CM 302

Commercial Construction Principles

CM 302

Commercial Construction Principles

I have attached the directions need to complete this weeks questions correctly. If you have any questions please let me know.

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.

Rubric

Access the following to complete this Assessment:

• Request from Building Blocks Learning Center Director
• Demographics from Hansvale County

Part I: Changing demographics and Building Blocks Learning Center

Using the “Demographics from Hansvale County” document, write an article for the faculty newsletter that includes the following:

1. An explanation of how changing racial, cultural, and linguistic demographics in the county impacts the center
2. Two real-world examples that illustrate how home language or race might impact children and families
3. An explanation of at least one way Building Blocks Learning Center can respond to changing demographics to ensure an equitable program

Part II: Poverty and child development

Using the “Demographics from Hansvale County” document and information from the professional knowledge base, write an article for the faculty newsletter that includes the following:

1. An explanation of how poverty impacts healthy child development and learning
2. A description of at least two ways the center can adjust or add programming to meet the needs of children and families living in poverty
3. A recommendation regarding how individual staff members can promote the healthy development and learning of children living in poverty
4. An analysis of at least one recent state or federal policy related to early childhood education to ensure equity for all children in early childhood settings. Explain how the policy might impact the center.

Part III: Brain research and Building Blocks Learning Center

Using three research articles written in the past 5 years about brain research and child development, write an article explaining brain research and its impact on the early childhood field that includes the following:

1. A summary of three recent developments in brain research and child development (Note: Use articles that have been published in the past 5 years, either from the Walden library or other professional resources, to support your summary.)
2. A description of at least two ways teachers at Building Blocks Learning Center can use this information about the brain and child development to foster healthy development and promote learning

Part IV: Effective use of technology in the classroom

Using two research articles written in the past 5 years about the effective use of technology with children, write an article explaining the implications of technology on child development and the early childhood field that includes the following:

1. An explanation of the benefits and challenges of using technology as a teaching tool for children
2. A recommendation for families concerning appropriate use of technology for children at two different stages of development (i.e., infant-toddler, preschool, school-age)

Read the chapter four and 6 of the book Why Nation Fails.. NO more than 2 pages and no plagiarism

NOTE: You need an e-book reader program to access this file

Read chapters 4& 6

This final reflection should be at least 5 full, double-spaced pages. Please, support ALL claims with examples. Your final reflection should detail what you have learned and how you learned it throughout the semester. Specifically, I want you to revisit the claims you made in your first Learning Narrative by putting those learning experiences into context with the learning experiences you have had this semester. The resulting Reflective Learning Narrative will be informed by all of the EVIDENCE we have generated and collected throughout the semester. Your proposals, drafts, revision statements, and previous reflections should give you ample information to make detailed and relevant observations about your work throughout the semester; however, please, do not cut and paste from those unless you do so in order to make further commentary on things you have noticed earlier in the semester.

Here are specific guidelines for your final reflections:

1. At least 5 full, double-spaced pages

1. Four main sections:

• What I hoped to learn/do (What were my expectations, what were my original plans, what skills did I hope to develop?)
• What I did (What I wrote/made, what steps I took to complete the tasks, what went very right, what went very wrong?)
• What I learned (What I’d do differently next time, what I can’t wait to do again, what I’ll never do again, what feedback was particularly useful?)
• Goals for my writing (What skills I want to develop, What habits I want to change or adopt, What information I need to learn, What types of writing I want to try–AND, by what means will I attempt to realize these goals?) In other words, what is my plan (goals + means) for my continuing writing development?

It is up to you how much of each section is devoted to which portion of the reflection.

• I want to read about challenges and/or failures: how you met them and/or worked around them.

• I want to read about surprises, good and not so good.

• I want to read about rewards and disappointments.
• I want to read about processes (what you did) and products (what you made).

• I want to read about what YOU thought of your writing products and what OTHERS said about your writing products–both projects and supporting materials.

• I want to read about future projects, possibilities, and applications. I want to read about the strengths of your work & your goals for your work (make specific references—that is, detail specific examples—both to your composing efforts—actions—and elements of the texts themselves).