Blog

P1
Fifth Estate- Review and prepare a discussion (reading below text)
The Emergence of a New Pluralist Democratic Institution The historical conception of feudal societies being divided into ‘estates of the realm’ can be up-dated in a way that is useful for understanding developments in contemporary network societies. In pre-revolutionary France and England, for example, these estates were identified as the clergy, nobility and commons.
In the Eighteenth Century, Edmund Burke (as reported by Thomas Carlyle) identified the press as a Fourth Estate, arguing: … there were Three Estates in Parliament; but, in the Reporters’ Gallery yonder, there sat a Fourth Estate more important far than they all. It is not a figure of speech, or witty saying; it is a literal fact – very momentous to us in these times.
Since then, radio, television and other mass media have been enfolded with the press into the Fourth Estate, which has become an important independent democratic institution. The passing of feudal society has led many to redefine the estates. In the US, for instance, the estates have come to be most often linked to the separation of powers in legislative, executive and judicial branches of government. But the press remains identified as a Fourth Estate in many liberal democratic societies. In the 21st Century, a new institution is emerging with some characteristics similar to the Fourth Estate, but with sufficiently distinctive and important features to warrant its recognition as a new Fifth Estate.
a) Fifth estate enables citizens to reconfigure access to alternative sources of information, people and other resources.
b) it differs from traditional media, particularly in opening up to greater social accountability many other institutional arenas, from everyday life to science.
c) The Fifth estate is also known as Citizen journalism and enhances the emergence of a participatory culture which contrasts with older notions of passive media spectatorship.
d) Ordinary citizens participate in the generation of truth and values and, thus, in the construction of a multiple reality.
e) It can be argued that the Fifth estate is a cultural shift in the approach of journalism
f) Fifth estate is a real move toward a dialogic construction of reality
g) Fifth Estate: where publics and counterpublics interact endlessly,
h) Fifth Estate serves to erode abusive hegemony and promotes pluralism.
i) Fifth estate is a model of mediated public discourse.
Assignment
Provide examples of the following concepts regarding the fifth estate:
a) enables citizens to reconfigure access to alternative sources of information, people and other resources.
b) differs from traditional media, particularly in opening up to greater social accountability
c) known as Citizen journalism
d) enhances the emergence of a participatory culture
e) contrasts with older notions of passive media spectatorship.
f) Ordinary citizens participate in the generation of truth and values
g) offers the construction of a multiple reality.
h) cultural shift in the approach of journalism
i) move toward a dialogic construction of reality
j) serves to erode abusive hegemony and
k) promotes pluralism.
l) model of mediated public discourse.
pt2
1. Watch each of these videos. (3)
2. List whether literary, performance or technical elements were used in their production.
3. List what possible Shakespearean elements were discovered throughout each video and why?
VIDEO LINKS

Deliverable Length: 750 words
OBJECTIVES
Once the training analysis is completed, the organization and employee development human resources specialist uses adult learning theories to turn the training needs into training materials, courses, and instructional design.
Address the following elements of understanding the adult learning model:
Explain the theories of adult learning principles.
Compare the differences between child/adolescent and adult learning models (pedagogy and andragogy).
Discuss the concept of learning styles, personalities, and how these concepts are combined with adult learning in organizational training and development programs.
Explore the options that organizations have in applying adult learning to a comprehensive training and development program.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.

Discuss the main listing contracts and show the impact of the contract type on the agent performance.

Observation Assignment
Room Description (10 points)

Watch the video of the preschool classroom from the link. Describe the room from the video. Is the arrangement and set up helpful in child development? Is it bright and colorful? Are things arranged at child’s eye level to attract attention and help them become interested in playing/learning? Are things arranged and set up developmentally appropriately? Note the toys that are available in play areas. What safety precautions are taken (to avoid accidents and to prevent the spread of germs)? You are required to write a coherent paragraph describing the room. This paragraph should be at least ½ a page long.
Physical Description (15 points)

Describe the physical characteristics of six children (3 boys and 3 girls) from the video link. This is to help you note obvious individual differences with regard to physical characteristics of the children. List at least 5 characteristics for each child. Examples include: gender, hair color, height comparisons (average height or taller/shorter than most of the other children), weight comparisons (average weight or more/less weight than most of the other children), pale or darker completions, etc., and other relevant information about the children (dimples, scars, birthmarks, eye color, etc.).
Descriptive phrases such as “smiles a lot”, “very active”, “quiet”, and “wearing a blue shirt and green pants” are NOT acceptable. Physical description should include things about he child that are unchanging and will help someone else who has not seen the child to identify who your observation is about. Some examples would include: brown eyes, brown hair, shorter that most children, thinner than most children, plump cheeks, oval chin, etc.
Guidance Techniques

There are examples guidance techniques employed at the child care center in the video link. Use this first video link to respond to sections 1, 2, and 3. Find situational examples of the following techniques. You need to include a description of the whole action. What the child was doing, how the teacher responded, and how the child responded to the teacher’s guidance technique (actions and words). Your observations should objectively describe what you see happening. After you objectively describe what you have seen, you can provide your interpretation of the situation.

Management of children: (5 points) Includes activities where the teacher is concerned with directing children in order to promote orderliness of the room and safety of the children. Example: restricting amount of noise, asking children to begin an activity, stopping unnecessary running, etc.
Encouragement of children:
Learning Theory (Behavior Modification)Ignoring Behavior: (5 points) The teacher is obviously aware of, but chooses to let the children solve the problem and decides to ignore the behavior.
Positive OR Negative Reinforcement: (5 points) The teacher gives something good to the child (such as praise or a hug), positive reinforcement, or takes away something bad, negative reinforcement. Example: solves a problem the child has.
Blocking Behavior: (5 points) Teacher stops a child’s behavior. Examples include: Holding hands to keep child from hitting another; preventing child from getting up at rest time.
Presentation of Alternate Stimulus: (5 points) The teacher has blocked or stopped a behavior and diverts the child’s attention to another activity. Examples include: A child snatches another’s toy; the teacher returns it but also gives the child a toy or gets him interested in another activity. All tricycles are being used so the teacher gives the child a choice of another activity.
Concern for Feelings:Help child to Verbalize Feelings: (5 points) The teacher helps child talk about his feelings. Example: “Tell me how you feel.”
Help child Understand how other’s feel: (5 points) Example: “It hurts Merritt when you hit her.” Or “You made Cheryl happy when you shared your play dough.”
A. Motivating children: (5 points) The teacher is concerned with getting a child interested in an activity. Example: asking what he wants to do, suggesting that he try some activity, starting an activity with him, or bringing the child something to play with.
B. Supporting-Extending: (5 points) Includes activities of the teacher that help, support, and extent the activity already selected by the child. Examples include: suggestion rotation of a puzzle piece in order to get it to fit; reading stories when the child requests it; helping find answers to her questions.
C. Friendly contacts: (5 points) Includes conversation with a child or children, but without any attempt to manage them or motivate them. Example: physical contact such as patting on the head or holding a child’s hand. It could include holding a child in one’s lap or even extending a greeting such as “Good Morning.”

Use this second video link to respond to section 4.
Write-up (25 points)
Think about the videos with all we have discussed in class. Please answer the following questions and elaborate. Be sure to give examples to support your answer.
Is what you observed beneficial for the children? (Give examples for all three areas of development: physical, cognitive, and social)
Are the guidance techniques used in an appropriate manner and in the “right” situation? Please elaborate.
Is the interaction between teachers and children positive? Please elaborate.
Does it follow developmentally appropriate guidelines? (Give examples for all three areas of development: physical, cognitive, and social)
Pick one of the children that you observed. How does she/he fit with what we have discussed developmentally? Is she/he developmentally advanced/delayed? Give examples from all three areas of development: physical, cognitive, and social

Assessment Description
In addition to the topic Resources, use the chart you completed and questions you answered in the Topic 3 about “Case Study: Healing and Autonomy” as the basis for your responses in this assignment.
Answer the following questions about a patient’s spiritual needs in light of the Christian worldview.
In 200-250 words, respond to the following: Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient’s autonomy? Explain your rationale.
In 400-500 words, respond to the following: How ought the Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James’s care?
In 200-250 words, respond to the following: How would a spiritual needs assessment help the physician assist Mike determine appropriate interventions for James and for his family or others involved in his care?
Remember to support your responses with the topic Resources.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
BS in Health Sciences 1.2; BS Nursing (RN to BSN ) 5.2
Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.
Attachmentssee attachment below

Develop a speech to inform your audience based on one of the following categories:
 Report (inform) on a famous person (a past or present person).
 Report (inform) on famous organization.
 Provide information on a famous event (be specific).
In preparing your speech, select an appropriate introduction and conclusion.
Your speech should demonstrate clear organization.
The organizational format should be designed to increase audience interest and
retention of the message.
Pay careful attention to see that the topic is adapted to the audience and the occasion.
The topic should be well researched as evidenced by strong supporting materials.
Remember to choose a topic that you can present in 4 to 6 minutes

ntroduction
This week I want you to reflect upon what you have learned from the course, and from analyzing your personal nutrition.
Your Task
Please answer the following questions in complete sentences:
How has your knowledge changed regarding your knowledge and understanding regarding nutrition, and the relationship that it has with our health?
Describe what it was like to track your meals in a food log. What are some benefits to keeping a food log? What were some challenges that you faced?
What are some things that you learned about your personal diet/nutritional habits? What was the most interesting, shocking, or interesting thing that you found out about your nutrition via the food analysis?
Are there any changes that you are going to implement as a result of these assignments? Why or why not?
Optional- Is there anything else that you would like to share with me regarding these assignments?

Assignment #3 – Cultural Intelligence
Rana Nejem, an experienced international communications, protocol and PR practitioner and author of
When in the Arab World, started
out her career as a broadcast journalist. After working with CNN during the First Gulf War, she moved to the Royal Hashemite Court where she was responsible for the International Media Department for 2 years. Ran then moved into the field of communications and public relations leading the public diplomacy and communications work of the British Embassy in Amman for 18 years. Rana founded her own company in 2013 – Yarnu – an Arabic word meaning to look towards, to aspire. She has since been coaching, training and advising business executives, diplomats and officials, to refine their professional profile, increase the impact of their personal presence and raise their intercultural intelligence.
Please watch her presentation and provide your insights, opinions, and thoughts in no less than 2 pages (Times New Roman, 12, double-spaced). You can also provide examples from personal experience or from the articles/books/textbooks you read related to cultural differences, cultural intelligence or cross-cultural risk in international business.
ENG

For the the first project, notice and observe movement in the world around you. This can be actual dance movement, general movement of people or crowds, or movement of objects, such as cars in traffic, or natural elements, such as wind blowing leaves. Use this observation of movement in your everyday life and class info and write a 2-3 page paper about the experience and How you Define Dance at this point.
Project 1 Objectives:
Notice movement in the world around you.
Reflect on your experience observing movement by writing a reflection paper.
Utilize and demonstrate your understanding of the Elements of Dance vocabulary.
Notice and observe movement in the world around you. This can be actual dance movement, general movement of people or crowds, or movement of objects, such as cars in traffic, or natural elements, such as wind blowing leaves.
Think about What you think Dance is at this point in your life, reflect on how the movement you have observed relate to dance.
After you have completed this exercise, write a 2-3 page reflection paper about the experience. Papers must be 500-750 words. Use Times New Roman 12 point font, one-inch margins, page numbers in the bottom right hand corner, and double space

Coaching Contract- Students will create an example of what a coaching contract would be for their own coaching practice. This is meant to be theoretical and introduce students to the legalities of executive coaching and the main tenants of a coaching contract. You are free to reference Orenstein, 2007 appendices for example contracts, and you can also research more elaborate contracts. You will also find examples in Antonas, 2018 (at least the contents).
For this assignment, students must: (a) develop a sample coaching contract they would use with a client (an example of this can be used with the coaching subject, but would include one line about being a graduate student and this is for course credit), (b) submit the contract here by uploading the document.
EXAMPLE BELOW