Regarding the Bhopal Disaster which statement is not true?

plant managers attempted to address worker complaints, but not soon enough.

following the spill, the warning siren was turned off to avoid panic.

Union Carbide workers addressed numerous complaints to management.

most of the first wave of casualties died in their sleep.

Question 1 (5 points)

Some of the earliest psychologists to take up the challenge of studying learning were of the __________ school of thought, which suggested that we can only study that which can be seen and observed.

Question 1 options:

behavioral

nomothetic

ideographic

empirical

Question 2 (5 points)

While __________ conditioning focuses on spreading a reflexive response to a new precipitating stimulus, __________ conditioning utilizes an organism’s ability to associate actions with future consequences.

Question 2 options:

operant; vicarious

vicarious; latent

latent; classical

classical; operant

Question 3 (5 points)

Research has found that the __________ becomes activated during challenging working-memory tasks.

Question 3 options:

limbic system

amygdala

frontal lobe

cerebellum

Question 4 (5 points)

Dr. Heritos watches with some amusement as her students struggle to find the right answers on their midterm exam, and her mind wanders to the parts of the brain that are involved in memory. As she sits in her chair proctoring the exam, which part of her brain is most active while she retrieves long-term memories?

Question 4 options:

the frontal lobe

the parietal lobe

the temporal lobe

the occipital lobe

Question 5 (5 points)

Mort is going to the supermarket to pick up seven items – a toilet brush, shampoo, apples, toothpicks, baby diapers, a birthday card, and pasta. He has them written down in this order on his shopping list, but he gets to the store and finds that he’s left the list at home. He finds the first few things and the last few things on his list, but for all of his effort he cannot remember that he needed toothpicks. This tendency to forget things that came in the middle of a list of items is called the __________ effect.

Question 5 options:

recency

primacy

serial position

pseudo-forgetting

Question 6 (5 points)

“The process of memory is like using one of those ‘Storage USA’ businesses,” Professor Fisher tells her class. “You have a place to keep your stuff, but the three main processes have to work or else you’re just wasting your money. __________ is like putting stuff into the locker you rented, storage is keeping it safe there over time, and retrieval is taking it out later on when you need it.”

Question 6 options:

Integration

Encoding

Intake

Application

Question 7 (5 points)

Mischa bought a new gate to install at the top of his stairs so that his young son couldn’t have an accident. He took the gate out of the box and studied the instructions for several minutes, before deciding that he knew all he needed to know. With tools in hand, Mischa then proceeded to get horribly lost during the installation of the gate. The difference between knowing how to install the gate and actually being able to do the installation is an example of the __________ distinction.

Question 7 options:

studying-doing

knowledge-use

theory-application

learning-performance

Question 8 (5 points)

Which type of encoding tends to lead to the longest amount of retention?

Question 8 options:

visual encoding

auditory encoding

semantic encoding

iconic encoding

Question 9 (5 points)

Young Rachel is in her second-grade class, when the teacher announces a new challenge. “Every time you memorize a new poem and recite it before the entire class, you will get a gold star. As soon as you get twenty gold stars, you get to pick a prize out of the prize box!” The new star chart, a beautiful grid on multicolored poster board, is placed at the front of the class for all to see. Rachel immediately pulls out her reader and looks for a poem she can memorize. What type of conditioning has Rachel’s teacher used to help stimulate a memory-enhancing activity?

Question 9 options:

reinforcing conditioning

classical conditioning

vicarious conditioning

operant conditioning

Question 10 (5 points)

When you study for an exam, knowing that the outcome could make or break your semester grade, you are using __________ encoding.

Question 10 options:

imperative

affective

affected

conscious

Question 11 (5 points)

Which of the following is true about the relationship of the conditioned response (CR. to the unconditioned response (UR.?

Question 11 options:

The CR will be much stronger than the UR in classical condition.

The CR appears before the UR in classical conditioning.

The CR and the UR refer to the same action, but they are elicited by different stimuli.

The UR is something that will eventually extinguish, but the CR remains permanently.

Question 12 (5 points)

__________ is the process by which experience results in a relatively permanent change in future behavior.

Question 12 options:

Cognition

Assimilation

Learning

Adaptation

Question 13 (5 points)

Which bit of evidence suggests that eidetic memory isn’t truly photographic?

Question 13 options:

The fact that eidetic memory can only recall concepts and not specific details.

The fact that eidetic memory can also apply to auditory stimuli.

The fact that eidetikers sometimes make errors.

The fact that eidetikers have a much greater chance of being color-blind.

Question 14 (5 points)

When you are given a list of stimuli to remember, you are going to have a particularly easy time remembering the first two or three things on that list. This is an example of the __________ effect.

Question 14 options:

recency

serial position

primacy

visual

Question 15 (5 points)

__________ encoding is the process of encoding meaning.

Question 15 options:

Semantic

Sensory

Working

Interpretative

Question 16 (5 points)

“I’ll never forget the day my daughter was born,” said Lakia’s mother. “I remember the people who were there, what they were wearing, how I felt, and the joy of seeing her for the first time!” Clearly, the birth of her daughter was a __________ to Lakia’s mother.

Question 16 options:

photographic

explicit

eidetic

flashbulb

Question 17 (5 points)

__________ forgetting is a type of forgetting in which a person is specifically told to forget about certain information.

Question 17 options:

Requested

Demanded

Cued

Directed

Question 18 (5 points)

The process of learning associations between two events based on repeated exposure to those stimuli is called __________.

Question 18 options:

conditioning

instinctive drift

innate learning

associative learning

Question 19 (5 points)

All learning is, in some way, a result of __________.

Question 19 options:

experience

interpretation

reflection

interaction with media

Question 20 (5 points)

The __________ memory is a type of sensory memory that involves visual stimuli.

Question 20 options:

sensory

iconic

echoic

photographic

The media is always highlighting events that take place across the country that poses an ethical dilemma for employers/employees. Explore any media outlet (e.g. local newspaper, journal, news, etc.) and identify any event that is an ethical violation for either an employee, employer, or consumer. Identify the media source with headline title/date and brief overview of the event. Identify individuals involved and what role they played in the event. Discuss the ethical dilemma and how it was resolved

Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience his presentation Why Kids Hate School?: Nikhil Goyal at [email protected] to an external site.. In his presentation, Nikhil shares the story of another student, Nick Perez. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners.

In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995; summarized in the Instructor Guidance) resource and Chapters 4 and 8 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your paper to meet the content and written communication expectations stated below.

In your paper, include the following: (3 points)

1. Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video and which learning experiences and cultural competencies would be most applicable and interesting to Nick using his interest in computers as a form of his cultural identity (think about the way that he described his life at home and at computer camp). Include examples using at least two of the following four characteristics of cultural competence: 

o Awareness of one’s own cultural worldview (including biases)

o Knowledge of different cultural practices and worldviews

o Positive attitudes and open-mindedness toward cultural differences

o Ability to work successfully with others from different cultures

2. Determine which of the 4C skills (i.e., creativity and innovation, critical thinking and problem solving, communication, and collaboration that are presented in The 4Cs Research SeriesLinks to an external site.) you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today (2 points).

3. Summarize how the acquisition of learning and innovation skills through culturally relevant instruction can lead to greater student success in the classroom and in the real world. Include examples using at least three of the following nine areas of culturally relevant instruction (2 points): 

o Maximizing academic success through relevant instructional experiences

o Addressing cultural competence through reinforcing students’ cultural integrity

o Involving students in the construction of knowledge

o Building on students’ interests and linguistic resources

o Tapping home and community resources

o Understanding students’ cultural knowledge

o Using interactive and constructivist teaching strategies

o Examining the curriculum from multiple perspectives

o Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms

If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignments completed in this course. You will return to them for the portfolio that you will create in your final MAED course. This portfolio is a culminating project that will demonstrate that you have met program outcomes.

Review this week’s Instructor Guidance for additional information about completing this assignment. Contact your instructor for clarifications about this or any assessment in the course before the due date using the “Ask Your Instructor” forum. Then, also using the Grading Rubric as a guide for your performance on this assignment, construct your assignment to meet each of the content and written communication expectations.

Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion and submit the assignment for evaluation no later than Day 7.

Cultural Competencies in the Classroom

· Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing CenterLinks to an external site..

· Must include a separate title page with the following: 

o Title of paper

o Student’s name

o Course name and number

o Instructor’s name

o Date submitted

· Must use four sources including the course text and at least three scholarly, peer-reviewed, credible sources. 

o The Scholarly, Peer Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

· Must document all sources in APA style as outlined in the Ashford Writing Center.

· Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.(1 point)

Required Resources

Text

Wardle, F. (2013). Human relationships and learning in the multicultural environment [Electronic version]. Retrieved from https://content.ashford.edu/

Discrimination in Curricula and Pedagogy

• Chapter 4: Addressing      Racism and Discrimination in Curricula and Pedagogy
• Chapter 8: The Impact of      Diversity on Learning

Multimedia

Jammer jhed. (2012, December 13). The landfill harmonic orchestra. Retrieved from the Landfill Harmonic OrchestraLinks to an external site..

• This video provides      information about an orchestra created from ingenuity and landfill      products and will assist you in both the Discussion and Assignment this      week, as well as future Assignments. Accessibility StatementLinks to      an external site. Privacy PolicyLinks to an      external site. 

Teachers Lounge (2014, February 11). Why kids hate school?: Nikhil Goyal at [email protected] to an external site. [Video file]. Retrieved from https://youtu.be/0Iz4APbOOcI

• This video provides      information about a young man’s experience with school and will assist you      in the Discussions and Assignment this week, as well as with future      Assignments. Accessibility StatementLinks to      an external site. Privacy PolicyLinks to an      external site. 

Web Pages

Framework for 21st century learningLinks to an external site.. (2007). Retrieved from http://www.p21.org/our-work/p21-framework

• This article provides      information about 21st Century Learning and will assist you in the      Discussions and the Assignment this week, as well as in future weeks.

Recommended Resources

Article

Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy [PDF]. Theory Into Practice, 34(3), 159-165. Retrieved from https://nationalequityproject.files.wordpress.com/2012/03/ladson-billings_1995.pdf

• The full-text version of      this article is available through the Proquest database in the Ashford      University Library. This article provides information about issues related      to cultural relevance, funds of knowledge,  and teaching may assist      you in the Discussions and Assignment this week, as well as future      Assignments.

Guided Response: Respond to at least two of your classmates. Try to find one with a different response than your own. Provide feedback regarding your shared or differing perspectives and pose a question to promote critical thinking.

Jacqueline Rodriguez

Part 1:

• What did the article suggest was important in helping teachers prepare for instructional planning when including Special Populations?

In this article, it suggests that the important thing in helping teachers prepare for instructional planning when including special populations was the actual experience from student teaching as well as being influenced by other teachers. In regards to the student teaching aspect, this serves as a starting point in the teaching world, which has many valuable lessons. Student-teaching is not only an important experience because it culminates pre-service training, but also because it serves as the launching pad of teachers’ professional lives by providing the experiential base upon which new teachers will draw throughout their careers (Cook, 2007). The other important suggestion made in the article was cooperating-teachers were a bigger influence than college coursework in dealing with different situations such as teaching methods, planning, and a positive mentor/mentee relationship.

• What do YOU believe is important to consider when it comes to the student teaching experience and the relationship between the student teacher and cooperating teacher?

The relationship between the student teacher and cooperating teaching I feel is a critical part of a beginning teachers career. Cooperating teachers that are positive can really impact a student teacher not only in ways of being a mentor and a person to seek advice from but they can also be a learning tool that allows for the student teacher to grow in their profession from seeing how cooperating teacher conduct themselves in their classrooms and build relationships with their students. As a new teacher, now going on year three I have personal experience with working closely with two different cooperating teachers. The first year was great, I felt supported, I felt comfortable to ask questions and learn from watching how this particular teacher taught in her classroom. This year in middle school was a bit different. The support was there at first but then faded, questions weren’t really answered and it was more of a bother to ask questions so my year turned into a trial and error or a learn as you go type method. It was a struggle not having that positive cooperating teacher and it made a huge difference in my stress level and made me question why I decided to teach. However, I also felt I grew so much this year from having to learn on my own and now realize that it wasn’t a curse but more of a blessing because I learned so much more about myself and my capabilities of being a great teacher.

Part 2:

• Conduct some research within the Ashford Library and locate an academic resource that addresses special populations and designing assessments with them in mind. Share the resource you find and summarize it within your response.

The resource that I was able to find was “High-Stakes Testing and Students With Disabilities, written by Katsiyannis, Zhang, Ryan, & Jones.

It is discussed that alternate assessments are sometimes used to demonstrate academic progress. Alternate assessments are administered to students with severe cognitive disabilities, typically defined as performing intellectually within the lowest 1% of the population. (Katsiyannis, Zhang, Ryan, Jones, 2007). The article also discusses how accountability is likely to change not only for educators but for the student as well. A rise has been noted in the participation in these high stakes testing by special populations as well as preparations for educators in the special education department.

References

Cook, L. (2007). When in Rome…: Influences on special education student-teachers’ teaching (Links to an external site.)Links to an external site.. International Journal of Special Education, 22(3), 118-130. Retrieved from ERIC Digest.

Katsiyannis, A., Zhang, D., Ryan, J. B., & Jones, J. (2007). High-Stakes Testing and Students With Disabilities. Journal Of Disability Policy Studies, 18(3), 160-167.

Laura Powell

• What did the article suggest was important in helping teachers prepare for instructional planning when including Special Populations? 

The article showed several areas of what was important in helping student-teachers prepare for instructional planning. The theme that influenced the student-teachers the most was there cooperating teacher and the fact there was a power struggle between the student-teacher and the cooperating teacher, more so to avoid conflict. Although the most influence was their previous experience and that seemed to be more significant with their instructional planning because they were using memories of early teaching and practices that they remember learning from other teachers they were inspired by. 

• What do YOU believe is important to consider when it comes to the student teaching experience and the relationship between student teacher and cooperating teacher? 

I personally believe student-teachers gain more learning watching someone else teach then learning from a course book or performing course work. It is prominent to absorb a certain amount of data, but the real teaching comes from the field. Especially, when learning instructional planning with special populations the student-teachers will want to visualize real life experience in order gain those gut feelings and learn how to be prepared in the field. The student-teachers are going to want, and witness situations dealing with behavior problems and see how the cooperating teacher handle it and it about what the student-teachers analysis and observe from.  

Part 2: 

• Conduct some research within the Ashford Library and locate an academic resource that addresses special populations and designing assessments with them in mind. Share the resource you find and summarize it within your response. 

 The source I found was Outcomes of Functional Assessment-Based Interventions for Students With and At Risk for Emotional and Behavioral Disorders in a Job-share Setting. 

In this article, we describe a systematic approach to designing, implementing, and evaluating functional assessment-based interventions developed by Umbreit, Ferro, Liaupsin, and Lane (2ÜÜ7), This job-sharing classroom was with two classmates, two first-grade students. One student was at risk for emotional and behavior disorders (EBD) and the other student was receiving special education for emotional disturbance. They both partake of a regular school practice. The results of both withdrawal designs revealed a functional relation between the intervention procedures and academic engaged time. Though limitations and future directions limited. Regardless, of the limitations the example followed an important concept that even though teachers were limited they still require an effective approach that is scientific, evidence-based standards and the day-to-day realities of the classroom setting.  

References:

Cook, L. (2007). When in Rome…: Influences on special education student-teachers’ teaching (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site.. International Journal of Special Education, 22(3), 118-130. Retrieved from ERIC Digest.

Lane, K. L., Eisner, S. L., Kretzer, J., Bruhn, A. L., Crnobori, M., Funke, L., & … Casey, A. (2009). Outcomes of Functional Assessment-Based Interventions for Students with and At Risk for Emotional and Behavioral Disorders in a Job-share Setting. Education & Treatment Of Children, 32(4), 573-604. 

Mine is below to help with the two students respond above. Please follow the guide carefully.

Part 1:

The article discovered that numerous areas were crucial in helping to prepare learners-teachers for instructional planning. Mainly, their cooperating teacher strongly impacts their decisions in leaner’s teaching. Even though, it is mentioned that learner’s teachers mostly engage in this to obtain approval and to minimize conflict that might occur. Furthermore, their previous experience in the classroom influences their instructional planning (Cook,2007). The experiences might be in earlier learning practices or reminiscences from their schooling. The article also explains that the university coursework might cause more influence over learners’ teacher instructional decisions since they use what they have acquired in the class when preparing for the instructional planning

I believe there are no children that are same regarding their abilities since every child learns and develops in different ways. It is the responsibility of the teacher to offer each leaner with the utmost educational experience. They are also required to plan and design the instructional program which meets the need of the learner’s because what works for one student might not work for another. For that reason, teachers are supposed to be able to modify and accommodate learning as per the student’s skills, style, and requirement. It is crucial to have student-learner interconnection since it influences students to work hard towards in class, having a more accommodating classroom is crucial to the leaner’s success; they can learn skills such as communication and cooperative skills and learn from one another.

Part 2:

In Jay Herbert’s High-Stakes Testing: Opportunities and Risks for Students of Color, English-Language Learners, and Students with Disabilities. The article discovered that high stake testing is not useful in measuring what special education learners learn. The primary argument was that the traditional tests chose a few types of aptitude to assess mostly mathematical and linguistic intelligence (Heubert, 2009). Presently, there is the need for the test to be incorporated in different ways about measuring the aptitude. Several special education students might demonstrate high talent on the assessments which integrate bodily-kinesthetic, or the musical intelligence.

References

 Cook, L. (2007). When in Rome. Influences on special education student-teachers’ teaching. International Journal of Special Education, 22 (3), 118-130.

Heubert, J. (2009). High-Stakes Testing: Opportunities and Risks for Students of Color, English-Language Learners, and Students with Disabilities | National Center on Accessible Instructional Materials.