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June 19, 2025

Elementary Critical Thinking Lesson

Lesson Title: Grade Level: Subject Area: Lesson Duration: Lesson’s Goal: (What do I want the students to come away with from this lesson?) Objectives: (S.M.A.R.T. Objectives) Standards : (What are the state {Florida}standards according to the grade level I will use for this content?) Pre-assessment: Teacher Materials/ Technology: Student Materials/Technology: Essential Question: Key Vocabulary: Proactive Classroom Management Planning: (Describe your management plan to ensure smooth transitions and prevent any potential behavior problems. Include how the students will be grouped.) Instructional Procedures: (Indicate how you intend to sequence the activities in the lesson from initiation to closure, estimating the time necessary to complete each major component of the lesson.)

Lesson lead in/opening: Core Activities: (include steps to deliver the lesson) Differentiated Instruction: (ESOL/ESE/Gifted strategies) Critical Thinking Strategy: Guided Practice: Independent Practice: Lesson Closure: Assessment: (Did the students learn based on the objectives? Describe the assessment.) Follow-up Activities: (Are there any follow- up activities to extend or refine the lesson taught?)

Reflections: (What aspects of the lesson were successful? What aspects of the lesson could be improved?)

Generated: 4/8/2025 Page 13 of 16

Elementary Critical Thinking Lesson

Appendix C Assignment Rubrics

Assignment 1 Rubric Instructional Strategies for Critical Thinking Rubric

Requirement Exceeds Expectations

Meets Expectations

Does Not Meet Expectations

Strategies Identifies 3 strategies or activities and identifies how they can be used to help develop critical thinking/problem solving skills 4 points

Identifies 2 strategies or activities and identifies how they can be used to help develop critical thinking/problem solving skills 2-3 points

Identifies only 1strategy or activity and identifies how they can be used to help develop critical thinking/problem solving skills 0-1 point

Use of Strategies

Describes in detail how strategies will be used including the activity(s) identified that will utilize each strategy., Includes how the strategy will impact learning. 4 points,

Describes the strategy use in detail but does not indicate the activities that utilize each strategy. 2-3 points,

Does not describe the activities that will incorporate each strategy. 0-1 point,

Assessment Indicates how the strategies will be assessed to measure candidate learning, and uses a graphic display of data (self- generated data) to give a picture of progress over time. 4 points

Indicates how the strategies will be assessed to measure candidate learning, but does not use a graphic display of data (self-generated data) to give a picture of progress over time. 2-3 points

Does not indicate how strategies will be assessed for effectiveness. 0-1 point

References Provides 3 professional references relating to the strategies identified 4 points

Provides 2 professional references relating to the strategies identified 2-3 points

Provides only 1 professional reference relating to the strategies identified 0-1 point

Generated: 4/8/2025 Page 14 of 16

Elementary Critical Thinking Lesson

June 19, 2025

Voyant Text Analysis Project

By Academic Wizard Blog

Voyant Text Analysis Project

Your mission for this assignment (should you choose to accept it!) is to do some textual analysis of a large corpus of text(s) using Voyant Tools. How you approach this is up to you. Examples of the kinds of text you might examine include, but are not limited to: recipes, song lyrics, blogs posts, tweets, Facebook posts, etc. If you want to do something work-related, you might think about examining policy documents, curriculum documents, etc. Or, you might choose to have some real fun and think up a corpus of text that you never imagined analyzing. The main goal is to demonstrate an effort to really learn what’s possible with Voyant Tools for analyzing and visualizing textual data.

One tip for selecting the corpus of data you will analyze and visualize is that, ideally, there will be multiple documents that can be loaded into Voyant Tools. For example, if you want to analyze music, you might choose an album from an artist. But, you’ll want to add the lyrics from each song separately into the same Voyant project. That will allow you to, among other things, compare across songs within the album. Or, if you are analyzing a poet’s work, you’ll want to upload the poems as separate files.

Voyant Text Analysis Project

As inspiration, here are some examples from past students

· We Can Do Hard Things

· Links to an external site.

· Celtic Woman 2005-2015 Album Lyrics Analysis

· Links to an external site.

· Lyrical Showdown: Analyzing Kendrick Lamar’s Diss Tracks Aimed at Drake

· Links to an external site.

And some inspiration from the New York Times…

· The Word Choices That Explain Why Jane Austen Endures

· Links to an external site.

You have time to learn how to use Voyant Tools, settle on a corpus to analyze, and work through some analyses. Your final product does not need to be a perfect, refined product. But, you don’t want to just mail it in; really consider what Voyant is showing you as you analyze and visualize the data.

You will need to find a “home” for your project. VCU recently degraded Google Sites, so that’s no longer an option for you. You can, though, use Google Sites if you have a personal Google account. Additionally, you can create a free account at Wix.com and create a single website there. Voyant Tools visualizations can be embedded into Google Sites or a Wix site. You are also free to use any web-based platform that works for you, so long as it can be shared and that it supports iframes (for embedding the Voyant visualizations).

Like everything you do this semester, my greatest hope for you is for you to stretch yourself and to have fun in doing so. This assignment is a great opportunity for you to take Ms. Frizzle’s advice to heart: Take chances, make mistakes, get messy!

Voyant Text Analysis Project

What corpus of text will you analyze using Voyant Tools?,
How will you organize your text data for analysis?,
What patterns or insights does Voyant reveal from your corpus?,
How do you interpret visualizations (e.g. word clouds trends)?,
Where will you publish your final project with embedded Voyant results?

June 19, 2025

Multi-Topic Ethics and Education Discussion

By Academic Wizard Blog

Multi-Topic Ethics and Education Discussion

What is the value of having ethics review committees such as an institutional ethics committee (IEC), internal review board (IRB), or an infant care review committee (IREC)?

Plagiarism and serious ethical lapses do not just occur in college papers; there are social and financial consequences to plagiarism and ethical misdeeds in the real world (CO4). Please review the following cases that have serious ethical issues:

· Jayson Blair and the New York Times.

· Jonah Lehrer and the New Yorker.

· “Surfin’ USA” and “Sweet Little Sixteen.”

· Jane Goodall an her book, “Seeds of Hope: Wisdom and Wonder.”

· Janet Cooke and the Washington Post.

Choose one of the above examples and answer the following:,

· Describe the plagiarism or unethical behavior that occurred.,

· What was the outcome of this plagiarism or unethical behavior?,

· Find another example of real world plagiarism and share it with the class.,

Multi-Topic Ethics and Education Discussion

Explain the three components of a lever. Select a movement and explain what class of lever system is used for this movement and in what plane the movement occurs.

To your classmates: (for your required 2 follow-up posts) – What are the primary muscles being used to initiate, stabilize, and decelerate movement in ONE of the identified phases of your classmates’ listed dynamic sport skill movement?

Identify one inelastic and one elastic goods/services that you have recently purchased or not, and relate your examples to the characteristics of the price elasticity of demand. Analyze the challenges a store would be facing to raise the price of an elastic and inelastic good.

Examine one of your recent research papers. Identify the paper you examined and answer the following questions: 1. How did you handle sources, especially as you consider the definition of plagiarism in this course?

2. What do you feel most comfortable about when it comes to plagiarism? Where do you need to improve your handling of source material?

hroughout the course we’ve examined some of the challenges diverse families face. Sometimes the challenges break the family down and divorce is the end result. After a divorce, some people choose to stay single, some get married again, while others decide to just live together. For this discussion please compile a pros and cons list for divorce, remarriage, cohabitation, and choosing to be single. Be sure to cover factors such as the effects on the children, income, emotional well-being, etc.

As you have learned this week, diagnosing psychiatric disorders in children has mental health professionals evaluating many factors. Most of this is defined within the DSM5. Yet there can be problems and a misdiagnosis can occur. What effect might misdiagnosis have on children lives?

In addition, some questions of mental wellness may be related to aspects of empathy, sympathy, and morality. How is empathy developed in young children? Why do some have this quality and it seems absent in others? Should we “teach” morality? If so, how is that accomplished? What is the role of parents in developing these very important qualities?

You may be tempted to use personal narrative which is fine to a point. BUT, since this is college you must support your ideas with factual content (reference).

When evaluating a preschool one of the things some parents will look at is academics that are taught to their child.

1- What are the most important things a parent should be looking for when deciding placement in a preschool?

2- How do parents evaluate skill development with regards to problem solving, make-believe and artistic activities within a preschool? Explain why these factors may be important for this evaluation?

Multi-Topic Ethics and Education Discussion

Often, we tend to view marital instability in terms of the likelihood of failure. That is, people who are more likely to divorce are also more likely to “fail” in life.

The discussion of divorce trends helps us to place the question of “Who divorces?” in perspective. Think about the likelihood of divorce, using the information from the video Marriage & Divorce Rates Through History, the E-Book “Sociology of the Family: Chapter 12”, and some of your other readings to discuss divorce.

What are some of the factors in our society that might lead to divorce?

What are some of the individual factors that might lead to divorce?

Have you seen this play out with the people you know? (Support your position with the readings and/or other sources)

After divorce many couples end up getting remarried. Existing data show that overall, remarriages provide men and women with more choices in controlling their lives, but reactions by stepparents are more mixed. Consider the many challenges of stepparenting that might interfere with the potential rewards of a remarriage. Give me your thoughts on this and use the readings and/or other sources to support your answer.

Q10

When people consider whether to exercise, they weigh the pros and cons. The more benefits a person can identify, the more likely it is that the person will become more intrinsically motivated to exercise.

PART I:

In this Discussion, imagine that you are working with a person who doesn’t exercise regularly. In your initial discussion post identify at least 4 pros and 4 cons of exercise. Identify each “pro” and “con” of exercise presented within your initial discussion in BOLD font. Your goal here is to both persuade the non-exerciser and convince those who fund exercise programs that their investment is beneficial.

PART II:

In your discussion, address the meaningfulness of encouraging social connections for exercise adherence as presented in the findings by the authors in this week’s reading, “Promoting Exercise Adherence Through Groups: A Self-Categorization Theory Perspective.”

NOTE: Just a reminder, while educating your classmates, please be sure to include at least one reference with your initial discussion in order to support information presented.

Q11

Also remember these comprise what is referred to as the “primary post”, i.e., these should be posted in a single post with one response on top of the other. Each should be numbered to clearly show where the response to #1 ends and the response to #2 starts.

1. Compare today’s new officers to those who came into the police agency 10, 20 or even 40 years ago. How are they similar? How do they differ?

2. What are the most common errors in decision making? What can the police administrator do to avoid these common errors?

Q12

What are some issues surrounding the use of the Internet in business and other organizations?

Q13

Imagine that you are a magazine writer assigned to write a profile of:

· A person who influenced your choice of degree program not just going back to school or pursuing an education, but choosing your specific field (healthcare administration)

· Your chosen field of study

· A brief background of the person you chose (No need to include details like eye color or height, but do include birth and death dates, if applicable.)

· WHY this person was important to your decision to pursue education in that field OR

· HOW the person you chose has contributed to your field

· A couple of sentences responding to ONE of the following questions using the biographies located in the Learning Resources:

· From among this week’s biographies, who do you think your chosen person would have wanted as a friend and why?

· From among this week’s biographies, who might have been a good mentor for your person? Or who might your person have mentored?

Don’t forget to list the specific profile resource at the bottom of your post.

June 19, 2025

Special Education IEP Planning

By Academic Wizard Blog

Special Education IEP Planning

Please read the directions carefully as this is a two-part assignment. For the first part you must create an interview the school district for reference is in Miami-Dade County.

PART 1

Educators should be able to identify specific learning and behavioral characteristics for students with moderate to severe disabilities to support program planning and interventions in current and future settings. They can consider how the environment, language, culture, family background, and technology influence the learning and behavioral characteristics of individuals with moderate to severe disabilities while collaboratively working with other team members on IEP planning and implementation.

In person, or via phone or internet-based communication such as FaceTime, Zoom, or Skype but not email, interview two individuals from the following list: a paraprofessional, a general education teacher, a special education staff member, including a special education teacher, director, or administrator, regarding their roles in planning and implementing components of an IEP for students with moderate to severe disabilities who are transitioning into high school, currently in high school, or working in a supportive employment post-secondary setting. Take notes, as these interviews will be submitted as part of the assignment deliverable.

Special Education IEP Planning

The interviews should use the following questions to guide conversation:,

· How do you collaborate with students and parents/guardians to ensure person-centered planning strategies around the development of the present level summary?,

· What strategies do you use when collaborating with general educators and others in selecting the best environment for the student to move towards their post-secondary transition goals and future settings?,

· How do you work cooperatively with general educators to create safe inclusive culturally responsive learning environments that engage individuals with disabilities in meaningful learning activities and social interactions?,

· What are some examples of developmentally appropriate assessments administered to the student by a parent/guardian?

· How does the data gathered from these assessments guide planning and implementation decisions in addressing the unique learning and behavioral needs of individuals (Grades 9-Adult) with moderate to severe disabilities?

· How individual differences, abilities, interests, learning environments, and cultural and linguistic factors influenced the selection, development, and adaptation of learning experiences for individuals with disabilities?

· Why are the goals of self-determination (choice-making, self-cueing, and self-management) important to the long-term success for students?

· What direct modeling and coaching supports should be considered for effectively implementing social skills and daily living skills in a school or post-secondary setting?

· How do you work collaboratively with other team members when planning and implementing an IEP to consider how the environment, language, culture, family background, and technology?

· How does your assessment consider the learning and behavioral characteristics of individuals with moderate to severe disabilities?

In 500-750 words, summarize the responses you received for each question and interview. Reflect on why it is important to identify the best environments to enhance learning and behavior outcomes for individuals with disabilities. Explain how you will use your findings related to the role of the special education teacher in your future professional practice.

Support your summary with at least two scholarly resources.

Submit your interview notes and reflection to the learning management system.

Special Education IEP Planning

Part 2

As educators, it is important to remember that parents/guardians may not have prior knowledge about learning disabilities, their risk factors, or early intervention strategies for exceptionalities in children of various ages. Additionally, parents/guardians may not understand how specific learning disabilities affect students in educational settings as well as everyday life. As educators, we can communicate and collaborate with parents/guardians to provide information and resources that help them understand learning disabilities, define the roles of the state, school, and the parents/guardians in accessing and providing intervention services, and navigate the acquisition of information and support agencies and services provided to students with disabilities.

Consider students in the grade level (K-3, 4-8, or 9-Adult) that is the focus of your field of study. Select a specific moderate to severe disability category (intellectual disability, specific learning disability, emotional behavior disorders, autism spectrum disorder, traumatic brain injury, or orthopedic impairment).

Create a 250-500 word digital brochure that could be given to families that provides information about services and supports for individuals with disabilities. The brochure should include the following:

· Short rationale explaining how you will use the brochure to communicate with parents/guardians and establish mutual expectations to help you work collaboratively to support child development and achievement.

· Short definition and explanation of the disability category including the developmental and individual differences typically associated with the disability category.

· Three developmentally appropriate, specially designed instructional strategies that can be used to address the educational needs of students with this disability.

· Three ways communication/collaboration will occur with general educators, support staff, or service providers to create a safe, inclusive, culturally responsive learning environment that includes meaningful learning activities and social interactions for all students.

· Three intervention strategies families can implement at home to promote communication skills, social skills, and literacy skills in their children affected by the chosen disability category.

· Recommend local organizations families could use to learn more about the disability and community services that might be available to them. Provide contact information for the organizations and services.

Support the assignment with a minimum of three scholarly resources.

June 19, 2025

CJUS 810 Research Paper Summary

By Academic Wizard Blog

CJUS 810 Research Paper Summary

Overview

In developing your expertise in transnational organized crime (TOC) you will be writing a series of research papers. All together the writing contained in all these papers combined would be quite significant project! You will find that in some modules, the research papers mimic our readings with respect to subject matter and some modules, the research papers do not mimic the reading. Again, the goal of these research papers is to stretch the depth and breadth of your knowledge. You should feel well prepared to teach a course in TOCs after completing this course. The research papers and PowerPoints you create could serve as the basis for such class. Additionally, you will find that this course and the course CJUS701 Comparative Criminal Justice Systems complement each other very well.

Instructions

· Each research paper should be a minimum of 6 pages.

· The vast difference in page count is because some countries and/or crime/topics are quite easy to study and some countries and/or crime/topics have very limited information.

· In some instances, there will be a plethora of information and you must use skilled writing to maintain proper page count.

· Please keep in mind that this is doctoral level analysis and writing – you are to take the hard-earned road – the road less travelled – the scholarly road in forming your paper.

· The paper must use current APA style, and the page count does not include the title page, abstract, reference section, or any extra material.

CJUS 810 Research Paper Summary

· The minimum elements of the paper are listed below.

· You must use a minimum of 8 recent (some countries/crimes/topics may have more recent research articles than others), relevant, and academic (peer review journals preferred and professional journals allowed if used judiciously) sources, at least 2 sources being the Holy Bible, and one recent (some countries/crime/topics have more recent than others) news article. Books may be used but are considered “additional: sources beyond the stated minimums. You may use .gov sources as your recent, relevant, and academic sources if the writing is academic in nature (authored works). You may also use United Nations and Whitehouse.gov documents as academic documents.

· Again, this paper must reflect graduate level research and writing style. If you need to go over the maximum page count you must obtain professor permission in advance! Please reference the Research Paper Rubric when creating your research paper.

These are minimum guidelines – you may expand the topics covered in your papers.

1. Begin your paper with a brief analysis of the following elements:,

0. Introduction to the country,

1. Analyze the nature of organized crime in the assigned area (you may narrow the scope of your analysis through your introduction or thesis statement if needed),

1. Analyze the impact of organized crime in the assigned area on the government.,

1. Briefly propose policies that may be helpful in mitigating organized crime in the assigned area.

1. A Holy Bible comparison/analysis of the nature of the organized crime system, the impact on the country, or your proposed policy to mitigate the system.

The following is an outline of the minimum points to be covered in your paper – Crime Typology Topics:

These are minimum guidelines – you may expand the topics covered in your papers…

1. Analyze the nature of assigned crime/issue with respect to (at a minimum):

0. Scope of the crime/issue

0. Financial impact – if possible

0. Human impact – if possible

0. Analysis of various countries laws dealing with the crime/issue.

1. Briefly propose policies that may be helpful in mitigating the crime/topic on a specific country or transnational scale.

1. A Holy Bible comparison/analysis of the crime/topic

CJUS 810 Research Paper Summary

June 19, 2025

Lesson Reflection and Feedback

By Academic Wizard Blog

Lesson Reflection and Feedback

Intentional lesson planning requires teachers to reflect on previous lessons taught. Reflecting each day on the effectiveness of lessons taught will help early childhood educators plan and implement lessons that meet the needs of all students in their classrooms. Asking others to observe your lessons and recording yourself teach lessons can help you reflect on your teaching practices.

Allocate at least 5 hours in the field to support this field experience.

Review the unit plan you created with your mentor teacher. Select one lesson from the unit plan to implement with the class or a small group of students, using the student groupings created in Topic 2. Revise the lesson based on any feedback received from your mentor teacher prior to teaching the lesson. Record yourself teaching the lesson using any video recording device. It is mandatory that the “Video Recording Permission Requests” be completed by the parent/guardian of each student prior to recording. After the lesson, review the video with your mentor teacher and obtain feedback on how the lesson went.

Use the remaining field experience hours to assist the teacher in providing instruction and support to the class.

In a 250-500 word reflection, address the following:

Summarize the activity and feedback received from your mentor teacher.,
Were students engaged in the cross-content learning?,
How effective was the use of the student groupings you created?,
How did students respond to the arts integration in this lesson?,
How did you meet the needs of the students based on the information in the class profile during your lesson?
What do you feel went well and what will you do differently next time?

Lesson Reflection and Feedback

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Ensure that others can access and view your linked video prior to submitting the assignment. If you upload your video to YouTube, select the “unlisted” option.

Select a 5-7 minute segment from your video that demonstrates integration of multiple content areas for submission. Include the link to your video segment in the same document as your reflection.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. 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.

Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the digital classroom in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

Lesson Reflection and Feedback

June 19, 2025

Curricular Issues in Schools

By Academic Wizard Blog

Curricular Issues in Schools

Building on the themes discussed in this unit, reflect on the following notion based on your own personal perspective. Draw on your own experience and knowledge to expand upon your thoughts.

Relative to your milieu, recall and identify at least one but no more than three curricular issues. Describe the issue(s) and why it is (they are) of concern. The term milieu comes from the work of Joseph Schwab (1983); the term refers to the social environment where education takes places. Some scholars refer to this as the space and place of learning like the classroom or school itself.

Think about the following as you prepare your post:,

What is the specific curricular issue(s)?,
Who does it affect in your milieu? , If it affects more than one person or group please be specific.,
Identify possible reasons for the issue(s).,
Upon reflection, recommend ways to solve this (these) issue(s).

Curricular Issues in Schools

1. Curricular Issue: Lack of Culturally Relevant Content
One major curricular issue in my educational milieu is the lack of culturally relevant or inclusive content. In many schools, the curriculum remains heavily Eurocentric, focusing primarily on Western history, literature, and perspectives while overlooking the contributions, experiences, and histories of diverse groups—particularly Black, Indigenous, and other communities of color.

2. Who It Affects
This issue affects a wide range of individuals in the school environment:

Students of color, who may feel alienated or unseen within the curriculum.
All students, who miss opportunities to develop critical thinking and empathy through exposure to diverse perspectives.
Teachers, who may struggle to connect with students due to limited curricular flexibility or lack of resources for inclusive teaching.

3. Reasons for the Issue
Several factors contribute to this problem:

Standardized curriculum mandates, which often prioritize traditional content over local or diverse narratives.
Lack of training, where educators may not be equipped with the tools or knowledge to integrate diverse perspectives.
Historical precedent, where education systems have long centered dominant cultural narratives.

4. Why It’s a Concern
When students don’t see themselves reflected in the curriculum, it can impact their self-esteem, engagement, and academic success. Additionally, a lack of representation contributes to misunderstanding and bias, making the school environment less inclusive and equitable. This undermines the goal of education as a means of developing well-rounded, culturally competent citizens.

5. Recommendations and Solutions
To address this issue, schools can:

Adopt inclusive curriculum frameworks that reflect the diversity of the student body and the wider world.
Provide professional development to help teachers understand and implement culturally responsive pedagogy.
Involve the community, including families and cultural organizations, in curriculum development and decision-making.
Encourage student voice, allowing learners to contribute their own cultural experiences to the learning process.

By rethinking how and what we teach in relation to the space and community we’re in—our milieu—educators can create a more just and meaningful educational experience for all students.

Curricular Issues in Schools

June 19, 2025

Classroom Management Role

By Academic Wizard Blog

Classroom Management Role

Analyze the role of classroom management in creating a positive classroom environment. Design a positive classroom environment using some elements that you have learned. Include an example of your own experience or a hypothetical one where you found these concepts helpful in creating a positive classroom environment.

What is the role of classroom management?,
How does it contribute to a positive environment?,
What elements help design a positive classroom?,
Can you provide a real or hypothetical example?,,
How were these strategies helpful?
Classroom Management Role
1. Role of Classroom Management
Classroom management plays a foundational role in establishing structure, safety, and consistency within a learning environment. It involves setting clear expectations, routines, behavioral guidelines, and consequences. Effective classroom management ensures students can focus on learning rather than dealing with distractions or unclear boundaries. It helps reduce anxiety, increase engagement, and foster mutual respect.

2. Contribution to a Positive Environment
When classroom management is handled positively and proactively, it encourages a supportive atmosphere where students feel respected and heard. A well-managed classroom promotes inclusivity, minimizes conflict, and boosts motivation. Students are more likely to participate, collaborate, and express themselves when they know what is expected and feel emotionally secure.

3. Designing a Positive Classroom Environment
To create a positive classroom environment, several key elements can be used:
- Clear Rules and Expectations: Co-created with students to build ownership.
- Consistent Routines: Reduces uncertainty and builds trust.
- Positive Reinforcement: Recognize good behavior through praise or rewards.
- Inclusive Practices: Celebrate diversity and ensure all voices are valued.
- Emotional Support: Build strong teacher-student relationships and practice empathy.
4. Example ScenarioIn a hypothetical 5th-grade classroom, the teacher begins the year by engaging students in creating a classroom charter, outlining shared values like respect and kindness. A daily routine is established, including a morning check-in where students share how they’re feeling using a color chart. One student, initially withdrawn, begins to open up due to these routines and the safe space created. The teacher consistently uses positive reinforcement and handles behavioral issues with private, respectful redirection.

5. Strategy Effectiveness
These strategies led to improved classroom morale, fewer disruptions, and stronger peer relationships. The inclusive rules helped all students feel part of a team, and emotional check-ins supported their well-being. This hypothetical example shows how thoughtful management not only prevents problems but also builds a community focused on learning and respect.

Classroom Management Role

June 19, 2025

Political Science & Voting Rights

By Academic Wizard Blog

Political Science & Voting Rights

Topic Selection: Select one of the topics below. It can be a theme that aligns with your final assignment, your program of study, or simply one of general interest. Read the linked source associated with that topic.

Political Science & Voting Rights

Reflect: Reflect upon the themes that the disciplines covered this week explore and the methods that they use to explore these topics. How do these different approaches and themes help contribute to the larger understanding of society, culture, and human behavior? Based upon your understandings of these disciplines, how might their approach to topics be helpful to other disciplines within the social sciences? Other academic disciplines outside of the social sciences? To the general public?In addition, think about the strategies used by practitioners of these disciplines to avoid bias. Do these differ from the social science disciplines that you read about last week? If so, how? Can these approaches be adapted for use outside of the social sciences?Write: In an initial post of at least 250 words

Select one of the three disciplines examined this week, and discuss why you selected the discipline you did and how this discipline is distinct from other disciplines in the social sciences (Think about methods topics explored, etc.).
Examine the topic discussed by the source linked above for your discipline,.
- Describe how your selected topic is related to the concepts of the individual society and culture.,
- Note the main points of the article its conclusion and assess how the questions asked by the social scientist in question are related to their discipline’s practice.,
- Discuss the methodology used within the article and relate the authors’ approach to specific examples in the text.,
Assess any potential connections between the discipline you examined this week and the disciplines explored in week 3 with regard to the source you examined.
Postulate potential applications for your selected discipline and its approaches to everyday life.

Please use in-text APA citations within your post, as well as full APA references at the end of your post. If you need APA assistance, review the APA StyleLinks to an external site. resources.

Political Science & Voting Rights

June 18, 2025

Unfair Labor Practices Analysis

By Academic Wizard Blog

Unfair Labor Practices Analysis

Complete all parts of the following exam. Use UMGC’s AI Writing Review tool to evaluate your work for readability, sentiment, and timings of your text: AI Writing Review | UMGC

Once you have completed and saved your exam, upload it to this unit’s assignment folder and submit.

Case Study

The company operates about 1,500 convenience stores. A sales assistant at one of the company’s stores was murdered while on duty on the second shift. The murder was widely publicized, and employees complained of inadequate security measures. As a result of the murder, 15 sales assistants telephoned the union requesting a union organization effort. The union sent representatives to 60 stores in the area where the murder had occurred and left union authorization cards. Two days later the company notified the union that an injunction had been issued during a prior union campaign prohibiting solicitation on company property. [Hint: Keep in mind that there is no date given when this injunction was filed and whether was still valid.]

The next workday, the company had a meeting with the store managers in the area and talked about the need to improve security. The company officials also discussed the union’s organization activities and reminded the managers of the “no solicitation” policy and stated that a union would not necessarily do the employees any good. Later that week, the company had an unprecedented meeting for all sales assistants. Approximately 1,200 sales assistants attended and were paid for their time. The company officials told the employees that they did not need a union and that the employees from the union could retrieve their authorization cards. The employees were asked to voice their complaints. Thus, the employees listed the following:

● getting less than 40 hours work per week;

● not having breaks;

● not being paid for overtime work;

● working alone at night; and

● poor lighting at the stores.

The next day the company sent a memo to all regional personnel directing that sales assistants should work a 40-hour workweek; canopy lights were installed at all the stores; a policy was adopted that no one would be required to work alone at night; and sales assistants began receiving wages for after-hours overtime work. The company posted “no solicitation” signs in all stores and directed that those signs be enforced; if the employees did not enforce the signs, they would lose their jobs. Later that month the company held further meetings with sales assistants, who again were paid for their time. They asked to select committee representatives to meet with management to discuss their complaints. Management officials left the room while the employees selected their representatives. The company made a list of the ten most frequently mentioned items from the employees’ recommended subjects for the committee to discuss.

Meanwhile, the union filed a representation petition with the NLRB seeking an election in a unit of all College Park, MD sales assistants. The company president told the managers to tell the sales assistants that if they joined the union, the company would close those stores. The first meeting of the Employee Management Committee was held and the ten priority items were listed, granting employees a new vacation policy, improved health-care benefits, sick days, change in holiday hours for pay, recognition of seniority ranks, and improved security systems. Not long after that, the company sent an additional memo around announcing other improvements in life, major medical, and accident insurance plans, in addition to death and family benefits and a revised disciplinary appeal system . [Hint: One has to wonder if this is a last-minute effort by Management, or an early Christmas gift for employees – but now is your time to consider the possibilities.]

The union wants to file a complaint with the NLRB. What “unfair labor practice” claim(s) could it make? For each one, what defense would the company give? Use the specific terms and concepts covered in this course to support your analysis. Please limit your response to a maximum of 2-3 concisely written, double-spaced pages. Please make sure that you follow all directions (and review the rubric before you start your assignment).

The basic outline for your answer will be:

Introduction

Definition of an unfair labor practice

Analysis:

Unfair labor practice claim(s)

Union’s position for each

Company’s position for each

(Add as many rows as needed)

Summary

Reference(s)

The chart is a tool to help you focus your thinking and to be sure that you provide both sides’ perspectives for each ULP. Your answer can be presented using the chart or via paragraphs. You are not required to incorporate the chart in your answer. Choose the method that explains your analysis clearly. However, please make sure that you are clear, concise, and complete.

Criteria

Excellent

Good

Satisfactory

Needs Improvement

Criterion Score

Required elements

40 points

Student thoroughly addresses all required elements of the case.

32 points

Student addresses most required elements of the case

28 points

Student addresses some of the required elements of the case.

24 points

Student addresses a few of the required elements in the case.

Score of Required elements,

/ 40

Quality of discussion and analysis

40 points

The depth of discussion is excellent. All concepts are accurately described and employed. The analysis is very logical and well-supported.

32 points

The depth of discussion is adequate. Most concepts are accurately described and employed. The analysis is mostly logical and adequately supported.

28 points

The depth of discussion needs improvement. Some concepts are accurately described and employed. The analysis needs improvement and more support.

24 points

The depth of discussion needs significant improvement. Few concepts are accurately described and employed. The analysis needs significant improvement and much more support.

Score of Quality of discussion and analysis,

/ 40

Knowledge of topic and readings

40 points

Overall, the student demonstrates an advanced understanding of the topic and the readings.

32 points

Overall, the student demonstrates a competent understanding of the topic and the readings.

28 points

Overall, the student demonstrates some knowledge of the topic and the readings.

24 points

Overall, the student demonstrates a very limited knowledge of the topic and the readings.

Score of Knowledge of topic and readings,

/ 40

Clarity and Logical Flow of Ideas

40 points

The flow of ideas in the body of the response is logically organized. A clear argument is presented.

32 points

The flow of ideas in the body of the response is mostly logically organized. A clear argument is presented.

28 points

The flow of ideas in the body of the response is sometimes difficult to follow. There is not a clear argument.

24 points

The flow of ideas in the body of the response is very hard to follow. There is not a clear argument.

Score of Clarity and Logical Flow of Ideas,

/ 40

Grammar, Spelling, and Sentence Structure APA Style

40 points

The analysis contains very few, if any, minor errors related to grammar, spelling, and sentence structure. Content is easy to understand.

AND

Student properly uses and cites resources

32 points

The analysis contains minor errors related to grammar, spelling, and sentence structure; but, they do not distract the reader from the content.

AND/OR

Student mostly uses and cites resources properly

28 points

The analysis contains many minor errors related to grammar, spelling, and sentence structure. They do distract the reader from the content.

AND/OR

Student sometimes cites uses or cites resources

What unfair labor practice (ULP) claims could the union make?,
How does the National Labor Relations Act (NLRA) define ULPs?,
What is the union’s position on each ULP claim?,
What defenses might the company offer for each ULP claim?,
Are the company’s post-murder actions seen as genuine or anti-union tactics?

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