Category: Education

Topic:
In The Hip-Hop Wars by Tricia Rose CHAPTERS 1,5,6 & 9, the author takes issue with the “We’re just keeping it real” and the “We’re not role models” arguments that function to support violent lyrical content of rap music. Select and analyze one of the arguments that the author makes. How does this analysis affirm or challenge your own beliefs about the genre?
Assignment Guidelines:
1.The paper should be between 400 – 500 words and include in-text citations and references, as appropriate.
2.Students should use the APA format for citations and references.
3.The paper should be 1.5 spaced, have 1-inch margins, and use Times New Roman font, size 12.

i. Instructions
Fill in your answers in this document
1. Go to this video, and queue it to 2:00 – https://www.youtube.com/watch?v=1BZM2Vre5oc . Starting at minute 2:00, watch for 90 seconds (until 3:30).
a. Total count of jumps while jumping rope during this time is:
b. Rate of jumping while jumping rope during this time is:
c. Episodic duration for jumping while jumping rope during this time is: (You will have two figures.)
d. Total duration for jumping while jumping rope during this time is:
e. Interresponse time between episodes of jumping rope is:
2. From that same video, your instructor came up with the following figures. Using your figures, calculate interobserver agreement for each:
a. Instructor’s count of jumps = 87 jumps; IOA =
b. Instructor’s rate = (87 jumps / 90 seconds) = 0.97 jumps / second. IOA =
c. Instructor’s episodic durations = 19 sec (first episode) and 20 sec (second episode). IOA figures (2 of them) are:
d. Instructor’s total duration = 39 sec. IOA =
e. Instructor’s IRT = 42 sec. IOA =
3. Go to this video – https://www.youtube.com/watch?v=QAm9qvoZC7I .
a. The host (Ann), asks “are you more interesting than you look?” The contestant, Howard, says, “It’s all in the mind – eye of the beholder, Ann.” What is Howard’s latency to responding to Ann’s question?
b. Your instructor clocked a latency of 4 seconds. What is the IOA?
c. Howard says “I’m a business developer for a large bank in the northeast.” Ann replies “Okay. Tell me if there’s anything interesting about your job.” What is Ann’s latency to responding to Howard’s question?
d. Your instructor clocked a latency of 6 seconds. What is the IOA?
4. Calling one’s Mom is orienting toward one’s mother, and saying “Mom,” Ma,” Mommy,” “Mama,”, or one’s mother’s name. Go to this video – https://www.youtube.com/watch?v=arbgB6REBmU .
a. What is the count of times Stewie called his mother?
b. What is the rate at which Stewie called his mother?
c. Watch this scene four more times, getting the count of times Stewie called his mother each time.
5. The cumulative count after the second time this scene played out is:
6. The cumulative count after the third time this scene played out is:
7. The cumulative count after the fourth time this scene played out is:
8. The cumulative count after the fifth time this scene played out is:
a. Episode duration for Stewie’s calling his mother (watching the scene one time) is:
b. Using the first time Stewie called his mother as the occasion for the mother to respond, what was the latency to the mother’s response to Stewie’s calling her?
9. Your instructor got the following figures. Calculate IOA:
a. Instructor’s count = 29 calls to Mom. IOA =
b. Instructor’s rate for calling Mom = (29 calls to Mom / 32 seconds) = 0.91 calls / second
c. Instructor’s cumulative count after the second viewing = 58 calls. IOA =
d. Instructor’s cumulative count after third viewing = 87 calls. IOA =
e. Instructor’s cumulative count after fourth viewing = 116 calls. IOA =
f. Instructor’s cumulative count after fifth viewing = 145 calls. IOA =
g. Instructor’s episode duration = 29 seconds. IOA =
h. Instructor’s latency for Mom to respond = 29 seconds. IOA =
ii. Overview
Your team should begin by selecting one of the articles from the Experimental Analysis of
Behavior literature located in your e-reserves. Once you decide on an article, review the following
outline, read the article and make notes. Then, meet as a group to complete the final version of
the outline together. THE ARTICLE IS FACILITATED COMMUNICATION ( see download below)
This worksheet is worth 10 points.
Outline
1. Journal information
a. Name of journal
b. Is this a peer-reviewed journal?
2. Introduction
a. Article title
b. Authors and affiliations
i. Other publications by the authors
ii. Is this article a masters thesis or doctoral dissertation for any of the
authors? If so, which one? Which author served as the student’s thesis
or dissertation advisor?
c. What is the general problem or issue addressed by this study?
d. What has been found in previous research?
e. What is the purpose of this study?
3. Method
a. Subjects
i. Number, age, sex, and diagnostic characteristics
ii. How were they selected?
iii. Describe informed consent process.
b. Behavioral definitions of dependent variables
c. Reliability measures
i. For which dependent variables?
ii. For how much of the data?
iii. How were reliability data collected?
iv. How were reliability data calculated?
v. What were the figures?
d. Procedures
i. Experimental design used
ii. Outline the experimental procedures
iii. Describe treatment integrity measurement system
iv. Describe consumer satisfaction / social validity measurement system
4. Results
a. Findings for each dependent variable
i. What type of graphs were used?
ii. Summarize the data, phase by phase, for each dependent variable.
iii. Describe the follow up data.
1. For how many subjects? If not all, why not?
2. At what interval?
3. Described in the text, depicted in the graph, or both?
4. Describe the follow up data, and compare with the last phase of
treatment data
b. Compare findings with findings of previous research
i. What is similar?
ii. What is different?
5. Discussion
a. Restate the purpose of this study.
b. Describe how the obtained data satisfied this purpose.
c. Identify implications for future research
6. Choose one of the implications for future research suggested by the authors in the
Discussion section as your research question, or develop your own research question
that may be used in a systematic replication. State this research question

Step 1
You will read five versions of the “Three Little Pigs” story, each offering a unique perspective on the classic tale. The goal is to examine how these different versions either uphold or disrupt the dominant narrative of the original story, and to consider the implications of these changes. You will then reflect on how narrative perspective can influence the reader’s understanding and perception of characters, events, and moral lessons.

https://www.youtube.com/watch?v=kaNbGQ2gOkc

Share your thoughts on the following questions in 1 paragraph:
How does each version change the roles or motivations of the characters (especially the wolf and the pigs)?
What new perspectives or voices are introduced in the alternative versions?
How do these changes disrupt the dominant narrative of the original tale?
Share your thoughts in one or 2 paragraphs about the following questions:
Reflect on the concept of dominant narratives in storytelling. How does the traditional “Three Little Pigs” story reinforce certain ideas about morality, power, and justice?
Discuss how narrative perspective influences the reader’s understanding and empathy. How does changing the point of view alter the moral of the story?
Finally answer the following questions in 1 paragraph:
Why or how do you think this assignment is relevant to your work as teachers of young children?
use your own words no AI

Make it free from turnitin. Needs to be 1000 words. We are allowed 10% +/- with the word count. Double check citation and reference list. I have attached a copy of my essay to help you with the rewriting. I am going to use my presentation to present my attached essay

Develop a mini-lesson for a reading or writing strategy that could be presented to the whole class. The lesson should relate to the theme or topic that you have selected for this unit of study and should be part of your Five-Day Workshop Schedule. The lesson should follow the format outlined on “Mini-Lesson Format” document (Form 10) from Teaching Reading in Middle School. This format should work for both reading and writing mini-lessons. The “Mini-Lesson Format” document can also be found in Appendix B.
Reading Assignments
o Chapters 4 (Robb, Teaching Reading in Middle School)
o Chapter 5 (Robb, Teaching Middle School Writers)
o Scriptures: Proverbs 4:20-22; Acts 17:11-12

You will create a unit plan . This unit plan will be centered around a specific topic and age group. The plan should involve the following:
LESSON PLAN SHOULD BE A SCIENCE LESSON FOR 8 YEAR OLDS
Identify an age level
Identify instructional goals.
Assessment to identify strengths and weaknesses.
A specific topic or theme based on need.
Instructional activities to improve skills
Texts to teach reading and writing
Various reading and writing activities.
Assessment to show growth within the unit and at the end of the unit.
The assessments may or may not be standardized, this choice is up to you.
You must include how you will differentiate for your lower level learners.
ATTACHMENT IS A SAMPLE ONLY. DO NOT DO THE UNIT PLAN BASED ON THE SAMPLE.

Assignment is 4 lesson plans, each should be one page. Lesson plan should be for a 1st grade classroom. Music lesson plans should be basic songs that children sing, such as “if you’re happy and you know it clap your hands”, and not from a specific band. Template is attached. Below is instructions from professor: There are two assignments involved, one regarding play and one music. There should be a total of 4 lessons. Students will design 2 art integrated lessons that are connected to a greater Unit (include a rationale to the connections). These lessons must be unique and your own idea. You may choose to use play, visual art, music, drama or dance as the key component to each lesson. Lesson Title: Content Standard Alignment: Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals) Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students should be able to answer. Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction) How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence? Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources) List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials such as text books, technology equipment, science equipment or supplies, art materials or equipment. Methods and Instructional Strategies (Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy) Anticipated Student Misconceptions: Concept Prerequisites: List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of the lesson. Introduction: Anticipatory Set: Instructional Activities: Includes questioning techniques, grouping strategies, pedagogical approaches. Wrap Up: Synthesis/Closure: Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students) Address diverse student needs including students with an IEP or 504, cultural or linguistic needs. Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)

Assignment is 4 lesson plans, each should be one page. Lesson plan should be for a 1st grade classroom. Music lesson plans should be basic songs that children sing, such as “if you’re happy and you know it clap your hands”, and not from a specific band. Template is attached. Below is instructions from professor: There are two assignments involved, one regarding play and one music. There should be a total of 4 lessons. Students will design 2 art integrated lessons that are connected to a greater Unit (include a rationale to the connections). These lessons must be unique and your own idea. You may choose to use play, visual art, music, drama or dance as the key component to each lesson. Lesson Title: Content Standard Alignment: Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals) Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students should be able to answer. Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction) How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence? Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources) List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials such as text books, technology equipment, science equipment or supplies, art materials or equipment. Methods and Instructional Strategies (Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy) Anticipated Student Misconceptions: Concept Prerequisites: List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of the lesson. Introduction: Anticipatory Set: Instructional Activities: Includes questioning techniques, grouping strategies, pedagogical approaches. Wrap Up: Synthesis/Closure: Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students) Address diverse student needs including students with an IEP or 504, cultural or linguistic needs. Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)

Develop a mini-lesson for a reading or writing strategy that could be presented to the whole class. The lesson should relate to the theme or topic that you have selected for this unit of study and should be part of your Five-Day Workshop Schedule. The lesson should follow the format outlined on “Mini-Lesson Format” document (Form 10) from Teaching Reading in Middle School. This format should work for both reading and writing mini-lessons. The “Mini-Lesson Format” document can also be found in Appendix B.
Reading Assignments
o Chapters 4 (Robb, Teaching Reading in Middle School)
o Chapter 5 (Robb, Teaching Middle School Writers)
o Scriptures: Proverbs 4:20-22; Acts 17:11-12

You will create a unit plan . This unit plan will be centered around a specific topic and age group. The plan should involve the following:
LESSON PLAN SHOULD BE A SCIENCE LESSON FOR 8 YEAR OLDS
Identify an age level
Identify instructional goals.
Assessment to identify strengths and weaknesses.
A specific topic or theme based on need.
Instructional activities to improve skills
Texts to teach reading and writing
Various reading and writing activities.
Assessment to show growth within the unit and at the end of the unit.
The assessments may or may not be standardized, this choice is up to you.
You must include how you will differentiate for your lower level learners.
ATTACHMENT IS A SAMPLE ONLY. DO NOT DO THE UNIT PLAN BASED ON THE SAMPLE.