Think about local crime prevention efforts, either undertaken by local communities, families, schools, businesses, or law enforcement agencies and explain the effectiveness of these programs using examples. What principles and beliefs make programs successful? Is the effectiveness based on the individual(s) who run the programs or a cohesive effort by all?

Think about local crime prevention efforts, either undertaken by local communities, families, schools, businesses, or law enforcement agencies and explain the effectiveness of these programs using examples. What principles and beliefs make programs successful? Is the effectiveness based on the individual(s) who run the programs or a cohesive effort by all?

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contructivism and behavorism

ARTICLE CRITIQUE GRADING RUBRIC

CRITERIA 12 POINTS 10 POINTS 8 POINTS 4 POINTS 2 POINTS 0 POINTS POINTS EARNED
ARTICLE SELECTION Article is scholarly, empirical, current (last 5 years), and clearly related to a specific learning theory. Article is scholarly, empirical, current
(last 5 years), and related to a learning theory. Article is scholarly, empirical, and related to a learning theory, but it is not current. Article is scholarly and empirical, but it is not related to a learning theory nor is it current. Article is scholarly, but does not meet any other criteria. Not complete
ARTICLE SUMMARY Summary is well¬-organized, well-written, and explicitly identifies the audience and the purpose. Summary is organized and well-written, and identifies the audience and the purpose. Summary is adequately organized and only vaguely identifies the audience and the purpose. Summary is not well-organized, but it does identify the audience and purpose. Summary is poorly organized and vaguely identifies either the purpose or the audience. Not complete
ARTICLE ANALYSIS Clearly analyzes strengths and weaknesses with plenty of supporting evidence. Key ideas are clearly connected to research question. Clearly analyzes strengths and weaknesses with some evidence. Key ideas are connected to the research question. Analyzes strengths and weaknesses with little evidence. Key ideas relate to the research question. Analyzes the strengths and weaknesses, but no evidence is provided. It is unclear if the key ideas relate to the research question. Mentions strengths and weaknesses without any evidence. Only briefly discusses the key ideas, if at all. Not complete
REFLECTION Provides several examples of ways to incorporate the learning theory into teaching methods and clearly relates them to biblical principles. Provides some examples of ways to incorporate the learning theory into teaching methods and relates them to biblical principles. Provides one example of ways to incorporate the learning theory into teaching methods, but only alludes to biblical references without connecting them. Provides one example of ways to incorporate the learning theory into teaching methods, but does not discuss biblical principles. Teaching methods are discussed, but there is very little connection between the learning theory and the teaching methods. Not complete
MECHANICS, FORMAT, & LENGTH Well-written with correct grammar, spelling and formatting. Length requirement is met. Well-written with a few grammar, spelling, and/or formatting errors. Length requirement is met. Generally readable, but with several errors in spelling, grammar, and formatting. Length requirement met. Errors in spelling, grammar, or formatting make the paper very difficult to read. Length requirement is met. The paper does not meet length requirement, and/or demonstrates extremely poor grammar, spelling, and/or formatting. Not complete
TOTAL POINTS /60
INSTRUCTOR’S COMMENTS:

ARTICLE CRITIQUE INSTRUCTIONS

In Modules/Weeks 4 and 5, you are required to submit 1–2-page critiques for articles related to the learning theory that you have chosen for your theoretical framework. Access the Liberty University Library Research Portal (available through the Services/Support link on the course menu) to find peer-reviewed journal articles. The articles that you choose should be scholarly, empirical, and current (written within the past 5 years).

Include the following elements in your critique:

1. Summary – Provide a brief overview of the article, its intended audience, and its purpose.
2. Analysis – Analyze the article’s strengths and weaknesses, providing evidence to support your opinions.
3. Key Elements – Select 1–2 key ideas from the article and consider how you can effectively connect them to your research question.
4. Reflection – Explain various ways that you could incorporate the learning theory expressed in the article into your teaching methods. Also, explain how the theory demonstrates Christian principles in teaching.

Format the critiques in APA style and see the Article Critique Grading Rubric for the specific grading criteria. Each critique will be due by the end of the Module/Week that it is assigned. There are 2 articles that’s needed that’s why in the pages I chose four 1-2 pages for one article and 1-2 pages for article two.

My research question was does digital instruction improve student academic learning?

Feedback 4/4/14 5:39 AM
Angela:
This is a critical assignment in that it forces you to identify a specific research question that holds your interest so that you can focus your research and your paper. Your task, therefore, is to frame a tightly-worded, specific question, and offer 50–100 words of explanation of why you selected it.
I find your research question (and topic) interesting, and while you have my approval to continue, I would ask that you refine it as you research for even better ways of expressing just what you are getting at. Research questions should begin “to what extent…?” You do not need to resubmit further revisions you make of your research question. As you continually consider your research question, think about the following questions, which assist in greater focus:

Does the question address a topic that inspires you own thoughts/opinions?

Is the question researchable?

What type of information do you need to answer the research question?

Is the scope of this information reasonable, given the amount of time and space for this course/assignment?
What sources will have the type of information you need to answer the research question?

In sum, do you really have a quality research question you actually will be able to answer by doing research?

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Exporting and logistics

Elaborate on the info uploaded plus there are steps in which you have to go by in order.
and please check the website for more info and include everything with the proper format and related to each step. this is about opening up a company in QATAR and the company is brought from AMERICA …

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Response assignment

Both Charles Brockden Brown’s novel, “Edgae Huntly”, and Martin Scorcese’s flim,” Taxi Driver”, have been describe as revisionist (i.e., critical) versions of American frontier mythology (or, in Slotkin’s term, “regeneration through violence”). Attending to the the historical and generic differences between an early American novel and a late twentieth-century flim, explore how these works revise said mythology, as define by by Slotkin (and/or Barnard and Shapiro)

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Community Paramedic

For A Research Paper On Community Paramedicine. Focuse On The Community Paramedic

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How to mark a book

Journal Adler “How to Mark a Book”

PART A. Read Adler’s “How to Mark a Book”

PART B. On a separate piece of paper, answer the following: (1 – 2 pgs typed, Times New Roman font, double-spaced)

How to Mark a Book

1. What is the reading about?
2. What are its key points/terms/passages and why?
3. What do you think is Adler trying to accomplish in (writing) this text? Was he successful? Why or why not?

How to Mark a Book
By Mortimer J. Adler, Ph.D.
You know you have to read “between the lines” to get the most out of anything. I want to persuade you to do something equally important in the course of your reading. I want to persuade you to write between the lines. Unless you do, you are not likely to do the most efficient kind of reading.
I contend, quite bluntly, that marking up a book is not an act of mutilation but of love. You shouldn’t mark up a book which isn’t yours.
Librarians (or your friends) who lend you books expect you to keep them clean, and you should. If you decide that I am right about the usefulness of marking books, you will have to buy them. Most of the world’s great books are available today, in reprint editions.
There are two ways in which one can own a book. The first is the property right you establish by paying for it, just as you pay for clothes and furniture. But this act of purchase is only the prelude to possession. Full ownership comes only when you have made it a part of yourself, and the best way to make yourself a part of it is by writing in it. An illustration may make the point clear. You buy a beefsteak and transfer it from the butcher’s icebox to your own. But you do not own the beefsteak in the most important sense until you consume it and get it into your bloodstream. I am arguing that books, too, must be absorbed in your blood stream to do you any good.
Confusion about what it means to “own” a book leads people to a false reverence for paper, binding, and type — a respect for the physical thing — the craft of the printer rather than the genius of the author. They forget that it is possible for a man to acquire the idea, to possess the beauty, which a great book contains, without staking his claim by pasting his bookplate inside the cover. Having a fine library doesn’t prove that is owner has a mind enriched by books; it proves nothing more than that he, his father, or his wife, was rich enough to buy them.
There are three kinds of book owners. The first has all the standard sets and best sellers — unread, untouched. (This deluded individual owns woodpulp and ink, not books.) The second has a great many books — a few of them read through, most of them dipped into, but all of them as clean and shiny as the day they were bought. (This person would probably like to make books his own, but is restrained by a false respect for their physical appearance.) The third has a few books or many — every one of them dog-eared and dilapidated, shaken and loosened by continual use, marked and scribbled in from front to back. (This man owns books.)
Is it false respect, you may ask, to preserve intact and unblemished a beautifully printed book, an elegantly bound edition? Of course not. I’d no more scribble all over a first edition of ‘Paradise Lost’ than I’d give my baby a set of crayons and an original Rembrandt. I wouldn’t mark up a painting or a statue. Its soul, so to speak, is inseparable from its body. And the beauty of a rare edition or of a richly manufactured volume is like that of a painting or a statue.
But the soul of a book “can” be separate from its body. A book is more like the score of a piece of music than it is like a painting. No great musician confuses a symphony with the printed sheets of music. Arturo Toscanini reveres Brahms, but Toscanini’s score of the G minor Symphony is so thoroughly marked up that no one but the maestro himself can read it. The reason why a great conductor makes notations on his musical scores — marks them up again and again each time he returns to study them–is the reason why you should mark your books. If your respect for magnificent binding or typography gets in the way, buy yourself a cheap edition and pay your respects to the author.
Why is marking up a book indispensable to reading? First, it keeps you awake. (And I don’t mean merely conscious; I mean awake.) In the second place; reading, if it is active, is thinking, and thinking tends to express itself in words, spoken or written. The marked book is usually the thought-through book. Finally, writing helps you remember the thoughts you had, or the thoughts the author expressed. Let me develop these three points.
If reading is to accomplish anything more than passing time, it must be active. You can’t let your eyes glide across the lines of a book and come up with an understanding of what you have read. Now an ordinary piece of light fiction, like, say, “Gone With the Wind,” doesn’t require the most active kind of reading. The books you read for pleasure can be read in a state of relaxation, and nothing is lost. But a great book, rich in ideas and beauty, a book that raises and tries to answer great fundamental questions, demands the most active reading of which you are capable. You don’t absorb the ideas of John Dewey the way you absorb the crooning of Mr. Vallee. You have reach for them. That you cannot do while you’re asleep.
If, when you’ve finished reading a book, the pages are filled with your notes, you know that you read actively. The most famous “active” reader of great books I know is President Hutchins, of the University of Chicago. He also has the hardest schedule of business activities of any man I know. He invariably reads with a pencil, and sometimes, when he picks up a book and pencil in the evening, he finds himself, instead of making intelligent notes, drawing what he calls ‘caviar factories’ on the margins. When that happens, he puts the book down. He knows he’s too tired to read, and he’s just wasting time.
But, you may ask, why is writing necessary? Well, the physical act of writing, with your own hand, brings words and sentences more sharply before your mind and preserves them better in your memory. To set down your reaction to important words and sentences you have read, and the questions they have raised in your mind, is to preserve those reactions and sharpen those questions.
Even if you wrote on a scratch pad, and threw the paper away when you had finished writing, your grasp of the book would be surer. But you don’t have to throw the paper away. The margins (top and bottom, and well as side), the end-papers, the very space between the lines, are all available. They aren’t sacred. And, best of all, your marks and notes become an integral part of the book and stay there forever. You can pick up the book the following week or year, and there are all your points of agreement, disagreement, doubt, and inquiry. It’s like resuming an interrupted conversation with the advantage of being able to pick up where you left off.
And that is exactly what reading a book should be: a conversation between you and the author. Presumably he knows more about the subject than you do; naturally, you’ll have the proper humility as you approach him. But don’t let anybody tell you that a reader is supposed to be solely on the receiving end. Understanding is a two-way operation; learning doesn’t consist in being an empty receptacle. The learner has to question himself and question the teacher. He even has to argue with the teacher, once he understands what the teacher is saying. And marking a book is literally an expression of differences, or agreements of opinion, with the author.
There are all kinds of devices for marking a book intelligently and fruitfully. Here’s the way I do it:
1. Underlining (or highlighting): of major points, of important or forceful statements.
2. Vertical lines at the margin: to emphasize a statement already underlined.
3. Star, asterisk, or other doo-dad at the margin: to be used sparingly, to emphasize the ten or twenty most important statements in the book. (You may want to fold the bottom comer of each page on which you use such marks. It won’t hurt the sturdy paper on which most modern books are printed, and you will be able take the book off the shelf at any time and, by opening it at the folded-corner page, refresh your recollection of the book.)
4. Numbers in the margin: to indicate the sequence of points the author makes in developing a single argument.
5. Numbers of other pages in the margin: to indicate where else in the book the author made points relevant to the point marked; to tie up the ideas in a book, which, though they may be separated by many pages, belong together.
6. Circling or highlighting of key words or phrases.
7. Writing in the margin, or at the top or bottom of the page, for the sake of: recording questions (and perhaps answers) which a passage raised in your mind; reducing a complicated discussion to a simple statement; recording the sequence of major points right through the books. I use the end-papers at the back of the book to make a personal index of the author’s points in the order of their appearance.
The front end-papers are to me the most important. Some people reserve them for a fancy bookplate. I reserve them for fancy thinking. After I have finished reading the book and making my personal index on the back end-papers, I turn to the front and try to outline the book, not page by page or point by point (I’ve already done that at the back), but as an integrated structure, with a basic unity and an order of parts. This outline is, to me, the measure of my understanding of the work.
If you’re a die-hard anti-book-marker, you may object that the margins, the space between the lines, and the end-papers don’t give you room enough. All right. How about using a scratch pad slightly smaller than the page-size of the book — so that the edges of the sheets won’t protrude? Make your index, outlines and even your notes on the pad, and then insert these sheets permanently inside the front and back covers of the book.
Or, you may say that this business of marking books is going to slow up your reading. It probably will. That’s one of the reasons for doing it. Most of us have been taken in by the notion that speed of reading is a measure of our intelligence. There is no such thing as the right speed for intelligent reading. Some things should be read quickly and effortlessly and some should be read slowly and even laboriously. The sign of intelligence in reading is the ability to read different things differently according to their worth. In the case of good books, the point is not to see how many of them you can get through, but rather how many can get through you — how many you can make your own. A few friends are better than a thousand acquaintances. If this be your aim, as it should be, you will not be impatient if it takes more time and effort to read a great book than it does a newspaper.
You may have one final objection to marking books. You can’t lend them to your friends because nobody else can read them without being distracted by your notes. Furthermore, you won’t want to lend them because a marked copy is kind of intellectual diary, and lending it is almost like giving your mind away.
If your friend wishes to read your Plutarch’s Lives, Shakespeare, or The Federalist Papers, tell him gently but firmly, to buy a copy. You will lend him your car or your coat — but your books are as much a part of you as your head or your he

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religion and democracy

it has to have at least 15 references with an introduction and conclusion

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