How is global poverty related to key human development issues such as life expectancy, health, education, and literacy? Elaborate on your answer.
Category: civillization
Culture and society and how this insight aligns with our course content
Select TWO of the primary sources from the passage. Comment on how each offers useful insight on that particular culture and society and how this insight aligns with our course content. what do we learn from this? be specific in your response.
Culture and society and how this insight aligns with our course content
Select TWO of the primary sources from the passage. Comment on how each offers useful insight on that particular culture and society and how this insight aligns with our course content. what do we learn from this? be specific in your response.
“Abolition Frowned Down”
Step 1
You will create a document with a collection of resources related to an Overarching Essential Question you create that is cross-disciplinary and includes information from at least three social science disciplines i.e. history, government, politics, civics, psychology, sociology, etc. You want to make sure that this is an engaging topic that will motivate students and help them make connections to the society around them. It should also produce at least 3 topical essential questions. It should also be a question that you find compelling, as you will use these resources to develop your inquiry lesson later in the semester as part of another assignment
There must be a minimum of ten resources. There should be at least 2 written, 2 visual, 2 multimedia, 2 websites, and 2 teacher-practitioner articles related to your essential question. Please consider the following information as your develop this project.
• Think about topical essential questions that can help guide your search for resources.
• Resources must be appropriate for students at the 6-12 level or provide information for you as the teacher to teach at that level.
• An annotated bibliography begins with the citation of the resource (use APA format) followed by a paragraph summary of the resource.
• You must also include 2-3 sentences that describe how a teacher could use this resource.
Step 2
As part of this requirement, you must attend two professional development opportunities called “Outside Activities” throughout the semester and write a 2-page reflection about how that experience will add to your professional knowledge (either content or pedagogical knowledge). You will need to provide documentation of your attendance (e.g. photo with time stamp, pamphlet, verification by a faculty member, etc…) with the reflection. (Examples: attend an art exhibit reflective of social studies content, visit the FIU Frost Museum, tour the Miccosukee Indian village, visit Vizcaya museum and gardens for a Florida history experience)
• Feel free to contact me to discuss potential places for social studies professional development opportunities
Example of a source annotation:
Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. Henry Holt and Company. (Notice the APA citation is first.)
In this book of nonfiction based on the journalist’s experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.
An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.
SSE 3346 Resource Project (Critical Task #1)
THEME:
Essential Questions:
Social Studies Discipline: 1) 2) 3)
RESOURCE ANNOTATION RESOURCE ACCESS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Example:
SSE 3346 Resource Project (Critical Task #1)
THEME: Slavery
Essential Questions: How did slavery shape 19th century U.S. politics? How did the economic system of the Southern States affect socio-political beliefs and practices towards slavery in the region? How did beliefs about slavery compare and contrast between the Northern and Southern States? How did the issue of slavery impact U.S. federal and state laws?
Social Studies Discipline: 1) U.S. History 2) Economics 3) Anthropology
RESOURCE ANNOTATION RESOURCE ACCESS
EXAMPLE:
Dacre, H. & Robinson, H. R. (1839) Abolition Frowned Down. , 1839. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2008661344/ This political cartoon (image 1) published in 1839 demonstrates a satire on the “gag-rule” enforced in the U.S. House of Representatives. This rule prohibited any questions related to slavery and petitions related to abolition. At the time, anti-slavery sentiment in the North created tensions with southern supporters of the institution. The political cartoon likely reveals John Quincy Adams’ frustration with the passage of the rule. This political cartoon can serve as a focal point for a document-based question, an inquiry approach, for students to assess the impact of slavery on federal and state governments. Students can evaluate the information provided, contextualize the historical period, and explain how this image reflects the domestic conflict among states in the federal government. Library of Congress:
https://www.loc.gov/item/2008661344/
“Abolition Frowned Down”
Step 1
You will create a document with a collection of resources related to an Overarching Essential Question you create that is cross-disciplinary and includes information from at least three social science disciplines i.e. history, government, politics, civics, psychology, sociology, etc. You want to make sure that this is an engaging topic that will motivate students and help them make connections to the society around them. It should also produce at least 3 topical essential questions. It should also be a question that you find compelling, as you will use these resources to develop your inquiry lesson later in the semester as part of another assignment
There must be a minimum of ten resources. There should be at least 2 written, 2 visual, 2 multimedia, 2 websites, and 2 teacher-practitioner articles related to your essential question. Please consider the following information as your develop this project.
• Think about topical essential questions that can help guide your search for resources.
• Resources must be appropriate for students at the 6-12 level or provide information for you as the teacher to teach at that level.
• An annotated bibliography begins with the citation of the resource (use APA format) followed by a paragraph summary of the resource.
• You must also include 2-3 sentences that describe how a teacher could use this resource.
Step 2
As part of this requirement, you must attend two professional development opportunities called “Outside Activities” throughout the semester and write a 2-page reflection about how that experience will add to your professional knowledge (either content or pedagogical knowledge). You will need to provide documentation of your attendance (e.g. photo with time stamp, pamphlet, verification by a faculty member, etc…) with the reflection. (Examples: attend an art exhibit reflective of social studies content, visit the FIU Frost Museum, tour the Miccosukee Indian village, visit Vizcaya museum and gardens for a Florida history experience)
• Feel free to contact me to discuss potential places for social studies professional development opportunities
Example of a source annotation:
Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. Henry Holt and Company. (Notice the APA citation is first.)
In this book of nonfiction based on the journalist’s experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.
An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.
SSE 3346 Resource Project (Critical Task #1)
THEME:
Essential Questions:
Social Studies Discipline: 1) 2) 3)
RESOURCE ANNOTATION RESOURCE ACCESS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Example:
SSE 3346 Resource Project (Critical Task #1)
THEME: Slavery
Essential Questions: How did slavery shape 19th century U.S. politics? How did the economic system of the Southern States affect socio-political beliefs and practices towards slavery in the region? How did beliefs about slavery compare and contrast between the Northern and Southern States? How did the issue of slavery impact U.S. federal and state laws?
Social Studies Discipline: 1) U.S. History 2) Economics 3) Anthropology
RESOURCE ANNOTATION RESOURCE ACCESS
EXAMPLE:
Dacre, H. & Robinson, H. R. (1839) Abolition Frowned Down. , 1839. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2008661344/ This political cartoon (image 1) published in 1839 demonstrates a satire on the “gag-rule” enforced in the U.S. House of Representatives. This rule prohibited any questions related to slavery and petitions related to abolition. At the time, anti-slavery sentiment in the North created tensions with southern supporters of the institution. The political cartoon likely reveals John Quincy Adams’ frustration with the passage of the rule. This political cartoon can serve as a focal point for a document-based question, an inquiry approach, for students to assess the impact of slavery on federal and state governments. Students can evaluate the information provided, contextualize the historical period, and explain how this image reflects the domestic conflict among states in the federal government. Library of Congress:
https://www.loc.gov/item/2008661344/
How slaves resisted
Explain the institution of slavery in the US? How did slave holders try to maintain order? How did slaves resist? Explain the Compromises US politicians made over the issue of slavery. How did democracy and capitalism contribute to the rise and fall of slavery? How did the Fourteenth Amendment pave the way for civil rights in America?
Informational Interview: Career Mentor Questionnaire
Your Career Mentor must be someone who has experience your field of interest and has been
involved in hiring. Your mentor should have a minimum of three years of experience in the industry,
and a background or knowledge of the hiring process for entry level candidates in their field.
Interviews can be conducted by phone, in person, or virtually.
Before the interview:
• Arrange the interview. With permission to use the name of the person who referred you,
arrange the phone, video, or in-person interview. Contact the person to set up an interview by
telephone, by an email followed by a telephone call, or by having someone who knows the
person make the appointment for you. An example follows:
o Hello Mr. Jones, my name is YOUR NAME. Sally Smith indicated you would be a good
person for me to speak with for information and advice on the NAME industry. I’m a
class at Trine University and am gathering information for my job search. If possible, I’d
like to set up a short meeting with you in the next two weeks.
• Treat the appointment as you would a job interview. Prepare for the interview by
researching the company in which your contact works. Dress professionally. Print out your list
of questions you’d like to ask your contact. Bring copies of your resume with you to the
interview. Consider emailing a confirmation of your appointment with your professional resume
attached to the message as background information about you.
After the interview:
• Send a thank you card. Ask for a business card and send a thank you letter within 24 hours
of the interview. Personalize it, let them know what you learned, and your next steps as a
result of their advice.
• If you will be conducting another informational interview on your own, follow up with:
Would you be willing to connect me with anyone else you know who might be able to offer
some advice? (You can either ask your current interviewee to make an email introduction for
you, or ask if it’s okay to use your interviewee’s name when contacting the person).
Key elements of a CRM system
This course has major project assignments due in Week 3 and Week 5. It will take more than a week’s effort to adequately complete them. Plan time to start the research and work on those assignments earlier than the week in which they are due.
Using the same organization selected in Week 1 for the course project. Presume that the organization you selected has recently implemented a customer relationship management (CRM) system.
Research the key elements of a CRM system and defend at least three best practices that your organization can use to improve its customer retention. Make sure you support your choices with well-reasoned arguments and external sources.
Justify at least five critical pieces of customer information needed from your key market segment. Why do you need to collect this specific data?
Justify five survey questions that might be used to evaluate the segment’s experience with your organization. Why do you need to know this information?
Justify a plan for how customer data (previous two bullet points) will be collected. The plan should detail the methods to be used (e.g. written survey, focus groups, interviews, etc.) and where those methods will be integrated into the organization’s processes (e.g., a hotel sending an e-mail survey following a customer’s stay at a specific location).
Operating systems
Client Specifications for Tetra Shillings Accounting
When developing your plan, keep in mind the following information about the client:
All desktops and laptops are currently running Windows 8.1 Enterprise.
About half of the laptops are less than a year old and will be retained for the upgrade.
All other laptops will be replaced with new hardware in time for the upgrade.
All desktop systems will be replaced with new laptops.
Your windows upgrade plan for Tetra Shillings Accounting should be based on Microsoft solutions and best practices and include the following points:
The advantages of upgrading to Windows 10, including at least three Windows 10 features that will provide the most benefit.
Recommendations for a version of Windows 10 for the upgrade and the install method(s) to be used.
At least two automated deployment options.
Plans to minimize disruptions to business operations.
A strategy that will keep operating systems updated.
Biosafety levels
Briefly summarize the 4 (four) different Biosafety levels. Give examples of microorganisms studied in each level: