2. Lesson Planning (due within 4 hours)Imagine you are a substit.docx

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This document asks the reader to design a 5-minute lesson on a topic of their choice for kindergarten, grade 3, and grade 6 students from both Piaget's and Vygotsky's perspectives on child development. The reader is then asked to compare how the lessons differ based on each theorist's views and whether they would change anything for each age group and why.

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2. Lesson Planning (due within 4 hours)
Imagine you are a substitute teacher teaching a topic of interest
(your choice) to 3 different grades in elementary school:
kindergarten, grade 3, and grade 6. Design a quick 5 minute
lesson to any of the grades from Piaget’s perspective. Now try
and design the same 5 minute lesson from Vygotsky’s
perspective. How do the results differ? Would you do anything
different based on the age and why?

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2,___Use of no less than six slides and no more than seven: a. An introductory slide with the title or research question and your name and student number. b. The remaining 4-5 pieces of information will be responsible for answering the information question: What was the impact of ________en the history of _________? c. An APA-style bibliography slide. 3.__one or more than another image in the power point related to the theme. One of these images may be the image of the neighbor being investigated. 4.__Bibliografía (no less than 4 references: Two from the Internet, one from one book and one from an interview- APA style) 7. ___write in your own words. No copy paste. 8. __ (Correct spelling and punctuation and note that the writing is yours and not a copy paste from the Internet or a book). Check the work before delivering it with this same check list. V. Depth 9.__Desarrollo of the research question. Answer it through the power point presentation. 10. __ Depth in the study. Copy paste is not accepted. Any plagiarism (may be: copy a concept, even a sentence, whose intellectual author is not you, invalidates this research- see the university's politics regarding plagiarism). Each criterion is worth ten points. ¿Cómo impacta la novela a la historia de Puerto Rico? Yeralis M. Rivera Arguinzoni B00569846 Dra. Vilma Pizarro Historia de Puerto rico Universidad Interamericana Recinto de Barranquitas Comienzos de la novela en Puerto Rico La literatura en Puerto Rico comienza a finales del siglo XIX. Movimiento del romanticismo( Europa: Alemania, Inglaterra y España) Géneros literarios: Poesía, teatro, ensayo y narrativa( novela, cuentos, leyendas, etc.). La novela es el último género en llegar a Puerto Rico y a América. En estas novelas trataban los temas de: el amor a la patria, el destino, la muerte, Dios y el progreso, entre otros. La primera novela puertorriqueña Hay dos teorías sobre la primer novela puertorriqueña: Luz y Sombra(1893) = Escrita por Ana Roque de Duprey, primera novela escrita en Puerto Rico. “La Peregrinación de Bayoán”(1863) = Escrita por Eugenio María de Hostos, primera novela escrita por un puertorriqueño pero es escrita en España. Esta es la mas aceptada como la primera novela puertorriqueña. Su tema principal era la lucha por la identidad del puertorriqueño. Ideas políticas y sociales de Hostos luego del grito de Lares y el grito de Yara(Cuba), fueron expresadas en esta novela. Otros escritores importantes de la época Manuel Zeno Gandía = Considerado como el más grande novelista de Puerto Rico. Sus obras: “La Charca”, “Garduña” y “El Negocio”, conocidas como “Crónicas de un mundo enfermo”, se escriben ya bajo el naturalismo. Presentan a un Puerto Rico enfermo y la situación crítica de un Puerto Rico abandonado por España. Enrique A. Laguerre = Sus obras más importantes: “La Resaca” y “La llamarada”. Sus obras presentan la pésima situación de vida del campesinado a finales del siglo XIX. .

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2. Multicultural Interview Paper Students may begin this assignment by selecting an individual from a culture differing from their own. This may be any culture or subgroup covered in the course content, such as adolescents, elderly adults, and persons with disabilities. Students are not limited to these groups. Students will create a series of interview questions focused on issues and concerns pertinent to the culture or subgroup . Interview questions are to be specific and designed to help the student learn more about the culture or subgroup as it relates to Addictions & course studies. Students may use their text book and other course resources as guidelines for developing questions. Students should develop a minimum of eight-10 interview questions. Students must submit interview questions to the course instructor and receive approval of the questions before proceeding with the assignment. Students will then use these approved questions during the interview with the consenting individual and write a two page summarization of the questions with the answers received by the individual. The paper must be in question/answer format. .

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2-1 Introduction Uber Technologies Inc. (Uber) is a tech startup that provides ride-sharing services by facilitating a connection between independent contractors (drivers) and riders with the use of an app. Uber has expanded its operations to 425 cities in 72 countries around the world and is valued at around $70 billion, making it the world’s most valuable startup. Approximately 30 million users use Uber’s services monthly. Uber has become a key player in the sharing economy, a new economic model in which independent contractors rent out their underutilized resources such as vehicles or lodging to other consumers. The sharing economy is quickly becoming an alternative to owning resources outright. Because its services cost less than taking a traditional taxi, Uber and similar ride-sharing services have upended the taxi industry. The company has experienced resounding success and is looking toward expansion both internationally and within the United States. However, Uber’s rapid success is creating challenges in the form of legal and regulatory, social, and technical obstacles. The taxi industry, for instance, is arguing that Uber has an unfair advantage because it does not face the same licensing requirements as they do. Others accuse Uber of not vetting their drivers, creating potentially unsafe situations. Some major cities are banning ride-sharing services like Uber because of these various concerns. Additionally, Uber has faced various lawsuits, including a lawsuit filed by its independent contractors. Its presence in the market has influenced lawmakers to draft new regulations to govern this “app-driven” ride-sharing system. Legislation can often hinder a company’s expansion opportunities because of the resources it must expend to comply with regulatory requirements. Uber has been highly praised for giving independent contractors an opportunity to earn money as long as they have a car, while also offering convenient ways for consumers to get around at lower costs. Although its “Surge Pricing” technique has been criticized for charging higher fares during popular times, it is also becoming a model for other companies such as Zappos in how it compensates its call center employees. The biggest issues Uber faces include legal action because drivers are not licensed, rider and driver safety,protection and security of customer and driver information, and a lack of adequate insurance coverage. To be successful, Uber must address these issues in its marketing strategy so it can reduce resistance as it expands into other cities. 2-2 Background In 2009 Travis Kalanick and Garrett Camp developed a smartphone application to connect drivers-for-hire with people needing rides to a destination in their city. Earlier in the year the founders had attended the inaugural address in Washington, D.C. and could not hail a taxi. They recognized the need for a convenient, low-cost transportation service. This innovative service was originally founded.

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2 posts Re: Topic 2 DQ 1 Social determinants of health are factors affecting peoples’ health, functioning and well-being, such as environmental conditions, social, and economic variables. Socioeconomic environmental factors contributing to infectious disease occurrence include crowding, unsanitary, unavailability of uncontaminated foods and water. These conditions provide an environment required for continuous chain of infection; the process required for transmission of disease. There are 6 components in the chain, or a cycle, of infection: organisms, reservoir, portal of exit, transmission, portal of entry, and a suspectable host (Green, 2018). To stop spreading of a communicable disease, the process has to interrupted or the chain of infection has to be broken at any point. Nurses, working in communities can decrease of the infectious diseases spreading. Promoting vaccination to lowering susceptible hosts number; and educating on sign and symptoms for early self-isolation to protect one’s family members from getting sick, breaking the transmission link. Educating on thorough hand hygiene and reducing face touching may protect one from getting sick eliminate portal of entry link. Proper respiratory hygiene, such as using disposable tissues and covering the mouth when sneezing, may stop the transmission on the stage of the pathogen leaving the reservoir via portal of exit (CDC.gov). Noncommunicable chronic diseases, such as type 2 diabetes, have grown in endemic and epidemic proportions, are developing from a combination of determinants including environmental, physiological, and behavioral factors, additionally to genetic disposition (Green, 2018). Lack of knowledge and motivation, unavailability of healthcare services and financial resources contribute to developing of such diseases.q .

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1 Transcultural Diversity and Health Care Chapter 1 LARRY D. PURNELL The Need for Culturally Competent Health Care Cultural competence in multicultural societies continues as a major initiative for business, health-care, and educational organizations in the United States and throughout most of the world. The mass media, health-care policy makers, the Office of Minority Health, and other Governmental organizations, professional organizations, the workplace, and health insurance payers are addressing the need for individ- uals to understand and become culturally competent as one strategy to improve quality and eliminate racial, ethnic, and gender disparities in health care. Educational institutions from elementary schools to colleges and universities also address cultural diversity and cultural competency as they relate to disparities and health promotion and wellness. Many countries are now recognizing the need for addressing the diversity of their society, including the client base, the provider base, and the organization. Societies that used to be rather homogeneous, such as Portugal, Norway, Sweden, Korea, and selected areas in the United States and the United Kingdom, are now facing significant internal and external migration, resulting in eth- nocultural diversity that did not previously exist, at least not to the degree it does now. As commissioned by the U.K. Presidency of the European Union, several European countries—such as Denmark, Italy, Poland, the Czech Republic, Latvia, the United Kingdom, Sweden, Norway, Finland, Italy, Spain, Portugal, Hungary, Belgium, Greece, Germany, the Netherlands, and France—either have in place or are developing national programs to address the value of cultural competence in reducing health disparities (Health Inequities: A Challenge for Europe, 2005). Whether people are internal migrants, immigrants, or vacationers, they have the right to expect the health-care system to respect their personal beliefs, values, and health-care practices. Culturally competent health care from providers and the system, regardless of the setting in which care is delivered, is becoming a concern and expec- tation among consumers. Diversity also includes having a diverse workforce that more closely represents the population the organization serves. Health-care personnel provide care to people of diverse cultures in long-term-care facilities, acute-care facilities, clinics, communities, and clients’ homes. All health-care providers—physicians, nurses, nutritionists, therapists, technicians, home health aides, and other caregivers— need similar culturally specific information. For example, all health-care providers engage in verbal and nonverbal communication; therefore, all health-care professionals and ancillary staff need to have similar information and skill development to communicate appropriately with diverse populations. The manner in which the information is used may differ significantly based on the.

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1 Wang MYTHS OF LATINO IMMIGRATION Wang 2 Dear Jenny,  In this submission I am trying to use three different evidence to illustrate the common myth of Latin American. For this submission I concentrated most of my efforts on explain why the three evidences has refute the myth. What I struggled with most was trying to make differentiate explanation with my first evidence and the second evidence. If I was given more time, I would work on reading the class readings earlier to give myself more time to think and come up with more ideas or evidences for my myth. I think the strongest parts of this submission are was connecting the class readings with my own thought and embed them into my essay. Sincerely, Xi Wang Myths of Latino Immigration There are several misconceptions used to define Latino in America. One of the common myth about Latino is that it is homogenous, naturally existing, and an easily identifiable group of people with distinct racial identity. This myth is wrong because Latino is not a homogenous group; they do not naturally exist, nor does it have racial features for easy identity. Latino is the group that is initially from areas with different ancestries. Latino population is consisting of many types, say, Mexican, Puerto Rican, Cuban or Dominican, and they are not easily identified. The paper will be discussed the three shreds of evidence that shows that the myth of homogeneity, identification, and existence of Latino are wrong. Latino comprises of several sub-groups with different ancestry One of the typical stereotype and mentality regarding the Latinos in America is that they have a shared ethnic background. However, the reality is that Latino comprises of several sub-groups which are unique linguistically (Holloway, 2008, p.5). Even though nearly 60% of Latino are Spanish speakers, each subgroup has a way of speaking just as it is the case with the English. Furthermore, the identity of Latino differs with the region they inhabit. In the United States, Latino is defined in terms of their nationalities or the countries that they originated. For example, in the case of Midwest and Southwest, Latinos are people who originally came from Mexico. In the eastern part of America, particularly New York and Boston regions, Latino is people who are considered to have limitations of communications with the Dominicans and Puerta Ricans (Meier & Melton, 2012, p.737). In this case, Latinos are defined by their inability to communicate with o people other in the region. In the case of Miami, Cubans, and Central America, Latinos are groups for interpreting Latin America. They are people who live in Latin America. Latin America is considered a group of Latin people who originate from different nationalities. In chapter three, Social Polarization and Colonized Labor: Puerto Ricans in the United States, between 1945–2000 Kelvin Antiago-Valles &.

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2 paragraphs and citations. Explain how structural coding is similar or different from Vivo Code: Required Readings Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications. Chapter 1, “An Introduction to Codes and Coding” (pp. 1–42) (previously read in Week 5) Chapter 2, “Writing Analytic Memos About Narrative and Visual Data” (pp. 43–65) (previously read in Week 5) Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications. Chapter 12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211) (previously read in Week 5) Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications. Chapter 7, “An Integrative Approach to Data Analysis” (pp. 215–236) (previously read in Week 5) Chapter 8, “Methods and Processes of Data Analysis” (pp. 237–270) (previously read in Week 5) Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G. (2009). A qualitative framework for collecting and analyzing data in focus group research. International Journal of Qualitative Methods, 8(3), 1–21. Retrieved from the Walden Library databases. .

2 paragraphs and citations.Explain how structural coding is simi.docx

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1 The Evolution of Same Sex Couples in Canada The Evolution of Same Sex Couples in Canada Juan Suarez HHS4U (Phase 2) October 27th, 2017 This section of the research paper will go into further depth by looking at the social, emotional, mental and political effects that society has and has had on same sex couples and how they have changed over the years. Social Both Same-sex and Heterosexual couples face very similar relationship issues and go through similar processes to address them, one of the only differences being sexual orientation. Another difference is the social effects it has on the couples. Heterosexual couples are automatically accepted in society, because being “straight” is the social norm. According to an article published by everydayfeminism.com, the author Erin Tatum, states: “Heteronormativity is established before kids are even out of diapers.” This gives Hetero couples .

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2 days ago Shravani Kasturi Discussion COLLAPSE Top of Form The organization projects have a different strategical plan that can help in enterprise goals achievements. There are some of the projects that require some of the bulky of the activities that will help the business management to achieve the implemented goals and objectives using different ideas. There is a uniqueness of the project that can be detected to show some of the differences in the process and ensuring there is goals achievement in the completion of the project process. It is important to consider timelines when expecting the completion of the project. The projects and daily activities have some of the differences since the projects take too long for its completion while daily activities take a short period. The implementation of the daily activities requires the business to have a continuous operation as deployed by business management. Moreover, the daily activities have no indicated date or schedule plans which are implemented in the project process to help in achieving the business goals. The organization should create group management to help in making better decisions that will lead to effective practices that will increase the effectiveness of the project management by considering the team members' support and idea-sharing. The organization project should be recorded to make a comparison in some of the areas such as members' roles and responsibilities. Moreover, business management is recommended to focus on some of the areas where they consider the quality of the project's goals achievements. According to Jissink, Rohrbeck, & Schweitzer (2017), the implementation of the group or project team requires effective leadership skills to help in influencing the members for the project successful completion. Ultimately, some of the challenges occur due to the use of information technology in some areas. The cybersecurity has been issued that interferes with most of the projects since there are some of the members that can leak the information to other business competitors thus exposing the business project planning. Moreover, the budget allocation can also be affected by the use of IT thus creating difficulties in project management, Papke-Shields, & Boyer-Wright (2017). The project's uniqueness should consider some of the needs in planning and having effective preparation for successful project completion. Bottom of Form 22 hours ago Nikesh Bantu Discussion 7 COLLAPSE Top of Form The organization is progressively setting out for massive scope change projects to adjust to a continually changing business condition. An assortment of elements impacts the multifaceted nature of projects along these lines making their extension hard to characterize and oversee. For these projects to accomplish their key objectives, it can't be essential to break down their degree into controllable constituents, yet additionally to line the pieces back again into a durable entirety. As ass.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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The global implications of DORA and NIS 2 Directive are significant, extending beyond the European Union. Amongst others, the webinar covers: • DORA and its Implications • Nis 2 Directive and its Implications • How to leverage directive and regulation as a marketing tool and competitive advantage • How to use new compliance framework to request additional budget Presenters: Christophe Mazzola - Senior Cyber Governance Consultant Armed with endless Excel files, a meme catalog worthy of the best X'os (formerly twittos), and a risk register to make your favorite risk manager jealous, I swapped my computer scientist cape a few years ago for that of a (cyber) threat hunter with the honorary title of CISO. Ah, and I am also a quadruple senior certified ISO27001/2/5, Pas mal non ? C'est francais. Malcolm Xavier Malcolm Xavier has been working in the Digital Industry for over 18 Years now. He has worked with Global Clients in South Africa, United States and United Kingdom. He has achieved Many Professional Certifications Like CISSP, Google Cloud Practitioner, TOGAF, Azure Cloud, ITIL v3 etc. His core competencies include IT strategy, cybersecurity, IT infrastructure management, data center migration and consolidation, data protection and compliance, risk management and governance, and IS program development and management. Date: April 25, 2024 Tags: Information Security, Digital Operational Resilience Act (DORA) ------------------------------------------------------------------------------- Find out more about ISO training and certification services Training: Digital Operational Resilience Act (DORA) - EN | PECB NIS 2 Directive - EN | PECB Webinars: https://pecb.com/webinars Article: https://pecb.com/article Whitepaper: https://pecb.com/whitepaper ------------------------------------------------------------------------------- For more information about PECB: Website: https://pecb.com/ LinkedIn: https://www.linkedin.com/company/pecb/ Facebook: https://www.facebook.com/PECBInternational/ Slideshare: http://www.slideshare.net/PECBCERTIFICATION

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In Bachelor of Pharmacy course, Class- 1st year, sem-II Subject EVS having topic of Energy Resources under the point Natural Resources. Following Presentation contain total information about the energy resources like Introduction of energy resources, Non-renewable, Renewable Energy resources with examples as well as deep explanations of coal, oil, petroleum, solar energy , wind energy , Conservation of Natural resources etc. Students having deep knowledge about energy resources after studying this presentation.

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