Choose one (1) of the three (3) reading selections from the list of topic choices below. The focus is on brief but important primary source material written by major authors. Read the selections  as identified with each topic below. Write a three to four (3-4) paragraph essay (250 words minimum) which analyzes the “surprise ending” of the reading selection.

Topic Choices:

• Reading selection from Descartes’ Discourse on the Method (Part IV). Descartes begins with a  proof of one basic conclusion and ends with a proof of something much grander. Remember to focus on the surprise and point of realization, not the details of the philosophical argument. Read Part IV of the Discourse on the Method located at http://www.earlymoderntexts.com/assets/pdfs/descartes1637.pdf (then scroll down to Part 4, pp. 14-18). This is only four or five (4 or 5) pages of the larger work.
• Reading selection of Swift’s A Modest Proposal. It is essential to recognize the genre of this work, as discussed in our class text, which you should consult and cite. Swift promotes a radical solution, but subtle options are mentioned. You are looking for surprise and a point of realization. Read and focus on A Modest Proposal located at http://www.victorianweb.org/previctorian/swift/modest.html.
• Two (2) reading selections from Voltaire’s Candide. Consider how these readings start and end in terms of the action and the beliefs. You are looking for surprise and a point of realization. These selections can be found on pp. 840-841 in the textbook. In addition, consult the class text at pp. 824-825.

For the reading selection you choose:

1. Clearly state in your own words the “surprise ending” in the reading you selected. Clearly identify the point in the reading when you realized that there were elements in the reading that surprised you. Not all of the surprises come at the end.
2. Evaluate how successful the author was in convincing you to accept the validity of the “surprise ending” that was different from what you expected.

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the Additional Resources section of their Student Center within their course shell for reference)
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
• Use the source(s) identified above for the topic you choose, focusing on the main primary source of that author. You may use additional sources also if they are of good academic quality for college papers (Wikipedia and similar websites do not qualify). Use proper APA style in-text citing and also a matching APA style References list at the end.

The specific course learning outcomes associated with this assignment are:

• Explain how key social, cultural, and artistic contributions contribute to historical changes.
• Explain the importance of situating a society’s cultural and artistic expressions within a historical context.
• Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
• Identify major historical developments in world cultures from the Renaissance to the contemporary period.
• Use technology and information resources to research issues in the study of world cultures.
• Write clearly and concisely about world cultures using proper writing mechanics.

UDL Guidelines: Examples and Resources

This discussion is an opportunity to further demonstrate your ability to apply the principles of Universal Design for Learning (UDL) to the design of instruction and assessment. As you learned last week from reading Edyburn (2013) Chapter 5 and viewing the CAST (2010) video UDL at a Glance, the three main principles supporting UDL are to Provide Multiple Means of (a) Representation (the “what of learning), (b) Action and Expression (the “how” of learning), and (c) Engagement (the “why” of learning). For this discussion you will review technology checkpoints as they relate to the three main principles of UDL. IT may be helpful to review the Week Three Instructor Guidance page where UDL is explored in the intellectual elaboration and to take time now to review your feedback from the Week Three assessments as well. Then, to prepare for this discussion, read the Week Four Instructor Guidance and then visit the UDL Guidelines – Version 2.0: Examples and Resources (2014) website. At the website, select the principle you have been assigned based on your last name using the list below. You will then complete the following checkpoint below from the principle you have been assigned to review.

• If your last name begins with P-Z: Choose one checkpoint from any of the three guidelines from Principle 3 Provide Multiple Means of Engagement

Within the checkpoint there are several examples and/or resources that support the principle and checkpoint. Next, choose one example/resource that interests you to explore, interact with, and evaluate. You may also choose to consider examples geared toward the grade level you are currently teaching, have experience in, or intend to teach.

Initial Post: Create a Jing tutorial or other multimedia-based presentation with software such as Present.me to showcase the specific UDL checkpoint example selected. Include the link to your Jing tutorial or presentation featuring the example/resource selected as well as written responses to the discussion points below. Your written response needs to be between one and two paragraphs in length. One of the ways to make your discussion engaging and effective is by including audio of your voice alongside a presentation of the information you have investigated. You can talk through these points during your tutorial. Keep in mind, the maximum length of a Jing video is five minutes so it will help to create a presentation in PowerPoint first that is five slides long with each slide covering one of the five points below. If for some reason you are unable to complete this discussion using the recommended technology, please contact your instructor for an alternative way to respond.

1. State the principle and checkpoint (number and description) analyzed.
2. Describe the specific example or resource selected (title given), the age group intended for, and the content area it covers.
3. Describe the example/resource explored explaining how it works
4. Address each of the “Key Considerations” for the checkpoint.
5. Share an idea you have for how this resource might be used effectively during instruction or assessment opportunities in your current classroom or your future practice.

Assignment: Develop an 8- to 10-slide narrated and annotated Microsoft^® PowerPoint^® presentation. For assistance:

• click Help in PowerPoint, and
• enter “Record and add narration and timings to a slide show” in the search box.

Address the following in your presentation:

• Describe the various transmission mediums and explain the best use of each with various examples of business use.
• Identify communications capabilities of each medium and the types of signals that are used for each.
• Identify the various protocols that are available for use and provide a recommended standard that should be used as the most efficient communication within a business.
• Use outside research to show how these standards have been used in similar companies to explain your choice.

List major points in the slides. Include detailed explanations in the speaker notes section that correlate to each point.

Include videos, audio, photos, diagrams, or graphs as appropriate.

Format your presentation consistent with APA guidelines.

Submit the Microsoft^® PowerPoint^® presentation assignment.

Assignment 1: Discussion—Religion in the Workplace

This assignment has two parts.

Part 1: Prepare a response to Matthew, include the following:

• Explain your analysis of the situation.
• Summarize the applicable laws.

Part 2: Draft a written communication to the employee on the issue. Be sure to include evidence, with references, in your response.

Make sure to include both parts in your 2-3 paragraph response. Apply APA standards to citation of sources. By Saturday, January 23, 2016, post your response to the appropriate Discussion Area. Through Wednesday, January 27, 2016, review and comment on at least two peers’ responses.

In your response, consider the following:

• What reaction do you believe the employee will have to the communication your fellow students developed?
• What changes, if any, do you suggest for the communication?
• What important points developed by your classmates would you integrate into your own response?

·       For a job you know well, create a questionnaire of five items that elicits employee reaction to the employees’ levels of compensation. Identify what information should be included in a job analysis and job evaluation in order to develop a job structure.

·       Compare and contrast the features of exempt and non-exempt employee status in a table format. Speculate how employers benefit from having one type or another. Develop a recommendation for your organization about how to increase the probability that it is meeting all employment regulations.

Thursday, January 28, 2016

For this writing, let’s start with the issue of the evaluation of students in First-Year Writing (FYW) courses.  What if we were to make the claim that all FYW should be “Pass/No Entry,” that is, while individual work would be graded, the overall course grade would would be based on meeting a certain overall level of proficiency (perhaps 73%).  Those meeting or surpassing that criterion would receive the grade of Satisfactory (S) and be allowed to register for the next class in the sequence (or in the case of 102 would then have completed the FYW sequence); those not meeting that criterion would be required to retake the class, and no entry would be made to their transcript.

– What reasons would there be in support of the institution of this grading policy?  List them, and for each reason try to give a sense of what evidence would support it.

– What objections would be raised by an opposition, those against the institution of Pass/No Entry?  List them, and for each objection try to give a sense of how it can be answered.

This IWA is due by 8:00 p.m. Thursday, 1/28.  Make it in your word processing software, save the file, and then upload it here using the “Browse My Computer” file uploader.

Note: this writing is not intended to be an essay.  Rather, I recommend making it a set of bulleted points.