Write a 4-5 page essay describing the main points of Marx’s theory of how modern capitalist society developed out of feudalism, how it is organized, how it is alienated, and how he believes capitalism is going to develop in time.
Marx’s analysis of the development of capitalist society is foundational to his critique of the economic and social systems that emerged from feudalism. Here’s an outline of his theory:
1. Development of Capitalist Society from Feudalism
Marx believed that modern capitalism emerged as a result of significant economic and social transformations in feudal society.
Feudalism was characterized by a hierarchical structure in which the nobility owned the land and peasants worked it, bound to their lords in a system of serfdom. Economic production was primarily agricultural and organized through small, self-sufficient communities.
Economic Changes: As trade expanded and markets developed, new classes emerged, such as the bourgeoisie (capitalist class) and the proletariat (working class). The rise of cities, advancements in technology, and global trade eroded the feudal system.………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Include AT LEAST the following concepts:
mode of production ownership relations of production commodity means of production class alienation philosophy of history revolution/revolutionary
Why the length? The length requirement serves a purpose. I want to know that you have an overall understanding of the basic aspects of Marx’s complex theoretical system. If you do, it is possible to describe all these aspects in 4-5 double spaced pages.
Remember, one important characteristic of a theoretical system, such as Marx’s analysis of capitalism and history, is that all the different aspects are related – to each other and to the system itself. They are all parts of a larger whole that gives them their meaning. I am looking to see that you understand the specific ideas and how they fit in the system. SOURCES
Your assignment should be based on your understanding of Marx from our readings and class discussions, including Smith and Nisbet. It is important that you do not use additional sources on Marx that we have not read together. Because his work has generated an ocean of controversies and interpretations, other sources may well reflect an approach that is at crosspurposes to ours, it may be overly political, or it may just be unfamiliar to me. What I am looking for in your exam is the understanding of Marx based on the specific texts we read and our discussions about them.
DO NOT USE QUOTATIONS.
If you have a handle on this material, and I know many of you do, you have no choice but to use some of Marx’s language. The assignment is too short to flll with quotations from one of the greatest writers in the modern world. I am looking to see you that you understand him but in your own words. Choose them carefully, of course, but, for the most part, let them be yours. No citations, please, and no reference list. I already know what you’ve read.
The purpose of this assignment is to report how to work with minority groups when considering empirically based treatments.
Parameters
This brochure will be designed as a two-page tri-fold brochure, referencing the Society of Clinical Psychology website: https://div12.org/psychological-treatments/. Think about the brochure as a double-sided brochure if you were to print it out, which means that each of the two pages of the brochure should be tri-fold. Please include a minimum of three references to this website and link the site to the appropriate location. You are expected to use the current APA formatting for citations.
Canva, Venngage, and Visme are just a few of the free online tools that provide brochure templates to help you get started!
Prompt
Navigate to the Division 12: Society of Clinical Psychology database of Psychological Treatments and related treatment-specific resources. Using the site’s “Treatments” tab, select and review one psychological treatment from the provided list. This treatment should be one that you want to get trained to provide to treat clients.
Your brochure will market your treatment so that clients know what you are providing in therapy and how this treatment is successful in minority groups. This brochure will include, but not be limited to:
the name of your practice, location, and contact information (you can make this up) on the cover of the brochure, along with the name of the treatment you are going to describe in the tri-fold document;
a summary of the selected psychological treatment and its target group in a section called “Treatment Summary;”
the population used in the clinical trials (including cultural composition) in a section called “Research Population(s);”
the treatment’s underlying assumptions, beliefs, and values in a section called “Values and Assumptions of Therapy;”
potential benefits and limitations when used with culturally diverse populations in a section called “Benefits and Limitations for Diverse Populations;”
recommended implementation of “adaptations” when used with marginalized groups in a section called “Potential Adaptations of Therapy,” and
references from the website on the back cover in a section called “References.” This section should list your sources in the current APA style.
The one highlighted in yellow is how the essay should be written and the one in green is the topic I have chosen.
You are to record a video or auto-timed narrated PowerPoint (7–10 minutes) that is a cohesive and critical argument giving equal consideration to both sides of ONE (1) of the following questions:
Should the date of 26 January as Australia Day be changed?
Is there room for Indigenous culture in modern Australian society?
Your presentation needs to include the following:
Identification of the question you are considering
the affirmative (yes) argument
the negative (no) argument
What is the key challenge in addressing this issue?
Note: see Submission details overview for instructions if you are not sure how to submit an assignment video.
Research and referencing
Research is required for this assignment. Referencing will be in APA 7th edition style (APA 7). Select the icon for some helpful resources, these can be found on 0.4 Assignments and support.
The Worldwide Web: The Positive Impacts of the Internet on Society
The development and the progression of internet usage are one of the most vital advancements made in the history of human civilization. Every facet of modern contemporary society is connected to and integrated with internet usage, including education, medicine, and news, among other essential aspects of society. The internet has reduced the world into a global village, connecting even the remotest part of the world. The proliferation of social media usage, especially among the young generation, is a notable feature of the internet that has changed crucial aspects of life. Similarly, the internet has equally changed how business and entrepreneurship work in the modern day. Online transactions, business advertisements, and deals have been integrated into technology to increase efficiency and productivity. Likewise, politics revolutionized through the internet with increased participation among the public. However, the internet is also associated with numerous negative impacts, mainly linked to addiction and overreliance on the internet. Opposers of the internet argue that it affects the social and mental well-being of addicted users (Quaglio 8).
Similarly, opponents argue that the internet increases access to harmful and dangerous information detrimental to young users’ growth and development. Nonetheless, internet usage is valuable if the use is controlled and monitored. The internet has positively impacted society as it has enhanced communication and social connectivity improved commerce, and provide tools for learning and development.
The growth of internet usage has hugely impacted how people communicate and interact by enhancing social connectivity. The internet ensures effective and faster communication among users from around the globe. Instant messaging through social media platforms like Facebook, Instagram, and other messaging applications like e-mail has enhanced communication. Faster and more efficient communication improves productivity by reducing the time spent on other traditional forms of communication and interaction (Huizer et al. 5). Similarly, the internet enables users to meet and interact with new people, thus enhancing the social network (Castells 136). Social media platforms give users opportunities to create new relationships and connections. In this digital age, networking is crucial for improving knowledge and experience in various fields. Likewise, interacting with people with varied outlooks on life improves users’ understanding of the people around them and the world in general. The internet offers a seamless communication medium that is crucial for understanding the vital aspects of one’s environment, including what is happening in other parts of the world that have global impacts (Diomidous 1). Social relations formulated online translate to the physical world because people become more aware of their surroundings and other people’s experiences. With the internet, users are more likely to meet people with the same insights and outlooks on life. Similarly, the internet has also enhanced the likelihood of formulating romantic relationships through dating applications and digital platforms. The internet has enhanced work-life balance as users preoccupied with other commitments, such as work and family, can still interact and connect with new people faster and efficiently.
Correspondingly, the internet has revolutionized how businesses operate and reach out to target customers. The development of electronic commerce, commonly known as e-commerce, has enhanced the interaction between customers and entrepreneurs. Customer satisfaction is a vital aspect of business success enhanced by the internet through feedback and direct communication with business providers (Dentzel 16). Through data collection, organizations determine the preferences of their customers and feedback on the services provided by certain enterprises. Through such communication, a business can easily customize its services and products to meet specific and unique customer requirements. Likewise, business models, including small enterprises, can monitor how customers interact with their products by monitoring traffic data and customer reviews. Huizer and his colleagues point out that through the internet, enterprises can reach out to customers in other parts of the world faster and more efficiently (4). Online shopping has modernized customer experience, as seen with the success of large corporations such as Amazon and Alibaba. Local businesses and small corporations’ benefit from the internet by advertising their products and services, leading to the growth of their customer niche (Dentzel 17). Online transactions, including online banking and payment methods, have equally increased the growth of businesses, ranging from small to medium enterprises, improving a country’s economy. Similarly, the growth of internet commerce has created new employment opportunities, especially for the youth, who comprise the most significant percentage of internet users. Internet content creators and influences play a crucial role in the growth and success of e-commerce.
The internet provides tools for learning and development by providing access to an array of information. The internet gives users access to various information sources, including resources and study materials that widen their knowledge and experiences. Through the internet, users can access online libraries and sources that would be costly and time-consuming. Users conduct comprehensive research on the internet on various subjects within a short duration and more efficiently by comparing data and information across verifiable internet sources (Alam et al. 622). Traditional learning institutions have incorporated online resources and classes that increase access to education and information for people worldwide. Students nowadays do not have to physically attend an institution to access courses in a given institute, as they are available online. Therefore, the internet increases access to information and education that enhances users’ growth and development in various fields of learning (Dentzel 10). According to Poushter and his colleagues, the internet broadens students’ learning experience as they access various fields, which helps them choose a specific field of interest. For young learners, the internet improves their creativity and innovative skills by offering an array of data and resources (Fatema et al. 73). Such learning experiences are vital for improving an individual’s autonomy and self-expression as they become more confident and expressive. With the internet, users can express their opinions and participate in discussions of critical issues, including political, social, and economic debates (Castells 143). Individuals feel value in sharing insights and information about specific vital societal issues through social networks. Social media campaigns increase awareness and information about social and political issues, influencing individuals to call for change and improvements.
Conversely, opponents of the internet argue that it harms users’ social and mental well-being, especially the youth and young children. Opponents argue that the internet affects the development of individuals’ intellectual and social skills as they become addicted to the internet (Alam et al. 626). Such a viewpoint bases its argument on the issues connected with addiction to the internet, primarily social media usage. Critics of increased internet usage believe it interferes with a person’s psychological and interpersonal connection skills as they get accustomed to online interaction, reducing physical activity and interaction (Quaglio). Fatema and her colleagues reiterate that social media addiction affects users’ physical and mental health, who gradually become lazy and withdrawn from society (76). Opponents argue that the internet increases access to harmful and dangerous content such as pornographic material and discriminatory information (Quaglio 6). Also, antagonists argue that the internet spreads false information that ostracizes specific populations. Diomidous points out that the internet has also inadvertently promoted antisocial traits such as cyber terrorism, cyberbullying, cyber suicide, and cyber racism (2). However, such negative impacts of the internet are mitigated through controlled and monitored internet usage, especially for young users. Parents can limit the time and the content their children access the internet. Older adults can equally control their access to specific sites and improve their safety through security features that prevent information theft. Through self-evaluation and self-care, social media addiction can incorporate habits and practices that complement online interactions with physical activity.
Overall, the internet benefits contemporary society by increasing communication and social connectivity, enhancing commerce, and improving access to information and learning resources. The internet gives users access to various tools and features that improve their connection and interaction with others, enhancing their independence and expression. Similarly, the internet enables increased public participation in discussing critical social, political, and economic issues affecting people from various parts of the globe, fostering change and improvements. With technology, people can connect with their loved ones, including friends and families, faster and more efficiently, irrespective of location. Although the internet may also be associated with negative influence that affects a person’s social and meant well-being, controlled usage mitigates the graveness of harmful impacts. Numerous lifestyle changes have proven beneficial in countering the adverse effects of internet usage, including isolation, anxiety, interpersonal relationships, and mental health problems. The discovery of the internet has undoubtedly revolutionized all aspects of modern society, and thus its usage cannot be avoided but controlled.
Work Cited
Alam, Syed Shah, et al. “Negative and positive impact of internet addiction on young adults: Empirical study in Malaysia.” Intangible Capital 10.3 (2014): 619–638.
Castells, Manuel. “The impact of the internet on society: a global perspective.” Change 19 (2014): 127-148.
Dentzel, Zaryn. “How the internet has changed everyday life.” Change 19 (2013).
Diomidous, Marianna, et al. “Social and psychological effects of the internet use.” Acta informatica medica 24.1 (2016): 66.
Fatema, Kaniz, et al. “Impact of using the Internet on students: A sociological analysis at Bangabandhu Sheikh Mujibur Rahman science and technology university, Gopalganj, Bangladesh.” Open Journal of Social Sciences 8.12 (2020): 71–83.
Huizer, Erik, et al. “A brave new world: How the internet affects societies.” Internet Society (2017).
Poushter, Jacob, James Bell, and Russ Oates. “Internet Seen as Positive Influence on Education but Negative on Morality in Emerging and Developing Nations.” Pew Research Center (2015).
Quaglio, Gianluca. “Potentially negative effects of internet use.” European Parliamentary Research Service (2020)
After watching the shows, please provide a 300-400 word commentary on the following question: what conclusion could someone make about American society in the 1950s if they ONLY watched these shows?
show link:
Please answer at least ONE review question from TV in America AND then answer the following from the Television and the Public Interest document:
1. Does the speech provide insight to the impact of television in American society in the 1950s? Does the speech reinforce or challenge how the TV in America article viewed television’s role in society?
2. Are the documents on television from the 1950s similar in content and perspective as the document on Radio in the 1920s?
FR’M what TV ls Doing to America (1955)
Television emerged as the most popular form of entertainment after World War II. In th3-Process it transformed leisure time, and, sotTns critics argued, degraded the quality of life’ In 1955 U. S. News and World Report magazine aisessed ie impact of the television industry.
copyright september z, Lgss, pp. 36-39. u.s. Ners and world Report.
today is television. There has been nothing like it in the postwar decade, or in -urrv
he biggest of the new forces in American life age. Their parents use up even more time mesmer_ ized by this new marvel-or monster. They have spent 15 billion dollars to look since L946.
Now, after nearly l0 years of TV, people are asking: “What
hath TV wrought? What is thii thing doing to us?”
Solid answers to this question are very hard to get. Pollsters, sociologists, doctors, teachers, the TV people themselves come up with more contradic_ tions than conclusions whenever they start asking.
But almost everybody has an opinion ,rrd wants to air it.
What do these opinions add up to? people have strong views. Here are some widely held convic_ tions, both against and for television:
That TV has kept people from going places and doing things, from reading, from thinking for themselves. Yet it is said also that TV has i”k n viewers vicariously into strange and fascinating spots and situations, brought distinguished and enchanting people into their living rooms, given them a new perspective.
decades before that-perhaps not since the inven_ tion of the printing press. Even radio, by contrast, was a placid experience.
The impact of TV on this country has been so massive that Americans are still wondering what hit them. Has the effect been good or badi What permanent effects on the American way of life may be expected? These and other questions ur. .orr_ sidered in this survey.
Probably there are some people in the U.S. who have never seen a television program, but you would have to go into the hills to find them. iwo out of three U.S. families now own their own sets, or are paylng for them. In 32 million homes, TV dials are flicked on and off from channel to chan_ nel, at least 100 million times between g a.m. and midnight.
Everywhere, children sit with eyes glued to screens-for three to four hours a day on the aver_
306 cHeprnn 32 socrEry AND culrunn, 1945_1960
That TV has interfered with schooling, kept children from learning to read and write, *.Iiirrra their eyesight and softened their muscres. But there are those who hold that TV has made America,s youngsters more ..knowing,’
about life, more curi_ ous, given them a bigger vocabulary. Teaching by TV, educators say, is going to be a big thing irr”thi future.
e v’D sru’6’r urr
That TV arouses morbid emotions in children, glorifies violence, causes juvenile crime_that it starts domestic quarrels, tends to loosen morals and make people lazy and, sodden. Ho*.”% l; keeps families together at home, provides a realm of cheap entertainment never Lefore available, stimulates new lines of conversation.
That TV is giving the U.S. an almost primitive language, made up of grunts, whistles, standard_ ized wisecracks and clich€s_that it is turning the average American into a stereotype. yet it is break_ ing down regional barriers and prejudices, ironing out accents, giving people in one part of the cou.r] try a better understanding of people in other p”iir. That TV is milking poliiics ;u ,i.h man,s g;_;J; turning statesmanship into a circus, handinidem- agogues a new weapon. But it is giving Americans their first good look at the insideir ttreir Govern- T:”t,
letting them judg-. the people they elect Cy sight as well as by sound and fury.
That TV has distorted and debased Salesman_ ship, haunting people with singing .,commercials,, and slogans. However, becaurJo, in spite of TV, people are buying more and more things they never before thought they needed or wanted.
. These are just some of the comments that peo_
ple keep on making about TV. The e4perts say that it probably will be another generation before there is a firm basis of knowledge about television,s im_ pact on America.
Today’s TV child, the boy or girl who was born with a TV set in his hom9, is toJyoung to analyze his feelings. Older people, despiie the-ir frequent vehemence about TV, are ,titt far from’rtrr. whether they have all Aladdin,s lamp or hold a bear by the tail,
Goliath with tubes. One thing you can be sure
.rblul TV, a giant at 10, continues to grow like no_
body’s business. Here are some figur;s and com_ parisons: The t5 billion dollars thaithe U.S. people have invested in TV sets and repairs since the wa, is 15 per cent more than the country spent for rr.* school and college buildings. About a billion more has gone into TV stations and equipment.
TV-viewing time is going up, not down, latest surveys show. This explodes the theory that people would taper off on television ..once
they goi used to it.”
. “Pull”
of popular TV programs is believed to be very effective. pollsters oport that three times as many people will leave a meal to answer questions at the door as will get up to abandon”Dragnet.”
The number of families holding out against TV is declining to a smal fraction. There still are 16 mil- lion families without sets, but most of these fami_ lies either can’t pay for sets or else live out “f ;;;g; of TV signals.
On an average evening, twice as many set own_ ers will be watching W as are engaged inany other form of entertainment or leisur! activity, ,uch a, mov-ie-going, card playrng, or reading. Seven out of 10 American children watch TV between 6 and 8 o’clock most evenings.
Analysts are intrigued by the evidence that adults, not children, are the real television fans. The newest trend in viewing habits is a rise in the number of housewives who watch TV in the morn_ ing. One out of five with a set now watches a morning show with regularity.
Wat is it?tMhy do people want TV? A $67.50_ per-week shoe repairman in San Francisco, puts it about as plainly as anyone can. ..TV,’,
h. ,u-yr^,..i, the only amusement I can afford.” That was the reason he gave for paying four weeks, wages for his set.
The cobbler’s comment e4plains TV,s basic lure. It is free entertainment except for the cost of set, and repairs and electricity. Ii becomes so ab_ sorbing that a broken set is a family catastrophe. People will pay to have the set fixed before they wiil pay the milk bill, if necessary.
What does TV do to people? What do people do with TV? The researchers are digging into these questions all the time.In general, they come to the- ories, rather than conclusions. There are three main theories:
THEORY “lf’: This is widely held by people whose professions bring them into close contact with juveniles-judges, district attorneys, police officers, ministers. It assumes that TV is bound to be affecting the American mind and character be- cause it soaks up one to five hours a day or more that used to be spent in outdoor play, in games re- quiring reasoning and imagination, or in reading, talking, radio listening, or movie-going.
Even the more passive of these pursuits, the the- ory runs, required more exercise of brain than does TV watching. Then, too, many TV programs, the theorists say, are violent or in questionable taste.
Net effect, according to these people, is a wast- ing away or steady decline in certain basic skills among American youngsters. Children lose the ability to read, forfeit their physical dexteriry strength and initiative.
Some see a definite connection between TV and juvenile delinquency. The Kefauver Subcom- mittee of the Senate fudiciary Committee has just explored this aspect. It stated:
“Members of the subcommittee share the con- cern of a large segment of the thinking public for the implications of the impact of this medium [tel- evision]. . . upon the ethical and cultural standards of the youth of America. It has been unable to gather proof of a direct casual relationship between the viewing of acts of crime and violence and the actual performance of criminal deeds. It has not, however, found irrefutable evidence that young people may not be negatively influenced in their present-day behavior by the saturated exposure they now receive to pictures and drama based on an underlying theme of lawlessness and crime which depict human violence.”
THEORY “B”: Mainly held by sociologists, communications economists, pollsters. This is that television is changing the American mind and character, although nobody knows for sure just
pnor”r What TV Is Doing to America (1955) 307
how The evidence is too fragmentary. The analysts are disturbed by some aspects of TV’s effect on viewers. Some think TV is conditioning Americans to be “other directed,” that is, getting their ideas from someone else. The early American, by con- trast, is supposed to have been “inner directed,” a man who thought things out for himself on the ba- sis of his own reasoning.
A fanry name for this suspected effect of TV is “narcotic disfunction.” This means that more and more men come home in the evening, drop into a chair in front of the TV set after supper and slip into a dream world of unreality.
However, the same researchers confess that TV can have a broadening influence, bringing to the masses a taste of the arts and sciences, a peek into government that they couldn’t get any other way.
THEORY “C”: This is what the TV people themselves like to think. It is that television is rap- idly becoming “one more service” to the U.S. public, another medium such as newspapers, mag- azines, radio. Some people watch TV a lot, others very little. Most people want a set around, but some don’t lean on it.
The TV people minimize the idea that TV is dominating American life. It is almost as if they were afraid their own baby is getting too big. What they usually say is that the people who allow their lives to be controlled by television were similarly dominated by radio and the movies-and that they are only a small minority.
The TV habit. What do the theorists base their theories on? What have they found out about the place of the TV set in American life?
Many studies have been made of the “TV
habit.” Latest of these indicates that TV viewing reaches a peak just after a set enters a home, then falls off rather sharply. Next, viewing begins to rise again in the average home, building up, evidently, toward a new peak that is not yet measured.
The A. C. Nielsen Company a market research organization that attaches mechanical recorders to sets in private homes, finds this: During the 12 months ended in April, 1955, average use per
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308 cneprrn 32 socrETy AND culTunn, 1945-1960
day of TV sets was 4 hours and 50 minutes. That was up 4 per cent over the year before. . . .
Other studies indicate that women watch TV more than men do. Children, contrary to general impression, watch TV less than adults in thep average home. Persons low in income, educa- tion or job status as a rule spend more time in front of TV sets than those with more money and education.
What’s on TV. What do people get on TV? What do they want? Three out of every four TV programs are entertainment shows. . . . In a typical week of the peak TV season, in |anuary of last year, crime, comedy, variety and Western shows ac- counted for 42.7 per cent of all TV program time on New York City screens. News accounted for 6.1 per cent of TV time-about the same share of time as was taken by quiz, stunt and contest shows. Other informational types of TV shows, such as in- terviews, weather reports, travelogues, children’s instructional programs and cooking classes, got 16.2 per cent of the time.
Rating figures tend to show that people are get- ting just about what they want, in the opinion of the broadcasting industry. According to the “pop-
ularity” ratings of top shows, comedy and drama and straight entertainment are outpulling every- thing else.
What about information? The popularity cards seem to indicate the reaction is a stifled yawn. In a two-week period last June, when two comedy pro- grams, the ‘lGeorge Gobel Show” and “I Love Lucy,” were at the top of the list, each reaching more than 13 million homes, the top-ranking in-
formational programs were way down the line. The “March of Medicine,” for example, was No. 62, reaching 6.57 million homes; “Meet the Press” was No. 150, getting to 1.14 million families.
Studies also have been made of how long vari- ous programs hold their audiences. Love and ad- venture performances, it develops, will keep about 85 per cent of the audience to the end. By contrast, the most gripping historical sketches hold only 65 per cent, and many hold less than one third of their starting viewers. Informational programs, again, rank near the bottom in “holding power.”
Television critics, who write about TV pro- grams in newspapers and magazines, are frequently harsh in their remarks about violence, sadism, bad taste on the screen. However, Dallas W. Smythe, a professor of communications economics at the University of Illinois, analyzed New York City pro- grams for 1955 and concludes that programs which critics liked best seldom drew the biggest au- diences.
The public is fickle. Top rating is hard to hold. The viewers tire rapidly of a particular show unless the producers manage to come up with fresh ma- terial, new appeals.
RrvrEw QUESTToNS 1. Summarize the supposedly negative effects of
watching television. 2. What were the benefits of television? 3. Which concerns about television strike you as
Sherie Atkinson Lilburn, GA 30047 sherieatkinson32@icloud.com +1 678 462 7808
Authorized to work in the US for any employer
Work Experience
Medication Aide JEWISH HOME LIFE CARE – Atlanta, GA February 2022 to Present
Main Responsibilities are to supervise 3-11 shift ensuring all assigned task are completed. The administering of medication to all residents. assess all residents and communicate findings to charge nurse .Communicate with the pharmacy regarding medication orders and communicate with family members regarding behavior change in residents.
Resident Care Assistant Arbor Company – Atlanta, GA January 2020 to May 2020
Provide assistance to residents, taking vital signs and charting residents care.
Guidance Counselor/ teacher MINISTRY OF EDUCATION JAMAICA – Jamaica, IA November 2011 to August 2019
Conduct needs assessment, create and implement programs according to the needs of students and the institution.
Personal Development Coach Heart Trust NTA Jamaica – Saint Ann, MO October 2018 to May 2019
Conduct training Sessions with Adult learners using the Heart Trust Customer Service Manual .
Education
Licensed in Assisted Living administrator Georgia Health Care / Center for Assisted Living – Georgia August 2022 to Present
BSc in Human Services Walden University – Minneapolis, MN December 2020 to Present
Professional Certification in Foundation of Leadership National Society and Leadership Success . Walden University – Minneapolis, MN
August 2021 to October 2021
Certificate in Nursing Assistant Atlanta Career Institute – Atlanta, GA November 2019 to December 2019
Associate’s in Counseling Education Mico University College – Kingston Jamaica August 2007 to June 2010
Certificate in Certified Medication Aide Alliant Health Solution – Atlanta, GA October 2021
Skills
• Individual / Group Counseling • Patient Care • Teaching • QuickBooks • Vital Signs , charting and patient observation • Knowledge of HIPPA and patient privacy • Case Management • Group Therapy • Crisis intervention • Medication administration • Dementia care • Meeting facilitation • Motivational interviewing • Child & family counseling • Cognitive Behavioral Therapy • Curriculum Development • Crisis Management • Intake Experience • Conflict Management • Caregiving • Program Development • Management
Awards
National Society Leadership and Success honor society October 2021
Inducted member of the NSLS Honor Society
Certifications and Licenses
Trained Teacher May 2010 to Present
CNA November 2019 to November 2022
CPR Certification December 2021 to December 2022
Medication Administration October 2021 to October 2023
You will develop a Five-day Instructional Unit that incorporates key elements of effective instruction as presented in this course and each of the five Lesson Plan Templates you have completed. The goal is to develop a unit that you can implement in your classroom now or at a later point in time. Each of the lessons within the unit in the PLAN DETAILS section needs to contain specific, concise directions so that a substitute could pick it up and teach. This unit plan will include the following in this order:
Central Focus of Unit Plan (learning segment) and Content Standard(s) -1 page. Five Lesson plans with all sections completed with full details and citations, as Lesson Plan Template Day #1 Lesson Plan Template Day #2 Lesson Plan Template Day #3 Lesson Plan Template Day #4 Lesson Plan Template Day #5
Create a 2-page summary that reflects on your learning through the process of; selecting the content standard, creating learning objectives, developing the assessment, scoring rubric, and designing five days of instruction.
What new learnings have you experienced? What practices currently in place are you achieving success? What next steps are needed to further improve your practice as an effective teacher?
Include a bibliography listing in APA format for all of your references used within the Lesson Plan Template and within your Unit Plan.
NOTE: Make sure you have made all corrections to your Lesson Plan Template that your instructor provided to you via the feedback and scoring of your first lesson plan that was completed in Unit 3 of this course.
Subject / Content area:Relationship between individual and society
Unit of Study: Unit 2
Lesson Title: Define the individual and society
Be certain to attach any handouts, activities, templates, PPT decks that will be utilized with this lesson.
Central Focus for the learning segment: What is the central focus or big idea of the lesson?
Content Standard(s):Common Core State Standards (CCSS);Next Generation Science Standards (NGSS);ITSE standard(s)English Language Proficiency Assessment for the 21st Century (ELPA21) Standards; andWorld-Class Instructional Design and Assessment (WIDA) Standards
Sub standard for today’s lesson:Defining and exploring the relationship between the individual and society
Technology: Electronic print (e-book)
Learning Objectives: Thinking Skill – the students will be engaged in Remembering where they will recall and define an individual and society.Understand be able to summarize what they mean.Apply the knowledge to their surrounding by explaining how they fit as individuals in society.Analyze, have a case study to understand the relationship between the individual and society.Evaluate if they can describe their immediate people in society.Create recognize their own identityand define the society they live in. Content – case study “The Bear That Wasn’t”This is a modern fable of defining people in society and how individuals may not understand who they are. Product –the students must be able to define the terms “individual and society” and have a simple definition of themselves and where they live.
Language Development: Language Objectives – the student will be able to define and understand what a society is and who an individual is and how they relate.Vocabulary – terms an individual and society.
Materials/Resources:E-book:“The Bear That Wasn’t”.ChartsText book
Context: Knowledge of Students: Prior learning and Prerequisite Skills: definition of some members of a familyMisconceptions: the common misconception is the link between the community and society where the society is a larger group. The students will be require to define the community where they come from and who they live with, in their house and also explain some of the neighborhood families. By students explaining the people in their house and families they will identify an individual. By explaining families they will be able to understand society as it is a group of families.
Plan Details:The students will first define who they are.They will be have asked questions on members of their family and define their roles.I will use the dictionary to define the term individual “a single human being as distinct from a group”. They will be able to describe themselves as male or female, race, grade among others.The case study of “The Bear That Wasn’t” will be read and explained to help understand an individual.Students will discuss the case study and define other students individually.The students will also be required to define the community they live in. By defining the society through the dictionary “the aggregate of people living together in a more or less ordered community” the students will be given an exercise to explain the society they live in.Students will explore the relationship between the individual and society by looking at how their own identities are influenced by others.They will then develop inquiry skills that lead towards conceptual understandings of the relationships betweenindividuals, societies and the environments in which they liveThe lesson will close with review of the terms “individual and society”
Differentiation and planned universal supports: The students will first start as individuals and describe themselves and their familiesto the class.They will then be divided into groups with the identified family description to ensure they have representative sample of various societies. In the groups they will be required to explain their various families and how they co-exist with their neighbor and activities they have together such as sports or gatherings.The case study will also be discussed in the groups especially on how the bear is described by others and also how he described himself in the end of the story “he wasn’t a silly man, and he wasn’t a silly Bear either”. Students with special needs during this lesson will describe if they attend to meetings with other similar people (special people community)
Type of Student Assessments and what is being assessed: Diagnostic assessments: they will e Short quizzes, Journal entries Student reflections, and Classroom discussionsStudents will be accessed on their progress if they can be able to describe themselves in their group and to the class. They will also be able to explain their home and family effectively and also the neighborhood.They will also be able to define an individual either by explanation or the definition written on the board.
Evaluation Criteria and/or Rubric:They will be given a paper to write the definition of individual and societyThey will be required to describe their friend’s (classmate’s)and an individual and the society they live in to the class.
Relevant theories and/or research best practices: Cooperative learning, Summarization and Inquiry-based learningAPA References: Arends, D. and Kilcher, A. (2010). Teaching for Student Learning: Becoming an Accomplished Teacher. London: Routledge. Facing History and Ourselves, “The Bear That Wasn’t,” last updated May 12, 2020
Parent communication:I will include in the dairy that the parent will help the learner understand their community and society where the individual student comes from. They will help check Journal entries filled by students in class.
Identify an issue that is facing our society today that is in some way related to sex and/or gender and has opposing sides. Consider a law that was recently put into or taken out of effect or is being debated. You could also look to the statements or actions of a public figure or organization that has generated significant attention from the media. The issue you select should have ample material from which you may pull to gain insight into the details surrounding it. Feel free to email your instructor if you would like to verify that an issue is appropriate or if you would like some suggestions as to what you could cover.
Explore multiple sides of the issue you have selected until you have a good understanding as to why each side believes it is right. Research the historical events that have caused the circumstances of this issue. Engage in discussions with others who have strong feelings about the issue to learn the reasons why they feel they way they do.
Make sure you research both sides thoroughly as your goal with this paper will be to write it in a manner that does not allow the reader to know which side of the issue that you are on. You will not be condoning or condemning either side- your goal is to be as objective as possible in reviewing the issue you select.
Construct a 1,000-1,250 word essay that demonstrates your understanding of the following:
The issue that you have identified (a concise synopsis of what the issue is)
Historical context (previous events in history that have contributed to the rise of the issue)
Both sides of the current argument (provide an objective review- the reader should not know which side of the issue that you personally are on)
At least two possible resolutions to the issue (include the potential ramifications of each resolution for both sides)
Your paper should include an introduction and conclusion, at least 5 cited references (only 2 of which may be your discussions with others, excluding those identified as subject matter experts in your writing), and must adhere to APA formatting.
All assignments are submitted to Turnitin, which is a plagiarism checking tool. Any assignment receiving a score of 30% or better raises serious concerns about the originality of your work. An originality score should generally be no more than 20%. Assignments with originality scores between 20 and 50% will have points deducted. Any originality score over 50% after review will be graded with a 0. Please keep this in mind as you are submitting work
During this course you have read, researched, and discussed with your peers several different topics on technology and society. Now it is time to think of at least one technology topic that has had some type of an impact on your life. Was this a positive or negative impact? Was it before the class or during the class?
I would like for you to explain the impact of this technology topic, the reasoning, and do a comparison to the ideas of both the authors writing about the topic and your classmate responses if it happened to be a weekly discussion topic (discussion boards will be opened for you to go back and read). If the topic was never discussed, then give several outside research comparisons to compare the objective technology topic. All papers should have at least two outside research articles to add into this topic paper. Write this personal reflection topic paper with a cover page with title and name, format required is double spaced, Times New Roman 12pt., with the last page listing all research resources, including the course book (use MLA or APA format). The minimum length this final paper should be is 1,000 words, about four total pages of content. Your paper may be longer if you need extra length for the content but not required. NO PLAGARISM
Please review the current online articles ( I post the link of 3 articles above) and video for this week. The articles and videos serve as an example for the post you need to complete. For discussion #3, you will need to find an article or video that addresses a current issue/stereotype that is affecting Asian American Women in our society today. You will need to include the link to the articles, news/scholarly article, video, movies, etc. to the issue. Please complete the following:
Provide a summary of the issue that should include a link to the article, media, video, etc.
Explain how this issue affects Asian American Women
Address how this issue is different or similar to women of other race or ethnicity in America
Include examples from the reading if there are any (optional)
Conclusion: Have you had a similar experience? What are your personal thoughts about this issue? How can we move forward to resolve or change this issue?
