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Writer’s Choice

Paper details For this task, please read Shirley Brice Heath’s classic article, “What No Bedtime Story Means.” The research it’s based on was actually done in South Carolina (cool!), but that doesn’t mean it was/is an article of strictly regional interest–this is an internationally famous and foundational article about literacy, which is why you need to read it ;). However, it’s old (1982!!), and it (potentially) invites problems associated with what has been called “Cultural Mismatch Theory.” You will read Gutierrez and Rogoff (2003) and think about it with respect to Heath’s article in order to think about equity in literacy instruction. Specifically:

Purpose for Reading the Heath Article:

As you are reading, pay attention to the ways Heath found that children in different racial and socioeconomic groups read. What did they value? What did their parents and communities value? This will help you to answer the following questions. These are called literacy practices. Be sure to watch the video (this module) on what literacy practices are. It will help you to answer the following questions.

NOTE: Each question can be fully answered in a thoughtful paragraph.

1. In her article, Heath outlines the different ways that children in differing racial and socioeconomic groups read, generally speaking. These are called literacy practices (the video will help you here ;). For each of the three groups listed below, what were the most common literacy practices (i.e., ways in which people read/write/speak/listen) that they used?

Maintown (Upper Middle Class White)
Roadville (Lower Middle Class White)
Trackton (Lower Middle Class Black)
2. What advantages do each of the three groups have, as literate beings, which are not typically valued in schools?

3. Of the three groups, which likely had the greatest advantage when they got to school, from a literacy perspective? Why? (HINT: Think about the ways literacy is typically practiced in schools.)

4. Questions 2 and 3 (above) are RISKY!! Yes, I know, they don’t seem scary, but they potentially are…. Why, you wisely ask? Because they can lead us into a problematic way of thinking often called Cultural Mismatch Theory. What would you guess Cultural Mismatch Theory is?

5. After reading Gutierrez and Rogoff (2003), how can we read research like that coming from Heath (1982) WITHOUT making the mistake of Cultural Mismatch Theory? Instead, how should we think about our own individual students’ literacy practices?

Writer’s Choice

Paper details For this task, please read Shirley Brice Heath’s classic article, “What No Bedtime Story Means.” The research it’s based on was actually done in South Carolina (cool!), but that doesn’t mean it was/is an article of strictly regional interest–this is an internationally famous and foundational article about literacy, which is why you need to read it ;). However, it’s old (1982!!), and it (potentially) invites problems associated with what has been called “Cultural Mismatch Theory.” You will read Gutierrez and Rogoff (2003) and think about it with respect to Heath’s article in order to think about equity in literacy instruction. Specifically:

Purpose for Reading the Heath Article:

As you are reading, pay attention to the ways Heath found that children in different racial and socioeconomic groups read. What did they value? What did their parents and communities value? This will help you to answer the following questions. These are called literacy practices. Be sure to watch the video (this module) on what literacy practices are. It will help you to answer the following questions.

NOTE: Each question can be fully answered in a thoughtful paragraph.

1. In her article, Heath outlines the different ways that children in differing racial and socioeconomic groups read, generally speaking. These are called literacy practices (the video will help you here ;). For each of the three groups listed below, what were the most common literacy practices (i.e., ways in which people read/write/speak/listen) that they used?

Maintown (Upper Middle Class White)
Roadville (Lower Middle Class White)
Trackton (Lower Middle Class Black)
2. What advantages do each of the three groups have, as literate beings, which are not typically valued in schools?

3. Of the three groups, which likely had the greatest advantage when they got to school, from a literacy perspective? Why? (HINT: Think about the ways literacy is typically practiced in schools.)

4. Questions 2 and 3 (above) are RISKY!! Yes, I know, they don’t seem scary, but they potentially are…. Why, you wisely ask? Because they can lead us into a problematic way of thinking often called Cultural Mismatch Theory. What would you guess Cultural Mismatch Theory is?

5. After reading Gutierrez and Rogoff (2003), how can we read research like that coming from Heath (1982) WITHOUT making the mistake of Cultural Mismatch Theory? Instead, how should we think about our own individual students’ literacy practices?

ETHC 101 D06Discussion 2

Paper details USING MAIN SOURCE FROM: Moral Reasoning: An Intentional Approach to Distinguishing Right from Wrong
Thread: Now that you have learned about competing ethical theories, write a 500-600 word thread that compares and contrasts a Christian ethical theory with a competing ethical theory. Since we have already looked at ethical relativism in DB 1, you should choose from any theory in the Moral Reasoning textbook except ethical relativism. That means you can choose from Virtue Ethics, Natural Law, Ethical Egoism, Utilitarianism, Duty Ethics, Social Contract Theory, and Moral Realism (or any combination of these) in contrast to a Christian ethical theory such as Divine Command, Divine Nature, or Christian Revelational Ethics (or a combination of these).

How do these each system define “the good?” How does each claim to know “the good?”
What, if anything, do these systems have in common? What, if anything, are their key differences?
Which theory do you think is the stronger ethical theory? Defend your answer. This final question should take up the majority of your thread.
Be sure to carefully define your terms. You are expected to support your position with rational arguments, fitting examples, and expert sources. Any quotes or information used from sources other than yourself must be cited using footnotes in current Turabian format and will not count towards the total word count. You will be penalized for falling short or exceeding the word count. This is a university-level writing assignment and therefore it must be carefully proofread, free of grammar, spelling, and punctuation errors. Do not use slang, emoticons, or abbreviations (as if you are texting or sending an email to a friend).

You are expected to cite at least one academic source in your DB threads and replies. These sources would include the course textbooks, books, journal articles, periodicals, and similar publications. Sources such as Wikipedia and online dictionaries do not count as academic sources and should not be used. Biblical references are encouraged, but will not count as an academic source.

1. Nutrition 2. Fitness

Paper details As part of the benchmark assignment for this course, you have been asked to organize and design an upcoming Wellness Fair for your kindergarten class. To prepare for this Wellness Fair, you will develop four mini-lessons in the areas of health, safety, nutrition, and fitness throughout the course. In addition, you will research community organizations to be represented in booths at the Wellness Fair that will provide your school community with information related to health, safety, nutrition, and fitness.
For this part of the assignment, design one nutrition mini-lesson and one fitness mini-lesson for the event. Lesson topics may include, but are not limited to:
• Meal planning
• School garden
• Recycling
• Label reading
• Food safety
• Healthy choices
• Healthy lifestyle
• Muscle strength
• Being active
Make sure each lesson is developmentally appropriate and addresses strengths and needs of the students depicted within the “Class Profile.”
For each mini-lesson, complete the four parts of the “COE Lesson Plan Template” Section I, located in the Student Success Center.
In 250-500 words, reflect upon your instructional choices in relation to the “Class Profile” and summarize the chosen organizations and why each should be featured at the school community Wellness Fair.
Submit your two mini-lessons and justification as one submission.

Please ensure that you use the SAME class profile as the one you used for the assignment before. Class profile should have the number of students in the class, their strengths and needs. Lesson plan must address those strengths and needs.

Division of Labour in New York 19th Century

Paper details Feedback has been given on your paper ideas, all were good ideas, so I just suggested being more specific with the location or time period.
With that done you can begin on a first draft which will be due by 7/5.

You will be graded along a few dimensions for these essays:
1. Writing clarity — can you clearly convey the ideas you are trying to describe?
2. Theory — do you understand the economics involved, and you understand your chapter of the book?
3. Real life — can you convey the real-life situation to your reader? Do you have citations of experts, graphs, charts, maps, statistics to help convey this rigorously?
4. Integration — how well can you apply the theory to the real-life situation? Can you explain how they match or mirror each other, and explain the cases where they do not?
5. Presentation — does the paper look professional? Are there mistakes that draw the eye away from the content of the paper?

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