In order to complete this discussion, you need to first:
watch the Watch item “What Is Truth?”
read Dew & Foreman pp. 41-43 (section on “Pragmatism” only)
read “Truth: Pragmatic Theories” (section 6 only)
If you have not done so, stop now to view and read that material.
This discussion is on the Pragmatic theory of truth and criticisms that philosophers have raised against it, as presented in the sources above.
For your thread, consider the various arguments against Pragmatism and answer each question:
Pick which one you think is either the strongest OR the weakest/least clear argument against Pragmatism, and explain why. (A specific line of reasoning against Pragmatism must be examined.)
Why is Pragmatism popular or attractive to many, in your opinion?
Your thread should directly engage with the specified course material.
Please review the Discussion Assignment Instructiownload Discussion Assignment Instructions prior to posting. You may also click the three dots in the upper corner to Show Rubric.
Discussion Thread: Epistemology Resources:
Watch: What is Truth?
Read: Truth: Pragmatic Theories
NEED HELP COMPLETING OSHA 30. IT’S A 30 HOUR COURSE. I’VE ALREADY PUT IN 8 HOURS BUT I DO NOT HAVE THE TIME TO COMPLETE IT. CAN ANYONE HELP?
At this point in the course, you have covered the work of the actor, the director, and the playwright. Since all three have an artistic interest in presenting good work to an audience, I have question for you….
“Whose point of view is most important in presenting that performance to an audience?” You must select one (and only one) of the following options:
There is no one correct answer for this question–what I am looking for is who’s p.o.v. you select and how you justify your answer based on what has been discussed in the course.
Assignment Content Field of Study Elementary Education
Critique: In order to facilitate the most potential for critical consumption of public discourse, you will critique a public speaking event.
When you attend the on-site presentations is entirely up to you. You will want to search for field related seminars/presentations so that you can better gauge the standards in your field. Nonetheless, you will want to wait until later in the term to do your final editing based on course topic development and inclusion of salient elements.
Using the evaluation form for your presentations, you will rate the presenter; employing Rothwell’s standards of good discourse, you will identify 3 ways the speaker achieved effective communication with their audience and 3 recommendations for improving the presentation.
• Read the Gonzalez-Shancho and Vincent-Lancrin (2016) and Mandinach et al. (2015) articles related to data collection and analysis in education. Reflect on the difficulty they describe regarding making data accessible to decision makers. With the volume of data available, how can users get the information they need without feeling overwhelmed by the volume of data available?
• Read the Mandinach et al. (2015) article regarding best practices and practices to avoid in the use of data. Are there other practices you would add to either list?
• Review the Fullan (2016) chapters for this module. Consider Fullan’s thoughts related to educational change and how, using the data and your role in the community, you might apply them to Grand City’s task force.
• In the City Hall location in Grand City, view the video of the mayor’s welcome to the education task force. The video includes introductions to several of Grand City’s stakeholders who are members of the task force.
• Review the Grand City demographic, community, and educational data, in City Hall in Grand City. From your perspective as an educational leader in the community—whether your expertise is in early childhood, K–12, administrator, educational technologist, or other specialist—consider what the important changes are over time in the data and trends that emerge. What trends are important for the task force to consider? What is the impact of the data on the Grand City community and its educational programs (both early childhood and K–12)?
All children benefit from a safe, healthy environment. The environment in which a child learns and grows encompasses more than the classroom or childcare setting and extends to the home and community. Educators of young children must take an active role to ensure the children in their care have access to nutritious food, and are being raised in a community and home that meet the children’s safety and health care needs.
Part 1 Health Fair Flyer
For this assignment, develop a community health fair based upon your field experience school and classroom communities. Select 5-8 community organizations to invite to have a booth at the fair.
Create a flyer or invitation for families and community members. The community health fair should include resources and information pertaining to health, safety, and nutrition for children birth to age 3.
The flyer should be double-sided and include a schedule of events on one side, and a description of the organizations that will be present on the other. For each booth, state its objective or purpose on the flyer.
Examples of community organizations and/or booths include, but are not limited to, police and fire departments, medical professionals and clinics, and cooking demonstrations.
Part 2 Reflection
In a 250-500 word reflection, address how a community health fair benefits the lives of young children and their families. Include how the stakeholders in the community support the common good and align with the Christian worldview perspective. Reflect on how this event supports children’s development and learning in a collaborative effort with families and the community.
Support your findings with a minimum of three resources.
Submit Part 1 and Part 2 as one submission.
In a Venn Diagram, identify the legal role that local, state and federal governments plan in education. As you draft your diagram, be sure to illustrate any overlap that may be present. You are encouraged to use scholarly evidence to aid you in completing this assignment. Make sure to include a reference page for any sources used.
How can teachers use technology to collaborate with families and community members to promote health in the children in their care and community? (150 words)
How can teachers of children birth to age 3 teach children how to advocate to teachers and other stakeholders for their personal needs? Why should children be taught to communicate their individual needs? (150 words)
Candidates must complete all programmatic requirements, including practicum/field experience hours defined in the coursework. Additional information about practicum/field experience can be found in the Student Success Center.
To earn credit for this assignment, all required course hours must be completed and the form submitted by the assignment due date.
Access the Clinical Field Experience Verification Form in the Document Management section in the Student Portal.
Complete all required fields on the Clinical Field Experience Verification Form.
Submit by clicking “Click to Sign.” An email will be sent to the mentor to verify the practicum/field experience hours.
Communicate with the mentor to request he or she verify the practicum/field experience hours. Once the practicum/field experience hours have been verified by the mentor, the completed form will be available in the Student Portal.
Save a .pdf copy of the completed Clinical Field Experience Verification Form to your computer.
Submit the Clinical Field Experience Verification Form.