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External link to Question : 31.The CDC, American Heart Association, and other groups have collaborated : 1357190
Economics

Question : 31.The CDC, American Heart Association, and other groups have collaborated : 1357190

    31.The CDC, American Heart Association, and other groups have collaborated to create a program that encourages people to: a.consume enough whole grains. b.eat more fish. c.switch from cow’s milk to soy milk. d.fill half their plate with vegetables and fruits.     Application-Level Multiple-Choice Items   32.A main difference between a person contracting an infectious disease and a chronic disease is: a.infectious diseases […]

External link to Question : 11) Economists assume that rational people do all of the : 1244576
Economics

Question : 11) Economists assume that rational people do all of the : 1244576

  11) Economists assume that rational people do all of the following except A) use all available information as they act to achieve their goals. B) undertake activities that benefit others and hurt themselves. C) weigh the benefits and costs of all possible alternative actions. D) respond to economic incentives. 12) Economics does not study correct or incorrect behaviors but rather it assumes that economic […]

External link to Question : 11.3   Common Resources 1) In which of the following cases does : 1226062
Economics

Question : 11.3   Common Resources 1) In which of the following cases does : 1226062

  11.3   Common Resources   1) In which of the following cases does the tragedy of the commons occur? i)cattle grazing on private ranches ii)catching lobsters off the coast of Florida iii)raising salmon on salmon farms iv)using legal services provided by the courts A) i only B) ii only C) ii and iii D) i and iv E) i and iii 2) The tragedy of […]

External link to Question : 7.3   Long-Run Growth 1) We can safely say that total output : 1381104
Economics

Question : 7.3   Long-Run Growth 1) We can safely say that total output : 1381104

  7.3   Long-Run Growth   1) We can safely say that total output can increase if there is a(n) A) increase in the size of the labor force and a decrease in the productivity of workers. B) decrease in the size of capital and an increase in the productivity of machines. C) increase in the number of machines per worker. D) decrease in the number […]

External link to Question : 89.              The standard rate of pay $20 per direct labor : 1311902
Economics

Question : 89.              The standard rate of pay $20 per direct labor : 1311902

    89.              The standard rate of pay is $20 per direct labor hour. If the actual direct labor payroll was $117,600 for 6,000 direct labor hours worked, the direct labor price (rate) variance is a.$2,400 unfavorable. b.$2,400 favorable. c.$3,000 unfavorable. d.$3,000 favorable.     90.              The standard number of hours that should have been worked for the output attained is 6,000 direct labor hours […]

External link to Question : 81.Ifweknowthatthesupplycurveforgoodxfailstoreflectthetotalcosttosocietyofproducingthatgood,thenweknowthat a.themarketforgoodxischaracterizedbyanexternality,butwecannotdeterminewhethertheexternalityispos : 1261377
Economics

Question : 81.Ifweknowthatthesupplycurveforgoodxfailstoreflectthetotalcosttosocietyofproducingthatgood,thenweknowthat a.themarketforgoodxischaracterizedbyanexternality,butwecannotdeterminewhethertheexternalityispos : 1261377

  81.Ifweknowthatthesupplycurveforgoodxfailstoreflectthetotalcosttosocietyofproducingthatgood,thenweknowthat a.themarketforgoodxischaracterizedbyanexternality,butwecannotdeterminewhethertheexternalityispositiveornegativefromthisfactalone. b.themarketforgoodxischaracterizedbyapositiveexternality. c.themarketforgoodxischaracterizedbyanegativeexternality. d.thedemandcurveforgoodxfailstoreflectthevaluetosocietyofthatgood. 82.Internalizingapositiveexternalitywillcausethedemandcurveto a.shifttotheright. b.shifttotheleft. c.becomemoreelastic. d.remainunchanged. 83.Positiveexternalities a.resultinalargerthanefficientequilibriumquantity. b.resultinsmallerthanefficientequilibriumquantity. c.resultinanefficientequilibriumquantity. d.canbeinternalizedwithacorrectivetax. 84.Apositiveexternality a.isabenefittotheproducerofthegood. b.isabenefittotheconsumerofthegood. c.isabenefittosomeoneotherthantheproducerandconsumerofthegood. d.resultsinanoptimallevelofoutput. 85.Abenevolentsocialplannerwouldpreferthattheoutputofgoodxbeincreasedfromitscurrentlevelif,atthecurrentlevelofoutputofgoodx, a.socialvalue=privatevalue=privatecostprivatevalue=socialvalue>privatecost. c.socialcost=privatecost=privatevalueprivatevalue. 86.Abenevolentsocialplannerwouldpreferthattheoutputofgoodxbedecreasedfromitscurrentlevelif,atthecurrentlevelofoutputofgoodx, a.socialvalue=privatevalue=privatecost

External link to Question : 4.3   Market Equilibrium 1) Market equilibrium occurs when A) all markets become : 1241463
Economics

Question : 4.3   Market Equilibrium 1) Market equilibrium occurs when A) all markets become : 1241463

  4.3   Market Equilibrium   1) Market equilibrium occurs when A) all markets become equal. B) the quantity demanded equals the quantity supplied. C) opposing forces pull demand and supply apart. D) demand and supply move in opposite direction. E) demand and supply change so that they are equal at all possible prices.   2) Market equilibrium occurs when A) the quantity demanded equals the […]

External link to Question : 21.Iflong-runaveragetotalcostdecreasesasthequantityofoutputincreases,thefirmisexperiencing a.economiesofscale. b.diseconomiesofscale. c.coordinationproblemsarisingfromthelar : 1261488
Economics

Question : 21.Iflong-runaveragetotalcostdecreasesasthequantityofoutputincreases,thefirmisexperiencing a.economiesofscale. b.diseconomiesofscale. c.coordinationproblemsarisingfromthelar : 1261488

  21.Iflong-runaveragetotalcostdecreasesasthequantityofoutputincreases,thefirmisexperiencing a.economiesofscale. b.diseconomiesofscale. c.coordinationproblemsarisingfromthelargesizeofthefirm. d.fixedcostsgreatlyexceedingvariablecosts. 22.Inthelongrunacompanythatproducesandsellspopcornincurstotalcostsof$1,050whenoutputis90canistersand$1,200whenoutputis120canisters.Thepopcorncompanyexhibits a.diseconomiesofscalebecausetotalcostisrisingasoutputrises. b.diseconomiesofscalebecauseaveragetotalcostisrisingasoutputrises. c.economiesofscalebecausetotalcostisrisingasoutputrises. d.economiesofscalebecauseaveragetotalcostisfallingasoutputrises. 23.Inthelongrunacompanythatproducesandsellscandybarsincurstotalcostsof$1,200whenoutputis2,400candybarsand$1,400whenoutputis2,900candybars.Thecandybarcompanyexhibits a.diseconomiesofscalebecausetotalcostisrisingasoutputrises. b.diseconomiesofscalebecauseaveragetotalcostisrisingasoutputrises. c.economiesofscalebecausetotalcostisrisingasoutputrises. d.economiesofscalebecauseaveragetotalcostisfallingasoutputrises. 24.Supposethatafirm’slong­runaveragetotalcostsofproducingtelevisionsdecreasesasitproducesbetween10,000and20,000televisions.Forthisrangeofoutput,thefirmisexperiencing a.economiesofscale. b.constantreturnstoscale. c.diseconomiesofscale. d.coordinationproblems. 25.Sincethe1980s,Wal-MartstoreshaveappearedinalmosteverycommunityinAmerica.Wal-Martbuysitsgoodsinlargequantitiesand,therefore,atcheaperprices.Wal-Martalsolocatesitsstoreswherelandpricesarelow,usuallyoutsideofthecommunitybusinessdistrict.ManycustomersshopatWal-Martbecauseoflowprices.Localretailers,liketheneighborhooddrugstore,oftengooutofbusinessbecausetheylosecustomers.Thisstorydemonstratesthat a.consumersdonotreacttochangingprices. b.therearediseconomiesofscaleinretailsales. c.thereareeconomiesofscaleinretailsales. d.therearediminishingreturnstoproducingandsellingretailgoods. 26.Whichofthefollowingstatementsisnotcorrect? a.Inthelongrun,therearenofixedcosts. b.Marginalcostisindependentoffixedcosts. c.Economiesofscaleisashort-runconcept. d.Diminishingmarginalproductexplainsincreasingmarginalcost. 27.Inthelongrunacompanythatproducesandsellslaundrydetergentincurstotalcostsof$2,500whenoutputis1,250unitsand$2,750whenoutputis1,500units.Forthisrangeofoutput,thelaundrydetergentcompanyexhibits a.economiesofscale. b.constantreturnstoscale. c.diseconomiesofscale. d.efficientscale. 28.Atlowlevelsofproduction,thefirm a.benefitsfromincreasedsizebecauseitcantakeadvantageofgreaterspecialization. b.hasthepotentialforeconomiesofscale. c.isunlikelytoexperiencesacuteproblemswithcoordination. d.Alloftheabovearecorrect. 29.TheBigBlueSkyjetcompanyhaslong-runtotalcostsof$20millionifitproduces5jetsandlong-runtotalcostsof$24million ifit produces6 jets.TheBigBlueSkyjetcompanyisexperiencing a.economiesofscale. b.constantreturnstoscale. c.diseconomiesofscale. d.negativeprofits. 30.Whenafirmexperiencesconstantreturnstoscale, a.long-runaveragetotalcostisunchanged,evenwhenoutputincreases. b.long-runmarginalcostisgreaterthanlong-runaveragetotalcost. c.long-runmarginalcostislessthanlong-runaveragetotalcost. d.thefirmislikelytoexperiencecoordinationproblems.    

External link to Question : 92) Suppose that there an increase in disposable income and : 1240410
Economics

Question : 92) Suppose that there an increase in disposable income and : 1240410

  92) Suppose that there is an increase in disposable income and simultaneously an increase in the expected profitability of investment. As a result, the equilibrium real interest rate ________ and the equilibrium quantity of loanable funds ________. A) rises; increases B) falls; increases C) remains unchanged; increases D) might rise, fall, or remain unchanged; increases E) might rise, fall, or remain unchanged; decreases 93) […]

External link to Question : 46.Roger Excavating Company experienced the following costs in 2014: Direct materials$1.75 : 1302747
Economics

Question : 46.Roger Excavating Company experienced the following costs in 2014: Direct materials$1.75 : 1302747

    46.Roger Excavating Company experienced the following costs in 2014:   Direct materials$1.75 per unit Direct labor$2.00 per unit Variable manufacturing overhead$2.50 per unit Variable selling$0.75 per unit Fixed manufacturing overhead$50,000 Fixed selling$15,000 Fixed administrative$5,000   During 2014, the company manufactured 100,000 units and sold 80,000 units. If the average selling price per unit was $22.65, what is the amount of the company’s contribution […]

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July 1, 2023
    

  Caring Community of Learners: Professional Expectations    

Throughout this course and throughout the remainder of your degree program you will study strategies aimed at making your center, school, program or classroom an effective learning environment for those children in your care. While there are many pieces to this puzzle, one of the keys to being effective is creating a caring community of learners. This community is where both children and adults alike “engage in warm, positive relationships, trust each other with respect, and learn from and with each other” (Bredekamp, 2017, p. 240). The research connecting effective classrooms and schools/centers to a caring community of learners is strong, which is why this discussion is so important.

To prepare for this discussion, read chapters 5 and 8 of the Bredekamp text, view The Pyramid Model. (Links to an external site.)

For your initial post:

  • Analyze why, according to Bredekamp (2017) “Teachers today report that more children are exhibiting challenging behaviors than in the past” (p. 241). Why do you feel this might be true? What factors account for this perception?
  • Describe the relationship between behavior, self-concept, self-esteem and self-efficacy. How are they interconnected?
  • Explain how your understanding of this interconnectedness helps you more effectively create a caring community of learners. Provide at least two examples and support your explanation with your text and at least one scholarly resource (Links to an external site.).
  • Propose at least one strategy you will use in your classroom, school or center that incorporates each of the four levels on The Teaching Pyramid (figure 8.1). Support this portion of your discussion with your text.

These are the notes:   

Pyramid Components

The Teaching Pyramid is composed of four parts: (1) positive relationships with children, (2) high-quality supportive environments, (3) social and emotional teaching strategies, and (4) intensive individualized interventions. The base of the pyramid is the largest portion because it represents the foundation of positive relationships on which everything else depends. Each subsequent topic on the pyramid builds on the ones below, and represents a proportionately smaller amount of teachers’ time and effort. This model indicates that if teachers effectively provide these supports, children will learn social competence, their positive behaviors will increase and challenging behaviors will diminish.

When teachers encounter children who exhibit negative behaviors such as aggression or hostility, their first inclination is to try to “fix” that child. As teachers, we naturally assume that if we could just quickly change that child’s behavior, everything would be well and our job would be so much easier. The truth is that there are no quick fixes; in fact, the more effective strategy is not to try to fix the child at first. It is always more difficult to change another person’s behavior, even if that person is only 3 years old, than to change our own behavior.

The Teaching Pyramid turns our prior assumptions on their head. Rather than trying to change children first, we begin by changing ourselves—that is, we examine our behavior in order to focus on establishing a positive relationship with each child. We recognize that more difficult children will take more effort, but we also acknowledge that the effort will pay off greatly. Next, we evaluate teaching environments and routines and determine what changes need to be made to support children’s positive behavior. How can we support routines that help children do their best? How can we teach social skills and emotional self-regulation? By asking these questions and exploring solutions, we attempt to directly address individual children’s challenging behaviors.

FIGURE 8.1 Teaching Pyramid Model for Promoting Children’s Social and Emotional Competence

The Teaching Pyramid is a research-based, effective framework to help teachers support children’s social-emotional learning and reduce challenging behaviors in the classroom.imageSource: From Promoting Social and Emotional Competence in Infants and Young Children. The Center on the Social and Emotional Foundations for Early Learning, http://csefel.vanderbilt.edu. Reprinted by permission.

The Pyramid’s Effectiveness

Research demonstrates that when teachers consistently apply the strategies described in the Pyramid Model, positive social interactions among children increase and behavior problems decrease (Hemmeter, Snyder, Fox, & Algina, 2011). Research suggests that fewer than 4% of children require the more intensive level of interventions (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003). In a group of 20 children, that equates to only one child. In a center serving 100 children, about 4 children might require this level of intensive assistance. In the following sections, we discuss each level of the Teaching Pyramid and provide examples of effective teaching practices.

  

default image
July 1, 2023
    

  Caring Community of Learners: Professional Expectations    

Throughout this course and throughout the remainder of your degree program you will study strategies aimed at making your center, school, program or classroom an effective learning environment for those children in your care. While there are many pieces to this puzzle, one of the keys to being effective is creating a caring community of learners. This community is where both children and adults alike “engage in warm, positive relationships, trust each other with respect, and learn from and with each other” (Bredekamp, 2017, p. 240). The research connecting effective classrooms and schools/centers to a caring community of learners is strong, which is why this discussion is so important.

To prepare for this discussion, read chapters 5 and 8 of the Bredekamp text, view The Pyramid Model. (Links to an external site.)

For your initial post:

  • Analyze why, according to Bredekamp (2017) “Teachers today report that more children are exhibiting challenging behaviors than in the past” (p. 241). Why do you feel this might be true? What factors account for this perception?
  • Describe the relationship between behavior, self-concept, self-esteem and self-efficacy. How are they interconnected?
  • Explain how your understanding of this interconnectedness helps you more effectively create a caring community of learners. Provide at least two examples and support your explanation with your text and at least one scholarly resource (Links to an external site.).
  • Propose at least one strategy you will use in your classroom, school or center that incorporates each of the four levels on The Teaching Pyramid (figure 8.1). Support this portion of your discussion with your text.

These are the notes:   

Pyramid Components

The Teaching Pyramid is composed of four parts: (1) positive relationships with children, (2) high-quality supportive environments, (3) social and emotional teaching strategies, and (4) intensive individualized interventions. The base of the pyramid is the largest portion because it represents the foundation of positive relationships on which everything else depends. Each subsequent topic on the pyramid builds on the ones below, and represents a proportionately smaller amount of teachers’ time and effort. This model indicates that if teachers effectively provide these supports, children will learn social competence, their positive behaviors will increase and challenging behaviors will diminish.

When teachers encounter children who exhibit negative behaviors such as aggression or hostility, their first inclination is to try to “fix” that child. As teachers, we naturally assume that if we could just quickly change that child’s behavior, everything would be well and our job would be so much easier. The truth is that there are no quick fixes; in fact, the more effective strategy is not to try to fix the child at first. It is always more difficult to change another person’s behavior, even if that person is only 3 years old, than to change our own behavior.

The Teaching Pyramid turns our prior assumptions on their head. Rather than trying to change children first, we begin by changing ourselves—that is, we examine our behavior in order to focus on establishing a positive relationship with each child. We recognize that more difficult children will take more effort, but we also acknowledge that the effort will pay off greatly. Next, we evaluate teaching environments and routines and determine what changes need to be made to support children’s positive behavior. How can we support routines that help children do their best? How can we teach social skills and emotional self-regulation? By asking these questions and exploring solutions, we attempt to directly address individual children’s challenging behaviors.

FIGURE 8.1 Teaching Pyramid Model for Promoting Children’s Social and Emotional Competence

The Teaching Pyramid is a research-based, effective framework to help teachers support children’s social-emotional learning and reduce challenging behaviors in the classroom.imageSource: From Promoting Social and Emotional Competence in Infants and Young Children. The Center on the Social and Emotional Foundations for Early Learning, http://csefel.vanderbilt.edu. Reprinted by permission.

The Pyramid’s Effectiveness

Research demonstrates that when teachers consistently apply the strategies described in the Pyramid Model, positive social interactions among children increase and behavior problems decrease (Hemmeter, Snyder, Fox, & Algina, 2011). Research suggests that fewer than 4% of children require the more intensive level of interventions (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003). In a group of 20 children, that equates to only one child. In a center serving 100 children, about 4 children might require this level of intensive assistance. In the following sections, we discuss each level of the Teaching Pyramid and provide examples of effective teaching practices.

  

default image
July 1, 2023
    

  Caring Community of Learners: Professional Expectations    

Throughout this course and throughout the remainder of your degree program you will study strategies aimed at making your center, school, program or classroom an effective learning environment for those children in your care. While there are many pieces to this puzzle, one of the keys to being effective is creating a caring community of learners. This community is where both children and adults alike “engage in warm, positive relationships, trust each other with respect, and learn from and with each other” (Bredekamp, 2017, p. 240). The research connecting effective classrooms and schools/centers to a caring community of learners is strong, which is why this discussion is so important.

To prepare for this discussion, read chapters 5 and 8 of the Bredekamp text, view The Pyramid Model. (Links to an external site.)

For your initial post:

  • Analyze why, according to Bredekamp (2017) “Teachers today report that more children are exhibiting challenging behaviors than in the past” (p. 241). Why do you feel this might be true? What factors account for this perception?
  • Describe the relationship between behavior, self-concept, self-esteem and self-efficacy. How are they interconnected?
  • Explain how your understanding of this interconnectedness helps you more effectively create a caring community of learners. Provide at least two examples and support your explanation with your text and at least one scholarly resource (Links to an external site.).
  • Propose at least one strategy you will use in your classroom, school or center that incorporates each of the four levels on The Teaching Pyramid (figure 8.1). Support this portion of your discussion with your text.

These are the notes:   

Pyramid Components

The Teaching Pyramid is composed of four parts: (1) positive relationships with children, (2) high-quality supportive environments, (3) social and emotional teaching strategies, and (4) intensive individualized interventions. The base of the pyramid is the largest portion because it represents the foundation of positive relationships on which everything else depends. Each subsequent topic on the pyramid builds on the ones below, and represents a proportionately smaller amount of teachers’ time and effort. This model indicates that if teachers effectively provide these supports, children will learn social competence, their positive behaviors will increase and challenging behaviors will diminish.

When teachers encounter children who exhibit negative behaviors such as aggression or hostility, their first inclination is to try to “fix” that child. As teachers, we naturally assume that if we could just quickly change that child’s behavior, everything would be well and our job would be so much easier. The truth is that there are no quick fixes; in fact, the more effective strategy is not to try to fix the child at first. It is always more difficult to change another person’s behavior, even if that person is only 3 years old, than to change our own behavior.

The Teaching Pyramid turns our prior assumptions on their head. Rather than trying to change children first, we begin by changing ourselves—that is, we examine our behavior in order to focus on establishing a positive relationship with each child. We recognize that more difficult children will take more effort, but we also acknowledge that the effort will pay off greatly. Next, we evaluate teaching environments and routines and determine what changes need to be made to support children’s positive behavior. How can we support routines that help children do their best? How can we teach social skills and emotional self-regulation? By asking these questions and exploring solutions, we attempt to directly address individual children’s challenging behaviors.

FIGURE 8.1 Teaching Pyramid Model for Promoting Children’s Social and Emotional Competence

The Teaching Pyramid is a research-based, effective framework to help teachers support children’s social-emotional learning and reduce challenging behaviors in the classroom.imageSource: From Promoting Social and Emotional Competence in Infants and Young Children. The Center on the Social and Emotional Foundations for Early Learning, http://csefel.vanderbilt.edu. Reprinted by permission.

The Pyramid’s Effectiveness

Research demonstrates that when teachers consistently apply the strategies described in the Pyramid Model, positive social interactions among children increase and behavior problems decrease (Hemmeter, Snyder, Fox, & Algina, 2011). Research suggests that fewer than 4% of children require the more intensive level of interventions (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003). In a group of 20 children, that equates to only one child. In a center serving 100 children, about 4 children might require this level of intensive assistance. In the following sections, we discuss each level of the Teaching Pyramid and provide examples of effective teaching practices.

  

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Coursework
August 5, 2021
    

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customer #19266
Political Science, 6 pages
Admission Essay
August 5, 2021
    

Nice service! It is cool that you can use the calculator on the main page and understand the price policy. For me, it is a huge plus!

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customer #11437
Tourism, 1 page
Discussion Essay
August 5, 2021
    

Thanks to God I found this service! If I didn’t send my research to the teacher on time, he would eat me. I tell you! However, with doctor my essay service, I met the deadline, and I am still alive.

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customer #12692
Philosophy, 5 pages
Report
August 5, 2021
    

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customer #10923
Psychology, 4 pages
Essay (any type)
August 5, 2021
    

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customer #17823
Business, 8 pages

Calculate the price of your order

550 words
We'll send you the first draft for approval by September 11, 2018 at 10:52 AM
Total price:
$26
The price is based on these factors:
Academic level
Number of pages
Urgency
Basic features
  • Free title page and bibliography
  • Unlimited revisions
  • Plagiarism-free guarantee
  • Money-back guarantee
  • 24/7 support
On-demand options
  • Writer’s samples
  • Part-by-part delivery
  • Overnight delivery
  • Copies of used sources
  • Expert Proofreading
Paper format
  • 275 words per page
  • 12 pt Arial/Times New Roman
  • Double line spacing
  • Any citation style (APA, MLA, Chicago/Turabian, Harvard)

Our guarantees

Delivering a high-quality product at a reasonable price is not enough anymore.
That’s why we have developed 5 beneficial guarantees that will make your experience with our service enjoyable, easy, and safe.

Money-back guarantee

You have to be 100% sure of the quality of your product to give a money-back guarantee. This describes us perfectly. Make sure that this guarantee is totally transparent.

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Zero-plagiarism guarantee

Each paper is composed from scratch, according to your instructions. It is then checked by our plagiarism-detection software. There is no gap where plagiarism could squeeze in.

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Free-revision policy

Thanks to our free revisions, there is no way for you to be unsatisfied. We will work on your paper until you are completely happy with the result.

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Privacy policy

Your email is safe, as we store it according to international data protection rules. Your bank details are secure, as we use only reliable payment systems.

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Fair-cooperation guarantee

By sending us your money, you buy the service we provide. Check out our terms and conditions if you prefer business talks to be laid out in official language.

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