Police Brutality Corey Jones Case - 1568 Words

Police Brutality Corey Jones Case Davon Key Crititcal Thinking and Communication 1201-06 Professor DuCloux 4 April 2016 In October of 2015 in Palm Beach County Florida a young African American was shot to death though he had caused no harm. After performing at a concert, Corey Jones was headed home and while traveling on I-95 his car broke down and he was stranded on the side of the road. While stranded he contacted his brother to notify him of the situation. He then contacted roadside services and sat patiently waiting for them to arrive. Officer Nouman K. Raja dressed in plain clothing in an unmarked vehicle pulled up to Mr. Jones’ car noting that this is taking place between the hours of 2:00 and 3:00am. Mr.†¦show more content†¦Frustration, confusion and devastation were the emotions coming from Banks, who Wednesday, October 21, 2015, spoke openly about Corey and their close family (Seltzer). While discussing the incident Banks came to realize that his daughter knew the police officer, Nouman Raja, who shot Jones. The fact that the victim’s cousin knows Raja dem onstrates how small the community is. In the article Banks takes blame for the incident by stating â€Å"It just hurts to know, man, maybe if I were with him maybe it would have been different† (Seltzer). As he was speaking with the reporters he says â€Å"He didn’t know why Jones felt he needed a gun,† but said â€Å"Maybe he brought one because he travels at night for his job as a drummer† (Seltzer). Banks tells how Jones was a kind-hearted person and wouldn’t pull a gun on anyone and isn’t a violent person. While giving a description of Jones’s role in the church, Banks talked about how he worked his way up to drummer. Banks brings in other black lives matter cases and describes the difference between their cases and Mr. Jones. Noting that in other â€Å"Black Lives Matter† cases the victims wasn’t armed. The article Innocent Teen Killed by Police discusses many aspects of the case. According to the article, Raja was patrolling Palm Beach, Florida, and noticed what he thought was an abandoned car on the side of the road. When approaching the car â€Å"Palm Beach Gardens

The Etiology And Prevalence Of Asd - 916 Words

Autism spectrum disorder is not a single disorder, it comprises of a very diverse group of neurodevelopmental disorders. According to the Diagnostic and statistical manual of mental disorder 5th edition (DSM-V), diagnosis of ASDs includes three main deficits which are; having difficulties with social interaction and communication and deficit in behaviour, for example individual with ASD tend to repeat the same behaviour and they tend to be preoccupied. Under the DSM- V ASD consist of Asperger syndrome, pervasive developmental disorder not otherwise specified (PDD-NOS) and childhood disintegrative. This essay will discuss the Etiology and prevalence of ASD as well as the treatments and interventions for ASD. Research study findings will be used as evidence to support the efficacy of these treatments for ASD. Finally this essay will briefly consider some limitations of these treatments. Several empirical researches suggest that ASD is heritable and that genetic component is the key factor involved in vulnerability to ASD; most of this evidence comes from twins and family studies. Silverman et al (2002) supports the claim that ASD is genetically determined. They found that ASD was present in multiple cases within extended families. Similarly, researchers have shown that ASD is linked with several genes, such as GABRA4, GABRA2, GABRA3 etc. Ma et al., (2005), provides support for this claim, they found that GABRA4, GABRR2, GABRA2 and GABRB1 are all linked to ASD.Show MoreRelatedAutism Spectrum Disorder ( Asd ) Essay1386 Words   |  6 PagesAutism Spectrum Disorder (ASD) refers to a group of neurodevelopmental disorders characterized by impairments in social interaction and communication, as well as behaviors (e.g. movements, interests and activities) that are restricted and repetitive1,2. The Diagnostic and Statistical Manual of Mental Disorders (DSM), which was updated in 2013 (DSM-V), is used in the United States to diagnose ASD. DSM-V converts previously separate diagnoses (autistic disorder, childhood disintegrative disorderRead MoreThe National Institute Of Mental Health1690 Words   |  7 Pagespatient and the caregiver. What is Autism Spectrum Disorder (ASD)? Autism spectrum disorder is a lengthy diagnostic category that includes those with impaired social interaction and communication, and those with repetitive stereo-typed behaviors (Persico Merelli, 2014). The National Institute of Mental Health (NIH), defines the term ‘spectrum’ as a wide range of symptoms, skill, and levels of impairment or disability that kids with ASD possess. It is a disorder in where several parts of the brainRead MoreInside Autism Spectrum Disorder Essay1715 Words   |  7 Pagesexample, they may have a slower response to being pinched or being touched by a hot object. It is often perceived that Autism Spectrum Disorder is not common; however, this is not true. In 2011, some of the more recent epidemiological studies found ASD prevalence of approximately 86–91 per 10,000 in the United States alone (Zaroff Uhm, 2011). This number has only continued to rise over the past four years as this disorder continues to afflict about 1 in 50 children (Butcher, Hooley Mineka, 2014). TheseRead MoreBrain Disorders Affecting Children812 Words   |  4 Pagesincluding ID and ASDs, are the most devastating brain disorders affecting children (13). The prevalence of ASDs is on the rise, and yet, no effective treatments exist. The US Centers for Disease Control and Prevention (CDC) reported that 1 in 68 children at 8 years of age had ASDs in 2014, up 220% since 2002. ID, another severe NDD affecting 3% population characterized with IQ less than 70 (14). Over 3.5 million Americans live with ASDs suffering from life-long disabilities. An ASD family spends $60 Read MoreGender Theory1544 Words   |  7 Pagesspectrum disorder (ASD). This gender disparity, although heavily studied, is little understood. There are two main theories that attempt to explain this gender disparity: the extreme male brain theory, which is supported by research on fetal testosterone, X-chromosomes, Y-chromosomes, and the female protective effect; and the biased diagnostic criteria theory, which is also supported by many research studies that explore phenotypic differences in the symptoms of boys and girls with ASD. Ultimately,Read MoreAutism Spectrum Disorder1278 Words   |  5 Pagesthat genetic factors are playing key role in the prevalence of ASD. To begin with, U.S. Department of Health and Human Services, Centers for Disease Control and Prevention (CDC) published the relationship between the number of autistic boys and girls. The statistical evidence shows that boys are more inclined to become autistic than girls. CDC states that 1 in 42 boys and 1 in 18 9 girls were identified as having ASD. This observation shows that ASD is likely a sex-linked inheritance. Sex-liked inheritanceRead MoreIs Autism A Developmental Disorder? Essay1619 Words   |  7 Pagesseverity of the case. General symptoms presented in infancy include not babbling, cooing, or gesturing by 12 months old, not saying single words by 16 months old, and not saying two word phrases by 24 months old (Autism Society). Prevalence rates The prevalence rate of ASD in the US and the world is 1% of the population. According to the DSM-V, â€Å"It remains unclear whether higher rates reflect an expansion of the diagnostic criteria of DSM-IV to include sub-threshold cases, increased awareness, differencesRead MoreEtiological Theories Of Autism Spectrum Disorder Essay1964 Words   |  8 PagesDisorder (ASD) has increased (Lai et al., 2014). According to the United States Centers for Disease Control and Prevention (CDC), ASD is currently identified in approximately 1 out of 68 children living in the United States, compared to 1 in 10,000 children in 1980 (Baio, 2014). The rise in ASD prevalence highlights the need to continue research into etiology, risk factors, and effective treatments. Purpose: This paper is a critical review of current scientific studies that have focused on the ASD populationRead MoreThe Neurodevelopmental Disorders ( Asd )1693 Words   |  7 Pagesoccupational functioning. Autism spectrum disord er (ASD) is newly classified as such; it was once classified as â€Å"Asperger’s Syndrome.† ASD is a severe neurodevelopmental impairment. The disorder limits the functioning capabilities of children and their capacity to communicate as well as interact with others. ASD effects how children perceive the world around them; socializing with others happens to be the most vital piece of development. Onset for ASD can occur as early as infancy, some children, howeverRead MoreUnderstanding Autism And The Different Disorders On The Autism Spectrum1225 Words   |  5 Pages(FXS), which is also termed Martin-Bell syndrome. This essay will review the literature on FXS including the prevalence of it, the importance of early intervention strategies, the types of treatments that can be used with FXS and behaviors that are related to individuals that are diagnosed with FXS. Etiology The etiology of autism may include genetic, environmental, and autoimmune etiologies (Levy, Mandell, Schultz, 2009). Although, autism may originate from any one of these categories, Fragile

Mono Lake Committee Free Essays

The atmosphere here makes you feel at peace with yourself. Not only do people FRR mom all over the world come here; photographers, journalists, ornithologists, but even locals come to connect with nature. As I am meditating on the shore line of Mono Lake, I begin to take in my sours endings. We will write a custom essay sample on Mono Lake Committee or any similar topic only for you Order Now The scenery is unique and brings me peace. It unifies me with who I am and who I will become. I feel the UN baking down on me as a breeze lifts the smell of salt water towards me. When that settles, pick up a thick earthy smell that reminds me of wet grass. It’s easy to notice different types of birds flying around, for example, lake birds and shore birds, Canadian geese, California g lulls, an osprey flying off the towering tuffs. It’s amazing how the tuffs are composed of the same subs dances and yet they each have their own complexity. Was fascinated by the seagulls’ nests tucked into the tuffs. If this lake wasn’t here, there would be no place for the birds to rest and eat. Mono Lake isn’t just a lake, it’s a special lake. This lake is ever changing, there’s always something new. Every hind around me is peaceful and yet buzzing with life. Places like Mono Lake matter because it gives people the chance to connect w tit nature and in today’s overstretched world it’s important to rest and reflect on life. In the cit y, there’s no woods for people especially kids, to explore and discover places like these. No matter how many times people drive past this magical place, it never gets old. How to cite Mono Lake Committee, Papers

Would Focus On Include Math Vocabularies †Myassignmenthelp.Com

Questions: How Was The Activity Beneficial To You? How Have You Learnt To Construct Essays In Relation To This Lesson? Answers: Introduction Scaffolding literacy is very apparent given the basis used on the socio cultural kind of theories. The learners will easily get to learn the texts way beyond their ability to read. The key areas that this lesson plans would focus on include math vocabularies. The specific words would include those which describe the measurements and the shapes of items. Different lesson plans would be utilized involving those applied for measuring a different kind of items such as time, money and objects (Cronin, 2015). Quality texts would be applicable throughout the lesson plans since they describe exemplary kinds of genres for teaching, reading, and writing. Explicit teaching is applicable to the entire language and written texts through the application of deliberate designs for sequencing lessons. Teaching a language is the first step towards improving the literacy levels of students. They ought to be taught school language and the way the literate texts tend to accounting. All learners must have a focused program that teaches them the acceptable standards (Doyle, J., Cuthill, M., McDonald, L., Keppell, 2014). Additionally, mainstream students may fail to attend schools and further benefit from the program based on the school language. Assessment Limits/Standards: What are the skills that children ought to learn? Which standards should they address in this lesson? Agenda: What is my class flow snapshot like? The daily do-now querries Motivation Discussion and introductory part including the text code and annotation Smaller groups assignments Individual practice summary Wrapping up action Exit tickets Lesson Learning Target: What should my students know by the end of this lesson? What must they do to learn it? I may analyze or summarize the text by applying text codes and column notes Time Instructional Sequence Formative Assessment 5 min Get ready/ Drill/ Do it Now: What is that meaningful act that students would complete soonest possible as they get into theclass? The students will come up with text features lists They will describe the application of each feature list They will submit their homework on the Scavenger Hunt. All the drill questions would be provided with answers on a daily basis and submitted for collection every Friday(Johnston, 2013) 3-5 min Engagement/Motivation: o How will my students interests be sparked? o Is there any firsthand knowledge that can be tapped? o Must their vocabulary be cleared? o Should students undertake brainstorming exercises prior to the start of the lesson? The students should discussion the vocabularies that they have learned throughout the assignment(Rodrigues, L., Smith, 2014). 10-12 min All students instruction: o The focuses areas include explicit teaching, modeling, strategy demonstrating, activate initial knowledge, common reading, discussing and writing. o Let students know that the lesson involves reinforcing their comprehension of regulations needed for taking notes through the use of text coding strategies o The designated reader should read page 13 of the text while the teachers model should think aloud, annotate and code the text in the note book. o Teacher will then apply the annotated notes bearing with it a short summary of the text segment o Teacher will then come up with a discussion box that seeks to scaffold the big question How is progress? o What is the best way of determining the progress made? o Cite some life areas that appear to have made progress All responses would be noted on the board as: Is the progress always a step forward? Yes for whom /what No for whom /what Why o The students can observe the model of the teacher o They then will get involved during the recruitment by the teacher 15-20 min Group practice using smaller groups instructions: This takes the form of teacher-facilitated group discussions, collaborations, conferencing, intervention or writing procedures The smaller groups tend to annotate the texts through which the teacher facilitates such process 25 min Independent Practice: This pertains to personal practice, discussion or the process of writing Students may work personally towards annotating and coding that is necessary for representation in their note book 5 min Assessment: How will I assess the ability of students to attain the objective of the day? 5 min Summary: How will I fix the loose ends? How will I reinforce the objective? How will I connect the lesson to the unit? Exit ticket-- personal summary Extension How will my lesson offer satisfaction to the learners needs? Instructional Alterations: To scaffolding the text and the big question Every document and activity can be modified easily for the sake of special needs students. For instance through the filling in of some data, underlining the readings and providing clues close to the chart items Work hand in hand with the students to help them read and interpret the handouts Allow more time for students to clear the assignments Adapt smaller groups Create models that apply different columns kind of notes and text codes for textual analysis Summarize the main points of the model through a text Resources: What is necessary for me to teach this lesson? Projector, handouts and the text Notes: Title: Mythology The myths can be traced right across several continents and even back to the start of time. Folks from various cultures would have developed these myths in celebration of the diverse, heroic and incredible ability of the unknown. At the first impression, students may tend to wonder the kind of things that tend to tie down their lives to the Greek mythology if at all there is any. On additional examination, they may realize that such myths have been offered for explanatory purposes that influence the vocabulary, entertains people and keep teaching them different lessons. Students would earn a lot of knowledge and comprehend the legacies of Ancient Greek, chosen myths, gods, goddesses and their influence on the contemporary literature. They would further learn about the association between the Greek myths and the current world. All students would be able to: Come up with the skills necessary for responding to deductive and critical queries while reading Utilize optimally the literal springboard work during writing Develop different vocabularies orally and through written kinds of skills Do comparison and contract of the Greek mythologies to other stories Write for various reasons and audiences Come up with different elements of the Greek mythology popular for their cultures such as an advertisement, writing humorously, fictional works and product identities. Materials A printable KWL Chart Myths texts and books World map Scrapbooking materials Directions Step 1: K-W-L: Utilize this action from the start of the unit for assessing the level that which students understand the aspect of mythology. Further, determine the things that these students would be willing and interested in learning. In the end, students should work in smaller groups to come up with improved comprehension of what they studied. Step 2: Comprehending Conflict and Resolution: All through the initial two weeks, the students must read the myths aloud in class to realize the kinds of conflicts that may potentially occur. This may include person versus person conflict or person versus nature conflict. Additionally, they must know how such conflicts can be resolved (Hay, 2015). Step 3: Word Maps: All students must plot the world maps that assist in financial their comprehension of newer vocabularies met while studying the unit. The world map should bear their definitions, synonyms and also the right use of correct words and illustrations. Step 4: Punctuation Review: The students should be presented with talks in between the mythological features from where the punctuation has been deleted. Each student must work towards partnering to correctly punctuate the talk then conduct a comparison with the original version (Lynch, D., Smith, R., Provost, S., Madden, 2016). Step 5: Predictions: The students should conduct a discussion of the name and the characters in the myths while predicting their future in the myth. Students would further conduct predictions that either uphold or reject these predictions. Step 6: Analysis: Here pertains to what happens naturally to the characters Step 7: Descriptive Writing: The students must brainstorm the vocabularies that best describe the spirit of the underworld. Later they would rewrite descriptive paragraphs about what they saw as the myth advances. Step 8: Class Debates: Upon reading the myth, divide students into about two groups. One group would support the decision of giving a man a gift while the other group would decree that man does not deserve any kind of fire (Callow, J., Orlando, 2015). The students should utilize this as evidence that sounds reasonable enough to boost their positions. Step 9: Collaborative Writing: Once the reading of the myth is concluded, the students should start another class book. Every member of the class plus the teacher must offer their contributions towards this book. Step 10: Culminating Activity: The students develop scrapbooks that seek to show the new knowledge of mythology. Such scrapbooks must be displayed in the classroom museum. All through the unit, these students must contribute towards their learning activities right which they choose the items present in the scrapbooks. For instance, if students have assigned the goddess, this should be part of the character that is present like the flowers, maps and the article that talks about postcards and the underworld. All students must participate in the development of this rubric and their scoring guideline for evaluating the entire project even before they start work (Rodrigues, L., Hyde, 2015). The teachers observation should show the need for preparedness, samples of the students work and the level of participation in group work. Assessing Students The article about war Word maps Vocabulary quizzes God or goddess character chart Journal entries God or goddess oral presentation Mythology scrapbook List the subject, grade level and also the class name at the top right of the page. For instance: 9th Grade Writing Course Subject: Developing a Thesis Come up with a list of materials that boost your level of organization. This section would allow me or my supervisor to understand the extent of my orderliness and the preparation for next lessons beforehand (Simpson, 2016). For instance: plastic bags, paper strips that have literary evidence scripted onto them Student Objectives Upon writing down the basics of the course, you may have to bring in what you expect the students to learn. Students should indicate their actions on their end (Wilson, K., Devereux, 2014). The objectives should be given in bullet form. For instance: The students will watch some part of the case The students would examine the pieces of evidence and their manner of connection The students would come up with a thesis as their base of evidence The teacher would write down what he will undertake and how students would engage in this activity. These procedures would be listed numerically such as: The teacher will show the clip to the class He will explain to them how lawyers present their evidence to come up with central arguments(Nicholas, M., Paatsch, 2014) The discussion comes up seeking answers for the following questions: How similar is the lawyers process to the writing process How does evidence help in building thesis but not in constructing it Must you start by writing the introduction or the body of this essay? Teacher shares out some bags marked as Evidence A to C to a little group of students. The students would be asked to work hand in hand in coming up with the thesis basing on the evidence found (Ellery, V., Oczkus, L., Rasinski, 2015). The little groups would present their kind of evidence then connect them to the thesis Wrapping up involves the teacher asking his students to answer these two questions The teacher would introduce these words to the students: Time: calendars, days, hours, minutes, months and o'clock Money: dimes, dollars, nickel, and pennies Linear measurement: inches, rulers, and centimeters(Anderson, 2016) For first grade students, the teacher would need hands-on activities. In math, he can do the following: Make or buy the clocks for students to apply and turn hands while making time. This activity would be necessary for a larger group who instantly check the work they have done Several textbooks are used to pop out coins used by students and the plastic coins that are used. The progress of the students can be noticed from the store. They may decide to pay for different items using the fake money. For the linear measurement act, the teacher may conduct the can of worm action. This involves cutting down the ribbon of avarious collection of colors to many lengths and placing them in containers. The students alone can carry out this action in their groups by taking out worms and measuring them then recording all their answers(Sumirat, 2014). This is deemed to be an activity with a lot of fun as seen in the worksheet. This lesson plan is set to cover several geometrical terms such ascircles, cones, cubes, cylinders, pyramids, rectangles, rectangular prisms, spheres, squares, and triangles(Denton, 2017). One positive thing about such activity is their ability to reinforce such vocabulary to come up with quilts. It is important to print out the grid of about one inch squares. These shapes are then cut out into several colors in the construction papers to help in filling all the squares. Some squares may have two triangles or rectangles. For the sake of learning, three dimensional words may have to utilize models(Simu, 2017). The games that follow up will be highly important, educational and fun for the recognition of such. References Anderson, C. M. (2016). An experimental study of literacy intervention: Teaching foundational reading skills and guided reading (Doctoral dissertation, D'Youville College). Callow, J., Orlando, J. (2015). Enabling exemplary teaching: a framework of student management for students from low socio-economic backgrounds with implications for technology and literacy practices. Pedagogies: An International Journal, 10(4), 349-371. Cronin, L. (2015). A Kindergarten teacher goes to pre-school in NSW. Practically Primary, 20(2), 34. Denton, L. (2017). Literacy through literature: Why invest in a literature-rich teaching program?. Educating Young Children: Learning and Teaching in the Early Childhood Years, 23(1), 49. Doyle, J., Cuthill, M., McDonald, L., Keppell, M. (2014). Researching regional impact: the challenges and complexities. In Proceedings of the 2nd Digital Rural Futures Conference 2014 (pp. 84-84). University of Southern Queensland. Ellery, V., Oczkus, L., Rasinski, T. V. (2015). Literacy Strong All Year Long: Powerful Lessons for K2. International Literacy Association. Hay, J. (2015). Think creatively. Practically Primary, 20(2), 32. Johnston, J. (2013). Contemporary issues in Australian literacy teaching. finance. com. Lynch, D., Smith, R., Provost, S., Madden, J. (2016). Improving teaching capacity to increase student achievement: The key role of data interpretation by school leaders. Journal of Educational Administration, 54(5), 575-592. Nicholas, M., Paatsch, L. (2014). Teacher practice: A spotlight on the use of feedback and conferencing in the first year of schooling. Australian Journal of Teacher Education (Online), 39(9), 130. Rodrigues, L., Hyde, F. (2015). Scaffolding Literacy. Rodrigues, L., Smith, B. (2014). Linking pedagogy: Scaffolding literacy and first steps using linked planning and teaching to improve the language and literacy of students. Practically Primary, 19(1), 34. Simpson, A. (2016). Designing pedagogic strategies for dialogic learning in higher education. Technology, Pedagogy and Education, 25(2), 135-151. Simu, M. Y. (2017). THE USE OF SCAFFOLDED READING APPROACH TO IMPROVE STUDENTSREADING COMPREHENSION (A Classroom Action Research at the Seventh Grade of SMP Negeri 24 Surakarta in 2015/2016 Academic Year). Karya Ilmiah Mahasiswa Progdi Pendidikan Bahasa Inggris FKIP, 3(1). Sumirat, R. S. (2014). English Education business Department Graduate School of Teacher Training and Education Faculty (Doctoral dissertation, Sebelas Maret University). Wilson, K., Devereux, L. (2014). Scaffolding theory: High challenge, high support in Academic Language and Learning (ALL) contexts. Journal of Academic Language and Learning, 8(3), A91-A100.