Category: Education & Teaching

Reading Assignment 1
Defining Deviance
Introduction, Tammy L. Anderson, https://books.google.com/books?id=MyKoAgAAQBAJ&pri…
Rules for the Distinction of The Normal and the Pathological, Emile Durkheim /
Notes on the Sociology of Deviance, Kai T. Erikson /
Definitions of Deviance and Deviance and the Responses of Others from Outsiders, Howard S. Becker /
Defining Deviance Down, Daniel Moynihan /
Connections: Definitions of Deviance and the Case of Underage Drinking and Drunk Driving, Tammy L. Anderson, Critical Thinking Questions /
Deliverable Length: 2-3 pages (Each question should be 1-5 pages total)
Answer two questions:
1. Durkheim treats deviance and crime as objective, measurable social facts. Deviance is both normal (ALL societies have patterns of deviance/crime) and pathological (patterns of deviance/crime are statistically infrequent compared to conforming behavior patterns). Explain how recreational marijuana use may be both normal and pathological social behavior. If most people have used marijuana (“normal”), how can it be defined as deviant (“pathological”)?
2. Erikson argues that deviance is NOT an objective quality of behavior; rather, social audiences label deviance based on directly or indirectly witnessing such behavior. In short, deviance is less about statistical evidence and more a quality of social reaction. Using drunk driving as an example, how does audience reaction establish boundaries between recreational drinking and drunk driving, especially the legal response to the latter? In your answer pay particular attention to age of offenders as an important boundary.
3. Emile Durkheim has written that crime is “normal.” Similarly, Kai T. Erikson maintains that deviant behavior functions to uphold community standards by punishing the deviant. Explain how deviance and crime can be normal and/or functional. Pay particular attention to the sociological context of crime/deviance in your answer. How does boundary maintenance relate to the sociological idea that crime/deviance is normal?
4. Summarize Becker’s four different viewpoints on deviance: statistical; medical/disease; failure to obey group rules; and labels defined through social interaction. Which of the four do you think is the most important in understanding the persistence of deviance in society?
5. Moynihan contends that society is in a constant state of defining and redefining what is considered deviant, “so as to exempt much conduct previously stigmatized and also quietly raising the “normal” level in categories where behavior is now abnormal by any earlier standard.” Discuss the three specific types of redefinition he covers: the altruistic, the opportunistic, and the normalizing.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Guide to Understanding Deviance, Crime, and Social Reaction

Step 1: Understand Durkheim’s Concept of Deviance and Crime

Émile Durkheim considered deviance and crime as social facts—objective, measurable behaviors that can be analyzed through their role in society. He argued that deviance is both normal and pathological in different contexts.

• Normal Deviance: According to Durkheim, deviance is normal because all societies have forms of deviance or crime. Every society has rules, and violations of these rules are inevitable. These violations can range from minor infractions to major criminal acts. For example, recreational marijuana use may be seen as normal because, in certain societies (like those where marijuana has been legalized), it is a common behavior. This does not necessarily threaten social cohesion in those contexts.
• Pathological Deviance: Deviance becomes pathological when it becomes statistically infrequent in a society. If a behavior, like recreational marijuana use, becomes widespread in a particular society, it might initially be seen as deviant because it goes against legal or cultural norms. However, once a critical mass of people engages in that behavior, it becomes normalized. The same marijuana use might have been considered pathological when it was illegal or stigmatized.

Step 2: Analyze Erikson’s View on Social Reaction and Deviance

Kai T. Erikson argued that deviance is not an inherent property of behavior but is instead a social construct. Social groups or audiences define deviance based on how they respond to behaviors. The role of audience reaction determines whether an act becomes labeled as deviant.

• Using drunk driving as an example, we can explore how deviance is defined based on societal reaction:
  • Recreational Drinking: Drinking alcohol is a common social activity. However, when someone drinks excessively and operates a vehicle, the behavior crosses the boundary into drunk driving—a legal and moral violation.
  • The legal response to drunk driving (e.g., DUI laws) establishes it as deviant because it puts others in danger. The age of offenders also plays a significant role in how this behavior is perceived. Younger drivers may face harsher penalties or more stigmatization due to societal expectations for responsible behavior and the legal drinking age.

Erikson’s approach emphasizes that deviance is not just about statistical behavior but about how society reacts and enforces norms.

Step 3: Understand the Functional Role of Deviance

Both Durkheim and Erikson have written about the role of deviance in maintaining social order. For Durkheim, crime and deviance are normal and even functional for society.

• Durkheim’s Functionalism: Deviance can serve important social functions. For example, it can help reaffirm societal norms and clarify boundaries. When a crime or deviant act occurs, society reacts to it, reinforcing what is considered acceptable behavior. This reinforces social cohesion by reaffirming shared values and standards.
  • In the case of boundary maintenance, society uses deviance to set limits and ensure conformity. When someone breaks the rules (e.g., by committing a crime), society’s reaction helps maintain order and strengthens the collective conscience.

Step 4: Examine Becker’s Viewpoints on Deviance

Howard S. Becker provides four distinct perspectives on deviance, each offering a different way of thinking about why deviant behavior persists in society:

1. Statistical: Deviance is defined by statistical rarity—behaviors that occur infrequently or outside the norm.
2. Medical/Disease: Deviance is seen as a form of illness or pathology, where individuals deviate from societal norms because of mental health or social dysfunctions.
3. Failure to Obey Group Rules: Deviance is understood as failure to follow the rules or expectations established by a social group, such as a school, family, or workplace.
4. Labels through Social Interaction: Deviance is defined through social interactions, where individuals are labeled as deviant by society, and these labels often influence their future behavior (this is tied to labeling theory).

Becker’s labeling theory focuses on how deviant behavior is not just a reflection of statistical norms but is influenced by societal reactions and labels.

Step 5: Reflect on Moynihan’s Concept of Redefining Deviance

Daniel Moynihan argues that society is constantly redefining what is considered deviant. This process involves three main types of redefinition:

1. Altruistic Redefinition: When behaviors previously viewed as deviant are excused or redefined as socially acceptable for the greater good. For example, civil rights protests may have been seen as deviant in the past, but they were later redefined as acts of moral courage and justice.
2. Opportunistic Redefinition: This refers to redefinition based on self-interest or personal gain. An example could be the normalization of behaviors like corporate tax evasion or insider trading, where society may shift its perspective due to the influence of powerful groups.
3. Normalizing: This involves the gradual redefinition of certain behaviors as normal or acceptable. Behaviors like marijuana use have undergone this shift as public perception changes and laws evolve.

Step 6: Answer the Questions Clearly

When answering the questions, be sure to:

• Define key terms clearly and concisely (e.g., deviance, anomie, labeling theory).
• Support your arguments with examples from real-life situations or the readings.
• Apply theories: Discuss how Durkheim’s and Becker’s theories, in particular, relate to contemporary issues like marijuana use or drunk driving.
• Provide analysis: Reflect on how the concept of deviance helps to maintain societal order or challenges our understanding of normal behavior.

Answer the following questions and reply to two classmates similar to Module 1 cases.
Case Reflection # 9 – “Review of the link” – page 111
1. Does professional development in the school focus on individual learning or group learning?
2. Is professional development in the school a short-term or a long-term effort to target specific improvement? What are the clues?
3. Does the goal of professional development in the school strive for excellence and realized full potential or adequacy and minimum standards?
Case Reflection # 10 – ” The Made Coach” – page 121
1. How does this letter impact the dismissal process?
2. What are some implications for leadership presented in this case?
3. What will you do in response to this situation?

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Guide to Answering the Reflection Questions for Professional Development and “The Made Coach” Case

Part 1: Professional Development in the School

Answer these questions by analyzing the general approach to professional development (PD) at your school. Use evidence from the case or context you are given to support your responses.

1. Does professional development in the school focus on individual learning or group learning?
   • Individual Learning: This type of PD focuses on the growth and development of each teacher’s specific needs. You might see opportunities for one-on-one coaching, personalized workshops, or self-paced learning activities.
   • Group Learning: Group PD emphasizes collaborative learning among staff. This could involve team-based professional learning communities (PLCs), workshops, or whole-school initiatives.
   • Answer: Determine whether PD in the school is focused more on individual or group learning, and back it up with specific examples from the school or case.
2. Is professional development in the school a short-term or a long-term effort to target specific improvement? What are the clues?
   • Short-Term: Short-term PD efforts might involve quick, one-time workshops or training sessions aimed at immediate issues.
   • Long-Term: Long-term PD efforts are ongoing and usually aim for sustained growth, with multiple sessions or professional development plans over the year(s).
   • Clues: Look for indicators like the frequency of PD, its integration into the school year, or whether there are follow-up sessions and long-term goals tied to the PD efforts.
   • Answer: Based on the clues, decide if PD is more short-term or long-term. For example, if PD is embedded in school improvement plans, it is likely a long-term effort.
3. Does the goal of professional development in the school strive for excellence and realized full potential or adequacy and minimum standards?
   • Excellence and Full Potential: PD aiming for excellence would include cutting-edge teaching strategies, professional growth that challenges teachers, and higher expectations for performance.
   • Adequacy and Minimum Standards: If the PD focuses mainly on meeting basic requirements or compliance, it’s likely aimed at meeting minimum standards.
   • Answer: Evaluate whether the PD in your school pushes for excellence or settles for adequacy. Look for signs such as rigorous training and assessments for teacher growth versus compliance-based PD activities.

Part 2: “The Made Coach” Case Reflection

Answer these questions based on the case study you read, which involves a coaching dismissal scenario.

1. How does this letter impact the dismissal process?
   • Impact of the Letter: If the letter was written by an administrator or higher-up in the school, it could influence the formal dismissal process. Depending on its content, the letter might serve as a notice of performance issues, or as a supportive letter that outlines why the dismissal is necessary.
   • Answer: Analyze how the letter may contribute to the decision-making process for the coach’s dismissal. Consider its tone, message, and any actions or recommendations it proposes for addressing the situation.
2. What are some implications for leadership presented in this case?
   • Implications for Leadership: The case may raise questions about leadership decisions, such as how to handle difficult personnel issues, the need for transparency and clear communication, and how to balance fairness with accountability.
   • Answer: Discuss how the leadership in this case should approach similar situations in the future. Consider the lessons learned and how leadership can take a more proactive or supportive role in such decisions.
3. What will you do in response to this situation?
   • Response to the Situation: Based on the case details, think about the ethical considerations and practical steps you would take as a leader. You might consider initiating a performance review, providing additional support to the coach, or handling the situation through proper disciplinary channels.
   • Answer: Reflect on what steps you would take to address this situation. Would you seek feedback from others involved? How would you ensure fairness and support for the coach during this process?

This week, you will focus on the Teachers & Staff of the school! Teachers are such a precious jewel to the world of education! The truth of the matter is that teachers are overworked and underpaid, and yet they move mountains to help our students learn. This includes Paraprofessionals as well. Some of our paraprofessionals help with instruction, too! We cannot forget about them. For Mini-Project #3, we will look at your data to determine how can we help teachers. Please read the directions carefully.
This week, we will look at our data sources regarding Teachers and explore how we (as leaders) can help improve our school.
1. Teacher Retention Data, Years of Experience, Number of Teachers in the School, Gender, Staff (Paraprofessionals) (The school data that I posted has this information for those particular schools is located in the same week as Mini-Project #1 Information).
For Masters of Educational Leadership Students, you will develop goals and a plan for Teacher Retention. How will you help your teachers feel valued and professionally grow? It requires more than just celebrating a Birthday and buying a cake. It requires effort, thoughts, and teachers wanted to know that the leader cares about them. Your data should provide you with your teacher turnover rate, the age of teachers, and years of experience. If you have a high turnover rate, then you will have to put systems in place to address it. If your turnover rate is fair, then what will you do to maintain your teachers?
ATTENTION – Other Essential Information
The retention rate for the High School is the following –
74% of Teachers were retained from 2021 – 2022 School Year to 2022 – 2023 School Year
82% of Support Staff were retained from 2021 – 2022 School Year to 2022 – 2023 School Year
100% of Administration were retained from 2021 – 2022 School Year to 2022 – 2023 School Year
# of Goals / Objectives for Mini-Project #3
One overall goal / four objectives

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Guide to Developing Your Teacher Retention Plan for Mini-Project #3

1. Understand the Data and Context: The focus of this mini-project is to analyze teacher retention data and develop a plan to improve teacher retention and growth in your school. This includes looking at:
   • Teacher retention data (percentage of teachers retained from 2021-2022 to 2022-2023)
   • Teacher years of experience and turnover rate
   • Number of teachers in the school
   • Gender and staff (including paraprofessionals)
   • Staff support and leadership roles (i.e., administrators)
2. Assess the Current Situation: Start by reviewing the data provided, especially the retention rates for teachers (74%), support staff (82%), and administrators (100%). This will give you a clear understanding of how your school is performing in terms of retaining teachers.
3. Create Your Goal for Teacher Retention: Your goal should be specific and measurable, focusing on improving teacher retention. Here’s an example:
   • Goal: Increase teacher retention by 5% over the next academic year by implementing strategies to support professional growth, improve work-life balance, and recognize teachers’ contributions.
4. Develop Four Objectives to Support Your Goal: These objectives should outline the specific actions you’ll take to achieve the goal. Here are some examples of objectives:
   • Objective 1: Provide professional development opportunities to help teachers grow in their career, with a focus on creating mentorship programs and offering leadership pathways.
   • Objective 2: Implement a robust recognition and appreciation system that celebrates teachers’ achievements beyond birthdays and anniversaries, with regular check-ins from leadership.
   • Objective 3: Foster a positive work environment by addressing the work-life balance of teachers, offering flexible scheduling and mental health support.
   • Objective 4: Develop a clear communication plan between administration and teachers, ensuring teachers feel heard and valued when making decisions about school policies and classroom support.
5. Use Data to Shape Your Plan:
   • Look at the data for years of experience and age of teachers. If a large portion of your staff is new or has low years of experience, consider focusing on mentorship programs and pairing new teachers with veteran teachers.
   • If you have a high turnover rate, investigate what might be causing dissatisfaction (e.g., burnout, lack of support, low salary). Use your retention rate and staff feedback to guide your strategies.
6. Discuss Leadership and Teacher Care: Teachers want to feel supported by their leaders. Make sure to show in your plan how you, as a leader, will make them feel valued. This is about more than just offering rewards – it’s about creating a culture of care, recognition, and professional development.
7. Create a Timeline for Implementation:
   • Plan when to roll out your strategies for teacher retention. For example, professional development programs might start in the summer, while appreciation activities could be ongoing throughout the school year.
   • Set quarterly check-ins to assess whether the goals are being met and adjust your plan as necessary.
8. Communicate Your Plan to Stakeholders:
   • Your plan should be clear and easy to understand, with concrete actions and expected outcomes. Be ready to present your goal and objectives to the stakeholders (administration, teachers, support staff) in a way that shows how your plan will improve teacher retention and professional growth.

21st Century Skills and Standards
In this assignment, you need to think about 21st century support systems, the Common Core State Standards (CCSS), and International Society for Technology in Education StudentLinks to an external site. (ISTE-S) standards and their relationship with quality instructional planning, delivery, and learner achievement. Using the Framework for 21st Century learningLinks to an external site. as a resource, you will redesign or modify a prior activity, such as a lesson plan or curriculum project, that you created in a prior course. If you do not have previous work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to your program learning outcomes (PLOs) list Download program learning outcomes (PLOs) list(MACI, MAECEL, MAED, MASE, MATLT).
NOTE* Before you select the PLO’s you will highlight in this assignment, be sure to read the final assignment for this course to ensure that you will cover each of your programs PLOs adequately.
Create your assignment to meet the content and written communication expectations below.
Content Expectations
The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.
Redesign – ISTE-S Standard (1 Point): Redesign a lesson plan or curriculum project that reflects a minimum of one ISTE-S standard labeled with number, title, and objective(s). For example:
Creativity and Innovation
Apply existing knowledge to generate new ideas, products and processes.
Redesign – Grade Level / CCSS Alignment (1 Point): Redesign a lesson plan or curriculum project that clearly labels a grade level and content specific CCSSLinks to an external site. (Math or English Language Arts) which is aligned with a minimum of one Core Subject and 21st Century ThemesLinks to an external site. and a minimum of one Learning and Innovation SkillLinks to an external site., one Information, Media, & Technology SkillLinks to an external site., and evidence of at least one Life and Career SkillLinks to an external site..
Summary – Introduction/Conclusion (1 Point): In one paragraph, provide an introductory summary that concisely presents the scope and organization of the summary writing and a one-paragraph conclusion that summarizes the key points of your summary.
Summary – Modification (2 Point): In one paragraph, summarize the changes you made to address ISTE- S, CCSS, and 21st Century Skills and how your activity addresses each. Explicitly state how your redesign assignment provides evidence of at least two PLO’s from your master’s program Download PLO’s from your master’s program.
Summary – Evaluation (2 Point): In one paragraph, evaluate the appropriate 21st century support system components that align with your redesigned activity and, using examples, evaluate how each influences learner-centered instruction and the creation of a technology-enriched learning environment promoting learner achievement and innovations. 21st century support systems include: 21st century standards, assessment for 21st century skills, 21st century curriculum and instruction, and 21st century learning environments.
Summary – Reflection (2 Point): In one paragraph, summarize your experience with the redesign in terms of challenges you encountered and how you overcame those challenges.
Written Communication Expectations
Page Requirement (.25 points): Two to four pages, not including title and references pages.
APA Formatting (.25 points): Use APA formatting consistently throughout the assignment.
Syntax and Mechanics (.25 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
Source Requirement (.25 points): Reference three scholarly sources in addition to the course textbook.
All sources on the references page need to be used and cited correctly within the body of the assignment.
For information related to APA style, including samples and tutorials, please visit the Writing CenterLinks to an external site..
Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.

Peer reviewed article analysis on restorative practices in elementary school.
Peer Reviewed article is- “Introduction Restorative Practices in a Diverse Elementary School to Build Community and Reduce Exclusionary Discipline
Kervick, C. et al https://eric.ed.gov/?id=EJ1276943

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

1. Understand the Topic

The title of your assignment is “Introduction to Restorative Practices in a Diverse Elementary School to Build Community and Reduce Exclusionary Discipline.” This suggests that the focus will be on:

• Understanding restorative practices.
• Exploring how these practices are applied in elementary schools.
• Considering how they can build community and reduce exclusionary discipline (such as suspension or expulsion).
• Highlighting diversity in the school context.

2. Break Down the Title

This title is quite specific, so break it into smaller sections:

1. Restorative Practices: These are strategies focused on repairing harm and restoring relationships rather than punishing students. It’s essential to define and explain what restorative practices are.
2. Diverse Elementary School: Consider what diversity in the school setting means. It could refer to cultural, linguistic, socio-economic, or ability differences. How does this diversity impact behavior management and discipline?
3. Building Community: Explore how restorative practices help create a sense of belonging, mutual respect, and empathy among students and staff.
4. Reducing Exclusionary Discipline: This refers to minimizing practices like suspension and expulsion that exclude students from the learning environment, which can exacerbate the issue of behavior instead of addressing it constructively.

3. Structure Your Paper

Here’s a suggested structure for your introduction:

1. Introduction to Restorative Practices:
   • Briefly define restorative practices.
   • Discuss the goals of restorative practices in schools (e.g., improving student behavior, building empathy, restoring relationships).
2. The Importance of Restorative Practices in Diverse Schools:
   • Highlight why restorative practices are particularly effective in schools with diverse student populations.
   • Discuss the challenges of traditional disciplinary practices (e.g., exclusionary discipline, disproportionate suspensions among minority students).
3. Building Community:
   • Explain how restorative practices focus on building a sense of community among students.
   • Mention how these practices promote communication, empathy, and conflict resolution skills.
4. Reducing Exclusionary Discipline:
   • Address how restorative practices aim to reduce or eliminate exclusionary disciplinary measures.
   • Explain the potential positive effects on student outcomes, such as better academic performance, reduced absenteeism, and improved social-emotional learning.
5. Conclusion:
   • Provide a brief summary of the key points.
   • Mention the potential for restorative practices to transform school culture and discipline approaches.

4. Writing the Introduction

When writing your introduction, ensure that:

• Your tone is engaging: Start with a hook or an interesting fact to grab attention.
• You are clear and concise: Introduce your main ideas and state the purpose of the paper.
• You avoid jargon: While restorative practices may be an academic term, it’s important to explain them clearly for your readers.

5. Finalize and Review

Before finalizing:

• Make sure your introduction clearly addresses the question.
• Ensure you connect the importance of restorative practices with the overall goal of building community and reducing exclusionary discipline in a diverse school setting.

By following this structure, your introduction will effectively set the stage for the rest of your paper, making it easy to dive into the details in later sections.

The Expectation: Answer the prompt using the textbook to support your perspective. Your response has to be one complete paragraph, five complete sentences. In addition, you are expected to respond to at least one peer’s post with one complete paragraph, five complete sentences. If your post or response does not adhere to these expectations, you will not receive full credit. Essentially your post and response needs to be at least 100 words per each one, anything less will not be credited. I reserve the right to delete any responses, with or without notice, that do not adhere to the standard and expectations expressed on the course syllabi. If any posts or responses are deleted, it will be graded with a “0” for that discussion.
Prompt: What are the four beliefs associated with the idealized image of the family? Give an example of how these can work to cover up or justify violence. Use examples from the textbook and cite the book.
Source: Miller, C. L., Perrin, R. D., Renzetti, C. M. (2020) Violence and Maltreatment in Intimate Relationships, Second Edition. Thousand Oaks, CA: Sage Publications Inc.
Second Assignment can be turn in later than the given time.
1. Reflect on the definition of culture. What does the word mean to you? What culture(s) do you identify with?
2. What are your thoughts about how culture can influence visual perception (e.g., the ability to “see” optical illusions)? Make sure to discuss your experience with the optical illusion website, and the example I provided in the mini video discussion

https://www.amnh.org/explore/ology/brain/optical-illusions-and-how-they-work/colors
3. Can you think of an example of a cultural experience or aspect of your environment that has influenced your cognition?

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Reflect on the Definition of Culture

Start by reflecting on the definition of culture. The word “culture” refers to the shared beliefs, customs, behaviors, and values of a group of people. This includes language, art, traditions, and more. Consider your personal identity and experiences to identify which cultures you belong to. Do you identify with a particular nationality, ethnicity, religion, or subculture? Reflect on how your culture has shaped your worldview, values, and daily life.

• Tip: Think of examples such as your cultural upbringing (family traditions), societal norms, or professional cultures.

Step 2: Reflect on the Influence of Culture on Visual Perception

The next task is about understanding how culture can influence visual perception, especially when it comes to optical illusions. Optical illusions show how our brains can interpret visual stimuli in different ways, and this process can be influenced by our cultural experiences. For example, people from different cultures may interpret colors or images differently, as culture can shape the way we perceive and interpret visual cues.

• Example: You might want to reflect on how the optical illusions presented in the video affected your perception. Did you see the same illusion in different ways than someone from a different culture? Did the cultural context influence your interpretation?

Step 3: Relate a Cultural Experience to Your Cognition

Now, think of a specific example where culture has influenced your cognitive processes. This could be something simple like the way you interpret social norms, or something more specific, such as how your culture impacts how you process visual information or solve problems. You can reflect on experiences in your life where cultural aspects affected your thinking.

• Tip: This could involve how your cultural background influenced the way you approach challenges, solve problems, or communicate.

Step 4: Organize and Write Your Response

To structure your response:

• Introduction: Start with the definition of culture and how you personally connect with it.
• Body: Discuss how culture influences visual perception, referring to the optical illusion website and video.
• Conclusion: Provide an example of how culture has influenced your cognition or thought processes.

Step 5: Proofread and Check for Word Count

• Length: Ensure your post is at least 100 words long (for each post and response) to meet the assignment requirements.
• Tone: Be sure to use clear and concise language, making sure your ideas are fully expressed in the allotted space.

By following these steps, you’ll have a reflective, clear, and well-organized assignment that meets the expectations. Good luck!

Select one key change in the assumptions and/or focal points between classical rhetoric and the rhetoric of Christian Europe. Define the change as you see it, and share your thoughts on the value of this change.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Understand Classical vs. Christian Rhetoric

• Classical Rhetoric (Ancient Greece & Rome) focused on:
  • Persuasion & Public Discourse (Aristotle’s ethos, pathos, logos).
  • Civic Engagement & Debate (used in politics and philosophy).
  • Human Reasoning & Logic as the foundation of argumentation.
• Christian Rhetoric (Medieval Europe) shifted towards:
  • Faith & Divine Authority as the basis of truth.
  • Moral & Theological Persuasion rather than secular debate.
  • Biblical Texts & Religious Doctrine guiding rhetorical structure.

Step 2: Identify a Key Change

• Shift from Rational Persuasion to Faith-Based Authority
  • Classical rhetoric valued logical argumentation and audience reasoning.
  • Christian rhetoric emphasized divine revelation, scripture, and moral instruction.
  • Appeals to scriptural authority replaced reliance on reason and debate.

Step 3: Evaluate the Value of This Change

• Pros:
  • Strengthened moral and ethical considerations in rhetoric.
  • Helped unify European societies under shared religious principles.
  • Promoted spiritual reflection alongside persuasive speech.
• Cons:
  • Reduced open debate and philosophical inquiry in favor of religious dogma.
  • Limited rhetorical exploration beyond theological frameworks.
  • Could suppress alternative viewpoints that challenged church authority.

Step 4: Support Your Analysis with Evidence

• Reference classical texts (e.g., Aristotle’s Rhetoric) and medieval theological works (e.g., Augustine’s On Christian Doctrine).
• Use scholarly sources to support your claims about rhetorical evolution.

Step 5: Format & Proofread Your Response

• Keep your response clear, well-structured, and within word limits.
• Follow APA or MLA formatting for citations.
• Proofread for grammar, coherence, and logical flow.

By following these steps, you’ll craft a thoughtful, well-supported analysis of rhetorical shifts between classical and Christian Europe!

Read chapter 2
https://www.thetaminusb.com/intro-measurement-r/measurement.htmlT
hink about the difference between norm-referenced and criterion referenced assessments. What type of assessment is the ACT? SAT? GRE? In your opinion, which type of assessment is best to use in college admissions decisions? Is it appropriate for colleges and graduate programs to have minimum cut-off scores when reviewing standardized test scores in the admissions process? How would you recommend that scores from admissions tests be incorporated into admissions decisions? Be sure that your answer is thorough, scholarly and grammatically correct. Your initial post must be a minimum of 200 words.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Understand the Key Concepts

• Norm-Referenced Assessments: Compare a student’s performance to a group of peers (e.g., percentile rankings).
• Criterion-Referenced Assessments: Measure a student’s performance against a fixed standard (e.g., passing a competency test).

Step 2: Identify the Type of Assessment

• ACT, SAT, and GRE are norm-referenced tests because they rank test-takers relative to others rather than measuring mastery of specific knowledge.

Step 3: Analyze Which Type is Best for College Admissions

• Pros of Norm-Referenced Assessments:
  • Allow comparison among applicants.
  • Predict potential academic performance.
  • Provide a standardized metric across different schools.
• Cons of Norm-Referenced Assessments:
  • May favor students with test-taking skills or access to prep resources.
  • Can overlook holistic qualities such as leadership, creativity, and resilience.
• Pros of Criterion-Referenced Assessments:
  • Assess mastery of specific academic skills.
  • Could ensure minimum competency in required areas.
• Cons of Criterion-Referenced Assessments:
  • Less effective for ranking applicants in a competitive admissions process.

Step 4: Discuss Minimum Cut-Off Scores

• Arguments For Cut-Off Scores:
  • Ensures a baseline level of academic readiness.
  • Helps narrow down large applicant pools.
• Arguments Against Cut-Off Scores:
  • Disadvantages underrepresented groups who may not have access to test prep resources.
  • Ignores other important factors like extracurriculars, essays, and recommendations.

Step 5: Recommend a Balanced Approach

• Use standardized test scores as one factor among many (GPA, essays, extracurriculars, recommendations).
• Consider test-optional policies to increase equity.
• Use holistic review to assess the full potential of an applicant rather than relying solely on a test score.

Step 6: Ensure Scholarly Writing & Proper Formatting

• Support your discussion with credible sources (peer-reviewed journals, educational research studies).
• Use APA citations and references for any sources used.
• Proofread for clarity, grammar, and organization.

By following these steps, you’ll craft a well-reasoned, scholarly response to this complex educational debate!

Select a preschool lesson plan and analyze its alignment with the developmental needs of preschool children. Identify the planning techniques used in the lesson and discuss their effectiveness in achieving educational objectives. Include a critique on how the plan integrates the roles of planner, guide, facilitator and evaluator.
Important note I need you not to use artificial intelligence and avoid plagiarism. The university is submitting the work by the copyleeks detector. Aqui envió un ensayo que realice pero no cubrio los requisitos para ser evaluado, si lo desea usar como apoyo.

Select a preschool lesson plan and analyze its alignment with the developmental needs of preschool children. Identify the planning techniques used in the lesson and discuss their effectiveness in achieving educational objectives. Include a critique on how the plan integrates the roles of planner, guide, facilitator and evaluator.
Important note I need you not to use artificial intelligence and avoid plagiarism. The university is submitting the work by the copyleeks detector. Aqui envió un ensayo que realice pero no cubrio los requisitos para ser evaluado, si lo desea usar como apoyo.