Category: Arts

Martin Gardner’s argument for the objectivist view of art

Posted on | by Brian Leakey

What is Martin Gardner’s argument for the objectivist view of art? Do you agree? Why or why not?
Use Vaughn’s textbook to help you explain Gardner’s theory and its strengths and weaknesses. Choose an object, performance, or piece of writing as an
example, and explain whether Gardner’s theory would classify the object as Art. Do you agree with objectivism about Art or do you find another theory more
convincing? Defend your point of view.

DESIGNING QUANTITATIVE RESEARCH

Posted on | by Brian Leakey

Researchers consider validity and reliability with each new study they design. This is because validity and reliability are not fixed but rather reflect a particular study’s unique variables, research design, instruments, and participants.

In the context of research design, two types of validity, which speak to the quality of different features of the research process, are considered: internal validity and external validity. Assuming that the findings of a research study are internally valid—i.e., the researcher has used controls to determine that the outcome is indeed due to manipulation of the independent variable or the treatment—external validity refers to the extent to which the findings can be generalized from the sample to the population or to other settings and groups. Reliability refers to the replicability of the findings.

For this Discussion, you will consider threats to internal and external validity in quantitative research and the strategies used to mitigate these threats. You will also consider the ethical implications of designing quantitative research.

Post an explanation of a threat to internal validity and a threat to external validity in quantitative research. Next, explain a strategy to mitigate each of these threats. Then, identify a potential ethical issue in quantitative research and explain how it might influence design decisions. Finally, explain what it means for a research topic to be amenable to scientific study using a quantitative approach.

Constructive approach toward negotiating

Posted on | by Brian Leakey

Select a relationship in your life, either personal/professional or past/present that demonstrates a constructive approach toward negotiating, managing, or resolving conflict.

Based on your acquired knowledge regarding relational communication as well as communication competence, support your viewpoints along with solid examples. Select a few of the most appropriate key concepts to connect to your topic of discussion.

Experience & Research Articles

Posted on | by admin3

 

Describe your experience with reading research articles.

Share an example of an article that has been useful and applicable to your practice based on your readings. Share an example of an article (or information) that was not helpful.

Provide rationale through critiquing and evaluating the strengths and weaknesses of the articles.

 

 

Decision-Making Top-Down vs. School-Based

Posted on | by Brian Leakey

Educational leaders must routinely make decisions affecting students, staff, and parents within schools as well as within the entire school district in the moment and looking into the future. Most of these decisions will have a substantial effect on all stakeholders, particularly on the future lives of each student. Educational leaders must then possess a clear understanding of how to make effective decisions, utilizing as much related data and information as possible, considering other related factors and circumstances, being aware of previously established precedents, consulting others, and determining all possible outcomes on stakeholders. At the school-district level, educational leaders must know when it is best to implement a personal decision affecting schools or when to support school-based decision-making.

Educational leaders must also engage in conflict resolution, with these outcomes again substantially affecting all stakeholders, particularly students. How do educational leaders effectively manage conflict between themselves and other stakeholders, as well as support conflict resolution between staff, students, parents, and even board of education members? During conflictual situations, effective educational leaders support a win-win solution for all involved parties. The effective leader never becomes the depositor or resolver of conflict between others, while still attempting to assist others to resolve it amongst themselves as much as possible.

Utilizing the assigned readings for the course as well as additional applicable scholarly sources, put yourself in the role of an educational leader and complete Parts I through IV of the assignment below:

Part I: Decision-Making Flow Chart Process: Develop a visual illustration involving a flow chart of your decision-making process. Be sure to clearly depict how you would make effective decisions at the school or school district level within an educational setting of interest, refer to the Owens and Valesky text for an example. You may wish to use an applied example of how you would arrive at a decision within your visual illustration.

Part II: Decision-Making Top-Down vs. School-Based: Defend when it would be more appropriate to make decisions at the leadership level and when it would be more appropriate to support school-based decision-making. You may wish to use an applied example for each form of decision-making.

Length: 2-3 pages, not including title and reference pages
References: Minimum of 2 scholarly resources

Classifications Of Evidence Presentation

Posted on | by Brian Leakey

There are several types or classifications of evidence. How evidence is collected or packaged may vary from one classification to another. Prior to beginning work on this discussion, please review:

From the text:
Chapter 3: Digital Forensics
Chapter 6: Trace and Materials Evidence
From the free PDF copy at the web page Strengthening Forensic Science in the United States: A Path Forward (2009)Links to an external site.: Chapter 5: Descriptions of Some Forensic Science Disciplines
From the free, downloadable resource at the web page Crime Scene Investigation GuideLinks to an external site.: Section C: Processing the Scene
The videos Evidence and Forensics: Due ProcessLinks to an external site. and Forensic Science in Action: From Crime Scene to CourtroomLinks to an external site.
You may also want to review the recommended help guides for PowerPoint and Screencast-O-Matic. For more details, refer to the PowerPoint Presentation Best PracticesLinks to an external site. resource and the Screencast-O-Matic Quick-Start GuideLinks to an external site.. You are also strongly encouraged to review the other recommended resources, as they will help you explore different types of evidence, as well as packaging and processing.

You are an intern at a forensic Crime Scene Response Unit (CSRU) and as part of your duties, the unit manager has asked you to develop a presentation on evidence for a Citizens’ Academy class. Develop a short presentation about the classification of evidence assigned. For this discussion forum evidence has been categorized into six types, although the evidence in each of these six categories could be further separated. You will be assigned topics by last name to complete this presentation. Your presentation will comprise slides containing visuals and bullet points, as well as narrating content. You can use PowerPoint to create your presentation using this UAGC web page PresentationsLinks to an external site. or any other presentation software and record yourself narrating it with Screencast-O-Matic. You are not required to be on camera but may choose to do so if you please.

You are assigned the following topics based on the first letter of your last name:

D through E: Fingerprints

Your presentation must address the following elements:

description of the type(s) of evidence included in this category
an overview of how that type of evidence emerged
how it was first used and any historical significance
current uses
how it should be documented
packaging methods
explanation of why this methodology is used
potential admissibility issues in court
PowerPoint or any other presentation software may be used to visually present your research design. Write the speaker’s notes as a script at the bottom of each slide to enable smooth narration. Narration is required. To include narration, you will need to record your presentation using Screencast-O-Matic or similar software and link it to share with others. You will need either a laptop’s built-in microphone or an external microphone headset to record your voice.