What a busy five weeks we have had! We have learned to use moral reasoning and examined many ethical theories…

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What a busy five weeks we have had! We have learned to use moral reasoning and examined many ethical theories in this course. These include virtue ethics, utilitarianism, social contract, deontology with goals (Hinduism and Buddhism), deontology with divine authority (Judaism, Christianity, and Islam), relativism (individual and cultural), and deontology with a categorical imperative (Kant).

Think back about your impressions of each of these ethical systems and write a 1,000 to 1,250-word essay that addresses the following questions below. Be sure to write good introductory and concluding paragraphs in your essay.

  1. Summarize the principle components of each of the seven ethical systems studied in this course (listed above), including the principle ethicist involved in developing the system. Use two or three sentences for each ethical system.
  2. Which ethical system is most prevalent in the United States today? In the World?  Explain your answer and support your response.
  3.  Which ethical system most closely matches your personal ethical system? Why do you think so?  Explain your position.
  4. Please give a short, personal example that supports your decision to identify your ethical system (3 or 4 sentences) and explain why it does so.
  5. Examine your response to previous assignments in Modules 1 thru 4 in this course.  Are there any inconsistencies or conflict between positions you took in earlier assignments and the ethical system identified in this paper? For example, monotheists (Christians, Muslims, and Jews) believe in universal maxims. Relativists do not think universal maxims are possible.  One cannot, for example be a Christian and believe no universal maxims exist, which is a relativist position. Monotheism (Christianity) and relativism are polar opposites. If inconsistencies exist between your earlier answers and this paper, how do you resolve them in your ethical decision-making process in the real world?
  6. Add at least three references to support your analysis in this paper.

Honor Student

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Details:

1. Honors Students: Complete this assignment according to the directions provided in the “Honors Addendum,” located in Course Materials.

Imagine that your principal has come to you and stated that the district is interestedin hosting a professional development workshop for educators to help them broaden their cultural competence, improve their family-teacher relationships, and enhance educational experiences for all students. The district is proposing using the materials from “A Class Divided” and “White Privilege: Unpacking the Invisible Knapsack” for the workshop. 

Your principal has asked you to submit a 500-750 word persuasive essay either insupport of or against the use of the material in these resources. In your essay, include specific examples that discuss whether the materials could be used to help individuals broaden their cultural competence, build stronger relationships, and create more relevant educational experiences.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

2. After viewing “Lessons from the Real World: Social Issues and Student involvement,”research other service learning opportunities for K-12 students that promote principles of social justice.  Using the “Service Learning Ideas” template, submit a list of 7-10 potential projects.

While APA format is not required for this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. Please example and sheet attached

Analyze

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Analyze: The Story of an Hour

  • We only have four characters, but the main character has a serious heart condition. Just like in poetry, how can we read this literally, and then how can we read it metaphorically? Consider the time period of this story (before all the medical treatment we now have for heart disease) and the role of women at that time.
  • The story’s setting is in one house; it begins downstairs, travels upstairs to Louise’s bedroom, then returns down the stairs at the story’s end. The only glimpse we get of the outside is through Louise’s window. How does the contrast between the house and the view out the window reflect the meaning in the story? Does the upper and lower level of the house reflect possible meaning?
  • Reflect on the title of the story; what additional meaning does it add to the story?

500 WORDS

MLA FORMAT

DISCUSSION

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Families and Education”  Please respond to one (1) of the following:

  • The definition of marriage has changed over the past years and the recent Supreme Court ruling. Review Figure 11.6 on page 276 of the textbook. Identify your state’s status on same-sex marriage. Explain which sociological concept best supports the changing attitude towards same sex marriage (depicted in Figure 11.5 on page 276 of the textbook).

 NEED 2 PARAGRAPHS- I’M ONLY PAYING 5.00 AND NEED TO BE DONE BY 2/12/17 10:00AM EST

SOURCE: National Public Radio. (2012). “State by State: The Legal Battle Over Gay Marriage.” Associated Press; “The Changing Landscape of Same-Sex Marriage,” by Masuma Ahuja, Robert Barnes, Emily Chow and Cristina Rivero. Washington Post, July 28, 2014. While state legislatures and Congress have not been as quick to adopt broad definitions of marriage and family as many individuals have, the picture of legal prohibition and recognition around the country makes for a rapidly changing map. Figure 11.5 shows the laws in effect at the time this book went to press. Same-sex couples who seek to marry—and their advocates—often argue that they face mass denial of a basic civil right on the grounds of sexual orientation. Why should those in a committed relationship be denied the right to sanctify and legalize it regardless of sexual orientation? Those who object to same-sex marriage respond that this broad definition of marriage constitutes a threat to traditional marriage and families, not least because same-sex marriage cannot produce shared biological children. As well, say some opponents, the legitimation of same-sex marriage could lead to its spread, threatening heterosexual marriage. While more people are beginning to favor the legalization of same-sex marriage, a substantial minority of Americans remain vehemently opposed (Figure 11.6). With about half of all U.S. marriages ending in divorce, it is not surprising that the battle for same-sex partners to secure marriage rights has recently evolved into a fight for their right to divorce, particularly in cases where couples share children or own property in common. U.S. divorce rates may be driven by many factors, including frustration with waning passion, economic stress, and poor compatibility of partners. One factor sometimes noted by observers, however—the ease of divorce in the United States, partly a product of no-fault divorce laws—does not apply to same-sex partners. A problem arises when a same-sex couple married in a state permitting their legal union seek a divorce in a state that does not recognize gay and lesbian marriages. In a 2012 case in the state of Maryland, a lesbian couple married in 2008 in California sought a divorce. The women were, according to the Washington Post, expecting a smooth and simple legal procedure; their property had been divided, the divorce was uncontested, and they had no children. They were stunned when the judge denied them. As the Post‘s story points out, the “case represents just one of the many blind spots in the legal infrastructure of same-sex marriage in America. Couples often have different rights when they cross jurisdictional lines and may not have the same status in the eyes of the federal government as they do in their home states. The laws are constantly evolving” (McCarthy, 2012). A Maryland court ruled in May 2012, however, that the couple could proceed with their divorce—though, ironically, same-sex couples were denied the right to marry in Maryland until 2013. Cases like these present a conundrum in a country where states may make their own laws governing the prohibition or recognition of unions the federal government has not legally recognized. While Maryland had no law in place expressly banning the recognition of same-sex marriages performed in other states, it also had no law allowing such recognition. Is the manifest function of divorce law to permit a couple to legally end a union that is no longer viable, or is it to act as a symbol of a state’s position on marriage and family? How can a conflict between these two functions of divorce law be resolved?

Figure 11.5 Same-Sex Marriage Laws as of October, 2014

EDU 382 Meeting the Needs of Diverse Learners: Week 5 Final Assignment

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Ashford 6: – Week 5 – Final Paper

Lesson Plan Revision and Analysis For the Final Research Paper, you will select among one of three lesson plans where you will differentiate the given lesson plan based on student readiness, student interest, and student learning profile for content, process, and product. You will then evaluate the way you have differentiated the lesson plan to meet the needs of your students through an analysis that gives evidence for your approach. Review the following template for further guidance.Final Assignment TemplateAssignment Instructions To complete the Lesson Plan Revision and Analysis, follow these steps:

  1. Choose one of the three lesson plans to differentiate:
  • Elementary School Math Lesson Plan: Bundles of Beans: A Place Value Lesson

http://www.lakeshorelearning.com/general_content/free_resources/teachers_corner/lesson_plans/bundlesOfBeans.jsp

  • Middle School Literature Lesson Plan: Superman: Modern Mythology

http://www.atozteacherstuff.com/pages/433.shtml

·High School Science Lesson Plan: Elements of Chemistry: Atoms: The Building Blocks of Matter

http://www.discoveryeducation.com/teachers/free-lesson-plans/elements-of-chemistry-atoms-the-building-blocks-of-matter.cfm

  1. Once you have selected your lesson plan, you will then differentiate your lesson plan based on student readiness, student interest, and student learning profile for content, process, and product. Using Chapters 5 through 7, you will develop three ways to differentiate content, three ways to differentiate process, and three ways to differentiate product for student readiness, student interest, and student learning profile. You must provide evidence from the text or other scholarly sources to support your reasoning for differentiation by explaining how it might support the various students in your classroom.
  2. Once you have developed ways to differentiate your selected lesson plan, you will then describe what an administrator would see if he or she came to observe your classroom. Explain what the students would be doing, the elements of differentiation that they would see, and how the classroom is effectively managed to support differentiation as described in Chapter 8. Be sure to provide evidence to back up your assertions and analysis.

The Final Research Paper

  1. Must be formatted according to APA style as outlined in the Ashford Writing Center.
  2. Must include an APA formatted title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted

Must begin with an introductory paragraph that has a succinct thesis statement.Must address the topic with critical thought and adhere to the assignment instructions. Must end with a conclusion that reaffirms your thesis.Must use the text and two additional scholarly sources to support your paper.Must be 10 pages in length.Must include a separate references page that has all sources formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Book:  Sousa, D. A. & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Bloomington, IN: Solution Tree Press.

https://online.vitalsource.com/#/user/signin 

If you have any questions in regards to this DQ please feel free to ask me..

Influence

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“Influence of Video Games on Violent Behavior” Please respond to the following:

  • Discuss one or two conflicting issues involving the view that video games encourage violent behavior.

The Prayers of Jesus

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In a 400 word initial thread discuss the following:  In the Garden of Gethsemane, Jesus prayed that the Father would,”Let this cup pass.”  Why did Jesus seem to shrink back from fulfilling the purpose for which He had come?  What emotions do you think were most prominent in His thought process as He prayed?

Must Reference:

Bible

Three other sources