Chief of Police of your town and are having trouble recruiting diverse and qualified applicants for the position of probationary patrol officer. You are having some of the common issues – recruiting minorities, women, and those who identify as LGBTQ; the low entry-level salary cannot compete with other local employers; inability to pass a background check or physical fitness standards; and more. You have no funding to raise salaries or offer elaborate marketing campaigns. How would you recruit diverse, qualified applicants? Would you change the hiring process at all (be sure to review all the steps)? Would you add any steps to the hiring process? You will need to post your initial response before seeing your classmates’ posts. Post your initial response of at least 200 words no later than Thursday evening. Provide at least two substantive responses of at least 75 words to your classmates no lathkzer than Sunday evening.

why are influencers in wine and spirits so important

Overview

The Final Project demonstrates the graduate student’s ability to carry out independent investigation and present the results in clear and systematic format. The following is a guide for the preparation, submission, and acceptance of your Master’s final project to the School of Professional Studies. It should be noted that the final responsibility for the project is the student’s and the College does reserve the right to refuse any manuscript that does not follow the proper writing , style or formatting guidelines.

This guide discusses the entire contents of the Final Project: defining its purpose and indicating the level of detail, sophistication, and style of report writing needed for this academic document.

A research project is considered sound if:

• The report is well organized flowing logically and smoothly, contains appropriate headings and subheadings, and has a professional look.
• The literature review is current and relevant.
• It includes analysis, recommendations and conclusions that contain original opinions based on the research.
• It explains how the learning can be applied to business and it contributes to the body of knowledge in the field.
• The project clearly defines its limitations and scope for further research.

• A poor final project lacks specific recommendations, containing only observations that that are broad or general with no specific guidance as to how to implement it. A strong final project clearly presents its original problem, research approach, findings, analysis, interpretations, conclusions and clear recommendations.

The paper should use proper citation, and emulate the style of the literature you review. The use of colloquialisms and slang is unacceptable. In addition, there is no use of the first person. The composer of the document should refer to him/herself as “the author.”

Content and Quality

It is important to consider the following expectations around the level, scope and quality of work for a graduate-level final project.

This project should demonstrate a high level of critical thinking that is the crowning achievement of the master’s program. This is NOT simply a longer version of an undergraduate term paper or final class paper. A graduate-level final project should meet several minimum requirements.

1. It should clearly demonstrate the student’s ability to think deeply and critically about the topic in question. It is expected that one will evaluate the quality of the information gathered and draw one’s own independent conclusions based on research. There should be significant evidence of original thought.
2. The document should be built around what is traditionally called a “problem statement”-something that goes beyond broad generalities. The statement should take a specific stance on an issue that the paper then sets out to confirm or refute. Addressing controversial topics or new ideas is strongly encouraged. It should be well-defined and clear what the writer’s goal, position, conclusions and recommendations are.
3. At the graduate level, a quality paper should advance the state of knowledge in the discipline and provide value to practitioners in the field. For example, as a result of reading this paper, how can I become a more effective leader and increase the value of Finance, Marketing, HR, etc. to my business?

Plagiarism

Plagiarism is using other people’s words and ideas without acknowledging the source, and it isregarded as an extremely serious violation of academic standards.

When you state facts, numbers, data or anybody else’s research, writing or opinion, you must note the source with citation. Remember that anything not correctly sourced, citing the original author, is assumed to be your own work. If it turns out that it is not, then you will be guilty of plagiarism. The burden of proof of originality lies with you, the author.

Make sure your references are in APA format. The author(s) and source(s) of any work that is not your own are clearly identified and cited.

Plagiarism is a serious offense that could result in a student failing the course, and even being expelled from the program. You are responsible for reading, understanding, and fully complying with the Manhattanville College School of Professional Studies on Plagiarism available in the Student Reference Guide.

General Requirements

1. All final projects should adequately cover the intended subject matter and demonstrate the capacity to perform graduate level research. The final version must be well organized and clearly and logically written.
2. The ability to write in graduate level English in a formal research style is a requirement for your research project. Check spelling, grammar and punctuation carefully. Use the spell check and grammar functions on your computer, but do not rely on them exclusively. If there are obvious spelling errors or grammatical errors, the readers will suspect that you did not invest much time in quality control, and they will not waste time in carefully reading your paper. This type of paper usually gets an immediate rejection from the evaluators.
3. The body (Chapters 1-5) of the Final Project must be a minimum of 24 pages.
4. Spacing is double or 1.5.
5. Font is 12 pt. Times New Roman or Arial.
6. Paper is US Letter (8.5″ x 11″).
7. The margins at the binding edges left side should be 1.5″ (40mm) and other margins 1.0” (20mm).
8. Pages should be numbered on the bottom right throughout the final project, starting with the Table of Contents. The Title Page is not numbered.
9. APA format